About teacher strikes:
Re: Today (1/7/19) Houston's teachers are striking again.
It's getting to be that time again for Hawaii's teachers.
Some Considerations:
- For more than a decade 25% of the nation's university freshman have required remedial comprehension and composition courses to learn what their K-12 "teachers" failed to communicate.*
- The leadership-communication skills it takes to effect satisfying wages and operating funds are the exact same skills it takes to communicate subject matter.
- As with sales professionals, a teacher's wages perfectly mirror his/her leadership-communication skills.
- I'm unaware of any college or university that offers (requires) Leadership Training for its education majors.**
- Teachers do not teach the subject of acknowledgement as a communication variable; they are unaware that the public is acknowledging them non-verbally. High school grads have no experience of the value that comes from financially bringing ones mentors along with them; ergo, the public, non-verbally, keeps educators begging for wage parity, say, with many of their former C students now dock workers.
- Teachers teach students to deceive—evidenced by the fact that the majority of teens con each other into deceiving both sets of parents so as to have sex.
Every few years teachers submit themselves to the invalidating humiliation of begging for pay raises and operating funds; many school districts eventually resort to threats or strikes because they have not learned how to produce the desired outcome through mutually satisfying conversations. Teachers consistently accept less than what they say they want—this happens when they are not aligned,
*** when a significant percentage are not committed to the stated intentions of its leaders. School board leader's have not caused teachers to recreate their stated intentions about funds.
Consultants for governments advise legislators, “. . . offer them less than what they say they want, historically they have always accepted less.” In other words, most everyone has been trained to know that teachers don't always mean what they say; specifically, that educators are easy to con into accepting less. I.e. Most of us have poor penmanship and principals still graduate students whom they know can't compute the best values at the supermarket or know the total costs for raising a child through to age 18.
* Universities offer excellent 3-credit-hour classes about communication and interesting cutting-edge seminars and courses about leadership.
However, education majors graduate without the leadership-communication skills that support open and honest communication within their own family; all (yes all) "teachers" have one or more significant thoughts they are hiding from one or more family member's, for fear of . . . In other words, those we entrust to inspire integrity have not restored their own— therefore they have not experienced the correlation between ones personal integrity and results. Teachers carry their addiction to deceit, to withholding significant thoughts, into each and every conversation with students and parents. All (yes all) teachers have one or more significant thoughts they are withholding from most parents, feedback that's essential for everyone’s growth. Everyone experiences at some level the hypocrisy of, “Do as I say.”
** Instead of requiring a Leadership Training Program for education majors university administrators argue about, and vote for, more of the same, which guarantees more tuition revenue generated through remedial courses.
*** “aligned” Virtually no two teachers in any school can quote verbatim the purpose of their school, this because principals have not completed a Leadership Training Program; they are experientially unaware of the power of alignment, of having a team aligned with a specific purpose; ergo, each teacher has his/her own purpose for teaching.
For more about the subject read:
The Teacher's Pay Conversations Project.
Last edited 1/18/19
