The Bobs Of The World Part I

I do not expect that sharing these thoughts will lead to much discussion, or have a high viewer count.  I suspect that the vast majority of those human particles clumped together in the shape and likeness of what can categorically be called human beings, and due to the hue of their epidermis, are subcategorized as African Americans, will lack the intellectual capacity or the mental endurance to read and have already stopped reading.   If you are the vast minority – say the one or two – who are not part of my target audience but will endure this experience to the end, I solute you and concede that while much of what I am about to express will be understood by you, some of it, because you are not the target audience, will go over your head.  Therefore I describe my target audience as those who represent the tenth of the members of this community and of those, the tenth who will read this completely to the end.  It is those few, isolated and irrevocably “Conscious Black Men and Women” who are my target audience, and their thoughts I solicit in response. With that being said, I share the following experience.

A few days ago, I sat on the bus, in the back due to the extensive leg room, when it became populated with an influx of teenage students.  Among those students was a black man dressed in an olive colored three piece suit and bowtie.  I suspected that he was a member of the Nation of Islam.  Usually, I ignore the passengers entering and exiting the bus, keeping my attention and focus on the chess game that I often play using of my cellular phone.  This particular day, however, was different in that I was mentally drawn away from my chess game and gravitating to the conversation that the black man – whose name is Bob – had with one particular member of the youth.  The words that captured my attention were “… they don’t teach real business in schools.”  My ears perked and although I tried to harness my mental energy, it grew in defiance against me.  Bob and the youth continued their conversation where Bob expressed his belief that the school system wasted his time in the attempt to teach him algebra, geometry and trigonometry. He said “I’ve never used any of that stuff in my life.”  His consent was that the educational system has an obligation to teach relevant material to survival and “life skills” needed for the student function in society. 

It would have been easier for me to zone out his comments, as I often do when I hear these black men who rant over the blah blah; white people this, white people that; black people are victims of white America.  But the fact that his audience comprised of five adolescent males disturbed me.  I felt compelled to comment, not so much with the thought that I wanted to “save” those five from misguidance but that I wanted to present to that one youth who I imagined to be straddling the fence from trying to get through high school or turning to the typical life lived by the typical black American male.  I invited myself inside of their conversation, stating that it would be impossible for a person to work as a pharmacist or as a doctor if they did not understand the concept of proportions.  Without such basic knowledge, they would not be able to administer medicines.  This basic concept is taught in geometry and converts to future employment for those who earn over $70,000 per year.  His rebuttal was that “I never wanted to be a pharmacist.”  I responded with a question regarding his familiarity with the stock market of which he admittedly had very little.  I explained that the knowledge of the Fibonacci sequence plays a vital role in technical analyses used to determine and predict investor sentiment.  The Phi and Fibonacci are concepts that are taught in geometry. Coincidentally, of every black / African American person I know, I am the only one who can say that he has stock in any particular company.

I went on to explain – for by now I had the attention of the youth – that for as long as a group of people insist on using government facilities to supplement their lives, they have little to no right to demand how the government chooses to do so.  The school system is designed from the very beginning to supply society with the people needed for future goals that theoretically benefit the society as a whole.   This means that public school systems, funded with public monies, must act in the interest of the public as a whole.  Subsequently, it is not and never was designed to uplift a single race of people – and it never will, nor should it ever.  I explained that his notion that white America keeps “the black man down,” is misled in that when a hand stretches out to receive something, it is automatically at the bottom, under the hand that gives.  Our society has a need for the criminal.  There are over ten million Americans employed who would not have jobs if there was a nationwide drop in crime by 20%.  Schools must ensure that there will be a criminal element in society. 

I knew a Chinese family in Chicago who owned a store on Madison Street, near Pulaski Road.  This family had another store on the Southside near 95^th Street and Western Avenue.  The major product of sale was shoes and 95% of their customers were black people.  One of the owners explained to me that she sold her business in large part because the customers stopped coming.  The Chicago Police department decided to crack down on drug dealers in the community and as a result, many people in the West Lawndale community especially were taken away.  The Chinese family, who had fed their children and educated them at the best high schools using money that was given to them from drug sales in the black community, was affected by the reduced crime rate.  Consequently, they pulled out of the community and invested in owning warehouses.  As for the West Lawndale community, it took some five years before the crime recovered; it is with no doubt that the combination of poor education and the re-admittance of convicts in the community aided in the recovery.

When I say poor education, I take very little issue with the educational system.  It is designed to do as it does and it does so very well.  We cannot hold the school system hostage for the legislature – our elected officials – who pass laws that limit the public education system from doing what it could do to reverse or alter its course of action.  It is the overall view of society that Special Ed students sit in the same classroom with those who are not.  It is the overall sentiment that Emotional/Behaviorally Disturbed and Learning Disabled students in self-contained classes are kept together.  The blame does not rest on the teachers who have to work under restraints.  If Black America is not happy with the public school system, then it must leave the public school system and dedicate with total resolve in creating a school system designed for the goals and needs of the black community.  This is no different from the Greek Orthodox schools, the Jewish schools and even the Catholic schools.  Otherwise, as I stated to Bob, you don’t have the right to tell the government what it should or should not do as it gives to you.  There is no government statute – to the extent of my research – that makes a quality education in public schools a requirement.  Therefore, if the provision of a quality education is not required by the state – in that the legislative and judicial systems do not have the wherewithal to define a quality education – what then is the true purpose of the public school other than meeting the needs of our future and present society?

