2012 conventions 2012 election 2013 session 2013 special election arts arts and culture author ballot measures basketball bomb books boy scouts budget bullying business charlie hales children clackamas climate change coal college courts crime culture culture club democrats drugs economy education environment family film fluoride food gay rights guns handguns health health care health insurance high school history housing immigration international internet kitzhaber law legislature lgbt literary arts living marijuana marriage media medicine mental health military minor parties mohamed mohamud movies music native americans news newspaper obama olympics oregon our town parenting pers photography police politcs politics port portland portland business journal president prevention public safety religion republicans rnc romney rural salem sam adams sandy hook schools science shooting sports suicide supreme court taxes technology television terrorism theater third parties transportation union university of oregon washington wildfire women

As a former TAG student and current educator, the recurring theme that rings true in this discussion is relationship building. The large class sizes that Oregon educators face largely prevent meaningful education by preventing relationship building. Educators who know their students are more effective at identifying the tools to challenge and excite learning for their students. As Chris mentioned earlier he appreciated his social/peer grouping because it prevented bullying and other social dilemnas that tracking or grade acceleration can lead to. I also agree with Jim who plainly states the problems faced by caring teachers who are simply overwhelmed in a way that further inservice is not going to alleviate.

posted 5 years, 3 months ago
view in context