Different students learn in different ways brooklyn daily

I read Ed Greenspan’s letter, “Focus on Discipline to Fix Schools” and Scott Krivitsky’s letter, “Help Students Grow” in last week’s Bay News. I do understand, Mr. Greenspan, that getting disruptive students out of the classroom would make life a lot easier for teachers and for the non-disruptive students who are trying to concentrate on their studies. The question remains, what is best for the confused, disruptive students who are lost and uncomfortable in an ordinary school setting? Dumping them in “600” schools until they end up in gangs or in jail, or helping each of these students find something meaningful that he or she really wants to learn, other than violence?

Community and school gardens are one way to reach and teach students.

The Brooklyn Botanical Garden has excellent programs for students. Edward R. Murrow and several other high schools have excellent dramatic and musical programs in which all students can participate. If a student can’t get a role in a play, nor sing or play an instrument, he or she can learn to paint scenery, design or sew costumes or do any of the many other tasks involved in putting on a production.

There are high schools that teach auto mechanics, aviation skills, computers, woodwork, even robotics. There has to be a meaningful program somewhere for every student. No student who can benefit from a program should be excluded because of his or her past behavior in school. Each student needs to be counseled, evaluated and placed in a program that is suitable and meaningful for him. Sometimes family counseling or removal of a student from a disruptive home or neighborhood may be necessary. I do believe that every child can be helped and that dumping disruptive students in 600 schools until they either end up in jail or shot in a gang war is not the answer. Elaine Kirsch

The truth is that in many communities, the real saviors of schools are the staff and community. Well-functioning schools generally reflect a strong sense of ownership, responsibility, and leadership from the community as well as from the ranks of teachers, principals, and other long-term employees who remain focused on quality even as the door to the superinten­dent’s office continuously revolves.

Gov. Cuomo is following the infamous Rose Garden Strategy of ignoring underdog Democratic Party challenger Cynthia Nixon by refusing to participate in a series of public debates between now and the Sept. 13 primary day. He prefers to hide behind his multi million dollar weekly series of television ads. They are paid for out of his ample $32 million campaign reelection war chest raised primarily from special interest Pay for Play donors. This is supplemented by “public service announceme­nts” run daily in heavy rotation by state agencies and independent authorities such as the Empire State Development Corporation at taxpayers expense. He will do the same prior to Nov. 6 general election day against underdog Republican challenger Dutchess County Executive Marc Molinaro. Cuomo will stall until late October with the goal of agreeing to one or two last-minute debates, knowing full well that his election is already preordained. He did the same in 2014 to Republican challenger Westchester County Executive Rob Asterino. His father, Mario Cuomo, did the same to the late GOP Westchester County Executive Andrew O’Rourke when he ran against him in 1986. Like father, like son.