My Beauty Best Teacher

If you've been following my Twitter in the Classroom series, you know it's time for {Part 3}! (Catch up {Part 1} and {Part 2} here, if you need to!)

Here are our {Part 3} discussion topics, if you're ready:

• Tweet Suggestions (For Teachers)
• Twitter Projects/Activities (For Students)

Tweet Suggestions (For Teachers)

Here are some suggestions for things you can tweet to your student/parent audience:

1. Reminders about assignments that are due or upcoming quizzes/exams/projects. 
2. Reminders about snow days, picture days, sporting events, field trips, spirit days, etc. 
3. School events and/or their outcomes (plays, musicals, art shows, academic meets, etc.) -- especially ones where your school won/did well or is playing a rival!
4. Hints about how to complete an assignment or project.
5. Bonus points that can only be aquired through Twitter. (I've tweeted, "Go to the class website and scroll to the bottom of the page. The first student to describe to me the newest object at the bottom of that page gets 5 bonus points." The purpose of this, of course, was to get students to view the class website and the newest important tool on it!)
6. Helpful websites that could assist them academically (StarFall, CliffNotes, Online Calculator, etc.)
7. Apple/Blackberry, Android apps they might find helpful. (I recently tweeted about Flashcards+ and Sundry Notes!)
8. Books you recommend (I always have some students who have a hard time finding something interesting to read. I read books from my classroom library and tweet short blurbs to interest students in the book!)
9. Vocabulary words/definitions in a Word of the Day (#WOTD) format.
10. A poll to help your classroom/planned lessons (I recommend using Twtpoll!)
11. Exit ticket answers. (If students ask a question on an exit ticket, you could answer it on Twitter. This allows everyone to benefit from the answers without taking up any class time. Afterwards, you could copy/paste the updates and post the dialogue on your classroom website so those that couldn't access Twitter at the time can still get the knowledge. (For instance, I did exit tickets after an introductory lesson about courtroom trials, since my students would be conducting a trial about the characters in a book we'd just read. Some students were still confused on the process of the courtroom, and I gave them a chance to anonymously ask any question they still had. I answered these questions on Twitter, and it was a hit!
12. Motivational/inspirational quotes

Twitter Projects/Activities (For Students)

For all of these activities, there are a couple of ways you, the teacher, can keep track of students' answers and assess, if need be.

1. The main way is to create a hashtag just for your class. For instance, I might specify #MrsKEng1 for my 1st hour English class. From that point forward, if I wanted to find my students' tweets, I just type #MrsKEng1 in the search bar and read away! (Certain Twitter apps allow you to save search terms for quick retrieval. Just something to check into!)
2. Another option is to create student lists. You can create a list for all of your students, and then divide them by class and/or subject. When you want to read their tweets, just click on the name of the list on your right sidebar. 
3. Ask students to "mention" you in every single classroom-related tweet. 

With that in mind, here are some projects/activities I've thought of that use Twitter in the Classroom:

1. Schedule a chat. For instance, I might specify the #MrsKEng1 hashtag and assign a start time of  7 pm. Ideally, at 7 pm, students would log on and use the search box to find our class's hashtag. We can then have an online discussion of classroom topics outside the walls of our classroom. Whether you make this an actual assignment or an extra credit activity is, of course, up to you. You could discuss anything from an in-class topic to a President's speech on television to a movie you all went to see!
2. Peer-to-peer tutoring. Encourage parents/students to tweet questions. Other students/parents could check the hashtag and answer peer's questions. We learn best when we teach! I'd definitely suggest monitoring this activity to ensure that all questions are answered accurately.
3. Exit ticket. At the end of class, ask students to whip out their cell phones and tweet a quick exit comment/question to the cyber-world. Hopefully, these tweets generate a discussion or other students answering their peers' questions. (Of course, you would want to make sure all students had access to texting before you proceeded with this experiment. I've heard that you can use Google functions to text, but I haven't tested it yet.) You also get a quick evaluation of who understands the material.
4. Summary of the day. Whether you've just taught a math lesson or you've just finished another chapter in the class novel, students can tweet a 140-character summary of the day's lesson. In order to make assessment easier, you might consider having students either tweet this as a "reply" or include the class hashtag. (Just so you know, both options lessen the number of allowed characters/tweet.) Students could "re-teach" the jist of today's lesson. 
5. Short answer quiz questions. Of course, <140-characters/tweet is a short short answer! But if you're able to explain/answers something in such a short and concise manner, you're probably more likely to understand it.
6. Twitter as bellwork. This feeds off the last suggestion, but immediately upon entering the room, there will be questions or a discussion prompt on the board (or tweeted by you). Students must respond to the question(s)/discussion prompt while you take care of those mundane "house-keeping" duties (attendance, lunch count, etc).
7. Summary of text. After reading a chapter in a novel or expository textbook, ask students to tweet  summary of what they just read. 
8. Timeline report. Follow a celebrity or company and track their tweets over time. Then write a report over their day-to-day life. This could work as a biography project or even for a business class. 
9. Find students in another school/state/country with whom your students can tweet back and forth. It would be challenging to convey all information in 140-character segments, but that might create more concise writers. 
10. Create a class story. One student can start by tweeting the beginning line to a story. Students then take turns to tweet a class story, one line at a time. This collaborative project works on writing skills, creativity, and sharing.
11. Getting to know you. As a back to school activity, ask students to describe themselves in 160-characters or less. If students' Twitter usernames weren't easily recognizable, you could even play a game where students must guess which student belongs with which tweet!
12. Character tweet. After reading a novel, students can pick a character from the story and tweet, say, 5 status updates throughout the day. Each status update should be written in the 1st person format, as if the student were actually the character. 
13. Historical tweet. Feeding off the previous suggestion, you could ask students to pick a person from history and impersonate them on Twitter throughout the day. What would Abe Lincoln have to say if Twitter was available during his time? A website called Historical Tweets might help with this!
14. Hashtag timeline. Monitor the hashtags over a period of time to see the trends of our society. This would be great for a history or current events class. 
15. Hashtag quick write. On a random day, write the current trending topics on the board. Ask students to write about a curtain hashtag either individually or as a group. They could write their thoughts, create a story, etc.
16. Personal story. Using the 3 parts of a story, ask students to write an entire story in 420-characters or less (140 for the beginning, 140 for the middle, and 140 for the end). 
17. Micro-research paper. Ask students to create a micro-research paper using the Twitter guidelines. The intro paragraph must be 140-characters, the thesis must be 140-characters, the first paragraph.... you get the idea. Each part of the micro-paper must comply with Twitter character count rules. 
18. Spelling race. Tell students a word in class and see who can tweet the correct spelling the most quickly. (You could also do this for math problems, science/history trivia questions, etc.)
19. Vocab race. Tweet a word and see who can reply with the correct definition the most quickly...or vice versa.
20. Vocab sentences. Tweet a word and ask students to reply with a tweet that uses that vocab word correctly in a sentence. 
21. Synonym game. Call out a word and ask students to tweet synonyms.
22. Book club. Students tweet book blurbs in an effort to get other kids to read great books.
23. Attendance. Some days, give yourself a break from taking attendance and do it on Twitter. My suggestions: use the bellwork response tweets as a way to take attendance. You may still need to double-check this one because of two main reasons: 1) present students could text the bellwork question to an absent classmate, who would then tweet the bellwork in a timely manner. 2) Present students who don't participate would be counted absent. :-/

 I'm all tapped out of ideas for now. What suggestions do you guys have? 


