Florida State shooter

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According to a police source, the guy who shot three people at Florida State University yesterday is Myron May. Here’s a profile. He was a lawyer who graduated from the university with a B.A. in economics in December 2005, and then proceeded to get his JD from Texas Tech University School of Law in December 2009.

The gun grabbers’ usual cacophony of “MOAR GUN CONTROLZ LAWZ” has already begun on my Twitter feed.

None of them can tell us which gun control initiative they advocate would have stopped this shooting.

FSU is a “gun-free” campus (and by “gun-free,” I mean the university disarms its students, in delusional hopes that crazed gunmen will also abide by their disarmament policies). So what are the gun grabbers going to do? Ban guns twice? Yeah, that’ll stop them.

Myron May was an attorney. Until September of this year, he was a felony prosecutor in New Mexico. Fairly sure he probably wasn’t a person who would have had a problem passing a background check.

From his Facebook page, it appears he lost his job as a prosecutor in New Mexico and moved back to Florida in November.

He was very religious, and eerily enough, here was his last Facebook post.

may

So what initiative would have stopped this guy, who quite obviously was out to commit suicide by cop? When ordered to put down his weapon, he fired at police instead, releasing a shitstorm of bullets.  He did not kill anyone. Two victims have been hospitalized. One has been released. It’s quite obvious the coward didn’t mean to kill anyone – just inflict enough damage to have the cops do what he was apparently too chickenshit to do.

So how would MOAR GUN CONTROLZ LAWZ have stopped this?

I’d love to hear some answers from those who advocate said folly.

Learning the language should be priority one

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As some of you may know, I wasn’t born in this country. I came here with my parents when I was eight years old and spoke literally five words in English: egg, bed, foot, hat, and comb. Random what you remember as a kid. I had this basic book of words and pictures my parents bought so I could learn English while we waited around in Italy to be allowed to fly to the United States, and those are the five words I remember, because I learned them first and best.

When we finally landed in New York and settled down in the one-bedroom apartment with my aunt and grandfather (yeah, it was a bit crowded), my parents enrolled me in third grade at PS 97 in Brooklyn.  I was in a crowded class. There were probably more than 30 students in one classroom. I spoke no English, and no one bothered to teach it to me. I guess they figured I would just learn it by osmosis. I sat in the same math and social studies classes as everyone else. I understood nothing. Generally, if we were going over a worksheet in class, the teacher would simply skip over me, knowing I would never give the right answer. My vocabulary improved… by maybe 50 words. There was another girl in that class with whom I was paired. She was supposed to help me, because she spoke Russian as well as English. She merely translated everything for me that  wanted to say. I was grateful for the help, but I wasn’t particularly successful at improving my language skills. When I entered fourth grade – an overcrowded classroom with more than 40 kids to one teacher, and desks almost literally stacked on top of one another – I was no less clueless than I was in the third.

That’s why a WashPo article a friend of mine posted on Facebook this morning really struck a chord. In it, the writer describes the resource struggles that resulted from thousands of unaccompanied minors from Central and South America pouring into the United States and the efforts to educate these kids. Let’s set aside the fact that the legal status of these kids is pointedly ignored and barred from discussion by the school administrators. Let’s set aside the fact that illegal aliens (and yes, I absolutely refuse to call them anything else for the sake of political correctness) are putting a huge strain on our infrastructure, draining resources from already-overwhelmed school systems, and are doing so at the expense of every taxpayer. That’s not what I want to talk about today. I want to talk about the International Academy.

By the idealistic standards of the International Academy, an experimental high school program for young immigrants who do not speak English, Haskins’s class that fall morning was a success. A second-year student with limited skills had helped a new classmate who had none, building his own self-esteem and drawing her into a friendly learning environment.

But the surge of nearly 3,000 unaccompanied minors who have reached the Washington area from the border this year — including 150 enrolled in the Alexandria academy, located on the third floor of T.C. Williams High School — has put unprecedented strains on its staff, facilities and unique educational philosophy.

