How should teachers respond to the Colin Kaepernick incident?

In a recent article, a student who was more than likely influenced by the Colin Kaepernick incident, has accused a teacher of physically removing him from his seat for not participating in the pledge of allegiance. There are laws that protect student rights in the area of participating in the pledge of allegiance. Teachers who believe that a student who desires to exhibit behavior consistent with the Colin Kaepernick incident must refrain from physical or verbal harassment.

According to the article, IL Teacher Punishes Student For Refusal to Stand for Pledge, a teacher at Eisenhower High School in Blue Island, Illinois is under investigation for accusations that she not only attempted to force 15-year-old sophomore Shemar Cooper to stand and recite the pledge of allegiance, but physically forced him out of his seat against his will before punishing him in front of his peers.

The youth’s mother attempted to resolve the issue with the school until she found that the school administrators attempted to shame the student by saying he disrespects the military for exercising his right to abstain from acts of patriotism. In addition to the harassment, Cooper was sent to the office to face punishment for exercising his constitutional right. After several unsuccessful attempts to contact the superintendent, the youth’s mother has filed a complaint with the local police who may file charges against the teachers.

What are the possible consequences for the way that the teacher responded to the student who may have been influenced by the Colin Kaepernick incident

The possible consequences for the teacher could result in either criminal or civil liability. If the teacher physically removed the student from his seat then she could be convicted of physical assault. In particular this action by the teacher could result in a charge of battery.

Although the statutes for defining battery vary by jurisdiction, a typical definition for battery is the intentional offensive or harmful touching of another person without their consent. Under this general definition, a battery offense requires all of the following:

  • intentional touching
  • the touching must be harmful or offensive
  • no consent from the victim

The next consequence for the teacher is civil litigation. A civil lawsuit is any lawsuit filed  in an attempt to legally recover monetary damages or to have a specific action from a legal contract upheld in a civil lawsuit. Civil lawsuits are different from criminal proceedings in that civil proceedings are used when someone has been damaged by another’s actions or a product and seeks money, rather than criminal prosecution.

Since teachers are required to protect the rights of all students, even though they might not agree with the Colin Kaepernick incident,  they must also ensure that they are not sued for negligence. Negligence is a concept of common law connoting legal fault whereby on party breaches a legal duty and becomes liable to a second party for an injury directly attributable to the unintentional conduct of the first party. Negligent conduct in its simplest definition is that conduct in which a reasonable careful person would not engage. Negligence may involve doing something that reasonably prudent person would not do under the circumstances or not doing something that a reasonable prudent person would do under the circumstances. It is reasonable to protect the rights of their students.

Teachers who decide to protect the rights of their Black students also eliminate many of the negative perceptions that Black students hold. Many Black adolescents believe school is a hostile place and teachers are oppression agents. They also believe that White teachers symbolize the racism Black students have endured throughout their entire lives.

Students who perceive that teachers have favorable feelings toward them have higher achievement levels when teachers have positive views toward them. Students also do better in school when they believe getting a good education will increase their chances for success. Teachers should take the Colin Kaepernick incident as an opportunity to promote positive racial teacher student classroom relationships (Properateasclaships).

Related Articles

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Chip Kelly: Kaepernick protest a ‘different deal’ than Riley Cooper situation

Dr. Derrick L. Campbell, Ed.D.
www.positiveracialrelationships.com
PO Box 4707 Cherry Hill, NJ 08034

 

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How can teachers minimize classroom fights?

In a recent article, a Texas teacher has been arrested for her involvement in a classroom fight. It looks like the teacher is the perpetrator of the classroom battle which continues to fuel much controversy in our schools. Teachers must ensure that their responses to objectionable students does not result in criminal charges for the teacher which are the result of a classroom fight between the teacher and student.

According to the article, Texas Teacher Arrested After Video Show Her Slapping Student: Police, a Texas teacher was arrested for slapping a student during an instructional period. Mary Hastings who is a teacher at Ozen High School in Beaumont Texas has been arrested for slapping a student five times. After slapping the student, she called the student an “idiot ass”, according to the article. The Jefferson County Sheriff’s Office reported that the teacher was arrested on one charge of assault and released on bail. Sources have reported that the teacher responded in this manner to ensure that another student’s progress towards graduation was not stifled.

