common core standard

yes hello allow me to introduce you to elemetary school teacher derek malik nurse (aka my shameless excuse to yell about nursey with kids)

  • ik a lot of people see him as a high school english teacher for the Literature Aesthetic but? come on? he’s so good with kids they all love him
  • he’s 24 and teaches 3rd grade and he loves his kids!! so much!!
  • he’s “mr. n” and they all love him bc hes the most laidback teacher theyve ever had in their short little lives and he plays cool music on his phone during arts & crafts

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what are regents?

instead of finals for some classes, new york public schools has state tests called regents and they count as a final grade in high school this is something unique to only our state. and since new york follows common core, all the math and english regents are to common core standard. the regents offered are, algebra 1 common core, geometry common core, algebra 2 common core (they are first offering it this year), english common core, global history, us history, earth science, living envirornment (bio), chemistry, and physics. everyone takes every regents, except for science where you only need 3. they used to have regents for foreign language classes, but they cancelled those. a mastery score is 85 or above (exception of algebra, which is an 80, and english which is a 75). these tests are 3 hours with multiple choice and short answers, however, you are allowed to leave after the 2nd hour if you are done (lets face it: everyone does for bio, even i did.) colleges do not see your regents grade (it is part of your grade) unless you go to a suny school.

td;lr: when people from new york talk about having regents, they are standardized final exams.

anonymous asked:

If you don't mind me asking, what do you think the problems with common core are? I see a lot of complaining about the math, but it doesn't seem that confusing to me. The problems take a minute to understand, but I figured that was because I was unused to doing them that way

For starters, many people have misconceptions about what “the common core” actually is. The Common Core State Standards are just that - standards of what students in K-12 should be expected to be able to do in Mathematics and English Language Arts. They do not mandate specific teaching methods or problems solving strategies that kids must learn, and there are a variety of “common core aligned” teaching materials and curricula out there. 

What most people react to are simply alternative strategies for solving math problems, which, as you said, usually appear difficult only because you haven’t been taught how to do math that way. But just because you weren’t taught that way doesn’t mean there’s no benefit to doing it.

As for the actual problems with the CCSS, for starters, the standards weren’t really created by teachers:

In sum, only 3 of the 15 individuals on the 2009 CCSS math work group held positions as classroom teachers of mathematics. None was a classroom teacher in 2009. None taught elementary or middle school mathematics. Three other members have other classroom teaching experience in biology, English, and social studies. None taught elementary school. None taught special education or was certified in special education or English as a Second Language (ESL).

Only one CCSS math work group member was not affiliated with an education company or nonprofit.


In sum, 5 of the 15 individuals on the CCSS ELA work group have classroom experience teaching English. None was a classroom teacher in 2009. None taught elementary grades, special education, or ESL, and none hold certifications in these areas.

Five of the 15 CCSS ELA work group members also served on the CCSS math work group. Two are from Achieve; two, from ACT, and one, from College Board.

Overall, the standards were primarily designed by and meant to benefit educational and testing corporations such as Pearson and College Board, rather than being designed to meet the needs of students.

Actual problems resulting from this include developmentally inappropriate expectations, overemphasis on non-fiction over fiction, overemphasis on college preparation over civic and humanitarian education, and increasingly high-stakes testing (a feature, not a bug, though a problem that predates common core).

Former US Assistant Secretary of Education Diane Ravitch gives an overview of some of her reasons for opposing Common Core here, which is a good starting point if you’re interested in the topic. This WaPo article from 2014 also details how the development of the CCSS and the push for states to adopt them were both largely bankrolled by Bill Gates.

But teaching kids how to make 10 from 8 and 5 is actually a useful skill. it too much to ask?!

For a PDF of the 8th grade ELA common core standards broken into specific, scaffolded skills that would build up from day-to-day, then week to week?

I need something smaller and more specific than learning targets, but some of these skills are so intertwined with one another, it feels like I can’t break them down further.

