Ten O'Clock News

Excuse me? A lot of parents are much greater than me. One, this time, no matter, read two books. You mean what? Lifting as you fall. One, two, ready? Yeah. Here I stand all the way in. Through the way you fall, I feel. Every single tear in. Giant's bound for soldiers. Now that you've been being took care. So you're second now. Let's listen this time. The last thing I'm going to get you back. There's always a minute to come.

The last thing I'm going to get you back. One, two, three, two, three. There's always a minute to come. Every single tear in. Giant's bound for soldiers. Now that was fair. But there's something that I want to correct right now.

When you're singing. And it doesn't fall. I'm going to have this one. That's something I would ask you to bear in mind. All things going to be. I think you think the two things are going to be fine. The last thing I'm going to get you back. The last thing I'm going to get you back. The last thing I'm going to get you back. The last thing I'm going to get you back. The last thing I'm going to get you back.

That's enough Raj. You can stop the team. To the cemetery, right? Yeah. And we usually take a right and go up Kamisawa. He took a left and went down Kamisawa. It takes us about 15 minutes. Okay. Now you have to tell me your names and spell them for me. Let's ask Roger. Roger, would you open her down if you're recording? That goes to the guy in the truck.

Roger, come running in if you're not recording. Okay. Now tell me your names and spell them for me. Alpha to Berry. ALF-R-E-D-T-I-B-E-R-I. X-E-R-X-E-S-H-A-M-M-O-N-D. Okay. Thank you very much. Okay. When I say where you're from, do I say West Roxbury or Hyde Park? George Down. George Down. Okay. That explains it. Okay. Alpha, let's start with you. You've been here for the last two years. Yeah. I'll stop my second year now. How do you like the school? It's a good school. It was better than the school I went to when I was six grade. Why? Well, over there, like, you went with your home home to a big class. And somebody in your home home wouldn't be as good as you in math. And you'd have to wait for the teacher to teach you and to catch up here.

Like, up here, you go with kids who are just as good as you in math so you're all learning the same thing at the time. So X-E-S, why do you like the school? Um, I... Because I guess it's still with the show, right? There's a school I went to when I was six. Like, the teacher's one as good as I'm working here. You went and learned as much as you did here. At the show, all you most would do was fool around. Hey, it worked out. Is it a really tight school as far as discipline is concerned? Some classes. It depends, like, some teachers, right? They believe in discipline, but they don't carry it to a point where, um, if you drop your pencil, they yell at you, like, in some schools. Okay, you know, they let you fool around in certain times. And they don't have that schedule file. But when they want you to do work, that's all I want you to do. You have to work and you have to do it. So we do work when we're told, and then we know they'll give us certain periods where we can just, you know, do puzzles or something. It pays off. Zerksley, how does everyone get along in the school, do you think? It's just, like, some kids want friends, some can do what?

Why? Some can start trouble, some can just don't. But most of the kids are, you know, they get along. And they go ahead. Do you ever have any problems in the school? No, not really. A few fights, but not, you know. Everybody in the school's part of fight. And you're not in service. How, how do you both feel about what, Alfred, let's start with you, about taking the bus in every day? It's all right. You, like, you talk to all the kids, like, when you're in your walk to school, you walk to school, kids will live around you, you know, and they're usually just walk to school. Kids will run your route to the school. But, like, on the bus, you're all going to one stop, and, you know, I'll talk at the stop, and on the bus, and then on the way to school. And then, sorry, you know, there are rules on the bus, but, you know, they know that's strict. But you talk and everything. It's all right. The Zerksies, how about you? How do you feel about the bus, right? Well, I don't mind. It's just that, you know, in the morning I got a paper route,

and I have to go to bed early. Yeah. What time do you have to get up for your paper route? Six. Now, you know that the city's going through all this desegregation, you know. How does it make you feel when we'll start with you again, Alfred? When you read about everything, you know, the trouble in South Boston, and, you know, the fights, and that, you know, the kids aren't learning at all. How does that make you feel? It's dumb, you know. It's the kids don't want to learn. I don't see why night. Where I go is a lot of fun at this school. I don't mind coming here. It's a good time. I don't see why all those other kids are fighting for it. You know, fighting against it. You know, they must have a really bad time. You have to do all this stuff just to get out of school. How about you, Zurich? It's how do you feel that? Like, um, South Boston. And some places don't want, like, Boston. And it's a waste because kids aren't learning anything. You know, like here in other schools, if Boston wants another school to keep it that way, if it doesn't work, they should stop it.