The international high school model was founded in New York City in the 1980s, during a soaring influx of Spanish-speaking immigrants. Its mission is to integrate foreign youths into U.S. society, teach them basic English and give them a solid high school education, all at the same time.

As a former ESL (English as a Second Language) student, I think this model is only partially correct. You cannot – CANNOT – properly teach a subject such as social studies or science without a solid English foundation, and that’s not something you learn as you go along – at least not at a pace that is conducive to learning. You must learn English first. That’s a fact.

After the abject FAIL that was third grade in New York, my dad got a job in Philadelphia, and we moved. The elementary school I attended tested my English language ability and determined it was nearly nonexistent. I was placed in an ESL class with other kids who spoke no English.  Philly schools’ ESL classes focused entirely on teaching the language. I was in a class with older kids and younger ones. We learned exactly how the model in this article describes, but we all had to do it in English. There was no translation into our native language. We were completely immersed, but we were only immersed in learning English. There were Hispanic kids, a Greek girl, a couple of Russians, etc. We all helped one another, but only in English and only for the purpose of learning English. There was no math or science or social studies. Just English – 6 hours per day with 4 hours of homework per night entirely focused on grammar and vocabulary.

I remember sitting there at my parents’ kitchen table and writing out English grammar exercises until my hand cramped and my middle finger on my right hand developed a huge callus. I’m not complaining. I learned English grammar cold in that class, and the 50-ish vocabulary words I was forced to learn every night were far above my pathetic progress in New York.

That’s how the ESL program was run, and I think it’s brilliant.

Yes, the more experienced kids helped the newer ones. The older ones helped the younger ones. But they didn’t do so by providing a translation service. They did it using their own English skills, solidifying what theyalready learned, while helping others.

But where I think this International Academy goes wrong is by trying to cram other classes and skills into what needs to be a clean program that teaches kids to communicate – both verbally and in written form. If they miss a year of math or science or social studies, so be it. I don’t feel I missed out on much, because I would have been sitting there in those social studies and those science classes like a dolt, not understanding anything anyway. When I did math in New York, I mostly got everything wrong, because I didn’t understand what I was supposed to do. So why bother putting a kid in a math class in which they will likely fail, because you want to provide them with “a solid high school education”?

Sorry, but you can’t learn math or social studies or science without language skills, so it’s no wonder some of these kids sit around looking like monkeys doing a math problem! You can’t claim you’re providing them with the math/science/social studies skills they need when they have so much trouble understanding basic instructions. From my own experience, it makes more sense to teach them English first. Yes you sacrifice a year of math, science, etc. but you get a kid who will actually understand those subjects once they get out of ESL, instead of lagging behind in classes, worried they won’t pass a standardized test.

My ESL class was exempt from standardized testing until we were able to transfer into a “regular class,” and we didn’t transfer out of ESL until our teacher told school administrators we were ready.

And when you were ready, you really were ready. We learned English. Completely. Sometimes better than native speakers. After festering in a regular, overcrowded classroom in Brooklyn without language instruction, jut trying to keep up as best I could, focusing on the single most important thing I needed to succeed was exactly what the doctor ordered.

I guarantee you none of you, if you ever met me, would know that English wasn’t my first language unless I told you. I guarantee you probably wouldn’t know it from my writing. I credit the ESL class in Philadelphia with teaching me a very basic skill I needed to succeed.

I think the International Academy has the right idea, but goes about it the wrong way.

You don’t need to spend extra resources on bilingual science, math, social studies, art, etc. teachers. What you need is maybe five teachers whose exclusive focus and expertise is ESL. Have those teachers focus their efforts in their classes of 30 solely on teaching English, and when these students are ready, integrate them into regular classes to continue their education. They will catch on, and they will do so relatively quickly. Meanwhile the spaces in those International Academy classes can be filled with new students, who will receive help from their peers who, by virtue of being in ESL longer, will be able to now utilize their newly-learned English skills to help the new crop of students.

