VALID knowledge has been an important matter to me. As a result, my teenagers education and how well rather than how much they learn has been a concern. It is such difference between "how well" and "how much" that I disagree with systems of education that I encountered in countries I lived in including U.S.A. and Canada.

The results of observations is that educational systems ~from Elementary through High School and on to College~ fail at the foundation of the "Teaching-Learning Process."

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There seems that parents do not realize and comprehend how
vitally important it is to have not only well-prepared and skilled
teachers knowledgeable in a subject or science, but teachers
who must inescapably be proficient when it comes to execute
something decisive and crucial: "how to teach"

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IN my years of High School, I had a Science teacher known by the nickname Mr. Why. This man mastered applying a principle I have never seen so proficiently implemented by another teacher during decades of observations.

His concept was that if a teacher has normally intelligent students, and they fail gaining knowledge, it is revealing that it is the teacher the one failing at passing on knowledge instead of students with a normal brain being the ones unable to learn.

Mr. Why was always aware that about any teacher can identify winners, but only a real teacher has what it takes to turn a student into a winner. Mr. Why's classes were far from a boring monolog. Instead, his classes were unequivocally enticing and grabbing. He was very good at presenting us disclosures of how nature works. This man filled a great deal of his time in class showing his students daily events where we witness and experience laws of physics applied by nature itself. He successfully got us all inspired, and made us understand his teachings crystal lear.

This teacher's nickname was the result of his most famous question: Why ?

Should one student enunciate a law of physics, he can be anticipated to ask him "Why?" It was not good enough for Mr. Why to hear his students memorizing laws. He wanted students to understand the principles and reasons nature had behind a law.

Moreover, he demanded it all without need for us to study at home. It was because Mr. Why ensured himself that each and every of his students left class fully comprehending what he taught that day. He convincingly told us time and again that studying at home was a waste of the time we should be investing with our families.

We all learned what we were supposed to learn, and we all came back home with valid knowledge we can use later in life. We always looked forward to his enjoyable classes. It was joyful to see him proud that in his extensive career not even one of his many students ever failed Science. It certainly seems that there is one and lonely Mr. Why.

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