Dr. Charles Becknell SR. Lecture (side view)

We wish you a lot of good luck to get here, you know, these are great places to go ahead and get a couple of things out of the way. We're ready for it. Leave the furniture where it is, leave the furniture where it was. Okay, here we go. Secondary students, teachers, and we were so pleased with that presentation that we asked him to come back as soon as he could. You'll notice we're prepared to take him this time. It is a pleasure to welcome back to our campus. He's been quite busy yesterday and today, areas speaking engagements around campus.

It's an extremely pleasure to welcome back one of our favorite speakers of last year, faculty from Hobbs, New Mexico, a college student from Albuquerque, a former teacher from Albuquerque, a secretary of the Criminal Justice Division for State of New Mexico, armor. Now, boy, I'm not sure exactly what his title is with the gas company. New Mexico, being an energy blog. I was tempted to come up with another one there at Charleston. I'm just going to look at that mic this time. We're especially pleased to have back on our campus Dr. Charles Becknell. I think I'll put this around my neck and I'll sit up. I'm a little delighted to have somebody do it.

You have those screens. I'm not a black person. Put the screen on your neck. Before we get started, I don't know if this is all that. I know I was going to come here and speak to a couple of students and I've all been here and I've got about 60 to 70 people at the videotape. Okay, I should prepare a text. Before we get started, I'm going to put this on. Before we get started. I've been down to Easter a couple of times. Three or four or five other times. I really get a good feeling. I do a lot of things in campus. I do a lot of stuff. And then I have two very different life details on meet and pause. Their hospitality has just been tremendous every time I come here. One of them being to stand up and apologize for me. And drop out of the admit.

I'm less than half. I'm sorry. You know, all the discussions that I have on how to use to really, I really enjoy this course because you represent a person who will be going out into the teaching profession. And you're going out fresh, innocent nights. But I think, but perhaps what I have to say, I hope you appreciate it. And I hope that you're being with you some of the things that I talk about in your classroom. Of all the things I've done in my life, teaching has been the most rewarding thing that I've really done. Working with kids and really now, some of the kids that I talk about in elementary school and now I'm growing out in college and doing things on their own.

You run into them for a time of time. They'll stop you and they'll always tell you something that you said to them. You had four of them, two of them, what happened, and they couldn't remember me. And it's a good feat. And you know, your wards are not that great because you're going to get your first grade check and you're going to sit in the long run with this worth it. But I'll tell you, it is worth it. My teaching is a great profession. And I wish to be a decision-makers that set the salaries for teachers to realize that because a lot of good teachers, but that's not the case simply because they couldn't afford this thing. But if you could hang in there for a while, it will work out for you in a very rewarding experience for you. You know, I'm reminded of a story about this lady who was in the kitchen preparing breakfast and she kept calling upstairs. She said, Bill, it's time to go to school and I'll come downstairs to go ask her.

Bill, get out of that bed and it's time to go to school. It's come down right now, about 10 minutes later. Bill, for the last time, get out of that bed and get out of here and have your breakfast and you're going to be late for school. So this boss calls them, do I really have to go? I really don't want to go to school today. The students won't talk to me and the teachers hate me. Bill, you must go to school and you'll press for a book. You're going to have to learn how to use your engine hook. You may not have all the tools and techniques that you might feel that you need to carry on your job.

I put it a little bit to do it in a long way. Again, I'm not going to the story about this guy who walked into a liquor store with a brick in his hand and he walked up to the guy behind the cash register and he said, this is a whole lot. You have the cash register look down and he said, what? This is a whole lot. This is you can't hold out a liquor store with a brick. So, God job, don't go to the counter because you can't go over here without a chance of this brick. And he said, don't stop, don't hit me in the Warriors all the time. So, we got to. The owner of the liquor store said, sir, would you wait a minute? Come here, man. The owner went into his pocket for about $50. He said, look, what do you think is $50? The owner said, what is this $50? So, buy yourself a gun. You've got to kill somebody.

I remember when I did my student teaching. It was frightening. It was frightening. It was fortunate enough to have a supervising teacher who understood that. But I went into that classroom. The first day I did, I was teaching history on the seventh grade level. And I felt that I had been active in the book there. All the theory, all the education I had taken and I did quite well in my classes. I figured that I just went out of the book and just followed some of the rules and the principles that they taught me. But I would be able to do quite well as a teacher, but I was still part of it. I walked into the classroom. I had, I guess, about $28.30.

