After 30 years of production management and seven years of being a paraprofessional in three elementary schools, my general observation of elementary education is represented by the following school model:
It is my observation that typically, three students out of a 24-student classroom disrupt the teaching/learning process by about a total of 10 minutes per hour, dropping the process efficiency to 83 percent.
Assuming one elementary school with 24 academic classroom teachers and 24 students per classroom, the total teaching hours lost per day is 24.
The total all-student learning hours lost per day is 576.
In a 180-day school year, the annual teaching hours lost is 4,320.
The total all-student learning lost due to student disruptions is 103,680 hours!
There are about 67,000 public elementary schools in America. If only 20 percent of them have this problem, think about the hours lost. Wow!
Aside from the normal curve of competency found in vocations, I do not fault the classroom teacher. On the contrary, teachers, in general, seem very competent, and they would love a solution to this problem.
If, collectively, education professors, politicians, state school boards, local school boards and school administrators would create directed elementary school cultures that correct the broken thinking syntax of the disrupters, this problem would become insignificant.
I do not see this happening. I think I will go hide.