French teacher fired after 5 months for not being able to speak French

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French teacher fired for not being able to speak French
Harry Readhead for Metro.co.uk
3 May 2016

One high school teacher in Texas did not speak French and consequently lost his job as a French teacher at Houston’s Energy Institute High School.

But only after five months. Which of course begs the question: How did it go on for so long?

Albert Moyer, it later transpired, only knew the word ‘bonjour’, students told the local TV station KHOU. Nathanial White, a student in Mr Moyer’s class, said that the teacher couldn’t answer any of the students’ questions and most of the time they would teach themselves by looking up translations on Google.

Parents were only notified about the teacher’s utter ineptitude after KHOU released its investigation.

Former substitute teacher Moyer inherited the French teaching role after the school’s long-time teacher, Jean Cius, was demoted following an on-campus dispute.

‘It makes me extremely mad,’ Mr Cius said. ‘I feel bad for the fact that the kids are not learning.’
 
‘bonjour’
He now knows what 'Au Revoir' means.

In high school I took Spanish class and the majority of them didn't know how to properly speak it but they spoke it fluently.
The Haitian revolution where THE FRENCH got their asses kicked by Toussaint.
'Bonjour,french-fries,grey poupon,royal with cheese,fin,french tips,French onions,french dog'-Yeah I would of been able to milk that job for the same amount of time."Class,who can tell me something that has the word French in it?.....*3months later* "Class today we will be learning about a rapper that goes by the name of French Montana,anyone heard of him?"
 
Peace,

Predominately black school. Guarantee it. Our kids need the best and get the worst.

Not with a name like Houston Energy Institute High School. Probably white oil execs kids.

Seems like a good opportunity, relatively. You would think parents sending their kids to a school like this would be too involved for this to last five months.

Just goes to show, though, that when you let business run education, everything that doesn't profit them goes by the wayside. They need oil technicians, not well-rounded people capable of understanding where the oil is coming from and the reality behind it. The core components of a liberal arts education and experiences like the exposure to a new language will be given lip service and they'll focus on training future workers.

We need a better way to prepare young people for the economy they're entering, including vocational training. But I don't think this is the way to do it.

Energy Institute thrives in inaugural year
By JENNIFER RADCLIFFE
Associated Press
Sunday, March 2, 2014

HOUSTON (AP) - This time last year, eighth-grader Kaleigh Davis planned to follow her friends to Bellaire High School.

Somehow her mom convinced her to consider Houston ISD’s just-announced Energy Institute, the first high school in the nation to focus on careers in oil, gas and other energy sources and technologies.

Even though the decision to join the 200 freshmen in the magnet school’s inaugural class forced Davis to reinvent her social life, polish her math skills and spend 90 minutes on a bus every day, the 14-year-old knows she made the right call.

“I wanted to try something new, not to be a doctor or lawyer like everyone else. That’s boring,” said Davis, who will speak about the Energy Institute at Wednesday’s State of the Schools address in downtown Houston.

HISD leaders are confident the Energy Institute will join the ranks of the city’s elite high schools - including the DeBakey High School for Health Professions and Carnegie Vanguard, a school for gifted and talented students - and will fill a crucial gap in training Houston’s energy workforce, the Houston Chronicle reported.

Plans for the school were announced a year ago, and it opened its doors to students about seven months later. Despite the quick turnaround, Superintendent Terry Grier said the campus is already a success.

About 650 students applied for next year’s freshman class, three times the number of open seats. Students are chosen through a lottery.

“It was well-planned out, well-thought out,” Grier said. “The people in Houston, when they decide something is the right thing to do, they do it. They don’t lollygag around.”

In an economy with a shortage of qualified math, science and technology workers, these HISD freshmen are already receiving college brochures and will likely be heavily recruited by employers. Women are particularly in demand in these fields, and girls represent just 25 percent of the Energy Institute’s enrollment.