But I had black kids, Spanish kids, and Anglo kids. And I had some hinting kids that they must have from the reservation. So, I had a more platformed classroom. And as I began to get into teaching these kids, I found out that I almost had a stark experience. Because I could go back to the bookies and they could tell me how to deal with culturally different kids. And that was something I had to figure out online. And as you go into your classroom, whether it's here in the Mexico or if you go someplace else, you're going to have kids and your classes with culturally different kids. And these kids will have different needs and perhaps will have different aspirations. And you're going to have to find a way as teachers to reach those kids.

Now, I know in a lot of cases that we may not be prepared to deal with these kids, because our exposure to people who are culturally different may have been some of the reasons or we may have been operating on a frame of reference that has not been a total act that is to say that there have been some stereotypes about other people that we just didn't know any different. And we proceed to go into our classrooms based on the knowledge that we have, we begin to teach kids from that basis. And I think we need to begin as teachers to expand our knowledge about kids who are culturally different and begin to find ways to include them in the traditional American curriculum. You know, one of the, when I talk history in a high school, students used to tell me, you know, history is not worse, it's such a, I hate American history.

I hate history because there are so many things left out of American history that become very confusing for them. When you take out the black experience from American history, you have left a tremendous void in that presentation. And the point I make it is, from the time that a lot of people and white people set foot on American soil, they have had history of common experience. And they've worked shoulder to shoulder side by side for their country break. And all of a sudden, the disorder has begun to spread things out and leave that experience out, and it becomes confusing. Now, what happens to kids? Okay. They come to the classroom and let's take a kid who is culturally different. He walks into the door.

At least kids have been told about their parents. Just laughing at them about their parents, and I was told by my, you know, go to school, take your mouth shut, your ears open, and learn. But don't challenge your teacher. Your teacher is older than you and your teacher is much faster. So, if you're going to go to our classroom for the first grade, you're going to have a blind faith that this patient says, they trust you. 100 percent. You can do no wrong. You can save them. They believe you can go to college. And I think as teachers, you should begin to number one, live up to that trust that they have in us. But faith that they have in us, you must have a lot of them. And number two of them, kids, when it's our classroom, we should find ways to make them feel a part of the American experience.

You see, black kids, Hispanic kids, Native Americans, have lived a different existence. They have lived a different culture way of life than what means normally been accustomed to. And we've got a fine way to make that way of life a part of the classroom experience, to include them into the classroom of their own experience. And let me give you an example. Do you want to give us a six-year-old black student who walks into the door for the first time, frighten the desk? Is that just a little environment in this community that she's felt very comfortable with, very safe with, and comes into the classroom which is totally foreign to them. It looks around the room, and you see very good things about it. You're looking around the room, you'll see a picture of a Abraham Lincoln, George Washington, John F. Kennedy, and some of the other famous presidents. And you see very good things about it. So, first of all, if they walk into the room and you see something that they're going to do, it has to be comfortable.

And it helps. They don't feel, you get to feel a part of that program. The legal one comes in, and the teacher says, okay, class, today we're going to talk about nutrition. Now, we're talking about nutrition. I have this chart here, and I want you to view this chart because number one, we're going to talk about breakfast. What's a good breakfast in American society? Bacon, eggs, toast, jelly, orange juice, cereal, and milk. Right? That's a good breakfast, right? That's a good breakfast. But it's not the only good breakfast in American society. And I'm going to show you the breakfast. We don't need school.

V stands for the bad guys. G for the bad guys, okay? And we're good guys. Right? It's a little sports stuff, right? And what do we tell them when they walk in the door? Sit down and show them. So we show people on this chart. And we said, this is a good breakfast in American society. Six-year-old kids and siblings are absolutely right. So what happens to people on this list? This is a good breakfast. And what I have is more of a must be bad. Again, he walks into the room and there's nothing to make him feel comfortable.

