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    WARNING!

     WARNING:  MACE is the kick-ass teachers union, and MACE does not think that you can have good learning conditions until you first have good teaching conditions!  If you are squeamish, faint of heart, and are not disgusted by how angry and arrogant administrators abuse classroom educators, then you need to EXIT this website immediately.  This website is not for those who are easily offended by MACE’s aggressive style.  MACE has been dubbed “a radical teachers union” by the media.  Well, MACE feels that it is radically wrong for the administrators to allow students (1) to curse out teachers (using the most vile language), (2) to physically assault teachers (as well as fellow students on a regular basis), (3) to falsely accuse teachers so that they themselves can be exempted from doing any real school work, (4) to cheat on exams and school work with total impunity, and (5) to expect the teachers to be blamed for all of their own failures, be they in academics or comportment. 

     MACE believes that this current BLAME THE TEACHER CULTURE is radically wrong and that radical measures have to be employed accordingly.  MACE radically defends classroom educators.  Radically, not illegally.  MACE is always armed with the U. S. Constitution and the State Statutes.  The problem is that so many school systems are “gangsta” by their nature and in their scope.  School systems have tried to “ban,” to no avail, MACE and its officials.  MACE officials have been falsely arrested and falsely incarcerated standing up for teachers.  Most of the charges are summarily dismissed.  Not one charge has been prosecuted.  What other so-called unions (full of abusing administrators in their membership ranks) fight for teachers like MACE?  MACE believes in No Teacher Left Behind.  MACE.  Radical Responses to Radical Situations.  MACE.  The Teachers Union For Teachers Teaching In Tough Situations.  MACE believes that angry and abusive administrators are ruining our public schools and that student-thugs are running our public schools.  There is epidemic violence in our public schools.  Children deserve futures, not funerals.  So many of today’s administrators simply lack guts; they are weasels.  They kiss up to the students, the sudents’ parents, and their administrative bosses downtown, but they kick down toward the teachers.  Kiss up & Kick Down.  They actually think that this is how you run a school.  These so-called administrators are gutless and clueless.  This is MACE’s position.  So, be WARNED.

The MACE Thesis

By Dr. John R. Alston Trotter and Norreese L. Haynes

You cannot have good learning conditions until you first have good teaching conditions. Assuming that you can is rank stupidity and results in environmental chaos in the schools. The reason that so many of our public schools are chaotic and full of shit today is because legislators, policymakers, school board members, superintendents, educrats, and administrators actually and absurdly think that they can usher in “achievement” (if we deign to call increases on standardized test scores “achievement”) without respecting teachers and empowering them to do their jobs. They threaten, intimidate, and generally treat teachers like dog shit in their quests to increase “achievement.” This results in nothing more than a massive and wholesale systematic cheating on all grades – not just on the standardized tests – and the lowering of academic standards and rigor throughout the corpus of American Public Education. Demigods are put in positions of power, and they terrorize teachers on a daily basis, resulting in a large segment of the best and brightest leaving the teaching field. When the teaching field once again becomes a profession, then these creative and energetic souls who refuse to be treated like dog shit may return.

When you treat teachers like dog shit, public education will carry the stench of dog shit. Right now, sadly, public education is full of dog shit. Everywhere you step, you step in this mess. Those educational demigods who arrogantly traipse around public education seem to be immune from the smell. They are oblivious to this cankering shit that is all over their metaphorical shoes – the same shoes that trample upon the dignity and humanity of the classroom educators, creating this massive mess. By catering to the irate and irresponsible parents and by coddling their rude, defiant, and disruptive children, they have created horrid and unimaginative teaching conditions. They have ignored MACE’s Law of Learning: “You cannot have good learning conditions until you first have good teaching conditions.” This is how they have wittingly or unwittingly created chaos in our public schools and most especially in our urban public schools. © Big Daddy Publishers, May 23, 2014.

 

FORWARD

By John R. Alston Trotter, EdD, JD

     What’s really wrong with American Public Education today is the ravenous greed of vulture capitalists like Bill Gates who are interloping in an area about which they know nothing.  They are denizens in a foreign land, pushing their agenda in this more than one-half trillion dollar industry which they just discovered.  I have been saying for years that this cataclysmic disruption that these billionaires have caused in American Public Education has resulted in much more harm than good.  These billionaire school “reformers” are in actually school deformers.  They have wreaked havoc on the landscape of American schools on the scale of Hurricanes Hugo and Katrina.

     The educational kibitzing that these billionaires have engaged in has undermined public education here in the United States, and we believe that it is the desire of many of them to totally destroy public education as we have known it here in the United States.  They have donated millions upon millions of dollars to charter school organizations as well as to organizations which seek to tie evaluating a teacher’s performance to the test scores of the students.  The latter may sound good on paper but it is wholly unrealistic.  I am thinking about the poor teachers at schools like Sylvan Middle School in Atlanta.  I remember a few years back when I at Sylvan Middle School and talking to the principal of this school in his office.  He called me to his desk and pulled out a side drawer showing me several weapons that he had confiscated that year from the students.  This principal looked at me and stated, “John, this is a shitty school.”  Those were his exact words.

     Yes, in the United States (especially in the urban areas), we have some “shitty schools,” and they are not “shitty” because of the teachers.  The teachers are working under the most horrendous conditions, but it is educational interlopers like Bill Gates (who obviously is a marketing genius relative to computer software) who want to blame the “shitty schools” on the teachers.  No, ole Bill, it’s the students and their parents who are the problem.  The problem is poverty and crime-ridden neighborhoods.  In this same “shitty school” in Atlanta, a teacher told me a few years later (under another principal) that he went into the boys’restroom, and some kid had scrawled all over the mirror, “8-12 run this shit.”  Bill Gates, Eli Broad, Michael Dell, and the Waltons don’t know jackshit about how to deal with “8-12” kids and “shitty schools.”  Instead of blaming the teachers in these “shitty” schools, these billionaire interlopers ought take a number, get in line, and kiss the teachers’ asses for teaching in these “shitty” schools.

     I suspect that Bill Gates, with his billions of dollars (estimated to be over 72 billion) might have gotten a tad bored as the inordinately wealthy tend to get, and he and Melinda decided at breakfast one morning that they would take over the American schools and make them work.  (His welcome is apparently wearing out on the Microsoft Board of Directors; I saw in the media recently that some of the key shareholders want him off of the Microsoft board.  This is not so unrealistic.  Remember what happened to Steve Jobs with the Apple board.)  So, Bill and Melinda take on American Public Education as their new little project.  But, perhaps it’s not so altruistic as this.  Perhaps Billy Gates sees huge profit potential in this more than one-half trillion dollar industry called “public education,” if he could just harness a “common curriculum” which would use his software applications which would be piously called “digital learning” applications.  You know…the same ones that Microsoft is already in the process of developing for Pearson, the largest educational publisher in the world, today.  Ah…money, it all gets back to money.  Well, that’s what it’s all about, folks.  It’s all about the cheddar, not the children.

     Recently, I heard an interview in which Bill Gates made some rather revealing comments.  He stated:  “[I]dentifying common standards is not enough.  We’ll know we’ve succeeded when the curriculum and the tests are aligned to these standards.”  Gates also talked about “creat[ing] just these kinds of tests—next-generation assessments aligned to the common core” and “[w]hen the tests are aligned to the common standards, the curriculum will line up as well—and that will unleash powerful market forces in the service of better teaching” [emphasis added].  Finally, Gates observed in this same interview, “For the first time, there will be a large uniform base of customers eager to buy products that can help every kid learn and every teacher get better” [emphasis added].  I presume that Billy Gates just couldn’t contain his excitement.  For him, the largess of public education is like a little kid in a candy shop.

     Bill and Melinda Gates sent their children to matriculate at the elite Lakeside School in Seattle, the same school where Bill and co-founder of Microsoft Bill Allen attended.  Melinda Gates is on record of wanting many, many more standardized tests than the ones which already shackle our school systems today.  And, ole Bill has pushed Arne Duncan, the U. S. Secretary of Education who doesn’t know his ass from deep centerfield, to tie the receiving of Federal Race to the Top funds to (1) the states having to implement teacher evaluations tied to student test scores and (2) the states not having any limits on charter schools.  But, would Bill and Melinda like for the Lakeside School’s teachers to be treated so brusquely and for the students to be fed low-grade testing husks for their curriculum needs?  Diane Ravitch, in one of her insightful tomes on public education, wrote:  “He [Gates] fondly recalled his teachers at Lakeside, the private school he attended in Seattle, who ‘fueled my interests and encouraged me to read and learn as much as I could” (The Death and Life of the Great American School System:  How Testing and Choice are Undermining Education, p. 212).  I suppose that what is good for his and Melinda’s children and what is good for their children’s teachers is not good for the rest of us.  Bill Gates is a Gnostic interloper in the field of public education and, quite frankly, it’s the likes of him and Melinda who are ruining public education.  They just need to enjoy the facile petina of their private schools and get the hell out of public education.  They are in over their heads.  But, I am reminded of what St. Paul wrote:  “The love of money is the root of all evil.”

     It’s the billionaires (especially the Gateses) who are pushing those damnable standardized tests.  They essentially look at two skills:  Mathematical and Verbal-linguistic.  Damn the idea that there are several types of intelligence which are not even tested.  (Dr. Howard Gardner of the Harvard Graduate School of Education has identified nine or ten or more different types of intelligence which essentially go unnoticed or ignored because of the very narrow and shallow tests which are whipping up our public schools into a testing mania.)  Damn the idea that our children still need a rich curriculum that includes a wide variety of subjects which are not currently tested (history, science, art, physical education, music, civics, government, literature, etc.).  Damn the idea that creativity and ideas should be nourished among the students or that our teachers should be freed up to be creative with their children and to stray off the path of those damnable prescriptive curriculum packages or to stray one scintilla from the cookie-cutter teaching methods which are mandated.  Yes, damn any type of teaching and learning that takes place at the Lakeside School in Seattle.  This is just for the children of the so-called elite and effete, for those children who are already determined to be the Gnostic leaders of the craftsmen and tillers of the soil.  Yes, apparently the billionaires want the children of America’s public schools to keep their heads down and learn the essential math and verbal-linguistic skills…so that they can work efficiently in this new global economy that people like Bill Gates are trying to usher in.  So, yes, damn the enrichment!  Standardized testing full speed ahead!  Before I leave this subject of these dastardly tests, let me share a worthy quote from Einstein, who by the way, was not considered so smart while he was in school.  This quote is attributed to Einstein:  “Everyone is a genius but if you judge a fish on its ability to a climb tree, it will live its whole life believing that it is stupid.”  These standardized tests, the same tests which would not be tolerated at the Gateses’ tony Lakeside School in Seattle, are destroying our children and making them think that they are stupid and worthy of only disengaging from their school work and eventually dropping out.  So many of these children are now standing on the street corners, selling dope, and waiting to be sentenced to the state prison, thanks, in part, to these damnable standardized tests!

     Are there any problems in our public schools today?  Sure.  There are problems in any profession or industry.  There are corrupt and unethical physicians and lawyers.  They are some cheating and incompetent accountants.  There are elected officials who aren’t worth a plugged nickel.  We see evidence of incompetence, unethical behavior, and bad practices in every profession.  But, do we turn upside down a profession just because a few members of that profession need to be weeded out.  Do we throw out the entire barrel of good apples because of one or two rotten apples?   Of course not.  We don’t impose a tight net on an entire profession just because of few bad apples.  We don’t suffocate the entire profession and put all of the members of that profession on training wheels because of one or two incompetent members.  We use a loose net to catch these people.  This reminds me of a true story that a retired principal told me recently at my niece’s wedding.  My brother serves on the school board where this incident occurred, and he asked this retired principal to tell me the story.  The retired principal leaned over and started whispering what had happened when he was telling an incompetent teacher who had totally lost control of her classroom and was crying in front of the students that he was going to have to let her go at the December break.   He stated:  “I gently told her that I was going to try to work with her but that I was getting lots of complaints from the parents, the administration, and even from the superintendent about the conditions in her classroom.  So, this was on October 31st when she had just gotten paid, and I told her that we would wait until the December break and then she would have to go but it would be a smooth transition.  I asked her if she understood the game plan?  She slammed her keys on the desk and blurted out:  ‘I resign.  Trick or Treat, muthafucker!’”  So, yes, this teacher probably didn’t need to be teaching, and the principal was letting her go in as a humane manner as possible.  But, he certainly didn’t expect the sudden resignation and the Halloween greeting!

    Public school educators can take care of their own problems just as can attorneys, physicians, or accountants.  Quit insulting them and treating them like tall children.  Treat them like the professionals that they have been educated to be.  Anything short of this is disastrous.  © Big Daddy Publishers, 2013.

MACE Pickets Henry County's Board of Education, Under the Non-leadership of Pamela Nutt!

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DeKalb's Chapel Hill:
Debra Phillips Must Go!

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Jermaine Dawson at Atlanta's Harper-Archer Middle Must Go! 

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Dr. Trotter Returns to Picket Line at DeKalb's Indian Creek:
Antonette Campbell Must Go! 

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MACE at DeKalb's Lithonia Middle School:
Lisa McGhee Must Go!

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MACE Returns to Macon, Georgia, Proclaiming that Central High's Efrem Yarber Must Go!

Click Here to View Macon News Video Coverage!

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 The MACE Manifesto: The Politically Incorrect, Irreverent, and Scatological Examination of What is Wrong with American Public Education.

Read The MACE Manifesto!

John and Norreese

Dr. John Trotter (R) and Mr. Norreese Haynes (L), authors of The MACE Manifesto.

Big Daddy Publishers will be publishing a new chapter each day of July of The MACE Manifesto.  The principal author is Founder and Chairman of the Metro Association of Classroom Educators (MACE), Dr. John R. Alston Trotter, and MACE‘s Executive Vice Chairman Norreese L. Haynes contributes heavily to this shocking educational tome.  Trotter and Haynes issue what appears to be a very cogitated call for revolution, not clarification or obfuscation, in American Public Education (APE).

These leaders of MACE appear to have  prescient insights into what is wrong with public education today.  Trotter and Haynes certainly do not pull any punches when they lower the boom on what they call “an educational state analogous to Germany‘s Weimar Republic in the 1920s or, better yet, the Pretorian Government of South Africa during the days of apartheid.”  They contend that the waste and ineffectiveness and inhumanity of the public educational system in the United States is “both mind-boggling and unconscionable.”  Dr. Trotter states:  “It appears that no one wants to acknowledge what is fundamentally and systematically wrong with the system.  Everyone appears to be worried about being politically correct and polite.  Mr. Haynes and I are concerned about neither.  We simply tell the truth and let the chips fall where they may.” 

MACE Returns to Atlanta's Hope Hill Elementary, Emphasizing that Maureen Wheeler Must Go!

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MACE Responds to the Call for Help at DeKalb's Oak View Elementary, Saying that Rodney Mallory Must Go!

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Principals without Principles:  The New Generation of School Administration are Bent on Evaluation and Intimidation and are Really Full of Defecation!

Note:  This is Chapter 32 in the upcoming book, The MACE Manifesto.

By John R. Alston Trotter, EdD, JD

     Yes, full of shit.  If you are teaching in an American public school these days, more than likely you are working in a school with a principal who is full of shit.  If you are not working for a principal who is full of shit, then you are one of the fortunate ones.  So, consider yourself quite lucky and stay put at that school.  But, when a new principal comes along at your school, he or she likely will be a full-of-shit principal who is high on himself or herself and thinks that you need to be treated like a hired hand.  This new principal will not be bent on treated you as a colleague and a professional, but as someone who has to be managed in a top-down, heavy-handed manner.  These principals operate under what I call the MITE Theory, a theory that is faulty, rotten to the core, and based on a bad premise.  The “M” in MITE stands for “Micromanaging.”  These principals feel that it is their job to micromanage and snoopervise you, calling into question each discretionary decision that you make.  They don’t trust your professional judgment based on your professional knowledge and wisdom.  In fact, they get quite perturbed if you deign to make a decision or a move in your own classroom without first asking deferentially for their permission.

     The “I” in MITE stands for “Intimidating.”  These principals think that part of being a principal in a school is intimidating the teachers and everyone else on the staff.  It is though they get off on scaring the teachers and other staff members.  They had rather be feared than respected and loved.  They are not loved and don’t seem to care.  They are angling for another promotion, trying to get to the almighty central office.  Many want to become one of the head honchos in the school system and eventually to be named an Educational Slut (Superintendent) themselves.  They have learned by observing that the way up the corporate school ladder is to step on subordinates and kiss the asses of their superordinates.   The cheese and grin like shit-eating dogs when their supervisors are around, but when they are dealing with teachers and others on staff, they come across like a modern-day Attila the Hun.

     The “T” in “MITE” is closely akin to the “I.”  It stands for “Threatening.”  They threaten the teachers and others on staff with a loss of their jobs and credentials.  Since the evaluation process is now tied to the State-run credentialing agency (the Professional Standards Commission in Georgia), they know that an adverse Annual Evaluation can jeopardize a teacher’s pay raise and that Unsatisfactories on two consecutive Annual Evaluations can keep a teacher being able to have the necessary certification to teach.  They know that they have the teachers’ livelihoods in their hands.  They use this power to the maximum.  This encourages the teachers to become sycophants who will do many unethical things which these principals want, even engaging in systematic cheating on standardized tests, as we have clearly observed recently in school systems like the Atlanta Public Schools and the Daugherty County School System here in Georgia.  Yes, these principals operating under MITE threaten the teachers’ jobs on a regular basis and sometimes even rudely and brusquely say stuff like the following in faculty meetings:  “You either do what I am telling you or I’ll have your job.”  Many are actually this blunt.  And, they seem to enjoy inflicting emotional and mental pain upon the teachers.  Often, this emotional and mental pain results in physical ailments and, in some case, I believe premature death.

     The “E” in MITE stands for “Evaluating.”  Yes, they seem to think that their entire job is about evaluating the teachers and others on staff.  What about facilitating or supporting the teachers?  What?!  These are foreign elements in their mentality.  They are, as they have been indoctrinated into thinking, “the instructional leaders” of the schools.  Even though the principal might have been a high school Biology, History, or P. E. teacher, when this person all of a sudden is named the principal of an elementary school, they suddenly and with heavenly dispensation become the all-knowing instructional leader of the elementary school, knowing the best way to teach First Graders how to read or Third Graders how to successfully perform long-division.  Why would a former high school Biology teacher presume to think that she or he knows more about teaching a First Grader how to read than a veteran First Grade professional educator of 20 or more years?  It makes no sense.  How would a former Second Grade teacher who is now an Assistant Principal in a high school know more about teaching high school Chemistry than a 15-year veteran teacher of high school Chemistry?   This pattern could be repeated over and over.  It is senseless.  But, this whole evaluation model that principals think is the summum bonum of being a principal is flawed.  You have insensitive non-experts spouting their opinions on evaluation bubble-sheets about the expertise of a teacher in a classroom when in reality these administrators don’t know their butts from deep centerfield.

