The Buckeye Institute has put up a copy of the Ohio Education Association’s monthly newsletter, and it has to be seen to be believed. (The link also points to their most recent analysis of Senate Bill 5, which is also a must-read.)
They come right out and say, “it’s essential that they not only become teacher unionists, but teachers of unionism. We need to create a generation of students who support teachers and the movements of teachers for their rights.”
Really, OEA? What about creating a generation of students that isn’t failing math, reading and science?
Speaking of math, the OEA believes that even mathematics should have their progressive views included in the lesson. Math! They encourage Ohio teachers to teach “Radical Math”. I wish I was making this up, but I’m not.
They actually lament that the math textbooks out there…I can’t even believe I’m typing this…aren’t political enough!!
Good math isn’t the same as good politics!
There are several good math textbooks (although there is much debate over which these are) that have great ideas about group work and skill development, and are set inside larger contextual problems, but have nothing political in their material.
Good politics isn’t the same as good math!
It’s easy to think that a unit or lesson is a great one just because it covers important issues.
The article actually continues with a new section, “How to integrate social justice into a math class.” How best to accomplish this? Take a look at some of their suggestions.
One good way to design a project or unit is by partnering with a community-based organization and do a project on their behalf. For example, find a group that wants to learn about how the community feels about an important community issue (ie. pollution, police presence, affordable housing). Your class could survey the community and present the results to the organization.
Identify the math concept/skill you want to teach, and download this chart to think about social issues that could help students understand this skill.
A larger question students should be asking is: “What are the problems my community is facing, and how can I use math to understand and address them?” But more specifically, pick a question that will guide the math and give focus to the unit. For example: “Which neighborhoods in our city have the highest rates of incarcerated youth, and what can we determine about the economic and demographic make-up of these communities?” or “Does race play a factor in who is getting mortgage loans in our city?”. The question should have both a mathematically and social component to it.
The OEA also encourages teachers to use a website with 10 year old children that “aims to inform children (grades 4-7) on current news and world events from a progressive perspective and to inspire a passion for social justice and learning.” What sort of educational stories do they have for your kids?
How about “Bush Wanted Abroad”? Or here’s a good one. Global Warming Causes Snow.
My favorite story that the OEA thinks is appropriate for teachers to indoctrinate our children with? Free Bradley Manning.
The teacher’s unions are engaged in the wholesale destruction of our education system. When you hear the always depressing statistics of how poorly our public schools perform in the world, now you know the main reason why. It’s because the teacher unions are solely interested in their own power and their own extreme left-wing politics.
Remember these math lessons that the OEA wants to push on your kids the next time you see a teacher at a protest holding a sign that falsely claims “IT’S ABOUT THE CHILDREN!”