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What do President Bush, the American Federation of Teachers, The National Education Association, business leaders, community organizations, educators, parents, and the clergy have in common? Each of these groups or individuals believe they can improve American education. Though their broad plans may differ in some areas, there is agreement on certain issues. However, none of their proposals address the single, most important reason our students fail to live up to their potential. Oddly enough, I know the answer. Having served for two years as a cadet teacher while in high school, the reason students fail to succeed in school is glaringly apparent to anyone who has ever visited a kindergarten or first grade classroom. It is the parent’s fault. Nobody, of course, will admit to that. Politicians would not dream of alienating parents who are, after all, nothing more than voters with children. Business leaders fear being called elitists. Educators know they stand a far better chance of reforming the school system than they do negligent parents. And the clergy, parent groups, and community organizations are not about to admit to their own failings. It is so much easier to play the blame game. So, let’s take a close look at one of our “failing students.” I was first introduced to six-year old “Joey Smith” while serving as a cadet teacher in a first grade elementary school in Niles, Michigan. I was assigned to help Joey master a particular phonics skill. I immediately noticed Joey’s vacant stare. He never made eye contact with me. I would speak to him, but he kept his face turned away from me. When asked a question, his face never moved toward me. I had to talk to his profile. Though it was 9:30 in the morning, Joey looked as if he had just fallen out of bed. His clothes were disheveled and not particularly clean. His fingernails needed cutting. He appeared to be tired. In the beginning, I thought Joey’s unresponsive attitude toward me might be due to shyness.
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