He becomes a bad guy because he's different. Because he's different. With different, there's not necessarily any person who has a rebound. So he becomes a victim. If that's where the whole deculturalization process begins to be, he has to reject his culture in order to try to feel the power of something else, okay? So he goes into the room and he wasn't bad enough today. He just says to legalize. Legalize, go erase the chocolate world. Legalize says. And he won't do that. Legalize, you speak in bad English. What's wrong with you? Can't you speak proper English? Good, I'll see you in bad English.

Let's open this way out of my life. This is where my parents speak. The uncle, my cousin. The people in my community. He gets to reject that part of the culture. And again, people are getting out of this mess. It's all for the good guys. And you know, teachers can use that language to build a bottle. And I'm not saying that black dialect or black English, or whatever's called, should be taught in the classroom. Kids are going to learn it anyway. But the point I'm making is black kids is the American society, a bilingual. They speak two different languages. It's not bad English. There's another language with this being. And teachers can use that to build a bottle.

People say to legalize. But he says, I ain't going to do that. Legalize, have another way that you could say I ain't going to do that. I'm just surprised. They were a problem to say. I refuse to comply with that big question. I was told the group of teachers this morning. You know, I was going up on the next door to a jazz musician where he built a practice every day. Then the saxophone and the clarinet. And I said, I would sit on his porch and listen to him practice. It was a fifth grade. So I decided I wanted to play the clarinet. You could be a jazz musician just like me. I wanted to be the best. I wanted to play that one more and do it like me play. So I talked to my mother and ran the clarinet. And joined the school band. Him in the first day.

Man, I won't really get down with this chance. Thank you. Man, I'm actually going to get the call back. Okay, kids. We're going to teach you kids good music. We're going to teach you good music. Good music. It's way too long to run. Good music. It's not the only good music. What about you? This is good music. But I've been listening to Reath of Franklin War. It needs to express some of the others. It must be bad. So again, Rear War is excluded. It's excluded. He's not brought into the process by taking his experience. And his musical taste.

You'll see one does not necessarily have to replace the other. And I think that we can begin by having a tolerance of each other's culture. Just the basic tolerance. I think we'll be in a long way down the road of cultural understanding. And you know, I play good music from 5th grade to 10th grade. I'll trade it in. I'll learn it in football. I'll never pick that one sentence. Well, here was not doing too well, is it? You like doing good guys? No, I didn't do it. And always wear white hats, right? And they never sweat. You want to say he's a good guy. You want to jump off your parts, you know, and beat up the bad guy.

He's always on a black horse with a black suit and beard. For those people who have these bad guys. Looses his head. It's all dirty. And he's sweating. He's dirt on over his face with the big guy. Just kind of dust himself off his face. And he never loses his hat. And I give these exact examples to show you what happens to kids who are culturally different. But they come to your life. And it will be a very simple procedure. You're set to run the streets on this. You begin to make leader of it on an illegal family to feel comfortable in our life. Can you imagine what it would do to lead us here? To know that one of the world's greatest military struggles was a black man, a black general by the name of Hannibal. We've all heard of Hannibal.

We let the elephants through the Alps. We have to be troops and occupy a loan for about 17 years. Some people say that's why you have so many dark-skinned Italians today. So tell the world where he is. You can't even imagine how a few of them would think we brought him to know. But hey, I've had parts to play. In the other kids, I'll look at Igor a little differently. Just by knowing him. Hey, Igor, he's all right. He's all right. What do you think you want to feel good to know that? You know, every time you come to a traffic light and you stop and the light turns red. You go up on the turns green. It was a black man telling you to stop your clock. You know that? He's giving you a command. Because yeah, in March, he was a black inventor and invented the traffic light.

And I hope none of us ever need a fluctuation. But if we do, we can thank Dr. Charles Drew, who's a black physician, who invented black plastic. You know, the first successful open heart surgery in the form of this country was done by a black man by the name of Dr. Daniel Hill Williams. You know, Igor, I could feel good about that, don't you think? Isn't that what teaching is all about making kids feel good about themselves? And I think if we do that with, we're going to do an idea of a tremendous service by just making a feel good, and then learning to true and take place. I mean, it's just how it's it comes. She is very good about the test, most of them.

