Are We Going To Freak Out Every Time Trump Does What He Promised? 

Are We Going To Freak Out Every Time Trump Does What He Promised?


It’s awesome to watch the media lose its credibility as Trump plays them like the snarky statists they have always been, carrying the water for the left.

Trump Playing Rope-a-Dope with the Media

Rope-a-dope is a boxing strategy originally used by Muhammad Ali and his famous Rumble in the Jungle fight against George Foreman. Ali purposely put himself into a seemingly disadvantageous position, letting Foreman tire himself out and eventually lose the match.

Ali would lean against the ropes, allowing their elastic stretch to absorb most of Foreman’s punches. Ali’s energy was preserved while Foreman became exhausted throwing endless punches. When the moment was right, Ali, still fresh and energetic, came off the ropes swinging, punching, winning the match.

How does this strategy apply to politics? Just watch President Trump since his election and now in his first week in office.

Immediately post-election, the Clinton camp and their media allies cried foul on Trump’s victory — James Comey’s announcements regarding Mrs. Clinton’s emails, the popular vote favoring Mrs. Clinton, Russian meddling, and so on. Trump fueled media allegations by incessantly Tweeting and blasting the media over their “fake news”.

Trump used Twitter much like a matador uses a red cape to engage and enrage the bull. The media took the bait and obsessed over what Putin and the Russians might have done to influence the election. Republican #NeverTrumpers like John McCain and Lindsey Graham chased the red cape too, adding fuel to the media stampede.

Meanwhile the president-elect was busy assembling his cabinet and other key advisors. Sure, this was covered by the media but given scant scrutiny compared to stories of election hacking and Russian chicanery. The media and their accomplices in both parties pounded away at the hacking story while Trump leaned against the ropes, absorbing the blows, conserving his energy, biding his time Waiting for the next round.

The media was flailing. Their punches were not connecting with Trump. Americans, consumers of the media, were not impressed. Only 6 percent of the public “have a lot of confidence in the media.” The dopey media was getting roped.

Then came inauguration day and a NY Times story, right on schedule, comparing inauguration audience sizes in an effort to show how unpopular Trump is compared to their revered Barack Obama. Trump immediately took to Twitter, denouncing the story and reiterating his mantra about fake news and dishonest media.

The media took the bait and ran with the story all inauguration weekend, into this week. To the point that even Snopes got involved in the controversy. Press secretary Sean Spicer spoke of the crowd size as well, further antagonizing the media, waving the red cape in front of the bulls from AP and the NY Times.

Trump also made comments about the intelligence agencies and leaks of his preinauguration intel briefing over Russian influence. Another delicious kerfuffle for the media to run with, speculate over, and predict the extent of damage to the incoming administration over their feud with the intelligence community.

Notice how each story knocks the preceding story off the front pages and the evening news? Once the inauguration attendance became a story, no one was talking about Russian hacking.

All the while, Trump is taking body shots from the media. Letting them believe they are effective fighters, standing up for truth, social justice, and their favorite left-wing causes. They think they have Trump on the ropes. Yet behind the scenes his agenda marches along. Rope-a-dope.

Look at what Trump has accomplished in his first week. Withdrawal from TPP. No money to foreign nonprofits promoting abortion. A halt in federal hiring. Executive actions chipping away at Obamacare ahead of repeal and replacement. Oil pipelines moving forward. A freeze on new regulations. Limits on government agency social media use. And yes, a reiteration of his promise to build a wall on our southern border and a temporary ban on refugees.

Every day is Christmas. Presents under the tree each morning begrudgingly reported by a media still fussing over whether Trump or Obama had the larger inauguration crowd. A question that will never be answered for certain and doesn’t even matter. Except to a gaggle of reporters insistent on proving to the world that their guy Obama was more popular and more liked than the current Neanderthal in the White House.

Just don’t let those reporters see this poll. Their favorite president, Barack Obama, had a lower average job approval rating than Clinton, Reagan, both Bushes, and even Richard Nixon.

Trump is using his Twitter account and his surrogates masterfully, letting his opponents punch away at shadows while the real stories play out behind the scenes. The result is the media getting caught flatfooted as Trump implements his agenda, quickly yet methodically, just as he promised for the past 19 months since he came down the escalator at Trump Tower announcing he would “build a wall”.

The added benefit is that, by covering nonsensical stories, the media is rapidly using up the little credibility capital they still have. Much like George Foreman throwing punches like a madman, tiring himself out. When Trump actually does something controversial, which he certainly will, the media will be beyond exhausted, having nothing to throw at Trump.

Anything they say in the future will be labeled as “fake news”, a term the media coined, now in a delicious irony being used against them. Like the boy who cried wolf, their outrage over non-stories to

Drain The K-12 Swamp

K-12: Drain This Swamp

Donald Trump promised to drain the swamp in Washington.  This task is especially urgent in that large, malodorous part of the swamp known as Education.

The Education Establishment makes everything murky and unproductive by an endless spew of jargon, incoherent theories, goofy methods, phony research, and new names for failed ideas.  Finally, no two Americans can talk constructively about anything in education.  It’s as if they are talking across vast linguistic and cultural barriers, not over coffee at Starbucks.  Education is now the fog-shrouded domain of dumbing down.  Pervasive murkiness is a big part of the reason why so much educational reform remains stymied.  Nothing moves fast in a swamp.

