Working With Black Boys Why are they targeted for discipline? In collaboration with the OUSD African-American Male Achieve...
Introduction/Check-in What would you like to get? What are your challenges? What are you hopeful about? Lincoln/ AAMA Offi...
<ul><li>Training Goals </li></ul><ul><li>1. Frame the context in which Black boys are served in various settings. </li></u...
<ul><li>Visioning Activity </li></ul><ul><li>Close your eyes, visualize a Black male student you have worked with that mad...
<ul><li>Paired Share </li></ul><ul><li>Talk about your student and share your reflections: </li></ul><ul><ul><ul><li>Who t...
UNIVERSAL ACCESS Program Standard 5: Pedagogy Participating teachers grow and improve in their ability to reflect upon and...
UNIVERSAL ACCESS Program Standard 6: Universal Access: Equity for all Students Participating teachers protect and support ...
<ul><li>What Happens & Why? </li></ul><ul><li>Disproportionality in out of class referrals & suspension of Black boys </li...
<ul><li>What Happens & Why? </li></ul><ul><li>English Language Learners </li></ul><ul><li>Research shows 3 main reasons:  ...
<ul><li>The Back of the Book </li></ul><ul><li>Authentic Caring  –Angela Valenzuela </li></ul><ul><li>Control the Environm...
How are they targeted? Lincoln/ AAMA Office Training Safety Health Education Homicide Prison Environmental hazards Profili...
<ul><li>The Gaps </li></ul><ul><li>The Achievement Gap  (test scores, dropout rates, higher ed) </li></ul><ul><li>The Disc...
<ul><li>The Gaps </li></ul><ul><li>The Achievement Gap  (test scores, dropout rates, higher ed) </li></ul><ul><li>The Disc...
<ul><li>Primary Oppressors </li></ul><ul><li>Ways of thinking  (ideological oppression) </li></ul><ul><ul><li>White suprem...
What does oppression look like? <ul><li>Negative presupposition </li></ul><ul><li>Escalation </li></ul><ul><li>Ultimatums ...
Risk vs. Protective Factors <ul><li>Risk Factors </li></ul><ul><li>Low SES  (poverty or working class) </li></ul><ul><li>E...
Strength-Based Seek to see all behaviors as strengths or hidden strengths <ul><li>Name some of the hidden strengths that B...
Strength-Based &quot;Men are whipped oftenist who are whipped easiest.“ <ul><li>“ The strength of someone who has endured ...
America’s Response Minstrel, Jim Crow 1876, Birth of a Nation 1915 & Lynchings mostly targeting urban Black males  Slide 1...
Nothing New? Lincoln Monthly Training Negative Stereotypes Nothing New?  demonized/criminalized aspects of culture   Big, ...
Modern Criminalization/Dehumanization The myth of the juvenile Superpredator:  -John Dilulio, Princeton 1990’s “ Crack bab...
Staff Goals <ul><li>Building relationships with students </li></ul><ul><li>2. Culturally responsive strategies for engagin...
Building Relationships <ul><li>Address your fear of your students  </li></ul><ul><li>Look at your judgement of parents and...
Building Relationships <ul><li>Authentic Caring vs.  Aesthetic Caring  –Angela Valenzuela, Subtractive Schooling </li></ul...
Culturally Responsive Strategies 1.  Be clear about who you are:  (race, class, gender, etc.) because it speaks more than ...
Common Explanations for Misbehavior <ul><li>He just wants attention (essential for survival) </li></ul><ul><li>He just wan...
Applied Behavior Analysis <ul><li>Create an optimal environment (culture) BIP’s </li></ul><ul><li>Whatever behavior is rei...
Crisis Management and The Crisis Cycle <ul><li>Baseline </li></ul><ul><li>Escalation phase and the reverse cognition effec...
Collaborative Problem Solving <ul><li>Mutually beneficial </li></ul><ul><li>Plan A is adult will </li></ul><ul><li>Plan B ...
Dealing With Misbehavior Putting the most energy where you have the most control 1. Manage your own reaction: You always h...
Lincoln/ AAMA Office Training Alignment School Needs/ Goals Student Needs/ Goals This is where the work should be
Expectations 1. No quick fix 2. Cumulative: It took a long time to get this way, it will take a while to change 3. Give th...
The Service 1. Too hard on them, negative assumptions 2. Too easy on them, low expectations, feel sorry for them 3. Afraid...
