Main >> Education & News >> Other Academic Institutions

 
Perfect (K-8) Schools ARE Available & Less Expensive!

Perfect (k-8) Schools ARE Easily Available & Less Expensive!

Is This Statement "Logical" Or "Nonsense?"

MOST SCHOOL ADMINISTRATORS WILL PROBABLY THINK:  "It's Pure Nonsense!"  If you ask them, most managers in education (including the teachers' union executives and education professors) will say, and probably believe, that better education (and never perfect schools) may be readily available only with more money and never less. And, their reasons may seem logical to the uninformed if you consider the following:

FIRST, everybody knows, if child management methods for instruction are utilized, fewer and fewer pupils per teacher must be the guide - or else education and discipline suffer.  Face it, the managers will tell you,  "It's tough enough for any teacher trying to educate and manage 20 pupils in a classroom.  So, it's logically unthinkable to have 200 or even a 100 students per teacher." Moreover, the managers have carefully conditioned the public to think this way.  Yet, such pupil to teacher production must be accomplished before costs in education can drastically reduce.   It's a logical fact that the teachers and managers salaries are the major  expense for education. Thus, our opening statement may seem (at furst glance) like nonsense! But, remember, this is true only if child management methods are used!

SECOND, if child management methods for instruction are utilized, most of education's managers will say that proper and productive education can take place ONLY when the teachers and their managers are paid more and more and never less and less.  Common sense dictates that humans must have incentive or little is accomplished.  Thus, more and not less money is required.  But don't believe it - when child self accountability methods are used, as you'll soon see.

THIRD, there is one thing school managers won't say to anyone:  "The more you manage the more you must manage!"  A reminder such as this, would seem very counter productive to the desires and income of managers.  Managers know that taxpayers aren't interested in building them an educational empire.  On the other hand, managers also know that the public is helpless in trying to prevent it - so long as management methods for instruction are utilized.  With these facts established,  the educational empire must (happily for the managers) grow and grow!  Only self accountability methods for pupils can prevent it!  

FOURTH, education's managers will tell anyone who will listen that educational buildings are VERY costly.  Moreover, the public has been conditioned to expect and even demand beautiful and aesthetic classrooms and schoolgrounds.  Thus, huge amounts of money are needed for constant construction as enrollments increase - despite logic which should tell us that beautiful buildings do little to enhance the education of students eager for knowledge and who are in comfortable surroundings. Actually, logic should also tell us that such pupils would learn exceptionally well in a heated or airconditioned tent.  The truth be told, the reason for "needing" beautiful school buildings lies with parents who need "bragging rights" about their child's beautiful school.  Parents should be smart enough to realize that educational accomplishment lies with the creation of self motivated, self disciplined, self responsible, self-reliant, and self-controlled pupils - which only self accountability methods can provide!

FIFTH, (if child management methods for instruction are utilized) some of education's managers will say that "Trying to fix the broken educational product coming from our schools requires forever more money (and never less).  Moreover, this additional money is needed even before schools can attempt to fix society's problems" (which the school itself - believe it or not - has often generated). Violence, crime, addictions, the need for big government, non-self reliant citizens, welfare, excessive taxation, inflation, business malaise, racial problems, lack of patriotism, poor citizenship knowledge, and a whole host of other problems of our society can be laid at the doorstep of child-management methods used in our schools. The natural and automatic cry of education's managers has always been:  "But we need more money to fix the problem!"  Yet, when they get the money, the problem usually gets worse. The reason is logical! Child management methods build non-self reliant and non-entrepreneurial attitudes into pupils and their teachers. Such methods merely teach children how to be contentedly managed or else how to become a rebel to authority - in effect to be non-thinkers as good management subjects are suppose to be. Self accountability methods, as you will soon see, do the opposite.

AND, FINALLY, let's examine a few popular suggestions for school improvement as offered by education's controllers or our so called experts. However, don't get your hopes up that any will work. Remember, the suggestions are usually put forth as remedies but in practice they usually just build the educational empire. The reason, logically, is because child management methods just naturally do this.  Any suggestions that may attempt to actually dismantle the empire will cause most of education's managers to sabotage the efforts. Here are a few on the pseudo list of remedies that - at first glance - look promising:

