You say that some educators question Lou Gerstner’s motives in promoting school-to-work issues [“Heavy Hitters,” August/September]. Though I consider myself something of an intellectual-I appreciate intelligence and the love of learning for learning’s sake-I fail to see a problem with cranking out graduates ready-made for business. Graduates trained for business must have good reading, writing, and mathematical skills. They must be able to solve problems as well as analyze and evaluate data. Isn’t this what we teachers want our students to be able to do? If they also understand some of the intricacies of the business world, so much the better.
If both educators and businesses want the same “product,” what difference do Gerstner’s motives make?
Central High School
I read with interest the article “Supreme Indignity” [August/September]. It seems Cissy Lacks was fired for allowing students to use profanity, yet the district did not have a written anti-profanity policy. I don’t take issue with her legal challenge; it’s the profanity itself. I do not use it, and I do not like to hear it. I do not accept profanity in my classroom, and I do not need a dictate from the school district to tell me not to accept it.
Just read your article capsulizing the decade in education [“The Good, The Bad, And The Ugly,” August/September]. Mrs. Krabappel, the Faculty, and Richard Daly? You guys rock!
Thank you for the fascinating article presenting an analysis of classroom practices in the United States, Germany, and Japan [“Candid Camera,” May/June]. For the past three years, I have taught foreign languages and geography in high school using the problem-solving techniques discussed in the article. As a result, my colleagues accused me of ignoring the curriculum, and students accused me of not teaching “right.” My principal accused me of “thinking I was smarter than other people.” I have done many difficult things in my life, but surviving the past three years is my crowning achievement.
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A version of this article appeared in the October 01, 1999 edition of Teacher as Letters