     As a whole (mind you that there are exceptions to this general rule), the principals these days are insecure, petty, mean-spirited, small-minded, silly, stupid, and spineless.  They don’t have enough sense to get out of the rain or to pour piss from a bucket.  But, they, in their Nazi-like mindedness and sycophant posturing, seem to enjoy inflicting pain on their fellow humans (teachers).  They get their jobs in many cases simply because they are senseless and total boobs.  They question nothing and goose-step to each and every whim of their bosses.  They have eaten so much shit climbing the corporate ladder within the school system that they have acquired a taste for bureaucratic feces.  We used to call them brownnosers but they are now called ass-kissers.  Today, they just eat shit.  And, that might be harmless enough if their actions or lack of actions didn’t impact on the teachers and students.  But, these administrative dumbasses are not just silly, stupid, and spineless, but they are also extremely petty and vindictive.  Furthermore, all of them want to major in curriculum and instruction and minor in student discipline.  No, let’s correct that.  Not “minor” on student discipline; they actually just “ignore” student discipline.  And I often wonder how many of them can actually spell the word “curriculum.”  Heck, it doesn’t matter what the curriculum is if the students are bouncing off the walls!

     Whenever these petty and vindictive principals perceive that the a teacher deigns to mention that the administration should support the teachers in disciplinary matters or when any teacher shows in any way that he or she does not have the same willingness to eat administrative shit with what these principals consider all due alacrity, they get bent out of shape and go on a bureaucratic rampage.  It is as if these little administrative gnomes are thinking and saying:  “If I had to eat shit on a regular basis as I climbed the corporate ladder, then I’ll be damned if I’m gonna let these bitches and muddafuckers get away with dissing me!  I’ll make their lives miserable!  Let’s see if they can pass any of my evaluations or get any merit pay!  Hell to the nah!  It ain’t happening!”  And our schools continue to suffer under these pissified, myopic, and feckless leaders, but, hey, the appointed superintendents are able to survive for almost three years with gargantuan salaries and benefits and the ultimate buy-out packages.  This is how the school game is played these days.  And these so-called school leaders keep pontificating about doing “what’s best for the children,” but they aren’t doing jack-shit for the children; it’s all about their fat wallets.  The emperor is naked as a jay bird and no one, besides the crazy folks MACE, seem to have the nerve to state the obvious. 

     This new generation of school administration couldn’t tote the water buckets (or jock straps, as we might say in the less gender-sensitive days) of the administrators of yesteryear.  These administrators of yesteryear made no pretense of being “the instructional leaders of the schools.”  Rather, they made sure that the students behaved, and they did what they needed to do to insure that this happened.  I remember a math teacher telling me at Washington County High School (where I was a 27 year-old Assistant Principal):  “When Bobby [made-up name] started his foolishness in class today, all I had to do was mention that I was about to send him up to see you and he straightened up immediately.”  This is what the teachers need.  This is what they crave.  They can perform near miracles in the classroom when they know that their administrators support them.  I remember one of the things that my father did when he was the only Assistant Principal at one the largest high schools in Georgia back in the 1950s and 1960s.  He said that he knew that Coach Armstrong [again, made-up name] was not very academically-inclined but a heck-of-a-coach.  He also knew that the very petite Chemistry teacher was not that good at controlling her class but knew her subject well and could teach effectively if she were supported in the area of discipline.  So, he called in Coach Armstrong and said, “Coach, I want you to help Miss Clinkscale [another made-up name] while she is teaching her Chemistry class.  You sit to the side of the gym [yes, it was a large class in the gymnasium] and if any students gets out of line, you call them out and paddle them [the girls weren’t paddled back then].”  The coach did as he was asked.  The students behaved, and Miss Clinkscale did a marvelous job teaching the Chemistry class.  This was “Team Teaching” at its best. 

     Yes, these principals made sure that the students behaved.  This was number one in priority.  Because student discipline in not the top priority today, the public schools are spinning out of control and consequently academic achievement is not taking place either.  These principals made sure that the halls were quiet and clean…and that students were not just wandering around the halls like they do today.  And, the students had better get to class on time…before the bell rang.  I asked the teachers at the schools where I was an administrator to simply close the doors of their classroom and not allow the students to come in until they had note signed by me.  Usually, we simply gave the students a “tune-up” (translation: a paddling).  Yes, this took care of the late-to-class phenomenon.  The students got to class on time, and you could almost hear a pin drop in the halls. 

     These principals in yesteryear made sure that the grounds were well-groomed.  The grass was cut and trash was picked up.  The grounds were safe and secure.  It saddens me to see on the news in recent days that mildew seemed to have taken over parts of the beautiful Booker T. Washington High School in Atlanta.  This is Dr. Martin Luther King’s alma mater.  Washington High’s storied structure is still, in my opinion, the most beautiful high school in Georgia.  Architecturally, it is a masterpiece.  But, this summer the halls (or at least one main area) were flooded, and the news reports stated that he band uniforms had been infested with mildew.  So sad.  I don’t believe one of the old-style principals would have stood for this.  I believe that an old-style principal would have worked night and day (even if he had to do it himself) to get rid of the water in the halls.  These older principals took pride in how their school buildings looked.  Leadership matters.

     These principals of yesteryear got out of their offices and walked the halls.  The principals of this new generation sit in their offices and write memos or letters of direction to teachers.   They need to get up and down the halls to make sure that the students know them and also know that they are there to support the teachers.  Only by supporting the teachers can the students have a decent environment in which to learn.  They walked the halls to friendly greet the students and teachers.  The older principals knew that they needed to maintain a high-profile in the school building.  They asked the teachers and coaches and band directors what they needed to get their jobs done.  They did the same thing with the custodial or lunchroom staff.  They made sure that the air condition and heating units were working properly.  And, last but not least, they made sure that the lunches (and in some schools, breakfasts as well) were served hot.  What they didn’t do is snoopervise and intimidate and threaten the teachers and staff.  It never dawned on them to do this.  This was unthinkable…until the devastating “accountability movement” started traversing this county from California in the mid-1970s.  This movement which ostensibly was going to improve our public schools has just about ruined them beyond repair.  This is the classic example of The Law of Unintended Consequences.  This movement gave birth to this new generation of administration which is characterized by dumbass, heartless, spineless, and stupid principals with no principles.  © Big Daddy Publishers, 2013.  

 

 

 

What Our Urban Students Need.  What All Students Need.  Discipline and Real Knowledge. 

 
By Dr. John Trotter and Norreese Haynes 
 

     The average parent has no clue that the average middle or high school student in urban schools could not tell you if Thomas Jefferson or Abraham Lincoln wrote the Declaration of Independence or if the Civil Rights Movement took place in the 18th Century of the 20th Century, much less tell you the difference between the Declaration of Independence and the U. S. Constitution and the historical significance of Selma and Hiroshima.  These students are just clueless…and without much future.  Now, if you asked the same aged students at Marist or Westminster or Lovett the same questions, they probably readily know the answers.  Public education’s curriculum, by the design, is full of mush, full of touchy-feely crap, full of games and group discussions/projects.  It is this way all the way up to graduate school now.

     Bill Gates even admits that he envisions using games to teach the students (using his apps, we’re sure).  But, the idea of transmitting knowledge (the foundation of a “common” culture, if you will) is so 1950ish to these new educational policy wonks (who don’t have the good sense to get out of the rain).  But, in the 1950s, at least the public school students – at the segregated black schools and white schools – could tell you that Idaho was out west and that Massachusetts was in the northeast.  The public school students had a very definite idea about the location of Japan, Iceland, and Argentina.  They knew how to multiply off the top of their heads and how to break down words phonetically.  They knew the parts of language and how to write cogent sentences and paragraphs.  But, these poor kids in the public schools today (especially in the inner city schools) are lost when it comes to such standard and basic knowledge.  The key to success in the business world is being able to communicate in writing and orally the King’s English.  Now we are not taking away the exceptions to the rule, viz., the entertainers and the athletes who earn incomes outside this standardization of common knowledge, but how many people are going to be successful in these endeavors?  It is really somewhat criminal to set up expectations for these children to think that they are going to be the next T. I. (“King of the South”) or another Michael Vick whose mastery of juking skills have earned him millions.

     Look at the successful people in our world today.  Look at President Barack Obama.  He attended Punahou Academy in Honolulu with very high academic standards.  Then, he was off to Occidental College, Columbia University, and Harvard Law School.   Look at President ClintonGeorgetown University, Oxford College (Rhodes Scholar), and Yale Law SchoolGeorge W. Bush.  Started off at Midland Elementary and then San Jacinto Jr. High.  But, Poppy and Barb sent him on up to the northeast to go to the very rigorous Phillips Academy before matriculating to Yale undergrad and Harvard Business School.  This is just politics.  Look at Ted TurnerMcCallie Prep in Chattanooga and then to the very tough The Citadel in Charleston.  Look at Oprah Winfrey.  Full  academic scholarship to Tennessee State University.  All of these successful people learned knowledge…yes, information.  None of the touchy-feely stuff.  None of the holding hands and singing nursery rhymes.

     Today, however, none of the educrats or the educational wonks seem to know what to do with urban education.  They seem to be afraid of it.  They think, like Social Security with politicians, that it’s a hands-off topic.  It reeks with charges of racism.  So, they think that perhaps that they can just try the soft approach…you know, group projects which will not hold each student accountable for how he or she performs.  The individual’s success or failure can be hidden in the collective meltdown.  And, be sure, it is a meltdown.  It is a meltdown of knowledge.  It is, as we often say when we see that an administrator criticize a teacher for being “teacher centered” and not “student centered,” a pooling of ignorance.  If the students don’t know squat about the U. S. Constitution or about Einstein’s Theory of Relativity, then how can they teach each other in some group discussion/project?  They first need to have some knowledge transferred to them.  But, as one of our good friends says, “They want a guide on the side, not a sage on the stage.”  This is a good way of putting it.  Teachers become mere facilitators, not transmitters of knowledge.  Why?  Because in this new way of thinking (can we say, “Common Core Curriculum”?), verifiable, objective knowledge is no longer cherished or even tolerated.  It is decried as “fixed facts.”  We are now witnessing philosophical deconstructionism attacking our schools like a far eastern tsunami.

     No one wants to first tackle the near dearth of discipline in the urban schools.  This is a dirty job and not very appealing.  But, until these schools are put back in order discipline-wise, no significant learning will take place.  We have said over and over that you cannot have good learning conditions until you first have good teaching conditions.  The first thing that any school leader worth his or her salt has to do is to get the school in order.  In other words, he or she has to first establish sound, fair, and consistent discipline in the school, and the students have to know undoubtedly that the administrators support the teachers when it comes to discipline.

     The students should be taught the same type of information/knowledge that is taught to the kids of Bill and Melinda Gates in their private school and in other private schools.  A watered-down and mushy curriculum relative to the traditional academic areas should not be tolerated because children who are fed this academic pabulum which is akin to junk food or candy will be intellectually malnourished and academically anemic, fit only to be the wear a serf’s collar in a global economy.  To foist such a deconstructionist curriculum on the public school children will only ensure that they will be ruled over by those who are fed a steady diet of emboldened information/knowledge which will enable them entrance into the best colleges and universities with the opportunities to lead this economy and political order.  © Big Daddy Publishers, 2013.

 
MACE Pickets A. Phillip Randolph's Carlene Millen!
 

MACE LIVE TV!

Norreese Haynes and MACE Staff Fight for Teacher Falsely Accused!

Click Here To View Video!

What Say Ye?

CLICK HERE TO VIEW MACE LIVE TV

If You Go Straight To YouTube, Or Use Google, You Need To Type In MACELIVETV Without Any Spaces.


 

Another Satisfied DeKalb Teacher Praises Norreese Haynes and MACE Staff!

 

Greetings,

 

Dr. Trotter, I wanted to take this time out to express my heart-felt gratitude for the sincere and focused dedication exemplified by the Teacher's Advocate Union (MACE).  Your team is truly an inspiration and fight wholeheartedly for all teachers who are a part of the organization.  With all that teachers encounter during this 21st century, your team is not only highly recommended, but also commended.

 

I have had a recent issue where a large metro district repeatedly reported me as being "non-renewed" when this was far from the truth.  When administrators usurp their authority superstitious things like this happen.  I have undergone unemployment for nearly three years as a result of this district making such a vicious report.  Thanks to the aid of Mr. Norreese Haynes and the entire MACE team, this issue was resolved, thus allowing stability in my career once again.  Mr. Haynes has proven himself to be competent in his approach and uses good strategies in that he has cleared my name, and he now moves for me to attain my Clear Renewable Certificate.  Representatives from GAE (ODE) simply explained to me that the school district refused to move on my behalf because I was "non-renewed."  The representative, whose name I will not disclose, advised me to simply return to my current district and resign.  I was appalled.  To think that I was paying an organization $48.00 on a monthly basis only to find that they are not willing to fight for my cause.  Thank for MACE’s Mr. Haynes who displayed a great deal of empathy and immediately began to get things in motion.

 

My name is cleared and I am confident that Mr. Haynes will continue until our final desired result is attained. 

 

Thank you so much for all that you have done.  If there is any educator who needs help in putting up a fight, MACE is your team.  Don't leave home without them.  There is no need to be swindled by other organizations that do not have your best interest at heart.  The truth of the matter is…MACE, "they got your back.” 

 

D. Towns

 

DeKalb Educator

 

 Another Retiring Atlanta Teacher, Jill Beracki, Thanks MACE!

Good afternoon Dr. [John]Trotter, Mr. [Jeff] Cox, Mr. [Darryl] Plenty, and Mr. [Norreese] Haynes:

I want to thank you so much for representing me for these past few years. I could not have made it through the Atlanta Public Schools without you. No teacher should continue to teach without having MACE to represent them.   

DeKalb MACE Member, Dr. Collette Keeton, Praises MACE!

    Dr. Collette Keeton, a member of MACE since 2006, praises MACE for standing in the gap for her. She thanked Dr. Trotter and Jeff Cox, writing: "Thank you, MACE, for filing my first grievance in April of 2008 and anohter one in October of 2010. Without your assistance and blessings from the Most High, I do not know where I would be right now. You are truly a Teacher's Best Advocate!"

Men in Black Have Nothing on MACE, Says Grateful Member!

Retiring Douglas County Teacher Praises the MACE Teachers’ Union

    “To my dearest MACE:  After 30 years in the classroom, I am retiring from teaching and beginning a new life.  I have taught over 6000 children in the Douglas County School System, many of whom have been the children of the children I taught. Knowing three generations within some families has created very powerful relationships and feelings of trust that few other jobs allow.  Several former students are now close friends who will last a lifetime. Parting will truly be difficult.... briefly.

     “I have been a MACE member since very near the beginning.  If Dr. Trotter was going to leave GAE to develop a better organization, I was going to follow. Over the many years since, I have been involved in only one grievance (as a witness) and was astounded at the brilliance of Dr. Trotter and his team to reduce opponents to whimpering, stuttering, dumbfounded fools.  ZAP! ZING! WHAMMO!  It would come hard, fast, and with unquestionable clarity.  I have never had to bring one of the MACE team into a meeting with an administrator or parent because the mere mention of that as my next step has solved problems.  I have played that card only three times over the years (seeking advice from MACE beforehand) because someone in authority wanted a grade changed to make an outrageously annoying parent go away.  Each time the 'veiled threat' from a weak principal instantly vaporized.

     “MACE has a reputation for not just having a teacher's back, but their front and flanks as well.  It's like having a kind of Justice League for the classroom educator - or as one colleague phrased it, "Psycho lawyers from hell."  Either way, thank you for being there.  I am 'officially' requesting a cancellation of my membership, including the automatic monthly draft of dues from my bank account.  I will continue to read your website news and encourage good teachers to join your ranks. Best of luck, my superheroes!   Men in Black have nothing on you guys! Truly, Kathryn P. Johnston”

 Note from Dr. Trotter:  “Thanks you, Kathryn!  It is the unsolicited thank you notes and letters from members like you which make us feel so good about what we are doing for the dedicated teachers of Georgia.  Please enjoy your well-earned retirement!  You have the highest respect from your children and colleagues – and from the MACE Staff as well!  I remember when several of us guys on the MACE Staff first met with you and several other teachers in your classroom many years ago!  Please stay in touch with us!

Click Here To Read What Other Teachers Say About MACE!

Retiring Atlanta Teacher
Thanks MACE!

   "On May 26, 2011, I retired from the Atlanta Public Schools. MACE was one of the most 'peace of mind' supports for me and well worth the price of admission. It is said that 'Gratitude is the best attitude and Silent Gratitude isn't much use to anyone.' I would like to say 'Thank You' to the three 'We Got Your Back' gentelmen:  Mr. Norreese Haynes, Mr. Jeff Cox, and Mr. Benjamin Barnes.  Always Grateful, Dr. Martha J. Reid." -- Dr. Martha J. Reid (Atlanta Teacher).

DeKalb Teacher/Coach Praises Attorney Brown And MACE!

   "David Brown, one of MACE's Network Attorneys, did a tremendous job representing me in a hearing when I was falsely accused recently.  Mr. Brown represented me like he was representing someone in a murder case.  He was all over them, dotting all of the "I's" and crossing all of the "T's."  He turned their witnesses into my witnesses.  Attorney Brown is personable and thorough.  I appreciate what all MACE has done for me!" -- Earl White (DeKalb Teacher/Coach).

DeKalb Teacher Praises Norreese Haynes and MACE!
   

“Dear Dr. Trotter,

“I am short of words to thank Mr. Norreese Haynes and MACE for the overwhelming support that turned a weak case to success. Prior to visiting MACE, I consulted a few volunteer attorneys and they advised that my chance of winning the appeal was at most 25%. In fact, one advised that I really had no case unless I wanted to waste my time. At this time, I had lost hope of any positive outcome on this appeal, but I just wanted to fight anyway.

“I did not think that I needed to involve MACE because I considered that my issues with DOL was outside the classroom and consequently outside the scope of my relationship with MACE. However, as my last resort, I called and discussed my appeal with MACE and I was immediately invited to the office and was supported all through the preparation for the appeal. Contrary to my expectation, it was an unbelievable appeal victory. With the assistance of Mr. Haynes of MACE, I achieved victory and the DOL appeal decision was in my favor. Go To Testimonial Page to See Glad Obiago's Complete Letter...

Click Here To Read What Other Teachers Say About MACE!


     "We appreciate the kind notes of thanks that we receive on a regular basis from our members.  We have a back-log of new testimonials that we will try to get up on the website soon!  Thank you for being members of MACE, the union for "teachers teaching in tough situations."  We don't apologize for agitating for you.  MACE provides the members "aggressive representation when you need it."  Believe me:  When you need representation, you want it to be aggressive.  Who wants some half-hearted, half-butted attorney or representative?  Teachers, if you teach without being a member of MACE, you are teaching in the danger zone!" -- Norreese Haynes, MACE Chief Operating Officer   

Why You Came To MACE!

By Dr. John R. Alston Trotter and Norreese L. Haynes

You didn’t come to MACE because we give you a tote bag or do spelling bees for the children or sell you auto insurance at an alleged discount. We don’t give out tote bags. We have never put on a spelling bee contest for kids. We don’t sell auto insurance. Heck, we don’t even endorse any political candidates. You vote like you want to vote. We don’t care. We don’t even agree in the MACE Office about political candidates or parties! But, we do agree about this: Teachers should be respected, esteemed, and supported by the administrators to do their jobs in the classroom. We know that you cannot have good learning conditions until your first have good teaching conditions. This is an inexorable law. It can no more be set aside or ignored than the Law of Gravity.