It took me a year to become so proficient in my ESL class, that the teacher recommended I move to a regular fifth grade classroom. Yes, I missed some math and science, but I quickly acclimated and learned, because I could actually understand what the teacher was explaining!

I know some highly-educated, experienced education experts will tell me how wrong  I am, but I can only speak from my own experience. It worked for me, and it worked for the students who went through the program with me.

Their mileage may vary.

A Few Questions About Jaylen Fryberg

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Cross posted at Zelman Partisans.

A shooting at the Marysville-Pilchuk High School in Washington state has resulted in a familiar deluge of cries for MOAR GUNZ CONTROLZ from the gun grabber camp.

The Zelman Twitter feed is rife with #gunsense #notonemore #enough #stoptheNRA hashtags, and the Mad Moms Demanding Attention have once again robotically began to retweet their leader Shannon Watts’ snarky calls for more gun control.

Note the dismissive, arrogant, sarcastic tone about the tragedy. Very much typical of Shannon’s normal MO.

And mind you, the calls started before anyone knew exactly what happened, who the shooter was, where he got the gun, or why he went on a rampage.

Soon, details began to emerge, and a picture is beginning to take form.

The shooter has been identified as 14-year-old Jaylen Fryberg, who took his own life after shooting several classmates, two of whom were his cousins.

Tweets he posted prior to his rampage show a kid who was obviously angry at a break-up, upset, and threatening others.

He was suspended from the football team prior to his rampage after getting into a fight about “racist comments,” directed toward him, according to the Daily Mail.

Jaylen was too young to legally buy the handgun he used to murder his classmates, so he took his father’s gun and proceeded to shoot his cousins and classmates.

Let’s put aside the obvious – that the “universal background checks” the Mad Moms are demanding would have done nothing to stop Jaylen’s actions. He stole the legally-owned gun from his dad.

The bigger question was: where were the parents?

Why were they not following their son’s social media posts?

And if they were, why were they not concerned about the violent nature of a number of his Twitter posts, and the pain this kid was obviously feeling?

And if they were concerned, why didn’t they get him some help, or at the very least lock up their firearms until the kid either explained his angst-ridden, violent statements or got some help.

As a mom,  have full access to my son’s social media. We talk. We discuss his life. We find the time to chat each night, even if he’s working or swamped with homework. I guarantee you that if I suspected my son’s mental condition was deteriorating, the first thing I would do is get him help, and the second thing I would do is ensure his access to firearms was revoked until things were cleared up.

My house. My rules. He has full access to guns, and he is very proficient with them. But the moment I suspect something is wrong, that access goes away.

So where were the parents?

Why did this obviously depressed kid grab a pistol that belonged to his father and head on over to the school to commit murder and ultimately suicide?

Why are the Mad Mommies not discussing the roots of this problem, rather than trying to use the tragedy to push their political agenda?

Wouldn’t you think that if they were truly interested in helping kids, they would focus on the true causes of these shootings, rather than merely using them as agitprops in their senseless disarmament campaign?

Shannon Watts’ snarky tweet and the renewed drumbeat for more control and punishment for people who didn’t commit this senseless act of violence, once again confirms that the Bloombergian Stepford Moms’ mission has nothing to do with protecting children and everything to do with imposing Bloomberg’s nanny statism on their fellow Americans.

Zero Tolerance Stupidity, Part…. oh I don’t even know!

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In this edition of zero tolerance sense dumbassery, a little boy gets punished for doing what ostensibly is “the right thing.”

A 7-year-old boy western Pennsylvania boy who turned himself in after accidentally bringing a toy gun to school has been suspended for two days but will not be expelled.

The kid apparently forgot his bookbag at a friend’s house, so mom gave him another bag, which contained what was clearly a toy gun.

