Developing Positive Self-Images and Discipline in Black Children

The following are two in a series of workshops presented by National Educational Consultant, Dr. Joanza Konjufu, especially for and two teachers and parents concerned with the well-being of black children and their education process. In the first program titled Developing's Positive Self Images and Discipline in Black Children, Dr. Konjufu presents realistic guidelines and positive developmental concepts for helping black children cope and achieve. That will be followed by Dr. Konjufu's well-known workshop called Countering the Conspiracy to Destroy Black Boys, which is an in-depth look at the win, why and what is preventing large numbers of black boys from developing into strong, responsible black men. But first, Joanza Konjufu, for his presentation of developing positive self-images and discipline in black children. Before we look at the workshop on developing positive self-images and discipline in black children, I make you position your amazing thing. I believe the children are actors and he act out what they see in us. You're the Cheating 2.01. Can I get on a Cheating 2.03? You have the exact same problems with children. Your PS2 or what you don't do is I do, but do is I say, they have not talked and was correct. They're talking to be inconsistent. I repeat children or actors. The act out what they see in us. I believe my workshops could be informative, but they could not change attitude. I'm very disappointed about that. I work hard with the guys to research. But certain things cannot be changed, especially with the guys to attitude. What am I getting at? Because we begin to look at trying to close the gap or improve, but I'm extremely achievement. My major concern is you cannot teach a child that you do not love. They are large numbers of children in classrooms, where they are not loved. I also believe you cannot teach a child that you do not respect. They are large numbers of the block children in classrooms where they are not respected. Then last but not least, I also believe you cannot teach a child that you do not call to the understand. In other words, we have integration. Should I be clear? De-segregation. We have many teachers who don't understand the culture of block children. You cannot teach a child that you do not call to the understand. The program is called closing the gap. Trying to close the gap between blocking rights to the children. Trying to increase blacks to the children. For example, the average white European child on the Iowa California test is going to 60% out nationwide. The average white European child in America on the Iowa California test is going to 60% out nationwide. The average black African American child in the same test is going to the 30% out nationwide. Now, what explain is this 30 point difference? The average white child is going to 60% out on the Iowa California test. And the average black child is going to 30% out on the same test. What is some of the reasons? Okay, your first name is, show it. Can you get a water break? Because you are so quickly. The sure thing is number four of my lives. And that's the culture of the test. And sure, I like to call that the curriculum. That's the reason. The first name is, show it. You can get a water break because you are so quickly. The sure thing is number four of my lives. And that's the culture of the test. I like to call that the curriculum. Not just the test. But the curriculum in terms of their culture by instance. I want to also look at the issue of methodology, learning styles. And I want to look at what you just mentioned in S.A.B. valuation design. The test itself. Any other reasons besides the curriculum, methodology, evaluation design? Any other? Yes. First name? Gwen. Perhaps expectations? From home. From the teacher. Okay. Very honest. When that's number five on my list, it's not that I placed in this category because of its significance or importance. That's something you want to say the best for the lives. I want to talk about everybody else first. And then we'll begin to talk about you. So Gwen, we'll be getting you to you in a few minutes. Any others? Yes. First name? Rich. Okay. And richer. That's number two on my list. Per rental involvement and support. I was one of this group of blame. The one we love, the blame the most has the parents. First name? Loads. I think the child's expectations. And Loads, you might have also connected that to self-esteem for students. Okay. So in this case, we'll look at student self-esteem. Now there's one more. There's probably a lot more. But the other one that we have to have in order to continue. And that's all we have in the number one position. So each time, so difficult to identify. And that's the peer group. We are very concerned about the peer group. Now I'm very proud of this particular group because in most workschops across the country, besides these four, and the one we're also looking for was the peer group. Many times people say, well, it's a ability. There's at least one or two persons in his audience. They believe it's a ability. And then every once in a while we get someone to also look at the environment of factors, racism, economic deprivation, sexism. And we acknowledge that. There's no way in the world of these stats are not also affected by economic deprivation and racism and sexism. But seeing an outer world shall