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In a recent article, a local school is offering a new format for parent teacher conferences. The new format provides strategies for dispersing troubled news to parents regarding their children. The new format is absent of strategies that helps teachers to have successful parent teacher conferences with angry Black parents.

According to the article on parent teacher conferences, instead of having an open format in the gym, teachers will set up meetings with parents of students who are failing, not on track to graduate or have issues such as poor attendance or not working to potential.

“It will be more of an invitational model,” said Principal Kurt Glathar.

Meetings will be 15 minutes, not five, and will be in classrooms, with students encouraged to attend.

“The whole idea here is not to create anxiety or a situation where parents feel they’re on the hot seat,” Glathar said. “The idea is to create a situation where parents feel we want to team up with them.”

Holding the conferences in the classroom — where elementary school conferences have been for years — will allow teachers to give parents a better idea of what happens in class, especially if it’s a hands-on subject such as art or engineering, he said. It also will offer more privacy than trying to have a conversation with a teacher while a line of other parents stands within earshot.

What is the first issue that be should considered when facilitating a parent teacher conference with a angry Black parent?

Teachers should first consider the classroom relationships that they have with the children. Parents will often seek the opinion of their child regarding the teacher. Contrary to public opinion, children have a good idea of what makes a good teacher. Teachers who are favored by parents often, greet all children daily as they enter the classroom. Have a sense of humor that keeps children interested and makes learning enjoyable, use visual aids to enhance instruction. Organize and arrange for short-range goals and objectives, with the intent on meeting the long-range goals. Communicate daily with struggling students and weekly for all others. Give parents their home phone numbers, so they know the teacher is always accessible.

Children will also make personal comments regarding their teachers. The child may tell their parent that Mr. or Mrs. [Teachers name] takes the time to explain things to me. The teacher makes learning fun. The teacher makes the other students behave so that we can all work and learn. Or, the teacher is always happy. This will help parents to feel confident in the teacher. In order for parents to believe that the teacher is doing a good job their child must think that the teacher is doing a good job.

However, if the children say things such as the teacher is mean, shows favorites, or won’t listen to their side of the story, then the first impression the parents have will be negative.

Black parents will take exception with the teacher if they believe that the teacher is unfair with their grading system, discipline, and treatment of their child.

Before you have a parent teacher conference with an angry Black parent, ask yourself the following questions:

• Are there any occasions where I have graded students unfairly?
• Have I provided my students every opportunity to enhance their grade?
• Have I documented the times that I have attempted to contact the parent?
• Have I documented both academic and disciplinary counseling sessions for the student in question?
• Do I have the same discipline process for each disciplinary infraction?
• Have I documented each time that I gave the student in question a break on discipline
• Is there any circumstance that it could be said that I have discriminated against any students in my class.

A successful parent teacher conference with an angry Black parent will require that the teacher exhibit fairness in their grading system and discipline.

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Dr. Derrick L. Campbell, Ed.D.

QuarantineRacism.com

moreinfo@qurantineracism.com

#quittingteaching

In a recent article, a former college professor and policy analyst found that many District of Columbia teachers practiced inflating test scores for otherwise failing students. The practice is not unique to the District of Columbia. Teachers can avoid the necessity for inflating test scores by implementing pre and post testing to ensure that students successfully pass classroom assessments.

According to the article, District of Columbia teachers utilized the process for inflating test scores across the school district. This practice was found acceptable in several schools and treated as an issue that necessitated no further discussion of teachers involved. The premise of the practice involves passing students to either ensure that during the next year they do not have an opportunity to attend the class facilitated by the teacher who inflated the test scores. Another thought for many teachers is that inflating test scores will provide the students higher economic opportunities because they graduate from school with a diploma. Additionally, the practice increases the graduation rate for the school and school district which over time places a positive image on the school.

Why would a school culture in a high poverty school readily accept the practice of inflating test scores?

Job Security

Inflating test scores can provide job security for many teachers. Since the teachers are judged for the students that they teach via teacher evaluations it make a teacher look proficient when students are able to pass their class. Tenured teachers will not have as difficult time a non-tenured teachers. Both non-tenured and tenured teachers may find additional classroom visitations from administrators. After several observations administrators may provide improvement feedback, schedule additional support, or provide the teacher with a less than favorable evaluation. Non-tenured teachers could be faced with termination of employment.