Could the teacher induced classroom fight be a result of the laws governing teachers in Texas?

In Texas, the teacher is considered a public servant. According to Texas Penal Code §12.32 assaulting a public servant results in the following:

This type of legislation can provide teachers with power that is beyond their authority. This circumstance could have been avoided if there was a balance between the expectations for teachers and students.

The teacher was arrested for assault. A simple assault in Texas includes:

  • Intentionally, knowingly, or recklessly causing bodily injury to another person
  • Intentionally or knowingly threatening another person with imminent bodily injury, or
  • Intentionally or knowingly causing physical contact with another that the offender knows or reasonably should know the victim will find provocative or offensive.

A person convicted of a misdemeanor in Texas faces the following possible penalties:

  • Class A misdemeanor – up to one year in jail or a fine up to $4000, or both
  • Class B misdemeanor – up to 180 days in jail or a fine up to $2000, or both, and
  • Class C misdemeanor – a fine up to $500.

(Tex. Penal Code Ann. §§ 12.21, 12.22, 12.23).

A person convicted of a third degree felony can be sentenced to two to ten years in prison and a fine up to $10,000 (Tex. Penal Code Ann. § 12.34). The teacher will probably receive a penalty consistent with a Class C misdemeanor. We know that if the tables were turned, the consequences for the student would have been much harsher.

Teachers must understand that classroom disruptions are a product of the conflict between the student and the teacher which can cause classroom fights. The number one reason for classroom disruptions is talking. Not every behavior of a Black student should be classified as a classroom disruption.

Black students have classroom talking behaviors that result from interest in the instructional process. Black students are inclined to talk back when motivated by what a teacher says. Black students may become so impressed with the speaker, such as a teacher, that the students want to hear what the teacher says again due to an interest not in what was said but how it was said. Furthermore, Black students want to create the appropriate mood and setting before beginning to work on a task by asking the teacher to repeat the directions.

Many teachers do not expect Black students to interrupt the class by talking to their neighbors and speak without raising their hands. Educators assume quiet students are successful and receive rewards for making teaching an easier task. Black students will continue to carry their own culture into the classroom, and they will continue to misunderstand their middle-class teacher as profoundly as she or he misunderstands them.

Teachers respond to students talking in the classroom without permission by ordering, reprimanding, involving students in work, and naming the student. Some teachers may exhibit unprofessional behavior when students talk in the classroom without permission. When a teacher yells, uses harsh words, shames, degrades, or embarrasses a student, such behavior influences all students. Teachers can avoid classroom fights by becoming culturally aware of the verbal and non-verbal habits of their students.

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Dr. Derrick L. Campbell, Ed.D.

www.positiveracialrelationships.com

PO Box 4707 Cherry Hill, NJ 08034

 

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Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

doctor_derrick1          Racism Book

 

Raccelerate Racism Scale rev 2

“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

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How should Boston Latin Academy teachers respond to allegations of racism?

In a recent article, Black students at the Boston Latin Academy have made accusations that the teachers facilitate a hostile environment which includes a culture of racism. No child should be subjected to an environment that fosters any type of hostility. Boston Latin Academy teachers can invalidate allegations of racism by utilizing that Raccelerate Racism System and promoting positive racial teacher student classroom relationships.

According to the article, Students: Boston Latin School an ‘unsafe’ environment, Black students associated with the #BlackatBLS campaign have accused Boston Latin Academy administrators of racist policies that foster a hostile environment. Student Meggie Noel stated that “we are here … to demand that the BLS school administration publicly denounce this type of behavior and effectively address the issue in accordance with the school policy related to harassment, bullying and discrimination”.

Noel went on to say that “we know the names of the students who made the comments, the administrators also know their names, we see them every day in homeroom, in class, at lunch. The fact that our administration failed to publicly denounce this behavior or even say something to the students making the comments has created an unsafe and racially hostile learning environment for students of color at BLS.”

The allegations of racism from the Boston Latin Academy students will severely impact teacher-student classroom relationships. Since the administrators support the teachers in their academic and classroom management efforts, students will eventually see the teachers and administrators in the same light.

