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    Student Manifesto--The Power of Paying Kids to Learn: The Power of Paying Kids to Learn
    Student Manifesto--The Power of Paying Kids to Learn: The Power of Paying Kids to Learn
    Student Manifesto--The Power of Paying Kids to Learn: The Power of Paying Kids to Learn
    Ebook111 pages58 minutes

    Student Manifesto--The Power of Paying Kids to Learn: The Power of Paying Kids to Learn

    By Christian Aubert

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    About this ebook

    Student Manifesto-The Power of Paying Kids to Learn proposes a new and bold education reform that includes:

    1. Paying all youngsters attending school, college, and university.
    LanguageEnglish
    PublisherFrench Whisperer LTD
    Release dateJun 12, 2024
    ISBN9798218461164
    Student Manifesto--The Power of Paying Kids to Learn: The Power of Paying Kids to Learn

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      Book preview

      Student Manifesto--The Power of Paying Kids to Learn - Christian Aubert

      cover-image, STUDENT_MANIFESTO_-_C._Aubert2

      Published by French Whisperer Ltd

      4915 Tyrone Avenue, suite 201, Sherman Oaks, CA 91423

      www.frenchwhisperer.com

      © 2024 Christian Aubert

      All rights reserved. No part of this book may be reprinted, reproduced, or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval systems, without written permission from the publisher, except by a reviewer who may quote passages in a review.

      Library of Congress Cataloging-in-Publication Data

      Aubert Christian.

      Student Manifesto: The Power of Paying Kids to Learn / Christian Aubert

      LCCN: 2024902778

      Book cover: David Provolo

      Book design: Michael Vito Tosto

      ISBN: 979-8-218-36330-7 (pbk)

      ISBN: 978-1-934519-56-1 (Kindle)

      ISBN: 978-1-934519-57-8 (Audible)

      To Leila and Tess

      Tell me, and I forget.

      Teach me, and I remember.

      Involve me, and I learn.

      —Benjamin Franklin

      Contents

      INTRODUCTION

      Let’s Pay the Students

      A POWERFUL DEPARTMENT OF

      EDUCATION

      IT’S PAYDAY AT SCHOOL

      HIGH-FIVES EVERYWHERE

      DÉJÀ VU!

      Learning in Partnership

      NEVER ALONE

      TOGETHER, I WIN!

      IF IT’S COMMON PRACTICE, IT MUST BE GOOD

      I Am an Apprentice in

      General Education

      LEARNING versus STUDYING

      SHOW ME, I LEARN – DEMONSTRATE, AND I RETAIN

      APPRENTICESHIP REEVALUATED

      Let the Show Begin

      REFORM AS CHANGING THE FORM

      LEARNING THROUGH IMITATION

      TWO TEACHERS ARE BETTER

      THAN ONE

      COOL AS ALWAYS

      CONCLUSION

      ACKNOWLEDGMENTS

      INTRODUCTION

      As expressed in the following chapters, the United States has no broad education problem. However, some local school experiments have been conducted successfully, without affecting the national state of education.

      This manifesto proposes a situation where successful results of such local experiments can be implemented nationally, to everyone’s benefit. The four areas of practice that are most important for national reform focus on (1) paying the students, (2) widening group work, (3) generalizing the apprenticeship learning method, and (4) adding a second teacher to a class.

      Before going into details, let me clarify that I didn’t write this manifesto from the position of an expert. The first part of this manifesto will explain why it is essential that students are paid for their work, starting with how the Department of Education can finance such an expensive reform—without raising taxes.

      I was educated in Europe a long time ago. If today I was a five-year-old child wishing to be happy, motivated, and confident in school, and if I had to choose where to get educated starting at Kindergarten, I would undoubtedly choose the United States, for the prospect of a good life. The country is truly the land of opportunity. As sung by many daily, it is also the land of the free. Yes, we work a lot compared to many people working in European countries, where several weeks of paid vacation are a given. However, to be perfectly satisfied, if I imagined myself a five-year-old entering school in America, on top of the system in place, I would need the four elements mentioned above to be added to the school system.

      As a paid student, I would participate in the economy’s health, as described in the advantages of paying me, shown in the third chapter. The money would be sent to my custodial account, like a Coogan account, which young actors are asked to open when they start an acting career. I’d be paid until the end of 12th grade (to pay for food and lodging if I wanted to start my professional life immediately, or the cafeteria and room in college). I would also be compensated in college or university. I could pay for my tuition, books, or other educational materials with these payments. I’d be glad to start my professional life free of debt. I would be even more proud of myself if my parents didn’t have to pay for my years at university, or take loans for me. Financial constraints would not impact my dream of higher education

      All the American children enrolled in school would be paid like me. The financial organization at the level of the Department of Education and the payment plan are detailed in the first two chapters. The advantages of paying students are multiple and profound. All parties involved will benefit from this distribution, including the entire society. Chapter 4 will describe and prove these advantages.

      Paying kids to learn is a delicate matter and must be done thoughtfully. That is where the idea of generalizing partnership in class came about. That will be the subject of Part 2. Again, this manifesto will describe its implementation and list the advantages and proof for each party, primarily the students and teachers on the front line.

      Each term, I would be given a partner to work with, to learn from, or to teach at all times—different in every subject. We would work together, be tested together, except for evaluation purposes, and we would share our income equally—regardless of our level. It would help me improve if I am the weakest link. It would reinforce what I have learned if I am the

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