You came to MACE because you are frustrated with how public school teachers are now blamed for all the ills in public education. Students aren’t motivated to learn. You are blamed. Students are defiant and disruptive in the classroom. You are blamed. Parents are irate and irresponsible and frustrated with their own children’s lack of effort. You are blamed. In fact, you came to MACE because you are tired of being blamed by the angry and abusive administrators for the failure of the students who refuse to learn and who refuse to behave. You are tired of being badgered and harassed by these angry, insecure, petty, ignorant, and abusive administrators. We don’t blame you. You came to the right organization. You came to MACE.

MACE simply exists to protect and empower classroom educators…one member at a time. You came to MACE because you have heard of the reputation of MACE. You have heard that MACE doesn’t play, that MACE kicks metaphorical ass, and that MACE tightens up the mean-ass and petty administrators. You have heard correctly. You came to MACE because you know that better than any other organization in the State of Georgia, MACE is able to tighten up your angry and abusive administrator. You know that there is not another union, organization, or association (or whatever you want to call it) for teachers in Georgia which is as effective as MACE in legally scaring the heck out of administrators who are already terrorizing you. This is why you came to MACE. You came to MACE because you are tired of being tired and tired of being afraid and tired of being frustrated. You came to MACE because you want MACE to protect you, to empower you, and to scare the dog shit out of your abusive administrators. Welcome to MACE! © Big Daddy Publishers, 2014.

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A MACE Newsletter!

Click Here For Dr. John Trotter's Blog

MACE Knows the Issues! Read Here.

 

Steve Frey, Aggressive Attorney, Now Represents MACE Teachers!

The Metro Association of Classroom Educators (MACE) is pleased to announce that MACE and attorney Steve Frey have entered into an agreement that Mr. Frey will serve as General Counsel for MACE. Dr. John Trotter, the Chairman and CEO of MACE, stated: “All of us associated with MACE are very excited about having a lawyer of Mr. Frey’s caliber working with and advocating for the MACE teachers. In my personal capacity as well as in my capacity as the Chairman of MACE, Steve has been my attorney in the past. I can state unequivocally that I think that Steve Frey is the top attorney in all of Atlanta’s Southern Crescent – from Douglas County in the west all the way to Rockdale County in the east. In fact, in my opinion, he’s in the top five criminal attorneys in Georgia and perhaps the whole Southeastern United States. Hey, when Sheriff Victor Hill was hit with 37 indictments, who did he go to? Steve Frey. We are so excited about Steve Frey representing the MACE teachers!”

Steven M. Frey

Steven M. Frey, Esq.

Steven M. (Steve) Frey (pronounced “fry”) is a highly regarded Georgia criminal attorney. Frey combines his aggressive style with his charm and dogged determination to often work magic in the courtroom for his clients. Mr. Frey heads up The Frey Law Firm which is located at 21 Lee Street in downtown Jonesboro, Georgia. This firm was started by Mr. Frey’s father, William “Pete” Frey, who passed away in 2000. Pete Frey served for years as the elected Solicitor of Clayton County before going into a very successful criminal law practice. Pete Frey was brilliant, cagey, aggressive, and very adept in the courtroom. The lore of Mr. Frey’s father’s courtroom exploits is legendary in the Atlanta Southside. Even while still a student at the University of Georgia, Steve began working at the law office and in the courtroom with his father, aggressive attorney extraordinaire.

The saying goes that the bark doesn’t fall far from the tree, and Steve Frey is definitely a chip off the master tree. He studied the practice of law under the tutelage of his father. This practice of law is a skill that is not learned overnight; in addition, a person must have the talent and inclinations toward the practice of advocating for others. Steve Frey knows how to fight aggressively for his clients and does so without antagonizing either the judges or the opposing counsel. Mr. Frey states that respect is important in the practice of law. Steve Frey was elected by his peers to be the President of the Clayton County Bar Association.

Mr. Frey has been practicing law for around twenty years, is licensed to practice in all of the courts of Georgia and is also licensed to practice law in the Federal District and Appeals Courts.

Mr. Frey and Mrs. Frey are the proud parents of two children. The family lives in Newnan, Georgia where Steve is a member of the Newnan High School Cougar Booster Club and served in the past as President of the Newnan Country Club.

MACE Supports Special Education Teachers In Atlanta Public Schools!

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MACE is Different than Other Teacher Unions!

By John R. Alston Trotter, EdD, JD

       Sometimes people ask me what is the difference in MACE and the other teacher unions in Georgia.  They ask:  “What can MACE do for a teacher that the other teacher unions don’t do?”  There are fair questions, and I have been answering them for the last 18 years.  So, let me offer the following thoughts for those teachers who may be new to Georgia.

John Trotter with full beard

Dr. John Trotter, circa 2003.

The mantra at MACE is simple and direct:  You cannot have good learning conditions until you first have good teaching conditions.  We have found that not a single politician, policy-maker, educrat, school board member, or snoopervising administrator can dispute this mantra, but like mindless boobs they continue to try to improve public education by attacking classroom educators.  This is indeed mindless and unconscionable.  At MACE, we don’t play.  We devour petty, insecure, myopic, and angry administrators who abuse teachers.

I remember when we founded MACE in 1995 that the administrators were immediately afraid of MACE.  There was an attorney for the DeKalb County Board of Education who stated:  “MACE terrorizes the principals!”  We are now completing our 18th year, and our message has not changed one scintilla.  We continue to legally terrorize those administrators who seem to gleefully terrorize teachers.  Once these abusive administrators find out that the teacher is a MACE Member, they suddenly change their direction.  We say:  “They suddenly get religion.”  Although our membership is strictly confidential, there comes a time when you want your administrator to know that you are a Member of MACE and are protected by MACE!

The other organizations (AFT, GAE, PAGE) talk a good game, but their walk is different from their talk.  In Georgia, everyone knows that the most aggressive and feared teachers union is MACE, by far.  One of our aggressive attorneys just defended a MACE Member in Hart County and kicked ass for her.  In fact, Vivian Morgan, the reporter for the Hartwell Sun newspaper, called me and stated:  “Lowell Chatham [the MACE attorney] was phenomenal!”  The teacher still has her job.  MACE Attorney Chatham also recently defended a Clayton County teacher in a four-day hearing.  The teacher won his case and is still teaching in Clayton County!  MACE protects and empowers classroom educators…one MACE Member at a time.

 
 
2013 MACE Newsletter!

MACE Had a Big Year in 2012-2013! Saved Teaching Jobs for Several Teachers! Protected and Empowered Many! Picketed on Twenty Occasions – to the Delight of Hundreds and Hundreds of Teachers!  The 2013-2014 School Years Starts with a BANG!  MACE Launches the MACE Network!  Legendary Criminal Attorney, Steve Frey, is MACE’s General Counsel!  Trotter and Haynes’s Book, The MACE Manifesto, will Rock and Shock the Educational World!

 

 

 

     MACE finished the 2012-2013 school year in a flurry, with two pickets during the last week of the school year.  Cynthia Dickerson, the principal at Clayton County’s Thurgood Marshall Elementary School, had the fine distinction of being picketed by the MACE Picket Squad on the last day of school!   The MACE Strike Force ventured into Gwinnett County on five different occasions, with Shiloh High School’s principal, Eric Parker, seeing the most MACE pickets (three in one year).  One teacher whom MACE felt that Mr. Parker was not treating fairly received a transfer to Gwinnett’s Brookwood High School, especially after the promulgation of Dr. John Trotter’s almost ten page letter to the superintendent and to all of the Gwinnett County School Board members on this teacher’s behalf.

ColdPicket4

 

     MACE reached up into Cobb County and conducted a wildly successful picket against the Floyd Middle School principal, Teresa Hargrett.  The Floyd teachers seemed ecstatic that MACE showed up.  Clayton County also saw many MACE pickets this past year, with the principal at Lee Street Elementary, Zakaria Watson, seeing the most action.

     MACE made two trips to Macon, Georgia to picket the very much disliked superintendent, Romain Dallemand.  Both of MACE’s pickets were covered extensively by the media, including the local NBC television affiliate on each occasion.  After the second picket in January, Superintendent Dallemand announced his resignation a couple of weeks later.   MACE also represented teachers in grievance hearings in Macon.  Just recently, Mr. Norreese Haynes, Mr. Benjamin Barnes, and Mr. Michael Robinson traveled to Macon to meet with some teachers of Macon’s Central High School.   Mr. Haynes’s letter to the principal has apparently already has its good effects.  The teacher on whose behalf Mr. Haynes penned the letter seems empowered and enthusiastic over MACE’s advocacy for her.  One Macon teacher described the Men of MACE as “pit bulls in pen-striped suits.”  LOL!

         The mantra at MACE is simple and direct:  You cannot have good learning conditions until you first have good teaching conditions.   Not a single politician, policy-maker, educrat, school board member, or snoopervising administrator can dispute this mantra, but like mindless boobs, they continue to try to improve public education by attacking classroom educators.  This is indeed mindless and unconscionable.  MACE doesn’t play.   MACE devours petty, insecure, myopic, and angry administrators who abuse teachers.

Bibb

 

     When MACE was founded in 1995, the administrators were immediately afraid of MACE.  There was an attorney for the DeKalb County Board of Education who stated:  “MACE terrorizes the principals!”  MACE is now into its 19th year, and the message has not changed one scintilla.  MACE continues to legally terrorize those administrators who seem to gleefully terrorize teachers.  Once these abusive administrators find out that the teacher is a MACE Member, almost invariably they suddenly changed their direction and suddenly get religion.  But, if they learn dumber, MACE has to turn up the heat.  Although the MACE membership is strictly confidential, there comes a time when you want your administrator to know that you are a Member of MACE!    

     The other organizations (AFT, GAE, PAGE) talk a good game, but their walk is different from their talk.  In Georgia, everyone knows that the most aggressive and feared teachers union is MACE, by far.  One of our aggressive attorneys just defended a MACE Member in Hart County this past year and kicked ass for her.  In fact, Vivian Morgan, the reporter for the Hartwell Sun newspaper, called Dr. Trotter and stated:  Lowell Chatham [the MACE attorney] was phenomenal!”  The teacher still has her job.  MACE Attorney Chatham also defended a Clayton County teacher in a four-day hearing.  The teacher won his case and is still teaching in Clayton County!  MACE’s General Counsel is Steve Frey, the lead attorney for Clayton County Sheriff, Victor Hill, in his recent trial in which he was acquitted on all counts.  Attorney Frey is known as one of the top attorneys in the State of Georgia.  (You can visit his site at TheFreyLawFirm.com.)  MACE protects and empowers classroom educators…one MACE Member at a time.

     Dr. John Trotter, the Chairman and CEO of MACE, and Mr. Norreese Haynes, the Executive Vice Chairman and COO of MACE, are writing a book entitled, The MACE Manifesto:  The Politically Incorrect, Irreverent, and Scatological Examination of What is Wrong with American Public Education.  The book will be published this fall but you can see glimpses of the book as the “sausage” is being made at www.themacemanifesto.com.   Probably 80% of the book is already written (of about 300 pages).  The book is candid, forthright, and holds back no punches.  It is an enlightening, riveting, and entertaining read.  Go quickly to the site and see if you can find your principal.  LOL!

 

     Enclosed is a MACE Brochure/Application for you to look over and to pass along to your colleagues who are not yet members of MACE!  Also, please look over the MACE Network card.  Call the MACE Office and ask how you can join the MACE Network and make money by enrolling teachers into MACE.  You can make money on three levels!

     Tell your friends not to wait too late to join!  Please look over the enclosed brochure/application and pass it along to a colleague. (If you need more, just call the MACE Office at 770/716-2727 and ask for more.)  Tell your colleagues that they are in Georgia, and in Georgia, you don’t teach without MACE!

MACE plans on conducting a Teachers’ Rights Seminar this school year.  Look for details in the mail!

 

Fulton Superintendent Robert Avossa has Recommended and the Silly but Dangerous Fulton County Board of Education Has Passed School Board Policies which have Truncated Long Cherished and Enduring Rights of Teachers.

Fulton Superintendent Robert Avossa has recommended and the silly but dangerous Fulton County Board of Education has passed school board policies which have truncated long cherished and enduring rights of teachers.  Among these crazy policies are the right of the superintendent to terminate any new teacher within 90 days (when the teacher is just trying to learn the ropes, so to speak) and to suspend any teacher without appeal for up to 20 days.  The latter exercise can ruin a teacher’s personal and professional reputation, and the former superintendent fiat can destroy a teacher’s career forever before it hardly even begins!  What hubris!  What arrogance!

Avossa and board

Superintendent Robert Avossa (R) and two members of the Merry Wives of Fulton.  (For the record, the Fulton County Board of Education is composed of seven women and zero men.)  Photo by AJC

This Robert Avossa has to go!  I don’t know which school system in the country would want him when leaving Fulton County, but his little gimlet administrative ass needs to leave town.  Maybe Eli and Edyth Broad can place him again.  He needs to go back to Charlotte-Mecklenburg, back to Pinellas County, Florida, back to the New York-New Jersey area, back to Italy.  He just needs to get the hell out of Fulton County.  See what you did again, Glenn Brock?  Another one of your USDA Grade F superintendent choices…from the Broad Academy.  Hey, Glenn, do you look anywhere except the Broad Academy?  That’s not much of a “search,” is it?

Robert Avossa came to Fulton County with a checkered past from Charlotte-Mecklenburg in North Carolina.  Just recently, the new superintendent up there made a decision to clean up the mess that his department apparently left with the graduation rates which appear to have been inflated under Avossa’s time at the helm.  He’s a Broadie superintendent who came to Fulton County almost having completed the work for his doctorate from little Wingate College in North Carolina.  He strikes me as the perfect candidate who will try most anything that this new breed of Capitalists-Turned-Self-Proclaimed-Educational-Experts would  want him to try, including turning Fulton County into a charter school system.

Avossa’s latest naked grab for power is symbolic of the new genre of superintendents in the United States, who seem to want to be Educational Buddhas who would have all of the classroom educators to have to rub their tummies to receive any blessings or security for their careers.  These latest and disastrous school board policies for the Fulton County teachers remind me of a totalitarian school system where no one has any  vested and protected rights that they can count on for protection against petty, insecure, vindictive, angry, and abusive administrators.  These are the kinds of school systems which you expect in totalitarian societies like China or North Korea but not in the United States.

Just as the Fulton Science Academy High School (a charter school) was deemed a flop, I believe that the Fulton County School System going to a charter school system status will be a complete flop.  It is, in my opinion, just an attempt to get out of having to go by rules and regulations that other school systems have to abide by.  Hey, if not going by these rules and regulations is so good for Fulton County, then why impose these rules and regulartions on the other school systems?  Just recently, the Georgia General Assembly passed legislation exempting the school systems of Gwinnett and Forsyth from having to meet the goals that were set for them for the year 2013 in their IE2 agreements.  Having political friends at the Capitol seems to help, right?

Personally, I would encourage all prospective teachers to stay as far away from the Fulton County School System as they can.  I would also encourage all teachers who are currently working in the Fulton County School System to plan a safe, wise, and hasty transfer to another school system with a contract in hand.  Young Robert Avossa may have played the political-educational game well enough to be selected for the superintendency of a large school system at such a tender age, but, when contemplating his own administrative arrogance,  he would be wise to take the counsel of a sage historian named Herodotus:  “All arrogance will reap a harvest rich in tears.  God calls men to a heavy reckoning for overweening pride.” © JRAT, April 11, 2013.

 

Atlanta’s Beverly Hall, Among Others, Indicted on Good Friday! What is Atlanta’s Current Superintendent, Erroll Davis, Doing to Change the Operational Conditions for the APS Teachers? Not Much! He and His Minions Still Refuse to Comply with the State’s Complaints Law!

 By John R. Alston Trotter, EdD, JD

The first thing that Erroll Davis needs to do is re-vamp the APS Complaints Policy which, as I have pointed out over and over, egregiously and flagrantly violates the Georgia Code (OCGA 20-2-989.5 et seq.). Destiny Washington, the attorney who was acting as Davis´s designee, shut down a grievance hearing on Wednesday  when I just would not let her talk over me when I was cross-examining a principal (Tyronne Smith of Mays High School). APS´s actions relative to grievances/complaints are still unconscionable under the Erroll Davis Administration.

Now about Beverly Hall and the indictments: All one has to do is go to the MACE website or look on my personal blog and see that it was the people at MACE who were warning about “systematic cheating” on the streets of Atlanta and DeKalb, calling both systems “gangsta systems” in writing and on the streets with picket signs well before there was any talk about investigating the Beverly Hall and Crawford Lewis administrations. So much for a prophetic voice, heh?

Naturally, MACE has its detractors among the administrators who can “bravely” blog anonymously about MACE being a “tiny and third rate union.”  But, it was ole Johnny Trotter and “his tiny and third union” which openly pointed out the complete disregard that the Beverly Hall and Crawford Lewis administrations had for the law, despite the fact that many, including the major media in the State, were either singing their praises or looking rather impassively at the goings-on in these systems.

So many of the administrators indicted have been the target of MACE (articles, our Needs Improvement List, pickets, letters, grievances, etc.) in the past. We never called them “criminals.” But, it looks like Paul Howard has stepped up to the plate and is calling them precisely this. I too believe that their actions were criminal, but we always leave the criminal stuff up to the prosecutors. I am impressed with Paul Howard´s mettle in prosecuting from the very top on down.

In particular, I remember the extremely hot picket on Trinity Avenue in the boiling summer heat in July of 2009 or 2010 when we were calling APS a “gangsta school system” and the three pickets three days in row in front of the DeKalb Central Office on North Decatur Road in 2009.  The first day or two was in torrential downpour of rain, and Keith Whitney of 11 Alive News called to tell me that the company’s van had to return to the station because of the ominous weather.  In these pickets, we were talking about “systematic cheating” and about DeKalb being a “gangsta school system.”  In fact, we also called Crawford Lewis a “Candy Ass” (because his administration also shut down a grievance when a teacher whom we were representing was about to testify about systematic cheating at Clarkston High School).  Yes, our tactics may be rather ruthless and politically incorrect and irreverent, but we just don’t care.  When as many egregious and unconscionable things are occurring as were occurring in these two systems, sometimes it takes “a tiny and third rate union” (ha!) to point the finger at the injustices.  I know one thing, anyone who works at MACE has more guts in their pinkie finger than these hollow and feckless administrators who blog under the cloak of darkness and who would never deign to use their real names.

http://www.youtube.com/watch?feature=player_embedded&v=NJRJ9MMt-IM

http://www.nytimes.com/2013/03/30/us/former-school-chief-in-atlanta-indicted-in-cheating-scandal.html?_r=0


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Men of MACE photographed in a line at Piccadilly after taking care of business for some teachers. From left to right, Dr. John Trotter, Leroy Walker. Norreese Haynes, and David Cochran.

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Another happy MACE member after a grievance hearing... this one in Bibb County (Macon, Georgia).

Bill Gates and His Common Core Curriculum and His Profitable Common Apps Need Merit Pay to Shut the Mouths of Outspoken Teachers!