In what ways do teachers behave that are consistent with the Boston Latin Academy administrators? 

The Black students have indirectly proposed that Boston Latin Academy administrators discriminate. They also believe that many White teachers discriminate against students by stereotyping according to ethnicity. White teachers may have difficulty in understanding minorities due to the teachers’ rejection of the students’ lifestyles.

According to the Raccelerate Phenomenon, schools have a bias against students who do not share the same characteristics as White, female, middle-class teachers. These teachers are more likely to have negative academic and behavioral expectations regarding Black students when compared to the expectations of White students. This is the result of having negative attitudes toward Black children and rating Black students more negatively when compared to White students. Resulting in them rating Black male children as more deviant when compared to White children.

This type of rating system results in White teachers directing more criticism toward Black males and rating Black male children personalities more negatively when compared to White male children. Conclusively, White teachers perceive White students more positively when compared to Black students.

Boston Latin Academy Black students believe that White teachers show a heightened hostility towards brighter Black children. It becomes evident that European American dissent teachers favor other students rather than Black students. This will impact the relationships that White teachers have with Black children who are considered gifted and talented. White teachers interact with White gifted and non-gifted students more than with gifted and non-gifted Black students. This has become the primary complaint of Black students who attend the Boston Latin Academy.

The only way that White teachers can eliminate the perceptions that Black students have is to promote positive racial teacher student classroom relationships. The interpersonal relationship between students and teachers has a profound impact on instructional activities and outcomes. Teachers respond to their favorite students by:

  • Creating a warmer and more positive classroom atmosphere
  • Providing superior feedback on how they are performing
  • Teach challenging material
  • Increase opportunities to respond to questions

Warm relationships between teachers and students motivate students to meet teachers’ requests for compliance. Expressing warmth toward minority students without accompanying the friendliness with challenging academic standards is just as debilitating to students as expressing overt hostility. This feeling of overt hostility has become prominent at the Boston Latin Academy because teachers and administrators lack the appropriate process for promoting positive racial teacher student classroom relationships.

Related Articles

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Dr. Derrick L. Campbell, Ed.D.

www.positiveracialrelationships.com

PO Box 4707 Cherry Hill, NJ 08034

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Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

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“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

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What classroom management techniques will help Black students?

Classroom management is often the process that can make or break a teacher. This process is used by teachers to ensure that classroom lessons run smoothly despite disruptive behavior by students. As the demographics for students continue to evolve, teachers will need additional classroom management strategies.

  • Adapt to cultural differences by recognizing specific speaking pattern preferences and norms as a method for improving classroom management.

Black students use several verbal techniques to discover a teacher’s strengths and weaknesses in order to evaluate a teacher’s racial attitudes and locate the teachers’ breaking points to help the students empower themselves in the situation between them and the teacher. If a Black student expects to become the leader, he must be able to keep their cool. If he cannot respond to a challenge from the teacher without becoming frustrated and unnerved, he is not likely to have the respect of other students or remain the leader. In the classroom, Black students power play by loud talking or back-talking to make teachers lose their cool and get the last word in.

  • Enhance student learning through specific verbal techniques

 

 

Most American classrooms involve teacher-student exchanges in which teachers are clear, direct, explicit, and linear with their instruction and students are clear, direct, and explicit with their responses to questions. Effective teachers vary their voice, movement, and pace to refocus wandering student attention. Effective teachers minimize blameworthy behaviors by criticizing students less while ineffective teachers criticize students more. Teachers are more likely to criticize poor work and poor answers. Teachers who constantly correct students during reading assignments inhibit them from absorbing the meaning of the readings.

  • Enhance student classroom management by appropriately using praise

 

Verbal encouragement by teachers increases student participation and desired behavior. Praise is an effective reinforcement that provides:

    • Encouragement to students
    • Reinforces behavior performance improvement
    • Helps to build student self-esteem
    • Helps to build positive teacher-student classroom relationships

Teachers are more likely to praise good answers and good work rather than poor answers or poor work. Praise can reduce motivation if used when students are performing the desired behavior. Philosophical objections to praise result from teachers who desire to develop egalitarian relationships with their students and teachers who want to develop independent thinking in their students so that students are less dependent on the teacher.