As for Bob, his point of view is common among black people, and I understand it.  He believes that public schools should bear the burden of teaching the black adolescent how to balance his checkbook, find an apartment, and complete a job application.  I believe that while some districts have Consumer Ed classes, the bulk of that responsibility falls under the category of “Parenting.”  I am sensitive to the fact that there are many black children with incarcerated parents.  The increase in female inmates in the black community is a problem if one considers the likelihood that those mothers in prison were the primary nurturers and that an overwhelming amount of female inmates are mothers to multiple children.  Such a dilemma creates a class of black people who are less sensitive to the responsibilities of a parent or the cultural and social functions of a family.  But this is not new to a segment of the black population.  This is an extension of the slave system – in part.  In that system, the slave did not have a right to a family or mother and it is highly noted that families were separated.  Such was common among the field hands and less common among the house slaves who were afforded the opportunity to value the family structure as well as the education.

The differences in the treatment of slaves in that system have more implications to the formation of the different classes of black people today.  Those differences, although ignored by both blacks and whites alike are key to understanding the black community as a whole.  I will explain this roughly by speaking of the differences.  As Malcolm X once explained in a very generic way the differences of the field slave and the house slave, the house slave had a relationship with the white families that the field slave did not have.  What Malcolm X did not articulate to his advantage was that the house slave was more apt to kill his white master than the field slave.  There was a need for the house slave to be intelligent.  The house slave functioned in some cases as a bookkeeper for tobacco and cotton farmers, inventory supervisor, cooks, carriage drivers, and butlers. In some cases, the house slave was afforded the opportunity to understand the management systems of today’s work force in as much as the modern corporation models its functions based on the plantation functions of the 18^th and 19^th century.  The house slave needed to have a particular intelligence and for this reason, among a few others, the house slave was not allowed to intermingle or procreate with the field slave.  In this case, the house slave was afforded the opportunity to consolidate and monopolize those genetic materials connected with the higher spectrum of intelligences; thus creating not only a class difference among the black community but a genetic separation.  It serves no political advantage for the imposing white American communities as well as the influx of Asian people to acknowledge this.  The black community has historically come to see and identify itself by terms and characteristics given or shared by the white community.  Even in its feeble attempt to connect with Africa, the black American community as a whole missed the obvious reality that it is separate and apart from any community on earth and within that are at least two totally genetically separated and distinct subgroups that I like to think of as ethnicities.  Although it is advantageous for sociologists to classify all blacks Americans as one monotheistic group, the fact that black Americans were genetically bred is indisputable; and just as an Alaskan Malamute and a Rottweiler are both dogs, it is mutually agreed upon that they are two totally and separate types of animals with distinctions common to them alone.   

In such light, when W.E.B. Dubois stated that education is wasted on the Negro, he was not far from making an inaccurate statement.  The Bobs of this world represent the field slave; a distinct group of black Americans (categorically speaking) who will always be disgruntled and never have the wherewithal to make a change in his society.  Such was the slave who waited for the white master to give him his provisions instead of doing what so many emancipated blacks did after the Civil War and take the land, develop it and make profits.  It was those field slaves who received emancipation, through very little efforts of their own and have yet to realize that the link between freedom and independence.  Bob has become my symbol of that subgroup of black Americans who cannot be helped by the philanthropist and the well-intended Christian organizations who pity them.  These descendants of the field slave who refer to themselves as Niggers and to their women as Bitches are genetically bred to be as they are and coupled with their desire or lack of desire to do little more than await orders or be fed by public funds or from the efforts of others, there is no help on this earth that can save them from themselves.

The First Quiz

8/27

     Yesterday Mr. Carter gave a quiz to his Honors Geometry classes.   Today he expressed his disappointment with the results.  The quiz had no multiple choice answers.  Seven of the ten questions were short answers and three involved sketching examples.  He was almost baffled at some of the answers and I could see that he tried to retain his frustration in exchange for promoting the idea that student effort needed to improve.  He talked about the definition of bisector – which was a question asked on the quiz.  To drive home his point, he stood in front of the class and read anonymous to the question that asked for a bisector definition.  Some of those answers were

“Points that are far” 

“A line that divides something”

“Multiple points on a line.”

“Two points that make an angle”

It seemed that as he read the answers, his frustration amplified.  He read nearly fifteen answers and only two were correct.  He said that the quiz was so bad that he decided not to grade them.  He returned the quizzes and then assigned the four ROTC students in the class go from group to group and facilitate discussion aimed at comparing  answers and discussing solutions.  No one came to Africa who sat by herself.  I looked at her paper and saw that she had multiple wrong answers.   In her work book she was supposed to write an example of a bisector, but she sketched a right angle.  Yesterday she did not come to class so she did not take the quiz.  Two days ago, Mr. Carter spent a lot of time sitting with her and gave her direct instruction – this seemed as ineffective as any other teaching strategy attempted during that week.  After three minutes, Mr. Carter assigned question two and the students needed to find a conjecture.  They were supposed to share answers and discuss, needless to say that their conversations veered from time to time.  When the time that he allocated for them to create a conjecture ended, he asked various students to read out their answers.  Asia, sitting in isolation, waited until everyone who was asked to read did so.  Then she wrote an answer in her workbook.

                I struggled to understand what went wrong.  I could not help but to think that perhaps direct instruction in some cases was better than the process of “Discovering the answers.”  Jessica was extremely upset that she had four of ten answers correct.  She seemed relieved that Mr. Carter did not count the scores against them and the quiz was graded but not recorded.  For me, I could not avoid the thought that nearly 25 years ago, I was told the definition of a bisector and I remember it until this day.  It took the class nearly 30 minutes and only two were able to articulate the correct answer.  I was careful not to judge the process, as I drew the conclusion that the Agile Mind teaching strategy is new and the students needed to become familiar with the process first before they or anyone would see the results.  Still the thought remained that an entire week of class was waisted.