John R. Alston Trotter, EdD, JD

Just about everyone starts from a false premise, viz., the students aren’t learning because the teachers aren’t teaching. A teacher can teach a student but a teacher can’t “learn” a student. First of all, there has to be three things in place for any learning to take place: (1) Discipline; (2) Aptitude; and (3) Motivation. So-called experts from educational think tanks (who almost always come from some Ivy League schools with no educational background), educrats, and business moguls like Bill Gates and Eli Broad start from the aforementioned premise that the problem in public education is a lack of good, effective teaching. Therefore, their solutions always start with “improving” teaching. More training is needed, they think. Also, let’s improve the evaluation process! Yes, this will work, they conclude. Make it more and more onerous to be a teacher! Put more stressors on teachers! Make all teachers teach from the same cookie-cutter formula teaching the same “common” curriculum (using Bill’s apps, of course). Yes, these things will improve public education (and make us a lot of money in the meantime).

Ah…the real ultimate solution is to pay the “best” teachers the most money. This ought to really contribute a lot to the collegiality of the workplace. Not. Teachers will be hording lesson plans, teaching materials, and techniques and strategies that really work. Oh, wait! I forgot. Different, creative, and workable techniques and strategies won’t really matter anymore because the educrats will tell the teachers what to teach, how to teach, and what materials are permitted to use. Yes, that’s it! Just turn the teachers into mindless robots. Well, maybe we can call them “technicians.” This sounds better.

Now if we can get the new evaluation systems passed in all 50 states with the teachers pay tied to the performance of the students and to the fickle dispositions of the administrator-evaluators, then the teachers will know that their survival in public education is dependent on two things: (1) Test Scores and (2) Becoming Groveling Sycophants to Petty and Power-hungry and Sometimes Sex-driven Administrators. But, at least these professional educators won’t be bucking us about this “Common Core” curriculum that we have essentially forced down the throats of 45 states thus far. Don’t worry…we will dangling enough money under the noses of Alaska, Texas, Virginia, Nebraska, and Minnesota to get these states to finally succumb. Hey, our buddy Arne Duncan has already thrown down the gauntlet that if a state wants to participate in Race to the Top and receive the millions of dollars in Federal grants, then they also have to participate in Bill Gates’s Common Core Curriculum.

Yes, Bill Gates has become the Educational Savior in this country today. He has given millions upon millions of dollars to the National Governors’ Conference and has lassoed nearly all of them into going along with the “common core” crap. Now he wants the “value added” evaluations in place all over the country. This sounds like a half-brother or first cousin to “merit pay.” Merit pay never has worked in the past, and it never will work in the future. I was an administrator in the only Georgia school system (and only one of two, I think, in the nation, according to Reader’s Digest back in the mid 1980s) which had merit pay. I saw who received the most “merit pay” in the school system. It essentially correlated to two things: (1) To whom the teacher was related or connected and (2) If the teacher was a kiss-up. Outspoken teachers who have integrity don’t receive merit pay. It is just that simple. Booger-eaters and kiss-ups who may be awful teachers will reap the benefits of “merit pay.” But, when all mouths are shut and all people in public education are clicking their boots in good goose-stepping fashion, then Bill and Melinda can keep their children at the Lakeside School in Seattle and enjoy the financial rewards of the nation’s public schools using Bill’s apps in their curriculum. Mission accomplished.

In recent days, Bill Gates has expressed concerned about some of the most idiotic ways that different states are coming up with to tie the students performance to the evaluation of the teachers. (The more onerous, ridiculous, comical ones are in the area of Physical Education.) Bill suddenly is acting like he is hurt and shocked at such scandalous evaluative mandates.

I am sorry, but I am not buying Bill Gates’s sudden concern for teachers. Perhaps a bit of a blow-back from teachers being disgusted with his kibitzing in public education has him concerned. He needs to stick to software. I like Microsoft Word.

Bill Gates has done more than anyone else out there in getting this Common Core crap pushed down the throats of school systems in 45 states so far. (Nebraska, Alaska, Virginia, Texas, and Minnesota have still not bowed down to the educational gods of Nebuchadnezzar.) He’s pumped millions and millions of dollars in the National Governors’ Conference, effectively lassoing the governors into his Common Core Corral. Make no mistake…Bill Gates undoubtedly hopes to (and stands to) make billions of dollars when the states with this “common” curriculum finally need the software apps that his company is already developing and will no doubt sell to Pearson, the world’s largest educational company out of London, which will sell them to the school systems nationwide. These apps will be tailored to fit in all the school systems with this “common” curriculum.

No, I am not buying Bill Gates’s sudden concern and crocodile tears shed over the fact that these new damnable evaluation systems have become veritable monsters. He above any person is responsible for creating these monsters. He and his wife Melinda have not called for less testing but very significantly more testing of the students. They have called for more in-depth teacher evaluations…which have unleashed these ridiculous examples that he himself cites. Despite his sometimes protestations to the contrary, Arne Duncan essentially ties any Race to the Top monies to the states bowing at the altar of the Common Core god. Yes, just like Microsoft is Bill Gates’s baby, so is Common Core. Microsoft is his good child and quite “abel” to assist many people, including yours truly, but Common Core has been his “Cain” from the very beginning, intent on killing creativity and ingenuity among the teachers.

It’s all about the cheddar, isn’t it? All of this “reform” stuff never has really been about the children. It’s about business. R-E-F-O-R-M? Ruining Education For Our Resources & Money. This, ladies and gentlemen, is what school “reform” has always been about. © JRAT, April 4, 2013.

Here are a couple of informative links about Common Core [“State”] Standards.

http://www.dailycensored.com/woo-hoo/

http://www.aim.org/special-report/terrorist-professor-bill-ayers-and-obamas-

 
MACE Pickets Clayton's Interim Superintendent, Luvenia Jackson!
 
She Needs To Process Grievances!
 
Luvenia Jackson, the interim superintendent of Clayton County Schools in Georgia was brought out of retirement.  She has been demonstrating lately that her administration does not understand the importance to go by the Georgia Law for Certified Employee Complaints (O. C. G. A. 20-2-989.5 et seq.).  Former superintendent Edmond Heatley wanted to routinely violate this law as well.  The MACE teachers union effectively took on Heatley for this and many other issues.  Both superintendents were perhaps looking for “advice” from education attorney, Glenn Brock.  One of MACE‘s picket signs yesterday stated, “Luvenia, Quit Listening to ‘Legal Pimps’ and Obey the Law!”  Apparently, Ms. Jackson had the top security personnel in the school system to come and try to remove the MACE picketers from the public forum.  We have a feeling that she (and others superintendents in Georgia) will be receiving a lesson on the First Amendment and Free Speech from MACE‘s Chairman of the Board, Dr. John Trotter.
 
 

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 MACE Benefactor and Teacher Advocate, Daniel D. Trotter, Sr. Passes!

Daniel D. Trotter, Sr.    
        Daniel Dennie (“Dink”) Trotter, Sr., was born on April 21, 1925 in Madison, Georgia and passed away on February 25, 2013.  He was born to Robert Alston (“Doc”) Trotter, Sr., and Nellie Jane Clemons Trotter (both interred in Columbus).  Mr. Trotter was the youngest child in his family, and he is the grandson of Dr. Robert Walter Trotter and Elizabeth Howard Alston Trotter (both interred in Madison) and the great grandson of Col. Robert Augustus Alston, Esq., and Mary Charlotte MaGill Alston (both interred in Decatur).   

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       Mr. Trotter joined the U. S. Navy during the height of World War II and saw horrific action as a teenager.  He married the love of his life, Jo Ann Frazier, toward the end of World War II when he returned Stateside on a mandatory leave because his ship was blown up by a Japanese Kamikaze plane.  After the war, Mr. Trotter matriculated at Auburn University, graduating in 1948.  Daughter Patti had been born in 1947.   In 1948, the young Trotter family moved to Nashville where Dink entered Peabody College/Vanderbilt University.  Upon earning his Master’s degree at Peabody, the young Trotter family moved to Dasher, Georgia, a little community outside of Valdosta where Mr. Trotter taught and coached at Dasher Bible School (now Georgia Christian School), making many long-life friends at Dasher.  In 1950, the young Trotter family returned to Dink’s hometown of Columbus, Georgia where Dr. William Henry Shaw, Superintendent of Muscogee County School District, immediately offered Mr. Trotter a principal job.  Mr. Trotter (or Coach Trotter) wisely turned it down to accept a teaching/coaching job at Columbus Jr. High School/Jordan Vocational High School.  Son Dan was born in 1950 and youngest child Johnny was born on New Year’s Eve, 1953.  (Mr. Trotter named “Johnny” after his best friend, Johnny Rhodes, who was killed in January of 1945 while fighting in the Battle of the Bulge.)  Mr. Trotter later became Assistant Principal at Jordan and Principal at Daniel Jr. High School.   He retired from the school system in 1981, after having been blessed with thousands of cherished friendships and associations of colleagues and former students throughout his career as an educator.  After retiring from the school system, Mr. Trotter accepted a job as the Executive Director of the Columbus Area YMCAs.  (He had earlier turned down a highly publicized offer from Columbus Mayor Jack Mickle to be the Director of Public Safety for Columbus, Georgia.)     

       Not only was Mr. Trotter a great “School Man,” he most essentially was a Christian, a Man of Faith.  Many a person, especially in a time of need, turned to “Dink” for help, and their needs were met and without fanfare.  He was the essence of the benevolent man.  He served his church for about 50 years as both a Deacon and an Elder.  If Dennie Trotter was your friend, you had a friend indeed!      

       In 2011, Georgia Secretary of State Brian Kemp awarded Mr. Trotter “Georgia Citizen of the Year” and Mr. Trotter was similarly honored by Resolution in the Georgia Houses of Representatives the same year.  Mr. Trotter was respected by all and adored by many.     

        Since the inception of MACE in 1995, Daniel D. Trotter, Sr., (aka “D. D. T.”) was one of MACE’s most reliable supporters.  Through the years, he financially supported the young teacher’s union (now a veritable force to be reckoned with) in a quiet and steady manner, knowing that he too had always been a “teacher advocate.”  For over a dozen years, Mr. Trotter served on the MACE Board of Directors, and the existence of MACE today is attributed greatly to the support and wisdom provided by Mr. Trotter and by the example that he set in empowering teachers through the years to do their jobs.  This MACE Conference Room was named the Daniel D. Trotter Conference Room in a ceremony in 2011. Mr. Trotter is survived by his wife, Jo Trotter, his three children, Patti Trotter, Daniel D. Trotter, Jr., and Dr. John R. Alston Trotter, and by many grandchildren, great grandchildren, and a large extended family. 

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Bill Gates and His Penchant for Measurements and His Insistence that Teacher Evaluations be Tied to Student Test Scores are Beyond the Pale!

By John R. Alston Trotter and Norreese L. Haynes

     Bill Gates seems to want for the public schools what he would never tolerate for his own children’s private school.  Gates has pumped probably over $500,000,000 into public school systems like Hillsborough County, Florida, Atlanta, Georgia, and Memphis, Tennessee as well as into the National Governors Association and other entities tied to public education, all with strings attached.  I don’t call this money “donations” but “investments.”  The Bill and Melinda Gates Foundation, along with other billionaire foundations like the Walton Foundation, the Pearson Foundation, and the Eli and Edyth Broad Foundation, have used its money to try to get its way in educational policies and practices throughout the country, and we are now seeing – with the Common Core Standards now being implemented and the concrete movement toward evaluating teachers according to their students’ performance on standardized tests – the results of the investments.  Gates may know how to peddle computer software, the Walton may know how to peddle soap powders, the Pearson Foundation may know how to publish textbooks and standardized tests, and Eli Broad may know how to peddle insurance, but none of them know jack-shit when it comes to public education and what really works.

     Not all teachers are the same. Granted. Some are better than others. Some are more skilled than others. Some have better personalities than others. Some have more life experiences and teaching experiences than others. Some are more educated than others. Some are more motivated than others.

     With all this taken for granted, the number one influence in whether or not a student becomes well-educated is his or her parents (or, in many cases, single parent) and their concomitant socio-economic status.  We hate to say this, but it sometimes boils down to "the Lucky Sperm Club.”  But, if teachers were freed up to teach and to be creative, then perhaps they could tap into these “at risk” students’ motivations and inspire them to learn.  We are talking about real learning of knowledge, not some warmed-over, feel-good group work which waters down their responsibility to actually learn information.   The more we learn about the much ballyhooed Common Core curriculum, the more we find that it seems to have as its goal the affectation of the students’ feelings, values, and attitudes more than their acquisition of knowledge.  It is the acquisition of knowledge with the ability and willingness to comport one’s self in a civil manner in a civil society which will propel these children out of poverty and into the productive mainstream of American society.  For this to happen, teachers need to be respected, esteemed, and empowered to do their jobs, not disrespected and insulted by a billionaire software salesman.

     Perhaps the elite, effete, and Gnostic Bill Gates should pay closer attention to a few facts before he assumes that the students are not learning because the teachers are not teaching.  Wouldn’t it be funny on this February 6, 2013, the national signing day for potential college football players, if we just assigned players to each university? Nick Saban didn’t really sign Five-Star rated linebacker Reuben Foster out of Troup County, Georgia.  No, he was assigned to Akron University out of Ohio.  He’ll not be part of the Crimson Tide football program, but he will be a Zip playing for Akron.  Let’s see how good of a coach Nick Saban would be if all of his players were randomly assigned to him.  The same goes for Mark Richt of Georgia, Les Miles of L. S. U., and Urban Meyer of The Ohio State University.  We seem to understand the absurdity of this concept in sports but our nutty educrats and policymakers and billionaire kibitzers like Bill Gates don’t have a clue about what makes a good teacher and how some great teachers simply don’t have the best talent.  Someone close to us always says, “You can’t win the Kentucky Derby with a bunch of Jackasses.”  (We are not calling students “jackeasses,” but talent does make a difference.)  Bill Gates, pay attention to these three simple facts.

FACTS:

1. The teacher's authority is paramount in the classroom.  When the educrats undermine this authority, they only hurt the children, not help them.  The great success of the Ron Clark Academy is first establishing the unquestioned authority of the teacher.  The emphasis should be teacher-focused, not this cockamamie student-focused crap.  How can ignorant kids teach each other anything?  Yet, our teachers are written up today because their classrooms are not student-focused enough.  Oh, so we are to divide up into "centers" or groups and allow the children to teach each other Latin, heh?  Is this how they do it at private schools in Atlanta like Westminster, Marist, Lovett, Woodward – or at the Lakeside School where Bill and Melinda Gates’s children attend or at the Sidwell Friends School where the President and First Lady send their daughters?  No.  The teacher is the authority figure and the repository of knowledge.

2. The motivation to learn is a cultural process or phenomenon.  Without the proper motivation to learn, no student will learn, regardless of who is teaching.  Bill Gates could begin to teach computer programming each day at Atlanta's Price Middle School (where a student was shot the other day), but if the students fail to show up for class (but are loitering up and down the drug-infested Henry Aaron Drive) or when they do show up, they are pushing and kicking each other during class or actually playing digital games on their ubiquitous cell phones, I don't think even the good ole Harvard drop-out will make a dent in "teaching" these students. Oh, Gates can teach them, but he can't "learn" them.  Only the students can learn, but the students have to be motivated to learn.  This motivation is a social or cultural phenomenon.  The motivation that the students bring to school is determined by the more than 85% of the time that a child spends AWAY from school until the child turns eighteen.  The school only has the child for a small percentage of his or her life.  What happens in the child's overwhelmingly majority life that is spent away from the school building?  Whatever happens is what largely determines whether or not the child brings motivation to learn to the school building.  Yes, the influence of their parents – or lack of parents -- is substantial.

3. You cannot have good learning conditions without first having good teaching conditions.  Educrats and administrators are so mistaken when they assume that coddling and pampering students and constantly berating their teachers is what the students need.  They assume that this is student-nurturing and teacher-accountabilty.  No, this is spoiling the students and turning them into spoiled and rotten brats.  They become even more hellions than their previous potential.  (All children can learn, but all children also have the potential to be hellions.)  The students become defiant and disruptive, knowing that the teachers do not have the support from their administrators.   Effective leaning cannot take place.  Yes, a teacher can teach his or her heart out, but if the teaching conditions in which a teacher teaches are so horrific, the student will not learn.  A great lawyer can do a masterful job in the courtroom.  He or she can defend his or her client, but cannot acquit the client.  A great physician can treat a patient, but cannot heal a patient.  A great teacher can teach a student, but cannot learn a student.

     These three concepts are essential to effective learning. But, wrong-headed billionaire investors like Bill Gates and the educrats who will go along with any half-ass program just to keep their warm jobs are blind and don't know their rears ends from deep centerfield. They are great stumbling blocks to learning. They ought to just step aside and let the teachers teach!

 

 

Glenn Brock…the Money Man of Georgia School Systems, Heh?

http://www.mdjonline.com/view/full_story/9071276/article-School-board-attorney-expected-to-resign?instance=home_news_bullets&sms_ss=blogger

Who died and made Glenn Brock of the Brock, Clay, Calhoun & Rogers (aka Brock and Clay) Law Firm the legal expect (or as he refers to himself as “education attorney”) in the State of Georgia? Come on, folks! This is laughable! Hell, just read in the above link of his antics and practices on the Cobb County Board of Education before he stepped down apparently in a modicum of shame…only to hand the job off to his legal teammate, Clem Doyle. Yes, let’s keep this $2,000,000.00 per year (probably more now) in the family, so to speak.

Yes, not only has Glenn Brock taken responsibility for “advising” the Cobb County Board of Education in its 57 illegal school board meetings – yes, taking votes in Executive Session – but former superintendent Fred Sanderson apparently refused to bid out the legal work…after several Cobb County School Board members kept calling for this. By the way, the Cobb County Board of Education admitted its 57 illegal meetings. Another by the way, this is the same Glenn Brock who seems to have a special relationship with SACS chieftain Mark Elglart. Where one shows up, the other seems closely behind. In 2008, Mark Elgart, Glenn Brock, Bradley Bryant, and James Bostic (the last two were State School Board members at the time) illegally met behind closed doors with the Clayton County Board of Education to “help” this school board. Help?! Are you kidding me?! This kind of “help” did nothing but to destroy Clayton County…just like it is in the process of destroying DeKalb County.

 

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I have to admit…ole Glenn Brock is quite a businessman. His firm doubles not only as a law firm, bringing in millions and millions of dollars in revenue from the public troughs of the school systems, but it is, according to the firm, “a top rated” political lobbying firm in Georgia. Hey, that’s not all. Ole Glenn has his own “search firm.” What a joke…this “search” usually means, I suspect, a call to the Broad Foundation to see if Eli Broad’s group has identified a promising superintendent…you know…like Edmond Heatley whom Glenn recommended for Clayton County. What a disaster. And MACE warned the Clayton County Board of Education beforehand with pickets, etc., about hiring this “reject” from Chino Valley, California. But, no, they listened to ole Glenn and got themselves a real character for a superintendent…one whom I believe was perhaps the most despised of all time by the employees – or at least in the modern era.