Originally posted by simplybridal


(2/3) “Even in special education, our curriculum is based on Common Core standards. I’ll have to teach about seasons to a child who doesn’t know his own name. I’m expected to teach To Kill A Mockingbird to a classroom full of nonverbal students, some of whom may be wearing diapers and haven’t learned their ABCs. I think it’s insulting to tell students what they’re going to learn, regardless of their abilities and needs. But I try to work some magic and design a lesson plan where everyone in the class can take something away from the story. For the least advanced students, we just use To Kill A Mockingbird to practice the alphabet. Then I’m also expected to teach Algebra. I try my best using lots of velcro and lamination, but I can’t say that many of my students have ever learned how to solve for x. We spend so much energy on learning how to sit still. I think special populations should be focused more on vocational training like filling out forms and budgeting money—things that will give them confidence and prepare them for independence. But I keep my mouth shut and do my best to work within the system. When I first began teaching, my mentor told me: ‘If there’s anything about the system that you want to fight, just make sure it’s the hill you want to die on.’”

This can’t be another rant about “new math” or “common core!” Yes, it can.

The attached picture is from a friend of mine, brought home from school by her seven-year-old daughter. As anyone can clearly see, all of her work is correct. And yet, it is all marked up with red and points taken off. Now, it may be that there is some new method being taught here that wasn’t followed by this very bright and independent child, but a correct answer is a correct answer. The kid knows his numbers and digit places. Her answers are RIGHT!

Further, if they want to teach the method and force kids to learn it, marking correct answers in red is not the right approach, unless your goal is to have them lose faith in education itself. Nowhere on this page does it let the child know that she was correct, even if she didn’t use the desired method. This young girl, who is off-the-charts brilliant, now hates math. Not because of this one assignment, but because of the cumulative effect of others like it. She’s smart. She “gets” what is being asked intuitively, but because she didn’t follow some new method, she’s being given the message that she actually DOESN’T know what she’s doing, her instincts are wrong, and she’s not good at math.

Please know that I am not quarreling with whatever method was supposed to be applied here. After all, I can’t for the life of me figure out what that method is and it is unwise to quarrel with something one doesn’t understand. What I do take serious issue with is the implementation of these new math teaching methods that, whatever their merit, are doing great harm.

This…. THIS is why confidence in our education system is so low. THIS is why basically zero parents support common core and high-stakes standardized testing. Because no one bothered to explain what the hell this new math is to the parents that are supposed to be involved in their kids’ education. Because no one thought that active, engaged parents will be helping kids with their homework and then be perplexed, frustrated, and tell the kids that it’s just wrong or the teacher is bad, or worse.

My friend is a super involved mother. She doesn’t have to help her very smart child, but she does check her work and talk about it with her. Well, she used to. She has no idea what to even tell her child about this page, and the school sent no resources home about whatever method this is.

Can anyone out there help? If you are also confused, please SIGNAL BOOST THIS and let’s see if some K-8 teachers or administrators can enlighten us as to what is going on here, if for no other reason than to help my friend try to rescue her daughter’s waning love of math.


The Common Core math standards say students need more than a textbook understanding of certain concepts. So two Colorado teachers have teamed up for a lesson in real-world math.

The students are building a giant, octagonal hay bale feeder, and they’re using the Pythagorean Theorem to do it. 

Real-World Math: A Bit Of Trig And Hay For The Horses

Photo Credit: Jenny Brundin/Colorado Public Radio

Top of the morning to you! Your pal, Finn, here!

So, I personally find annotating to be a bit tedious and annoying, especially in a testing situation where I just want to get it done and over with. A lot of my teachers force me to annotate, which makes it even more excruciating. However, annotating can be extremely beneficial in increasing your understanding of a text, giving you more knowledge on the text to better analyze it and answer questions.

Below I have a sample text with annotations on it, just to show how I apply the following tips to an actual text. Now again, this is really geared towards a text on a test where you have to answer a series of questions on it. If you want me to do another post on how to annotate a novel or an article with no specific questions, let me know!

Here goes nothing :3

01. First, number each line and paragraph / stanza of the text.

On a lot of texts, like my sample above, every five lines will be numbered. I personally think it’s a good idea to quickly number each line; this way if a question references a line, you can locate it quickly and not have to go through the hassle of counting lines. Also, it’s a good idea to number each paragraph, just to separate the text to summarize and for easy reference.

02. Annotate in a different color than the text.

In a testing situation, depending on the regulations of the test, this may not be possible. However, on most tests you have the opportunity to write in at least blue or black ink. If the text is in black, which most are, annotate in blue. This way, when you go back to the questions after reading, your annotations stand out and you can easily separate them from the text.

03. Rewrite the questions on the text, and cite the evidence of your answers in the text. 

Rewriting the questions takes up a lot of space, making you appear to have taken more meticulous and thoughtful notes (to your teacher, if they check your notes). It also reinforces to you the reason WHY you’re reading the text, and reminds you what you’re looking for later.

