Our children are "learning" in a whole new way these days. In what are called nothing more than new "teaching techniques," the teachers are being trained to teach your children appropriate "social behavior" through means which include much more than posting positive character traits on the classroom door.

The County Belief Statements say, "Schools exist for students and the development of the whole child." The concept of developing the whole child goes way beyond giving our children an academic education. It implies that the schools have now become partners in the role of parenting.

The first question that needs to be asked is, "Why do we send our children to school?" I believe most parents have no problem with schools teaching academics. The problems begin when schools cross the boundary of teaching academics and start teaching morals, ethics, values, and how to think in order to be a "good citizen."

I appreciate the concern and dedication of teachers who believe in these programs, but parents aren't asking for values training and group therapy sessions. Parents aren't asking for self-esteem building, brain assessment, or experimenting with psychological games.

However, I fully support the right of any informed parent to place their child in a behavior modification and social training program. As long as the program is optional and doesn't take away from academic time, it is no one else's business. But, no one has the right force every child to submit to these programs just to get an education.

These "teaching techniques" are designed to change the "attitudes" of your children. But whose ideas, standards and values are they using? And how are they accomplishing this task?

The people pushing for these changes are from the National Education Association [a teachers' union], the federal Department of Education and from every concerned "expert" who just happens to have a program and book to sell that will fix the our children's problems.

For those who don't see a problem with every student getting Lifeskills or Character training, let's try one example. How do you teach integrity?

In many homes, the belief in telling the truth is taught as a moral absolute. Its foundation is based on a religious faith and the failure to abide by that faith bears a consequence beyond the here and now.

In the classroom, how does a teacher promote the concept of integrity and answer the question, "Why is it wrong to lie?"

The law prevents any reference in public schools to a moral absolute, so the teacher is forced to use logic and reasoning to convince the child that integrity is good. For reinforcement, the teacher calls on the group to get consensus on whether integrity is a good trait.

I can think of at least two problems with teaching integrity in this manner.

First, you are teaching the child that integrity is a concept with merit based only on human logic. That is in direct conflict with any parent who is teaching moral absolutes through religious faith.

Second, you are teaching the child to conform to peer pressure. The use of peer pressure to promote a good trait may seem like a good idea, but it teaches the child to conform to peer pressure and that is not a desirable trait.

A main feature of these "character classes" is the use of psychological games. Our county administration refers to these as "ice breakers," but one clinical school psychologist calls the games "one of the most shockingly inappropriate tools to be presented to preteens that I've ever seen."

One of the techniques widely used is forcing children to reveal private information about themselves, their feelings and their families. Psychologist Steven Kossor states, "A child's revealing of private, personal thoughts in the classroom can harm the child's reputation, peer relationships, emotional stability, academic achievement and future. A child's personal feelings about himself or herself, family or other personal matters should not be discussed publicly in the classroom."

Although there are many books and web sites that warn parents about these programs, I highly recommend the "Kossor Education Newsletter" on the Internet.

What every parent needs to know is that the decision to cross the line and force every child into these kinds of programs has already been made. When we first began questioning these "teaching techniques," we were led to believe that there was just one team at Booth [Middle School] employing them.

But the new County Performance Report states that "the 1997-98 staff development program was highlighted by activities focusing on brain compatible instruction.... Sessions... provided instruction for staff on the Integrated Thematic Instruction (ITI) model. Sessions for both beginners and those already using brain compatible instruction were presented. System coordinators provided follow-up activities, guiding teachers through development of units to use in their classroom."

We have come to discover that most of the schools in our county are using these "teaching techniques," although they have never been "formally adopted" (which means no parental notification, review, or approval).

Now, the county administration is saying that the school district is mandated by the state to include "character education" in its teaching practices. There are three points to be made about "state mandated curriculum."

First, how it is implemented is left up to the local school administration. Our County could send home a list of LIFESKILL words for each parent to discuss with their children and interpret that as "objective" met.

Second, Linda Schrenko, State Superintendent, has announced that the state "is no longer primarily a watchdog agency, looking over the shoulders of local educators who are trying to educate their students." (A Blueprint For Georgia's Children.)

Third, Mrs. Schrenko states that if a local system wants a waiver to state board rules, all you have to do is ask.

So why are these programs in place in our county? Why weren't teachers provided with staff development presentations from professionals with alternative viewpoints?

Why are our children being forced to submit to psychological behavior modification by teachers who are not licensed psychologists, and without parental consent?

If you're in favor of these kinds of programs being mandatory for every student, sit back and relax. But if you're opposed, you must let your voice be heard. Write letters. Phone and e-mail the only people who can stop it our elected school board. (E-mail us if you want a copy of our research paper on ITI, or web-sites which discuss this issue in more detail.)