Driver Ed

Today was test day: the first test.  Jessica doesn’t have her work book – not because she didn’t try to get it, but because the business center ran out of books.  I took advantage of the computers in the class to apply for the English teaching job that I saw posted in the district.  Mr. Little asked for the work that the students “Owed” him.  He mentioned homework and Jessica was concerned because she did no Drivers Ed homework last night.  She was confused because the homework assignment was given three days ago and she did it the first night and turned it in the next day.  Little spoke very softly to her almost in a way that someone might call patronizing.  He was very forgiving to her – unlike the way he is with the other students.  He told her that she shouldn’t worry and that she and he would work it out.  There was a sudden panic in the air when he asked for homework.  Perhaps a dozen students began to frantically open their work books and stretch their heads to copy answers or inquire from others of the assignment.  The words “What homework?” came from the mouths of three or four students.  Mr. Little took no actions in preventing students from copying answers.  He had a system where he used the student role to call students to his desk to officially turn in the homework and look him in the eye to say that they did not have it.  He then promptly made a mark in his grade book. 

He was an old timer.  Taught school for nearly 25 years and had multiple degrees.  He had desires of becoming an administrator but was held back by his love for coaching football.  He understood that if he became an administrator he would have to give up coaching and the money offered for such a job was not compensation enough to the exchange.  After collecting homework from eight of thirty-two students in the room, he used the overhead projector to project an image of the assignment on the pulldown screen in front of the class.  It was at that moment that Jessica realized that she had already finished the homework assignment and gave it to Mr. Little two days ago. 

A Teacher's Aide's Journal #11

                                                            Week 2

     The first day of the week usually begins with a PLC (Professional Learning Communities).  Today was a school wide PLC that met in the auditorium.  At the meeting, there were three presentations.  The Principal started everything with a brief commentary on the heat.  He acknowledged that there would be a heat problem in the building as some rooms on the third floor and in the basement might reach over 90 degrees.  He told the teachers that there were cooling centers where they could take their classes if needed.  Those were the auditorium and the cafeteria, which was 75% air conditioned.  After his introduction, Mr. DeJesus and Rebecca Allen presented the primary function of the Student Support operations they were heading.  They said that the purpose of the operation was to identify students who failed Geometry and English during their sophomore year.  According to the presentation, the data showed that most of the students who do not pass Geometry also do not graduate.  87% of students who did not graduate on time failed Geometry.  The Student Support operation was supposed to coordinate PBIS (Positive Behavior Intervention and Support) and the RtI (Response to Intervention).  This team would also manage academic intervention efforts in English and Math, as well as identify troubled students.  The operation would plan to support students who lacked specified skills and try to address attendance issues.  The team would do this by creating and managing learning labs and asked for teachers to volunteer their free periods or lunch to help. 

      At fourth period English class, the heat got to Jessica again. I watched her struggle and tried to think of a possible point where she might break.  Before we entered the hot room on the third floor, I told Jessica that if the heat is ever a problem she should let me know and we could take a break.  I noticed in class how she tried to use a bottle of water to keep her head cool by pressing the bottle to her brow.  It didn’t work.  She struggled to keep herself concentrated on doing the work that was given to her.  If I was the teacher, I would have had a different kind of assignment.  The students had to complete the 75 question diagnostic exam they started on Friday – three days ago.  When that was complete, the students were assigned to read a packet, take notes on the vocabulary, and answer the questions at the end of the packet.   I sat in my chair thinking to myself that I would have come up with something different to do as a distraction from the heat.  A team building activity would have worked well since the seats were all grouped together in clusters of four.  I wrote my Master’s Degree paper on cooperative learning.  As such, I naturally look for particular signs or behaviors when students are in groups.  One thing I learned is that if there is no group assignment or task, then the mere clustering of chairs becomes a social event encouragement.   Anyhow, the assignment was due September 5^th.  The present date was August 25^th.  More than two weeks, in my opinion, was too much time for an English teacher to give to an honors class.   The packet was five pages front and back.  Four pages were from a short story.

      Jessica, however, was very distracted by the heat and unable to focus on the assignment.  She started to close her eyes very tightly and grit her teeth.  I didn’t know if this was the beginning of an autistic tantrum that I expected her to have.  Eventually, she looked at me and asked if she could take a break.  I said yes and we walked out into the hallway.  Jessica was irritable, complaining about a headache.  She said that she didn’t understand why we were not released early from school.  She thought that parents should complain.  Jessica assumed that those who made decisions on whether or not the students should go home were sitting in an air-conditioned room.  She thought that those “pencil pushers” on the school board should come to the school and see how hot it was. 

      Fortunately, the sky became dark and rain followed bringing a cool breeze through the windows. I took Jessica to the first floor where it was cooler and we opened a door that led to the courtyard.  She stood there and took in the breeze while making an observation of the dirt at the threshold.  She said the school was dirty and that the janitors should clean the building.  The restrooms smelled badly and the toilets were never flushed.  She hated to go into the restrooms because they were so dirty.  I did not give fuel to her fire, instead I took an angle designed to give her insight at how difficult the jobs are for many people.  Relating to the board members who “do not care about the students and only care about money,” I said, “It must be tough for them.  They don’t have enough money to buy supplies to give teachers or pay for air conditioners.  Then people say we are cheap and broke.  So if they put their concentration on getting money, then people say that they only care about money.   That must be tough for them.”

     When I saw that she was cool and seemed less focused on being hot, I suggested that she return to class and work on the vocabulary.  She thought that she could regain focus and then we returned to class.