Continue: Twitter for the Classroom {Part 4}

Over considerable Democratic objections, a Republican Congress dramatically lowered taxes for everyone in our entire country almost ten years ago. Republicans lowered taxes for low-income earners who go to work everyday making goods or providing services that we all need. Republicans lowered taxes for middle-class earners who do what they do to make our economy strong and vibrant. And Republicans lowered taxes for high earners, those who invest in industry, run their own businesses, or are very successful in their enterprises. Everyone in our country got a tax break when Republicans were in charge of Congress and everyone in our nation got to keep more of their income.

Not so when Democrats are in charge of Congress. Under four years of Democratic control, there were no major tax cuts enacted (most of us never even noticed that little baby Obama cut that was targeted towards politically favored groups). And now, as Democrats are being thrown out of office, they have decided to at the very last moment engage in class warfare and not extend the tax cuts for high earners in our nation, thereby putting in place the largest tax increase ever in the history our nation on small businesses, successful entrepreneurs, and top investors. The effect of that massive tax increase by Democrats will predictably be to lower investment, lower incentives to produce, and increase business for tax layers who will shield greater amounts of income from the state's lustful reach.

So, on a local note, where did Congressman Gary Peters vote?

Congressman Peters, as some of you might know, is a 'blue-dog' Democrat from Michigan who managed to cling to office in spite of the Republican wave of 2010 by convincing the voters of his district that he was a tax-cutting, small-government, moderate, friend-of-business conservative, and not in fact what his votes in Congress say that he is, which is a tax-raising, large-government, liberal, enemy-of-business leftist. He says he's one thing- I say his votes say he is another. So, let's take a look at where he voted this time around. Did he vote to play class-warfare and raise taxes on the rich or did he vote against his party in support of Republican proposals to make permanent the tax cuts for everyone? Oh, he'll run next election claiming that he voted 'to cut taxes', but we all know that the vote on HR 4853 was not about cutting taxes for the middle class, but was about whether or not to let the Republican tax cuts for everyone continue or not.

Let's go to the record, courtesy of the Office of the Clerk of the House of Representatives. On Roll Call vote number 604, on a motion that the House agrees with an amendment to the Senate amendment of HR 4853 (which extends the funding and expenditure authority of the Airport and Airway Trust Fund) (Democrats couldn't openly vote on this issue, they had to sneak attack on it in a totally ungermane bill), Gary Peters, Democrat from Michigan's 9th District, voted 'Yea'. Just look for 'Pelosi' on the Roll Call list, and you'll see Peters' name there, as always, voting with Nancy Pelosi 95% of the time.

And with that, Peters and other Blue Dog Democrats have once more showed that when it comes down to it, they want to just play games with tax rates, picking and choosing who they like, and would rather attack the rich in a down economy then let those people keep the money they earn to invest or buy as they see fit. Peters and other 'moderates' showed that class warfare and shady games are more important to them then just doing the right thing, which is extending the Republican tax cuts. If Democrats love the middle class and poor so much, after extending tax cuts for everyone, they should then propose deeper tax cuts for those groups, and I am sure Republicans would be okay with it. It's within their power to do so. But no, they just want credit for not raising taxes that they supported earlier on selected groups within society. And if you vote Democrat, that's all you are supporting. Myself, I usually vote Republicans, because they want credit for lowering taxes that they have always supported lowering for everyone in society, and that sounds a little bit more like it should be.

UPDATE: Via Conservative Summer:

On December 2nd, Rep. Gary Peters voted along with his party again, to extend the 'Bush Tax Cuts' to those making under $250k a year. This is not what the Congressman promised back in September. In fact, in a letter to Speaker Pelosi, Peters along with three other Congressmen wrote:

"We urge you to consider legislation to extend all of the income tax cuts," the letter to Pelosi reads. "In recent weeks, we have heard from a diverse spectrum of economists, small business owners, and families who have voiced concerns that raising any taxes right now could negatively impact economic growth. Given the continued fragility of our economy and slow pace of recovery, we share their concerns."

Today we find the unemployment numbers have climbed from 9.6% to 9.8% and these numbers will certainly rise with the additional tax burdens that Congressman Peters has imposed on our small business owners. And he calls himself a 'moderate.'

UPDATE II: The Freep says this about Peters recently:

U.S. Rep. Gary Peters, a Bloomfield Township Democrat, was one of President Barack Obama's best friends last week because he was one of the few Democrats openly supporting extending the Bush-era tax cuts for everybody, not just people who make less than $250,000 a year...the New York Times described Peters as an "obscure" freshman representative from Michigan.

This is Peters' game- openly support tax cuts for everyone, and then when the vote comes up in Congress on the issue, vote the other way. Then when it comes time to explain why you voted the way you did, you use your legal background to explain that your vote was to cut taxes for the poor and middle class, while we all know that that vote was to purposefully extend tax cuts for everyone but the 'rich'. This guy might be 'obscure', but I think a better word to describe Congressman Gary Peters is 'slimy.'

In college, one of the classes that I didn't like was a class called "Political Economy." The class was an attempt to indoctrinate students with the ideas that the market economy could be controlled, and teach us political science students the phony tools for 'controlling' the market and taming it to the whims of politicians. Class after class I got into an argument with my professor, claiming that the class was a sham, that you can't 'tame' or 'control' the market, only distort it for gain by favored classes. I argued over and over that a political economy was an un-American economy, and was a nice way of saying 'a socialist economy.'

The last day of class, my professor's true colors did come out- our final exam question was "Describe the one form of government that can solve all the worlds economic, environmental, and social class problems." Since I wanted to pass the class (my professor disagreed with me all year so gave me a failing grade on every paper), I wrote a brilliant glowing essay on the joys of communism- good old fashioned Lenin communism- and got an "A" (4.0). I hated that class, and everything it represented.

Today from Charles Krauthammer, who writes for the Washington Post, comes this article called "Come to grips with politicized economy." Here is what he wrote:

In the old days -- from the Venetian Republic to, oh, the Bear Stearns rescue -- if you wanted to get rich, you did it the Warren Buffett way: You learned to read balance sheets. Today you learn to read political tea leaves. You don't anticipate Intel's third-quarter earnings; instead, you guess what side of the bed Treasury Secretary Henry Paulson will wake up on tomorrow.

Today's extreme stock market volatility is not just a symptom of fear -- fear cannot account for days of wild market swings upward -- but a reaction to meta-economic events: political decisions that have vast economic effects.

As economist Irwin Stelzer argues, we have gone from a market economy to a political economy.

In the rest of his article, he talks about how the words of politicians now change the market, more so than supply or demand, profits or losses, or a healthy bottom line. Here is his conclusion:

We may one day go back to a market economy. Meanwhile, we need to face the two most important implications of our newly politicized economy: the vastly increased importance of lobbying and the massive market inefficiencies that political directives will introduce.

Lobbying used to be about advantages at the margin -- a regulatory break here, a subsidy there. Now lobbying is about life and death. Your lending institution or industry gets a bailout -- or it dies.

You used to go to New York for capital. Now Wall Street, broke, is coming to Washington. With unimaginably large sums of money being given out by Washington,
the Obama administration, through no fault of its own, will be subject to the most intense, most frenzied lobbying in American history. That will introduce one kind of economic distortion. The other kind will come from the political directives issued by newly empowered politicians.

First, bank presidents are gravely warned by one senator after another about "hoarding" their bailout money. But hoarding is another word for recapitalizing to shore up your balance sheet to ensure solvency. Is that not the fiduciary responsibility of bank directors? And isn't pushing money out the window with too little capital precisely the lending laxity that produced this crisis in the first place? Never mind. The banks will knuckle under to the commissars of Capitol Hill. They control the purse. Prudence will yield to politics.