Davis and the other freshmen have lunched with ExxonMobil executives, toured energy corporations and learned to use state-of-the-art technology like 3-D printers.

“There’s all kind of things we can do with that school,” Grier said, “We’re just scratching the surface.”

Unlike on other campuses, students are allowed to use their smart phones and even listen to music when it doesn’t disrupt learning.

The school features project-based learning rather than traditional lectures and pencil-and-paper tests. Students work in groups to complete complicated assignments and then present their findings. The projects help students develop skills like problem solving, working on teams and public speaking, educators said.

Because energy is Houston’s bread-and-butter, educators said they’ve been flooded with help from local corporations. Area professionals serve on an advisory committee and also as tutors, mentors and guest speakers. When the students near graduation, the companies will provide internship opportunities.

“We really try to find these unusual opportunities that give them glimpses into the professional world,” said Noelle MacGregor, dean of students.

While the opening has been fast, educators said they are thrilled with the first year.

“We made something from nothing,” said Principal Lori Lambropoulos, who added that her goals include recruiting more female students. “It’s been a very exciting journey.”

The biggest question remains the permanent location of the campus. Grier said HISD will likely build a state-of-the-art campus on district-owned land, but officials haven’t selected a site. The school probably will move to another temporary site next year to accommodate the growing enrollment - a grade level will be added each year until seniors graduate.

Davis, who was drawn to the school because she loves technology and enjoys building things, said she’s glad HISD’s magnet system gave her a choice.

“Education is your choice,” she said. “You have to think about it long-term.”

920x1240.jpg


Chisom Anyanwu, 15, left, and Blake Gomez, 14, work on a project about Laos at the HISD's Energy Institute High School last week.

New Houston location chosen for Energy Institute High School
Nov 19, 2014
Jordan Blum, Reporter
Houston Business Journal

Houston is home to the nation's first energy high school and, now, the Energy Institute High School finally has a permanent location to call home.

The plan is to build a $37 million, 110,000-square-foot magnet school campus at Southmore Boulevard at Tierwester Street, which is south of downtown and Texas Southern University, at the 12-acre site of the former Lockhart Elementary School, according to the Houston Independent School District.

HISD is working with VLK Architects on preliminary designs. The school also has partnered with the University of Houston's UH Energy initiative and the UH student organization, The Energy Association, on a design competition that will culminate with presentations on Nov. 22.

The HISD said the high school, which is in its second year and second temporary location, will house 800 students, which is twice its current enrollment. The goal is to start construction in the second half of 2015 and open in 2017 with construction lasting 18 to 24 months.

The Energy Institute High School is currently in the schematic design phase. It has already held its first community meeting and its Project Advisory Team is meeting regularly. Construction is slated to begin in the second half of 2015. It generally takes 18 to 24 months from the start of construction to build a new school.

The high school initially opened last year in the Heights at Interstate 610 and North Durham Drive in converted HISD office space, but the location was too small for the long term. So it relocated temporarily this summer to its current site at the controversially closed Dodson Elementary southeast of downtown off of Interstate 45.

Energy Institute High School Principal Lori Lambropoulos was not thrilled about the temporary location change, and said she preferred a site nearer to the Energy Corridor to be closer to industry, but she acknowledged that real estate prices could make that location impossible. The proposed school site is just a little south of the current temporary campus location.

She deferred to the HISD for this story. The school was initially formed with the assistance of the Independent Petroleum Association of America.

Lambropoulos has described the school as having an energy and STEM focus — science, technology, engineering and math — but not exclusively centered on oil and gas. The school prides itself on treating its students like project managers with less reliance on the classic classroom experience.

Jim Jelliffe, of VLK Architects, described the school as a high-tech corporate environment similar to Silicon Valley.
 
Peace,



Maybe. But I can't imagine a scenario in which a group of middle-class and up white PARENTS would put up with an uneducated, inept teacher for five full months.

Fixed that.