     The seventh and last period class – Civics – was just as hot as or even hotter than 4^th period, but Jessica seemed immune to it.  She likes this class.  The subject of rules and laws is very appealing to her. She liked to give her opinion and raised her hand to share with every question. The teacher’s class discussion strategy was simple.  She asked the students to write on paper a list of school rules and why they were needed.  Then the students were allowed to share.  Once, the teacher was interrupted when Rene tried to put on his headphones.  She broke off from the conversation to tell him to put them away.  She asked the students to write a second list of home rules and then society rules.  She led the discussion and at times asked students who did not join the discussion to share what they wrote.  Most times, when Jessica and I left this class (as we always did with 8 minutes remaining); she was so excited that she continued the conversation with me.  Due to the fact that she tries to stay in this class as long as possible she is often a few minutes late to catch her bus home. 

     It was about this time in the school year that I noticed something wrong with a few teachers.  The English teacher in particular won my suspicions.  I started to question her methods starting with the amount of time she gave honor students to do a simple assignment.  In my experience, students are given honor classes without being given honors teachers.  What I mean by this is that in this school district, I've heard teachers say that there is no different from honors classes and regular classes.  The students in honors classes are just expected to do a little bit more work.  When the administrators and the school board people talk about improving scores, I believe that it should start with the honors classes.  A typical honors student should be a student who has demonstrated an ability to think at a higher level and match that higher level of thought with a higher work ethic.  I saw on this day that the work ethic or the higher level of thought was not expected from the English Honors class.  Furthermore, in terms of teaching strategies, I did not see any evidence of one.  When I compare this teacher to the Civics teacher, I am convinced that the English teacher or the English department needed work.  

A Teacher's Aide's Journal #10

                                                             August 21, 2014

      I came to work 15 minutes early and Jessica (my student dealing with autism) was already there waiting for me.  The bus that brings her to school each day arrived about 25 minutes before the start of class.  Although I saw her, I was not able to do anything with her as I had to wait until the proper time to punch the clock and begin work.  I was a part time worker and as such, it was forbidden for me to punch in before 7:45.  My official start time was 8:50 which was the same time that first period begun.  I found it interesting that I was expected to have Jessica in class at 8:50 for the start of class when I officially start work at 8:50.  This being said, I adjusted by punching in for work at 7:45.  Another interesting thing about punching in for work was that teacher’s aides are paid by contract; a certain amount of money per year and so it makes no difference if we punch in early or punch out late.  We cannot milk the clock.  Mrs. Bernard, the time clock  Nazi, as I call her because she sat at her desk just outside of the principal’s office and always looked at her computer clock whenever someone clocked in or out for work.  She told me that if I continued to clock in before 7:45, I would get in trouble.  According to her, “if we were to get audited, it would show that we were in violation of the contract.”  So as a part time teacher’s aide, I am supposed to start work at the same time first period begun and I was supposed to clock out at the same time seventh period ended.  Knowing what I know about Special Education and IEPs and state laws, if I did things exactly as I was supposed to do, Jessica would get to first period 3 or 4 minutes late every day and she would have to leave 7^th period 10 minutes early so that I could escort her to her locker and then to the door where she would catch her bus to go home.  This means that she would miss nearly an hour of instructional time each week – a violation of state law.  So it appeared to me that no matter what I did, there was going to be someone’s law broken. 

      Today was hot.  Opened windows and doors coalesced with electric fans supplied by the teachers from their own bank accounts did not work at all.  I perspired just from sitting.  I didn’t even want to touch the desk as it made my arms perspire.  Most all the children seemed sleepy, I was sure that their fatigue came from the heat.   

     There was not much to happen today.  Jessica tested out of Spanish One and was now in Spanish Two, so her new schedule was waiting for me in my mailbox, just as her councilor agreed to do.  Yesterday, I told the councilor that Jessica had tested out of Spanish One and she would need a schedule change.  I did this so that we would not have to waist class time or lunch time today.  It worked out well.  Only the location of her second period class changed nothing else.  In Geometry, they worked on more inductive reasoning activities where they drew figures and identified patterns.  Then they learned some definitions of lines, line segments, planes, collinear, and distances between points.  It was termed by Mr. Carter, the language of Geometry.  I thought it was interesting the way they learned the definitions.  Mr. Carter did not present them a word or draw a diagram on the board.  He used the Promethean board and some slides from the computer – all of this is a part of the Agile Mind program.  There were images of building structures and bridges.  From the images the class was to come up with a collective definition of the terms.  This took the entire period.  I left thinking that it was nice to appeal to the different learning strategies, but for me, it works just as well if a teacher told me that a plan was a flat surface with at least three different points that were not in a line.   

Spanish class was a review of Spanish One; they played a competitive vocabulary game divided in three groups of nine.  Each group was given a white board and dry erase marker to write down their answers.  When they did so, they were to hold up the board and the teacher would choose who was first.  The person with the correct answer won points for his or her team. 