The little guy knew that he could get in trouble for bringing the toy to school, given the academic asshattery surrounding anything that could be used as a weapon on school property (can’t wait to see what happens the first time some kid stabs another with a pencil! Oh, wait…), so he brought the toy to the teacher and turned it in just like he was indoctrinated into doing.

The result?

A suspension.

At what point do we admit that this idiocy does nothing but land good kids in hot water and ruin lives? At what point do we boot the idiot teachers and administrators who destroy these children for no reason out and not allow them near kids again until they learn some common sense?

If this were my child…

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I cannot even come up with words strong enough to condemn this twisted, abusive hag who was caught on video abusing a 6 year old boy!

In the video this KINDERGARTEN TEACHER – someone who teaches little guys – tiny little humans who are defenseless against a fat, flaccid, impotent twatrocket such as this – grabs this little boy…

You can see him shaken like a rag doll, as she slams him against a wall!

What kind of human being does this?

Apparently this obese, repulsive hemorrhoid named Barb Williams, who, according to reports, wasn’t getting along well with little Ian.

Oh, she wasn’t getting along with him? Really? That’s her excuse for grabbing a child, tossing him against a wall and grabbing the front of his shirt?

I’ve seen some pretty repugnant things in my life. When I was in first grade, back in the USSR, I remember the teacher grabbing a little Jewish kid as a form of “discipline” and slamming his head into the blackboard. He was also helpless and small, and she was big and authoritative. I remember feeling helpless on his behalf…

She also apparently told the little guy that she’s sick of him and that she would “rip [him] apart.”

Yeah, you think so, you bullying hag? You think you’re so awesome powerful because you overwhelmed a six-year-old? Does it make you feel all big and strong, you fetid, oozing, pernicious cunt rag?

This… this is a parent’s nightmare – to see their little one grabbed and thrown into a wall by a towering, belligerent sow – one entrusted with educating your child!

Worst yet is that this cumgobbler only got a 10-day suspension from the school! TEN days.

Let me tell you what – if this were MY child she was abusing, there wouldn’t be enough of her left to suspend. I would rip this bovine herpes sore’s throat out with my bare hands, before dragging her bleeding carcass to the administrator’s office, ripping off one of the tree trunks that act as her extremities and beating the living shit out of the administrator with it.

No one – NO ONE – does  that to a child, especially MY child – and walks away alive, or at the very least bleeding out of several gaping orifices.

The shitslurping assgobbler admits that she lost it.

In the documents, Williams told Riverdale Elementary School principal Julie Spade, “Ian Nelson has been going to the bathroom and not going, walking in and walking out. He thinks it’s funny and then he has an accident and wets his pants.”

According to the file, Williams admits she yelled at Ian.

“I was furious. I was very hard on him,” said Williams, according to the principal’s report.  “I touched him on the middle of the chest and pushed him back. I was very heated.”

“I feel like I was over the top/edge,” said Williams. “He’s pushing me over the top/edge and my kids over the top/edge. I’m sorry. I don’t know what to do with it.”

No, she didn’t “touch” him. She slammed him against a wall. She didn’t just yell at him. She grabbed him by the front of the shirt and literally lifted him off the ground.

She didn’t know what to do with it? How about NOT beating up on a frustrating kid?

Part of being a teacher – part of many jobs, really – is dealing with difficult people, learning how to navigate those waters in a way that reflects a maturity level higher than that of a playground bully and, most of all, not resorting to physical violence! Adults deal with difficult people in a professional way. Mediocre, puerile sociopaths deal with difficult people by slamming their little bodies against a wall.

Unacceptable!

Interesting how there’s so much emphasis on bullying in schools – pamphlets sent home, assemblies, counselors, zero tolerance…

…I guess this doesn’t apply to teachers?

This is why we’re raising a bunch of victims

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I often have written about school zero tolerance sense policies and obscenely biased, wimpy, cowardly and downright idiotic policies that are churning out panty-soiling ignorami into our society. These are victims who are unable to stand up for themselves, who are too weak and ineffective to defend themselves, too lazy to take personal responsibility for their own safety, and dependent upon others – anyone but themselves – to keep them safe.

