Student accountable, too
I was surprised to see the Feb. 2 article "Student recorded coach's tirade" on the front page. The article did not demonstrate an impartial, balanced perspective regarding the interaction between the accusing student and the implicated teacher. While I believe that Coach Mike Muse did not handle the confrontation well, I also think the student, Dillon Tschrnko, should be held equally accountable in the conflict.
I am curious as to why the article seemed to turn a blind eye to the faults of the student. The student's accusations, those of which he had no legitimate knowledge, were rarely mentioned throughout the article.
Coach Muse realizes his mistake and has apologized to the student and his family. At some point, the student must follow suit and take responsibility for his actions. Far too often, a student's accusations prove false and resultantly harm the reputation of the accused. In deliberately placing this article on the front page, the Journal clearly placed emphasis on sensationalizing the interaction between a popular coach and a student, rather than focusing on presenting a holistic representation of the situation. I am hesitant to believe that all the facts were presented fairly enough to equally represent both sides. Just like adults, students should be held responsible for their actions. In this situation, the student was as much to blame as Muse.
After reading the excerpt of the conversation in the newspaper and then hearing it, I believe it was spun towards the student's advantage.
SEAN McCABE
Winston-Salem
Political parties
Political combativeness has become so out of hand that I see only one solution. Why not do away with all political parties and let individuals run for office on their own reputation and platform? Then they could say what they really think instead of their party rhetoric. This would enable them to vote on what is best for our country, rather than what is best for their party.
Our difference in ideologies has divided us to extremes. Not only has it caused divisiveness between parties, but also between friends, relatives and even our church fellowships. This has become detrimental to all of us and we should never have allowed it to happen.
NAOMI J. DAVIS
Winston-Salem
Important pre-kindergarten programs
Your Feb. 2 editorial, "Early childhood education crucial," stated that high-quality pre-kindergarten programs are important to breaking the cycle of poverty. Economic analyses of early childhood interventions indicate that effective programs can repay initial investments, provide cost savings to the government and benefit society. Sound scientific research exists to guide resource-allocation decisions.
Many believe preschool's sole value is preparing children socially for the kindergarten environment. While certainly important to the development of crucial social and emotional skills, the value of preschool extends far beyond benefits of peer interaction.
The UNC Chapel Hill study referenced, the PNC Grow Up Great initiative, a 10-year, $100-million RAND Corporation program, also measured outcomes and program effects for children age birth to 5 through adulthood. The study offers research that proves early childhood interventions increase school readiness skills and improve the lives of disadvantaged children and families.
Additionally, RAND Corporation, like UNC-CH, concluded that the favorable effects of early childhood programs translate into dollar benefits for the government, participants and society. These effects include savings on remedial education, fewer repeated grades and special-education classes, higher educational attainment and adult economic success. Long term, these effects will lead to higher tax revenues and reductions in costs associated with social welfare and criminal justice.
Evidence exists to guide the implementation of effective programs that can provide returns to society and exceed the resources invested in program delivery. These proven results signal the promise of investing early in the lives of disadvantaged children.
GINNY NORTON
PRESIDENT, HATCH, INC.
Winston-Salem
Finish the Thought
Briefly complete the sentence below and send it to us at letters@wsjournal.com. We'll print some of the results in a few days. Only signed entries, please, no anonymous ones.
"The victors in the May primary vote for an amendment banning gay marriage in North Carolina will be …"
Great letter Ms. Norton...reasonable and evidence-based. In the old days at Journalnow, people would have called you a communist.
ReplyDeleteThe victors in the May primary vote for an amendment banning gay marriage in North Carolina will be.....REGRETTFUL
ReplyDeleteWelcome back, whitewall!! You've been missed.
DeleteNaomi Davis....a common plea of today as well as many periods in our history. Turning points, or tipping points, as the current popular phrase goes, are what we mark our history by. Our nation is at one now. This has been building for many years as we are at the tipping point where that which can no longer be sustained will not be. For me, I would hate to have to run for office on all my reputation. Maybe just the last 25 years. Things just might get loud before all is said and done because it is time to figure out just who stands where.
ReplyDeleteGinny Norton. When I was growing up, no one went to kindergarten or "preschool". No one had heard of such a thing. Something must have happened.
ReplyDeleteGood to hear from you Whitewall. I hope you and Mrs. Whitewall are well.
ReplyDeleteYes things have changed much since we were in school. There wasn't public kindergarten when I began school, but my parents did send me to Ms. Dorminy's for tap, ballet and kindergarten.
You didn't need Calculus in high school to go to Chapel Hill or State either, but I bet there aren't many non athlete students admitted today without it regardless of their intended major.
It is a very complicated world we live in today when people graduate from high school having completed calculus, but still lack the necessary skills to find gainful employment.
What's Wrong With the Teenage Mind?
ReplyDeleteChildren today reach puberty earlier and adulthood later. The result: A lot of teenage weirdness. Alison Gopnik on how we might readjust adolescence.
http://online.wsj.com/article/SB10001424052970203806504577181351486558984.html?mod=e2tw
We need to start teaching 'common sense' in school instead of Calculus. It would be more useful, particularly to liberal students.
ReplyDeleteThis comment has been removed by the author.
DeleteThe teaching of "common sense" indeed should be taught early on in school, but I doubt very much that liberalism is in the mind if students. Buzz words aren't helping your point here.
DeleteGreat to see WW back!
ReplyDeleteSchools try teach facts, techniques, learning tools, from common sense may be distilled. Unfortunately, common sense should be taught at home, where it is frequently neglected, particularly in instruction by example. Frequently instruction is abdicated in former of substitute teachers like television, a medium often bereft of examples of common sense.
Couldn't agree more. "Common sense", like "morals", cannot be taught as a school course. They are both taught by example...parents, grandparents, aunts, uncles, cousins, siblings, neighbors, teachers (avoid East Forsyth), ministers, etc.
DeleteTV, as Newton Minow pointed out over half a century ago, is a vast wasteland. There is a lot of great programming on TV nowadays, but unfortunately it is seldom viewed by the masses.
And yes, great to see WW back!