What I mean by cite your answers in the text, is write something like I have above (Q1, Q2, Q3…etc) where the evidence for your answers to those questions are. For example, in question 4, I wrote out what word could replace “assignment” from the possible answers to the question, and I cited question 4 in that line so that when I look back I can easily look and see why I chose that answer.

Did that make sense? I know I could have said that better but I’ll leave it at that.

04. Use symbols and/or underlines and highlights that make sense to you.

Once you pick symbols and shorthands to use to annotate, annotating becomes a lot easier. As you see in the sample text, I use arrows to connect ideas, I underline what I find important, I box unfamiliar or important terms, I circle important lines, and I put question marks next to things I don’t understand or that I am just questioning.

Developing your own system of symbols is key to becoming a good annotator, because you can quickly note things, and get through the text in time to complete your exam, possibly with time to spare.

Here are some other symbols and shorthands I use in my annotations that you can also use or adapt to your own needs:

- ! = Important to note, important concept

- = A literary element

- aww = Sweet, warm tone

- eep = Sinister, dark, or scary tone

- :) = Something that made me smile

- E , L , or P = Ethos, Logos, or Pathos

- * = Relevant to theme/central idea or essay assignment

05. Summarize each paragraph/stanza.

On the sample text, I have done this in red (just to make it stand out, you don’t have to summarize in red). By summarize, I mean, write like a quick one to two sentence (or even fragment, honestly) summary of each paragraph, so that if I have to revisit that part of the text, I don’t necessarily have to re-read the entire paragraph. It’s really just to make things easier to yourself, and again, it makes your notes look more diligent and thoughtful.

06. Dedicate some space to the central/main idea or theme of the text.

Usually, at least with the Common Core standards in most states in the US, tests tend to focus on the central idea of the text. Even if there aren’t questions on central idea on the test (rare, to be honest) , you should still jot down the central idea of the text just to make sure you understand it fully. 

On most texts I get there is either a blank back of the last page, or a huge space at the bottom of each page. I use this space to write down what I think the central idea is, and sometimes I write down line numbers as evidence for myself.

Overall, remember, on most standardized tests, your annotations will not be graded. However, on practice and local tests, your teachers might require you to take some notes in the margins, so try to acquire your own annotating style now that you can use in all of your future classes, especially English. Remember, your notes are there to help you, not anyone else, so make sure your annotating style actually helps you.

I hope this was helpful to some of you. If you have any questions, message me, send me an ask, or respond to this post.

Thanks babes,


mzk1000  asked:

Hello. My students and I love your prompts. Are you still updating and adding new ones them as you used to?

I’ve been asked this question or some variation of it more than a few times in the last few weeks.

I’ll make you a deal and tell you a quick story.

Here’s the quick story …

I’d love to keep updating this site, but I’m really, really busy. Some of that busyness can be attributed to being so-close-I-can-taste-it to the end of a doctorate. I have a draft of the dissertation finished and one last class to take. The other night I estimated that I’ve written close to 2000 pages over the last three years, so you can probably imagine this tingly sense of elation I’m feeling at being so close to finishing. Maybe I’ll get back to this once I’m totally done with that endeavor. Maybe.

Some of it can also be attributed to starting a new job. For the first time in over a decade, I didn’t get a summer break, since I now work for my school district in an educational technology role. The job is a blast, but it also means that I have a massive To Do list that just won’t quit.

Meanwhile, I’ve been keeping track of prompts I’d like to make. I have a text file with over a thousand ideas in it. So, it’s not that I’ve run out of ideas. I’ve just run out of time to make them, at least for the time being.

So, here’s the deal. Even though I’m not in the classroom, I’d like to do my part to support students learning to love reading (this is actually what my dissertation is about). With that in mind, I’ve officially adopted three classrooms in my school district, and put a wish list of books together for them. This is the deal: for every book that gets donated to one of these classrooms, I’ll put a new prompt on the site. And if you have a specific request for a prompt that isn’t too crazy, let me know and I’ll make it happen (luke [dot] neff at gmail or @lukeneff on twitter).

As long as I’m here and writing things, I’ll add a few more thoughts.

I recently hired a company to go back through all the prompts and type them up in plain text. If you’d like to check out that spreadsheet, you can see it here. It’s probably not as fun as the site itself, since there are no pictures, but it might be worth your time. My next big project is to go through that list and tag each prompt as elementary, middle, or high, and with the Common Core standards it covers. Anyone want to help?