Lincoln/ AAMA Office Training <ul><li>Vaccum/Silo Approach </li></ul><ul><li>Not effective </li></ul><ul><li>Work harder, ...
Lincoln/ AAMA Office Training <ul><li>Organic Approach </li></ul><ul><li>most effective </li></ul><ul><li>Gather as much i...
Strengths Based Practice How can we raise OUR bar? 1. What do you do well with Black boys? 2. Where can you improve?  3. H...
<ul><li>Empathy Activity </li></ul><ul><li>You should not present yourself to students everyday unless you can do the foll...
The Culture  (of black male success) The Agencies  that support Black Males -Youth UpRising -Leadership Excellence (Camp A...
<ul><li>Empathy Activity </li></ul><ul><li>You should not present yourself to students everyday unless you can do the foll...
<ul><li>Strategic Approach </li></ul><ul><li>More effective </li></ul><ul><li>Be deliberate about method & approach </li><...
Thank You <ul><li>Questions? </li></ul><ul><li>Comments? </li></ul><ul><li>Reflections? </li></ul><ul><li>Feedback? </li><...
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  1. 1. Working With Black Boys Why are they targeted for discipline? In collaboration with the OUSD African-American Male Achievement Office 2011 Lincoln/ AAMA Office Training
  2. 2. Introduction/Check-in What would you like to get? What are your challenges? What are you hopeful about? Lincoln/ AAMA Office Training
  3. 3. <ul><li>Training Goals </li></ul><ul><li>1. Frame the context in which Black boys are served in various settings. </li></ul><ul><li>2. Develop a shared understanding of what impacts our work with Black boys </li></ul><ul><li>3. Build critical questions that can inform our continued work with Black boys </li></ul><ul><li>Address Site Specific Goals: </li></ul><ul><ul><li>1. Building relationships with students </li></ul></ul><ul><ul><li>2. Culturally responsive strategies for engaging students in the learning process </li></ul></ul><ul><ul><li>3. Dealing with misbehavior </li></ul></ul>Lincoln/ AAMA Office Training
  4. 4. <ul><li>Visioning Activity </li></ul><ul><li>Close your eyes, visualize a Black male student you have worked with that made an impact on you. </li></ul><ul><li>Think about why they impacted you, positively or negatively </li></ul><ul><li>Think about how you responded to this student </li></ul>Lincoln/ AAMA Office Training
  5. 5. <ul><li>Paired Share </li></ul><ul><li>Talk about your student and share your reflections: </li></ul><ul><ul><ul><li>Who this student was </li></ul></ul></ul><ul><ul><ul><li>Why they impacted you </li></ul></ul></ul><ul><ul><ul><li>How you responded (what was the impact) </li></ul></ul></ul>Lincoln/ AAMA Office Training
  6. 6. UNIVERSAL ACCESS Program Standard 5: Pedagogy Participating teachers grow and improve in their ability to reflect upon and apply the California Standards for the Teaching Profession and the specific pedagogical skills for subject matter instruction beyond what was demonstrated for the preliminary credential. They utilize the adopted academic content standards and performance levels for students, curriculum frameworks, and instructional materials in the context of their teaching assignment. Participating teachers use and interpret student assessment data from multiple measures for entry level, progress monitoring, and summative assessments of student academic performance to inform instruction. They plan and differentiate instruction using multi-tiered interventions as appropriate based on the assessed individual, academic language and literacy, and diverse learning needs of the full range of learners (e.g. struggling readers, students with special needs, English learners, speakers of non-standard English, and advanced learners). To maximize learning, participating teachers create and maintain well-managed classrooms that foster students’ physical, cognitive, emotional and social well-being. They develop safe, inclusive, and healthy learning environments that promote respect, value differences, and mediate conflicts according to state laws and local protocol. Participating teachers are fluent, critical users of technological resources and use available technology to assess, plan, and deliver instruction so all students can learn. Participating teachers enable students to use technology to advance their learning. Local district technology policies are followed by participating teachers when implementing strategies to maximize student learning and awareness around privacy, security, and safety. Lincoln/ AAMA Office Training
