America, a "Generation of Sissies"

The “elephant in the room”— one big question in the minds of so many Americans is—“Why has the middle class in America lost so much ground, and when will it recover to earn better wages (and close the gap between the top earners and the middle class)?”   The answers are brutally simple:  ”Because America’s middle class became non-competitive globally,” and, “Not until American middle class workers—and the kind of work they do—become globally competitive again”   There are two huge problems facing the America in the future:  one is demographic, the other is cultural.

America (Photo credit: acb)

1)  “Baby Boomers” are retiring from the work force at the rate of 10,000 per day, and will do so for 17 years.  Most of them don’t have enough pension or 401(k) assets to support retirement for their life expectancy (15-20 years).  Too few employers will hire these older folks, with their potential problems of age—reduced stamina and more health-related problems (and higher health care costs).

2) In recent decades, American parents have raised a “Generation of Sissies”—of spoiled, lazy, pampered and over-rated youth—who are highly educated, but in things that the world doesn’t value very much (and thus won’t pay for).  The top 25% may be as good, as bright, as motivated as ever, and will likely be as successful as ever.   The vast majority of this generation consists of formally educated, but spoiled, soft post-adolescents, who will struggle to be self-sustaining as adults.  Because of this, they will not be able to support the massive wave of retired “Boomers,” who will be going broke in their later years.  In eras past, the elderly were supported by the coming younger generation(s).  Those days are gone.

Members of this “Generation of Sissies” have been the victims of being coddled, babied, pampered, misled, misguided, and under-educated so badly that their “take care of me” upbringing cannot be sustained as they move into adulthood.   The parents, who did this, also share in the responsibility for the failure of America’s educational system.

I won’t lay all the “blame” for these failures on American youth—although they have been willing accomplices.  Parents and educators failed to prepare them for adult life in the cold harsh world, and where they must compete for gainful employment.  Then the youth chose easy and fun majors in college; not the ones in that are in demand by employers.  Thus they can’t find jobs, or certainly not good paying jobs.

For too long, American parents have also abdicated the responsibilities for educating and raising their children to a cadre of teachers and educational institutions ill suited for the task at hand.  Parents used to prepare children to take care of themselves—sort of an apprenticeship in becoming an adult.  Along the way, they used to teach them, and demand of them, that they learn critical personal skills, and useful, responsible habits—like earning your own way in life.  Not any more.

Now, because of globalization the jobs have gone to wherever qualified workers will do them for the least pay.  American workers have fallen behind global competitors.  Thus, the American middle class, now and for the foreseeable future, will have to “play catch up” —learning new skills and how to apply them—and then employers will have to regain the work that provides the jobs.  Otherwise, the middle class will continue to languish with subpar wages—at least until it becomes competitive again, if that ever happens.  The only part of the middle class with growth prospects are employees of new, small businesses that grow–when they are not stifled by an oppressive government regulations.

Worse yet, is the untimeliness of this “Generation of Sissies,” who think that there are no winners or losers.  They learned this because everyone got rewarded just for participating. Trophies no longer represented hard work and winning to them.  Success meant just being involved and  “showing up”—and sometimes, not even that.  News flash for Americans of this Generation of Sissies: In the cold, harsh world of 21^st century global business there ARE winners and losers—and YOU are losing!

The “Generation of Sissies was victimized by too-busy parents, who abdicated their responsibilities, and tried to pass them off onto schools and teachers.  The teachers were not prepared to handle these new responsibilities.   Add to this the expectations that have been created: “free meals” (government funded, means “free”) that go far beyond the old school lunches; “free transportation” (or being driven to school);  “free extracurricular activities,” and much more.   And for this, all they had to do was“show up.”  Even grades are no longer a dose of reality.  Kinder words replace letter grades, to soften the truth of impending mediocrity.

Schools now teach “softer studies” (some of which used to be taught at home by parents) make up over 1/3 of total credits: “21st century life,” or “career-technical education, or “health, safety, & physical education,” or “visual & performing arts,” and “language arts literacy.”  Many students can’t write a grammatically correct sentence, and some don’t even see the point in learning to write (cursive) at all.  They use Text-messages and Tweets.   Signatures are nearly obsolete.

Schools still require a modicum of Math and Science, but not enough to meet todays employment demands.  In many cases, one 3-credit course (out of 110 credits) is offered on financial, economic, business, and entrepreneurial topics. Teachers are not held to the highest standards either, since doing so would require compensating the best ones more, and removing the worst ones—and teachers’ unions (and tenure) simply won’t allow that.  Today’s youth learn that being late, or absent isn’t so bad, because there is always an “excuse.”  But when they get in the world of work, employers expect employees to show up, on time, every day, and actually work all day.

