I know and everyone else here knows, that you damn well read my full post, so nobody is buying the “see if the rest my post make sense” nonsense you tacked on the end. You just don’t have a response which is fine and I know you will continue to weasel around and ignore it.
No, honestly I have far too much on my mind and cosnidering the very first statement you made was wrong I had no energy to continue. But in good faith I will respond in full.
And yes you were billigerent you dismissed Gepetto and called his opinion worthless. At least you could own it.
ehh, no . You made a claim
you have the one true solution
Which is completely false. I never made such a statement, I merely mentioned that there are well known solutions and best practices that have been tested and proven to work. I am not proposing a solution at all.
I dismissed Gepetto because his opinion is worthless, he is not an expert and did not provide any supporting evidence. That is not an insult.
Children aren’t being aggressive and disrespectful towards teachers because the classes are too big.
You have the casual relationship wrong. Large class sizes make it difficult for teachers to provide individualized attention and personalized curricula, which is critical for helping pupils achieve and realize their potential or to mitigate frustrations or moderate for any deficiencies which are all causes of pupil misbehavior.
And while some forms of mental health may end up being expressed through aggression towards teaching staff (though I reckon the vast majority of issues the teachers deal with have nothing to do with mental health),
Many mental health issues can lead to aggression indirectly . For example, anxiety and depression can all contribute to aggressive behaviour.
mental health is not an excuse to remove consequences for actions, neither is it a blank cheque for kids to behave however they like.
No one said it was, but properly supporting children with mental health issues will go a long way towards resolving aggressive behaviours towards teachers amongst many other benefits.
The ROI is less clear since most children will end up being productive members of society,
Most children, but not those who are having difficulties at school. Failing a student and forcing them to repeat the year will do absolutely nothing to helping them resolve underlying issues. The long term impacts on social security, crime, unemployment and secondary impacts on other pupil's abilities more than compensates for the modest upfront costs.
so you are planning on increase the cost of schooling significantly in the hopes of elevating the minority.
The overall costs are not significant, and the benefit it the whole of society.
There is also the issue of how long can you sustain it before you can see these returns.
initial returns are likely seen within a few months - th impact on teachers and other pupils will be seen very soon with appropriate interventions.
Ignoring primary school that’s 10 years (assuming a 3 year uni degree) before a person under this new type of schooling is in the work force and then however many years after that before we could judge whether the schooling changes made that person far more productive to the economy than the previous generation.
Luckily this research has already been done so we don't actually need to wait, we already know.