I’ve been getting some questions about how to get around the whole issue of Tumblr being blocked at different schools. I don’t have a great solution (and I understand why Tumblr is blocked… let’s be honest, there’s quite the range of available content on Tumblr). Maybe that spreadsheet will help. I also have a set of 300 of my favorite prompts in a PDF for sale, if that helps.

I’d also like to point out that John Spencer has really taken up the gauntlet on the fun writing prompts front. His Visual Writing Ideas are pretty great.

Also, apparently this link isn’t prominent anymore, so I should mention that is a quick way to look at what’s on this site.

Jeb Bush: Common Core is great and no one can convince me otherwise

If you thought Jeb Bush might try a flip flop on the awful Federal educational standards known as Common Core, think again.  Not only is he not backing away from his support, he’s cementing it. 

from NY Times:

Jeb Bush, making his first visit to New Hampshire as a likely presidential candidate, implicitly criticized his Republican rivals for the nomination for changing their positions on difficult issues.

Discussing his support for the Common Core education standards, which are viewed unfavorably by many Republicans, Mr. Bush said, “you don’t abandon your core beliefs” just because a position appears unpopular.
“The way I’ve sorted it out is: I think you need to be genuine, I think you need to have a backbone. I think you need to able to persuade people this is a national crisis, this is a national priority,” Mr. Bush told a group of New Hampshire business and education executives.

Asked after his remarks who exactly lacked backbone, he said: “I have it — that’s all I said.”

read the rest

So, control over the education system by unelected bureaucrats is a “core belief” of Jeb Bush’s.  Taking flexibility and personalization away from parents and teachers is a “core belief” of Jeb Bush’s.  

The GOP can’t seriously be considering nominating another big-government loving Bush, can they?

When English Proficiency Isn’t Enough

COMPTON, Calif. — A large color photograph of an iceberg on display in teacher Angel Chavarin’s fourth-grade classroom at Laurel Street Elementary may not be the typical prop for a language arts lesson. But Chavarin is hoping visuals like this will help his students better understand the concept of inferences, which are, in effect, “the tip of the iceberg.”

Inferences are not an easy concept for young children to grasp, and it may be particularly difficult for the students of Laurel Street, where more than 60 percent of students are English learners.

But it’s a skill Chavarin knows his students need to master as California, along with 44 other states, transitions to the new Common Core State Standards. Created in 2010, the Common Core aims to prepare American students for college and careers by emphasizing critical thinking and problem solving. While the Common Core does not dictate a specific curriculum or reading list, it encourages language-arts teachers to expose students to challenging literature and nonfiction texts as well as sophisticated vocabulary. When writing and speaking in class, students are expected to present arguments and provide analysis backed by evidence, not opinion. Reading comprehension should include more than proof of recall; students need to demonstrate their ability to grasp big ideas as well as the nuanced inferences embedded in the text.

But some educators, including those enthusiastic about the Common Core, have publicly worried about the repercussions of raising the bar for groups of students who are already lagging behind, like those still learning English. They fear that the achievement gap between native speakers and English learners will widen, particularly in schools where teachers have little training and few resources. “Schools here have been working hard to address this issue for some time,” said Ben Sanders of the California Office to Reform Education. The Common Core “adds extra complexity. We’re worried that people will get overwhelmed.”

Read more. [Image: Ted S. Warren/AP Photo]

theglassscat  asked:

What is common core curriculum? I've heard some people say that it is really terrible, but others seem to really like it. Does it require that every student in every grade take the same exact core classes from kindergarten through all of high school? How does it affect testing? I'm a sophomore in high school and I am curious as to how common core could affect me. By the way, I like your blog.

You are likely in the midst of Common Core at your school and you don’t know it since MOST states have adopted it.

All states have standards for teaching, as a way of saying “X grade will know X, X, X, and be able to X, X, X at this level or subject.” All states had their own standardized tests to go with those standards as a form of accountability.

Common Core is a “non government” initiative developed by businessmen and other people with an interest in education make a stab at national standards, so ALL states were learning the same thing at all levels.  The government bought into it, and encouraged states to drop their individual standards in favor of Common Core, and even tied bonus funding to do it.  The majority of the US bought it.  The idea was the a fourth grader in Indiana is learning the same stuff as a fourth grader in New York.  

