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That Jamal she talk about discipline in the schools but obviously is having an adverse works affect on how these young women are. matriculating through educational system is not working. Yeah no the removal of students and from the classroom impacts learning time it impacts Whether they feel they belong in school. And you know there are those situations nations. Where young person has you know? Sort of reached a level where they you know. There are some times when a young person has reached a level where she might have to be asked to to leave but but that should be a last resort and it should be done in the context of of healing and an opportunity to come back in In singer Rhythm Danza Blues. I I actually offer a strong critique of exclusionary discipline and The idea that when we push kids away that the system gets better immediately. I think that's the sort of misrepresentation of discipline should look like in our schools. Is that if we just take this kid out then. Suddenly the school system is better without considering that part of our work in education is to ensure that we are building out an institution that is responsive to all our children and nat even then that means that we should be concerned about those kids who are not in the classroom as much as we're concerned about those kids who are in the classroom. I offer several examples. What situates Singer them dance the blues differently From the other texts is that I spend time on the road exploring this issue with different communities and happened upon programs and strategies that have figured out ways of doing things differently and one of the programs that I- profile is the Columbus city. Prep School for Girls. Where the principal at a community meeting stood up and said that she would no longer punish girls for having a bad attitude? Which of course caught my attention immediately lately but then following up with her and having a chance to visit the school I saw that she had not only just declared that she was not going to do this anymore but that she had really situated needed her staff and faculty in a very strong way to be able to say you know to be able to build an infrastructure and I said a practices pisses that would hold them accountable to that so you know they instantly read to you? Know design their classrooms a specific way. They assigned young the people to adults to have stronger relationships. They have regular meetings where they discuss student measurable progress where they're able to really have conversations Sion's that are specific to the student about what she needs. In order to thrive and all of this is doable. You know having a set of restorative practices and and opportunities for young people to engage in healing is. It shouldn't be that radical. I you know we really should be in a space where we understand that. If our are young people are asking for their schools to be sanctuaries and really critiquing the fact that they feel like prisons that that requires us to do something different and so seeing a rhythm dance the blues as evidence that there are schools that are reconsidering this that are doing things differently and that is showing positive outcomes that school in Columbus had a a reduction in their truancy rates. They had a reduction in their bullying rates. They had a reduction in their fighting and in their cases that are have been assigned to insubordination so across the board award the fact that they built out relationships with young people and respond to young people in crisis rather than pushing them away. I think you know is showing positive academic outcomes uh-huh as well as positive disciplinary outcomes. You also talk about in the book when these young women are in the classroom. They're not learning. So there's here's a double edged swords going. I being punished for whatever behavior problems that they have but also they're not receiving an education. That's right you know the loss some instruction time is a big deal and so you know again we should be trying to figure out ways to keep young people in classes rather than figuring out new creative ways to get them out and and so you know and push out you know the conversations that I had with girls about their push out experience. I I talked to them about what they would do when they were out of school. And for the most part you know they would describe preparing for fights or they would describe sitting around doing nothing. They would describe not having access to their academic material because they felt the school with Matt them or a teacher didn't like them and didn't give them the material. What the Columbus City Prep School? You know to give an example again from that same institution does is if if a student is having a disruption then they are placed in the classroom. They don't even they don't call it in school suspension but I think in in some ways it functions that way but they provide no child loses in instruction time so there is somebody working with them in this space always to make sure that they're doing their work and the principal herself checks checks all the work before a student can be Sent back to class and release back the class and so there's never a loss of emphasis on the fact that young people are there to learn and that our girls can have an opportunity to re-engage Another example that I talk about in the book is from Oakland The African American female. Excellence where you know curl had a disruption. She cursed at a teacher. It was seen as a violation of a set agreements in the classroom but that she was able to apologize and come back in and one of the things that sat with me that I share in the book that I think is really important. Is that the head of the program at the time and Zingo to Gus. Then you know that it's important for us to recognize that we have to this. Work is about forgiveness right like it's about a young people understanding that they can be forgiven if they make a mistake that this is not a disruption that should sever their relationship with school but that they should learn from on how to actually behave and being community with each other. And that's what we're seeking seeking to do is build out schools that emphasize community and relationships not that are seen as locations for punishment.