Parents have to know what's going on in the schools. Schooling starts at home.
 
School budgets are fucked man. Back in the day I remember they had our middle school gym teacher teaching a computing class. Dude had probably never seen a computer in his life, shit was hilarious. We would just teach our damn selves and his lesson plan would basically consist of telling us to fire up that Mavis Beacon program while we got up to all kinds of shenanigans. :lol:
 
unbelievable.
Some jobs, you can't fake.
I heard about a company that hired an IT manager.
First day on the job, shit went down.
Mofo went to lunch and didn't return.
He was faking it.:itsawrap:
my wife is dealing with the same shit at her job.
the owner hired a lady to be a marketing manager,....hoe claimed to have all this experienced,
resume looked impeccable. they contacted her past employers and they never heard of the bitch.
and when they asked her to create some spreadsheets,....the bitch claims she doesnt know how to use Excel.
Fired that hoe promptly.
 
The article in the OP isn't correct. Dude wasn't fired, he's still in the class until the school finds a replacement which they probably won't with 4 weeks of school left. The school didn't even notify parents until the local newspaper did an investigation last week.

http://www.khou.com/news/investigat...-at-hisd-school-doesnt-speak-french/160708733


He didn't answer shit, just blamed others and obfuscate the masses like a typical bitch ass cac.


Bruh this is on the school/district... he was brought in as an emergency substitute to take over a 2nd-level language class. They probably thought it was gonna be short-term and just kept rolling with it when it wasn't.
 
my wife is dealing with the same shit at her job.
the owner hired a lady to be a marketing manager,....hoe claimed to have all this experienced,
resume looked impeccable. they contacted her past employers and they never heard of the bitch.
and when they asked her to create some spreadsheets,....the bitch claims she doesnt know how to use Excel.
Fired that hoe promptly.

Actually experienced it first hand.
Woman was at a national conference and smooth talked our hiring manager into an open position we had. No interview, work experience check, or nothing.
When people, including other managers, questioned the manager's decision to her this person on the spot, she caught an attitude (she had a type A personality).
It took only two weeks before everyone knew the new employee was a fraud.
Instead of firing her right away they put her on 3 month probation to see if she could get up to speed. Nah, didn't even last that long.
The worst part is this chick and her boyfriend moved from the west coast to the east for the job. On the strength of that lie.
 
my wife is dealing with the same shit at her job.
the owner hired a lady to be a marketing manager,....hoe claimed to have all this experienced,
resume looked impeccable. they contacted her past employers and they never heard of the bitch.
and when they asked her to create some spreadsheets,....the bitch claims she doesnt know how to use Excel.
Fired that hoe promptly.
Bitch audacious as fuck!!!
That's why calling all references is a must.
 
Fixed that.

Parents have to know what's going on in the schools. Schooling starts at home.

I think the distinction you made with your "fix," changing white kids to white parents, is circular. It all starts with parenting but, more fundamentally, resources, which may very well cultivate kids demanding better.

Excerpt from Malcolm Gladwell's Outliers:

So where does something like practical intelligence come from? We know where analytical intelligence comes from. It's something, at least in part, that's in your genes. Chris Langan started talking at six months. He taught ioI himself to read at three years of age. He was born smart. IQ is a measure, to some degree, of innate ability. But social savvy is knowledge. It's a set of skills that have to be learned. It has to come from somewhere, and the place where we seem to get these kinds of attitudes and skills is from our families.

Perhaps the best explanation we have of this process comes from the sociologist Annette Lareau, who a few years ago conducted a fascinating study of a group of third graders. She picked both blacks and whites and children from both wealthy homes and poor homes, zeroing in, ultimately, on twelve families. Lareau and her team visited each family at least twenty times, for hours at a stretch. She and her assistants told their subjects to treat them like “the family dog,” and they followed them to church and to soccer games and to doctor's appointments, with a tape recorder in one hand and a notebook in the other.