  1. School Choice!  This remedy has promise, except that the schools of choice now all use child-management methods. If this changes, remedies are available.
  2. Vouchers!  Again, almost all school choices now use child management methods. Moreover, vouchers are not really the answer until sufficient schools are established and operating which obviously and objectively demonstrate to the public great dramatic improvement in pupil attitudes, behavior, and academic achievement (such as Harrison System schools can do if given the opportunity). At such time, pupils, parents, teachers, and the public would then all demand vouchers. After all who wants their child to attend an inferior school when a voucher offers such an easy alternative? 
  3. Cooperative Management Schools!  This is as close as educational management has come to sharing control over schools (it happened in Miami schools). Nevertheless it is not really a true sharing of control for teachers. Everybody knew that the managers above were still accountable. So, teachers and principals had to operate under guidelines set from above.  Unless the children, the teachers, and the principals are truly SELF-accountable and independent decision makers, the process must be labeled management disguised as self-management.
  4. Merit Pay For Teachers! This, at first glance, seems like a good idea, except that it isn't, if child management methods are utilized, for the following reasons:  a.  If the pay is based upon test scores, teachers have little control over the pupils placed in their classroom (trying to manage rascals is very difficult).  Today, teachers control little.  b.  If the pay is based upon an evaluation by the principal, or even a committee of other teachers, there is no assurance that prejudice in some form will not creep into the decision. Subjective evaluation (based upon opinions) is never better than objective evaluation (based upon facts).
  5. There are many more examples!  Such as:  More stringent standards for graduation and for teacher certification; more help for slow students and for children of the poor; and better evaluation of teachers so that they are more accountable to the managers.  All hold little promise for reform - unless child management is eliminated as a method of instruction.  Face it, education's managers are logically bound to fight any reform that threatens their jobs or their empire (and can't be blamed for doing so) despite the obvious (yet unrealized) opportunity to enjoy even more income and prestige as a productive teacher (using self accountability methods) rather than as an administrator. 

So, by now you should be ready to see the other side of the coin and realize that our opening statement is true when education is oriented toward learning rather than just teaching! In such a situation, the teacher becomes a learning facilitator!

LOGICALLY, PERFECT SCHOOLS ARE EASILY AVAILABLE  AND LESS EXPENSIVE - IF "HARRISON SYSTEM" METHODS ARE UTILIZED!

Before we get down to the "nuts & bolts" of what, how, when, where, why, etc. perfect schools can come about, we need to eliminate in our minds the old authoritarian or "factory" concept used in the past (and today) as teaching methods in schools everywhere.  Society no longer needs to educate workers who park their mind at the factory gate as they come to work on the assembly line. Schools run similar to a factory are outdated and even worse than useless - they create citizens who can't (no - won't) think for themselves.  This is not only dangerous for our American democracy; extremely bad for business in our information society of today; but it also destroys initiative and entrepreneurialism in the fastest growing segment of society (who need such traits the most) - our minorities who are rapidly growing into the majority. Moreover, authoritarian or child management methods stress and work everyone involved until each participant either gives up in disgust or rebels.  So, hopefully, you have now conditioned your mind to throw out the old methods and to implement new ones.  Educators need proper self accountablily methods for children which any teacher can copy. What follows in this web site is based upon this. However the changes must not be painful to implement nor too much different from the past - and, fortunately, they aren't!  Click on ALLANHARRI  & OwnaPvtSch then come back - if you haven't examined the "Harrison System" or our version of private school ownership, previously!

THE "NUTS & BOLTS" FOR PERFECT SCHOOLS with help from our nonprofit foundation (click on SACS2000):

MAJOR CHANGES NEEDED (These are possible only for Teachers using the "Harrison System" - a bottom up rather than a top down program):