     After lunch, I spent time looking for Jessica, Ms. Yarbrough took her to get a book for Civics class.  She arrived at English class five minutes after the bell.  There, in English, she had a small uncomfortable moment when she noticed the fire alarm on the wall.  She became distracted and I noticed that she had no focus.  When she stood from her seat, she walked to me and started to read the board in the corner of the room by the exit.  Then she told me that she noticed the alarm and I knew that it was time to remove her to a quiet and semi contained place before she had a tantrum.  I did not know what to expect form a child who dealt with autism.  When people talk about them, they only talk about the worst and I, having no training besides You Tube, did not know that there was a long spectrum of autism and children ranged from one end to the next.   We walked out and around the corner.  I told her that I understood why fire alarms could be annoying.  They are loud and they catch you off guard.  She said that she did not like them and I said that I didn’t like them either.  A student walked pass and asked me if we would have football practice as she was uncertain because of the rain that was to come.  Outside of the window in the grass we could see a flock of geese walking over the football practice field.  I told her that the birds were not concerned for the rain and we should not be either.  She said that the birds did not have to sit on a wet bench – a good point.  “But the birds do not have towels to wipe the wet benches.” I said.   She understood that excuses would not work so then she walked away.  The conversation about birds and geese became a distraction for Jessica and she walked to the window and we had a conversation about birds.  Eight minutes passed and I changed the conversation to the writing assignment in English.  I asked her which of the three prompts she wrote about.  This led me to without notice transition her back to class. 

What I expected from a tantrum was loud and chaotic moans or screams.  I imagined Jessica holding her hands over her ears and walking in circles.  I thought that if anyone touched her, she might hit them or violently attack them.   The YouTube videos taught me to anticipate tantrums and remove the child from crowds to a small and contained area.  That was all I really knew at that time.  I thought it was best to simply try to use as much preventive measures as possible.  This later came to bight me in the rear as I learned that Jessica was more of a teenage girl than some space alien who had some strange mental issue.  It is too bad that for my job, there was no training or any concern from one person who believed that it was important to train a person who would spend more time with a student dealing with autism than her parents.    

A Teacher's Aide's Journal #9

      The school year was only in the first three days and I could already see the signs of disaster:  A math teacher who will only teach for a short time before joining the administration team, a new teacher to replace him with no training, an English teacher who uses no teaching strategy, and a series of idle threats by the administration.   Looking at all of this, I had serious doubts that we would see very little improvements if any at all.  

Math

     The students were introduced to the process of the learning protocol that required them to use the technology of the Promethean board with their workbook, and discuss possible answers in their groups.  They worked on Fibonacci sequence as a way to learn inductive reasoning.  The process was impressive in the way it incorporated the technology to provide visual aids for geometry along with practical uses that include showing a bridge that used arcs, parallels, perpendicular lines, angles and bisectors.  I thought it was a good way to teach definitions in a way that is suitable for different learning styles.  Near the end of class a student named Africa entered tardy so naturally she had no clue what was going on.  She sat in the back of the class and squinted to see the Promethean board.  The Promethean board is also called a smart board.  The school has them spread out through the building in various classrooms but not all of them. In Jessica’s classes, there were three classrooms without them and three with them. She has seven periods including lunch.  The smart board is connected to the teacher’s PC and allows whatever is on the computer to synchronize with the smart board screen.   With the use of a special pencil, the teacher can draw or write on the smart board and at the same time, operate the computer.  Of course technology means nothing if a student is late and has no glasses.  I told Mr. Carter that Africa did not have her glasses on and she had trouble seeing the board.  He thanked me for the insight and told me to feel free to share anything that I noticed regarding students who may have problems with this program.

      I learned then that the math program was part of a program that the school purchased called Agile Mind.  It was something that Mr. Carter advocated for two years ago when he was the department chair for math.  He thought it would help raise math scores in the district, and although he was removed from the campaign for it, he was now finally able to see it come into fruition.   On the purchase of the math program it appears that the school did not plan or pay for training of the teachers and Mr. Carter said that he was the only one who was trained.  The irony in all of this is that he had also applied to become a student disciplinary dean and was recently approved by the school board and the finance committee.  He had hoped that he would start the school year as the disciplinary dean but for whatever reason, he did not and a new teacher was not hired to take his place.    He seemed comfortable with the program and had what appeared to be a definite strategy in teaching it and familiarizing the students to the concept.  He repeated often that he was not there to teach them, but that he was just a facilitator, and that it was up to the students themselves to learn through inquiry as opposed to traditional regurgitation of material.

Assembly

      We had an assembly during second period but before we were dismissed to attend, Ms. Martinez informed Jessica that she did well enough on the placement exam to be moved to the Spanish 2 class.  Jessica was a bit nervous about this because although she is Mexican, and her mother is an immigrant who speaks very little English, she speaks very little Spanish and claims that Spanish is her second language.    When we arrived at the assembly, we learned that it was only for sophomore students.  It was held in the field house where the school team played basketball.  At the assembly, the counselors introduced themselves and explained to the students that they had various resources such as a study table in the library and the career center.  They explained why some sophomores were still classified as freshman.  Apparently there were over 100 students who did not move from freshman status to sophomore status, even with summer school as an option.  The counselors gave them threats about what would happen when they are seniors if they did not study and get their graduation credits.  Next, the disciplinary dean came to the podium and went over the progressive discipline policy and the rules that she “will not waver” in enforcing.  Those rules were the dress code, rules relating to attendance, cell phone use, fighting, and bad language.  I learned then that second period was divided in half and that the junior class was to come into the gymnasium and have a similar meeting.   So after all of the threats were done, we were told to return to class for the remainder of second period.  I leaned that the problem with this schedule was that Jessica’s new class was made juniors and seniors.  She was one of two sophomores in that Spanish class.  This left the teacher in a bad position because she could not do anything in terms of teaching as half of her class was missing during the second half of the class. 

Looking back in hind sight, the threats meant nothing to the students.  In the end, the students were the victors being that they endured the first ten weeks of harsh rule by the disciplinary deans.  After those ten weeks, the discipline system broke down and things were back to the way they were.  The dean’s promise that she would not waver fell short.  I guess the lesson in this is that students will push the envelope as long and as far as they can.  Idle threats are just that … Idle. 