Even more egregious will be the directives to a nationalized Detroit. Sen. Charles Schumer, the noted automotive engineer, declared "unacceptable" last week "a business model based on gas." Instead, "We need a business model based on cars of the future, and we already know what that future is: the plug-in hybrid electric car."

The Chevy Volt, for example? It has huge remaining technological hurdles, gets 40 miles on a charge and will sell for about $40,000, necessitating a $7,500 outright government subsidy. Who but the rich and politically correct will choose that over a $12,000 gas-powered Hyundai? The new Detroit churning out Schumer-mobiles will make the steel mills of the Soviet Union look the model of efficiency.

The ruling Democrats have a choice: Rescue this economy to return it to market control. Or use this crisis to seize the commanding heights of the economy for the greater social good. Note: The latter has already been tried. The results are filed under "History, ash heap of."

My prediction- the ruling Democrats, who control us slaves of the state, will distort the market in the name of the 'social good' and create a country that is inefficient, where houses are more expensive and yet worse less, where companies do poorly and their stocks suffer, where banks go under with political pressure, where services suffer, and goods are more expensive and lower quality. In the name of the greater social good, Democrats will take away our liberty and make our nation a poorer place in which to live- in every meaningful way.

When I was in college, the toughest class that I had was a class called Political Economy. The reason why I had such a difficult time with this class is because I opposed on a moral and intellectual level everything that it taught- it taught how to use the power of the state to guide and control companies. We learned all of the great ways and reasons for unelected bureaucrats and corrupt elected officials to deny freedoms and choices to individuals and businesses and use the power of threats of force to create an economy that protects and rewards those with political connections. Oh, of course the class never stated these aims, but they were the aims of the class regardless, and at the end of the year, the real aims of the class were revealed when we were asked for our final exam to write an essay detailing one political system that could best guide and shape an economy that was fair for everyone; I wrote an essay on the beauties and joys of the most brutally oppressive and corrupt and controlling communist system of government, and earned a 4.0 for the class.

Under Democrats like President Barack Obama, Senator Debbie Stabenow, and Congressman Gary Peters, our nation is fully embracing a 'Political Economy', which is an economy that is ruled over and controlled by those connected to the political process. In this sort of economy, those industries that political elites do not like or understand are to be taxed and controlled and driven out of business, and those companies that donate to the correct political elites are to be rewarded and given tax breaks. It is an economy where the guiding principle is not how efficiently can a company or industry produce a good that is most valued by citizens making free choices, but rather the guiding principle for these Democratic elites is whether or not you donated money to them to help them get in office and gain more power and wealth. It is only the right-wing nuts and crazy tea-party people that restrict these people from becoming completely corrupt; even still, the evidence is piling up that the best way to become wealthy in our nation is to get a job as a low-paying Congressman and than retire a millionaire several terms later (the millions all being earned 'under the table'), or donate to these sort of Congressman so that your company can be given loopholes and tax breaks so that you pay nothing in taxes.

Let us to perfectly frank here- there is little to no money to be made by supporting Republicans or Tea Party candidates- they push for limited government and free choices. Even the whole 'George Bush took us to war in Iraq to reward his oil buddies' rhetoric only reveals that those uttering that rhetoric have no idea what they are talking about since most of the oil contracts in Iraq went to non-US companies. Nope- the real money to be made is in donating to and supporting Democrats, who will then give you waivers for healthcare or create tax breaks so that you pay no taxes.

A great example of what I am writing about is GE. General Electric, the nation’s largest corporation, had a very good year in 2010, in spite of the rest of the nation struggling. The company reported worldwide profits of $14.2 billion, with $5.1 billion of the total came from its operations in the United States. The United Stats has a progressive corporate tax rate that punishes companies that are increasingly successful with higher and higher taxes, and for companies making more than $18 million, the corporate tax rate is 35%. So, one could reasonably assume that GE's tax bill in 2010 was $1.785 billion, but they would be wrong.

You see, GE CEO Jeff Immelt sits on Obama’s Economic Recovery Advisory Board, and GE owns MSNBC, the network famously friendly to Obama. GE-owned NBC recently joined Hollywood in inserting environmentally-friendly messaging into network programming. Furthermore, NBC promotes two annual campaigns — “Green Week” and “Earth Week” — that focus on environmentalism. GE recently found a loophole and became the biggest benefactor of the Temporary Liquidity Guarantee Program, a federal bailout initiative. Over $192 million was recently given to GE in government-sponsored projects. GE has created a new “joint venture” called Greenhouse Gas Services (GGS).  GGS invests in and seeks to manage greenhouse gas credits, and without the government stepping in to restrict greenhouse gases, GGS cannot turn a profit.

After doing all of these things, the reward is that GE does not pay any taxes. Yep, zero. GE not only didn't pay over a billion in taxes this year as you'd assume, but it actually was given an additional tax benefit of $3.2 billion.

Koch brothers eat your heart out! That's how you game the system and screw American tax payers- not be supporting limited government, libertarian, freedom of choice, and constitutional powers, but by backing good old-fashioned done-a-hundred times crony capitalism and government corruption of power.

Oh, and no, this never happened under George W Bush, and George W Bush hasn't been our President for several years either, so I doubt even deranged leftist liberals can pin it on him.

UPDATE: Today my youngest kid was watched, fascinated, as my wife smoothed cold cream on to her face. 'Why do you do that, mommy?' he asked. 'To make myself beautiful,' my wife said, and then began removing the cream with a tissue. My kid watched for a second and then said 'What's the matter mommy, are you giving up?'

UPDATE II: Powerlineblog has a powerful post that is perhaps even better than mine- I suggest you all go read John's post Free Enterprise vs. National Socialism:

GE strikes us as a "modern" company, in that its business strategy consists largely of exercising political influence. In truth, however, the concept is not new: the virtual merger of Big Government and Big Business has long been a hallmark of national socialism.

One can hardly resist comparing GE with another American company--one that has steadily increased its American workforce, rather than cutting it. One that has never gone to the federal government for a bailout. One that lobbies out of self-defense, as all companies do, but not to secure special privileges for itself at the taxpayers' expense. One that pays lots of taxes. One that not only advocates free enterprise, but lives by it, competing for business with superior products and services.

A number of companies would fit that description, but I have in mind Koch Industries. Koch is smaller than GE, although not radically so--$100 billion in revenues vs. $150 billion--but it pays a whole lot more in taxes. One might think that a company like Koch would be honored and respected compared with a company like GE, but that is not the case--not on the left, anyway. On the contrary, it is Koch's very integrity that makes it public enemy number one for the Democratic Party.

So the questions are posed rather starkly. Which company should Americans respect, the company that lays off more and more Americans, or the one that keeps hiring them? The company that dodges taxes, or the one that pays them? The company that makes money by partnering with government to force uneconomic products on an unwilling public, or the one that sells top-notch products that consumers want, without any compulsion from Washington? The company that stands for a Big Business-Big Government partnership, or the one that stubbornly defends, and practices, free enterprise?

UPDATE III: Koch Industries is clearly the good guy and GE is clearly the bad guy if you look at the world through the lens of life, liberty, and property protection, and yet as is typical now of the bizzaro world of the left, right is wrong and wrong is right. Today via memeorandum I saw two more posts attempt to make light dark- Adam Sewer at the 'American' Prospect takes a couple drive-by shots at David Koch or Politico's The battle to define Charles and David Koch which tries to redefine good as bad.