  • Appropriately use humor for enhanced classroom management

 

Humor is a positive way to promote positive teacher-student classroom relationships. Humor can build and strengthen teacher-student relationships, especially on the individual level. Humor increases the connection between the teacher and the student. When it reduces tensions between the teacher and the student, it reveals that the teacher is also human. Humor is effective for students who are not interested or motivated in the instructional topic. Humor can motivate students who are bored, stressed, or have negative attitudes toward school and add meaning to the instructional topic. Humor helps students learn when used effectively and appropriately.

In classrooms where teachers encourage laughter, students learn and retain more information. Humor is ineffective when students are already motivated. Teachers must use humor naturally, or else it can backfire. Teachers who use irrelevant jokes and humor reduce instructional time. Teachers can damage students’ self-esteem by joking about a student’s name.

  • Avoid the usage of sarcasm which will complicate classroom management

 

Sarcasm can damage teacher-student relationships. Children believe sarcastic messages are negative. While sarcasm and ridicule may serve as a corrective function in the learning process, the long-term consequence of reduced esteem in the eyes of students may make the immediate gains in terms of behavioral correction not worth the risk.

The outlined classroom management techniques will help teachers to survive the daily trails that can alter their busy days.

Related Articles

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Caring Classrooms

Dr. Derrick L. Campbell, Ed.D. www.positiveracialrelationships.com PO Box 1668 Blackwood, NJ 08012

 

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Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

doctor_derrick1          Racism Book

“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

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How to respond to students who refuse to stand for the Pledge of Allegiance?

In a recent article, a teacher confronted a high school student for not standing for the Pledge of Allegiance. Many teachers desire to guide students in a positive manner. Teachers can use several strategies to avoid the embarrassment associated with students who have parental permission to avoid standing for the Pledge of Allegiance.

According to the article, Teacher Confronts Lakewood High School Student For Refusing To Stand For Pledge of Allegiance, a sixteen year old high school student refused to follow a teachers directive to stand for the Pledge of Allegiance. On the next day the student continued to sit during the Pledge of Allegiance. The teacher told the student that he could not find any policy that allowed students to sit during the Pledge of Allegiance.

Why are students allowed to sit during the Pledge of Allegiance? 

In January 9, 1942, after the Minersville School District v. Gobitis court decision, the West Virginia Legislature redefined its statutes to require all schools in the state to conduct courses of instruction in history, civics, and in the Constitutions of the United States and the state of West Virginia. In response, the West Virginia State Board of Education was directed to implement courses of study consistent with the decision by the West Virginia Legislature.

The board required that the  salute to the flag become an intricate part of the program in the public schools.  All teachers and students were required to participate in the salute honoring the nation represented by the Flag. If a teacher or student refused to salute the flag ii was considered an act of insubordination.

In 1943, the case of West Virginia State Board of Education v. Barnette determined the requirement for students standing for the Pledge of Allegiance.  The Supreme Court of the United States held that the Free Speech Clause of the First Amendment to the United States Constitution protected students from being forced to salute the American flag and say the Pledge of Allegiance in school. Justice Robert H. Jackson delivered the courts 6-3 decision.

Why do schools continue to force students to stand for the Pledge of Allegiance? 

Even though the requirement to stand for the Pledge of Allegiance is a violation of a students Freedom of Speech Rights, school districts continue to force and require students to stand. In New Mexico, the Department of Education Secretary will not provide students an opt out of standing for the Pledge of Allegiance. In Marion County Florida, the school district continues to require that students participate in the pledge. The 11th circuit court in Florida has opted to allow school districts to require that student recite the Pledge of Allegiance. However, the students are not required to stand.

It appears that schools continue to desire to create citizens that are loyal to the country. However, the methods used seem to be contradictory to the Bill of Rights, the constitution and is paramount to shoving social principles down the throats of our school aged students.

The requirement of the Pledge of Allegiance can place the teacher in a precarious position. On one side, the school wants their students to experience freedoms and on the other side, schools want to limit the freedoms that students can experience.

What is a teacher to do when it comes to the Pledge of Allegiance?

