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Forecasting Neighborhoods

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Neighborhood Schools

Children make their way to neighborhood schools according to a transportation plan delivered to homes, shared by parents especially if parents drive their children to school out of the neighborhood

School bells ring, teachers teach! That’s what teachers do, teach! Teachers speak in conversational tones. Teachers communicate in an instructional-conversational voice. Teachers do not yell; teachers model the tone of voice required. Teachers repeat directions frequently.

Parents are sole authority figures responsible for children’s daily demeanor at home and at school. Parents model for their children’s benefit, show respect for teachers, know discipline guidelines, and are polite to janitorial and food services, as well as therapists and those who do business in school environments.

Parents set family behavior rules and on a daily basis remind children of school rules that include classroom behaviors, consequences and expectations for proper manners and honest effort!  Parental authority always is expected as a means of discussing student issues.  Parents are first and foremost responsible for their children’s behavior.

Parents do not call teachers, contact principals, psychologists, monitors, or school personnel unless contacted by the school or requested by the teacher.

Parents monitor children’s home-prepared workload the night before

Teachers do not act as parents, but isolate and assign remediation or written activity work any time there is a problem; teachers do not call parents. 

Teachers do not isolate students during school hours.

Teachers set simple classroom rules the first day to set the classroom’s mood, and standard of behavior.  Teachers take into account that children need to trust their teacher to be fair and equitable, understandable, and interested in each child’s nationality, type of learning, and background.

Inner and marginal neighborhoods are not watchful, friendly and communal familiar faces and spaces anymore!  My gang doesn’t mean the kids I grew up with riding bikes and play kick the can and throwing balls at hoops and making rock hills of gravel.  Gangs, so we all understand, are not defined as watchful grandmothers and families on front porches, kids watching out for each other, kids taking short trips to markets unattended, stores where everybody knows your name!   

Clusters of sort of middle class homes were my neighborhood with the Jews, the Poles, the Irish and the anybodies shared gossip…mainly about kids and the now-innocuous pranks we were playing and getting caught!  The walkways between our houses were not gated communities, but gates to keep the dogs or small children in!  

In the 60’s, no day care, no infant intervention, but working parents who took shifts and spent time together on the weekends in the back yards with friends, taking turns, one at work, one at home and vice versa! 

Now, isolation, no sitting on porches with babies in buggies taking naps!  

Clusters of gated communities and abandoned homes now refer to the ego-crushing fact of families down, out of a job!          

Personal neighborhoods are indoor internet connections, closing doors, isolating families in kitchens where nobody cooks, marble and granite for the rich isolationists, pot pies for the middle ones, and MacDonald’s for the poor ones, nothing for the elderly without meals on wheels unfortunates! 

Neighborhoods are varying degrees of poverty wrapped into small spaces:  less thoughtful, not resourceful, and not curious.  Now, work or school dictates each person’s neighborhood…. a personal inner life? Is that all community NEIGHBORS means today?  Do you have friends? 

Do you do a sport realizing these are all the friends you have time for?  Are your kids the source of friendships and activities?   Neighborhood changes induce self-produced development, little interest in social and affirming skills or friendships, communications, cooperation, compliance, collaboration with others, but angry, raging violence directed at others, few peaceful families, more stressful ones, educationally driven at others expense.

Can we predict the future for ourselves and our grandchildren?

Small suburbs are already large cities; rural areas now drive themselves into becoming suburbs and larger cities will hop rails and go great distances, fostering districts with borders, differentiated barriers, rivers, lakes, tunnels, skyways and bridges soaring higher and faster, but each stop at a distribution center with different rules, different governance.

What is our future going to be like?

The earth's population will rise from 3 to 6 billion people. In third world countries, schools will separate parents from children starting at age 2. Responding to the needs of children to become workers, schools will have a boarding house mentality except in the finest richest cities.

Again, as history repeats, children will disappear, once sent off to be educated, families bereft but contributing to the improvements and the goals of biggest cities, making money, contributing to the economics of a fresh country.  Will those children get back?  As adults, definitely, as members of a family, generating prosperity hardly!   

Never as friendly, sharing and caring, never for an environment that can be shared globally, as the Jews, the minorities were sent off to be housed to die from the slightest handicapping condition now they will be educated, trained, abused and abused some more in the arms of caregivers who were are no better than the warehouses of factory workers in China or homes segregated by age group, all women.

There will be less food, few obese children, better educated by professionals rather than parents and the result is less parenting control over the lives of children.  In America, school districts are merging and shrinking to offer a quality education to younger children particularly.

Private business and industry are looking around to find partners, and even more important, having conversations with colleges and universities that feel and will look like more complex research institutions every year!   Colleges that are aging need to be both selective and targeted toward a specific profession or work environment. 

Educational technical schools are marketing cooperative sharing studies and internships, among colleges, setting up online studying, setting criteria for credit, personalizing the options to work with varying partners, mixes and matches, getting alone together where previously there had been competition and barriers to cooperation.   

If large cities are shrinking, education will be thriving: if city office buildings are diminishing, how long can we wait for unifying opportunities to emerge?  A medical mart?  The arts? Music? Theater? Drama? This is what we need to survive, as the wide array of helping professionals return to take their place in the lives and restoration of the world's poor.

Globally, universal health care emerges as wellness opportunities in the poorest countries start to improve birth rates, largely attributed to the efforts of super-rich philanthropists situated around the world.  There are hundreds or thousands of companies and individuals who will be compelled to set standards so high as to promote survival and health, missions and religions, inclusive and generous. Private institutions already see the potential for good, the anticipation of forms of destruction, an inability to stop wars, based on an avalanche of killing, yet the majority of the world's poor and non-poor will survive, find a minute menses of education through technology in ways unimaginable today … awareness of health and food production, while minuscule, hope is an opportunity,  not an adequate one, but insuring many more live births, in addition to multisensory and ordinary growth throughout childhood.  There are vastly improved, less severe inborn metabolic diseases, eliminating syndromes mundane and therefore insignificant disorders, such as Down syndrome, aspergers, crones and thousands more.

Alternatively with literacy, parochial learning, emergent educational and medical centers providing instruction, at the other end of the spectrum, oldest citizens will increase activity and health and renew efforts to information-gather and serve in the weakest countries of the globe. Those in their 100’s will purposefully engage and train family members, holding onto older family members, new learners within their older ones. 

It is a trend that requires American families to abandon random leavings and comings for opportunity and economic reasons, and put down roots again as pioneers did, forming units closer to each other as climate and politics change and barriers come down between generations. 

In America, families who seek separation or divorce will meet with resistance from courts and even schools, who find basic decent living conditions, require reconciliation and child nurturing.  Judge and jury will find ways to promote reunions, remarriages, and ways to lower divorce rates dramatically. 

The funding for parental separations and divorces will not be available in most countries in 10 years.  The number of international, multicultural, interracial families will become so large that white or non-white, middleclass or poor families will feel the need to promote family-centered care and nurturing. 

Age improvement factors will steadily produce more healthy old people, allowing for bodies capable of learning and following highly adapted brains to perform in educational health settings, such as nursing and hospice settings.   This older group will be active and politically persuasive in western European countries as well, forming large and diverse neighborhoods, improving minority interest in controlling expenses in health and wellness.  They will be perceived as engaging diverse neighborhoods in forming social groups as well as enabling a population shift to intergenerational housing to move into rural, as well as urban living.

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