The problem with Common Core is many-fold:

  1. It isn’t based on educational psychology and how kids actually learn and develop
  2. It is rigor with no basis for rigor.  It’s like, “let’s raise the stakes…BECAUSE WE SHOULD”
  3. It wasn’t properly piloted before states adopted it
  4. It wasn’t compared to international benchmarks to see how it would make US children better or worse
  5. This in favor of LESS government intrusion saw it taking away state’s rights (and in many cases, adopted CC took away unique courses of study in states).
  6. Common Core was actually incomplete when adopted by many states, leaving out comprehensive standards for science, social studies, and foreign languages.
  7. The cost with implementing Common Core (new textbooks, test prep materials, new standardized tests) was unprepared for.

Hope this boils it down for you.  I’m in Indiana and I don’t like the Common Core.  Indiana’s standards were rated higher than the CC, yet republican lawmakers jumped on the train without thinking.  A year later, they realized their error, made their OWN standards (which are like CC warmed over), and we’re in limbo as to if they are going to changed into updated versions of our “old” 2006 standards.  We don’t even know what the ISTEP or ECAs will look like, and they’re in March, April in May.  And those tests are used on school grades and teacher evaluations.  

Katie is currently a 10th grade high-school teacher in California. We asked her to give us her insights on using DIY in the classroom.

1. What were your thoughts and feelings about using DIY in your classroom?

Running a DIY classroom was a rad opportunity!

I think my students enjoyed doing DIY, because it allowed them to do autonomous learning on a skill of their choice.

It was exciting to hear students talking about their challenges/what others posted, saying they felt a sense of accomplishment, and even recommending DIY to their younger family and friends.

Originally I wanted to use DIY was a basic “portfolio” platform to show my school district that students can create and post work without compromising their security (and dare say, their minds). Our district was so protective that they blocked a lot of websites that assist in learning (StoryCorps, NPR?!, art and design blogs, YouTube, etc). While I do have a teacher code that opens these websites, DIY provided a framework for students to showcase their learning and new skills within a supportive community.

DIY will serve as a gateway that prepares kids to create their own YouTube channels, enter film/art/media festivals or competitions, submit portfolios for college or career scholarships, and/or have blogs that say something.

The experience motivated the kids to talk, plan, collaborate, be creative, to give feedback, and use technology for good, maker purposes.

These are all skills we value and teach in my academy, the Academy of Media Arts, and doing project-based learning integrates the new Common Core Standards. In many ways the maker mentality reminds me of the HOLSTEE Manifesto (“Do what you love and do it often” “Life is about the people you meet and the things you create with them…”) and Stefan Sagmeister’s work from his book Things I Have Learned in My Life So Far.

2. Do you think you’ll do it again?

Yes! I’m planning to do it with our sophomores again (14-16), but I want to introduce it at the beginning of the year instead of the second semester. I’m toying with the idea of having kids do a patch related to their elective pathway. We have four sequences of elective classes: Theatre, Digital Filmmaking, Animation, and Commercial Music. Then again, I think it’s important to give kids choices. What’s your suggestion? This year we’ll have a third Mac lab for the content teachers to use, which will encourage all teachers to integrate more 21st century skills and help kids understand the value of their digital footprint.

3. Did you happen to write a reflection yourself?

I unfortunately didn’t write a reflection. I meant to…but did I show the kids my teacher DIY portfolio and talked about my learning process with them. We discussed posting quality work, why things might be Staff Picks or Community Favorites, how to meet the requirements of the challenges to earn the patch, how to be a positive role model for the younger kids on the DIY, and the problem-solving for uploading/using the app.

4. What can we do on our end to make the process better?

The hardest thing for me was figuring out how I was going to assess their learning. It took longer than expected to create the handouts, project description, and rubric. Also, since my students are on the older side I wanted to make sure they weren’t using it like other popular social media. I think it’d be great to post handouts for teachers to modify like you do with the parent flyer, leader handbook, and permission forms. I didn’t to post in the educator and parent forums, although I did read them to see if the dialogue and questions applied to my pilot classroom.

Time is always an issue for teachers and it’s super valuable to get ideas and be able to collaborate from peers.

I felt like I was sometimes working on this in my own bubble, but I think that was a bit self-imposed. I do appreciate your questions and correspondence.

Tell us how you’re using DIY in your clubs or classrooms by sending an e-mail over to - we’d love your insights.


Who goes to college? A case for linguistics

W&M professor of linguistics Anne Charity Hudley discusses her new book “We Do Language.”