Because no one's learning. You're just fighting. Do you think that, you know, that's the most important thing of it all is, I mean, is that why you like this school so much because you are learning? Yeah. There's no trouble. Mm-hmm. Like, you know, you know, you can walk into your next period, sit on and learn something. Is that having a teacher stop in a fight in the middle of class, and having all the kids who went back to the teacher not coming in at all or anything? Do you, as you look around the school, do you think that most of the kids enjoy going to school here? Most. Sure, it's a good school. What do you think makes this school different from other schools in the city? Teachers. Mm-hmm. They're all together, like, they're not like, you know, one teacher just wants to teach his class and get rid of them. They all want, like, every class to learn, but they're supposed to. Okay. Did you make these guys get the teachers a plug? No. Okay, that's it. They like the teachers to teach their students. They ask, what do you want to get rid of them, the kids,

so they can get them out of here. Okay, you're both free. Thanks very, very much. Have a good year. How old are you? He's big years down. How many teachers did you lose this year? Less 19. Out of. Out of 57. What does that mean as far as the numbers of kids in classes? Well, we have classes 32, 35 in the classroom, which makes it rather difficult to have a cluster system as we have. Did you have to ban the can the cluster system? No, we have a bit modified, they don't get the attention that they got before. And socially, everything's working out fine, but we have no idea if it's working out educationally until well into the year when we test. Last year, we got the most students in Latin school of any middle school in the city. We had the highest reading level of any school in the city. Really? Working above grade level here. So we came out all the tests, came out number one for the Loanburg last year. And this year, we don't know what's going to happen. Obviously, we're not going to have the quality of education we had last year.

Okay. Because you can't... Quiet. Are you all set? I believe so. Roger, come running in, get on record. Okay. Mr. Party. How's the school going this year? It's going very well. It's been very peaceful opening. Children are getting along very well. The first time in three years, we've had the same student body return. So it's made it a lot easier for the children to know each other. Did most of your kids return? Your white kids? No. We've had very good white attendance, and sixth grade held up very well. Did it make any effect the teacher cutbacks at this school? Well, it's making classes of 30-32, one class of 35 in the building. And it means that what we had last year isn't going to exist this year. Last year, we came up highest reading level in the city. We had the most students put into Latin school. We came up number one in any way you want to rate things.

And I don't see how that's going to happen this year. No matter how hard the teachers and the students and the parents work, you can't run a classroom of 35 and expect them to gain a year or two in reading levels. Also, this year, we have a large bilingual population. It should be receiving more individual attention than they have. And everyone says we have an excellent 766 program. In fact, they send us students from all over the city to come to it. But it still has not been staffed. We do not have the people that we need. The parents have called us and now are calling into CPAC and the CCC asking for these people to be assigned. We still don't have our learning disabilities teacher. We don't have a perceptual handicapped teacher. And we have over a hundred children in a case conference bar. And we're hoping that we get the same teachers back. We don't have the age, Seattle, for bilingual. We don't have the age and resource room. And bilingual means we have four male teachers working with the 50% female population. And these young girls speak only French and who do they come to speak to,

their personal problems. So we need those A's back immediately. Well, how does the school minister run so well when you're down? The teachers in your down age? Well, I think everyone just has a certain attitude that they're going to do their best, no matter what. I mean, the teachers were here. Most of the teachers were here from 1970 or some even before. When things were very difficult here and they built up a certain attitude and certain ideals. And now they have a much nicer student body. Things seem to be running smooth. We're getting more attention. And they still have the same attitude. They're going to work their best. I really, you know, I'm not in the classroom. So I don't know how they do it actually. It's amazing what they do do. What, looking at it, I mean, you've been here through the whole thing. What do you think the desegregation has meant to the school? Well, I think it's gotten people a lot more interested in the school. That, uh, we're getting people from many different segments of the city. And I think it's taught a lot of people from West Roxby and Rosendale

that there are black sections of integrated sections in the city where things can work. Parents, when they first heard about the Bloomberg, no intention of coming here. They drove into the neighborhood. They see it's one and two family homes. It's comparable to what they're living in. They met through the biracial counts as many of the same parents. They build up a lot of friendships. I can call one parent now in West Roxby and she can call three parents a matter of pain. They feel that free and easy with each other. The students also, they have, I think, an entirely different attitude. Most of our black students had never gone to school with whites, and our whites had never gone with blacks. And even though they're five miles apart, they really seem to have come together. They see they have so much in common. What do you mean? Well, they have common backgrounds. The parents, many of them are professionals. The parents of school teachers, doctors, lawyers. It breaks all these stereotypes of the, we have white parents on welfare, and we have black parents on welfare. We've broken homes in both sides.