Reduction of Racial Allegations

Inflating test scores may reduce the perception of teacher discrimination which can lead to racial allegations. Real teacher discrimination against Black students by stereotyping according to ethnicity. White teachers have more negative attitudes toward Black children and rate Black students more negatively when compared to White students. White teachers rate Black male children more deviant compared to White children. White teachers direct more criticism toward Black males and rate Black male children personalities more negatively when compared to White male children. White teachers perceive White students more positively when compared to Black students. European American teachers favor other students rather than Black students. European Americans have favorable attitudes toward Mexican Americans compared to Blacks and are more likely to accept Mexican Americans compared to Blacks due to Mexican Americans having a closer skin color to European Americans.

Black and White teachers have perceptions of students based on their race. Black and White teachers perceive White girls more positively White boys, Black boys, and Black girls. Compared to White teachers, Black teachers perceive Black girls more negatively. White teachers perceive Black boys more negatively when compared to Black teachers.

Ensures Teacher Safety

Inflating test scores will ensure teacher safety by guaranteeing that there are no reprisals from students or parents for failing academic courses. The American Psychological Association reported that 80 percent of 3,000 surveyed K – 12 teachers reported that they were victimized at least once at school. Approximately 50% of the teachers reported that they experienced harassment from students. Harassment can include obscene gestures, verbal threats and intimidation and obscene remarks. About twenty-five percent of the respondents had experienced physical attacks.

Instead of inflating test scores students can gain higher levels of achievement by teaching children to have great success in the classroom. This will include the following steps:

1. Design the unit assessment
2. Pre-test the students using the unit assessment
3. Design all lesson plans to ensure that students will successfully negotiate through the final assessment
4. Have students to compare their pre and post test scores

Inflating test scores will provide students with a sense of security that is neither productive nor realistic.

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Dr. Derrick L. Campbell, Ed.D.

QuarantineRacism.com

moreinfo@quarantineracism.com

#quittingteaching

As the school year draws near many teachers are considering, what can I do to make my job easier? New teachers may consider, what can I do to ensure that I survive my first year? What can I do to survive my first month? Even my first three months?

There are many suggestions for developing classroom management. However, for schools with diverse ethnicities classroom seating is a primary factor to consider. Many Black and Hispanic students thrive in a classroom where the classroom seating is consistent with their cultural background.

As a former math teacher, I used a classroom seating arrangement that allowed for all students to thrive. The classroom seating enabled students the opportunity to constructively collaborate while providing me as a teacher an opportunity to implement classroom discipline that minimized classroom distractions.

The way that I implemented classroom seating was in clusters. The clusters were arranged in clusters of four. I began this arrangement with a cluster of four in the middle of the room. Then each additional cluster was placed in a circle around the center cluster.

When students reported to class on the first day, I allowed them to sit where they wanted. Of course, this may not be the best strategy for early primary students. As the year progressed, when a student became a disciplinary challenge I would move them to the center cluster. This provided me an opportunity to monitor their behavior and at the same time help other students as I circled in the inner track of the cluster.

One thing that you must consider is the individual cluster classroom seating. Make sure that none of your students are sitting with their backs to the front chalkboard. This will alleviate any challenges from administrators who monitor your progress.

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Dr. Derrick L. Campbell, Ed.D.

QuarantineRacism.com

moreinfo@quarantineracism.com

“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

~ Joe Vas ~ Perth Amboy Mayor

“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President

#quittingteaching

There are many school incidents which have resulted in a teacher student fight over the student wearing a hat in the school or classroom. In some cases when a teacher makes a request for the removal of the hat, students will respond in a negative manner. If a student begins to use profanity after the request a teacher may continue to insist that the student remove the hat. It has been documented that some students comply while other choose to physically assault the teacher.

The school has rules, and those rules include a dress code. Normally, included in the dress code is not wearing a hat in the building. How we get students to follow those rules is more important.

The hat is the student’s personal property. School staff should be careful with a student’s personal property. I remember as an assistant principal, there were occasions when I had to confiscate student’s property. However, I had certain delegated authority and a relationship with most students.

Teachers who do not have positive relationships with students should not attempt to remove student property when the student decides to become violent. That is why they have security in the schools. If the student is not harming anyone, then report the infraction to the administrator and go back to teaching.

The student will remain angry at both teachers for the rest of the year. This student will feel that the actions of the teachers are unjustified. Many Black students who are attempting to rise to leadership in the school will do everything to upset the teacher. This is the equivalent of making the teacher lose their cool. Which is the primary objective.