  •  CREATE TEACHERS WHO ARE "INDEPENDENT CONTRACTORS" (similar to doctors, lawyers, dentists, etc.) for each grade level involved!
    • This simple and non-painful change will eliminate many of education's problems.
      • Such teachers will be in control of everything (in their individual classroom) for the life of their contract - somewhat similar to the instructor in the "one room schoolhouse" of the past.
      • Self accountability for the teacher will be fully automatic and decisions will be made only in the interest of the teacher's pupils and their parents.
      • Useless educational innovations will become things of the past. Yet, useful things can be implemented immediately.  Finally, classroom education can be enjoyable for everybody.
      • Innovative, entrepreneurial, and productive learning and teaching will proliferate and be advertised to the public.  The best teachers will be encouraged to train others and risk takers will be in abundance (as it is with System pupils).
      • Teachers will be self accountable and yet accountable to parents. Those who fail to measure up at the end of their contract will have no students to teach nor any contract to sign. They will move on to other fields of endeavor.
      • Obvious and objective measures of a teachers worth will be visible to anyone who cares to look.  Logically, teachers who can teach many more pupils who learn a lot more are worth more. Thus, the best teachers' prestige will soar along with their income.
      • Instead of Teachers' Unions representing educators, instructors will now belong to "Educational Associations" just like doctors, lawyers, and etc. do.  Strikes and disruptions in the educational field will be eliminated, yet, cooperation among teachers will flourish.
      • Teachers' income can be small or enormous, depending upon the individual desire of the teacher.  Using the Harrison System, one excellent elementary teacher could effectively teach 20 to 200 or more pupils. With income based upon the number of pupils taught plus a bonus paid for each month of academic achievement rise averaged for the whole class (see our ALLANHARRI  or OwnaPvtSch web site for details), such an instructor could be wealthy or have a lot of leisure time to spare.
      • And finally, teachers will (almost) be paid (like productive workers everywhere should be) for their obvious and calculable production.  When the instructor effectively teaches 200 pupils and raises the classroom's test scores 4 months beyond previous yearly averages, he or she deserves a great amount of money. However, this still won't compensate for the large increases in social achievement, better attitudes, and improved behavior of every student in the classroom.
  • CREATE STUDENTS WHO ARE SELF MOTIVATED, SELF DISCIPLINED, SELF-CONTROLLED, SELF-MANAGED, & ETC.
    • Rather than duplicate what is already available at ALLANHARRI, or (SacsKids) we will assume that you now understand the workings of the Harrison System and the endorsements from its users. Based upon this assumption, you will know that the list which follows is logically true:
      • All pupils will love school! Thus, parental participation for discipline or motivational purposes can be nonexistent or at the pleasure of parents.  In other words, disinterested parents won't be problems that they are today for teachers. 
      • Inside the classroom or at home, discipline and motivation problems will disappear for teachers and parents - along with the stress and work associated with them (for proof click on MARGEHARRI or Perfect Attitudes)!  Yet, risk taking students will be in abundance - so long as what the pupils do is lawful!
      • The hateful, assigned homework will be replaced by eagerly sought "extra credit." System kids will bring in mounds of this which are corrected and scored by the "Extra Credit Company" (a classroom pupil who has bought the enterprise at auction - & gets an extra education correcting papers).
      • Social interaction among pupils will bring out the best in every student (see Perfect Attitudes for proof).  Politeness, assistance for slow learners, democratic and patriotic principles, business knowledge, innovations, and a host of other socially valuable things (seldom found in conventional classrooms today) will become an automatic thing for every pupil during every school day. Such self accountable children will be ideally trained for citizens of America and the business world they will later enter.  Soon, all students will become think-for-themselves persons which will prevent many societal problems we see today.
      • Finally, the talented, the gifted, and the leaders in a classroom can be allowed to teach their slower classmates in a way that fosters leadership training and promotes skills in social relationships without the usual disruptions encountered when management methods are used.
      • Tracking of pupils in classrooms (all pupils of the same ability put together) is unnecessary. In fact more progress is made if the class is heterogeneous and similar to society itself.
      • And, perhaps last but not least, the academic achievement of ALL students can now rise dramatically together or separately, as needed.  If you don't believe it, click on ALLANHARRI. 
  • UTILIZE FUNCTIONAL SCHOOL BUILDINGS AND BARE LAND which can be described as follows:
    • Instead of costly and beautiful buildings, use inexpensive, modular, and portable classrooms which can be leased with an option to buy!
      • Such buildings are ideal for Harrison System teachers who will become constantly more and more productive (their class size keeps growing).
        • As class size grows, merely add another inexpensive, modular, and portable classroom.
      • The classrooms can be reused, moved, and put together as necessary to accommodate teachers and pupils.
    • Utilize leased bare land held for appreciation.  Get an option to buy.  Thus, if your school enrollment moves elsewhere the school site doesn't become useless - you merely move the portable buildings to another leased location.
  • UTILIZE CITY OPERATED BUSES TO TRANSPORT CHILDREN TO SCHOOL (where possible) as follows:
    • Self-reliance training should include the chance to practice it (except for kindergartners & perhaps 1st grade pupils). What better opportunity than riding a municipal bus with strangers?  There would be no danger for "System" kids!
      • A prepaid pass for school kids would save lots of money.
        • Municipal buses are presently underused and seldom make a profit.
        • School bussing takes a large chunk out of the educational budget.
  • USE PUPILS FOR THE MAINTENANCE  & CLEANLINESS (where possible) OF THEIR OWN SCHOOL (see ALLANHARRI for details)!
    • Again, this would save lots of money!
    • Other nations do this and it works well for them.
    • The "System" creates a self responsible attitude in children which keeps schools much cleaner and well maintained than they normally are with management methods.
  • CREATE "SUPERKIDS" USING TODAY'S TECHNOLOGY as follows:
    • Extensively use COMPUTERS  (much more than they are) to promote knowledge as follows:
      • Utilizing "Pupil Superteachers" (kids in the class who earn the right to teach a group of 5 pupils & are paid a 10% bonus of what each of their students earn), each group could use the many programs available for computers with a minimum of supervision from the adult (facilitator) instructor. Management methods require an immediate supervisor or else problems become numerous (e.g. horseplay, tutoring when needed, arguments, etc.).
      • Great educational strides could be taken with drills; seeing & using information instead of just hearing it; visiting actual localities by video to make things seem more real; having the computer react to pupils; and a host of other things that would help teachers and students progress academically.
      • One computer, mounted on a portable table with wheels so other teachers could use it, would be sufficient for each group of six students in the classroom.  If funds were short, ten computers would be sufficient for a 60 pupil classroom. The same ten portable computers might be enough for three such classrooms if 2 hours of use were allocated each day.  
    • Utilize television, VCR's, and audio equipment much more than it is used today in classrooms.
      • Again, the Harrison System makes this possible where management methods often make it impossible.
        • Self motivated and self disciplined students require little supervision (especially with "Superkids" as tutors). Thus, the adult teacher like the pupil tutor is instantly available as needed.
  • CREATE PUBLIC OR PRIVATE SCHOOLS FOR CHILDREN OF EMPLOYEES:
    • Use the Harrison System for children of employees and create a private or a public school (as described above or else call it a Charter School) at the factory or business location. Thus, such businesses would lock in worker employment; have an inexpensive benefit for employees; help build a trend in school innovation; and possibly create the right kind of attitudes in future workers for that business.
  • CREATE CHARTER SCHOOLS in public school districts that recruit and accept behavior and attitude problems from the other conventional teachers in that district.
    • The teachers and administrators of the district should and would be grateful to get rid of some of their worst problem children.
    • The Harrison System shines best when the worst behavior or attitude problems are eliminated - seemingly automatically and at less rather than more cost. This always seems like a miracle to the uninformed.
    • Our SACS Foundation (as a non-profit entity) could work with any school district (or private school) on a compatible basis to achieve such a Charter School.