  7. 7. UNIVERSAL ACCESS Program Standard 6: Universal Access: Equity for all Students Participating teachers protect and support all students by designing and implementing equitable and inclusive learning environments. They maximize academic achievement for students from all ethnic, race, socio-economic, cultural, academic, and linguistic or family background; gender, gender identity, and sexual orientation; students with disabilities and advanced learners; and students with a combination of special instructional needs. When planning and delivering instruction, participating teachers examine and strive to minimize bias in classrooms, schools and larger educational systems while using culturally responsive pedagogical practices. Participating teachers use a variety of resources (including technology-related tools, interpreters, etc.) to collaborate and communicate with students, colleagues, resource personnel and families to provide the full range of learners equitable access to the state-adopted academic content standards. a) Teaching English Learners To ensure academic achievement and language proficiency for English Learners, Participating teachers instruct English learners using adopted standards-aligned instructional materials. Participating teachers differentiate instruction based upon their students’ primary language and proficiency levels in English considering the students’ culture, level of acculturation, and prior schooling. b) Teaching Special Populations To ensure academic achievement for special populations, participating teachers adhere to their legal and ethical obligations relative to the full range of special populations (students identified for special education, students with disabilities, advanced learners and students with a combination of special instructional needs) including the identification and referral process of students for special services. Participating teachers implement district policies regarding support services for special populations. Participating teachers communicate and collaborate with special services personnel to ensure that instruction and support services for special populations are provided according to the students’ assessed levels of academic, behavioral and social needs. Based on assessed student needs, participating teachers provide accommodations and implement modifications. Participating teachers recognize student strengths and needs, use positive behavioral support strategies, and employ a strengths-based approach to meet the needs of all students, including the full range of special populations. Participating teachers instruct special populations using adopted standards-aligned instructional materials and resources (e.g., varying curriculum depth and complexity, managing paraeducators, using assistive and other technologies). Lincoln/ AAMA Office Training
  8. 8. <ul><li>What Happens & Why? </li></ul><ul><li>Disproportionality in out of class referrals & suspension of Black boys </li></ul><ul><li>Research shows 3 main reasons: </li></ul><ul><ul><li>Cultural Mismatch (3 D’s: defiance, disrespect, disruption) </li></ul></ul><ul><ul><li>Teacher Bias (stereotype threat) </li></ul></ul><ul><ul><li>Institutional Bias (zero tolerance, parent compliance) </li></ul></ul>Lincoln/ AAMA Office Training
  9. 9. <ul><li>What Happens & Why? </li></ul><ul><li>English Language Learners </li></ul><ul><li>Research shows 3 main reasons: </li></ul><ul><ul><li>Lack of training & specialized curriculum </li></ul></ul><ul><ul><li>Inadequate support services for ELL families </li></ul></ul>Lincoln/ AAMA Office Training
  10. 10. <ul><li>The Back of the Book </li></ul><ul><li>Authentic Caring –Angela Valenzuela </li></ul><ul><li>Control the Environment : Environment controls behavior. -ABA (classroom management: arrangement, procedures, structure, engagement, etc.) </li></ul><ul><li>Culturally Responsive (student centered) –Sharroky Hollie </li></ul><ul><li>Strengths Based : All behavior is strength or hidden strength </li></ul><ul><li>Be Explicit : Openly challenging negative stereotypes & biases in, through, with your class </li></ul><ul><li>Measure it: Keep track of your out of class referrals for objective offenses. (the 3 D’s) </li></ul>Lincoln/ AAMA Office Training