2011, regardless of what happens in the 2010 elections, will be a bad year for America due to the avalanche of tax increases that will hit everyone, specifically dead people, married people, rich people, investors, poor people, those with kids, those who save, those who buy medications, and small businesses. New tax increases of varying amounts will be levied on these groups starting in 2011, and the result of these tax increases will be lower spending, lower saving, lower investment, lower business activity, and increasing hiding of taxable income by those that can, with the end result being falling revenues to the government and less economic activity. That will mean less jobs, less income, and a lower quality of life for you. The blame for this can be laid 100% on politicians, namely anyone who voted for Obamacare and anyone who refused to vote to make permanent the 2001 tax cuts, both of whom are almost all Democrats and who are all liberals.

There are so many new taxes and taxes that are going to come back from the dead that it is tough to know where to begin, so let's start at the end- on midnight of December 31, the death tax returns. If you die before than, there is no tax on your beneficiaries property simply because you died, but if you die in 2011, the government will swoop in after you die and take more of your already-taxed before property simply because you are dead. They will take 55% of the property of those who have left behind $1 million or more in savings and redistribute that property to favored political groups in society. Of course this is immoral and unethical, but that's what you get when you vote Democrat. If you are a small business owner or farmer, you may very well have an estate that is valued in excess of $1 million, especially if you have worked hard your whole life and been successful, and after you are dead government agents will come in and figure out how to destroy your life's work and break it up and redistribute it to those who didn't work hard and earn it. This will obviously hurt our economy.

The Bush tax cuts are also set to expire in 2011. These tax cuts are not just 'for the rich'- the lowest bracket for the personal income tax, or the tax cuts 'for the poor', will jump 50% from 10% today to to 15% under Obama and the Democrats. You read that correctly- Obama and the Democrats will have worked to raise taxes on the most poor in our society by 50%.

The next lowest income bracket, we'll call that 'taxes on the lower-middle class' or 'taxes on the working class', will be increased from 25% to 28%, and 'taxes on the upper-middle class' or 'taxes on the hard-working class' will be increased from 28% to 31%. Again, these tax increases will strike the middle class as well, meaning that more of your money that you work hard for every day will be taken to you and transferred to the government who will then transfer that money to various politically connected groups. You will have less money to spend on goods and services, which will mean lower demand for those products, which will mean someone will lose a job who provides or makes those, which will mean someone else on welfare sucking down tax money. Unemployment will raise, consumer demand will fall, and our society will be more poor because of these tax increases.

Oh, I guess 'the rich' also will be taxed at higher levels too, although once you become rich, you are able to hire good tax attorneys who figure out how to hide your wealth from the government anyways. And I imagine with a more confiscatory government swooping in to take more of your wealth just because you are more successful will encourage more people to seek to hide their income and assets behind politically-engineering loopholes and accounting tricks, leading to the tax increases 'on the rich' not taking as much of their wealth as liberals and Democrats hope. The details are that those currently in the 33% taxable income bracket will have their taxes increased to 36% and the 'taxes on the super-rich' will be increased from 35% to 39.6%. I predict that the results of these massive tax increases on the rich will not provide the revenue that the government hopes it can steal from these people, and so they will demand higher and higher taxes on 'the rich' out of envy and greed. This immoral theft will result in more money and effort spent in hiding assets from an unethical government rather than in doing anything good for society, less money at the top for goods and services resulting in less demand for products resulting in unemployment and a falling economy, considerably less 'play money' for the 'rich' to put in the bank where it can be used for mortgages or small business loans, or less 'play money' for the 'rich' to invest in the stock market leading leading to depreciating assets and less business investment.

Democrats, liberals, and anyone who votes for them, are bringing this falling economy on us in 2011 by letting the Bush tax cuts expire and the death tax revive. But that isn't all- those who voted for Democrats in 2008 also share the blame for the massive amounts of taxes that come with the new Obamacare bill. That will be my next post.

Source: Investors Business Daily.

The government takeover of healthcare might be beaten back this time, but there is a strong possibility that there will come a time when the progressives win the battle. The reason why I advance this depressing thought is because the progressives have taken over the public schools, and they are educating your children, not you. Here is an example of what goes on in a typical social studies class, time after time, year after year.

A frequent activity that teachers have students engage in is to have students from social studies to elementary school to high school pretend that they are a government entity or official and give them control over the world to do anything that they want, without any consequences at all.

Now, not every student will grow up to be a government dictator, but what they are actually learning from this activity is that it is okay and normal for the government to just do things, without a thought to the consequences. The students are taught that it is good to tell businesses what to do, that it is the role and job of government to control private citizens and dictate what their rights are, and that is it okay for government to decide how other people should live their lives. Students are taught these things- teachers issue directions to students and actively encourage them to pretend to rule the world.

What did you expect would happen in schools run and staffed by liberals? They think that it is okay for the government to control others and legislate rights, and so the liberal teacher teaches students that this is an okay thing to do.

The worst part is when these liberal teachers get a young student who has either learned about conservative values or instinctively recognizes the human yearning for freedom and liberty. These 'trouble-maker' students question the assignment. They question the authority of the teacher, and question the direction these teachers are taking the class, and openly foment insubordination by simply voicing their recognition of the liberal teacher's attempt to pollute the minds of their students with propaganda and dreams of dictatorship.

I've seen it. Once, when I was doing my state-mandated observation, I saw a a fifth grader slapped down (verbally) by a teacher. He was given an assignment to design laws that protect the sea turtle. While other students were busy writing ways to seize private property, stop economic growth, and limit rights and freedoms of people, this student raised his hand and said he really didn't think that sea turtles needed any more help. This was a good point- something that could be debated for the benefit of the whole class- but instead, the liberal teacher simply told the student to toe the line and submit to authority and pretend to be a dictator like the other young students.

A sixth grade class I observed had students design ways to combat “sprawl," and a seventh grade class spent some time designing schemes to combat “global warming.”

I once observed an eight grade class spend several days discussing how government can combat unemployment. The plans which were analyzed and discussed where chosen by the teacher, and students read news stories and articles about the successes of these various plans. The plans which were discusses were either schemes of wealth redistribution or government-provided jobs. A constant theme of the discussion was that businesses were evil, that earning profits was evil, and that attempts to establish efficiency in business by letting go inefficient or unproductive employees was evil. This teacher believed that the purpose of a business was to provide a job, regardless or production or profit entailed from this.

This is what is going on in education. Think about this when you send your children back to school this week.

UPDATE I: Welcome readers of Pundit & Pundette. If you enjoyed this post, you'll also enjoy Opening Day Message: Viciously Attack Conservatives, Bloomfield Hills Schools Sticking with Leftist Curriculum, Breakroom Conversations with Teachers, Obama Administration to Bribe States to Impose Liberal UN Agenda in Schools, or Students Accept Majority Tyranny. Be sure to check back often for more stories from the battleground of education!

Throughout the year, students often ask me which candidates I support, where I stand on issues, and what political party I support. My response to students is "I'm not telling you." Not only do I not tell students where I stand on issues and what political party I support, I consciously work throughout the year to keep them guessing on this by being a critical thinker and modeling critical thought, ripping into all parties and voicing arguments from all sides. Oh, I'm not perfect- my smart and astute students notice that my liberal and Democrat arguments are a tad sarcastic and that my ripping on Obama is harsher than my ripping on Bush was, but at the end of the year I always ask students what they thought I was, who they think I support, and what political party I am active in, and the results are encouraging to me- the students don't really know, even to the end.

There are a couple of reasons I refuse to tell my students where I stand on issues and what party I support. One is time- I have a very well-defined curriculum that must be taught, and there isn't any free time in my teaching for anything personal. Another important reason is that I want the students receptive to my methods and teaching, and if they pigeonhole me into a political position, they might become less receptive. I want them listening to me and learning, not dismissing me just because I'm a conservative. Too many students tune out of social studies classes and ignore everything teachers say because they reject the teacher's personal views on things, and that's not good either because they are rejecting real knowledge too.