English Class

      I felt very disappointed in the English teacher this day.  She gave as an assignment for the students to identify the plot of the story. They read over a short story that was about 2 and one half pages long.  It took them 13 minutes to read it.  I noticed that seven students did not read at all.  Instead they put their heads down on the desk. I was also disappointed in that and also noticed that six of the seven sleeping students were African American.  As I sat in the back of the class, I could not help but to notice that the teacher had not taken time out to discuss the conflict or the inciting incident which separates the exposition from the rising action.  In my opinion this is a crucial point to make in a story, as there can be no story without a conflict.   I doubted that the students would ever understand what they are supposed to do or if they will show mastery of the assignment.  I began to think that she assumed the students already knew these things and she just used this assignment for a review.  If that was so, she was painfully wrong.  They did not know, and when I took a look at one of my football player’s paper, I saw that he wrote virtually nothing on his paper.  It was as I had anticipated; he did not identify or show mastery of understanding the beginning and the end of the rising action nor was he able to identify the conflict and climax.  

A Teacher's Aide's Journal #8

Building Meeting

Today started with a meeting in the little theatre located in the basement area of the building.  There I sat in the middle, as I was not the early bird who gets the prime seat in the back row while the late comers have to sit in the front.  I sat next to Ms. McElroy and our union delegate.  The principal made the first presentation.  He stood behind the podium.  On the podium was a lap top that was connected to a projector casting the lap top screen’s image on the large silver screen that hung over the stage.  He started his welcome speech with a cordial welcome and then he went on to mention the names of the teachers who were married over the summer – there were three, two ladies and one man.  He then spoke of the people who left due to resignation or finding other places of employment.  Then he told us that we were an official “Project Lead the Way” School.  This meant that we were a participating school in a program that was sponsored by someone to teach engineering skills to the students.  He told us that there were more new things that would be instituted.  He mentioned that we would get a writing lab, maybe a math lab, there would be programs during lunch periods to supplement classroom learning and that we had an intern who would be working in the I.T. department.  He explained that there would be a parent support project started by a group of parents who met and decided that the school needed an organized parent support organization.   He said that with the parent support project, he believed there was a need for a Latino Parent support group.  This idea came in response to surveys that indicated that the Latino student and parents feel disconnected in the building.  Their culture is not represented throughout the buildings in classes or in hallways.  He said that “We’re committed to including everyone.”  He mentioned the construction in the building – roof work in the field house, a breeze way to block the winter wind at one of the student entrances, and the ventilation work in the basement area where the driver's ed classes can reach ten degrees hotter than the rest of the building. 

After these things, he started to discuss the PSAE scores.  The Prairie State Achievement Examination was a test given to junior students each year for the last fifteen years.  He said that the scores had increased.  He showed us a graph comparing the 2013 scores to the 2014 scores.  The percentages of students who met state standards increased in reading by 3.1% and in math by 6.8%.  In light of yesterday’s race conversation, he pointed out that the Latino students who met state standards improved by 4.5% in reading and 10% in math whereas the African American students had a 1.9% gain in reading and a 4.2% in math.  When it came to science, however, the Latino students who met the standards improved by 6.6% whereas the African American students dropped by 2.7% He expressed concern for the negative number in the African American students science scores and the disparity between the two groups. 

With that, he started to talk about PARCC – the new test that will start this year.  The test will be systemic and given to elementary, middle school, and high school students.  It is a performance based assessment as well as an end of the year assessment.  The test will be given twice in a year – once when school instruction is 75% done and then again when instructing is 90% complete.  It was also mentioned that this would be the last year that the school will mandate A.C.T testing for graduation.  The state will no longer pay for the A.C.T and starting next school year, the test will be completely voluntary. 

The First Day of School

I punched in at 7:45 a.m. and walked to the teacher’s lounge – a ninety second walk – but when I entered into the lounge I saw that it was only 7:44.  The time on my cell phone also read 7:44.  By my estimate, the main office time clock was three minutes fast.  I went to the D ramp and waited for my student.  She arrived on time by way of a small school bus.  I didn’t know the girl or how she looked.  I only had the idea that she was Hispanic based on her name Jessica Jimenez.  Fortunately she was the only girl and when she entered the building, I called her by name and introduced myself. She had a schedule and revealed to me that it had five classes and six periods.  She was missing a seventh period class.  She seemed slightly bothered by that so we walked to her counselor to get the change.   Mr. Love, one of the senior counselors stood outside of the door to stop all students who came by in an attempt to change their schedule.  We slipped through and got to her counselor who was very quick to help but then noticed that there was a computer problem and she was unable to log in.  She told us to return at lunch time so we left and went to the student's locker. 

Her first period class was Geometry Honors.  Mr. Carter, an African American teacher stood about six feet tall and maybe about 220 pounds.  He was a fast talker and repeated two phrases until it became humorous.  He said that this was Honors Geometry at least twelve times, from when I started counting.  It was as if he was trying to make a point.  When Matthew did not have paper, Mr. Carter asked why and reiterated that this was Honors Geometry and that his expectations were higher than they were for regular geometry classes.  He said that he would not go over class rules except for the phone and food rules because there were many students missing.  Only twelve students were in class.  One student asked him if she could use the restroom his reply was “No, I don’t do bathrooms.”  Two minutes later, she tossed the cookies on the floor.  He then allowed her to go to the restroom and proceeded to clean the vomit from the floor.  The student returned and soon asked if she could use the facilities again.  This time, Mr. Carter said yes.  He asked if she needed the nurse, she said no.  The geometry class was made of five Hispanic girls, two Hispanic males, two white males, two African American girls and boys. 