You might expect that if you spent such an extended period in twelve different households, what you would gather is twelve different ideas about how to raise children: there would be the strict parents and the lax parents and the hyperinvolved parents and the mellow parents and on and on. What Lareau found, however, is something much different. There were only two parenting “philosophies,” and they divided almost perfectly along class lines. The wealthier parents raised their kids one way, and the poorer parents raised their kids another way.

The wealthier parents were heavily involved in their children's free time, shuttling them from one activity to the next, quizzing them about their teachers and coaches and teammates. One of the well-off children Lareau followed played on a baseball team, two soccer teams, a swim team, and a basketball team in the summer, as well as playing in an orchestra and taking piano lessons.

That kind of intensive scheduling was almost entirely absent from the lives of the poor children. Play for them wasn't soccer practice twice a week. It was making up games outside with their siblings and other kids in the neighborhood. What a child did was considered by his or her parents as something separate from the adult world and not particularly consequential. One girl from a working-class family, Katie Brindle, sang in a choir after school. But she signed up for it herself and walked to choir practice on her own. Lareau writes:

What Mrs. Brindle doesn't do that is routine for middle class mothers is view her daughter's interest in singing as a signal to look for other ways to help her develop that interest into a formal talent. Similarly Mrs. Brindle does not discuss Katie's interest in drama or express regret that she cannot afford to cultivate her daughter's talent. Instead she frames Katie's skills and interests as character traits singing and acting are part of what makes Katie “Katie.” She sees the shows her daughter puts on as “cute” and as a way for Katie to “get attention.”

The middle-class parents talked things through with their children, reasoning with them. They didn't just issue commands. They expected their children to talk back to them, to negotiate, to question adults in positions of authority. If their children were doing poorly at school, the wealthier parents challenged their teachers. They intervened on behalf of their kids. One child Lareau follows just misses qualifying for a gifted program. Her mother arranges for her to be retested privately, petitions the school, and gets her daughter admitted. The poor parents, by contrast, are intimidated by authority. They react passively and stay in the background. Lareau writes of one low-income parent:

At a parent-teacher conference, for example, Ms. McAllister (who is a high school graduate) seems subdued. The gregarious and outgoing nature she displays at home is hidden in this setting. She sits hunched over in the chair and she keeps her jacket zipped up. She is very quiet. When the teacher reports that Harold has not been turning in his homework, Ms. McAllister clearly is flabbergasted, but all she says is, “He did it at home.” She does not follow up with the teacher or attempt to intervene on Harold's behalf. In her view, it is up to the teachers to manage her son's education. That is their job, not hers.

Lareau calls the middle-class parenting style “concerted cultivation.” It's an attempt to actively “foster and assess a child's talents, opinions and skills.” Poor parents tend to follow, by contrast, a strategy of “accomplishment of natural growth.” They see as their responsibility to care for their children but to let them grow and develop on their own.

Lareau stresses that one style isn't morally better than the other. The poorer children were, to her mind, often better behaved, less whiny, more creative in making use of their own time, and had a well-developed sense of independence. But in practical terms, concerted cultivation has enormous advantages. The heavily scheduled middle class child is exposed to a constantly shifting set of experiences. She learns teamwork and how to cope in highly structured settings. She is taught how to interact comfortably with adults, and to speak up when she needs to. In Lareau's words, the middle-class children learn a sense of “entitlement.”

That word, of course, has negative connotations these days. But Lareau means it in the best sense of the term: “They acted as though they had a right to pursue their own individual preferences and to actively manage interactions in institutional settings. They appeared comfortable in those settings; they were open to sharing information and asking for attention It was common practice among middle-class children to shift interactions to suit their preferences.” They knew the rules. “Even in fourth grade, middle-class children appeared to be acting on their own behalf to gain advantages. They made special requests of teachers and doctors to adjust procedures to accommodate their desires.”

