The issue of teachers as predators should not be a matter of seeing all teachers as predators as it acts as an insult towards all non offending people in the profession. Although teacher sexual predators are commonly talked about in the media the majority of teachers in schools today are ‘good’ and free from any offensive matters. People often view teachers as sexual predators; however. ‘Teachers become a very important person in shaping the life of a young person’ (Martine n d.) which suggests that the majority of teachers are not sexual predators. In order to diminish the misconception of teachers as predators in the media schools should undertake efforts to diminish ‘bad’ teachers present in classrooms that show the capability of preying on students in an offensive manner in order to weaken the misconceptions that falsely portray teachers as predators. The media often portrays teachers as predators which could not be more wrong. Several media representations of predatory teachers in schools primarily include female teachers on the prey for male students and male teachers preying on early primary to primary school students. In today’s society this is a serious matter needing to be addressed. Teachers seen as predators is unfair as teachers ‘get far too little credit for the valuable role they play in shaping the lives of those students who pass through their classrooms’ (Martine n d.). With this in mind it can be seen that not all teachers are ‘bad’ and do not deserve to be seen as sexual predators; however a small minority of teachers ‘bring dishonor and shame to others in that noble profession as there is in every profession’ (Martine n d.). From this it can be seen that only some teachers are predators in schools and the majority of teachers are caring professionals. The accusations of these caring professionals through media representations are false. TEACHERS ARE EDUCATORS. NOT PREDATORS. Viewing teachers as predators is a misconception made commonly throughout society based on media representations. The media portrays images of teachers as being sexual predators in schools which are embedded throughout society. As society is informed about this educational issue through media coverage views towards teachers are changed and conditioned to view all teachers as sexual predators. With these views set in society a fallacy about teachers and their profession is created. Images of teachers should depict educators not sexual predators. Teachers are seen as sexual predators through few teachers having sexual relations with students that are exposed by the media. With this media exposure society particularly comes down on the idea of male early primary to primary school teachers due to their views on paedophilia which suggests that male teachers are seen as paedophiles. From this it is clear that this is a significant issue that particularly affects male teachers in or wanting the profession which gives no surprise that there a very few male teachers in early primary or primary school. It is an unfair act from society to view teachers as predators due to the fact that a minority of teachers have committed a sexual offense towards students; however have been reported and charged resulting in the loss of their profession furthermore resulting in the lessening of sexual predators in schools. With this in mind it is obvious that the majority of teachers in schools are non offending professionals and are therefore not sexual predators. Although it is impossible to say that all teachers are not sexual predators we can say that some teachers are sexual predators that get caught out and face the consequences. This blog site acts as a public pedagogical artefact concerning the educational issue of ‘teachers as predators’. The blog site includes pictures information about media representations and society’s views upon the issue as well as posts relating to the issue. The function as a response to the selected education issue being ‘teachers as predators’ is to challenge what the media presents and what society believes due to the media representations on teachers being predators in schools. This site challenges the issue of predatory teachers in schools through taking into account what the public pedagogies say about the issue on ‘teachers as educators’. This description and commentary of the blog site will underpin the education issue being examined what the public pedagogies say about the education issue how the artefact critiques the education issue and what the intended message of the artefact is. The education issue being examined is ‘Teachers as Predators’. This issue involves media representations and societal views towards teachers being predators in schools preying on students sexually due to media stories on teacher sexual predators committing sexual offences towards students in schools. This issue is being examined due to the unfair reality placed upon teachers who are non offending teacher predators. ‘While some educators have already taken the personal and professional responsibility to stay away from students no matter what the age is others have not been able to grasp a hold of this forethought; thus leaving themselves open for inappropriate relationships and possible sexual charges’ (Nixon. 2007). This suggests that only some teachers are sexual offenders and most teachers are professionals that should not be seen as sexual predators due to media representations that enable society to believe that all teachers are sexual predators. The education issue ‘Teachers as Predators’ needs to be challenged in order to depict teachers as educators rather than predators. ‘The vast majority of teachers are responsible caring professionals’ (Florence. 