Mr. Carter made a speech about the difficulty that the students would have with honors geometry if they did not have the algebra skills from the previous year.  Following up that speech, he proceeded to put algebra problems on the Promethean Board.  He walked around to get a sense of how difficult the basic problems were for the students.  In all, he put up nine problems that ranged in difficulty from the simple computation, to find the value of x, to multiplying radicals.  Although he did not want to go over the class rules, he continued to give information while the students tried to work their problems.  Once, after telling them to “have at it,” he walked around the classroom explaining that they would eventually get seating charts.   He spoke for the entire ninety seconds that he gave them to complete the problem.  He did this consistently and I wondered – after so many wrong answers - if the students got wrong answers because they did not know, remember, or because they were distracted.

The second period class was Spanish.  Ms. Martinez was married over the summer and her new name was Pibelar.  She explained that the students could continue to call her Martinez. She allowed the students to sit where they pleased, she asked them to remember not to have their cell phones out.  Within twenty minutes, she reminded them to not have out their phones.  Ten minutes later, she asked them to put away their cell phones.  In all she asked them four times during the first day.  She explained that they needed a notebook and binder for her class and that the notebooks would stay in her class.  After that, she gave placement tests to the native Spanish speaking students.  This was to see if they needed to take the Spanish 1 course.   If they did well, they would move to Spanish 2.  She spoke to them in Spanish as well and a few of them understood her.  She said that they would be rescheduled for a different class.  Afterwards, she gave everyone a printed out sheet of questions for them to complete.  They had the remaining 35 minutes to answer 12 questions. 

                                                                     Lunch

Jessica  was given 10:00 a.m. lunch that ended at 11.  The system was set up so that a teacher’s aide was assigned to the special ed students in the cafeteria.  There were seven of them who had autism or some other condition that made it difficult for them to interact with the regular students.  Jessica did not want to sit with them.  Instead, she wanted to find her friends and I waited inside the cafeteria for her to find them.  She did not and eventually sat with the other special ed students at their very own table which seemed to be waiting for them.  After I left her, I went to the store to purchase some canned tuna and mayonnaise to make tuna sandwiches for the football players who were allergic to peanuts.  We had to supply food for our football team, because it was assumed that their parents would not furnish them with snacks or food to eat after school.  Football practice ended at 7:30 and some of our children’s last meal would have been at 11:00 a.m. Coupled with the fact that we had instituted a mandatory study hall for all of our players, the football players would spend 12 hours a day at school and have only one meal.  With this in mind, we fed them peanut butter and jelly sandwiches.   

                                                                English

The English teacher was a white female with a Spanish name – Ruiz.  She had previously taught in an alternative school.  Now she was the English 2 techer for honor students.  She did much the same as everyone else; she went over rules and expectations. Afterwards, she played a CNN news report on the Promethean board.  Jessica, after hearing that she would see and hear CNN spoke out.  “Oh you mean the ones who tell lies.”  The teacher was caught off guard and had a loss of words.    Then she asked the students if they wanted to play a name game.  After the CNN report the teacher decided to play the name game with the students.  There was a moment when the CNN report ended that a potentially hot conversation started.  Rashid made a statement about the police officer in Missouri shooting the innocent African American male.  The teacher abruptly responded to him.  “Were you there?”  She went on to explain that she was not trying to change his opinion, but he needed to consider that all of the facts have not yet been disclosed.  She mentioned that she was white and that the black students should have a more informed opinion before reaching conclusions. 

So much for race matters, I thought.

A Teacher's Aide's Journal #7

The District Meeting

                I expected the district meeting to set the tone for the school year.  The district has three high schools.  One is a selective enrollment school where the previous average A.C.T. score was 23 and the other two schools where thought to hold the left overs in the district.  Those two schools had an average A.C.T score for each of them was between 15 and 17.  The superintendent, Doctor West-Braxton addressed the staff with a welcome that was not very well accepted by anyone from what I could see.  Despite the halfhearted hand clap welcome, she spoke to us pointing out that the Hispanic students had the most gain in test scores.  She said that the Hispanics had gains in Science, math and reading whereas the black students had gains in reading but negative gains in math and science.  The white students who represent only 5 percent of the student population in the entire district had gains in math but no negative gains and the Asian students who represent less than 2 percent of the district population had gains in all three areas. She then pointed out that the construction crews did a good job on repairing the building.  They worked very hard over the summer making repairs to the building that caught fire at the end of last school year.  The fire took out almost 20% of the school.  She said that the building had a face lift – a paint job in certain areas and that the swimming pool had been repaired – it was destroyed 5 years ago when the river flooded due to nonstop three days of rain.  She mentioned that the financial oversight committee had approved the new teacher and support staff raise giving the support staff a 4% raise. She didn’t mention her $50,000 raise. She mentioned that the district had been given a B+ credit rating.  I wondered if anyone really knew what that meant.  I am fortunate enough to know that a B+ credit rating isn’t very good.  I do my share of investing in stocks and bonds and I wouldn’t invest in a municipality bond when the municipality had a B+ rating.  She said that there would be more funds for books this year and it occurred to me that while I worked the book room, just a few days ago, we had no math books to give students and there were no Chemistry books for the non-honors Chemistry classes.  This problem had been going one for a while and last school year the special ed students were given Honors Chemistry books.  Needless to say, they didn’t read them.  She suggested that this would be the last year that the state appointed financial committee would preside over the district spending.  The finance committee had the district under its thumb for some four years now due to poor financial management.  By state law, the finance committee had to take charge. 