And once they feel good about themselves, we begin to raise their expectations up. We can expect more of it. And I guarantee you, if we expect more of them, they'll reach those levels. They will reach those levels. And I have three kids in my room. And I have one room in my house. Whether or not I'm going to see them in the other book, I'm going to start them. But my kids, I have certain expectations levels for them. I said, and I've done this along with it. Because if I honestly feel I have my daughter, she can't even see me in chemistry. I'll see plus. And she was supposed to be. And I said to her, I said, why did you get this seedless? She said, daddy, I'll take him.

She's taking algebra too. She's taking rich English. She's taking a rich history class. She's ending. She's taking French too. And she's got a pretty good sketch. So, you know, that's not a bad time. But she said. There's a couple of things that she didn't do. So we raised the expectations level. And I think the kids were really stoked. You know, we got hung up on this thing. Yeah, I don't want to push my kids too hard. Well, I think we're going to start pushing kids a little bit more. When we're pushing too hard, they'll scream. They'll say, out, chill. Kids not like they used to be. And instead of just taking everything we didn't know, they'll say, well, they can't handle it. Back off. Back off. But what have they got? Let's teach us. We've got to become a little bit more concerned about the kids that we teach. You know, these kids, they come into our classrooms and they really look up to us.

They look to us to be examples for them to follow. And I knew when I was growing up, when I got there to go to college, I went to talk to my counselor and he kind of felt that college wasn't for me. But perhaps, I was better off doing something with my kids. I know they're going to love it and it's strong, but they have shown to me that, let me give you an example of my high school curriculum. My classes went like this. I had a history class. And he was classed. And all of the kids, too, were here before I had all of the kids. I had arts and crafts too. Arts and crafts. Two. Which one?

Two. Four. And I was in class alone. And I had six peer-repeated classes. But I don't have these. These are peer-repeated. So I have an extra hour of practice. So in the fall, I play football. So I got an extra hour of weight training and all of that. After that, I played basketball. And I followed my other play. I ran track. So that's the way it went. But at that time, too, we didn't have all the student days programs. So I don't know how it went with college. It was presented to me that perhaps I should go to the military to find a job. So it was two of all tournaments that I had. Fortunately, I had something once as I wanted to pursue basketball. And it changed for that. 100,000. But there were three images in my community of people who were making money. We were associated, we're in a suit every day.

It's a tie with that for us. And those three images I had were teachers, preachers, and peps. You know, there's four of the soft skin suits. And they drove these big cars. And they had rings on their fingers. And they actually had. But I know there's something about it. But it just appeared for a time and time. Two or three years ago. For each of them, the kind of life I was living on, but for each of us. So I'll be there. I'll be there. One minute. The images are very important. And we've got to tell our students that they can reach for a little bit more than what they think they can. They can become scientists, engineers, philosophers.

And there are a lot of other professions out there. Other than, you know, this has to be only absorbed so many semi-davis drillers. So many green and blue drillers. So many of all of these. There will also be exceptional people. Because they have exceptional talents. But we can absorb a number of doctors, lawyers, engineers. I mean, the world is wide open for young people. They will prepare themselves and go out and take their place in this society. You know, when I was teaching in high school, I felt that every day I walked into that classroom, I felt, number one, I'm the best teacher in the world. I'm the best areas of what I do. And I felt that every day I walked into that classroom. And I had a large number of students.

But I dealt with my students. For the one-to-one business. You know, for example, the principal was always really principal. Complaining the ones the teachers were complaining about the kids coming to class late. They were like five minutes to get between classes. And the bell would ring and just slide down the door and finally before the bell stopped ringing. The rest of the students around the room. The solution to the problem for the principal standpoint was to extend it to 10 minutes. Okay, no, that didn't work. Because it took a little, a little extra time. After that, girlfriends. They were still coming in late. I had a brand-new body in my brain. All the late chapters of the twin classes. All the latest hits. I'm going to record calls you what? 98 cents a month. And I played the latest records.

My kids were in my classroom. Of course, I had some of the kids from the front of the homework. I was kind of curious. I gave a test at a Friday. I never used to test as a club. If you don't shout out, I'm going to give you a test. It doesn't hurt that much. You're threatening to give a test. A test should be a way that we measure what we have taught our kids. Not a weapon, not a club. They should fear taking a test. You know, I just have to fear taking a test. I don't know how to take it anymore. And I freeze up. Because the test was intimidating. We should be intimidating students. But I gave a test at a Friday.