2007). By challenging this issue society is able to be informed about the misconceptions of teachers and their profession in order to reorder their beliefs that teachers are predators that prey on students. The public pedagogies declare articulate views about the education issue. The public pedagogies expressed towards the issue ‘Teachers as Predators’ include views gathered from media representations. These include that teachers are sexual predators female teachers prey on male students and male teachers are commonly seen as paedophiles particularly when specialising in the early primary to primary years within their profession. ‘The message of no limitations and sexual freedom between teacher and student is unethical’ (Nixon. 2006). This suggests that teachers know of the unethical act of sexual relations with students and therefore maintain their professionalism as teachers and not sexual predators. Another arising public pedagogy is the gender influences in schools with the mixture of female teachers and male teachers with male students and female students. This suggests that teachers are seen as predators in coeducational schools; which conveys the message that female teachers prey on male students and male teachers prey on female students; however some homosexual student teacher sexual relations occur enabling society to develop more views that teachers are predators. This suggests that the public pedagogies declare the issue to be truthful and coherent in schools today; however these public pedagogical views are erroneous. With this in mind it can be seen that the public pedagogies towards the issue are false and in need for a challenging approach. The public pedagogical artefact consisting of a blog site on the education issue of ‘Teachers as Predators’ critiques these public pedagogies by challenging the issue through analysis of media representations and societal views in order to provide a truthful view about teachers in schools. The blog site critiques the public pedagogies by expressing the fallacy towards the issue depicted within the media and throughout society; therefore several views have been placed within the blog in order to express beliefs supporting teachers within their profession and to create views challenging media and societal misconceptions as many ‘good’ teachers are seen as predators or even falsely accused of sexual relations with students as ‘a growing number of false claims makes it even more crucial that teachers accused of sexual misconduct be protected’ (Florence. 2007). This blog site critiques the public pedagogies including that teachers are sexual predators female teachers prey on male students and male primary school teachers are paedophiles through the use of polls information relating to and challenging the education issue as well as posts about the issue and the fallacies created. The intended message of the blog site concerning the education issue of ‘Teachers as Predators’ is that not all teachers should be seen as predators. The message of the site is intended to reveal the truth that only some teachers are sexual predators and the majority of teachers are educators not predators. The artefact expresses the message that the public pedagogies are false and provides misconception towards the issue which furthermore expresses that all teachers are not predators female teachers do not prey on male students and male early primary students are not paedophiles. The blogs intended message aims to educate society about the misconceptions of teachers in schools in order to prove that teachers are not sexual predators and that in some cases these misconceptions are developed through ‘numerous cases where students have tried to destroy their teachers’ (Florence. 2007). This message is depicted throughout the blog to reorder media representations and societal views in order to inform people about the reality of the issue. The intended message of the artefact challenges the education issue and therefore suggests that teachers are educators not predators although some teachers do have sexual relations with students. Overall it is clear that the public pedagogies for the education issue of ‘Teachers as Predators’ have been gathered from false societal views due to false media representations of teachers. "Teachers who abuse children belong in a courtroom not a classroom” (Florence. 2007). It is clear that the function as a response to the selected education issue being ‘Teachers as Predators’ was to challenge what the media presents and what society believes due to the media representations on teachers being predators in schools. The blog site challenged the issue of predatory teachers in schools through taking into account what the public pedagogies say about the issue on ‘Teachers as Predators’. By doing this the blog site uncovered information about the education issue and what the public pedagogies say about the education issue of ‘Teachers as Predators’ in order to reveal the intended message of the blog site being that teachers are educators not predators. ReferencesFlorence. E. 2005. Who’s at School With Your Kid’s? Retrieved November 4. 2007 from Martine. M. (n d.). Some Teachers Are Sexual Predators. Retrieved November 4. 2007 from http://wwwmyjesustalk wordpress com/things-to-consider/life-changing-by-bill-keller/some-teachers-are-sexual-predators/ Nixon. E. S. 2006. Student-Teacher Relations Must Stay in the Classroom. Out of the Bedroom. Retrieved November 4. 2007 from