But most importantly is that my students look up to me and respect me, and I value that, and if I told them my values and beliefs, they would be encouraged to adopt them, and that's not my job or role in the classroom. My job or role is to teach my students about economics, government, history, psychology, and geography, not push my views on them. If I said "man made global warming is a load of poop", half of my students would reject my views, and the other half would nod and agree with whatever I said- but no one would be the smarter for it. But if I point to facts and bring up research and ideas, all without saying my view, then everyone is thinking, evaluating, and learning- and that is what education is supposed to be.

Via Protein Wisdom, I came across a blog entry by a professor named Douglas Campbell. The blog entry was called "The Classroom Without Reason", and has a lot of good stories in it. He documents what he sees is the liberal bias in education, the liberal slant to university teaching, and this fits very well with what I also have personally observed. I'm now going to relate to you one of the stories on this post:

I offer yet another true story. Just before the last presidential election, at the beginning of a course on business planning, a student asked me in front of the entire class why I had not told the students which candidate I supported. I responded, “Politics is not the subject of this class. We have enough material to cover to fill our class time. Besides, on principle, I will not use class time to impose my political opinions on you. If outside of class any of you seek my opinion of the candidates, then I will be happy to share my thoughts.”

The reaction of the class surprised me. A few students were nodding their head, others were smiling humorously at me, and a few were laughing and gossiping about my response. Somewhat peeved, I asked, “What is so funny?”

One student said, “You might as well tell us who you think we should vote for, because all the other professors already have.” Other students chimed in to support that student’s claim and mentioned specific faculty members who had turned their classes into campaigns for their presidential candidate. Undaunted, I proceeded with the subject of the class.

Let me also point out that Douglas may very well have just told his students who he was voting for, because it was quite obvious to me. Our education system is dividing, along with the rest of our country, into two different and separate camps- those who use education to push their liberal-communist-leftist-Democratic-anti-Christian views, and those who refuse to push any views on students. Douglas, by refusing to use his classroom to indoctrinate youth and brainwash them into believing in the church of global warming or the worship of Obama, was displaying his views none-the-less.

By Douglas pushing thinking, by encouraging thought and reflection, by pushing the liberty of ones mind and the freedom to choose ones own beliefs, by suggesting responsibility for ones own education and learning, by not violating students trust and faith- he was telling any student that he rejects the views of those who mean to do our nation harm. And the astute students in my classes, no matter how hard I try to not push my own views, also recognize this, and that is why at the end of the year, many indeed guess my views, but when they do, they just smile and accept and respect them, because of the way I went about my teaching.

And that's how you change the world, one student at a time.

Sickness is everywhere. In my house. In our schools.

Sitting here at 6:42 am in the morning, I am in my comfy chair for a brief moment at the start of my day about to head a school after another night with a sick child. The worst has past and she should sleep comfortably through the day with her bottle of Gatorade nearby. I know because she is the fourth of the five of us to have this same virus. (I'm the only one left standing but as the nurse, I have to admit I'm completely worn out.)

Last Wednesday afternoon my iphone got sick. It would not update to iOS5. I was getting Error 3200 (like many other hundreds of thousands of people, it seems.) I got on Twitter and eventually got onto some reputable blogs to determine that this error that no one had ever seen before was due to lack of capacity on Apple's servers.

Last Monday and Tuesday, hundreds of thousands of Blackberry Messenger (BBM) customers around the world, primarily non US, could not use their messenger service. This was due, we now know, to a major switch failure where the backup switch did not take over.

Measuring and Placing Blame for Failure
As I was facing my own 3200 error on Wednesday, it struck me that in the US, we have a whole different standard of measurement for businesses versus schools.

When we judged Apple for the 3200 error, everyone knew it was a systemic problem and that somewhere there was a technical reason for the error. We also knew that if Apple was an effective company that they would move heaven and earth to take steps quickly because their core mission was at stake. They would spend what they had to, do what they had to, because an inability to scale up in this way would harm their long term growth. They are positioning themselves for the next ten years, not the last.

When we judged BBM for their error, they took quite a bit longer to fix it, but we still knew there was a systemic error somewhere. Many do think that their inability to find the problem more quickly points at bigger problems within the company.

But in neither of these cases did you hear:

• All of the engineers at Apple are sorry wastes of human flesh who are just drawing a paycheck.
• BBM engineers should all be fired for this.
• All technology companies have bad, sorry, engineers and programmers.

If someone said this, a whole industry would be up at arms. And yet, for example in Rhode Island last year, a school literally fired every teacher.

When business fails we blame the system. When education fails we blame the people.

The other struggle is that you can see an Apple or a BMM outage immediately but often it takes a decade to see a failure at a certain grade level. We should be able to "deconstruct" what is happening with the failed classes that are coming out. We have plenty of students and parents (and teachers) to interview. Where did they lose interest? What happened? When did the situation turn for the negative with this class of students? Are we deconstructing today's failure and analyzing what we did 10-13 years a go to cause it? Ships like educational institutions don't turn on a dime.

Find the problem and fix it.
Neither can we say "one thing" has gotten us here. That one thing isn't just teachers that one thing isn't just administrators. Never to shift blame, we must examine ourselves closely for any failure in the system, but let's look at some other things too.


There are a few questions I think we should ask ourselves in every schools. (In my few brief moments I have left in this chair before I go help my fourth grader review his wordly wise words (again) for his big test today.)

• Discipline. One student can disrupt learning for a whole class. Are we so eager to give another chance that we've made teachers impotent? Are the corrective measures we're using actually correcting anything? Does one student have the right to disrupt learning for everyone else? Can't we use video and document what is happening and stop having one persons word against another?
  
  
• Classroom environment. Each classroom should be a place where learning can happen. Are their noise interruptions or basic flaws that are preventing learning from happening? When these happen, are the systems in place to promptly fix the problems? (Leaks, loud/broken Air conditioners, etc.) Do administrators and others respect class time and rarely interrupt on the intercom or impromptu assemblies?
  
  
• Class size. There is definitely a point where it becomes significantly harder to teach a class. My largest class was 26. We had to be in desks because I only have 21 computers (not counting mine at my desk.) One time I had 22 students and had to let a student use the computer at my desk. I have to say that the 26 and the 22 situations were very tough to manage for me. It took everything I had and I know for a fact that I couldn't cover as much as I did when I had 18 or 12. For me, the point where it becomes a bit more challenging is somewhere around 19 or 20. I don't know why it gets tough at that point but I have a computer lab and it is. I have friends with 30 and even more in a class. I've heard of 40. In South Africa, I saw a teacher who had 150 students. She said, "I couldn't help everyone but I helped the ones I could."
• IT Purchasing policies. Why do we buy what we buy? There is no doubt, corruption in the system. Right now in Alabama, their 2009 move to a glitchy  state-wide SIS system without going to bid has raised eyebrows and my inside sources say that it is sparking an investigation. (The Mobile School Board demanded it this summer.) IT is not an afterthought it is as important as the plans for the new school building. We need people who understand the specific needs of education making decisions and the position of IT directors escalated to a level where less temptation for corruption is there. Many IT decisions should really be curricular decisions anyway. We still treat it like a black box in most schools.
  
