Comment: Since the implementation, in 1998 in Ontario, of the “new” curriculum, “new” assessment, evaluation, and reporting guidelines, and “new” reformed school organization, teaching academic subjects was consistently reduced and replaced by non-academic social conditioning. Subject oriented expectations were continuously lowered to the lowest common denominator in each classroom. We stopped challenging students and celebrating academic achievement. Instead, we began, often seen as demoralizing, relaxed baby-sitting filled with excitement around sex, gender, and equity (not equality) related issues. This change was preceeded by reformed curricula at reformed teachers colleges and related university courses, ensuring that indoctrination of students was delivered by already indoctrinated new generation of teachers. Older teachers, who were not buying into this nonsense, were harassed and, in some cases, forced out of the system. We see the results today, as students subjected to these new gudelines are reaching employment age. Academic competence is increasingly difficult to come by.

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@rinacherubino1260

“I DECIDE WHAT I WANT AND DON’T WANT IN MY CHILD’s CLASS WHEN IT COMES TO LEARNING. ITS MY TAX DOLLARS THAT KEEP THE SCHOOL DOORS OPEN !!!!! APART FROM MATH, ENGLISH, READING, HISTORY, GEOGRAPHY, WRITING AND WORKING TOWARDS GETTING A GOOD JOB IN THE FUTURE, EVERYTHING ELSE IS NOT RELEVANT. KEEP YOUR BELIEFS IN YOUR HOMES!!!!!!!”