That is a lot to sort through and I'll try to pick out the points that are relevant to the discussion we started. > I haven't said anything of the sorts. I am

That is a lot to sort through and I'll try to pick out the points that are relevant to the discussion we started. > I haven't said anything of the sorts. I am simply saying that if half of the class is getting bad grades in maths you should blame the teacher, not the students. Yes, this is exactly what you said: > "This is not the issue, this is the root cause of the issue. You DON'T measure knowledge. You should measure the satisfaction of the students." You quite explicitly made a claim about how teachers should assess students. Then I suggested that maybe you should take a step back and question whether you are qualified to make such claims. Now, it seems like you've doubled down, and written a diatribe which superficially touches on a half dozen issues in education. I'm simply pointing out this irony: that the commenter you first replied to was lamenting how so many people outside the field of education feel qualified to make claims about pedagogy. Even if their expertise is limited to, for example: > I wanted to be a teacher... In my family... there are teachers Are you aware of the Dunning-Kruger effect?