  
• How we look at research. We talk about research based best practices and in some ways it has become the Achilles heel of education. All a company has to do is go out and fund research proving their product improves learning and we'll buy it and cite the research. Are we blind? Are we so eager to believe there is a quick fix that we'll swallow such nonsense? When I dated guys, I knew not to believe half of what they said about themselves on the first date because they were trying to make themselves look good. Salesmen are trying to SELL. If we're sick we get a second opinion. Take a look at the What Works Clearinghouse but know also that sometimes we should test new things and innovate as well. Can we "BETA" test before we go full scale? WE should.
• Do we listen to contrarian voices? Stephen Downes and Gary Stager, God bless 'em, they are often contrarian voices. I read them for that reason. While I don't always agree with how they disagree with  people sometimes (everyone deserves respect) I do think that we need to listen to all sides of issues and topics. If you only listen to people just like you when people just like you are wrong, you'll be wrong too. Balanced voices make for good decisionmaking. Contrarians are sometimes right and the general viewpoints are sometimes wrong. Get the facts, listen to both sides and make up your mind.
  
• Do we educate parents on their role? One thing that could improve learning by next week for every school would be if parents made sure their children got 8-9 hours of sleep a night. That one thing. Read Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School and other research and you'll find that student learning is negatively impacted by lack of sleep.(One study equated the IQ drop of 1 hour less of sleep to that of lead poisoning.) Yet, parents persist on letting their kids sleep with their constantly buzzing cell phone on their pillow denying them the ability to get a good night's sleep. If we know that a child drops two grade levels in their ability to perform in class after losing an hour of sleep, then do we have systemic problems with our education system because of a nationwide inability to put our children to bed at a decent hour and take cell phones out of their hands?
  
  Don't stop there. How about having a place to do homework? Making sure they have their assignments written down and are bringing homework home. If the kid has "no homework" then are they studying anyway. Studying for a test is homework too. To think you can have a good school system without parental involvement is like thinking you can be a healthy athlete without drinking anything. Parents are a higher indicator of success than teachers.
  
• Are teachers free to teach? (I wrote about this in a Washington Post oped this summer.) Who is the customer? How much time are teachers spending filling out paperwork for administrators?
  
  What is a better measure of a good teacher: good paperwork and detailed lesson plans or what is happening in the classroom with the students? What makes a good bureaucrat doesn't make a good teacher and yet we have a system that consistently rewards teachers who are good paper pushers and hurts teachers who aren't. The customer is our students after they've graduated from high school. Will they thank us for what we taught them?
  
  I had a time during my teaching career where I had to do detailed lesson plans and honestly, sometimes I realized that I had finished my plans but wasn't ready to teach. I hadn't made the copies and done the work to really teach. Flat Classroom was invented the year that my interim headmaster (now my curriculum director) said - stop filling out lesson plans and start teaching - keep a general overview of what you cover in your lesson plan book but I'll be in your classroom 3-4 times a week. Then, I really started teaching. I was a good teacher but focusing on teaching and my students is what made me a great teacher and that was when this blog was born too.
  
• Do we look at what is happening in the classroom? Are administrators in your classroom more than once a week? Do they know what is happening there? A poor teacher becomes a bad teacher without supervision. A great teacher loves showing off and feels valued when their administrator comes by. All teachers appreciate this because we have the chance to point out obstacles that administrators can fix. (i.e. that loud A/c unit.) Why do we make teachers fill out paperwork about what they are doing with students, couldn't we have a recorder of some time document what they are ACTUALLY doing? Paperwork is antiquated and unnecessary in a world of digital recorders. Is anyone looking at it anyway?
  
• Stop looking for quick fixes. Quick fixes don't fix education. If you have a massive failure, you have massive problems. A quick fix is what you do when your child scratches their knee and needs a band aid. Major surgery happens after a horrible car crash. This car has run into the 21st century head on and most in education weren't ready. Certainly, we have some work to do. As I said in Alabama last week - maybe it is time to kill some sacred cows if we can't afford to feed them any more.

My Management professor, Dr. Phil Adler, always said that

"Accountability without Authority is a recipe for disaster" 

and that is what we have in education right now.

We have a lot of accountability on the heads of teachers and administrators.

• But do we give them authority? 
• Can they change a curriculum that is not working? 
• Can they fix things that are broken? 
• Can they handle discipline and be backed up? 
• Can they appeal to have the schedule changed or class sizes altered? 
• Can they  get rid of a computer system that is causing problems for everyone? 
• Can an administrator who identifies a personnel issue actually have the authority to fire the person who deserves it? 
• Can an administrator who is constantly causing classroom problems be reported in a way to reduce the problems or let other administrators know that this person is harming the learning environment.

We've made educators into bureaucrats by this massive move to centralize the education system in America. Bureaucrats are infamously horrible at moving quickly to fix things. BBM and Apple would still be trying to get things fixed today if they had to push paper like many of my public school friends have to do.

I'm quite tired of business people criticizing educators for not running education like "a business." The last 30 years of lawsuits and centralization of education has turned many schools into behemoths where it is very hard to get anything done, even if you are in charge. I can say this because I've worked with public schools for the last 15 years and have many close friends who are administrators.

Let's hold people in education accountable but first, let's give them the authority to do something about the myriad of problems they face.

When you have a system wide problem with low test scores you have systemic problems.

No one can tell me that every teacher in a certain town is a sorry teacher or that every principal is a bad principle. The logic just doesn't add up. We have great teachers and great principals losing their jobs today.

Why Destroy and Start Over Doesn't Make Sense
And to those who say, just destroy it and start over. That would be like me saying that I'm going to solve this stomach virus in my house by killing my children and adopting new ones. Eventually my new children WILL get sick too. Besides, it would be a horrible waste of human life and all of my love for them knows that is a horrific thing to even suggest.

And yet, people ever day call to destroy all the schools and start over. It may solve your problem temporarily but if we keep moving "best practices" that aren't best practices at all to new places then we have problems. My private school friends who say they are having problems say they start when the public school testing environment moves into their walls. It kills learning.

If the chicken is always on the scale being weighed, she's never in the barnyard eating grain.

If we've learned anything in the last ten years is that much of what we've put in place in the last ten years should be called to question. When you have teachers who have thrived for 20-30 years getting out because of the system, its the system.

Let's open our eyes and look at 3200 error in education for what it is: systemic problems that require a fix. Stop blaming ALL the people and start getting practical here. We have a mission and the future of a nation is at stake.

Here is what Richard A. Epstein, Senior Fellow at the Hoover Institution, Professor of Law at New York University Law School, and senior lecturer at the University of Chicago, had to say regarding the major speech that President Barack Obama (one-term Democrat) gave at Osawatomie, Kansas:

The painful ignorance that is revealed in these remarks augurs ill for the long-term recovery of America. With the president firmly determined to set himself against the tides of progress, innovation will be harder to come by. The levels of unemployment will continue to be high as the president works overtime to impose additional restrictions on the labor markets and more taxes at the top of the income distribution—both backhanded ways to reward innovation and growth.

The problem, therefore, with the president’s speech is not that it is demagogic in tone. The problem is that it is intellectually incoherent. As a matter of high principle, the president announces his fealty to markets. As a matter of practical politics, he denigrates and undermines them at every step. It is a frightening prospect to have a president who lives in a time warp that lets him believe that the failed policies of 1935 can lead this nation back from the brink. His chosen constituency, the middle class, should tremble at the prospect that his agenda might well set the course for the United States for the next four years.

In Professor Epstein's analysis of President Obama's speech, he echo's some of the comments that I have been making on liberal blogs like Balloon Juice and others- that in spite of his rhetoric and because of his economic incoherence and illiteracy, workers, school teachers, union employees, blue collar employees, the middle class, supporters of Occupy Wall Street, and related groups are going to suffer the most from President Obama's policies.

As Epstein wrote in his article Populist-in-Chief:

It is a good thing when plants can achieve the same output with less labor. Do we really want an America in which thousands of people work in dangerous occupations to turn molten lava into steel bars? Far better it is that fewer workers are doing those jobs. The jobs lost in that industry will be in part replaced by newer jobs created in the firms that build the equipment that make it possible to run steel mills at a lower cost and far lower risk of personal injury. The former workers can seek jobs in newer industries that will only expand by competing for labor.

