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	<title>Comments on: French teachers: No aid for slow kids</title>
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	<link>http://www.joannejacobs.com/2009/07/french-teachers-no-aid-for-slow-kids/</link>
	<description>Thinking and Linking by Joanne Jacobs</description>
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		<title>By: SuperSub</title>
		<link>http://www.joannejacobs.com/2009/07/french-teachers-no-aid-for-slow-kids/#comment-48669</link>
		<dc:creator>SuperSub</dc:creator>
		<pubDate>Tue, 21 Jul 2009 02:52:11 +0000</pubDate>
		<guid isPermaLink="false">http://joannejacobs.com/?p=10220#comment-48669</guid>
		<description>The question here is not only whether struggling French students deserve extra instruction, but also whether the mandate by the French government is educationally sound.

The article glosses over Refalo&#039;s primary concern that simply adding two hours of instruction would stress students that are already struggling. As we&#039;ve already seen here, simply adding more time does not necessarily work.</description>
		<content:encoded><![CDATA[<p>The question here is not only whether struggling French students deserve extra instruction, but also whether the mandate by the French government is educationally sound.</p>
<p>The article glosses over Refalo&#8217;s primary concern that simply adding two hours of instruction would stress students that are already struggling. As we&#8217;ve already seen here, simply adding more time does not necessarily work.</p>
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		<title>By: Collin Hitt</title>
		<link>http://www.joannejacobs.com/2009/07/french-teachers-no-aid-for-slow-kids/#comment-48668</link>
		<dc:creator>Collin Hitt</dc:creator>
		<pubDate>Mon, 20 Jul 2009 14:09:32 +0000</pubDate>
		<guid isPermaLink="false">http://joannejacobs.com/?p=10220#comment-48668</guid>
		<description>I taught English in France. Slow learners were tracked into different classes, at least by the end of middle school, where they awaited their inevitable promotion into a vocational secondary school, graduation from which would leave them somewhat skilled in a regionally popular trade but otherwise virtually unqualified to attend university.


One leveling wind of American education is that everybody is given a second chance; it&#039;s tough, but former slow learners can hit the books and earn a college degree, often beginning in community college.  That opportunity does not exist in France, which makes it all the more important to see that struggling elementary school students are put on the level before it&#039;s too late.</description>
		<content:encoded><![CDATA[<p>I taught English in France. Slow learners were tracked into different classes, at least by the end of middle school, where they awaited their inevitable promotion into a vocational secondary school, graduation from which would leave them somewhat skilled in a regionally popular trade but otherwise virtually unqualified to attend university.</p>
<p>One leveling wind of American education is that everybody is given a second chance; it&#8217;s tough, but former slow learners can hit the books and earn a college degree, often beginning in community college.  That opportunity does not exist in France, which makes it all the more important to see that struggling elementary school students are put on the level before it&#8217;s too late.</p>
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		<title>By: Peter</title>
		<link>http://www.joannejacobs.com/2009/07/french-teachers-no-aid-for-slow-kids/#comment-48667</link>
		<dc:creator>Peter</dc:creator>
		<pubDate>Sun, 19 Jul 2009 20:30:51 +0000</pubDate>
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		<description>&gt;So how do we differ?

Well, the French have actual standards that they enforce, for one.</description>
		<content:encoded><![CDATA[<p>&gt;So how do we differ?</p>
<p>Well, the French have actual standards that they enforce, for one.</p>
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		<title>By: Bart</title>
		<link>http://www.joannejacobs.com/2009/07/french-teachers-no-aid-for-slow-kids/#comment-48666</link>
		<dc:creator>Bart</dc:creator>
		<pubDate>Sun, 19 Jul 2009 16:55:45 +0000</pubDate>
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		<description>&lt;i&gt;&gt; ...Refalo complained that American “ideas such as competition, individualist thinking, privatization and survival of the fittest were being introduced.”&lt;/i&gt;

Boy does Refalo have a twisted image of American education ideals.

&lt;i&gt;&gt; ...Basically, [the French concept] established that elementary schools should be government-run, free for anybody and ready to teach the same thing at the same time, so children everywhere across France have an equal chance at success.&lt;/i&gt;

So how do we differ?</description>
		<content:encoded><![CDATA[<p><i>&gt; &#8230;Refalo complained that American “ideas such as competition, individualist thinking, privatization and survival of the fittest were being introduced.”</i></p>
<p>Boy does Refalo have a twisted image of American education ideals.</p>
<p><i>&gt; &#8230;Basically, [the French concept] established that elementary schools should be government-run, free for anybody and ready to teach the same thing at the same time, so children everywhere across France have an equal chance at success.</i></p>
<p>So how do we differ?</p>
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		<title>By: lynn</title>
		<link>http://www.joannejacobs.com/2009/07/french-teachers-no-aid-for-slow-kids/#comment-48665</link>
		<dc:creator>lynn</dc:creator>
		<pubDate>Sun, 19 Jul 2009 13:19:38 +0000</pubDate>
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		<description>How involved are French parents?</description>
		<content:encoded><![CDATA[<p>How involved are French parents?</p>
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		<title>By: stacy</title>
		<link>http://www.joannejacobs.com/2009/07/french-teachers-no-aid-for-slow-kids/#comment-48664</link>
		<dc:creator>stacy</dc:creator>
		<pubDate>Sun, 19 Jul 2009 12:25:16 +0000</pubDate>
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		<description>Just as an aside, the French do signficantly less socail promotion. Their low performers are regularly held back, sometimes even for two or more years.</description>
		<content:encoded><![CDATA[<p>Just as an aside, the French do signficantly less socail promotion. Their low performers are regularly held back, sometimes even for two or more years.</p>
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