It is best for teachers to always respect the rights of their students. When a student refuses to stand ask them why? Do not make it confrontational. If they give a supposedly acceptable answer, that is consistent with their constitutional rights, ask them to bring you their documentation and a permission letter from their parents. Once you have the documentation share the information with your immediate administrator and request direction for how to guide this student and the remaining students in the classroom.

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CA Student & School Clash Over Standing for Pledge of Allegiance

 

Dr. Derrick L. Campbell, Ed.D.

www.positiveracialrelationships.com

PO Box 1668 Blackwood, NJ 08012

Get Email Updates

Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

doctor_derrick1          Racism Book

“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

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How can confronting teacher racist attitudes eliminate racism in education?

In a recent article, an Australian researcher proposes that confronting racist teacher attitudes will eliminate racism in education. When people are confronted, they may feel like a ticking time bomb waiting to explode. Transforming teacher attitudes in the area of classroom disruptions is one effective process for eliminating racism in education.

According to the article, Racism Plays Major Role in Poor Outcomes of Aboriginal People: study, racism has an impact on academic achievement and school attendance. However, low academic achievement and school attendance are not only a product of racism in education, it is a product of the external environment that Aboriginal people continue to encounter. Black and Aboriginal children continue to face the same challenges associated with racism in education. In a study conducted by Dr. Campbell it was found that racism in education has an impact on academic achievement and school attendance for Black students too.

What is a classroom activity that is a major contributor to low academic achievement and low school attendance which results in racism in education?

The classroom activity that contributes to low academic achievement and low school attendance is classroom disruptions. One teacher described classroom disruptions as an act related to student behavior. This teacher stated:

Someone who gets up and walks around the room, and you have to tell them to sit            down. Somebody who is constantly talking about something other than what they are supposed to be doing and bothering another student. Or somebody who is just                  sitting there and just looking around the room, and they are not really doing   anything. They are disrupting themselves.

If this student was Black then this teacher may benefit from the research regarding Black student classroom behavior. Before Black students begin a task, they may look over the assignment in its entirety, rearrange their posture, and writing space, ask the teacher to repeat the directions, check the perception of other neighboring students, and check pencils and paper. For Black students, these are necessary classroom behaviors while teachers may perceive that the students are inattentive, disruptive, or not prepared, or attempting to avoid completing the task.

Most classroom disruptions result from talking. Black students have classroom talking behaviors that result from interest in the instructional process. Black students are inclined to talk back when motivated by what a teacher says. Black students may become so impressed with the speaker, such as a teacher, that the students want to hear what the teacher said again due to an interest not in what was said but how it was said. Many Black students want to create the appropriate mood and setting before beginning to work on a task by asking the teacher to repeat the directions. Black students want gratification for classroom efforts. Blacks will argue for recognition of unsuccessful efforts toward completing a task. Many teachers do not expect Black students to interrupt the class by talking to their neighbors and speak without raising their hands. Educators assume quiet students are successful and receive rewards for making teaching an easier task.

Teachers respond to students talking in the classroom without permission by ordering, reprimanding, involving students in work, and naming the student. Some teachers may exhibit unprofessional behavior when students talk in the classroom without permission. When a teacher yells, uses harsh words, shames, degrades, or embarrasses a student, such behavior influences all students. Hispanics students agreed educators such as teachers should be indirect rather than direct and frank as well as respectful rather than disrespectful when reprimanding or disciplining Hispanic students.

How do students respond to the consequences of classroom disruptions that can result in racism in education?

When teachers are unsuccessful in getting students to comply with classroom management strategies that avoid classroom disruptions, teachers submit a discipline referral. Normally, the referral is sent to the assistant principal. The assistant principal evaluates the discipline referral and assigns the student a consequence. In this particular school the normal assignment for classroom disruptions was in-school suspension. When the students in-school suspension assignments increased, student absences increased. Increased absences resulted in decreased grades and an increased number of incidents. When student grades decreased, student tardiness increased.

Confronting teachers regarding racist attitudes is counterproductive to the mission of education. It will cause teachers to become defensive and exhibit characteristics associated with a dysfunctional organization. Eliminating racism in education should begin with reducing classroom disruptions by promoting positive racial teacher student classroom relationships (Properateasclaships).