Here, then, is a simple formula for quickly draining the educational swamp: eliminate all the counterproductive ideas introduced over the last 85 years.  That’s it.  These bad ideas, like the viruses in your computer, did not appear by accident.  They were systematically and deliberately placed in the schools by John Dewey’s socialist “change agents.”  The good news is that these bad ideas can be removed in that same deliberate way – just as a technician removes viruses from your computer.  Presto: schools will be better and cheaper.

Start by eliminating any reading instruction that is not phonics.  (That would include such folderol as Whole Word, Whole Language, Sight-Words, Balanced Literacy, High-Frequency Words, Dolch Words, Fry Words, and others.)  Systematic phonics teaches a simple sequence: kids learn the alphabet; they learn that each letter stands for a sound; they learn to blend those sounds.  This process moves much faster than many people might realize, given the current low level of performance.  Phonics experts say most children learn to read in the first grade, and usually by the midpoint of first grade.  If children aren’t learning to read in the first grade, you know you are in a swamp.

(To accelerate reading and other academic activities, children should learn cursive handwriting.  They may or may not use this skill later in life; this doesn’t matter.  Cursive serves a vital purpose in the early years of school: it makes children more precise, careful, and observant.  Learning cursive speeds up both physical and cognitive abilities.)

Discard the last vestiges of New Math, Reform Math, and Common Core Math.  Despite superficial differences, these pedagogies agree that basic skills need not be mastered, instruction should spiral wildly from one topic to another, non-standard methods should be emphasized, and if every student ends up dependent on a calculator, that’s fine.  The frustration level is very high; these dysfunctional methods typically make children cry and adults scream.

The biggest boondoggle in public schools is called Constructivism.  (Like any good criminal, it’s known by a bunch of aliases, such as Project-Based Learning, Experiential Method, Discovery Method, and others.)  The idea behind all these names is brilliantly perverse.  Here it is: teachers must not teach.  They can hang around in the back of the room.  They can murmur approval, but they must not teach directly to the students.  Students are expected to teach themselves.  Almost everything labeled Constructivist should be thrown out.  Teachers must themselves be well educated; they can then be let loose to do their job.

Another idea that should be eliminated, for the most part, is called Cooperative Learning.  Children work in small groups.  They think as one, create as one, and succeed or fail as one.  Here we have socialist world-building inside each classroom.  Socialists love this idea.  However, as you can imagine, students lose the ability to think independently and to solve problems by themselves.  Furthermore, teachers don’t have a good read on which kids are advancing at a proper pace and which need help.

Another prejudice to discard as soon as possible is the one against memorization.  Wouldn’t it be better if children actually acquire knowledge, an outcome collectivist ideologues disdain?  Apparently, their goal is that all children end up equally empty-headed and mediocre.  Ideally, children would again be able to memorize multiplication tables, poetry, dates, famous people, place names, spelling, grammar, anything they would be better off knowing.  Let education begin!

Still another content-killer is the sophistry called self-esteem.  If Mike can spellMississippi and Ted cannot, Ted will feel bad.  This can’t be allowed.  So what does the school do?  It makes sure Mike doesn’t learn to spell any more long words.  The acquisition of knowledge is slowed down so slower kids will feel okay about themselves, but in return, they are locked in place forever.  Meanwhile, the smarter kids are taught to accept low goals and standards.  This one pathetic little “virus” can crush a school system all by itself.

Another in-your-face sophistry is called Multiculturalism, which is often partnered with Relevance.  Multiculturalism says kids can study only foreign cultures.  This leads to the absurdity that American children know the names of Chinese rivers but don’t know the name of the Mississippi.  Relevance cuts from the other direction, insisting that children should study only the world they live in.  If interpreted narrowly, this approach keeps children from learning foreign countries, ancient history, and anything the child does not encounter every day.  In practice, anything you want to add to a K-12 curriculum can be dismissed because it’s not Multicultural or it’s not Relevant.  In consequence, very little is taught in our public schools.

QED: Our Education Establishment is diabolically clever.

Let’s also throw out the idea, long ago popularized by “progressive” educators, that if a classroom is confused, disrupted, and not very different from a playground or lunatic asylum, the children will learn faster because it will be oh, so creative.  This might be true occasionally; more typically, this is just a sophistry in defense of chaos.  Send children outside for physical activity. In the classroom, let children run and play intellectually.  Create a mood that will encourage serious learning.  Disorderly, dangerous classrooms reveal that the Education Establishment is not serious about learning.

Our high-level educators are obsessed with social engineering, not so much with academic progress.  I believe that all these bad ideas were injected into the schools as a way of putting the brakes on intellectual success.  The biggest brake is obviously prolonged illiteracy.  If kids can’t read, they can’t learn.  The other gimmicks enumerated so far, when piled on top of semi-literacy, create the ineffective, horribly wasteful K-12 we have now.

You can’t ask parents to be more involved when the system is incomprehensible by design.  The Education Establishment seems to love strategies that don’t work, and then murkiness to cover up this tragic truth.  If we want a rebirth of education, we need far more transparency and clarity.  Only then can parents and community leaders understand what’s happening to the children.  Only then can the country have the schools we need.

Bruce Deitrick Price explains theories and methods on his education  For info on his four new novels, see his literary

Here it is. Nothing else will reform government as much as this. Term Limits.

U.S. Sen. Ted Cruz (R-Texas) and U.S. Rep. Ron DeSantis (R-Fla.) today proposed an amendment to the U.S. Constitution to impose term limits on members of Congress. The amendment would limit U.S. senators to two six-year terms and members of the U.S. House of Representatives to three two-year terms.