Wednesday, May 22, 2013

Etiquette is the Most Important of all the Academic Disciplines, Why?

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Of All the Academic Disciplines Currently Being Taught in Public Schools Etiquette is the Most Important of all the Academic Disciplines, Why?

 

 

Nate B. Grant...Producer/Director  LAKE SHORE FILM & TELEVISION PRODUCTIONS
Olympia Fields, Illinois 60461-1958
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From my friend Bill Wiley.....FYI. I am especially concerned with moral and ethical values. -Nate ...God bless

From: Bill wiley <avantes1@gmail.com>
To: WILEY WILLIAM <avantes2@juno.com>
Sent: Tue, May 21, 2013 10:31:09 PM
Subject: Of All the Academic Disciplines Currently Being Taught in Public Schools, Etiquette is the Most Important of all the Academic Discipline s, Why?
Date: Sat, 18 May 2013 21:36:08 -0500
Subject: Of All the Academic Disciplines Currently Being Taught in Public Schools, Etiquette is the Most Important of all the Academic Disciplines, Why?


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* The Etiquette Foundation of Illinois *

 

▬ Civility Report ▬

"Reinvigorating Social Decorum in the State of Illinois"

Nathan Wright, Editor and Publisher * Sunday, May 12, 2013 Edition

In This Edition: Of All the Academic Disciplines Currently Being Taught in Public Schools Etiquette is the Most Important of all the Academic Disciplines, Why?

 

There is one discipline that should be treated as an "academic discipline" the same as the other academic disciplines, currently being taught in public schools. For a child to be taught manners and morals requires for the child to learn to speak the language (of the country and culture the child is born in or immigrated to and became a citizen of) and with the ever improving language skill, teach the child the language of etiquette, i.e., the rules of social behavior so that they may learn to be "socially competent" as they continue to mature in age.

 

Learning to speak the English language, learning to read and write the English language, and learning the rules of etiquette (manners and morals) will make it much easier to learn other academic disciplines, such as math, science and history. The one discipline that enables a child to comprehend all of the associated disciplines can be achieved by first learning the rules of social behavior or the rules governing manners and morals for the entire society. The social conduct of the American people, not just the social conduct of your parents, your neighbors or school but the behavior of the entire society.

 

It is in learning the rules of human civilized behavior (manners and morals) that is central to your ability to first logically understand how our society functions on two fundamental levels. One is structured to allow for none threatening or intimidating social behavior; learned behavior designed to reassure intent via cordial hospitality between two complete strangers. It is the application of social rules that makes it possible for us to "anticipate" the behavior of the other. It is this "expectation" that makes it possible to not fear a person we are not personally acquainted with.

 

Being educated in etiquette will allow for you to exhibit good manners regardless of the social situation. It is the use of manners that are intended to put the person you have encountered at ease so they will know that you are socially well educated. The other social component of etiquette is its moral and ethical values. The use of good manners is a moral exercise in that your reason for being kind is because you want to express your desire to be respectful and considerate towards others. Therefore, your "motive" for expressing kindness is to communicate your ethical values, so etiquette is a way to express how you morally feel about your fellow human being.

 

To be human and properly "socialized" is to have a moral foundation in ethical decency. For our children to learn to have good manners and good morals requires that they are taught the purpose of these two social values and the life-long benefit of this discipline.

 

A comprehensive social education should be taught for the entire 12 years of public education. The reason for the number of years is encourage to reinforce the "practice" of the rules and to be sufficiently competent in the reasoning and logic of etiquette.

 

The teaching of etiquette will demystify a subject that can be very confusing to a kindergartner or a nine or twelve year old student. Regardless of how hard we as educators, try to encourage our students to practice good manners, the negative influences of popular culture and peer influences for which our children are inundated with mixed messages concerning what is appropriate or inappropriate behavior, good or bad manners, or even respect for adult authority.

 

The role of being a human being, be it in the role of a student or just an individual out in public, must be made clear. The boundaries of social behavior must be made unambiguous for our children to appreciate.

 

The rules of etiquette are no different than the rules of mathematics, or golf, or basketball. Our children are not taught the rules of good manners with consistency and re-enforcement from the larger community (civil society), nor why it is important to know what behavior promotes proper civil discourse and social harmony in the school or in the larger society, and what behavior does not. As etiquette instructors, we also want our students to understand why the logic behind a given thought and action, specific reasoning or rule(s) governing an act of social conduct, is related to being human and behaving in a civilized manner. We believe it is this fundamental understanding that is so important for our students to know and (if they are to master the basic premise) grasp the important of appropriate social interaction and civil behavior in their daily encounters with friends or stringers.

