recceguy said:
My grandson would just be starting kindergarten now. I've been paying his tuition, to Montessori, for two years. I will continue to pay his tuition till he's equipped to exceĺ above the public system. He is 5. He can print. He can print complete sentences. He can read every book he has(lots). He can do basic math and and knows money. In the public system he'd be playing with blocks in his first year.
My first exposure to the Canadian/Ontarian education system was in September 1965. I was immediately underwhelmed by my classmates' inability to read smoothly (listening to their halting, broken efforts was painful), write coherently, spell with any accuracy, or do simple arithmetic.
I was put in with my age group upon arrival, but was two or three years ahead educationally.
We did not waste a whole year with half-day kindergartenish games and naps. We began spelling, reading, and basic arithmetic on our first day - and a full day, at that. Standards were high. There was a lot of rote learning (like multiplication tables), yes, and while that may not have been fun at the time (but we just did it, and I do not recall any complaints), it still serves me well. It probably got me through Aircrew Selection - there was no interweb when I did that, and no means of preparing. Everybody went into it cold, and the same went for CFAT (if it was even called that when I went Regular Force in 1978). I broke the record on the CF Staff School threshold grammar test in early 1988, and credit that to my early education in England (plus a few well-above-average teachers here, later).
My sister, four years younger, began school in Ontario and wasted that first kindergarten year. I could not understand the reason behind kindergarten at all. She, like my classmates, had great difficulty reading in the early grades. I tried to help, baffled when she stumbled over simple words. "You know that word", I'd say. "We haven't taken in yet", was her response. "Sound it out". She couldn't. "Whole word learning" was the concept; sounding words out was just not done. I considered that to be ridiculous, even at ten or eleven. Eventually, I got her reading the proper way.
I am a big believer in giving a solid foundation in basics, including history and geography, which is one of the prime reasons that I go back to my old high school for the Remembrance Day speaking programme. It is heartening to see that at least some teachers and students care, and that the unusually high standard at Stratford Northwestern has not visibly declined since the mid-seventies.
My last ex-wife was a high school teacher, and believed that it was and more important to teach kids where to
find information than to actually
know any. If one does not know anything, though, how does one know what information to seek?
She also had lots of complaints about the education system, but was clueless regarding corrective measures.