Re: How old do you have to be to play?



On Mon, 15 May 2006 16:21:55 GMT, "Dave Lyon" <lct.products@xxxxxxxxx>
wrote:


Then why do teachers of days gone past say it was enough of a reward
to see the kids they taught grow up and achieve something for mankind
as a whole.



Sorry, I gotta agree with Jeff on this one. If you got a tough job to do,
and you want it done right, you best pay well for the job. Sure, there will
be a few people that will teach for the love of the profession, and I think
it's great that they love their job, but don't expect to find a whole school
full of that kind of dedication. Why do you think half the teachers in your
school are sub-par? It's because the bright, talented, gifted people are
cashing in on their abilities someplace else. Why is it that the local
convenience store goes through more employees than Jeff goes through cheesy
puffs? It's because they pay $7.50 per hour! If you want quality people, you
gotta pay a quality wage.

I do somewhat agree but how much would be justifiable for someone to
teach simple subjects they do not even have to think to teach. Shoot
my kids basically teach themselves the math and they love to read and
discover things. The teachers down here already make more than the
average person down here. They make more than the most Computer
Technicians or IT Professionals down here. The teachers use the web
and computers to make their work even easier than it used to be.

The math I basically taught them some shortcuts (legitimate methods)
for math and they apply them and ace the classes. The teacher
actually gets upset with them because the do like I did when I was in
school. Basically sleep in class and Ace the tests. No I am not a
brainiac as Jeff will tell you but I relate things like math to common
sense. 1+1 does equal 2 and if you want to know what the letter
equals put the rest of the problem on the other side of the equals
sign till you have it. That is basically it, is it not?


(¯`·._Hardtime_.·´¯)

http://geocities.com/arcticjohn88/arcticjohn88

.



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