Want to see how schools spawn such gutless, torpid, pathetic excuses for actual human beings? They start with this.

dumbassery

This is the advice a school in Nebraska gives to children faced with bullying.

Do not stand up for yourself.

Do not treat bullies like enemies.

Be a good sport, and don’t tell on the person who is abusing you.

Just sit there and take it like a good pathetic victim!

This repulsive set of rules may be the most egregious example of the seeds of cowardice and ineptitude. This is where it all starts – in schools that breed spinelessness and impotence.

Luckily, after being inundated with a plethora of parental outrage, the school apologized and sniveled and finally sent home a flyer that at the very least doesn’t encourage kids to lay down and take it like good little victims.

When the Redhead was just a little guy – all of maybe 2-3 years old – he attended a private daycare near where we used to live. A small kid I’ll call Projectile (you will understand why in a minute) picked the Redhead as a chew toy. To this day I’m not sure what in the world the mother of that kid was doing to him. He bit, scratched and hit. He ate gravel. He refused to stop, no matter how much the staff of the daycare center tried to control him.

Poor little Redhead came home every day with welts all over his body – arms, legs, neck, torso – no part of his little body was immune to Projectile’s teeth! The staff didn’t know what to do other than to lock up Projectile the entire day, but that wasn’t exactly an optimal solution. So the Redhead and I sat down and had a little talk. And by talk, I mean I taught him how to hit – how to hit hard. If you think toddlers can’t learn this effectively, you’re sadly mistaken. We practiced for several hours, and I told him that if Projectile bit him again, he was to defend himself the way I taught him.

Well, wouldn’t you know it, I got a call the very next day. Apparently, Projectile decided that the Redhead tasted better than his lunch, so he sunk his teeth into his leg yet again.

That’s where it ended. The Redhead, I was told, struck out. He struck Projectile with such a forceful punch, that Projectile apparently flew back about three feet (hence earning his nickname), and sat there dazed for a minute.

The daycare director told me that while they do not condone violence, and they had no authorization to use corporal punishment on a child in their care, they could only watch the Redhead’s strike (and applaud internally, I was told).

End result: Projectile never bit the Redhead again. Ever.

He was still an odd child. He was sort of a savage kid, who still insisted on eating gravel and destroying books and toys. But at least he didn’t use the Redhead or any other kid as a chew toy.

Sometimes, you just have to stand up for yourself. In the end, you are your last line of defense, and no one in authority should encourage the idea that your natural state is that of a victim.

That just ain’t true.

Los Angeles Unified School District – redefining stupid

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This story is a few days old, but the stupid from it still burns. Apparently, a popular science teacher was removed from teaching classes, because someone shat their pants in fear of his students’ science projects.

Schiller was ordered to report daily to a district administrative office pending an investigation after two students turned in science projects that were designed to shoot small projectiles.

One project used compressed air to propel a small object, but it was not connected to a source of air pressure, so it could not have been fired. (In 2012, President Obama tried out a more powerful air-pressure device at a White House Science Fair that could launch a marshmallow 175 feet.) [emphasis mine]

Another project used the power from an AA battery to charge a tube surrounded by a coil. When the ninth-grader proposed it, Schiller told him to be more scientific, to construct and test different coils and to draw graphs and conduct additional analysis, said the student’s parents, who also are Los Angeles teachers.

A school employee saw the air-pressure project and raised concerns about what looked to her like a weapon, according to the teachers union and supporters. Schiller, who said he never saw either completed project except in photos, was summoned and sent home.

Yeah, I was speechless too. Apparently some sniveling cuntsore soiled herself at the thought of a kid being able to construct something that propels small objects, and decided that it was time to get rid of the teacher. Because keeping kids ignorant – even more ignorant than they already are, given our science and math scores compared to other nations – is preferable to being able to build stuff.

Ferpetessake!