  11. 11. How are they targeted? Lincoln/ AAMA Office Training Safety Health Education Homicide Prison Environmental hazards Profiling Disease Illness Low quality of life Discrimination is psychological warfare Suspension/ Expulsion Drop out Low graduation Special Ed/ ADHD Remedial/ Tracking
  12. 12. <ul><li>The Gaps </li></ul><ul><li>The Achievement Gap (test scores, dropout rates, higher ed) </li></ul><ul><li>The Discipline Gap (suspension and expulsion) </li></ul><ul><li>The Wealth Gap (net worth, income, rates of poverty) </li></ul><ul><li>The Health (mortality) Gap (life expectancy, excess death) </li></ul><ul><li>The Prison Gap (incarceration rates, sentencing, profiling) </li></ul><ul><li>The Employment Gap (unemployment and underemployment rate) </li></ul><ul><li>Clip: http://www.youtube.com/watch?v=bVmPKvhsNVk </li></ul>Lincoln/ AAMA Office Training
  13. 13. <ul><li>The Gaps </li></ul><ul><li>The Achievement Gap (test scores, dropout rates, higher ed) </li></ul><ul><li>The Discipline Gap (suspension and expulsion) </li></ul><ul><li>The Wealth Gap (net worth, income, rates of poverty) </li></ul><ul><li>The Health (mortality) Gap (life expectancy, excess death) </li></ul><ul><li>The Prison Gap (incarceration rates, sentencing, profiling) </li></ul><ul><li>The Employment Gap (unemployment and underemployment rate) </li></ul><ul><li>Clip: http://www.youtube.com/watch?v=bVmPKvhsNVk </li></ul>Lincoln Monthly Training <ul><li>Attribution of Disparities </li></ul><ul><li>Dominant public paradigms explaining disparities: “bad apples” </li></ul><ul><ul><li>Defective culture (Bill Cosby, President Obama, & Co.) </li></ul></ul><ul><ul><li>Individual faults (Bootstraps, agency, free will & choice) </li></ul></ul><ul><ul><li>Personal racism (isolated incidents, generally equal) </li></ul></ul><ul><li>Overlooks policies and arrangements: “diseased tree” </li></ul><ul><ul><li>Structures (Competition rewards advantage. Privilege bestows advantage, social reproduction) </li></ul></ul><ul><ul><li>Institutions (White supremacy, Brown v. Board, School to Prison) -Paul Hirshfield, Preparing for Prison: The Criminalization of School Discipline in the USA </li></ul></ul><ul><ul><li>Cumulative causation (multisystemic inequity, doll test) </li></ul></ul>Lincoln/ AAMA Office Training
  14. 14. <ul><li>Primary Oppressors </li></ul><ul><li>Ways of thinking (ideological oppression) </li></ul><ul><ul><li>White supremacy (white privilege) </li></ul></ul><ul><ul><li>Any thoughts of superiority over others </li></ul></ul><ul><li>Institutions (institutional oppression) </li></ul><ul><ul><li>Police brutality </li></ul></ul><ul><ul><li>“ ism’s” </li></ul></ul><ul><li>People (interpersonal oppression) </li></ul><ul><ul><li>Act of bigotry </li></ul></ul><ul><ul><li>“ ism’s” </li></ul></ul><ul><li>Overt domination and exploitation of people, resources, and thought </li></ul>Who is the Oppressor? <ul><li>Secondary Oppressors or sub-oppressors </li></ul><ul><li>Internalized oppression </li></ul><ul><ul><li>Inability to name source of oppression </li></ul></ul><ul><ul><li>Black on black crime </li></ul></ul><ul><ul><li>Negative self image </li></ul></ul><ul><ul><li>Inability to identify the existence of being oppressed </li></ul></ul><ul><ul><li>Acceptance of negative stereotypes and labels into self concept </li></ul></ul><ul><ul><li>Inability to actively resist structural oppression </li></ul></ul>Lincoln/ AAMA Office Training
  15. 15. What does oppression look like? <ul><li>Negative presupposition </li></ul><ul><li>Escalation </li></ul><ul><li>Ultimatums </li></ul><ul><li>Leverage power and authority </li></ul><ul><li>Threats of consequences </li></ul><ul><li>Deny them a ‘choice or a voice’ </li></ul><ul><li>Forget they are children </li></ul><ul><li>Refuse to apologize </li></ul><ul><li>Treat them like adults </li></ul><ul><li>Intimidate them </li></ul><ul><li>Fail to hold them accountable </li></ul><ul><li>Black boys are limited culturally, in what they can express and how they can express it </li></ul><ul><li>Care, concern, fear, hurt, sadness, shame, embarrassment, </li></ul><ul><li>Most of our students are acutely aware of their positioning in U.S. society (social reproduction) which is the bottom. </li></ul>Lincoln/ AAMA Office Training