I think that it was Glenn Brock who brought in Michael Hinojosa to Cobb County from Dallas Independent School System in Texas. Hinojosa wasn’t exactly loved in Dallas, and there was not a little cheering when he left. I don’t think that his “achievements” in Dallas were without majors detractors. After Hinojosa, Glenn brought Robert Avossa from little Wingate College to the Fulton County School System. Yes, Mr. Avossa, under whose leadership in Charlotte-Mecklenburg, North Carolina it appears that a significant number of the student statistics were inflated and were recently adjusted by the new superintendent, came to Fulton County with his new doctorate from Wingate College almost freshly-minted to go along with his degree from NOVA out of Ft. Lauderdale. Yes, where does Glenn Brock find these chaps? Ah, you ask, heh? Well, ole Bobby Avossa is also one of Eli and Edith Broad’s boys. But, I admit that Bobby Avossa has done well in this American Experience. It is for him a dream come true. Born in Italy. Raised in Italy for his first few years…and eventually growing up in Florida, he, like other appointed superintendents, wormed his way up the corporate ladder to bring in a healthy pay and benefits package of around $300,000.00. Not quite as good as Mark Elgart, but a good healthy chunk of public cheddar.

Talking about backgrounds… Sergeant Edmond Heatley had only been a school teacher for just two years. Yes, just two years. What a Dream Merchant ole Glennie Boy Brock is! Not wonder this not-so-highly-qualified appointees seem to always recommend to their respective school boards that Glenn Brock become the school board attorney! Ha! He helps these cats achieve the American Dream! Of course ole Glenn doesn’t do this for free. He too gets a good chunk of the public cheddar when he lands someone like Michael Hinojosa to the Cobb County Board of Education. Little Mikie was born in Mexico. He, like Italian-American Robert Avossa, is just living the American Dream! It is easy to achieve. Get a few degrees. Go along to get along. Kiss a lot of corporate ass. Eat a little corporate do-do on the way (sometimes they even allow you to take it capsule-style, but you do have to take it!). Sell off your integrity. Lose your soul. Ooh-haa! The American Way! By the way, do you think that old Glenn Brock would have recommended Sergeant Edmond Heatley to the Clayton County Board of Education unless he had been African-American? Just a thought…

Yes, ole Glenn Brock has done quite well for himself. He graduated from the University of Georgia in the early 1970s. Worked a little. Decided to go to law school. Attended the unaccredited and now-defunct Atlanta Law School. A law school a lawyer does not make. I have known some of the best lawyers in Georgia who attended Woodrow Wilson Law School, Atlanta Law School, and John Marshall Law School, the latter of which is in the process of trying to secure full Bar accreditation. I actually tip my hat to Glenn Brock for seeing such a good gig…or two…or three and jumping on board. Yes, there are millions and millions in the public schools. I read the other day that Georgia spends over a billion dollars testing its children, grading the tests, etc. Could this really be true?

Yes, folks, it’s all about the money. I have been telling you for years that it’s about the cheddar. It’s about the cheddar for SACS. It’s about the cheddar with these law firms. It’s about the cheddar with these laughable appointed superintendent and their damn “search” firms.

Wake up, people. The Educational Industrial Complex has taken over our schools. Local control is a myth. The corporacrats have been salivating over this school money for years. Yes, even the seeming altruistic but educationally-misguided Bill Gates had his conversation with Steve Jobs in Jobs’s house when Jobs was terminally ill about getting the tablets and apps into the public schools. The public school systems are gold mines…as our friend Glenn Brock discovered years ago. Oh, by the way, did I mention that Glenn seems to have a fourth gig…helping bail out school systems which get in trouble with his apparent buddy, Mark Elgart of SACS? Now this man knows how to make money off the school systems! Ha! © JRAT, January 28, 2013.

 

MACE Pickets Bibb's Dallemand Again!

Click Here To View Video!

 At MACE, We Don't Play!

                                                                         September 24, 2012

Dear Classroom Educator:    

     The mantra at MACE is simple and direct:  You cannot have good learning conditions until you first have good teaching conditions.  We have found that not a single politician, policy-maker, educrat, school board member, or snoopervising administrator can dispute this mantra, but like mindless boobs they continue to try to improve public education by attacking classroom educators.  This is indeed mindless and unconscionable.  At MACE, we don’t play.  We devour petty, insecure, myopic, and angry administrators who abuse teachers.  

     I remember when we founded MACE in 1995 that the administrators were immediately afraid of MACE.  There was an attorney for the DeKalb County Board of Education who stated:  “MACE terrorizes the principals!”  We are now into our 18th year, and our message has not changed one scintilla.  We continue to legally terrorize those administrators who seem to gleefully terrorize teachers.  Once these abusive administrators find out that the teacher is a MACE Member, they suddenly changed their direction.  We say:  “They suddenly get religion.”  Although our membership is strictly confidential, there comes a time when you want your administrator to know that you are a Member of MACE and are protected by MACE! 

     The other organizations (AFT, GAE, PAGE) talk a good game, but their walk is different from their talk.  In Georgia, everyone knows that the most aggressive and feared teachers union is MACE, by far.  One of our aggressive attorneys just defended a MACE Member in Hart County and kicked ass for her.  In fact, Vivian Morgan, the reporter for the Hartwell Sun newspaper, called me and stated:  Lowell Chatham [the MACE attorney] was phenomenal!”  The teacher still has her job.  MACE Attorney Chatham also recently defended a Clayton County teacher in a four-day hearing.  The teacher won his case and is still teaching in Clayton County!  MACE protects and empowers classroom educators…one MACE Member at a time.

                                                                     Respectfully:
                              
                                                                     John R. Alston Trotter, EdD, JD 
                                                                                                 Chairman & CEO

 

Are Our Educrats Nuts or What?

 

Editor’s Note:  This article is a re-print of what Dr. John Trotter wrote on May 12, 2008.  Look what Dr. Trotter wrote nearly four and one-half years ago about the Atlanta Public Schools and its obsession to raise standardized test scores.  Look what he wrote about the real problems in public education.

 By John R. Alston Trotter, EdD, JD    

       Are our educrats nuts or what? Why do we put up with the crazy notion that all children are bound to be scholars? A recent study (conducted by Colin Powell and others) showed that in the urban areas of America only about 28% of the students who enter the ninth grade actually graduate. (Detroit led the drop-out rate with only 24.9% of those entering the ninth grade actually graduating.) Are our educrats (defined as those people, be they legislators of educational bureaucrats, who never see students each day) blind to this most obvious fact? Do they not see that so many of our students are totally disengaged from the schooling process? How long has it been since they have actually taught school (especially in the urban settings) on a daily basis? They are clueless. Are they not aware that students these days actually curse out our teachers carte blanche and say the most vile and vicious things to them (as well as physically attack them)? No one wants to state the obvious: Our students are not engaged in the learning process. Remember: Motivation to learn is a social phenomenon. If the students are not motivated, then they will not learn. A teacher can teach a student, but a teacher cannot “learn” a student. Note: I want to credit the quirky and brilliant Dr. Eugene Boyce of the University of Georgia for first putting this concept in writing. He was an educational expert who engaged in studies throughout the world. I always want to credit others for their research. Dr. Boyce was a member of my dissertation committee in 1982-84 (as well as other UGA scholars like Dr. Carvin Brown whom I served as a graduate assistant).      

     Educrats can blame teachers for the mess in public education but this does not make it so. Teachers today are the more educated, better trained, and more dedicated than all the teachers whom we have seen come down the pike. But, teachers today face the most unimaginable of obstacles to overcome, viz., (1) Defiant & Disruptive Students; (2) Irate & IrresponsibleParents; and (3) Angry & Abusive Administrators. These are the three main problems in public education. If we solve these problems, then nearly everything else falls in place.        

     If you poll all teachers in America, at least 90% will privately concur with our analysis, albeit this conclusion is politically incorrect. It is politically correct to say that we need more money and resources put into public education. Our teachers need more training, so the reasoning concludes. Hardly anyone has the guts to state the obvious: The students are out of control. Discipline is no longer in the public schools (especially in the urban areas). We at MACE know that you cannot have good learning conditions until you first have good teaching conditions. This is our mantra at MACE. We passionately believe this. We also passionately believe that order is the first law of the Universe. Without order, a school is just floundering.    

    Finally, let me say a word about Vocational Education. The notion that schools should rid themselves of the very useful vocational courses is sick. Yes, it is sick. One of the reasons that our students are tuning out all education and can hardly wait until they turn 16 years of age (to be able to legally drop out of school) is because they do not see the educational process as being relevant to them. I remember visiting Mr. James Whitehead’s body shop (for automobiles) classes in the late 1980s. His classes were taught in the middle of one of Atlanta’s worst hoods at the old Archer High School. Mr. Whitehead’s students were so engaged and were so proud of their work. Mr. Whitehead’s students won many state competitions. Shortly thereafter, Mr. Whitehead was informed that his (and others’) vocational programs were going to be jettisoned in the Atlanta Public Schools. What happened to “Whitehead’s boys”? Now, so many of them just dropped out of school whereas before they were gainfully employed at Beaudry Ford and at other establishments. Why did this happen? You asked me, so I am going to tell you. The Metro Atlanta Chamber of Commerce (which got heavily involved in political races for school board around this time) apparently wanted to raise the test scores of the Atlanta students on the nationally-normed tests. You know why? When large corporations are trying to decide where to locate their headquarters, they look at the national tests scores for school systems located in places like Dallas, Birmingham, Charlotte, and Atlanta. If the test scores of the Atlanta students are below those of the students in Charlotte, then perhaps Charlotte becomes the location of the Fortune Five Hundred companies. Then, these large companies deposit their monies in Charlotte banks instead of an Atlanta banks. So, damn the students from the hood who were joyfully learning a trade at the old Archer High School! The standardized tests do not ask any questions about bondo!       

     So, the students now languish until they reach the age of 16. They are totally disengaged in the schooling process. They resent being taught algebraic equations which they will never use in a million lifetimes (at least this is their thinking) and thus they disrupt the activities of the classroom just for fun. Our schools are out of control, and our educrats are willingly ignorant of this fact. Until discipline (and relevant vocational programs) is re-established in our public schools, all school reform is a joke with no hope of being successful. © May 13, 2008

Dr. John Trotter of MACE Blasts Superintendent Edmond Heatley For Employing All Of His Family Members In The Clayton County Public Schools!

 

FOX 5′s Story on Edmond Heatly’s Family On County Payroll Is Linked Below:

http://www.myfoxatlanta.com/story/18818914/clayton-county-superintendents-family-on-county-payroll

      The Metro Association of Classroom Educators (MACE), the South’s toughest teachers’ union which is located in Georgia, came out blasting Edmond Heatley, the beleagured superintendent of the Clayton County Public Schools, for having his daughter and teenage children on payroll in the Clayton County School System when the teachers are losing more and more money due to cut backs. Dr. John Trotter, who has been a fierce critic of Edmond Heatley even before the Clayton School Board even officially voted for him to be the superintendent, said today that Heatley apparently thinks that the Clayton County School System is “his private hacienda.” Trotter also said that Heatley has shown the sensitivity of a Marie Antoinette, who supposedly said when the French peasants complained that they had no bread to eat, “Then let them eat cake!”

       Dr. Trotter today told the media that he has known and interacted with 11 superintendents in the last thirty years in Clayton County and that from his observations, “Heatley is the most despised of all of the Clayton County superintendents.” He stated that MACE picketed the Clayton County Board of Education meeting the evening that the Edmond Heatley vote was pending. Trotter recalled that his sign said: “Alieka, Are You Stupid?” Alieka Anderson was the Chairperson of the Clayton County Board of Education at the time. Trotter commented that he “knew before the Clayton board voted on him that he had been a disaster in Chino Valley, California.”

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A Happy Teacher After a Grievance Hearing Before the Atlanta School Board!

 

Are There Teacher Unions in Georgia?

Yes, MACE is a Teacher’s Union! 

Editor’s Note:  A couple of folks on The Atlanta Journal-Constitution’s Get Schooled blog keep talking about there being “no teacher unions in Georgia.”  MACE’s Dr. John Trotter responded to this banter, setting the record straight.

 
 

     Teacher unions do exist in Georgia...and Alabama...and South Carolina...and Mississippi...and North Carolina.  What does not exist is collective bargaining.  This is what is against the law in Georgia.  Read the grievance law (OCGA 20-2-989.5 et seq.), and in the preamble, you will see that the legislators hastened to state that this new law (1992) did not in any way constitute "collective bargaining."  Collective bargaining contracts and teacher strikes may not be permissible by law, but this does not in fact mean that there are no teacher unions in Georgia.  I am not talking about mere semantics either.

     If one’s view that the only thing that a teacher’s union can do for teachers is to negotiate a collective bargaining contract (which in many, many cases the administration violates; what then happens?) or call for a teacher strike (for better conditions in this collective bargaining contract which will again be violated by the administration on many occasions), then I suppose in your mind that there is no teacher’s union in Georgia.  But, unions do much more than call for teacher strikes and negotiate collective bargaining contracts. 

     I know that at MACE we (1) file grievances for teachers and represent them in the grievance hearings; (2) defend teachers in termination, non-renewal, demotion, and reprimand hearings; (3) write letters on behalf of teachers (I just sent a 14 page letter to Atlanta Superintendent Erroll Davis this week); (4) write rebuttals for teachers when they receive skewed and biased evaluations; (5) assist teachers in getting rid of incorrigible and defiant students from their classrooms, according to the Georgia Code Section, as well as guide them through the Student Tribunal process; (6) counsel teachers each night for hours on end; (6) keep teachers informed about the going-on in public education in Georgia with informative newsletters and our website (www.theteachersadvocate.com) and through our evaluation of school  administrators in the various school systems in Georgia; (7) intervene on behalf of teachers, especially at the Central Office level; (8) speak at school board meetings; and (9) visit our teachers at their schools, and when we feel necessary, (10) we picket for these teachers (a) to relieve the pressure on the teachers by tightening up the administrators, (b) to inform the superintendent and the public of the issues at the school, and (c) to make the teachers’ day.  Yes, the picket is still the thing that the teachers love!  Ha!

     I don’t know what you’re calling “a teacher’s union.”  All I know is that MACE is united in advocating for the protection and empowerment of classroom educators, and MACE has been doing this night and day for the last 17 years.  We have been proven to be right on the issues and superintendents over and over.  I am amazed at how prescient MACE is as a teacher’s union.  Ha!  Oh yes, you might note that in the ten things that I mentioned above, I never mentioned “spelling bees” and “tote bags.”  When angry and abusive administrators become afraid of “spelling bees” and “tote bags,” then maybe MACE will engage in these silly things.  Until then, we just keep kicking proverbial ass on behalf of classroom educators.

 Others Are Now Parroting What MACE Has Been Advocating Since 1995!

 [Editor’s Note:  Dr. Trotter writes many posts on the Atlanta Journal-Constitution’s Get School blog, one of which is located below.  In this particular post, Dr. Trotter is humored that now some professors in the State’s colleges of education are drawing the same conclusions about the need for teachers to be supported in the area of discipline and about the need to scale back the ridiculous standardized testing.  These are positions advocated by MACE since MACE was founded in 1995.  It appears that these educational pundits are now thinking MACE’s original thoughts. ]      

     Maureen, it certainly is cause for a good chuckle when I see more and more of your blogs discussing on point the very things for which MACE has been advocating for these past 17 years.  Ha!  I do indeed get a kick out of the latter day revelations that certain professors and others are receiving from the educational heavens about the inordinate time, money, and energy spent on standardized testing and the paucity of attention given to classroom discipline.  To hear these educational pundits now speaking out for less standardized testing and more classroom discipline certainly heartens me and reassures me that I am not crazy after all!  Ha!     

     Actually, I have never doubted my sanity on these matters, and I have always stuck “to my guns,” so to speak – even when all of the false prophets at the Georgia General Assembly, the Georgia Department of Education, and the colleges of education in the State may have thought that I was a noisy gong or a clanging cymbal.     

     In the first issue of MACE’s publication, The Teacher’s Advocate!, published in 1995, we called for “quelling the mania over standardized testing.”  We called for teachers being supported in the classroom when it came to issues like discipline and creativity.  In fact, the very mantra that we still use at MACE today (“You can have good learning conditions until you first have good teaching conditions.”) was spelled out in the first article of this first publication.  For years, we felt like the lone wolf in the wilderness.  I am glad indeed to see you publishing articles about others interested in education enough to speak out on these very pertinent concerns.     

     This reminds me of children growing up and realizing that their parents all of a sudden got smarter!  Actually, it was the kids who got smarter.  The parents’ positions had not changed.  MACE has not changed one iota since our beginning in 1995.  I don’t think that anyone can point out a scintilla of evidence that demonstrates that the Metro Association of Classroom Educators had “evolved” over the years.  No, we are just as “crazy” as ever, but some educational pundits may have evolved closer to the positions that MACE has been espousing for these 17 years.  Hence, these pundits may think that we are not as “crazy” as we used to be.  I assure you that we are just as crazy now as before for teachers being supported in the classroom as they seek to establish and maintain discipline or when it comes to respecting the teachers’ creativity, knowledge, wisdom, and judgment in the areas of methodology, pedagogy, and curricula selection (with curriculum guidelines being followed, of course).  It’s not that MACE has suddenly gotten smart.  No, MACE’s position has never changed; it is the pundits who have suddenly wised up to the positions that we have espoused from the very beginning.     

     We have several articles written these past few years on the false gods of standardized tests. © MACE, March 13, 2012. 

 

 Again…MACE Found To Be Right & Prophetic! 

By John R. Alston Trotter, EdD, JD

        Well, here we go again.  Ha!  "Researchers" thinking MACE's thoughts after MACE.  Recently in the national media, some educational researchers have concluded that a student’s family income has a significant impact on the student’s academic achievement.  Duh.  We have been saying since the inception of MACE (Est. 1995) that income is perhaps the most determinative factor in academic achievement because the students from well-off families have many more opportunities as well as the example of academic importance.  If a kid does not perceive that he or she comes from a reading culture, then reading and other academic pursuits will not be important to him or her.  These kids will not be motivated to learn, and the motivation to learn is the key factor in achieving in school, assuming that the academic capabilities are there.  Most of the academic material that is served up to kids in the public schools is of the scope and nature that 80% to 90% of the students could master 80% to 90% of the material if the student only tried, if they only had the motivation to learn.          
 
     But, as we have also stated a number of times here and elsewhere, our educrats want to treat all failure to learn as technical breakdowns (instead of motivational breakdowns) and teaching inadequacies.  The theory:  the teachers are not teaching "hard enough" or the teachers just need more training.  No, we need a better class of students -- pun intended.  Our students are not motivated to learn, and this often ties into the culture from which they come.  A poor, impoverished culture (especially one dominated by illicit drugs and the concomitant crimes that come with the drugs) usually does not produce students who come to school "all bright-eyed and bushy-tailed."  This is just a fact. 
           
    Until the teachers are freed up to use teaching strategies and tools of which they are confident will work in motivating these unmotivated students, then the achievement gap will remain.  The academic doldrums will remain inexorably static, regardless of what idiotic program or plan that numbskulled educrats try to foist upon an unreceptive teaching corps, a teaching corps which knows that these stupid plans never work because they are not rooted in reality.  They ignore crucial factors like income levels, cultural mores, peer pressure, and the cruciality (did I just make up a word?) of motivation to learn.   
       
      I am glad that the rest of the educational community is finally seeing the stupidity of the plethora of mandated standardized tests (which became the curricula as well as the fundamental cause for the culture of cheating in our public schools), No Child Left Behind, and a host of other mindless mandates.  School reform has never (yes, NEVER) worked on a nationwide basis, a statewide basis, or a system-wide basis.  The famous Goodlad study concluded this back in the early 1980s (John Goodlad, A Place Called School).  Diane Ravitch pointed this out in one of her tomes on school reform which came out nearly 15 years ago.  But, our politicians and educrats keep trying to force “school reform” (of various flavors) upon an unreceptive teaching corps.          