have like this. We may not be able to change our lot of Reagan things. David Rockefeller, or Casper Weinberger. We may not be able to change what white men make for one of your $3 a week. And black women make about 234. We may not be able to change them. But we can change the influence of the peer group, prevention, environment, student self-esteem, the curriculum, teacher expectation. At least we can make a temper that. Now, at the same earlier, as at least one person in his room that makes things a ability. I want to pause and look at this because if it's a ability, then block colleges. Independent block schools, the effective schools project, magnets schools cannot produce a quality product. If it was a ability, then block colleges, then only receive 25% of the students. Reproduce 50% of the graduates cannot produce that kind of product. And if you think they're inferior, those students are going on to graduate training at white universities. And we see that degrees, 75% of them. We see the undergraduate training in a block undergraduate school. So if it was a ability, the same ability, the other schools work with, then block colleges. Independent block schools, magnets schools cannot produce a quality product. It is not a ability. And since we cannot change the environment of factors, let's now look at the other five. Peer group, prevention, environment, students of a team, the curriculum, and teacher expectations. We apologize for going as fast as we are. We're condensing a six-hour workshop in two by an hour. And the first thing I want to look at is the issue of the peer group. What we're concerned with here is that we believe the schools are more than academic institutions. They are also social institutions. In other words, very few of us have been trained on monitoring the peer group. And yet this may be one of our greatest competitors on fluency on the minds of our children. It has gotten so bad that when block boards want to do good job in school, they're labeled systems. It's gotten so bad when block youth want to do good job in school. They're called, you're trying to act like, the next deep, deep and two layers. First of all, here we are, the people that built the peer units. First, the read and write. And yet now, we're going to attribute academic achievement to another race. That's problem number one. The problem number two, do you know how much pressure on our youth? Trying to on the one hand, please, their peer group that has one set of values. And then, please, you, teachers and parents, with an lesser devaluess. But you mean this amount of pressure is on them. And we have to begin to understand that pressure. We are very much concerned about the Jackie Robinson syndrome. In other words, in the class of 30, we have our one or two block students and our gifted and talented programs. Our honors programs, our AP programs. In other words, the Jackie Robinson syndrome all over again. In other words, we're going to take our one or two top block students and put them in the class of 30 students. Do you know what's the life? Being the Jackie Robinson of the class. And your peer group teasing you for being in there. And you have to be the only one or two in that kind of class. There's the mother school districts who are trying to close the gap that really lies if they want to increase the odds. Stabilize blocks through the achievement. One or two is not enough. In other words, some schools in our look here, let's say having 10 to 15 students in that kind of setting. So they can reinforce it and not just academically, but also socially. Again, if you mean this amount of pressure. Being the only one or two in the class. And you know what's the incentive teachers in a setting like this. When they have to discuss the block issue, they ask the block child, well, what do you think about that? Do you know what's like being the only block child? Can they be the only one in all block issues? And you don't want to be blocked. No way, no, how? I mean, this amount of pressure. So we want to increase the odds. We have to increase the number of students in those classes because schools are more than academic institutions. They are also social institutions as well. And we have to begin to look at them. We also believe that competition is helpful. In other words, we are very much concerned that many of our children are showing away from academic competition. And they are very much involved in athletic competitions. In other words, we believe that competition is helpful. We believe that sharpens your skills. We believe that there's a psychology of performance or let's be clear, the fear of failure. Many block youth are afraid of competing in academic activities and more confident in athletic activities. And what's sad is many schools allow. Not just a ninth grade. As early as fourth and fifth grade, we have many block youth showing away from academic competition and more and more of the athletic competition. As I said earlier, we believe that competition sharpens your skills. And we believe that our youth need to be involved in both of these two particular areas. In other words, in integrated schools, in a integrated school. These principles are told me that I have a 50-50 block-white school. And I don't want 100% black basketball team. And 100% white science for a team. Or white debating. And if it means going next to step like the boss and say...