  16. 16. Risk vs. Protective Factors <ul><li>Risk Factors </li></ul><ul><li>Low SES (poverty or working class) </li></ul><ul><li>Environment (liquor store, shots fired) </li></ul><ul><li>Race (“old and black”) </li></ul><ul><li>Poverty </li></ul><ul><li>Community violence </li></ul><ul><li>Trauma </li></ul><ul><li>Neglect </li></ul><ul><li>Poor schools </li></ul><ul><li>Lack of nutrition </li></ul><ul><li>Protective Factors </li></ul><ul><li>SES status (middle & upper middle class) </li></ul><ul><li>Education </li></ul><ul><li>Access to resources </li></ul><ul><li>Supportive caring relationships with adults </li></ul><ul><li>Positive engagement, healthy self-esteem </li></ul><ul><li>Tangible Skills and Prosocial skills </li></ul><ul><li>Internal motivation, drive, determination, talent </li></ul><ul><li>Resilience </li></ul>Lincoln/ AAMA Office Training
  17. 17. Strength-Based Seek to see all behaviors as strengths or hidden strengths <ul><li>Name some of the hidden strengths that Black boys exhibit (harmful behaviors)? </li></ul><ul><ul><li>Flashy < Creative & expressive </li></ul></ul><ul><ul><li>Persistent < Resilient </li></ul></ul><ul><ul><li>Bold < Courageous </li></ul></ul><ul><ul><li>Outspoken < Honest & transparent </li></ul></ul><ul><ul><li>Moody < Passionate & compassionate </li></ul></ul>Lincoln/ AAMA Office Training
  18. 18. Strength-Based &quot;Men are whipped oftenist who are whipped easiest.“ <ul><li>“ The strength of someone who has endured the greatest hardship is best equipped for creating great social change.” </li></ul><ul><li>Fredrick Douglass was born into slavery. A ‘foster’ child, dropped off at 6 by his grandmother who disappeared. </li></ul><ul><li>At 16, he fought back, struggling for 2 hours. </li></ul><ul><li>Douglass escaped slavery and rose to become an advisor to President Lincoln during civil war. </li></ul>Miss. Sen. Blanche Bruce, former slave Ala. Rep. Jeremiah Haralson, former slave 21 elected to House, 10 former slaves 2 elected to Senate, 1 former slave Mississippi, Alabama, Virginia, Florida, North & South Carolina, Louisiana From 1870 - 1901 Booker T Washington founded Tuskeegee in 1881 & met with T. Roosevelt in 1901 WEB DuBois earned a Ph.D. from Harvard 1895 Lincoln/ AAMA Office Training
  19. 19. America’s Response Minstrel, Jim Crow 1876, Birth of a Nation 1915 & Lynchings mostly targeting urban Black males Slide 13 Lincoln/ AAMA Office Training
  20. 20. Nothing New? Lincoln Monthly Training Negative Stereotypes Nothing New? demonized/criminalized aspects of culture Big, Black, Dangerous, Savage, Animal, Vicious, Beast, Immoral, Lazy, Ignorant, Careless, Indiscriminate, Oversexed, Crazed, Deranged, Lowly, Simple, Stupid, Inferior, Subhuman Lincoln/ AAMA Office Training
  21. 21. Modern Criminalization/Dehumanization The myth of the juvenile Superpredator: -John Dilulio, Princeton 1990’s “ Crack baby myth, immoral and beastly violent” “ Tough on crime” laws target urban Black Males 3- strikes, juveniles as adults, crack laws, gang laws -Mike Males, The Scapegoat Generation: America’s War On Adolescents Lincoln/ AAMA Office Training
  22. 22. Staff Goals <ul><li>Building relationships with students </li></ul><ul><li>2. Culturally responsive strategies for engaging students in the learning process </li></ul><ul><li>3. Dealing with misbehavior: </li></ul><ul><li>What are some behaviors? </li></ul>Lincoln/ AAMA Office Training
  23. 23. Building Relationships <ul><li>Address your fear of your students </li></ul><ul><li>Look at your judgement of parents and family structure & community </li></ul><ul><li>Look at your personal biases, prejudices, dislikes and pet peeves </li></ul><ul><li>Examine your motivations for being here </li></ul><ul><li>Challenge negative hidden assumptions & beliefs </li></ul>Lincoln/ AAMA Office Training
  24. 24. Building Relationships <ul><li>Authentic Caring vs. Aesthetic Caring –Angela Valenzuela, Subtractive Schooling </li></ul><ul><li>Know their parents & caregivers first and last name: community centered -Gloria Ladson-Billings, Dreamkeepers </li></ul><ul><li>Disclose mistakes or errors and apologize quickly </li></ul><ul><li>State your motivations for your actions, give real reasons – Howard Zinn, A Peoples History of American Empire </li></ul>Lincoln/ AAMA Office Training