And the children get to talk to each other, and they see that they have these common things. It's not all these stereotypes that the blacks are on welfare, and the whites are all doctors and living in fancy homes. And they've started to even visit each other's homes. One thing that's happened that I didn't realize until a few days ago and we got into a mission, is two white families have just moved into the neighborhood. I think it's outside of a turnaround, because it's always been the other way. But one family had moved from Ryzendale to the out of the district. She was in and moved into the school district. And this was the only place she could afford a home. So I think there's a lot of possibilities. Okay. Actually moved into the neighborhood? Two. She was living. Her child was going to the Creole. She looked on the other side of that now in the field in Ryzendale. She didn't like the Creole. It was having a hard time. And she was right-time. And she said, they raised a agreement to $275 a month. What am I going to do?

She said, she got a BHA loan. Yeah. For an $18,000 loan. One family home down on the out of the district. Beautiful. $18,000. She said, if I bought this home and the neighborhood I came from, and there's white people living in, see people don't realize that. There's still a lot of whites living in that opinion. Yeah. The thing is, they just don't go out. They aren't as old. They're not seen. So she said, you know, she knew some people were lived here. And so how she's living right next to another white family. And just to me, that's a big breakthrough. Yeah. Forget it. I think that's the whole thing with Mattapian. And Mattapian went downhill because the loan barrier went downhill. I think there's a direct correlation. Really? And I think Mattapian's coming up. I think the Jewish people sold their homes in Mattapian because of the lack of education more than anything. Because of the blacks moving in. They got the school. And the school department with the school department. Mm-hmm. Cool. It's not. The school department let it go to hell. So now that they've seen it's coming back, the realtors can rent a patents.

And why isn't they able to get a good district? It's serious. It's like, in New York, it's actually I looked at everyone one about a PS6. And they have the school district. If you had an apartment, PS6, you could get $100 a month when you couldn't want to get a district. And that's what's happening here. If they're in the moving district, they can get it again. Hmm. It's cool. Isn't that something? Okay, let's go up and do the math class. Yeah, it's going to buy some real estate. Yeah, let's go buy some real estate. Nine days. All right. What do you know about nine days right away? Is there anything? Oh. No. Okay. All right. It's improper. What do you know about it then? Okay. Thank you. Okay. Finish. We're on the right track. It can be left. We do. It's right. So we know right away you can see it is a fraction that's improper. That can be reduced. So probably still can't arrange it. So let's follow by what's our first rule?

We're going to do first. Nine times one. Well, like, yeah, I'm going to multiply nine times one. Yeah. Nine times one. All right. All right. Now let's move to class. Now let's move to class. Six and eight. All right. Let's look at it. And I said we would probably reduce it. Can anyone reduce that? Is there anything I could follow? Ready? No. Right. That's why you would. You can't. I said, chances are you will be able to reduce it. If you start with the example that can't be reduced. But not all of it. You should keep that in mind. That's correct. You cannot be reduced. So you get it. I would like to call to you one more. I don't know who would like to give you an example. Turn eight. Three eight.

Five. Five. Five. Five. Five. Five. Five. Five. Five. Five. nine. Five. Five. Five. Four. Four. Five. Five. Five. Five. Five. Five. Five. Five. Five. Five. Five. One hour. One hour. Five. Five. Let me give you an example. Now someone told me that this was equal to 1L. So I could reduce 5X. So what am I going to do with the 15L Brady to reduce it? Now this can be reduced. Look at what it ends is going to do. So if you don't have time to say what I'm saying, it's like that.

You do a lot of time to say what I'm going to do. Like even with the 5, I'm going to be able to 0 on one hand. So we can reduce 5X. So let's see, 15 divided by 5. Who is 3? And now we've never gone on the 5 table all the way to 8. Most of you know, some of them have to 5X 10 to 15. I need to know a little bit to the example on your back. What would you do if you think it's 15?

5X 6 is 30, carry 3, 5X 2 is 10. Now I need 5X 1 and I'll be 80. Okay, that's 203. Now how do you want to do it?