By contrast, the working-class and poor children were characterized by “an emerging sense of distance, distrust, and constraint.” They didn't know how to get their way, or how to “customize”using Lareau's wonderful termwhatever environment they were in, for their best purposes.

In one telling scene, Lareau describes a visit to the doctor by Alex Williams, a nine-year-old boy, and his mother, Christina. The Williamses are wealthy professionals.

“Alex, you should be thinking of questions you might want to ask the doctor,” Christina says in the car on the way to the doctor's office. “You can ask him anything you want. Don't be shy. You can ask anything.”

Alex thinks for a minute, then says, “I have some bumps under my arms from my deodorant.” Christina: “ReallyYou mean from your new deodorant?” Alex: “Yes.” Christina: “Well, you should ask the doctor.”

Alex's mother, Lareau writes, “is teaching that he has the right to speak up”that even though he's going to be in a room with an older person and authority figure, it's perfectly all right for him to assert himself. They meet the doctor, a genial man in his early forties. He tells Alex that he is in the ninety-fifth percentile in height. Alex then interrupts:

ALEX: I'm in the what?

DOCTOR: It means that you're taller than more than ninety-five out of a hundred young men when they're, uh, ten years old.

ALEX: I'm not ten.

DOCTOR: Well, they graphed you at ten. Y ou'renine years and ten months. They usually take the closest year to that graph.

Look at how easily Alex interrupts the doctor-- “I'm not ten.” That's entitlement: his mother permits that casual incivility because she wants him to learn to assert himself with people in positions of authority.

THE DOCTOR TURNS TO ALEX: Well, now the most important question. Do you have any questions you want to ask me before I do your physical?

ALEX: Um...only one. I've been getting some bumps on my arms, right around here (indicates underarm).

DOCTOR: Underneath.

ALEX: Yeah.

DOCTOR: Okay. I'll have to take a look at those when I come in closer to do the checkup. And I'll see what they are and what I can do. Do they hurt or itch

ALEX: No, they're just there.

DOCTOR: Okay, I'll take a look at those bumps for you.

This kind of interaction simply doesn't happen with lower-class children, Lareau says. They would be quiet and submissive, with eyes turned away. Alex takes charge of the moment. “In remembering to raise the question he prepared in advance, he gains the doctor's full attention and focuses it on an issue of his choosing,” Lareau writes.

In so doing, he successfully shifts the balance of power away from the adults and toward himself. The transition goes smoothly. Alex is used to being treated with respect. He is seen as special and as a person worthy of adult attention and interest. These are key characteristics of the strategy of concerted cultivation. Alex is not showing off during his checkup. He is behaving much as he does with his parentshe reasons, negotiates, and jokes with equal ease.

It is important to understand where the particular mastery of that moment comes from. It's not genetic. Alex Williams didn't inherit the skills to interact with authority figures from his parents and grandparents the way he inherited the color of his eyes. Nor is it racial: it's not a practice specific to either black or white people. As it turns out, Alex Williams is black and Katie Brindle is white. It's a cultural advantage. Alex has those skills because over the course of his young life, his mother and father in the manner of educated families have painstakingly taught them to him, nudging and prodding and encouraging and showing him the rules of the game, right down to that little rehearsal in the car on the way to the doctor's office.

When we talk about the advantages of class, Lareau argues, this is in large part what we mean. Alex Williams is better off than Katie Brindle because he's wealthier and because he goes to a better school, but also because-- and perhaps this is even more critical-- the sense of entitlement that he has been taught is an attitude perfectly suited to succeeding in the modern world.
 
I used to be fluent in French. Aint never had to use that shit besides in school years ago and forgot alot of it. Oh well. Stupid ass teacher.
 
My high school Spanish teacher couldn't speak English which sucks your 1st year of trying to learn the shit

Fam what's homework tomorrow?

No abla English

Yea I'm saying what page?

No abla English. .

Where's that in the book?

Si.

What?

Que?

I'm out
 
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