PARENTS CHOICE: CHILD-MANAGEMENT AGONY OR SELF-MANAGED "SUPERKIDS" Actually it's no choice at all - when you see what is demanded of you as a child-management parent! See the advice of a child-management expert on this web site to discover the problems you will face. Click on http://www.behaviormodsuperkids.com/ParentsChoice.html

AMERICAS CHOICE:  An "Education Nightmare" or Self-Managed "Superkids?"  Click on this link and find out how little you or anyone can do to change our public schools - labeled "An Education Nightmare" by many experts.  However, the Harrison System can make great improvements almost without stress, effort or cost - and at a huge profit to you.

Finally: You should be able to do it all without help. But, if you can't, please buy, read, and implement the comprehensive, "do-it-yourself, yet simple instructions" in our 2 or 3 books.

The books are not expensive! And, they're fun to read! Two for teachers @ $32 total, two for parents @ $24 total, or three if you are both teacher & parent @ $42 total (There is an additional $5 S & H charge plus 8% tax for Californians). Books carry a 30 day return guarantee!

Send a personal check (there is a 10 day wait for the check to clear) or a money order (U.S money only) to: Allan E. Harrison, 21863 Brill Rd., Moreno Valley, CA 92553.

The U.S. Post Office automatically guarantees delivery of books and a 30 day "moneyback" return policy if dissatisfied. Or, if you prefer, any book store can order the books by using Bowkers "Books In Print" and sending a check to us.

We have been asked: "Why don't you have a credit card server on your sites?" If we did, it would indicate our main purpose was to sell something tangible. And, that's not our purpose! We want to sell a free, do-it-yourself program which creates "Superkids" who automatically reduce stress & work for teachers & parents. If you must use a credit card go to the
http://www.celebrityhowto.com/AMHarrison.html web site to order books.

NOW GO BACK AND VISIT OUR OTHER WEB SITES BY RETURNING TO THE MIDDLE OF THIS PAGE

OR: You can click below to visit our Home Page and from there go to our many other sites.
ALSO: while there, you can read many more articles on how to create "Superkids" at school and home. A few examples are: (a) FAQ about the Harrison System. (b) How did the Harrison System get started? (c) You are there, as Harrison innovates the System. (d) Visit a System household without problems. (e) See System miracles for System classrooms and homes. (f) Superkids vs. Good Kids vs. Brats? (g) Substitute Teaching Made Easy and Not Stressful.

http://www.behaviormodsuperkids.com  

SEND US AN E-MAIL! ALLANHARRI@aol.com if you get into trouble and need some help or if you just want to say hello. Please include the word "Superkids" in the Subject line to get our immediate attention.