We are a commune of inquiring, skeptical, politically centrist, capitalist, anglophile, traditionalist New England Yankee humans, humanoids, and animals with many interests beyond and above politics. Each of us has had a high-school education (or GED), but all had ADD so didn't pay attention very well, especially the dogs. Each one of us does "try my best to be just like I am," and none of us enjoys working for others, including for Maggie, from whom we receive neither a nickel nor a dime. Freedom from nags, cranks, government, do-gooders, control-freaks and idiots is all that we ask for.
... the founders of the twentieth-century education schools—iconic figures like William James, Edward Thorndike, and John Dewey—were disinterested in the nitty-gritty of the classroom and thought little about how to improve methods of instruction. (Thorndike abhorred school visits, calling them “a bore.”) Instead, they preferred to write and do research about more intellectually challenging subjects, such as psychology and human intelligence. What Green calls the uniquely American “myth of the natural-born teacher,” along with the corollary assumption that good teachers simply “know what to do to help their students learn,” also encouraged the ed schools’ inattention to the art of teaching.
As a former math teacher, I see the need for pedagogy. It is not intuitively obvious how to best present a given material to a given population.
However, the Ed Schools, instead of instructing prospective teachers on what has worked during 2,500 years of formal classroom instruction, focus on two other matters. 1) Teaching the latest educational theory that will explain it all, even though it hasn't been sufficiently tested to prove it works. To be followed several years later by the newest latest educational theory... Lather, rinse, repeat. Prospective teachers and their future students make great guinea pigs. 2) The latest and greatest in political correctness.
I think every administrator should also be in the classroom every semester. I know that is a strain on us (I have administrative duties for my college now in addition to my teaching duties). But nothing stops lunacy faster than being the one who realizes how stupid the policy is when you try to enforce it in the classroom.
Which reminds me of my experience in high school. The teacher who taught AP World History for years moved up to vice principal.
The teacher who took over the AP World History class taught American History. While it was more apparent to us after we graduated from high school and saw how college courses were conducted, it was not hard to see even when we took the class that the teacher was winging it. He didn't want to spend 3 hours a night preparing lectures, so he winged it with "discussions" - with a heavy emphasis on current events.
Which didn't stop him from imposing the heavy work load that an AP course required. It was demoralizing to work your ass off for a teacher whom you knew was winging it. Speaking of winging it - a week apiece on Rome and the Middle Ages? Even inexperienced high school students knew there was something wrong with that spacing in a year long World History course.
If that vice principal had taught only that one course, we would have had a decent AP World History course. As he had taught the course for years, he wouldn't have had to prepare anything new- he had already done it.