Then parents pay a fortune (instead of putting it away for retirement) for college because it used to be a sure path to a decent job  (Now students graduate deeply in debt—over $1 Trillion and rising).  A degree in the arts or humanities may have once been the ticket to a job, but it’s not any more!   The youth of today and the adults of tomorrow simply have not been educated in the reality, the necessary skills and the knowledge they need to be competitive and self-sufficient.  Many do not have a clear understanding of how much hard work and  commitment they must invest to ensure their own future.

Too many people  feel sorry for these “underachievers,” even though part of the failure is their own fault.   The “Occupy movement” is filled with members of this “Generation of Sissies.”  They expect someone to “take care of them” and give them what they cannot or are unprepared to earn for themselves.   Who has what that they want?  The very people who worked hard to get a good education, studied, learned, applied themselves and learned to compete.


There will be negative comments about my title: “Generation of Sissies”—as being demeaning.  These comments will come mostly from the very same segment of society that helped create these problems—and still condones them.  To them I say, “Prove me wrong.”  Right now, the results confirm what I have written.  Until America puts the onus for education back onto the people where it belongs—first on youth and their parents, and next on quality schools and good teachers—the American middle class is doomed to remain stuck where it is.  Any other outcome is a delusion.

Can these problems be fixed?  Yes, but it took an entire generation or more to create them, so the fix will be slow and painful–as it is proving to be right now.   There is an even larger question.  It is not, ” WILL AMERICA COMPETE in the global economy of the 21^st century?  It is, “DO AMERICANS HAVE THE WILL TO COMPETE?   Will Americans take the necessary actions to make themselves and future generations competitive.  We can only hope that the answer to this question is YES!

By  John Mariotti, Forbes Contributor
John Mariotti is an internationally known executive and an award-winning author. His newest book, co-authored with D. M. Lukas, Hope is NOT a Strategy: Leadership Lessons from the Obama Presidency is available now at www.amazon.com  in paperback and Kindle, and in other e-book formats at www.smashwords.com 
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To teach or to manage?

The Education Ministry should come up with guidelines that strictly define the role of teachers who are assigned to carry out administrative tasks and those who teach.

HAVE teachers not enough to teach that they are crying out to be “allowed to teach”? Or, have teachers been so drawn away from their teaching duty that they are pleading hard to “get (back) to teach”? Sadly, it is the latter that is of concern.

Teachers lament that they are not able to concentrate on their teaching because too many non-teaching activities and responsibilities are thrust upon them. There are the numerous analyses to do, reports to write, data to enter online, meetings, functions, seminars and workshops to attend. They also complain that they have co-curricular activities and games to manage and students to counsel.

Granted that some of these activities do have educational value that may indirectly contribute to classroom teaching effectiveness, teachers are not happy at the seemingly uncoordinated and inordinate manner by which they are called upon to be involved.

The contention is that much of the “paper work” teachers are required to do serve only the purposes of officials higher up. Teachers do not see any benefits to their charges at all.

With all these distractions, the committed teachers are worried sick that they may labour in vain in their classroom teaching; or they may themselves be burnt out. Others may already have thrown in the towel.

On the other hand, the less-than-responsible ones are enjoying the “outings” and “deviations” and unashamedly claiming that teaching is after all an “easy” life.

For the newly recruited teachers, this is indeed a confusing scenario!

There is indeed a case for the Ministry and education authorities to better coordinate and reassess the true needs of the paper work given to schools and expecting their feedback to be uploaded usually within short notice.

On the other hand, teachers must also recognise that some extracurricular activities are essential and therefore rightly become part of their duties.

Yet, with consent, approval and support from the authorities higher up, schools can do better. Here are my thoughts and suggestions.

A normal secondary day school with a student population of around 2,000 and running two sessions will have a principal, three senior assistants, an afternoon supervisor, four heads of academic departments, five student counsellors and a teaching staff of about 120.

This means that the school has 14 administrator-teachers, that is 12% of the staff.

Premier and other schools of acclaim may even have more academic and administrative staff. Smaller schools need no afternoon supervisors, have a proportionate number of counsellors whilst other positions are all intact.

These school administrators are called administrator-teachers because besides administering and managing their respective “office”, they are required to also teach some (10 to 14) periods a week. This may seem minimal as compared to a normal teacher’s load of 24 to 28 periods.

But, consider the minds of these administrator-teachers. Their first concern must be that they administer well the “office” they have been promoted and assigned to. They must also realise that what they do and decide now affect more than their own classes. They are helping to administer the whole school.

Their teaching periods may average two per day. But the timetable could be such that it is one period in the early half and the other period in the latter half of the day. Being conscientious and committed, they are teachers who want to perform well in their given tasks.

So, it is not just about going into classes for 40 minutes per period. There must also be necessary preparations to ensure that each lesson is enriching and benefiting to their charges.

Usually, they are torn between the demands of their administrative offices and the teaching needs of their classes. More often than not, our school structures and expectations being such, their administrative duties take precedence.

To accommodate, the more experienced administrator-teachers opt to teach “less important” subjects and classes.