    Teachers know what works.  What works is this:  A secure, confident, and open leader at each school who respects, esteems, and encourages the uniqueness, originality, and creativity of each teacher in his or her classroom.  This leader facilitates the needs of the teachers and does not operate in a threatening mode – does not hover over the teachers, does not engage in stupid and silly snoopervision.  A good leader praises the teachers and motivates the entire teaching staff with collegial and friendly collaboration.  An esprit de corps develops among the faculty and staff.  The esprit de corps spreads among the students.  The students become fired up.  This contagion and pride of learning becomes infectious, and all of this takes place without the Nazi-type threats from insecure and small-minded principals. © MACE, February 11, 2012.

Why Do Teachers Teach?
 
 
By John R. Alston Trotter, EdD, JD 
 

     Many times you see me rail against what has happened to the teaching profession.  Sometimes I may seem like a broken record (ala "You can't have good learning conditions until you first have good teaching conditions").  I am passionate about what has happened to the teaching profession...educrats treating teachers like they are hired hands and expecting them to mindlessly teach a prescriptive curriculum like they are robots.  It is a tragedy.  When I taught in the old days, we could be zany and creative in the classroom.  We could have our own style, a style that the students knew and to which they adjusted...and usually with a degree of delight.  That's the great part of growing up...learning to adjust to different people (teachers, in this case) with different styles.

      I have often told my colleagues and teachers that I would be fired every day  under the current culture of teachers being placed in straightjackets.  I even bowed up to the odious structure that was in place in the old days (especially those horrid TPAIs and the accompanying written lesson plans and behavioral objectives in the old DeKalb County -- when DeKalb was King of the Rock and thought that their mess didn't stink).  I turned down my second contract (didn't even sign it -- which was stupid of me) and left.  Moved back to Athens and the next year car-pooled each day to Greene County High School.  I had a great principal, Dr. Donald Garrett.  He was so supportive of me and just let me do my thing.  When MACE picketed the superintendent in Greene County on three occasions about three years ago (yes, this superintendent moved on not too long after these downtown pickets which were joined in by local towns people!), I had one of my former students, Vincent, to happily meet me on the picket line.  We laughed, talked about where my old students were today, and just reminisced.  I had a blast teaching at Greene County High School, but I was offered a good assistantship in the Department of Administration at the University of Georgia for the next year, and Dr. Garrett (who was finishing up his doctorate there at the time) encouraged me to take it.  He said, "You can always come back here anytime you want."  But, after my assistantship, I took a job as Assistant Principal at Washington County High School down the road...at 27 years of age.     

     This morning I looked at my Blackberry to see my emails and my Facebook comments.  I saw the nicest comment from one of my former Jonesboro Jr. High School students.  It was from Eric Jensen, a First Team All State football player from Jonesboro High School and a student and player whom I taught and coached at Jonesboro Jr. High School in the early 1980s.  Forgive me for my vanity but he wrote the following:  "Well I hope my boys have a teacher as dedicated and passionate about education.  A legend is a person whose fame or notoriety makes him a source of romanticized tales and exploits.  That's you coach."  This is why teachers teach.  We teachers (and I am still a teacher at heart) teach to have an influence (not to artificially raise the standardized test scores to fatten up the superintendent's wallet or pocketbook).  We love interacting with the children and watching them grow -- even to adulthood.  I get a kick out of watching Norreese Haynes run the day-to-day operations at MACE...especially since he was the classroom "bishop" in my 7th Grade History class.        

     I have witnessed hundreds of people through the years come up to my father at restaurants or elsewhere and be delighted to see "Coach Trotter" or "Mr. Trotter" (my father was a teacher, coach, assistant principal, and principal).  They love to regale in the old stories.  The men love to recount the times that my father had to paddle them.  I remember some over 70 year old retiree recalling at the Burger King Breakfast confab (a morning ritual at Airport Thruway in Columbus) this to my father (who will be  86, Lord willing, on April 21):  "Mr. Trotter, do you remember paddling me when I showed up for school with no socks?"  This man was laughing big time about this disciplinary incident.  I bet he didn't show up anymore to Jordan Vocational High School with no socks!  My father didn't put up with any foolishness, and the students loved him and respected him for this.  This is what is missing in our public schools today.  Today's students hold the teachers in contempt because there is NO discipline (especially in the large school systems).  Kids really crave discipline.  That's how they know that they are loved.  Pampering and coddling won't do the trick.  It's like what is said in the Bible:  "The Lord disciplines whom he loves."
     
     Why do teachers teach?  Teachers love the interaction with children.  Teachers love watching the light turn on when a kid finally understands a concept or skill.  They love watching them grown and mature.  They love the "relational learning" (I will coin this phrase) that takes place.  That's why teachers are so frustrated today...because all of this has been hijacked for the sake of infinitesimal gains on a standardized test which does not amount to a hill of beans, with the exception to the gypsy superintendent receiving financial bonuses and  maintaining his or her job for another year or two.  (c) MACE, April 9, 2011.

Which Principals or Superintendents Want The MACE Strike Force To Show Up At Their Schools or Offices?

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About The Cheating...

MACE Told You So!

By John R. Alston Trotter, Chairman & CEO

 

     My kudos to the reporters who have uncovered so much of this cheating mess.  With continued reporting like this, the AJC's subscription base will surely increase.  I actually opened up the newspaper at lunch today and saw the headlines and was pleasantly surprised at how the AJC is actually beginning to uncover what so many of us have known about for years.  We at MACE have been howling about the systematic cheating going on in the schools, especially the urban school systems where they feel so much pressure about the standardized test scores.  Every time that I would hear some "success" story (like the "success" story about Parks Middle School in Atlanta), I just roll my eyes, knowing that SYSTEMATIC interventions (i.e., cheating) was taking place.  The Law of the Large Numbers does not change.  This is a fact, Jack.  Standardized test scores have a one-to-one correlation with free and reduced lunch counts (or any other measurement of socio-economic status).  You can take a high school athlete who runs a 6.25 forty yard dash and give this athlete the best coaching possible for three months, but when you time his forty speed again, he will not be running a 4.35 forty. 

     Am I saying that poor students cannot learn?  Absolutely not.  But, the Law of the Large Numbers has demonstrated time and time again, that the students from very poor economic backgrounds, as a group, continue to score lower on standardized tests than students who are from wealthier families and who have, all of their lives, had the fortune to have been academically nurtured (from Hooked on Phonics, et al., their whole lives).  For children who come to school with virtually no reading and verbal readiness skills, it is like running the 100 yard dash and starting 20 yards behind the other runners.
 

        There are, of course, exceptions to  any rule, but the exceptions themselves are what establish the rule.  About Atlanta:  Beverly Hall and her minions are educational thugs.  I have no doubt that the AJC has just unearthed the very tip (just the tip) of the Cheating Iceberg.  I have dealt anecdotally with many teachers of Atlanta who have told me war stories about how they raise questions about dubious practices and had their contracts non-renewed but those teachers who went along to get along were rewarded for their submission.  I have always told people that Atlanta is the worst of all the school systems in Georgia.  It is the hub of corruption.  It is an academic cesspool.  But, quite frankly, the powers that be through the years have been reluctant to deal with Atlanta because they are squeamish about the race issue.  They are afraid of being called racists.  So, I supposed it is O. K. to mess over thousands of children of color because you are afraid of being called a racist, eh?  Balderdash! 

      Atlanta's schools are rife with miscreant "students" who refuse to obey their teachers; in fact, they actually intimidate their teachers, and the Beverly Hall Administration allows this to occur.  We always say at MACE:  You cannot have good learning conditions until you first have good teaching conditions.  When children are not expected and are not required to behave in school, this is what is racism.  You don't have to systematically cheat on tests if good learning conditions were first established in the schools.  Even though the composite test scores may never be as high as the scores in Alpharetta and Crabapple, at least the group test scores will be accurate, and some of the students will score very high (and their scores will be real scores and won't be cheapened by the fact that they are students in Atlanta City or DeKalb County).

 
       I have detested the whole standardized testing mania.  I have compared the school systems obeisance to the standardized testing mania to bowing down to the Idol of Baal.  Standardized Tests have become false gods which have made caricatures our of educators.  I understand the pressure felt by the superintendents in large urban school systems.  Money, grants, embarrassment, reputations, ridicule, bonuses from naive and eager school boards, etc., are all tied to the tests which really mean nothing.  The school systems should be able to go back to the non-pressured and generalized achievement tests administered to students just once per year to help the educators to gage where a student is in reading or math.  The SAT and ACT will always be there.  But, since The Nation At Risk came out in 1983, our schools have actually gotten worse!  All of the gimmicks which the states and the federal governments have come up with (especially disasters like George Bush's and Ted Kennedy's No Child Left Behind) have been totally counter-productive when it comes to children actually learning how to learn.  Everything has been reduced the tests becoming the curricula.  Weighing a pig over and over will never fatten up the pig.  The pig has to be fed and fed a lot!  This whole testing mania is as stupid as trying to teach a Kobe Bryant how to play basketball by having him to fill out a basketball scorebook over and over, and when he makes a mistake, we go back and erase his mistake and make sure that a correct answer is put in its place.  Making Kobe Bryant correctly fill out a scorebook instead of tossing him a basketball and allowing him to PLAY is sheer stupidity.  The same thing goes for LEARNING.  Let the children LEARN.  We should quit making the children just regurgitate stuff on the standardized tests and allow teachers to engage the students in meaningful ways so that real LEARNING can take place.  In the current testing craze, students are bored, teachers feel like they are teaching in straight-jackets, and the students aren't really LEARNING.  For children's sake, we should allow teachers to teach!  (c) MACE, February 11, 2010.

There's An 800 Pound Gorilla In The Parlor!

By Dr. John Trotter and Norreese Haynes

 

        Discipline is the 800 pound gorilla in the parlor that is knocking over all of the marbled-top furniture and is stinking up the mansion big time, but no one is willing to broach the fact that the gorilla is in the parlor.  I mean to say that it is downright nasty in the parlor.  The gorilla is taking huge dumps, and no one will deign to even mention that the darn gorilla is stinking up the entire mansion.  Look at the gorilla!  He stinks to high heaven!  He's noisy.  He's completely unruly, and the house servants are blithely walking around as if nothing is wrong.  The house servants are concerned about buying name brand vacuum cleaners and the best Persian rugs but are totally ignoring the darn gorilla which is wreaking havoc in the parlor.  Now the gorilla is beginning to roam all over the mansion, even sleeping in the guest bedroom!  When is someone in the mansion going to acknowledge that there is an unruly and destructive gorilla in the mansion?

      For administrators and school board members and politicians, discipline is like Anthrax.  They not only do not want to touch it; they do not even want to approach it from a distance.  Try to solve the problems of public education without dealing with discipline.  It cannot be done.  Ignoring discipline (or, the lack thereof) is like ignoring an 800 pound gorilla in the parlor.  It is just that stupid.  Focus on discipline, however, and you will realize an improvement in academic achievement.  Focus on academic achievement with no regard given to discipline, and you will end up with a complete mess...like we have today.  (c) MACE, March 2, 2011.

 
Wisdom From MACE! 
 
 
"You cannot have good learning conditions until you first have good teaching conditions." -- Dr. John Trotter, MACE Chairman & CEO.
 
 

"If you focus on discipline, you will see some academic improvement, but if you focus on academic achievement with no regard for discipline, you will end up with the mess that our public schools are in today." -- Norreese L. Haynes, MACE Executive Vice Chairman.

 
 
"A teacher should join a teacher's union which has no conflict of interest -- a union which knows whose needs it is serving, the teacher's and not the administrator's.  MACE is about protecting and empowering classroom educators...one member at a time. MACE provides aggressive representation when
the teacher needs it." -- Jeff Cox, MACE Executive Director

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Norreese Haynes

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Jeff Cox

We Suppose That MACE Was Right All These Years About The Total Corruption In The Atlanta Public Schools!  Hmm...

Corruption Of Atlanta Schools

The Motivation To Learn, The Lack of Discipline, The 800 Pound Gorilla In Parlor, & Willingly Naïve Legislators!

By John R. Alston Trotter, EdD, JD

     If students perceive that they come from a non-reading culture, then these students will not value reading.  If there are not books in the house (just National Enquirer!) and the students do not see their parents reading, then the students will not value reading.  It is very simple.  The motivation to learn is a cultural phenomenon.  I always want to credit one of my old UGA professors, Dr. Eugene Boyce, with this concept.  Dr. Boyce studied on location how education worked in Nigeria, Kenya, China, and the Soviet Union, besides running the lab school at Florida State University.  I always thought that he was brilliant and never got the credit due to him.  If I "borrow" an idea, I always like to give credit to the source.  From his observations through the years in several parts of the world, he concluded that motivation was the key to learning that this motivation was culturally conditioned. 

     The motivation to learn is a social process or a cultural phenomenon.  And the legislature wants to give these non-reading, irresponsible, and, in  many cases, irate parents the control over the professional educators?  Good grief.  When desperation sets in, there's no telling what they will do.  It would be nice if they starting off by mentioning the unmentionable...a lack of discipline in the schools.   Discipline (or the lack thereof) is the 800 pound gorilla in the dainty parlor that no one (and I mean NO ONE) is willing to talk about.  All of the moving of furniture in the parlor will not remove the fact that an 800 pound gorilla is still moving around in the parlor, knocking over marble-top tables and French chairs.  This is how ridiculous Fran Millar and the other Georgia legislators look; they are re-arranging the French chairs in the parlor and ignoring the 800 pound, smelling, and growling gorilla in the parlor.  Ha! © MACE, February 11, 2011

  What Makes Good Schools? 

By John R. Alston Trotter, EdD, JD 

     We always laughingly asked...You know what makes good schools?  Answer:  Good students.  I remember telling the teachers at Slater Elementary School in Atlanta (located next to the old Carver Homes) in the late 1980s that I knew exactly how to raise the test scores at Slater Elementary.  They would ask, "How?"  I answered that the Slater Elementary School building needed to be moved to West Westley in the Buckhead area.  Keep the same building, the same teachers, the same custodial staff, the same secretaries, the same principal, the same media specialist, the same supplies, and the same balls and jump ropes.  Just move the school building to another location.  Oh, I forgot...the only thing that you change is the student enrollment.   We simply allow the students who live in the area to matriculate to the "new" Slater.

     I remember last year when Arne Duncan was talking about changing the principals and the teachers at the chronically low-performing schools.  Maureen Downey wrote an article on this and quoted me asking Mr. Duncan what he was going to do with the students.  He wanted to change everyone except the ones who really mattered...the students.  Many educrats and educators were incredulous that I would make such a statement. This story by Ms. Downey went viral on the internet.  As long as you keep the same students, not much is going to change...at least the way that educrats try to "improve" the schools.

     What makes good schools are indeed good students.  And, if you are addressing a low-performing school, it is almost invariably because the school is fed by low-performing students, not low-performing teachers.  The best thing that you can do for these low-performing students is (1) establish discipline within the school environment and (2) free up these teachers to be creative so that they can figure out a way to motivate these "at risk" students.  Putting the teachers in straight-jackets, making them teach prescripted curricula in a specific manner under oppressive top-down, heavy-handed snoopervision will simply suffocate, frustrate, and eventually eliminate the teachers, and these "at risk" children will continue to be disengaged from the learning process.

     The truth hurts, doesn’t it?  I will borrow a question that St. Paul used with his Galatian brothers and sisters:  Am I therefore your enemy because I tell you the truth? © MACE, February 11, 2011.

Georgia Pushes For Stupid
"Valued-added" Evaluations
Of Teachers!

By John R. Alston Trotter, EdD, JD

       You know what makes good schools?  Good students.  When the students lack any (yes, in some cases, "any") motivation to learn and many (yes, in many cases, "many") just want to substantively and materially disrupt the learning processes of those students who actually want to learn, then neither Arne Duncan,  nor New City Schools Chancellor Joel Klein, Georgia State Representative Lindsey, nor Atlanta Journal-Constitution educational pundit Maureen Downey or even Bill Gates can make them learn -- or should be held accountable for their non-learning.  These students should be removed from the regular classroom environment and sent to "The Non-learning Center."  (Note that I copyrighted this phrase a while back!   When the educational pundits start "stealing" this phrase like they "stole" my "snoopervision" and "educrat" words, just think about me.  Ha!).

         All of this poppycock about "value-added" evaluations all begin with the premise that the woes of today's public education is largely attributable to the lack of teacher performance.  Balderdash, if I might editorialize.  When you see any so-called educational reforms coming down the pike which do not address the lack of classroom discipline and the lack of student motivation right square in the face, then this so-called reform too will fall flat on its face like ALL (yes, all!) others have fallen.  Until student discipline and motivation are addressed, then all of the so-called school reform efforts will amount to farting in a hurricane.  I hate to be so graphic, but perhaps this metaphor will bring it on home.  The teachers are not the problems; the students and their lack of motivation and self-discipline are the problems, but one even wants to touch that sacred cow.  Or, are the educrats, legislators, governors, policy-makers, et al., just that stupid when trying to figure out what is really wrong with public education.  If they are, then they need to stay tune for a book that I am writing, along with Mr. Norreese Haynes, called:  School Daze:  The Politically Incorrect and Irreverent Explanation Of What Is Wrong With Our Public Schools! (c). 

          You cannot have good learning conditions until you first have good teaching conditions.  This insulting, inane, ineffective, and stupid "value-added" evaluation of teachers only adds to worsening teaching conditions.  Like merit pay, it will be flawed beyond measure.  Among many downside happenings will be the lack of collegiality among teachers and teachers refusing to share ideas and materials.  The general public cannot begin to comprehend how this evaluation process will be heinously abused by angry and abusive and sex-driven and power-hungry administrators.   (For the record, there will be more people sleeping their way up the educational corporate ladder.)   These booger-eating, weasel administrators will use this process in a manipulative, retributive, and punitive manner.  This "value-added" evaluation of teachers will do NOTHING to improve public education.  Nothing.  Like the No Child Left Behind Act, it will hasten the demise of public education, not the improvement of public education.  It will be the poster child of The Law of Unintended Consequences.  (c) MACE, December 29. 2010.

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The Students' Refusal To Learn! 

 

By John R. Alston Trotter, EdD, JD

    

      The biggest problem in public (note that I said "public") education today is the abject lack of motivation to learn on the part of a very large portion of our students.  It's not a problem with teachers, although some teachers are naturally more effective than other teachers...just like some physicians, lawyers, and engineers are more effective than others.

 

     The motivation to learn is a cultural phenomenon, and until the educrats and policy-makers understand this and put this in any equation, their new-fangled educational fads may indeed make money for some publishing companies and other educational-curricula companies but they will not have any positive impact on learning.

 

     Neither Arne Duncan, Mahatma Gandhi, Eugene V. Debs, Eleanor Roosevelt, Julian Bond, Ronald Reagan, Roy Barnes, Nathan Deal, Albert Einstein, Alexander Graham Bell, Steve Harvey, Steve Jobs, Ted Kennedy, Georgia O'Keefe, George W. Bush, William Faulkner, John Grisham, Bill Gates, Martin Luther, Soren Kierkegaard, Karl Barth, Hillary Clinton, nor Huey Pierce Long could make these unmotivated students learn unless these students first decide to learn.  Julian, Eleanor, and Soren could jump all around the room tooting whistles (of course, the stilted scripted curriculum would not allow them this kind of creativity!) and blowing bagpipes, but if these unmotivated students still refuse to learn, they are not going to learn, despite what any adult does.  This is what needs to be in any equation...the students' REFUSAL TO LEARN. 