And I think the worst thing that a student can get on the exam. This is zero. All of us in this room, we'd like to refer to the piece of wood tonight. I mean, you do that, I mean. What did you ask your girlfriend in the closet to say, hey, look here, I'll get one of the analogy right here. You know, I give my kids a test. And I always gave them an essay question. It was a homeless question. They were 15 points. But they locked up, you got a couple more, you know what I mean? I mean, at least a 30, a 45, then a zero. And I'm always asking a question.

And I ask them the answer to the question first that the homeless was. And I ask them a question like, who is your favorite teacher? Why am I? And I tell them the answer to that question first. And that way, they felt good about taking a test. They loosened them up a little bit. They were started out with three people. And I give them my class, it was pretty good. But maybe the strange noise is, you know, like everybody's working on something and it's all quiet. You hear the strange noise is coming. You look around the room and find out where it's coming from. And those students are fracking up and they're just going to figure it out. They're finding one of these buttons to give them a way. I give an essay test. A multiple choice question. And I'm saying, well, who does go to America? A lot of us, maybe America is, America is what it was.

It's Jenny Bob. Jenny Bob is the guy that's making all the noise. So when the kids came to that objective question, it's Jenny Bob. And everybody else from around the room, if he got the attention that he was looking for, was Valerie? Thank you very much. So you did the math. The barrison in the front of the class, it's done in a very positive way. And we filled the part of the class. And then we're sent to things like that. We have some medical problems. We have a lot of medical problems. And we've probably heard this before. There's a lot of bad things. And if you could handle this with such a way that the students will respond,

if you do it in a positive way, show the kids that you're interested in in there. The reason that you have to do what you've earned is because you've been sorry about it. You know, you can start it down, and then you have problems with it. And I have three kids in my class, and a few boys. And I'll set together, and they were really destroyed. The father I got to the point where I said, okay, you three, that's what I said. So we went outside, took my cold off, and I said, look here, look here, hope we won't die, and here it runs as fast. We won't be one problem, here it does. Now, how do you guys want to set it? All three of you won a time, or one of the times? We looked at each other, and I was a smile a little bit. Just got here. So let's say,

okay, we're back now. We're back here. Well, I could do that because of my size, I don't work. He said, well, we're doing that, but that's what we're doing. We are all alone. I had a kid that was just not doing what I thought he should be doing in fights. He was making deeds, but I thought, and I knew he could make deeds, or it is. And just get the bear in that. Took him outside, and I said, look, the body is around, and I said, if he flunked his desk, I'm going to take the ear off. Look where the bird says that. You can do this. What about that? I'm serious. You can do better in this fight. That's the only thing I think you can respond to. And we're going to get it settled. You've got to pass on the class. I said, plus I take it first. Students don't pass on the class. And I said, you didn't make me look bad. I really don't appreciate it.

So I pass on the class. I don't regret it. But you have a list that you use, a little printed. You know, it allows the director to teach a training program. I had teachers after about six weeks of training. I set them into the classroom without any textbooks. Without any printed materials. And I said, OK, two weeks you're going to teach your class using a little ingenuity. Some of them felt really bad, most of them felt bad. Most of them felt bad. What am I going to do? I don't have a teacher without my class. Creative. You should see, I can take his shirt.

OK? I like to teach. History. Maths. Science. Geography. Music. It can be done. And math. So if you want to sign it, you pick up 20 pounds. That's better than sitting on a room like you're not referring to me. I said, no, look. You work out for this. You appreciate it. You pick up 20 pounds. Come back. Do what you do. I'm going to do that later. You're not fine. You see. It's not a little better than just abstract things on the board. It's something that they can hold on to that you feel they can sit and they can experience. And sometimes you're out of trouble. Try to teach them how to do this. Use your own leadership.

Find new ways to do techniques in your students. You'll be a bad person for it. You'll have better students. And it works. It works. I mean, there are just so many things that can be done. Just by sitting down and saying, but I'm going to try something different. Try something. Give me another example. When I taught half a perky-high, there's only black teachers there. I call myself the head black in residence, okay? Everything that happens in black students is a painting. What's going on? One day this teacher came to me. She was about to just talk. The teacher then replied to you. And she cried as well by that day. And she had five white male students in the class. They all came in and said, it's something I said to you. What does that mean? What does it mean?