And what about those ATM machines? Does the president really want people to have to queue up in banks to make deposits or withdraw cash in order to make a boom market for human tellers? Perhaps we should return to the days before automation, when phone calls were all connected by human operators. And why blast the Internet, which has created far more useful jobs than it has ever destroyed?

You see, if President Obama had his way, we would return to the Great Depression, when people were dependent on government for goods and services because government was in the business of destroying productive business around the world. If President Obama had his way, he would increase taxes and regulations on businesses while giving out subsidies and tax breaks to favored businesses, favoring those who hire lobbyists and special interest groups who redirect wealth over those who create wealth and make products or sell goods and services. If President Barack Obama had his way- a Congress of Democrats that went along with his ideas and ideals- America would be dragged back to the early 1900's, when we had a low standards of living and shorter life spans, and Obama would happily fill up dangerous and inefficient steal mills with 'workers', he would sign praises to the joy of labor while factory workers worked for low wages (compared to today) in dangerous industries, and the working class would have few goods (like cheap cars coming in from the Far East, cheap electronics built in backward nations around the world, and labor-saving devices everywhere built everywhere) just so that he could burnish his protectionist credentials.

When government gets in the business of redirecting wealth and picking and choosing the winners and losers in society, the only people who win and get wealthy are government officials- this lesson has been demonstrated over and over around the world many times over. And yet, that is exactly what Barack Obama and his Democratic Party are proposing to do- increase the power of the government to control wealth, liberty, and property in our society, and that somehow through this 'workers' and the '99%' will get more wealthy and happier. The logic is not explained, the mechanisms by which wealth is created are not explained- rather, the logic is the same logic that is found in every despotic tyranny throughout history- people have earned things that others want, and the government will get those things by playing one side off the other. Obama's magic act of wealth creation is the same sort of tyranny that the world has seen many times over- and has fallen for many times over as well.

Our nation has not only learned nothing from the Great Depression, we have learned the wrong lessons as well (see my post Lessons from Economic Recessions- Introduction and Great Depression), and are going about repeating the same mistakes that turned a recession in 1930 into a Great Depression that lasted to the 1950's (and included in it the collapse of the world into a deadly World War!). We must not allow this guy to enact those same policies- I don't care who does what with the GOP, and it doesn't matter who they are, anyone is an upgrade over this incoherent ideologue whose mind is so filled with mush and mindless platitudes and liberal bumper slogans that he is now unable to effectively design any policies that have a slightly positive effect on anyone.

President Obama, any Democrat who supports him, and any Republican who agrees with his policies needs to join Herbert Hoover on the unemployment line (or better yet, get a job somewhere in the private economy building or making or doing something useful!).

I like assigning presentations to my students. I think every student should get to practice speaking in front of others over a topic in which they know quite a bit. Most teachers assign students to do a report over something (a book, the topic we just finished studying, etc.), and ask the students to talk about their findings in front of the class on a certain date. I like to add a visual aid to this project for several reasons:

1. It gives students an opportunity to creativity show off what they know. 
2. It gives me an opportunity to try to understand how in-depth a student's knowledge on this subject is. 
3. It gives the student's peers something else to look at besides just staring at the poor kid at the front of the room!

In the "old days," kids might be assigned to create a visual aid on a poster board. But those are cumbersome and require the purchase of extra art supplies (markers, rules, glue, etc). PowerPoint came along, and that was all the rage. Everyone liked being able to quickly throw together an informative slide show that traveled easily.

But PowerPoint is out. Kids are bored with PowerPoint. I've talked a little about Prezi in this post, but I want to give you another presentation visual aid option: Glogster.


Glogster's education version (http://www.edu.glogster.com/) is juuuust right for classroom use. Like I said, a glog is basically a digital poster. You can add audio, video, pictures, movement, color, links, and, of course, text to create a really cool presentation! It's super-easy once you get the hang of it (just like all the rest of these tools!), and it's free to use. (With the paid version, you can create user accounts for your students and have some more options, though.) You can use this to present information yourself, OR you can have students create their own Glogs for a culminating or getting-to-know-you activity. Glogster makes it pretty easy to figure out -- what with all the large instruction buttons and the FAQ section. Plus, you can e-mail the support staff at any time, and they're usually pretty prompt on replying (I think the longest I ever waited was 24 hours??) However, if you need extra help/ideas for Glogster, check out this link, this link, and/or this link.

Please note that there is a NON-educational version of Glogster -- at glogster.com. I always use the educational version (with the "edu" at the beginning of the URL), simply because I know there was a reason they created a version specifically for teachers. I've read a couple things about how the content in regular Glogster may not ALL be appropriate for the classroom...so I make sure to stick to the version geared toward education.

Here's the link to my latest Glog over technology in the classroom:

http://misshodde.edu.glogster.com/technology-in-the-classroom-8567/
(There ARE embedding capabilities, but it was so large that it covered the margins of my blog! So you'll just have to click the link for now!)

There are glogs over all subjects! But here are some ideas on ways to use Glogster in your classroom:

1. Back-to-School project: Ask each student to create a glog that showcases their personality or answers specified questions (nickname, hobbies, etc).
2. Book report: Instead of using poster board or PowerPoint, ask students to showcase their favorite book (or most recently read book) on a glog. 
3. Syllabus: Put your syllabus on a glog and embed it into your classroom website. Students will have access to a more colorful and fun version of a typical syllabus 24/7.
4. Research presentation: Instead of asking students to bring in a simple visual aid or create a PowerPoint, spice things up by having them create a glog to show while speaking about their research topic. Of course, the research presentation could be over anything!
5. Advertising: Ask students to create an advertisement (billboard, bumper sticker, etc.) for a product. This could work for a business class or an English class that's talking about persuasion.

If you don't already know, I started my own tutoring business this year when I realized I wasn't going to get to teach every day. (Substituting is a wonderful opportunity and allows me to glean so many ideas, but I simply cannot expect to get a sub job every day!) About 80% of my students receive my tutoring services in math.

I saw this phenomenon when I was student teaching in 2nd grade, but it has really stuck out as I have tutored my students in math this year: word problems are a stumbling block for many, many students. There is just something about combining letters with what kids have traditionally known as an "all-number subject" that freaks them out (algebra, anyone?).

I have seen a few school districts use a couple of techniques in particular to help students combat this word-problem fear.

Circle the numbers.
Underline important words.
Box the question.
Eliminate unnecessary information.

Using C.U.B.E. in the classroom helps students focus on the important information and get to the nitty-gritty of what the word problem is actually asking them to do. I have seen several different age groups of elementary students use this method with great success. As students get older, it becomes unnecessary for them to do each of these steps. But if your older students have never been exposed to this method, I would suggest showing it to them, as well! One of my close friends teaches secondary math, and she introduced this concept to her freshmen and sophomores this year! So this isn't something that just works for elementary kids.

Let me give you an example of how this works. Since I don't have the ability to circle things on a Blogger post, I'll bold them. Since I also lack the ability to box things in a Blogger post, I'll italicize them. Here's the sample word problem:

Mr. Johnson's class has 21 students. If the seven of his students are absent due to heavy rainfall on a particular day, how many students does he have in his class on that day?

(I borrowed this practice word problem from Tips 4 TAKS.)  Anyway, this is how it would look if a student applied the C.U.B.E. strategy to this problem:

Mr. Johnson's class has 21 students. If the seven of his students are absent due to heavy rainfall on a particular day, how many students does he have left in his class on that day?

I circled (bolded) the numbers 21 and 7.