 

     If a public defender's client is found guilty by the jury (and the evidence is overwhelming that the client is indeed guilty), we are not going to tie the public defender's salary to "his" guilt rate, are we?  What about a physician who is assigned Medicaid patients who have very unhealthy lifestyles?  Are we going to tie his or her pay to the incidence of the patients' high blood pressure?  The lawyer can defend a client but he or she cannot acquit the client.  The physician can treat a patient but he or she cannot heal the patient.  The teacher can teach a student but he or she cannot "learn" the student.

 

     It is easier to just blame the teachers for the shortcomings of the students and their parents.  To heck with it!  Let's just blame the teachers, so think these educrats and politicians.  (c) MACE, November 1, 2010.

Four Horsemen of Real School "Reform."

By John R. Alston Trotter, EdD, JD and Norreese L. Haynes, BSBM 

Reform # 1:  Restore classroom discipline.  Make sure that teachers are supported when it comes to classroom discipline.   Order is the first law of the Universe. 

Reform # 2:  Realize that you cannot have good learning conditions until you first have good teaching conditions.  All of the top-down, heavy-handed snoopervision is counter-productive to establishing good teaching conditions.  

Reform # 3:  Put the onus for learning on the students and their parents.  This is the modus operandus of the private schools, and it works.  Pampering and coddling the students do not work. 

Reform # 4:  Realize that the motivation to learn is a social/cultural phenomenon.  Teachers teach the students, not learn the students.  If a student refuses to learn, then Arne Duncan himself cannot make this student learn and therefore should not be held accountable for the student's refusal to learn.  (c) MACE, September 9, 2010.

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When Did The Snoopervision Begin In Georgia Public Schools?

 

By John R. Alston Trotter, EdD, JD

 

      In Georgia, this snoopervision thing has been strangling public education for the last 25 years.  It began to rear its head in the late 1970s here in Georgia with the now-infamous Teacher Performance Assessment Instrument (TPAI) which the courts in Georgia kicked out because of its inequitable results, abuse, etc.  At the time, the new teachers were sentenced to suffer through this TPAI hell.  I remember one gentleman who is now teaching (perhaps close to retirement now) in Glynn County who kept failing the "observation" of TPAI at a school in Morrow, Georgia back in the early 1980s.  He had a wonderful principal, but a horrible, myopic assistant principal lady who apparently had it in for Jim.  She was either totally incompetent herself or simply was going to refuse to allow Jim to pass his "evaluation."  She kept getting him on "enthusiasm."  Jim told me that he was so "enthusiastic" that he was almost jumping over chairs!  This "evaluator" succeeded in ruining this man's career.  He ended up working at a restaurant in St. Simons Island.  True story.

 

     When the courts finally kicked out this hellish TPAI, Jim was allowed to teach again, which he did at Glynn Middle School (and I think that he is still there to this day and getting along swimmingly).  I knew Jim and his mother who had retired from the Clayton County School System back in the 1970s.  Good folks.  Jim is a good educator, but he is only one example of many teachers whose lives were destroyed by petty, myopic, and mean-spirited (and often totally incompetent) administrators.

 

     Now we have Race To The Top (RTTI).  It's just more educational gobbledeegook.   Pure gobbledeegook.  It won't do anything but ruin public education even more.  I have seen it all...APEG, Minimum Foundation, QBE, NCLB, TCT, TPAI, CRCT (Creating Results Cheating on Tests?), PRAXIS, GTOI, GTDRI, ad infinitum.  All of these programs are lame attempts to improve public education.  They are complete failures.  They are really Simply Hatin' & Insultin' Teachers (SHIT).  You know what really works?  Just letting teachers teach!  Supporting, esteeming, respecting the professional knowledge, judgment, and wisdom of the teachers is what works.  Making sure the students know that if they try to cause disruption in any classroom that the teachers have full backing from the administration in dealing with these disruptive students, including removing them from the regular classrooms.  How refreshing it would be to see some of these educational numbskulls actually learn and implement what school administrators forty years ago instinctively knew worked.  Again, you cannot have good learning conditions until you first have good teaching conditions.  (c) MACE, August 30, 2010.

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Teachers "Teach" The Students, Not "Learn" Them.
RTTT.  Race To The Trough!

 

By John R. Alston Trotter, EdD, JD

    

     CRCT, TPAI, NCLB, QBE, GTOI, GTDRI, APEG, Minimum Foundation, A+ Program, RTTT, and on and on.  None have or will significantly improve education here in Georgia.  What we need is Discipline In The Classrooms (DITC), Motivation From The Students (MFTS), and Decent Parents At Home (DPAH).  But, how do you fund these essential components?  Harping on these essential components will not secure politicians any votes, so they think.  But, I think that they will secure votes!  Nonetheless, President Obama and Arne Duncan, like most politicians (George W. Bush and the late Ted Kennedy included), continue to adhere to Blame The Teachers First (BTTF).  Added to this is the destructive program called Let Administrators Run Roughshod Over Teachers (LARROT).   Educational Rot.  This educational stench is so strong to every fair-minded and intelligent nostril.  But, the masses will continue to eat the slop until someone points out that this slop is really for educational swine.  RTTT?  Race To The Top?  No, Race To The Trough.  Teachers "teach" the students, not "learn" the students.  Physicians "treat" the patients, not "heal" the patients.  Lawyers "defend" the accused, not "acquit" the accused.  Until our politicians and policymakers start holding the students and their parents responsible for the learning facet of the educational equation, then improving education is like spitting into a tsunami.  Other countries and cultures understand this simple concept, but in our "wisdom," we have become educational "fools."  (c) MACE, August 27, 2010.

Characteristics Of An Effective Principal.

by Daniel D. Trotter, Sr.

       

      Editor’s Note:  This article originally appeared in The Teacher’s Advocate! magazine.  The author is the father of Dr. John Trotter, and he serves on the MACE Board of Directors.  Mr. Trotter is a retired Georgia school principal. 

The following is a list of characteristics that I would suggest to any principal who cares to be respected and admired by both students and teachers:  

  1. Always be completely open to teachers.  Be willing to discuss any policy that you have and give the background as to why you instilled the policy.              
  2.  It is important that you always speak pleasantly to your teachers and never put them down in the presence of others.  All constructive criticism should be done in private.  Never raise your voice when you have a need to correct a teacher.  Never strip your teachers of their dignity.           
  3. Be generous with praise and cautious with criticism.  Be quick to give credit to others when it is due to them.  Make it a policy to commend your teachers often.  Look for reasons to commend them and you will see that they will work harder for you.           
  4.  Always tell the truth – even when it hurts.  No one respects a person whom they can’t depend on to tell the truth.  As the saying goes, “Tell it like it is.”      
  5. Be easily approachable.  Encourage teachers to ask you for help, if needed.
  6. Be seen!  A principal should be in the school halls when students are in the halls.  You should be in and out of the cafeteria during lunch.  You should go into the classrooms often, if only for a few minutes.  You should be visible in order to be a leader. 
  7. Make discipline your number one concern.  Without discipline, little teaching or learning can take place.  You are the key to any school’s discipline.  You must have a firm policy and be sure that both teachers and students fully understand it.  Be willing to take a stand and then stand.            
  8. Never accept an accusation against a teacher until you first speak with that teacher.  Be a friend to your teachers and support them as much as possible.  When they make mistakes, let them down easily.    
  9. Be open to teachers’ suggestions and, if you disagree, be pleasant in your discussion.  You have no need to be threatened, if you are open and honest.          
  10. The last characteristic is a summary of the other nine.  When you deal with teachers, remember two things:  Tell the truth and treat others like you would want to be treated.

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 The Motivation To Learn Is A Cultural Phenomenon  
 Part II
 
By John R. Alston Trotter, EdD, JD

    

     A student will not learn unless that student is MOTIVATED TO LEARN.  The motivation to learn is a cultural phenomenon or social process.  Peer pressure, family history and appreciation for academia, family income, culture, etc., are many of the factors which bear upon a student's MOTIVATION TO LEARN.  What is wrong with so many of our schools today is that students simply do not bring the proper motivation to the table of learning.  It is not that the student is incapable of learning; the problem is that the student does not want to learn.  I have always said that 90% of our students could master (not just have a grade given to them, as is often the case today) 90% of what we dish out to them in way of academics if they truly were motivated to do so.  After my youngest son attended a Lead America program at Georgetown University this Summer and studied about the Central Intelligence Agency (and perhaps the F. B. I. too) and met a friend from Missouri who makes straight As, he announced to his mother and to me that he intended to make all As this school year.  I hope that he does.  He is capable.  And, what if he falls a bit short of his goals?  What if he makes a few Bs?  At least he has cranked up his motivation-to-learn level.  (By the way, his high school has the third or fourth highest test scores of Georgia's public schools.  It's probably tougher than many private schools.)  The key to learning is the motivation to learn.

    

     This is nothing that I just stumbled upon.  I begin to observe this phenomenon in the 1970s when I was student teaching.  In fact, my thesis for my Master of Arts degree at UGA was conducted on peer pressure perceptions (which is a major determinant to a student's  motivation to learn) and later published the results of my study in a major referee journal.   As I began to work on my doctorate and was a Graduate Assistant in the Department of Educational Administration and Bureau of Field Studies at the University of Georgia in 1980-1981 (graduated in 1984 after working two years on a huge dissertation), I begin to learn from the keen observations of a professor named Dr. Eugene Boyce.  I had an office in the department, and I really appreciated Dr. Boyce's acumen.  He was a little eccentric, but highly intelligent folk often are.  Dr. Boyce served on my dissertation committee.  He had served as an educational expert in West Africa, East Africa, the old U. S. S. R., and in the People's Republic of China.  He would ask, "Do you know how they teach students English in the Soviet Union?"  He would hold up a glass and say, "This is a glass," and the response from the students in the Soviet Union would be, "This is a glass."  They did not get into any of the supercilious methods of teaching that are espoused today by our so-called Staff Development experts (my father always called these people "the Insultants").  They did not have to.  The students were already motivated to learn.  Perhaps this is why nearly every student who graduates from the high school level in Europe or China knows how to speak English.  Is it because these European or Chinese students are smarter than my children or your children in the United States?  No, it is because a student from China brings a higher level of motivation to learn to the equation.

    

     Dr. Boyce noticed that in Africa the students who attended those schools which were preparing the students to work in the diplomatic field (whether as interpreters or whatever) had much higher motivational levels to learn than students who attended what Dr. Boyce called the "Village-Tribal Schools."  The latter students did not appreciate the world of academia and did not see how this "book-learning" would be relevant to their lives as physical laborers.  These students had no hope for rising above physical laborers.  They had no hope for a working life different from hard, physical labor.  Therefore, their motivation to learn academic subjects was very low.

    

     I remember teaching one year in Greene County (about half the faculty car-pooled from Athens to Greensboro).  I had several young girls in my classes (I think two in my ninth grade homeroom) who were pregnant during the school year.  There was no stigma whatsoever.  In fact, either in this school system or another system (I just can't remember now), there was an unofficial "Baby Day" where the students would bring their babies to school.  People would ooh and aah over the cute little ones (as we all should praise and stand in wonderment of God's little creatures).  But, the point that I am making is that this was the time that our school systems (including Greene County at the time) were trying to prevent teenage pregnancy by teaching the teenagers to put condoms on cucumbers (literal cucumbers).  Our educrats had concluded that teenage pregnancy was happening because of a lack of information, not a lack of motivation.  The educrats were treating teenage pregnancy as a technical breakdown, not a motivational breakdown.  These young girls actually wanted to get pregnant.  In fact, I'll never forget one of the older gentlemen who car-pooled with us announcing when he got in the car that afternoon:  "Well, Carrie told the class today that she was going out to the Hill this afternoon to get pregnant."  Carrie was a student in his Special Education class.  Motivation is the key, baby!  No pun intended! (c) MACE, August 27, 2010.

MACE’s Eleven Simple Statements (MESS) 

 

By Dr. John Trotter and Norreese Haynes

  

     We often see such ludicrous actions or lack of actions taken by public school systems that we are dumbfounded at the school systems lack of ability to subscribe to simple precepts.  When a school system simply refuses to acknowledge simple realities relative to the public schooling processes, the results are disastrous.  From our combined experiences as a teacher, administrator, and/or representative of teachers over the years, we have compiled some simple realities that most superintendents, school boards, policy-makers, and politicians ignore when dealing with the public schooling processes.  Below are eleven simple statements which, in our opinion, are irrefutable and intractable.  To ignore these simple statements will imperil any school system.

 
  1. All children can learn but not all children want to learn but rather some children even refuse to learn.
  2. Unmotivated and disengaged students often disrupt the learning environments of those students who want to learn.
  3. You cannot have orderly learning taking place in the classroom without order first being established in the classroom, and the chronically-misbehaving and disorderly students must be removed from the regular classroom.
  4. You cannot have good learning conditions until you first have good teaching conditions.
  5. Creative teaching is effective teaching, and states and school systems need to free up teachers to be more creative and therefore more effective.
  6. A smothered, suffocating, beat-down, and beleaguered teacher is an ineffective teacher.
  7. A top-down, heavy-handed approach to teacher supervision kills a teacher’s spirit and creativity and works counter to effective teaching and student learning.
  8. A teacher can only teach the student, not learn the student, just like a physician can only treat the patient, not heal the patient, and a lawyer can only defend the accused, not acquit the accused.
  9. Ultimately, the student is responsible for appropriately engaging or not engaging in the learning processes, and the onus for learning must be put on the student, not the teacher.
  10. If the student refuses to appropriately engage in the learning processes and therefore refuses to learn, there is nothing that the teacher can do to make the student learn, and the teacher should not be held responsible for the student’s refusal to learn.
  11. The artificial and manipulative inflating of standardized test scores is no true indication that students are learning but that a superintendent is trying to financially bolster his or her professional resume at the students’expense.
  

Too Many Pimps, Sluts, & Bitches

Running Our Public Schools! 

 By John R. Alston Trotter, EdD, JD

 You cannot have good learning conditions until you first have good teaching conditions.

   

    I was reading a few weeks ago that Douglas Reeves was coming to Atlanta.  WoopieDo.   Douglas Reeves and educrats of his ilk start from the fallacious premise that students are not learning because teachers are not teaching.  No, Dougie Boy, most of the time, it is simply a lack of motivation.  Largely, students do not learn because students don't want to learn.  It is just this simple.  The Educational Commercial Complex starts with the assumption that teachers need more and/or different types of training (this is where big money lies) or that the students must be treated from a technical breakdown perspective (lots of  "chedda" here too) rather than from a motivational breakdown perspective.  Public Education has become a big business.   Superintendents are essentially Sluts who jump in and out of different beds (school boards) throughout the country, depending on how much money is offered to them; school board attorneys are the Pimps who are really telling everyone, including the superintendents, what to do; and, of course, we have far too many Bitches (males included) who are pretending to be principals in the schools.  Now I know that my language is graphic and makes some people uncomfortable, but sometimes graphic language is what is needed to communicate reality.  I like to speak in terms which cannot be misunderstood.  In nearly every county in Georgia (and probably nationwide), the local school board's budget is the largest budget in the county.  Attorneys, book publishers, consultants (or, "insultants," as my father calls them), and superintendents have long since realized just how "profitable" these "non-profit" budgets can be.  Oink, oink!  The pigs are at the public trough!

    

    There's just too much money on the table.  If we simply allowed teachers to teach, supported them in the areas of discipline, quit snoopervising them (and thereby eliminating thousands of useless, inane, and counter-productive bureaucratic jobs), and selected principals and superintendents of the basis of proven local leadership where they have been vetted through years, then our schools will be much better off.  But, the voracious publishers and superintendent search firms and law firms would not be making the big bucks.  It's all about the money.  That's right.  The school business is really a profitable, money-making business for the few.  But, the Educational Commercial Complex is smothering and choking the educational systems throughout the country.  Teachers know what is wrong with the public schooling process, but no one asks the teachers what is wrong.  No, the Educational Sluts, Pimps, and Bitches have the school systems on lockdown.  What are the real problems in public education?  First, we have too many defiant and disruptive (and unmotivated) students in the regular classrooms, and the administrators are either too lazy or too scared to support the teachers in the area of classroom discipline.  The teachers cannot do it without administrative support.  This is a fact, Jack.  Second, too many of today's parents are irate and irresponsible.  Instead of supporting the teachers, they are on the rampage against the teachers.  When I grew up, if I got in trouble with the teacher at school, I caught more heck at home when my parents found out.  Parents back then, as a whole, supported the teachers. Third, we have way too many angry and abusive administrators in our central offices and in our schools.  Teacher abuse is epidemic.  Teachers are abused by these myopic, incompetent, and cruel administrators.  This too is a fact, Jack.  Of course another problem that we at MACE have been hammering on for a while -- like we were lone wolves in the educational desert -- is the widespread, systematic cheating on the standardized tests.  This too is a fact, Jack.  We think that the widespread use of standardized tests should be jettisoned.  The curricula have been reduced to teaching the tests, but this entails a whole article (and I have already written other articles about this).

     

   There you have it:  Let teachers teach and get rid of the Educational Sluts, Pimps, and Bitches!  You read it here first...on TheTeachersAdvocate.Com!  (c) MACE, August 1, 2010.

MACE, Young & Old!

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    Daniel D. Trotter, Sr., Friend of MACE.
  

     Dennie (“Dink”) Trotter was born on April 21, 1925 in Madison, Georgia to Robert Alston (“Doc”) Trotter, Sr., and Nellie Jane Clemons Trotter (both interred in Columbus).  Dink is the youngest child in his family, and he is the grandson of Dr. Robert Walter Trotter and Elizabeth Howard Alston Trotter (both interred in Madison) and the great grandson of Col. Robert Augustus Alston, Esq., and Mary Charlotte MaGill Alston (both interred in Decatur).

     Dink joined the U. S. Navy during the height of World War II and saw horrific action as a teenager.  He married the love of his life, Jo Ann Frazier, toward the end of World War II when he returned Stateside on a mandatory leave because his ship was blown up by a Japanese Kamikaze plane.  After the war, Dink matriculated at Auburn University, graduating in 1948.  Patti had been born in 1947.   In 1948, the young Trotter family moved to Nashville where Dink entered Peabody College (now a part of Vanderbilt University).   Upon earning his Master’s degree at Peabody, Dink and family moved to Dasher, Georgia, a little community outside of Valdosta where he taught and coached at Dasher Bible School (now Georgia Christian School), making many long-life friends at Dasher.  In 1950, the young Trotter family returned to Dink’s hometown of Columbus, Georgia where Dr. William Henry Shaw, Superintendent of Muscogee County School District, immediately offered Dink a principal job.  Dink wisely turned it down to accept a teaching/coaching job at Columbus Jr. High School/Jordan Vocational High School.  Dan was born in 1950 and youngest child Johnny was born on New Year’s Eve, 1953.  (Dink named “Johnny” after his best friend, Johnny Rhodes, who was killed in January of 1945 while fighting in the Battle of the Bulge.)  Dink later became Assistant Principal at Jordan and Principal at Daniel Jr. High School.   He retired from the school system in 1981, after having been blessed with thousands of cherished friendships and associations of colleagues and former students throughout his career as an educator.  After retiring from the school system, Dink accepted a job as the Executive Director of the Columbus Area YMCAs.  (He had earlier turned down a highly publicized offer from Columbus Mayor Jack Mickle to be the Director of Public Safety for Columbus, Georgia.)        