  25. 25. Culturally Responsive Strategies 1. Be clear about who you are: (race, class, gender, etc.) because it speaks more than what you say –Sharroky Hollie, Culturally Responsive 2. Be Student Centered: Their class or your class, their assignment or your assignment, their education or your education? Are you facilitator or Director of learning? 3. Cultural Consultation: Consult someone who is in the business of addressing a particular group Lincoln/ AAMA Office Training
  26. 26. Common Explanations for Misbehavior <ul><li>He just wants attention (essential for survival) </li></ul><ul><li>He just wants his own way (as he should) </li></ul><ul><li>He’s manipulating us (not exactly) </li></ul><ul><li>He’s making bad choices (developmentally appropriate) </li></ul><ul><li>His parents don’t provide enough structure (neither do rich parents) </li></ul><ul><li>He has a bad attitude (unmet need) </li></ul><ul><li>His brother was the same way (we have no control over our genes) </li></ul><ul><li>He’s testing limits (that’s necessary for growth) </li></ul>Lincoln/ AAMA Office Training
  27. 27. Applied Behavior Analysis <ul><li>Create an optimal environment (culture) BIP’s </li></ul><ul><li>Whatever behavior is reinforced the most, will occur the most </li></ul><ul><li>Behaviors are reinforced by Adult energy & attention </li></ul><ul><li>Setting events (2-6 hours) and Antecedents (30 seconds) Behavior and Consequences (natural are preferred to imposed) </li></ul><ul><li>Analyze when disruptions occur </li></ul><ul><li>Distinguish the type & kind of disrespectful outburst </li></ul><ul><li>Sharing Approximations: Clapping exercise </li></ul>Lincoln/ AAMA Office Training
  28. 28. Crisis Management and The Crisis Cycle <ul><li>Baseline </li></ul><ul><li>Escalation phase and the reverse cognition effect </li></ul><ul><li>Crisis mode </li></ul><ul><li>Heightened baseline </li></ul><ul><li>Cortisol </li></ul><ul><li>Shift thinking from escalation to maintaining baseline </li></ul><ul><li>Adult escalation cycle out of sync with students’ cycle </li></ul>Lincoln/ AAMA Office Training
  29. 29. Collaborative Problem Solving <ul><li>Mutually beneficial </li></ul><ul><li>Plan A is adult will </li></ul><ul><li>Plan B is collaborative </li></ul><ul><li>-Ross Greene, The Explosive Child </li></ul>Lincoln/ AAMA Office Training
  30. 30. Dealing With Misbehavior Putting the most energy where you have the most control 1. Manage your own reaction: You always have more options than they do 2. Gather information about the environment (the setting they encountered) and disposition (what they brought to school) in that order! 3. Consider more than 2 ways to look at what happened to be as objective (accurate & non-biased) as possible 4. Use Plan B! Mutually beneficial –Ross Greene, The Explosive Child Lincoln/ AAMA Office Training
  31. 31. Lincoln/ AAMA Office Training Alignment School Needs/ Goals Student Needs/ Goals This is where the work should be
  32. 32. Expectations 1. No quick fix 2. Cumulative: It took a long time to get this way, it will take a while to change 3. Give the strategy time Lincoln/ AAMA Office Training
  33. 33. The Service 1. Too hard on them, negative assumptions 2. Too easy on them, low expectations, feel sorry for them 3. Afraid of them, reinforcing stereotypes Service must be Firm and Caring Lincoln/ AAMA Office Training
  34. 34. Lincoln/ AAMA Office Training <ul><li>Vaccum/Silo Approach </li></ul><ul><li>Not effective </li></ul><ul><li>Work harder, longer </li></ul><ul><li>Increase focus on punishments </li></ul><ul><li>Punish their parents </li></ul><ul><li>Get stricter, doing more of what doesn’t work </li></ul><ul><li>Consult with no one </li></ul><ul><li>Retreat to one’s authority and power </li></ul>
  35. 35. Lincoln/ AAMA Office Training <ul><li>Organic Approach </li></ul><ul><li>most effective </li></ul><ul><li>Gather as much info as possible. </li></ul><ul><ul><li>Get the facts </li></ul></ul><ul><ul><li>Ask questions </li></ul></ul><ul><ul><li>Listen, listen, listen </li></ul></ul><ul><li>2. Be upfront, transparent & explicit </li></ul><ul><li>3. Work with & in partnership </li></ul><ul><ul><li>Constantly check in </li></ul></ul><ul><ul><li>Offer options or even choices </li></ul></ul><ul><ul><li>Evaluate, evaluate, evaluate </li></ul></ul><ul><ul><li>Value the process as much as the goal </li></ul></ul><ul><li>4. Seek cultural consultation </li></ul><ul><li>5. Reflect </li></ul>