Another point to consider is that in the process of removing the hat suppose the teachers did some minor damage to the student. Then we have a Whole new ball game. All that student has to do is to go to the emergency room and complain about pain the they are having as a result of the teacher student fight. Then that means that the hospital has to report the incident to the local social services and the teachers job could be on the line.

If the teachers behavior is rejected by the parent, then these two teachers will find themselves in a long battle. Taking the students hat is the equivalent of touching the student. The Black community teaches their children that under no circumstances is an adult outside of the family allowed to touch you.

Teachers are better off with teaching and allowing administrators to do their job. Here are several tips for avoiding teacher student fights over a student wearing a hat.

1. The best way to avoid a teacher student fight over a hat is to report the incident to an administrator. Find out the student’s name. Make the request to remove the hat by calling him Mr. [His last Name]. This will make the student feel that you respect him.
2. Taking the hat will only work in you have already established a positive relationship with the student. If the student does not remove the hat, it can escalate into a fight.
3. Instead, give the student a choice. Pull the student to the side away from the crowd and give him the choice to remove the hat or you will report the violation. This keeps the situation from escalating into disrespect towards a teacher, insubordination, or open defiance for a student hat. When you provide a student with a choice, you are extending yourself to a student who may be troubled by something else. You are also extending yourself to develop a positive relationship and other students will gravitate towards you because of your positive efforts.

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Author: Dr. Derrick Campbell

Quarantine Racism Educational Services

moreinfo@quarantineracism.com

8565663267

#quittingteaching

Racism in schools continues to plague our nation which is counterproductive to the health of Black students. Northwestern University researchers have reported that Black parents are the primary culprits for placing their children in such a detrimental position. The researchers have errored by placing blame on Black parents instead of realizing that there is a true vehicle that helps. Teachers are the fundamental force that can help Black students overcome the related atrocities to this seemingly unending phenomenon of racism in schools.

In the article, Racism Got You Stressed? That May Be Holding Kids Back at School, Too, stress related to racial conflict induces hormones in Black children that contributes to the lack of school achievement disparities. The article reports, “the new Northwestern paper, a review of a trove of psychological research published in the September issue of American Psychologist, seeks to widen the scope of the achievement-gap discussion. It argues that racism’s direct effects on young people are in fact partially responsible for such disparities—not the material realities of discrimination, but the physical and emotional experience of racism itself. The authors cite previous research showing that when children confront the threat of being negatively stereotyped or suffering discrimination because of their race, they experience changes in levels of the stress hormone cortisol and also suffer from poorer quality and quantity of sleep.” This understanding can provide teachers a great opportunity to increase the quality of life for Black students by minimizing racism in schools.

The researchers suggest a solution that is problematic to say the least. They suggest that the challenge with the academic success of historically undeserved students lies with parenting skills of Black students. The researchers report that “one coping mechanism could be getting parents and guardians to promote better sleep habits among children, including establishing a regular bed- and wake-time schedule, and engaging in calming comforting rituals at the end of the day like reading together.” Once again researchers have blamed the home environment without consideration of other prevailing factions that contribute and steer racism in schools. Since the researchers have chosen to blame parents, let’s take a look at why Black parents inadvertently contribute to racism in schools.

Why do Black parents contribute to racism in schools?

Since many Black parents have been victimized by the educational system, they often prepare their children to live in a dual cultural world that involves helping them to develop skills for adult roles such as wage earners and parenthood in addition to negotiating a dominant society that has different cultural values and judges people by their skin color or ethnic background.

Teachers can help minimize racism in schools by developing positive racial teacher student classroom relationships. Developing positive racial teacher student classroom relationships provides benefits for schools, teachers, and students. Having positive and caring relationships in schools increases resilience and protects children from academic failure, mental illness, drug and alcohol abuse, and destructive behavior and violence. Long-term teacher-student relationships result in increased teacher job satisfaction.

Teachers who develop positive and personal relationships with students may prevent psychological development problems in their students. Students are more willing to develop positive relationships with teachers who tend to form close friendships with their students. developing positive racial relationships between teachers and students is the key factor that will eliminate racism in schools.

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All the best,

Dr. Derrick L. Campbell, Ed.D.

Quarantine Racism Educational Services

QuarantineRacism.com

8565663267

#quittingteaching