Related Articles

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Dr. Derrick L. Campbell, Ed.D.

www.positiveracialrelationships.com

PO Box 1668 Blackwood, NJ 08012

 

Get Email Updates

Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

doctor_derrick1          Racism Book

“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

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Why do teacher-parent conferences with Black parents fail?

In a recent article, author Elissa Nadworny, suggest several tips that could enhance the teacher-parent conference experience for parents. The recommendations are absent of the experiences faced by many Black students and parents. Teacher-parent conferences can become meaningful when they take into consideration the community that the teacher serves.

According to the article, How To Make the Most Of Your 10 Minutes With The Teacher, parents need to focus on three major areas which include the child, the classroom, and the future. The article suggests that during the teacher-parent conference the parent provide information of their home life. The parent should describe what the interests of the child are and what the home life is like. This is a grievous error because it assumes that the teacher has not taken the opportunity to better know their students. Teachers need to become more astute of the perceptions that students may have regarding their teacher.

What are the perceptions that students have regarding teachers which could enhance teacher-parent conferences?

When incorporating students into a marginalized society by slavery, conquest, and colonization, students believe school is detrimental to their identity. Indians, Mexican Americans, Puerto Ricans, and Blacks share the same experience of having been transported into the United States against their will and then relegated to a subordinate status. Blacks have learned since slavery that the way to get ahead even within the limited universe open to them, the status mobility system is not through merit and talent but through White patronage for which they have developed a high distrust for Whites that includes teachers.

Student perceptions and feelings regarding teachers and themselves influence student achievement. Students do better in school when they believe getting a good education will increase their chances for success. Students who perceive that teachers have favorable feelings toward them have higher achievement levels when teachers have positive views toward them.

The second area recommended by the article is the classroom. The classroom discussion should involve questions about grades and behaviors. Many parents are concerned about the behaviors of teachers which result in discrimination against their children.

What are some of the teacher behaviors that could bring alarm to parents before a teacher-parent conference?

Many parents believe teachers discriminate against students by stereotyping according to ethnicity. Many teachers form negative, inaccurate, and inflexible expectations based on such attributes as the race and perceived social class of their students. White teachers may have difficulty in understanding minorities due to the teachers’ rejection of the students’ lifestyles.

Teachers are more likely to have negative academic and behavioral expectations regarding Black students when compared to expectations of White students. 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 when 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.

The final area is the future. The article suggests that during the parent-teacher conference parents should ask the question: “How can I help?” Many parents may become reluctant to ask this question because they are not the content area experts. They expect for the teacher to be the expert in the area of education. Many parents are aware that there is a cultural mismatch between the school and their children.

What are some of the school cultural problems that could cause problems before a teacher-parent conference?

The cultural mismatch between students and school is the reason for student academic failure. The attempt at minority student Americanization that involves fixing culturally flawed children by changing their values and language has failed at increasing minority student achievement. The main reason for low minority student achievement in the United States is racism creates a poverty cycle that minority students are unable to break.

Distrust between schools and Blacks results from hostile treatment of Blacks and discrimination in schools. Employment discrimination is the primary source of Black student opposition to schooling.

Blacks discourage school success as a cultural goal and respond by developing survival strategies that contribute to school failure as well as conflict with the schools. Many culturally diverse children learn how to underachieve due to their keen insight, an ability to note inconsistencies, and sensitivity to social injustices, therefore growing wary and critical of the elitist ideology promoted in schools.

Teachers can prepare enhance teacher-parent conferences with Black parents by:

  1. Provide parents with a profile of the student’s academic standing. This should include the assessment outcome of how students learn. Also include the determination of their academic status from a course pretest. While many students will not do well on the pretest, this is an opportunity to talk about how you the teacher will help your students.
  2. Outline your process for developing positive classroom interactions with students
  3. Outline the process that you the teacher used to develop classroom rules with input from the students. This will send Black parents the message that you intend to be fair when it comes to discipline.

Successful teacher-parent conferences with Black parents will include exposing parents to your classroom processes that are intended to be fair and academically enriching for all students.

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Dr. Derrick L. Campbell, Ed.D. www.positiveracialrelationships.com PO Box 1668 Blackwood, NJ 08012

 

Get Email Updates

Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

doctor_derrick1          Racism Book

“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

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