I decided to enter the teaching field and decided to never go back after I finished my initial 3ish month fill-in. Among most of the stuff that got mentioned, t

I decided to enter the teaching field and decided to never go back after I finished my initial 3ish month fill-in. Among most of the stuff that got mentioned, the single biggest thing I couldn't accept was the rigid structure of the course work. I was teaching computers to elementary kids and throughout the entire year of lessons there was nothing about what actually makes a computer work. When I approached the supervisor about this I was told "As long as it fits the curriculum". This struck me as odd that in a computer class, in 2006, the district had not built anything in for discussion of what a computer actually is. Instead, kids were spending 4-5 weeks typing for 40 minutes as their lesson. This, in the end, was what did me in with teaching (aside from the bureaucratic and nepotistic BS). That in 2006 the biggest factors in exposing kids to computers was by having them play Dr. Seuss games and typing all day. I'm not saying kids should be programming by age six, but the there needed to be something better. NJ's curriculum standards are still pretty terrible and could be a lot better (http://www.state.nj.us/education/cccs/standards/8/ http://www.state.nj.us/education/cccs/standards/8/), but they're far better than what they were six years ago.