I underlined the word "left" because it helps us understand what type of problem we'll be doing. I realize you could classify other words in this word problem as "important," but the students I know only underline the important math words. They might also underline words such as remain, divide, in all, altogether, take away, etc. These are the "telling words" that tell students what kind of action they should perform to those numbers. Lots of teachers post these "key math words" on giant keys (aren't we clever?) on a math bulletin board somewhere in the room.

I boxed (italicized) the question so that we could focus on what answer we're supposed to find.

I crossed out unnecessary information about the teacher's name and why the students were absent so that we could concentrate more easily on important info.

You could do this to any word problem!

-----

Another, similar strategy is called U.P.S. Check:

Understand the problem.
Plan how to solve the problem.
Solve the problem.
Check your answer.

The most common way I've seen students use this method is to divide their paper into 4 parts. In box #1, students will write "U," in box number #2, students will write "P," and continue until they've labeled all boxes. Then, students go back to each box and perform the task. Let's use the same word problem from above as an example:

Mr. Johnson's class has 21 students. If the seven of his students are absent due to heavy rainfall on a particular day, how many students does he have in his class on that day?

So this is {roughly} what the students' papers should look like if they choose to use the U.P.S. Check method to solve this problem:

The C.U.B.E. method and the U.P.S. Check method are both great strategies for helping students solve word problems! ...And, when I think about it, I think U.P.S. Check could be used with all problem -- not just word problems!

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I decided to create some freebies for you! I created 9 different colored poster sets: blue, green, lime, orange, pink, purple, red, turquoise, and yellow. For each color, I created 3 items: a U.P.S. Check poster, a C.U.B.E. poster, and a page that contains both posters in a smaller size -- suitable for printing one for each student and allowing them to place the page in the front of their binders or math folders. Each document can be printed on an 8.5" x 11" sheet of paper.

Here's a preview:

Please excuse the watermark!

The color name pertains to the color of border each poster has. All borders have polka dots. Click the color name below to be taken to my Teacher's Pay Teachers shop to download the posters for free!

Blue
Green
Lime
Orange
Pink
Purple
Red
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Pivoting away from other issues like the environment ("Bombshell" Experiment: Global Climate Change Caused by Cloud Cover) or education (More Than 200 D.C. Teachers Fired! Progress?), let's return back to jobs and the role that the government plays in job creation.

In my post Coming To Grips With a Political Economy I wrote about a class that I took in college called 'Political Economy.' The class was an attempt to indoctrinate students with the idea that government could create jobs through its actions and could create wealth through proper regulation and control over free markets. I struggled through this class, mostly because I rejected entirely the idea that government can create wealth and jobs through its actions, and today I still believe that.

Government does not create jobs. It takes wealth from those who are productive and creating wealth, cycles it through many layers of bureaucracy and 'management', and then gives that wealth to those people who are favored by the government. Some of those who are favored by the government should be- the Constitution identified those who the government can give 'jobs' to and states further have identified those who the government should give 'jobs' to. But many others who the government gives 'jobs' today in America are simply those who benefit from the kind of crony capitalism and banana republic policies that are more common to two-bit dictatorships and tyrannies.

And the 'jobs' that are created by government are inefficiently created- much wealth and property is squandered and lost and burned by having government provide these jobs because of the many layers of 'management' and bureaucracy that mark the government. This is an acceptable price to pay for fire, police, and military jobs, but for most other 'jobs' the government creates the cost to create these jobs far exceeds the useful good that these jobs provide to society.

For example, many liberals claim that Obamacare will 'create jobs'- agencies and regulatory bodies that will hire overlords and masters who supervise a once-free and vibrant economic sector and regulate, tax, and control it. But the cost of these jobs was demonstrated graphically by the reaction that businesses had to it- after the passage of this law businesses dramatically dropped their hiring of workers. The Heritage report explained why this happened:

Businesses with fewer than 50 workers have a strong incentive to maintain this size, which allows them to avoid the mandate to provide government-approved health coverage or face a penalty; Businesses with more than 50 workers will see their costs for health coverage rise—they must purchase more expensive government-approved insurance or pay a penalty; and Employers face considerable uncertainty about what constitutes qualifying health coverage and what it will cost. They also do not know what the health care market or their health care costs will look like in four years. This makes planning for the future difficult.

Yet President Obama and the modern-day Democratic Party continues to think that regulations, spending, taxes, and control over free people can 'create jobs'. They take wealth from those who have it- either through taxes or fees or by simply sucking up savings by selling debt- and give it to those who they favor and try to pretend that they have made society better. But they haven't- they have killed legitimate jobs that millions of people through their free actions wanted and needed (the unseen hand of the market) and made society less because of their actions that took away freedom and property.

In Latest EPA Rules to Cost 1.4 Million Jobs and a 12% Increase in Utility Bills I wrote about how the Washington Post reported that the new EPA rules that were recently published will cause electric bills will jump 12 percent nationally by 2016 to comply with these new policies, with residents in areas such as Kentucky and Tennessee seeing a 24 percent increase in their utility bills. These policies are project to eliminate 1.4 million jobs- real jobs that will be destroyed by the actions of government, creating people who will no longer be paying taxes any more and will now be sucking down government benefits, all thanks to these policies pushed by Democratic bureaucrats employed by a Democratic President supervised by Democrats in the House and the Senate and supported by Democratic unions and a Democratic media.

And now Wyoming Republican Senator John Barrasso has put together a report that showed that the executive actions of the Democrat President have put in place in July alone an additional $9.5 billion in new regulatory costs by proposing 229 new rules and finalizing 379 rules. Among those rules that are going to add to the cost of doing business, kill jobs, and make our society less productive and wealthy are rules regarding the fake issues of global warming, healthcare reform, and financial regulatory reform rules.

IN JULY ALONE A DEMOCRATIC PRESIDENT PUT IN PLACE $9.5 BILLION IN NEW COSTS! I don't care how many times Obama 'pivots' to talk about jobs, the heart of the matter is that he is wrong about the government being able to create jobs and wealth through its actions- government is best that governs least because when people are free and free to live their lives and free to make their own decisions and free to do with their wealth and labor as they see fit, then jobs are created and wealth is created.

Make the choice in 2012 to turn America away from tyranny and 'government-created jobs' and to freedom and 'people-created jobs'.

For more reading, try Productivity versus OSHA and EPA regulations (Research for business decisions).

In the Globe and Mail Tristan Coloma reports on the African immigrant/trader community network in China:

This place is not really China, nor is it Africa; it lies in the midst of major highways in Guangzhou, southern China (formerly known as Canton). Officially, 20,000 Africans – probably more like 100,000 – live in or pass through the 10 square kilometres of “Africa Town,” where Igbo, Wolof and Lingala mingle with Mandarin and Cantonese. Some Chinese call it “Chocolate Town.”...In this roaring city of 18 million inhabitants and tens of thousands of micro-factories, the commercial activity is very different from the oil deals and huge public-works contracts the Chinese have secured in Africa.“We’re not here for fun,” said Ibrahim Kader Traore, an entrepreneur from Ivory Coast. “We work hard and do well. In Abidjan, people still swear by France, where you might be able to save $13,000 over 25 years; in China, you can have $130,000 in just five years.”...[continue reading]

On the question of who Chinese should be dealing with:

A new transnational African business class may be emerging, which could flood sub-Saharan Africa with low-cost products from China. “China is trying to keep things at government level,” said Mr. Barry, “but the Chinese people will soon realize that it’s better for business to deal directly with ordinary Africans.” China would prefer Africans to do business with China without living here, yet 90 per cent of Guangzhou’s Africans act as intermediaries between the African continent and Chinese factories.

Image courtesy of the Globe & Mail