You're going to have a problem. I talked to her for a while and finally figured out what to do. It was. And I sent her back to her class. She said, look, just go back to your class. You'll have to talk to Erin too. And I found out that the reason that they find from black students being the black system, is that she was given a 10-set day. And they put on a short break. So they put black glasses so they could look on somebody else's paper to get serious. That's okay. When I was in high school, we used to call black glasses teachers. Wearing the teachers, we were like, yeah, I'm full of black students. So come here and all of a sudden, the dark glass. When you go to the class, you work. You work. But you work with things like that. As I said, teachers, it's a beautiful, professional. And I don't envy you. But what happens and the closing, I'm going to allow

for an exchange for a few minutes. But what happens to our failures? What happens if you don't reach them? Where does they end up? They end up springing. They end up at the youth diagnostic center. They end up unemployed, unemployed. If you realize by the time a young person reaches an age of 15, that they have viewed more than eight-two thousand hours of TV, eight-two thousand hours. And they listen to more radio than that. They spent 11,000 hours in class. And over 3,000 hours in the industry, TV has become the prime educator for our children.

And that's what we have to compete with. We have to compete with the quick solutions that come about in 30 minutes on a TV program. We have to compete with stars, didn't hatch. And all the violence that we see will come. That's our competition. And we're going to have to find a way to overcome the competition. Because it's there, it's real, it's missing, it's problem. And that's what we're up against. But these kids do end up outside the fringes of our economic system because they're unemployed, unemployed, unemployed. These are the kids that end up in our education center. And we found that those kids that end up in these institutions have one common problem. Well, two common problems. They didn't finish high school. Another two of you can't read. You can't read.

And you know, if you can't read, you've got some serious problems in this society. It has some serious problems. So we're turning down problems. 18 years old. So what I call the assembly line educational process. They start on the assembly line at first grade. And they go down the line and pass them on. It's just like Detroit, you know, with the cars. They're hurting right there, right? Why, because of Japanese, they're building a better car. Those factory workers that, assembly line workers that stand there and say, oh, I don't feel like putting this boat in the engine. And it goes down the line with that boat missing. And that's what happens in education. Somewhere down the line, the teacher didn't put that boat in there to secure the engine to the night. And the end result is an 18-year-old kid who went through the process.

Gets out of school and they can't read. They can pass the entrance exam to get into college, to get into the military. And what do we say to those kids? To get down? You can't even read. And I sincerely believe that every student who wants into your classroom, and they're glad that they're there. But whatever reason, they come into your classroom and they sit down there challenging you. They're saying to you, teach me. Teach me. Teach me if you can. Teach me if you dare. Teach me. We gotta find a place. Teach me. Teach me if you ask me. In turn, I was with Dr. Citizens in our society. I'll stop there if you have any questions. I'll be glad to respond to that. Thank you.

Well, this happens in my classes. It brings attention to the world. I think there's something like this. Well, I have a question about it. I don't know if you have a question about it. Thank you. What I'm going to ask is, if you're nice and fast, think about the music, and if not, I don't know if you have a question about that. And you're nice. And one of the things that you did today, you did today, what did you do? Did you do that? I just need to take that. And it's scary to do that. I need one of you in your life. She does. Not just that. You know, for the guy scared of stiff, but I'll tell you this. Number one. The guy who's isolated is not very looked above very well

among his peers. And number two, it's just like, you know, if you don't see the dog, it's all of a sudden gets somebody, and you get that person because they should feel. I'm saying, hold your ground. You don't have to challenge him from a standpoint that, hey, we're in a confrontation situation. We like to meet each other up. Hold your ground and say, look, you know, I'm interested in your world. Even if you're not, here are the things that you're going to have to do to put your back together. And put it back on your shelf. Because you don't have to challenge him. So what I'm saying is, just be sincere and show an interest in those studies. And if you're sure, if you won't have those kind of problems, just be sincere. During observation, I noticed that, there were a number of boys that were bloods, all day long, it would be warm in the schools,

and they'd have a jacket off, but they would continue to wear fur-line gloves, or just any gloves they'd have. And I had, I got, knowing that I asked them to get the teachers, and got no indications as to why the boys did it. It was just a thing to do, and it was cross-cultural, except that, with the exclusion of the Anglo children, like none of the white boys were gloves. I'm in our class, and there's going to be a point when gloves are inappropriate. What do I do? Just let them ruin their gloves, ignore it all, and talk to them. Pretty simple, okay? Another one, I wouldn't make a big deal out of it. We went through this, and I was teaching a high school, but the Blacks Braille students who would come to class would pass over here. Okay? And they had to sit in the hall of the restaurant. And the way I was brought up, you don't wear a cap or a hat inside the house. Okay?