       When she finished, she introduced a speaker who spoke to us for the next ninety minutes about race matters.  He played with the wordings to have double meaning.  He spoke of his personal truth and explained that everyone had their very own personal truth.  He began with a story about his experience as a child in school.  He started with an all-black school in the urban area of some east coast city.  He had photographs to showing his kindergarten, first and second grade classes.  He had photographs of his teachers as well.  All of the students and all of the teachers were African American.  He mentioned that there was a relationship that the teachers had with the parents in the community.  He mentioned that he saw his first grade teacher at the grocery store and there were teachers in the building who went to the same church that he attended.  He mentioned that when he went to the third grade, the school hired a white teacher and that was when behavior problems seemed to magnify.  He said that there were perhaps behavior problems in the previous grades, but he did not notice them.  He mentioned that the white teacher was very sensitive and the students found it laughable that she was very emotional and at some points she broke down in tears.  They were challenged each week with getting her so upset that they did not have to work due to her breakdowns.  He said that the white teacher had no connections with the community and he thought that she was an outsider.

      He explained that he was soon transferred to a different school.  It was a “smart school.”  In the fourth grade, he was one of just three black students.  He was suddenly the minority.  The teacher was white as well.  He spoke differently and as a result was not anxious to speak at all.  He felt very uncomfortable and isolated.  His teachers spoke about things that he did not relate to at all.  They talked about camping and he had never been camping.  They talked about skiing and family vacations all of which he had only heard of or saw on television.  He eventually made adjustments and went on to do well in his subjects.  He was accused of cheating once when he wrote a report for English because his grammar was perfect. 

I related to that experience as the same thing happened to me when I was a high school sophomore.  I did not have perfect grammar but when I was assigned by my English teacher, Mrs. Marx to write poetry following the fixed verse formats of Villanelle, Sonnet and haiku it was assumed by her that I plagiarized.   She was out to get me.  At that time, she did not have the help of the internet, but she used every resource that she had available to try to find the poems that I wrote.  She searched books and she asked her colleagues.  When she returned the students work to them, I did not get mine.  Mr. Hinkle spoke to me about the poems; he was my freshman English teacher and one that became a favorite.  He told me that Mrs. Marx asked him about the poems and he told her that he thought the poems were original.  He told me that he said to her “If he copied them, why would he miss-spell words?”  In the end, Mrs. Marx gave me a C on the paper.  She said that I did everything correct and the poems were “nice” but the C was warranted because of my mechanical errors. Mrs. Marx was perhaps in her middle twenties; she was German and had blue eyes.  When I latter returned to that school as a school teacher, she was still there.  She worked there for over twenty years and retired.

      After the speaker told his story, he presented a question to the staff.  He asked how many of us felt that we came in contact with racism between 0 to 10% of the time in any single day.  He asked them to stand.  There were ten people who stood, they were all white.  He went from 11% - 25% and there were more than fifty more teachers who stood.  In that crowd, there were two black staff members.  He went from 25% to 50% and by this time, every white person was on his or her feet.  Oddly enough, with a very small exception, just about every black staff member remained seated.  He skipped to 90% to 100% and it seemed like every black person who remained seated stood.  I was waiting for 75%.  It was obvious that the vast majority of black people believed or felt that they were subjected to racism in 90% to 100% of their lives.  He mentioned that 90% of blacks who were surveyed said that when driving, they felt apprehension whenever they saw a police squad car in the rear-view mirror.  That there are few times, if any do black people feel protected by the police.  He went on to discuss the relationships between teachers in class and students.  He suggested that unless the discussion of race becomes a common occurrence, there will continue to be a gap between black students and white teachers. 

I thought it was interesting that we ignored the fact that our educational staff was composed of more than 75% white teachers, 90% black or Hispanic support staff, and a 93% minority student body.  The superintendent is a black female, her assistant superintendent is a black female, the human resource department is 100% black or Hispanic female, and the board of education has only two white members.  In terms of the regional office, I have not seen one black or Hispanic face at all. 

      When we went to lunch I was informed that the support staff was to leave and go to Central for the second session.  I expected that this in-service would be more specific to our job and the training we needed.  I was told by Ms. Reed, the special services supervisor / chair that I would have a one on one with a Hispanic student who was dealing with autism.  Her name was Jessica.  I had the opportunity to speak with her case worker, Ms. O’Dell  and Ms. Yarbrough who worked with Jessica last year during her freshman year.  I was told that Jessica had no filtering system and she would say whatever came to her mind.  I was told that her mother did not speak English very well at all but that she could say “lawyer” in three different languages.  I was told that Jessica came from a racist family and was extremely prejudice to black men.  As an example, they told me that upon announcement of a girl who was sexually assaulted last school year, Jessica walked down the hallway and pointed to every black male student she saw saying that “He probably did it.”  She was afraid of bugs and she often had temper tantrums.  Initially, I thought this strange that she would be assigned to a “black male” one on one.  Furthermore, I had no knowledge of autism with the exception of Rain Man the movie with Tom Cruise and the story The Curious Incident of the Dog in the Night-time that I read with my younger son when he was 13 years old. 

      The meeting was a disappointment.  We were taught to relax.  There was a guest speaker who came to tell us the importance of relaxing out mind and finding outlets to reduce stress from work.  We were made to do irritating ice-breakers that caused more stress than the job.  In fact, it was very stressful to sit there and hear all of the mess that she shoved in our ears.  What I did, to relieve the stress from the meeting about relieving stress was to get my android and play a couple of games of chess.  I realized that I would have to result to Youtube videos to teach myself ways to deal with or help a student with autism.  Then I would have to make a strategy to deal with her alleged racist views towards black men.