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PROOF THAT OUR SCHOOLS HAVE HIT A BAD ‘SPELL’

This is the state of our schools. Read it and weep.

Failing students are being taught by instructors who can barely write in English.

A Brooklyn social-studies teacher, who is now teaching struggling summer-school students, is a case in point.

Sunny Liang, a 10-year veteran of Fort Hamilton HS, has sent three letters to The Post, complaining about low teacher salaries, poor student attendance and lack of parental involvement.

But there’s one major problem with his arguments: They were all written incoherently.

Some lowlights from the letters:

“Only if our society realize that there are so many factors contributing to a student’s test score, then teachers will be willing to take the blam game. Who is to blam when students don’t do homeworks? who is to blam when pareants don’t care to come to the teacher pareant conference?”

In one letter, Liang even misspelled the course he teaches: “socail studies.”

The remarkable thing about Liang is that he passed the state licensing exams that thousands of other teachers fail. Schools Chancellor Harold Levy has said the tests are not difficult.

About 12,000 Board of Education instructors – 12 percent of its faculty – are uncertified. Many of them have repeatedly flunked the state Education Department’s liberal-arts and science test – as well as its classroom test – because they don’t have a command of the English language.

In particular, many bilingual teachers don’t know English, a mayoral task force found.

But the state provides a waiver permitting them to teach anyway, because the city has a shortage of math, science and bilingual teachers.

Some educators wondered whether board recruiters are properly screening hires – and evaluating their performance in class. They also said the city’s low pay scale is a problem.

Board of Education President Ninfa Segarra was embarrassed after reading Liang’s letter.

“We have some issues with teaching quality. An example like this shows it’s worse than we might have thought,” Segarra said.

Meanwhile, Liang, who teaches grades 9-12, was happy to chat about the problems with schools – including the fact that one of his summer classes has 56 students but only 37 seats.

But when confronted with his mistakes, Liang – who immigrated from China in 1985 and was certified in 1991 to teach bilingual and English-speaking students – grew quiet.

“It’s just my personality,” he said. “Sometimes, I just get overexcited, don’t read over my work, and my shortcomings come out. But as far as my own flaws go, my own writing doesn’t reflect how I teach in the classroom.”

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To: [email protected]

Subject: Letters to the Editor

Only if our society realize that there are so many factors contributing to a student’s test score, then teachers will be willing to take the blam game. Who is to blam when students don’t do homeworks? who is to blam when pareants don’t care to come to the teacher pareant conference? Who is to blam when so many of our students come to school without note books and pencils? Would you want to be responsible for these students? The problem is we have too many of these students in our society. If you give me an AP’s or honor’s class, I do anything the city, the society, or the nation asks me to do. But if you give me these studnets who are failing right from the beginning, I don’t want to be responsible for their failure.