But when I told the teachers, don't make a big deal out of it. It's not just about the neighborhood, because I don't wear the cap, because it was important to veil, like that time, to where it was kept. You see, because white men that tell the black men, all their wives, take the cap off when you talk to them. They don't get looked down, they don't look in the eyes. And these students were trying to make a point. Okay? And they wore the cap, and nobody made a big deal out of it. Use them in their girlfriends, yeah, I told them. It's a point when they said, yeah. What I'm saying is, don't make a big deal out of it. They could do the argument that they'd love, just not like, see, what's just not a present for? And then it becomes extremely important, because you ignore it, and so on, about the deal, the fact that it's not a present. So we get, too much of a problem, it's not important, but it's easy. And we need to spend more attention

on the floor. So let's give it a go. They didn't think of what happened. And that's what it was. Just don't worry about it. Don't take it to work there, but it's been a long time, to start making a big deal out of it. They've messed up on it. Well, don't worry, if you started off in a lot of cultural society, or in a lot of communities, when you asked about it a lot of times, that was the only thing which was fostering this problem. Nation instead, we went to class and, class of each other, easier, class of each other's name. We got the chief, better education. And I was just wondering, what are some of your views to this class? Is that? That's what it was. That's what it was. It was fun, it was a big, huge part. Class of it is only available. It was for quality. That's what I want

for my child, quality education. And if I had to put my kid on a bus and send them about the same year now to announce it for quality education, then I'll do it. Now I remember the time growing up when we had second grade schools here. There's bus and buttons such a big deal with the bus. They used to bus black kids from table in America all over the office. So nobody was trying at it. Nobody was trying at that expense of busing. It was done for a different reason. We might be called a few years ago in Michigan. And some people went out and they blew up these buses. Like the buses on the bus. You know what I mean? They can't take it all to the bus. But I think that's what people want from all my kids. Quality education. And it's been approved in fact that the best teachers are the other side. They don't want to go out and make mistakes. They take care of their kids.

It's some of the best teachers. That's where the best teachers are. That's where I want my kids. Some of my kids come to me with those kids who are no spies. And my kid is not there. He's going to be on this advantage. Because those kids know the better education, the better jobs, the better study. So if we have quality education across the board, I would say in front. Because that's all I want from my kid. Because for these in school, for example, town and shopping center, he's going to come in contact with not black people. But if I can make sure that my kid is going to get a quality education, I don't care what school it is in front of my child. It's been a bus in church. It's been a bus in teaching. But you know, unfortunately, a lot of teachers stay in the system for a couple of years. And they go all the time.

All of the teachers in a lot of cases, a lot of training. They go to insurance, they go to sales. And I know a lot of my friends, you know, I was like nothing better than to be in the classroom. I think that during the training, I show them a little bit more things they ask of this group. Because it's got a lot of bad news in my classroom. And I've been in the inflections. That's where I would really like to be. But unfortunately, I went on to some things that I felt would give me a better schedule than before. Okay. We had that happen, too. We had it happen, too, too, too, too, too, too. Yeah, I like to know that you were talking about your physical problems in the classroom. Had you thought about what approach you'd take with certain kids in advance?

Or did you decide to come off the top of your hand? Yeah. It was just something I just responded to. You know, because I would handle other kids in a different way. And I knew that those three kids, that's what they would respond to. Because the reason with them, you know, they would mix your work and all that stuff. That's what they responded to. Other kids responded to praise. You know, the kid finds the task and you say, you know, you can do better than this. You're just wondering, did you have any problems? Can I help you with something? No. Because it's deep. You're certainly a better student than that. Now, you did. You know that these three areas here, these areas, maybe we need to work on them a little bit. So you don't take them saying, hey, you made a deal. You screwed up this whole thing. Then they get it. Oh, man. But if you can praise them, give them a little pat on the back, give them a little stroke. Because how many kids get that?