Worse yet, the successful effort to remove the teacher appears to be rather auspicious, since he’s also the teachers’ union representative on campus.

Schiller, 43, also was the teachers union representative on the campus and had been dealing with disagreements with administrators over updating the employment agreement under which the faculty works. His suspension, with pay, removed him from those discussions.

This particular tidbit was buried at the bottom of the article – the second paragraph to the end.  By all reports, this was a very popular teacher, and believe me, those are rare. Additionally, the kids in his classes, which include AP biology and psychology, as well as honors biology and psychology, now have a free period, with their teacher in purgatory and the sub having no psychology experience whatsoever, so instead of learning, they’re sitting around with their thumbs up their asses.

Stupid? No.

This is weapons grade stupid! (pardon my “weapons” reference, lest someone in the Los Angeles Unified School District shit themselves at the thought of someone uttering the word “weapon.”)

But if you thought the burning stupid ended there, you’re sadly mistaken, because what happened to the student (per his father’s report) took a flying leap over stupid and landed squarely into corrupt and egregious!  Rogan Ferguson, the father of one of the students, explains:

I am the father of the child who developed the ‘coil gun’ project. Here are some other aspects of the story that are not yet being reported:

1st: They interrogated my son twice, removing him from the classroom, without my permission or knowledge.

2nd: They refuse to provide any information about who interrogated my son, what questions were asked, and what were his responses.

3rd: One thing my son remembers is that after he had completed a written statement, the Assistant Principal felt that his statement didn’t provide enough evidence against the teacher, and went fishing for more details that could be used against the teacher.

4th: The district refuses to return the project. When we attempted to file a stolen property report with the LAPD, detectives refused to accept the report, saying that it would be pointless, and that the Los Angeles Unified School District had Mafia-like power in the city.

As it stands, the district is claiming the right to remove children from instruction, interrogate them for hours, and provide no information to the parents about what happened in the the closed-off interrogation room. This is unacceptable, and it is sad that it appears that we will need legal representation to find out what happened to our son during the two hours of his interrogation.

It does appear that the school district is claiming all those authorities. It is also beyond egregious that the administrators are using children as tools to remove teachers that apparently don’t toe the line.

Using. Children. As. Tools. In. Administrative. Games.

Using. Kids. As. Weapons.

If this were MY child removed from class, interrogated, his property confiscated and his words twisted, those school administrators would crawl away with their asses missing. And I guarantee you that the Redhead would not tolerate said behavior either, which would probably result in a suspension at the very least for disrespect, and possibly a throat punch. And I can also guarantee you that I would be in that office with my hand around the throat of the first fuck cake administrator who tried to discipline my kid after treating them in such a manner and getting said well-deserved throat punch!

The good news is that the students apparently recognize a quality teacher when they meet him, and they staged a demonstration a few days ago to protest Greg Schiller’s removal.

Meanwhile, the LAUSD put out the following drooling release:

“We will always err on the side of protecting students,” the statement read. “On the other hand, the District does not reassign employees on a whim.  The reassignment of employees is taken very seriously. For this reason, there is a rigorous decision making process associated with the reassignment of employees.”

Rigorous, eh? Bullying students into altering their statements to paint the teacher in a negative light. Removing an educator based on the irrational phobia of an obviously paranoid school employee. Confiscating the science project in question, so no one can actually judge its merit for themselves and refusing to return the property, even though there is no criminal investigation pending, and the project cannot be considered “evidence” in any legal definition of the word. That’s rigorous?

No, that’s the act of an organized criminal, who cannot win by using fair means.

And once in a very rare occasion, I will agree with the teachers’ union. This is nothing but a FAIL – an effort to punish a science teacher” for teaching science.”

But it may be much more than that, because the short, buried paragraph about Schiller being the union’s representative on campus, whose job it was to work to resolve disagreements with the administration over updating the employment agreement under which the faculty works, speaks volumes about the administration’s true goal in removing this teacher.

 

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