We Do Language builds on the authors’ highly acclaimed first collaboration, Understanding English Language Variation in U.S. Schools, and examines the need to integrate linguistically informed teaching into the secondary English classroom. The book meets three critical goals for preparing English educators to ensure the academic success of their students. First, the book helps educators acquire a greater knowledge of language variation so they may teach their students to analyze the social, cultural, and linguistic dimensions of the texts they read in class. Second, the chapters provide specific information about language varieties that students bring with them to school so that educators can better assist students in developing the literacy skills necessary for the Common Core State Standards. Third, the text empowers educators to build their linguistic awareness so they may more fully understand, respect, and meet the needs of culturally and linguistically diverse students.

Although this book is directed at educators, I recommend Professor Hudley’s video to anyone interested in education, linguistics, and student motivation. Including students needing motivation!

I really dislike this new trend of being exceptionally obnoxious to school teachers and everyone thinking they’re such a rebel for it. 

News Flash, you’re not a rebel, you’re an asshole. 

Some teachers are pieces of shit (I had a teacher call me a Faggot my freshman year of high school–I get it, sometimes they suck) and you should call those teachers out on their shit by reporting them or getting the district involved.

But just because you’re angry you have to get up at 7am to go to school until 2:30-3 does not give you licence to be a douchebag to your instructor. Teachers routinely get up at 5am, and stay until about 4 or 5pm, then they go home and review lesson plans, while trying to fit dinner and a shower between grading 150-200 papers or quizzes. If they are a First Year teacher, they’re just trying to hold on to their jobs and create a lesson plan out of thin air while trying to figure out where everyone is by the time Finals come out. 

Every year a classroom with have a new dynamic and will require a faster paced or slower paced in some sections of the course, more check ins, more hands on activities, or more homework help, ect. They bend their lessons so that they can help students of varying learning styles, trying not to let some of you fall through the cracks. They have to get you ready for those Standardized Tests, which are a reflection on their performance too. 

But it’s a two-way street, and nothing kills a teacher on the inside more than watching a student give up when they know if they just tried….They could do amazing things.

If a teacher is pushing you it’s because they want you to be able to compete in the real world and at the college level. 

  • “But it’s stressful!” You’re right, and the teacher often doesn’t have any power to change what you’re learning or how fast, thanks to most Common Core standards.  
  • “But I don’t have a choice! I’m only here because I have to be!” Then sit down and shut up or do something quietly, so the students who actually value their free education can learn. I’m sorry you don’t want to be here, but you don’t have to hinder the learning process. Also, you do have a choice, you can get your GED or you can apply to a charter school or other free alternative.
  • “But the teacher won’t even let us eat in here!” In some, if not most, schools it is an issue of sanitation and something that most teachers have no control over. If the janitor finds food they have to sanitize the ENTIRE room, which is a pain for them and their whole staff. 
  • “I can’t chew gum/wear my hat and it’s irritating” These are older rules and sometimes they’re rules the school had that the teacher can’t change. 
  • “I can’t use my cell/iPod” Really? It’s like a 45-60 minute class period. You’ll be fine without your cellphone. 
  • “I’ll never use any of this in the real world!” News flash, High schools in the US are set up for college prep. You’re suppose to be learning life skills at home. Which is unfortunate, but that’s the current design.If you’re not learning life skills at home then you need to be actively seeking out programs to help you, or you know, talk to your parents (or guardians) . 

Some of the more serious problems akin to things like learning disabilities or stress/anxiety related problems, you need to advocate for. Teachers can’t help if they don’t know. 

Teachers didn’t get into the profession for the ‘Long (unpaid) break’, most teachers genuinely love their subject and love students. 

TL; DR: If you want public education to change, you’re not going to change it by being a dick to your teacher, you need to advocate as a student for change at the District and State levels, because Teachers are just doing what they’ve been told they have to. 

On Friday, in an unobtrusive office park northeast of downtown here, about 100 temporary employees of the testing giant Pearson worked in diligent silence scoring thousands of short essays written by third- and fifth-grade students from across the country.
     There was a onetime wedding planner, a retired medical technologist and a former Pearson saleswoman with a master’s degree in marital counseling. To get the job, like other scorers nationwide, they needed a four-year college degree with relevant coursework, but no teaching experience. They earned $12 to $14 an hour, with the possibility of small bonuses if they hit daily quality and volume targets.