     Not only is Dink a great “School Man,” he most essentially is a Christian, a  Man of Faith.  Many a person, especially in a time of need, has turned to Dink for help, and their needs are met and without fanfare.  He is the essence of the benevolent man.  He served his church for about 50 years as both a Deacon and an Elder.  If Dennie Trotter is your friend, you have a friend indeed!  Since the inception of MACE in 1995, Daniel D. Trotter, Sr., (aka “D. D. T.”) has been one of MACE’s most reliable supporters.  Through the years, he financially supported the young teacher’s union (now a veritable force to be reckoned with) in a quiet and steady manner, knowing that he too has always been a “teacher advocate.”  For over a dozen years, D. D. T.  served on the MACE Board of Directors, and the existence of MACE today is attributed greatly to the support and wisdom provided by Mr. Trotter and by the example that he set in empowering teachers through the years to do their jobs.  This MACE Conference Room will be known  henceforward as the “Daniel D. Trotter Conference Room.”

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Click Here To See More Dedication Photos!

Again:  Beverly Hall & Cheating, Crawford Lewis & Corruption, and Mark Elgart & Hypocrisy.
    John DeCotis Will Be Missed…

By John R. Alston Trotter, EdD, JD  

   The Atlanta Journal-Constitution (AJC) has finally shone a little light on the egregious and shameless culture of cheating that the Beverly Hall Administration established years ago (when she arrived in the Summer of 1999).  Hall has been atrocious but has had her Atlanta Chamber of Commerce folk and EduPac folk (more or less the same folk) to have her back, so to speak, all these years.  We have been speaking out for years now here on TheTeachersAdvocate.Com (as well as on the GetSchooled blog of the AJC and on Teachers.Net) about how completely corrupt the Hall Administration is.  This administration makes previous APS administrations look like they were hatched and nurtured in convents.  The effrontery of the Hall Administration is indeed shameless.  Many a good educator/person has had his or her rights trampled upon and many good people have lost their jobs unjustly because of their willingness to speak out or because of their unwillingness to "go along just to get along."

     In the 2008-2009 school year, we at MACE had occasion to visit at Atlanta’s White Elementary (one of the schools in Atlanta which had apparently engaged in unconscionable cheating).  When we walked in and signed in after school just to meet with a particular teacher, you would have thought that Darth Vader showed up.  When I asked to attend the restroom and was escorted as if I were a criminal, a lady from the Atlanta Central Office called my cell phone and asked what was going on "at White Elementary" (this is not unusual but this time the anxiety of the administration appeared to me to be more acute).  I explained that I simply had to go to the restroom.  Now, looking back on the situation, perhaps they were afraid that my colleagues and I were there to look for erasures!

     I have said many times and continue to say this:  The three most hypocritical people associated with public education in Georgia are Beverly Hall, Crawford Lewis, and Mark Elgart.  It appears that Lewis has turned in his cleats for good.  I hope that someone on the Atlanta Board of Education will have enough sense to tell Hall to turn in her cleats.  Then, we have only the self-righteous and hypocritical Mark Elgart of SACS remaining in the arena.  He, in my opinion, is an educational fake, and SACS is a money-grubbing outfit which uses its powers to carry out personal vendettas for its personnel or for its friends placed in high places.  Mark Elgart is the Elmer Gantry of Georgia Public Education.  I would love to debate Mark Elgart about the uneven-handedness of SACS.  Are you listening Mark?  Who can arrange for an open, public debate between Mark Elgart and me?  I think that he is not only an educational fake but also a moral chicken.  His unconscionable actions are also shameless.

     Dr. John DeCotis will be sorely missed in Fayette County and in the State of Georgia.  He is a kind, good, and caring person who shows that you do not have to be an ass to be an effective leader and superintendent.  A few months back, I wrote to him and wished him a happy, fruitful, and relaxing retirement.  Perhaps he could be used throughout the State to teach some of our superintendents how to treat people.  But, the real jerks (who need to practice his prescient ways) would not show up -- they are already jackanapes and think that they need no one to teach them!  (c) MACE, June 30, 2010.

     

MACE Fights Merit Pay!

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Merit Pay Rears Its Head Again!
Vote The Suckers Out!

By John R. Alston Trotter, EdD, JD

     Sonny Perdue and some of his henchmen have totally disrespected teachers with this Merit Pay Mirage.  Do they really think that this will improve education in Georgia? (I have written several articles on Merit Pay on www.theteachersadvocate.com.) What our schools in Georgia need is a better class of students.  Do you think that anyone at GAE or PAGE will say this?  Ha!  It is true, and in your hearts, you guys know that I am speaking the truth.  You cannot have good learning conditions until you first have good teaching conditions.  This is our constant mantra at MACE, and no one can logically dispute this.  No one.  Another statement prominently displayed on MACE literature (and even on our envelopes) is this:  "MACE Devours Administrators Who Abuse Teachers."  Administrative abuse?  Of course.  Every day.  It is rampant.  In the Spring of 1996, the headline for the lead article in The Teacher's Advocate! magazine was "Teacher Abuse Is Epidemic!"  It's been epidemic for years, but everyone wants bury his or her head in the proverbial sand.  Darn it!  When are governors, legislators, school board members, and other policy-makers (including Arne Duncan in Washington, D. C.) going to take their heads out of the sand and listen?  They are operating like they still believe that the Earth is flat.  They need to sail West (discipline in the classrooms) to reach the East Indies (academic achievement).  They apparently think that they will fall off the Earth if they insist on classroom discipline.  But, there will never be any significant changes in academic achievement without first establishing classroom discipline, and teachers cannot establish good classroom discipline when a handful (or a whole classroom full) of miscreants and thugs substantially disrupt the classes, knowing that the weasel, booger-eating, and kiss-up administrators are either too afraid or too lazy to do anything to the thugs who are running some of our schools.  Abject administrative cowardice, laziness, apathy and/or callousness!

    Any legislator who goes along with Sonny's maniacal Merit Pay plan should be voted out of office!  Vote all of the   suckers out of office!  (c) MACE, April 28, 2010.

Other Merit Pay Articles:

Again, Merit Pay Is Incurably Flawed!

Teachers Teach Students; They Don't Learn Them!

Merit Pay Again, Jackasses, and Same Histrionic Insults at Teachers (SH_T)!

Merit Pay In Public Education Does Not Work!

Merit Pay, Race, Culture, & Public Schooling!

Teachers Teach.  Administrators Cheat.

By John R. Alston Trotter, EdD, JD, www.theteachersadvocate.com

     I wish that the Governor and the General Assembly would balance the budget by chopping away at the administrative bloat in public education in Georgia.  We could get rid of one-half of the useless administrators in the State, and the school systems would get along just fine because so many of these administrators are worthless and counter-productive.  They hinder learning, not facilitate it.  Hey, I like this slogan on a good picket sign:  "Teachers Teach.  Administrators Cheat."  Or, "Teachers Teacher.  Administrators Snoop."  Or, "Next Election: Teachers With Pitchforks!" Finally, "Let Teachers Evaluate Administrators."  Right now, bad and evil (yes, evil!) administrators can do a lot a damage in the educational process, including destroying and getting rid of good, dedicated, and effective teachers, but a good teacher has no recourse against an angry and abusive administrator.  The Georgia Code permits the teacher evaluation of administrators but school boards and superintendents don't want to know about the terrible administrators; they choose not to exercise this option.  This "option" ought to be mandated by the State.  You would see many administrators "get religion," and the teachers would at least appreciate this small effort to mollify their situation in these very tough economic times. 

     If I were running for Governor, I think that I would tap into this huge frustration and try to actually do some things for teachers that cost the State virtually no money...mandate that school systems allow the teachers to evaluate the administrators and that the compilation of the scores be presented to the school board.  Also, the State should just simply chop in half the administrative bloat so that teachers would not have to be furloughed.  We have way too many useless, ineffective, and abusive administrators in Georgia.  (c) MACE, February 17, 2010. 

  

 

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“MACE Is Blowing Up!” 
  “MACE is blowing up!  MACE is a virus to abusive administrators, but MACE is a powerful antibiotic for teachers who are suffering under the abuse from administrators.  MACE is spreading like a California wildfire!  We constantly get calls and emails from teachers wanting MACE to come to other states.  We’ve had inquiries from Florida, Texas, California, New York, Alabama, Missouri and other states.  But, for now we are holding the line in Georgia.  We are not going to stretch our supply lines, so to speak.  At MACE, we believe in keeping the troops intact.  MACE provides aggressive representation when a teacher needs it.  At MACE, we protect teachers one member at a time.” – Norreese L. Haynes, MACE Executive Vice Chairman.

 

Meet The People of MACE!   

Meet The People of MACE!

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Attracting Better Candidates In Public Education?  That’s The Question?  
  Stop Treating Them Like Dog Crap

   You don't attract better candidates into the field of education by consistently treating them like dog crap.  Is this simple enough?  Also, your problem today in public education is not the teachers; it's the defiant, unmotivated, and disruptive students and their irate and irresponsible parents.  A loose net will always catch any weak teacher; a tight net will only suffocate the entire profession, driving off those who refuse to be treated like dog crap by the angry, incompetent, and abusive administrators.  We try to make it plain. © MACE, November 4, 2009.


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School Administrators' Public Enemy No.1? Dr. John Trotter: "Who? Me? You Mean The Administrators Aren't Afraid Of GAE And PAGE? Oh, I Forgot. The Administrators ARE Members Of GAE And PAGE."

 
MACE Mission.
Since 1995    
 MACE has a teacher's agenda, a focused mission, and a clear vision. MACE is about the empowerment and protection of classroom educators. MACE is forthright in its goals -- teachers securing control of their profession and teachers being treated as professionals (and not being micro-managed like "day laborers"). MACE is tired of seeing teachers treated like tall children. MACE is tired of teachers being mistreated. MACE is unapologetic in its mission. MACE will not vacillate, will not equivocate, and will not back off a single inch from its mission -- liberating teachers so that teachers can do what teachers were called to do, viz., teach the children.

     If you are tired of the I gotcha approach to supervision; if you are tired of being snoopervised by petty and myopic administrators who seem to enjoy any contrived opportunity to "write you up"; if you are tired of having your teaching micro-managed and having your professional knowledge, wisdom, and judgment ignored; if you are tired of being treated like a "day laborer" and dealt with in a heavy-handed fashion; if you are tired of having little or no input into your teaching environment; if you are tired of having to put up with an inept top-down management style that's been proven to be ineffective in business, industry, and education; and, if you are just plain tired of all this mess, then join the Metro Association of Classroom Educators (MACE).

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N. Haynes (L) and A. Ramay (R)

MACE Attorney Anderson (Andy) Ramay

Gets Another Decision 

Reversed At State Board Level!

MACE's Legal Department Continues To Flourish!

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Join MACE...
Enjoy Peace Of Mind! 
     "Teachers, do yourselves a favor and join MACE! MACE provides aggressive representation when you need it. At no other union can you tap into the experience and effectiveness of Dr. John Trotter, Mr. Norresse Haynes, Mr. Jeff Cox, Mr. Darryl Plenty, Mrs. Renee Bishop, Mr. Michael Robinson, Mr.Tom (Thug) Berry, Mr. J.B. Stanley, Mr. David Cochran, Mr. Ben Barnes and other dedicated people committed to empowering classroom educators. Join MACE and enjoy peace of mind!"

Cheating In Atlanta Public Schools?

You Decide!

Click Here To Read 11Alive.com Article And See Video!

Cheating In DeKalb County Schools?

You Decide!

Click Here To See Video...WSBTV.COM

Click Here To See DeKalb Grade Changing Scandal Video...WSBTV.COM

Bullying In DeKalb County Schools?

You Decide!

Click Here To See Video... FOX 5 NEWS!

       

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Crawford Lewis: 

DeKalb County's

Superintendent Clown!

This Joke-of-a-Superintendent Must Go!

Click Here To For Full Article


"Candy Ass" Picket Three Days In A Row!

Channel 11 Comes To The Picket

Click Here To Read Article On 11Alive.com!

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Ah...Surely Not "Premier" DeKalb!

Superintendent "Candy Ass " Crawford Lewis Must Go!

Bill Gates & Three Realities Of Teaching

By John R. Alston Trotter and Norreese Haynes

     Not all teachers are the same.  Granted.  Some are better than others.  Some are more skilled than others.  Some have better personalities than others.  Some have more life experiences and teaching experiences than others.  Some are more educated than others.  Some are more motivated than others.

     With all this granted, the number one influence in whether or not a student becomes well-educated is his or her set of parents (or, in many cases, single parent).  I hate to say this, but it sometimes boils down to "the Lucky Sperm Club," as one of my political friends so bluntly states it.

 FACTS: 

       1.  The teacher's authority is paramount in the classroom.  When the educrats undermine this authority, they only hurt the children, not help them.  As a previous poster noted, the great success of the Ron Clark experience is first establishing the unquestioned authority of the teacher.  The emphasis should be teacher-focused, not this cockamamie student-focused crap.  How can ignorant kids teach each other anything?  Yet, our teachers are written up today because their classrooms are not student-focused enough.  Oh, so we divide up into "centers" or groups and allow the children to teach each other Latin, heh?  Is this how they do it at Westminster, Marist, Lovett, Woodward?  No.

      2.  The motivation to learn is a cultural process or phenomenon.  Without the proper motivation to learn, no student will learn, regardless of who is teaching.  Bill Gates could begin to teach computer programming each day at Atlanta's Kennedy Middle School, but if the students fail to show up for class (but are loitering up and down the drug-infested James P. Brawley Drive) or when they do show up, they are pushing and kicking each other during class or actually playing digital game on their ubiquitous cell phones, I don't think even the good ole Harvard drop-out will make a dent in "teaching" these students.  Oh, Gates can teach them, but he can't "learn" them.  Only the student can learn, but the student has to be motivated to learn.  This motivation is a social or cultural phenomenon.  The motivation that he or she brings to school is determined by the more than 85% of the time that a child spends AWAY from school until the child turns eighteen.  The schools only have the children for a small percentage of their lives.  What happens in the child's overwhelmingly majority life that is spent away from the school building?  Whatever happens is what largely determines whether or not the child brings motivation to learn to the school building.  Yes, the influence of their parents is substantial. 
   
     3.  You cannot have good learning conditions without first having good teaching conditions.  Educrats are so mistaken when they assume that coddling and pampering students is what they need.  They assume that this is nurturing.  No, this is spoiling the students and turning them into spoiled and rotten brats.  They become even more hellions than their previous potential.  (All children can learn, but all children also have the potential to be hellions.)  The students become defiant and disruptive.  Effective leaning cannot take place.  Yes, a teacher can teach his or her heart out, but if the teaching conditions in which a teacher teaches are so horrific, the student will not learn.  A great lawyer can do a masterful job in the courtroom.  He or she can defend his or her client, but cannot acquit the client.  A great physician can treat a patient, but cannot heal a patient.  A great teacher can teach a student, but not learn a student.     
    
     These three concepts are essential to effective learning.  But, the educrats, like those insisting in the old days that the Earth was flat, are blind and don't know their rears ends from deep centerfield.  They are a great stumbling block to learning. They ought to step aside and let the teachers teach! © MACE, July 14, 2010.

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Trotter. Doesn't Suffer Administrative Fools.

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Haynes. MACE's Executive Director.

   

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Making'em an offer they can't refuse...

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...and if they refuse the offer...

Stop The Standardized Testing Mania!

War Zone Schools!

DeKalb's Crawford Lewis, Dummy Explanation, and Gasolinegate!

Confront The Real Problems In Public Education!

MACE Told You So!

A Double Standard In Georgia! Administrators At Fault, Not Teachers

Motivation To Learn Is A Cultural Process Part I

Cookie-Cutter Approaches To Curriculum And Pedagogy Do Not Work!

Hey Governor, Balance The Budget By Slashing The Administration!

Georgia Needs More Vocational Education

View A Recent MACE Newsletter!

Jeff Cox...A Man Of Patience & Integrity.

MACE Is Not For Everyone!

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Meeting with a few MACE members at Douglas County High School.

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Keith Murwin was MACE's first member in Douglas County in 1996.

 

MACE Membership.
Only for Teachers

        MACE started in the Fall of 1995, and within its first week of soliciting members, it had already enrolled two former presidents of GAE locals (Fulton and Cobb), a former president of the Atlanta Federation of Teachers (AFT), and other leaders of other educational organizations. These teachers joined MACE because they knew that MACE was totally committed to the protection and empowerment of classroom educators. The message of MACE resonates with Georgia’s teachers. The good news of MACE continues to spread throughout Georgia, and MACE now represents teachers in over forty school systems in Georgia.

      MACE does not allow administrators to join. Why should MACE? Administrators have their own organizations (like GAEL, GSSA, GAESP, etc.); however, administrators continue to flood the membership ranks of GAE and PAGE. This is one of the main reasons that GAE and PAGE cannot speak forthrightly for classroom educators. Sometimes, to advocate for teachers, you have to be critical of the misconduct of administrators. Sometimes, you even have to call names. But what happens at GAE and PAGE when there is a conflict between a teacher and a principal and both are members of the same organization?  You know! It’s a classic case of conflict-of-interest. Furthermore, the assistant superintendent and/or the superintendent may also be a member of that organization. What will GAE or PAGE do? Nothing, probably. And, that’s what often happens – nothing. The teacher’s interests do not get served. Frustration and a sense of impotence set in. Not so at MACE! MACE knows that the administrator is not a member of MACE. MACE knows that there’s no conflict. MACE knows whom we serve and for whom MACE advocates; therefore, keep spreading the good news that there is a union for teachers, a union which does not apologize in advocating for teachers. Keep encouraging other teachers to join the growing union that packs a powerful punch. When you say “MACE,” administrators listen.

MACE Protects Teachers,
One Member At A Time!

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Dr. Trotter driving home a point before the Atlanta Board of Education.

Raising Heck
On Behalf
Of
Classroom
Educators!

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William L. Woods, Esq., Rest In Peace.

Georgia Teachers Speak Out!     

   "I teach special ed in a small system in South Georgia. A student pulled out his thing and pissed all over my desk. I wrote him up and sent the incident report to the office, and the principal wrote me back and said she needed more details. She also asked if I had contacted the parents first and if I had looked at his IEP to see if that pissing on my desk was part of his handicapping condition. Is this insane or what? Like MACE says, it’s a motivational breakdown, not a mental or technical breakdown. Any person knows that it is not O. K. to piss on the teacher’s desk, although I remember when I was in junior high and some of my friends pissed in the referee’s car after he tried to steal the football game from us." - Nemo

Visit The Georgia Teaches Speak Out! Blog Here

Visit The Georgia Chatboard At Teachers.Net Here

Visit The AJC Get Schooled Blog Here

Visit The Georgia Citizen Blog Here

Visit The AJC Political Insider Blog Here

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