 

We as behavioral educators, also incorporate character development and conflict resolution into our curriculum and teaching methodology. We reiterate moral concepts that are tied to reasoning and the ethical obligations to not offend, to not lie on another, to not bully (pick-on) another, and to treat every person you encounter in a kind and thoughtful manner. Therein, our instructional approach and course materials are structured to broaden our student's knowledge of the social graces, and the ethical foundation at the core of good manners and social decency. The two systems of behavior are inter-connected so as to provide acceptable social boundaries to guide and shape their personality, moral values and future educational and career endeavors.

 

We realize how children influence other children in their conduct, and therefore we model and role-play in our training sessions so that each student can clearly see and appreciate the application of good manners. This approach involves added emphasis on self-discipline and control, intolerance for bulling and name calling, regardless of the behavior of others. As a result, our students feel more involved and want to take part in our hands-on training activities. Further, we explain the reasoning and rationale behind each act of courtesy (or kindness) and consideration extended to another person. We have incorporated in every phase of our training sessions, a very orderly process (which starts at the moment class sessions starts) to achieve maximum impact on the behavior of our students.

 

Finally, we believe children who are well behaved and disciplined are children who are able to "intellectualize" their behavior (critically think) and not act on emotion or impulse. Failing to teach etiquette is denying a child to know and understand the rules of civil discourse in society. To overlook this important dimension of their humanity is to impair them in a way that will diminish their social role and obligation to adhere to the social rules governing citizenship and civil/public decency. It can not be disputed that whenever you encounter children who are respectful, courteous, and exhibit good manners, are children destined to excel in their chosen career endeavors and in life.

Nathan Wright, Editor and Publisher ... The Journey Continues . . . ; Contact us at: 312 473-2942 ... info@efoi.org - www.efoi.org .. Etiquette Foundation of Illinois ... 19440 Glenwood Rd. Suite 220 ... Chicago Heights, IL 60411

 

 

Rich Township 227 Coalition for Better Schools
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Tuesday, May 21, 2013

School District 227's Problems were man-made and now they will be solved by man

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School District 227's Problems were man-made and now they will be solved by man

 

In the past, our district 227 problems were man-made, and today, they will be solved by man, which means the men and women of our community working with and supporting the new school board. Today, we have moved from non-transparency to an information-age-collaborative-data-driven board of education in the interest of continuous improvement. Our new beginning in public participation of the full board and community is the voice of God speaking. In the process, the best ideas will be heard and win in the best interest of children and all the people.

 

Today,  everyone in the school district is free to publicly participate, voice their opinions, have their questions answered without delay, and are respected as participating citizens in a democracy.  We are now a part of the democratic process in school improvement, collaborateion at open board meetings.  We can now bring meaning, clarity, consistency, honesty, integrity, and success out of denial, delaying tactics, non-collaboration, non-transparency, dishonesty, muzzling targeted board and community members, lack of clarity, lack of professional district evaluation, inconsistency, and failures of the past. 

 

Today, we are now pushing our district toward full board and community participation in returning our schools to the people in accountability, collaboration, democracy, and excellence in public education.

 

 Accountability is one of the most frequently heard words when discussing public education today. It means taking our fair share of responsibility for outcomes. Today, we are pushing to institute board policies that will improve student achievement levels and collaboratively engage the full school board and school district community to achieve this goal.

 

Democracy, community empowerment, and power to the people is as old as America itself. Today, we are on the road toward rebuilding a highly successful school district and in restoring equity and excellence in public education that will re-attract students and families back to our community who have left for better schools. Success is measured by improved student achievement levels.

 

On May 17, 1954, the U.S. Supreme Court acknowledged Brown Vs. Board of Education as one of the most momentous decisions of the twentieth century that unanimously held that racial segregation of children in public schools violated the Equal Protection Clause of the Fourteenth Amendment. The decision to outlaw segregation in public education in the United States put the Constitution on the side of racial equality and galvanized the nascent civil rights movement into a full revolution.

 

On May 17, 1954, another historic day in America, the U.S. Supreme Court outlawed segregation in public education in the United States. Fifty- nine years later, in district 227, on April 9, 2013, we elected a new school board who were about equality in education and public participation for our full board and public tax payers as representatives of the children and people of our community.

 

On Friday, May 17, 2013, the fifty-ninth anniversary of the Brown Decision and the date of our deliverance from over a decade of suppression, failure of our children and debauchery of our district 227 community, School Board 227 met in another meeting at the District 227 Administrative Offices at 20550 South Cicero Avenue in Matteson, Illinois. We could not help from remembering the similarities that linked these events in the history of our republic.

 

David E. Morgan, Ph.D., Educational Leadership

Rich Township 227 Coalition for Better Schools
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Rich Townhsip High Schools Coalition for Better Schools | Rich Township High Schoo District 227 | OLYMPIA FIELDS | IL | 60461