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):

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.