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A San Diego school that drew international attention for setting aside time for Muslim students to commune in the classroom ordain no longer do so it was reported Friday. Instead. Carver Elementary’s plan will be reconfigured so students can say their required midday prayers during lunch. Courts have long upheld students’ rights to commune on their own during lunch or recess. The San Diego Union-Tribune reported. When the new school year begins. Carver will undergo two eat periods including one that will fall when Muslims typically say their midday prayer — between 1 and 2 p m. the newspaper reported. Another controversial element of Carver’s educational program geared toward Muslim students — single-gender classes — will be eliminated the Union-Tribune reported. Superintendent Carl Cohn stressed in a July 18 memo that single-gender education is legal under federal law but at Carver it “has become a serious distraction from learning rather than a vehicle to promote learning,” according to the newspaper. Carver added the single-gender classes and a daily 15-minute in-class break for voluntary prayers last September after it absorbed a failed Arabic language charter school that served primarily Somali Muslims. Since a substitute teacher publicly complained about Carver’s practices in April the San Diego Unified educate govern has been inundated by letters and telecommunicate calls from as far away as Europe and the United Arab Emirates according to the Union-Tribune. Some alleged that the school was violating the separation of church and state by giving Muslims time to pray. The govern maintained that it is legally required to approve students’ request for religious accommodation. Only 52 percent of Arlington High School’s original Class of 2006 made it to graduation measure year. Worse the Indianapolis Public Schools’ high school program isn’t adequately preparing enough of the students who do have for the rigors of college and life. Thirty-five percent of Arlington’s graduates collected diplomas despite repeatedly failing the Graduation Qualifying Exam which they are required to pass in request to receive diplomas. These are students who didn’t pass despite having five chances to do so. They didn’t pass an exam that tests them only on the eighth- and ninth-grade English and math skills they should have already mastered. A feature analysis of data released measure week by the of Education to the state’s Education Roundtable reveals that the problem isn’t limited to Arlington. Too many schools are granting waivers to too many of their students. In the process they are undermining the state’s high school graduation requirements and degrading the determine of diplomas. As Gov. Mitch Daniels declared last week during a roundtable meeting schools are handing to students “a counterfeit certificate.” Ultimately they are sending poorly educated students into an economy and society that increasingly demand high-level thinking skills of its citizens: At 52 high schools. 10 percent or more of graduating seniors receive diplomas despite failing the GQE: These high schools account for 44 percent of all students graduating without passing GQE even though they be for 14 percent of the statewide Class of 2006. The list is growing: Only 42 high schools allowed 10 percent or more of their seniors to graduate without passing the test during the 1999-2000 educate year the first year students took it. The problem is widespread: Twenty-four of the schools on the enumerate are in urban districts. Seven are in IPS including three of the 10-worst in the category — Arlington. Northwest and Broad Ripple. This problem isn’t limited to the urban areas. Just across from Louisville in suburban Jeffersonville. Ind.. 17 percent of the local high school’s graduating categorise failed the GQE. They still received diplomas. Some schools have become waiver factories: Over the past seven years seven Indiana high schools undergo allowed on average. 10 percent or more of their seniors to hive away diplomas despite repeatedly failing the graduation test. Four more schools undergo done so for five consecutive years. Those who failed the GQE at Northwest High made up on add up. 27 percent of the educate’s graduating classes among the worst in that category over a seven-year period. IPS educate Emmerich Manual has done little better with an average 23 percent of graduating seniors collecting diplomas without passing the test. assemble Wayne’s South Side High an add up 21 percent of graduating seniors did so without passing the test. There’s little evidence that those getting the waivers are special education students: Some argue that most of the students being granted waivers experience from either a learning disability or are in special-education classes. While there is no breakdown currently available that would be statistically unlikely. Learning-disabled and special-ed students made up just 16 percent of IPS’ high educate enrollment in 2004 according to a feature analysis of U. S. Department of Education data the last year available. At North Vermillion High School learning-disabled students make up just 10 percent of its enrollment. Student attrition along with their small numbers almost assures that they wouldn’t be for a significant administer of those granted waivers. GQE failures account for only 6 percent of graduates statewide. Those numbers are growing. One reason: School principals have the discretion to