You know, if you're everybody's down. I'm going to deal with it with Dr. One who doesn't participate in almost any type of treatment, no matter what. I have one like that. She just sit there and she plays with her lapels. She plays with her lapels and she doesn't have to leave that on her head. She chooses her lapels as a part of it. But she does not leave her lapels. What do you do with that task? You may need some help. You may need some help from the password. And I would, you know, most parents are concerned about their kids. And your parents, between the two of them, you may be able to reach that time in some way. And I know a lot of DL teachers, you know, call me. They know you know it's wrong. If you want to discuss something with me, call me. I don't want to know. I don't want to know her. So we can get on with the problem. So you may need to go to the cancer. You may need to talk. The school psychologists are there.

They're there to talk to the parent. And try to find a way that the three or four of you can reach that time. So you can't do it on yourself. You may, you know, with some athletes. You might have to go to the coach. You see. You say, look, we've got a problem with you. You know, I remember one thing. The realest of it in my mind, I was teaching that. The first teacher in assignment was an elementary teacher. And I had a kid that I thought was just lazy. They could pull us, they could push us. And finally, I kept noticing this kid. And I went to the school nurse. And I said, well, I've got a problem with this kid. He's really behind the rest of the kids. And the other kids started laughing at him, you know. And I felt maybe I was pushing this kid in the heart. The nurse talked to the kid, checked him out, took him down. And I had to get that muscle in the distance. You know. So what happened was I didn't keep riding the kid. I went to the nurse and said, maybe you could explain some things. So, you know, you just have to, you might have to reach out.

Find some help somewhere. But the thing is, when you notice these kids, you know, these kids do need help. And usually, some of them feel like they can't go to the practice. And they think yourself are available to them. And don't violate their confidence. You can help a lot of kids because they look after you. Come on in. I wanted to ask you about parent-teacher conferences. When I was at observing in my school, our teacher just sent out evaluation mid-term evaluation things, checking boxes and remarks about their progress in the class. And one of the black girls in the social studies classes, I don't know the situation well enough, but my teacher said that really it was just a matter of apathy. Her assignments were halfway done.

And, you know, she just came in and she did appear that way. Well, her mom came in for a conference. And she was so awkward that it was, she was afraid to complete sentences. And she was speaking a different language and very embarrassed by it. And I was wondering what sort of things you could do to communicate, to keep them from being defensive, or nervous, or stared, or any tips you might have, because it was just agonizing for this moment. You know, a lot of times when we ask parents to come in, and parents come in and they feel, well, I wonder what the problem is. And I wonder if they're going to thank me for the problem. And you can make it easy for them by doing, you know, phrasing things in such a way that they all they have to give you as a direct answer, yes? Well, not things like that. Gradually get them into it, show them that you're interested

in their child, just as interested as they are. And pretty soon, when they find out that there's not a problem, and you didn't call them in there because, you know, there's a serious problem. And that you're trying to make it easy for them comfortable for them. And pretty soon you'll establish your report, communication takes place. When I was a senior in college, my roommate was a guy from Argentina. And he didn't speak English and I didn't speak Spanish. And it was awkward for him, you know, because he was surrounded by English-speaking people. And I picked up enough Spanish so we developed a basic communication. And it made it a lot easier for him to begin to talk to other people. So, sure, you can get interested in their child and there's no major problem. But you're here together to try to help a person that both of you have an interest in it. In the middle of the hour. For a lot of people.

For example, for example, I went through a kind of teacher's conference here for that. There was Spanish and I'm hanging it. And she too was having a very good news of the language problem. Well, yeah, I was not a good student. It doesn't make me don't manage. I don't think it'd be online. I think you're looking for a way to communicate. But I would say that if it's not possible, I mean, I don't know how to say this or that. You know, I'd understand more Spanish than I think I do. I went to Mexico in addition to my dad. Well, I had a start. But the thing is, I was trying to communicate in that person's language. And they made it easy for me. I don't know. There's just a way. This is hard to explain. But if you have a difficulty in doing that, I would ask for a interpreter. Because you've got to have amazing communication. Because you have a mutual interest. But I would say, first of all,

try to establish a lot of communication.