The Nurture Loop: The Key to Effective Schooling

By Xlibris US

This monograph is published to achieve the critical focus that is necessary in efforts to restore the grand old institution of public education to the revered status it used to enjoy and which it so richly deserves because it is so basic to all our other societal institutions.
This monograph is a condensation and refinement of the authors frenzied efforts to assess the relationship between the mounting disarray in our social order and the mounting problems in public education.
While that relationship is very complex and the prevailing sentiment seems to be confused as to whether the fault lies in the schools or society as a whole, the monograph makes a strong case that the schools can be the focal point for remediation regardless of where the blame lies.

• Language: English
• Publisher: Xlibris US
• Release date: Dec 26, 2014
• ISBN: 9781503515864

Book preview

Copyright © 2015 by Neil Helgeland under registration number TXu 733-225.

Library of Congress Control Number:      2014920728

ISBN:      Hardcover         978-1-5035-1587-1

                Softcover           978-1-5035-1585-7

                 eBook               978-1-5035-1586-4

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

            Your opportunity to participate vigorously.

All rights are liberally extended to those who get a fuzzy feeling from helping to give a boost to whatever merit there is in these ramblings into universal awareness. Blessings to all who labor over these ramblings.

            Alternative titles:

Proposal to School Boards / Adding a Big N to the 3 Rs of Basic Education

         Historical Vintage

School-Related Societal Model

         Modern Vintage

The Nurture Loop / The Key to Effective Schooling

         Conceived by Mr. Neil T. B. Helgeland

Any people depicted in stock imagery provided by Thinkstock are models, and such images are being used for illustrative purposes only.

Certain stock imagery © Thinkstock.

Rev. date: 12/19/2014

Xlibris

1-888-795-4274

www.Xlibris.com

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Table of Contents

Dedication

Preface

Chapter 1    The Nurture Loop

Chapter 2    A Broad Scope Vision For

Restructuring All Of Public Education

Chapter 3    Titles For Other Books I’d Like To Write

Chapter 4    Activists Unite—Form A User-Friendly Bureaucracy

Chapter 5    Should Schools Mirror Society? Or Only The Good Qualities Of Society?

Chapter 6    Treatise Genesis

Chapter 7    The Vow From Shocks In Growing Up

Chapter 8    Afterthoughts

Afterword

The Building

the%20build.jpg

The Pupils and the Teacher

The%20Pupils%20and%20the%20Teacher.jpg

Where the nurture loop worked best!

Can we go back to those days?

Can we reinvent the one-room school? You bet! Just add a teacher and double the size, making the modern version of a two-teacher, one-room school!

The teacher above is the author’s mother.

A MEMOIR

by

A LAD FROM THE BACKWOODS OF NORTHERN WISCONSIN

who,

BY VIRTUE

OF THE BIG WAR,

WAS ABLE TO EARN HIS WAY THROUGH

SEVEN AND A HALF YEARS OF

UNIVERSITY!

Dedication

T his monograph is dedicated to many people starting with Miss Hess, a lady who was the highlight in the life of this lad who was one of her rascals at the Pioneer Grade School. She ranks right up there with my mom and dad and Mary Kleven (my mom-in-reserve) as the most special people in my life.

My parents, of course, started it all.

Then there were the five marvelous teachers I had at that wonderful one-room school named above.

Of course, also included should be the twenty-five or so pupils in grades 1- 8 with whom I was in contact each and every school day.

Note should be made that over the years, there was a gradual change as to who these twenty-five pupils were and that they were in the age range of six to fourteen or fifteen.

When I was six, they were all older than I was. Then each year, as one, two, or maybe three would graduate (or quit), I would move up so that some were younger and fewer were older until, finally, I was king of the hill when I turned thirteen a month before school was out!

So the total number of different grade school pupils over those sub-teenage years was about thirty-five or forty.

This should also, very importantly, be dedicated to the parents of those pupils, for they knew me and my parents well, and I am very sure that I am a better person because of it!

Finally, my nurturing community also included my Sunday school experiences which expanded my horizon about twofold, both in space and in population, particularly in terms of kids my same age. My contacts with about half of them were only one day a week because they went to the neighboring grade school. The same powerful nurturing influences still prevailed.

While we didn’t have prayer in our public schools, the spiritual component was very strong in the community and very nurturing moral and ethical influences abounded.

Then came the teenage years, and I was transplanted (literally) into the high school community. Another boy and I batched it (a full thirteen miles away) during the school week under the watchful eye of a family occupying the other half of a duplex.

These being the teenage years, special dedications are appropriate.

First to Mr. Compton, the principal, the athletic and oratory coach, and the math and science teacher who, one day when I was a senior, had me teach the freshman general science class