This has resulted in their teaching becoming, much to their own chagrin, less than exemplary to their colleagues. Worse, there are some teachers who use the situation to justify their own lackadaisical demeanour.

This sad scenario begets the question: Why not allow administrator-teachers to be full-time administrators? They can then focus on the administrative tasks, take over the paper work now being assigned to teachers, “represent” teachers in many out-of-school activities and most importantly reduce the burden from teachers who are not “teaching-centric”.

After all, these administrator-teachers have to prove their administrative prowess rather than teaching for their next career move.

And, may I point out that former teachers who have taken on administrative positions in the ministry or the various education departments are not required to teach at all?

So why should teachers carrying out adminstrative work be expected to teach even if its just a few periods a week?

We really need a transformational change here. Would the Education Ministry allow schools to be administered by full-time administrators who were teachers before?

By LIONG KAM CHONG

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Happy Valentine, bring in all elements of love!

Teacher Talk  By NITHYA SIDHHU

Kindness, compassion and understanding are qualities that we should nurture in ourselves and those around us to make our lives more meaningful in the long run.  Give a man the respect, recognition and reward he deserves and see how far he will go in life

A COUPLE of weeks ago, I dropped by at one of the schools I had taught in before. When a group of my ex-students spotted me, they came rushing up to say “Hello”.

A cheeky girl, now in Form Five, quickly covered her name tag and asked me, “Teacher, tell me my name. See if you still remember me.”

Much to her surprise, I remembered. The reason was simple. I had taught her when she was in Form Three and one day, I had given her class a set of open-ended questions to evaluate my teaching.

I must share with you that my favourite questions are based on Edward De Bono’s lateral thinking PMI (plus, minus interesting) set. I would ask my students to tell me, using whatever vocabulary they had, be it in sentences or in words, in Malay or in English, the PMI elements about my teaching.

Attentive: Teachers should not only teach but make it a point to nurture and interact with their students.

This student, wrote very simply that I was a “nice teacher” who had a “nice nose, nice face, nice lipstick, nice hair, nice personality and nice manners.” To round up, she wrote in every column – regardless whether it was ‘plus, minus or interesting’ that I was “nice, nice, nice”.

Reading out her evaluation to my daughters, I remember the older one going “aawww”.
That explains why when met I this student again, I could really remember her full name. With her simple appreciation, she had left an impression on me.

But while I chatted casually with them all, I noticed a Chinese boy hanging back, unsure whether to approach me or not. With my acute sense of “with-it-ness”, I could feel his hesitancy and trepidation.



Since I recognised him, I called out to him warmly to join us. I even remembered his name! The minute I did that, a transformation came over his face and he broke out into a big smile. Soon, he was among the cluster of students around me, laughing and joking.

Caring teachers: Sometimes all it takes is a hug and some counselling to bring about positive changes in a student. – File photo  

The 3A’s
You may wonder what my point is. It is this.

Students cherish the human touch. They need the “3A’s” in their life as much as we teachers do – attention, acknowledgment and appreciation.

In our social interaction, it is a boost to our heart and spirits (brushing ego aside) when we are told, either in words or in actions, that we matter.

An older teacher is gratified when she is told that her contributions make a difference. A younger teacher goes home happy when she has been given a complimentary shot in the arm. A disgruntled employee feels better after his issues have been heard out. A dissatisfied man relaxes when his boss listens to his complaints and then acts on them.

Even the people of a country sleep better when they know they have a government that cares about their welfare.

Say what you will, but it is love that makes the world go round.

Kindness, compassion, understanding, good deeds, empathy – all these go hand in glove with achievement and true progress.

Give a man the respect, recognition and reward he deserves and see how far he will go in life. Deprive him of it, and you may get some results but one that is without much soul and passion.

“These days,” said an old teacher friend, “I do what I can and nothing more than that. Why should I work so hard all the time when others are taking it easy and yet make as much as I do? What more – I’m fed up with the boorish behaviour from people who think so highly of themselves! ”

She was talking about the disparity in attitude shown by her principal to her in comparison to how he behaved and favoured another colleague who did not work as hard as she did.

I told her what I tell all the teachers I give talks to — “Whatever you do, go ahead and be angry, sad, unhappy or miserable, but after that, you should let it go and let love triumph in your heart.

Be focused on the good that you can do, particularly with your students. Come to school with the mind to teach and teach well.

If you let negativity roll in, it will lodge in your mind and fester only pain and disillusionment.

When you teach, you have to give. The giving may seem lop-sided at first and not at all in your favour, however in the long run it always works out for the better.

I may sound like a Maharishi from the Himalayas but I speak from personal experience.

In my teaching years, I was proven right time and time again, that I was a happier and better teacher when I rolled out the good punches in my professional life and worked out the bad ones on punching bags outside school!

This, being the month of February, I think it’s time we ought to give love more room in our hearts.

Happy Valentine’s Day to everyone.