grant the waivers guaranteeing that there will be uneven application of state standards. More ordain likely join those ranks in coming years thanks to a so-called “work-readiness” waiver approved by the General Assembly measure year. That allows students to graduate without passing the GQE if they meet a series of requirements including completing some choose of work-readiness assessment. State education officials could apply far greater oversight in this area but they haven’t claiming that there’s no law explicitly saying that they must. As a prove a waiver process originally reserved for students with solid grade-point averages and demonstrated academic skills is hampering the state’s efforts to alter the quality of education. This has national implications. Several states including Massachusetts undergo adapted Indiana’s process of granting waivers. Schools in those states are likely being granted a free pass as students are getting shortchanged. The state education department can examine the quality of waivers being granted as part of the auditing process instituted with the overhaul of the graduation rate formula. It should be zealous in doing so. Legislators should also furnish the power over granting waivers to the department in order to ensure that they are rarely granted. Tightening the waiver standards including raising the grade-point average required to get one is key. Requiring more evidence that the student is actually doing come up academically is a must. Eliminating the work-readiness waiver would do a great service in removing a loophole that misleads students about what it takes to be prepared for productive citizenship. The express is already struggling to end its grow of low educational expectations. Further degrading is unacceptable. The worldwide believe that children should be thoroughly indoctrinated with Green/Left feminist/homosexual ideology but the “3 R’s” are something that kids should just be allowed to “discover” For more postings from me see TONGUE-TIED. GREENIE WATCH. POLITICAL CORRECTNESS WATCH. FOOD & HEALTH SKEPTIC. GUN check. SOCIALIZED MEDICINE. AUSTRALIAN POLITICS. LEFTISM. IMMIGRATION WATCH INTERNATIONAL and EYE ON BRITAIN. My Home Pages are here or here or here. Email me (John Ray) here. For times when blogger com is playing up there are mirrors of this site here and here.

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A San Diego educate that drew international attention for setting aside time for Muslim students to commune in the classroom will no longer do so it was reported Friday. Instead. Carver Elementary’s schedule ordain be reconfigured so students can say their required midday prayers during lunch. Courts have long upheld students’ rights to commune on their own during lunch or recess. The San Diego Union-Tribune reported. When the new school year begins. Carver will undergo two eat periods including one that will fall when Muslims typically say their midday prayer — between 1 and 2 p m. the newspaper reported. Another controversial element of Carver’s educational program geared toward Muslim students — single-gender classes — ordain be eliminated the Union-Tribune reported. Superintendent Carl Cohn stressed in a July 18 memo that single-gender education is legal under federal law but at Carver it “has change state a serious distraction from learning rather than a vehicle to promote learning,” according to the newspaper. Carver added the single-gender classes and a daily 15-minute in-class break for voluntary prayers last September after it absorbed a failed Arabic language charter school that served primarily Somali Muslims. Since a alter teacher publicly complained about Carver’s practices in April the San Diego Unified educate govern has been inundated by letters and phone calls from as far away as Europe and the United Arab Emirates according to the Union-Tribune. Some alleged that the school was violating the separation of church and express by giving Muslims time to commune. The district maintained that it is legally required to approve students’ request for religious accommodation. Only 52 percent of Arlington High School’s original Class of 2006 made it to graduation measure year. Worse the Indianapolis Public Schools’ high educate program isn’t adequately preparing enough of the students who do have for the rigors of college and life. Thirty-five percent of Arlington’s graduates collected diplomas despite repeatedly failing the Graduation Qualifying Exam which they are required to pass in order to receive diplomas. These are students who didn’t pass despite having five chances to do so. They didn’t go an exam that tests them only on the eighth- and ninth-grade English and math skills they should have already mastered. A Star analysis of data released measure week by the of Education to the express’s Education Roundtable reveals that the problem isn’t limited to Arlington. Too many schools are granting waivers to too many of their students. In the process they are undermining the state’s high school graduation requirements and degrading the value of diplomas. As Gov. Mitch Daniels declared last week during a roundtable meeting schools are handing to students “a counterfeit award.” Ultimately they are sending poorly educated students into an economy and society that increasingly bespeak high-level thinking skills of its citizens: At 52 high schools. 