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Comment Re:Media using teachers as punching bags again (Score 1) 1322

Your little darling is so convinced they will be a millionaire professional sportsperson/musician/actor because you've always told them how 'special' they were, that they carry this overinflated sense of entitlement into the classroom along with 30 other 'special' kids.

I see this attitude in the classroom every day but I chalk it up to: * intellectual immaturity and lack of realistic future expectations * internalizing "gangsta"-style bragging * parent[s] modeling abrasive, confrontational behaviour rather than to "you're special" talk. As a general rule, my classrooms look like: 10% - want to learn 80% - warm bodies, can be kept on task if the situation is optimal. 10% - deliberately disruptive/destructive The 10% learners will learn no matter what. Sometimes they resort to iPods to drown out the chaos from the disruptives. The 10% disruptives can sometimes be reached, but usually they serve to undercut the success of the 80% "normals". The 10% disruptives that are not amenable to casual behaviour modification in the classroom (ie, cannot be altered without 100% teacher attention) need to be booted from the class until they can behave civilly. But having to send a kid out of the classroom for discipline/referral is widely regarded as signs of poor teacher performance. Why couldn't s/he keep control of the classroom, huh? I am as anti-1984 as the next guy, but I swear we need video cameras in the classroom so the parents/public/administration can see the scope of the problem.

Comment Re:dual boarding more efficient? (Score 1) 880

If humans were rational we could do something like "anyone seated in an aisle seat with nothing in an overhead bin can disembark now". This would stop the overhead bin addicts from jumping up and blocking the aisle throughout the length of the plane (as soon as|before) it stops rolling. Then you have extra room that the binners could use to more efficiently step on people, drop bags on the heads of patiently-waiting others, etc.

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