preparing the children to learn after the extended summer vacation. Many students appeared restless and seemed to lack an ability to focus on the lessons at hand. After the students became accustomed to the classroom routine, the teacher progressed slowly with the curriculum. I noticed that when the pace of teaching and work assignments increased, sloppy and incomprehensible class work was returned by a considerable number of students. I further noticed that some children lack the ability to write as they speak. Provided a child is speaking properly, there should be no reason why this language cannot be written comprehensibly. Possibly due to anxieties and the inability to slow down, comprehensible sentences are extremely difficult for some children to write. The children seemed also to be motivated by a materialistic reward system where stickers or school supply items would be awarded for returning the careful completion of school assignments. During this two month observation and participation experience I noted that the student’s behavior and demeanor changed from a general disengagement to alertness and disciplined preparedness for learning. It was at this time that I noticed the disruptions that occur when students are removed from the classroom for remedial or enrichment curriculum with a specialized teacher. These interruptions occur on a daily basis, sometimes two times a day. The children return back to the classroom in a confused and somewhat disoriented state of being. The classroom teacher at this time interrupts classroom instruction to inform the absent students of the missed lessons and the expectations of the students, to complete that work. I suggested that students requiring specialized instruction be given this either before school, during recess, or after school to benefit all concerned. I noticed that some students suffered from considerable emotional problems due to societal abuses included in general immoralities, which can be expected in an evil society. For examples, a student showed me a burn mark apparently inflicted by an adult on the student’s body. This was reported. In another case, a quiet and seemingly congenial student unexpectedly lashed out for no apparent reason and knocked over this student’s desk, during instruction time. The student was removed from the classroom. Another student occasionally left school grounds during less supervised times such as recess, knowing full well of the punishment the student would incur for this repeated behavior. The second student teaching assignment began after the term was well underway. This teacher covered the curriculum at a brisk pace where students were expected to maintain their focus, follow instructions, and move at a moderate rate during the transition from one subject to another. There were considerable behavioral problems with these students, which required an interruption of the lessons for reprimands.
Between my university educational experiences and my experiences with daughter and son’s schooling, I noted some “catch all” phrases that people seemed to be believing and adhering to, including myself at this time. For examples, “It does not matter what children are reading, as long as they are reading” and “It is more important that children write down their thoughts and stories than to pay attention to proper English grammar and the spelling of words”. It was also believed that some children were “learning disabled”. The first phrase, “It does not matter what children are reading as long as they are reading” probably inflicted much damage on the youth. For example, a popular series of books marketed to children between the ages of eight and twelve years old known as “Goosebumps” was a destructively evil set of reading material designed to engage children in occult practices. The second