10 percent or more of graduating seniors receive diplomas despite failing the GQE: These high schools account for 44 percent of all students graduating without passing GQE even though they account for 14 percent of the statewide Class of 2006. The list is growing: Only 42 high schools allowed 10 percent or more of their seniors to graduate without passing the test during the 1999-2000 educate year the first year students took it. The problem is widespread: Twenty-four of the schools on the list are in urban districts. Seven are in IPS including three of the 10-worst in the category — Arlington. Northwest and Broad flow. This problem isn’t limited to the urban areas. Just across from Louisville in suburban Jeffersonville. Ind.. 17 percent of the local high school’s graduating class failed the GQE. They still received diplomas. Some schools have become waiver factories: Over the past seven years seven Indiana high schools undergo allowed on add up. 10 percent or more of their seniors to hive away diplomas despite repeatedly failing the graduation evaluate. Four more schools have done so for five consecutive years. Those who failed the GQE at Northwest High made up on add up. 27 percent of the school’s graduating classes among the worst in that category over a seven-year period. IPS educate Emmerich Manual has done little exceed with an add up 23 percent of graduating seniors collecting diplomas without passing the test. Fort Wayne’s South Side High an add up 21 percent of graduating seniors did so without passing the test. There’s little evidence that those getting the waivers are special education students: Some argue that most of the students being granted waivers experience from either a learning disability or are in special-education classes. While there is no breakdown currently available that would be statistically unlikely. Learning-disabled and special-ed students made up just 16 percent of IPS’ high school enrollment in 2004 according to a Star analysis of U. S. Department of Education data the last year available. At North Vermillion High School learning-disabled students make up just 10 percent of its enrollment. Student attrition along with their small numbers almost assures that they wouldn’t account for a significant administer of those granted waivers. GQE failures account for only 6 percent of graduates statewide. Those numbers are growing. One reason: School principals have the discretion to grant the waivers guaranteeing that there will be uneven application of state standards. More will likely join those ranks in coming years thanks to a so-called “work-readiness” waiver approved by the command Assembly last year. That allows students to have without passing the GQE if they meet a series of requirements including completing some sort of work-readiness assessment. State education officials could apply far greater oversight in this area but they haven’t claiming that there’s no law explicitly saying that they must. As a result a waiver affect originally reserved for students with solid grade-point averages and demonstrated academic skills is hampering the state’s efforts to improve the quality of education. This has national implications. Several states including Massachusetts undergo adapted Indiana’s process of granting waivers. Schools in those states are likely being granted a remove pass as students are getting shortchanged. The state education department can examine the quality of waivers being granted as move of the auditing process instituted with the advance of the graduation rate formula. It should be zealous in doing so. Legislators should also furnish the power over granting waivers to the department in request to ensure that they are rarely granted. Tightening the waiver standards including raising the grade-point average required to get one is key. Requiring more evidence that the student is actually doing well academically is a must. Eliminating the work-readiness waiver would do a great service in removing a loophole that misleads students about what it takes to be prepared for productive citizenship. The state is already struggling to end its culture of low educational expectations. advance degrading is unacceptable. The worldwide believe that children should be thoroughly indoctrinated with color/Left feminist/homosexual ideology but the “3 R’s” are something that kids should just be allowed to “sight” For more postings from me see TONGUE-TIED. GREENIE WATCH. POLITICAL CORRECTNESS WATCH. FOOD & HEALTH SKEPTIC. GUN WATCH. SOCIALIZED MEDICINE. AUSTRALIAN POLITICS. LEFTISM. IMMIGRATION WATCH INTERNATIONAL and EYE ON BRITAIN. My domiciliate Pages are here or here or here. telecommunicate me (John Ray) here. For times when blogger com is playing up there are mirrors of this site here and here.

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Washington affix - In addition to the tapes handed over by the midshipmen the evidence include photos and videos retrieved from the hard drives in Ronan’s home computers. open were “images of athletic young men” and 2,000 “homosexual videos.” Ferris accused the … XHTML: You can use these tags: <a href="" title=""> <abbr call=""> <acronym call=""> <b> <blockquote cite=""> <code> <em> <i> <touch> <strong>

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Washington Post - In addition to the tapes handed over by the midshipmen the evidence include photos and videos retrieved from the hard drives in Ronan’s home computers. open were “images of athletic young men” and 2,000 “homosexual videos.” Ferris accused the … XHTML: You can use these tags: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote have in mind=""> <code> <em> <i> <strike> <strong>

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