  36. 36. Strengths Based Practice How can we raise OUR bar? 1. What do you do well with Black boys? 2. Where can you improve? 3. How can you strengthen your work with Black boys? Lincoln/ AAMA Office Training
  37. 37. <ul><li>Empathy Activity </li></ul><ul><li>You should not present yourself to students everyday unless you can do the following. </li></ul><ul><li>Imagine the following: </li></ul><ul><li>Your teacher being afraid of you and as a result unable to comfort you appropriately </li></ul><ul><li>Never feeling safe when you see the police even when they are there to “help” </li></ul><ul><li>Any enthusiasm that you express being interpreted as aggressive or even violent </li></ul><ul><li>Passion or excitement that you express being cast as sexually deviant </li></ul><ul><li>People not getting on the elevator with you or getting off as soon as you get on OR moving to the corner, grabbing purse and avoiding eye contact at all costs </li></ul><ul><li>People treat you as if you are going to steal something </li></ul><ul><li>Not being allowed to be angry without being viewed as dangerous </li></ul>Lincoln/ AAMA Office Training
  38. 38. The Culture (of black male success) The Agencies that support Black Males -Youth UpRising -Leadership Excellence (Camp Akili, Freedom Schools) -Mentoring Center -100 Black Men (Man Up!) -OUSD, Office of African American Achievement The Research that feeds Black Male policy -Urban Strategies Council -Policy Link -Alameda County -Black male scholars -US Census Lincoln/ AAMA Office Training
  39. 39. <ul><li>Empathy Activity </li></ul><ul><li>You should not present yourself to students everyday unless you can do the following. </li></ul><ul><li>Imagine the following: </li></ul><ul><li>Your teacher being afraid of you and as a result unable to comfort you appropriately </li></ul><ul><li>Never feeling safe when you see the police even when they are there to “help” </li></ul><ul><li>Any enthusiasm that you express being interpreted as aggressive or even violent </li></ul><ul><li>Passion or excitement that you express being cast as sexually deviant </li></ul><ul><li>People not getting on the elevator with you or getting off as soon as you get on </li></ul><ul><li>People treat you as if you are going to steal something </li></ul><ul><li>Not being allowed to be angry without being viewed as dangerous </li></ul>Lincoln Monthly Training Cultural Consultation Just a few individuals to consult about Black males in Oakland Shawn Ginwright, Ph.D. Professor SFSU Darrick Smith, M.A. Director, June Jordan School for Equity Tacuma King, Artistic Director, Malonga Center Hodari Davis, M.A. National Director Youth Speaks Arnold Perkins, Retired Health Director, AC Afriye Quamina, Ed.D. Equity Institute Chris Chatmon, AAMAO, OUSD Baayan Bakari, Filmmaker Jeff Duncan-Andrade, Ph.D. Professor SFSU, OUSD teacher Jason Seals, M.A. Professor Merritt College Wade Nobles, Ph.D. Professor SFSU, Black Family & Life Institute Saleem Shakir, Executive Director, Leadership Excellence Ronald Muhammad, FOI David Muhammad, AC Probation Chief Michael Gibson, AC EMS Jerome Gourdine, Principal Frick Middle Greg Hodge, Former School Board Member Organizations Leadership Excellence Mentoring Center Youth Uprising 100 Black Men of East Bay Urban Strategies Center Policy Link Children’s Defense Fund, Oakland Alameda County, Health Dept. ACLU Bay Area chapter NAACP, Oakland Chapter Urban League, Northern California Lincoln/ AAMA Office Training
  40. 40. <ul><li>Strategic Approach </li></ul><ul><li>More effective </li></ul><ul><li>Be deliberate about method & approach </li></ul><ul><li>Evaluate effectiveness </li></ul><ul><li>Prioritize strategically </li></ul><ul><li>Firm caring </li></ul><ul><li>Be responsible </li></ul><ul><li>Stop what’s not working or making headway </li></ul><ul><li>Work smarter, work differently </li></ul>Lincoln/ AAMA Office Training
  41. 41. Thank You <ul><li>Questions? </li></ul><ul><li>Comments? </li></ul><ul><li>Reflections? </li></ul><ul><li>Feedback? </li></ul><ul><li>For a copy of the powerpoint email </li></ul><ul><li>[email_address] </li></ul>

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