July 22, 2025 • 44 mins
Join 26 year K-12 veteran teacher Ms. Iyshaa Roberson break down a few tips that evey K-12 first year teachers should know.
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Speaker 1 (00:03):
Don't ask your question real. Let's just keep it real
straight shye with no chasing, I'm gonna get a little
bit ruptured. I'm here for it. Those who really believed
in the American process, all of us street shot no
chase with your girl Tesslor figure out on the.
Speaker 2 (00:23):
Black Effect podcast net.
Speaker 1 (00:25):
Work at Work, Everybody, It is your girl Tesslam figure Out.
Also here with Marcellus Row once again tapping in with
you a couple of church announcements that I want to
get out the way before we get into today's content.
We had a blast at the push the Line Politics
until something Happens virtual training that we did, and man,
(00:48):
we had a good time. Course too was for building
your coalition, building your tribe. Is you with ambition of
a rider, And what that was about is learning how
to build traditional and non traditional coalitions. And so we
had a really really good class. Thankful, as always Marcella's
(01:08):
was able to kind of give us some class questions
and answer back and forth, so we really really got
a chance to go into that. There's four different resources
that you will have in your course dashboard in addition
to the live replay of the class. So what I
love about it is. Once we have the live class,
you guys can go back in rewatch it. For those
(01:30):
who have already purchased the class, you have about sixty
days that you can rewatch it. And then those who
want to purchase it for the first time go in
watch it, stop, start it, and also look at those resources.
I personally like the on demand. I know people love
being in the class, but I don't want to undervalue
the on demand because there's some good things that come
(01:50):
from being on demand as well, like, for one, being
able to stop and start it and rewind it and
okay say that again. Okay, let me write that down.
Don't look at a on demand as missing out. Look
at it as a real opportunity. We've got a teacher
in the building, ice you we're gonna bring here and say.
She's nodding her head because as a teacher, she understands
(02:13):
that there's a lot of additional I guess a bonus
if you will appro with going back and watching something
on demand. And what it also allows you to do
is be able to stop and start and if you
want to, you know, listen to her. Why you're cleaning
up and you want to pick it up later. If
you want to listen to it, you know in the car.
It's just a really really good tool guy. So don't
(02:35):
don't look at it like, oh I missed the class,
it's too bad. Look at it as going through the process,
especially with those resources, because when you see those worksheet resources,
you can work it in real time as we did
in the class. So those who you know, thought the
first class was kind of you know, basic, because it
just talked about the you know, roles and responsibilities and
(02:58):
we just kind of did an overview. Course two to
me and you can tell me Marcelli's but course too
to me really started getting into the meat of things,
you know, really started unpacking. You know, this is what
now that you know your role, while you have an
idea where your role is, or you know who you
might want to serve in this space, now, how do
you build your tribe?
Speaker 2 (03:18):
So I really enjoyed it.
Speaker 1 (03:20):
You have a script in there on how to email
people to ask in a partner with you, or how
to call them to ask in a partner with you.
You have a mapping, a coalition mapping to tell you,
like what your strategy should be. You have a template
to be able to write out with those traditional and
non traditional sources are. I went through each one of
those columns to give you things to think about. Marcella's was,
(03:43):
as usual, such a great class participant to allow me
to have him do that in real time, because that's
also helpfuless too. You know, not something scripted, but you
don't really do it in real time, and so we
were able to sort through some of the challenges that
he was even having on how to identify traditional non traditional. Well,
I know, guys, you can't afford everything. I've made it
(04:04):
as reasonable as I possibly can. The class is fifty bucks.
You can use ten dollars off by using the coupon
Let's go. But if you cannot afford both classes, I
also have a bundle that's available course one and two
for seventy five dollars.
Speaker 2 (04:17):
But if you can only afford one course, and I.
Speaker 1 (04:19):
Typically ask people to do things culatively, meaning one after
the other, to build a foundation. But if you can
only afford one course, due course too, due course too,
because you're going to get a lot from that on.
How do you build your tribe those who are aligned
with you and those who are not. We had a
real life troll in the class, and so you got
(04:42):
a chance to speak, you know what, how to handle
a distraction, because I should. What always said, I'm going
to introduce my guess at a minute, but I'm talking
to her now. What I wanted people to know is,
like Malcolm X said, he did. My favorite speech that
Malcolm X did. One of my favorite are the favorite
is Ballot of the bullet in nineteen sixty and before
he began that speech, he said, welcome to my friends
(05:04):
and enemies. He said, it would be foolish of me
to know that a crowd this big that there are
no enemies. And so this was a wonderful opportunity to
show that people will actually pay to be opposition.
Speaker 2 (05:17):
They will pay in the room, they will pay to
distract you.
Speaker 1 (05:20):
And any time you are doing work for the lease
of these, I wish I had somebody the time you
are doing work for the lease of these, you can
expect the principality to show up absolutely and distract you
all sight. And so it was a great opportunity for
me to use that individual as an example. And it
also gave an opportunity to show how you can make
(05:43):
the enemy flee. I wish I had somebody, I mean,
flee out the room, because when you are standing in purpose,
and when you are standing in principle, at some point
you cut off the head of the snake. I for one,
you up out of here, because I'm going nowhere. I'm
standing steadfast, unmovable. Now a lot of y'all would say, well,
(06:05):
just remove him from the classroom.
Speaker 2 (06:07):
Why don't you just move on?
Speaker 1 (06:08):
No, no, no, I want you to see me go ahead
and cocker the enemy. I want you to know what
it means. Man, I wish I'm I'm preaching. I'm trying something,
but I can't help it. If day one is here.
And we used to have a drill team. One of
the one of our favorite things we used to do
and our drillers for God is putting on the armor
of God. And we would go through each and every
(06:30):
step of what it mean to have the helmet on
and the sword on in the arm, in the armor.
And I didn't know what that meant when I was
ten years old, but I know what it means now.
In that class, you can see what it means to
have on the full armor.
Speaker 2 (06:44):
You don't flee from nothing.
Speaker 1 (06:45):
Somebody gonna lead a situation and it ain't gonna be me, so,
it ain't gonna be me so and and I want
you to pay close attention how to not be disturbed,
how to not be thrown off, how to not be.
Speaker 2 (06:58):
Anxious, to deal with it head on face to play.
Speaker 1 (07:02):
Yeah, So if you can't get any other course, get
that when I'm I'm so excited. I hope patrol signed
up for three, four and five. I'm looking for bring
them right, let's put that we'll see.
Speaker 2 (07:16):
In real time.
Speaker 1 (07:20):
So it was phenomenal. I'm gonna get into our show
here in a minute, but I do want to stand
before I introduce. I guess I do want to stand
Marcella's a moment just to talk a little bit about
the course, because I'm just fired up. I am fired
up because I'm telling you that troll. It was just
an amazing Nothing was disrespectful. You know, it didn't get ugly.
Speaker 2 (07:38):
And for those of y'all have follow me live, y'all
know I can get real ugly. But it ugly. But
it just told you how I.
Speaker 1 (07:45):
Kept trying to bring the person along, and they kept back,
pushing back, pushing back, kept on talking to just could
not get out of her own way, and so I
showed a lot of that's how a lot of our
blessings really prevent us. Whether you're talking about a job
or we're gonna be talking about today, whether you're talking
about positive it, you just can't get out of your
(08:06):
own way. And I have been, I've been in my
own way. I have not done all things. I've been
in my way, and I'm sure I'm gonna get in
my way in a lot of other things in life.
It doesn't just we're always growing, guys. So the class
just kind of showed the real life is. So before
we get into today get into today's show, let me
let Marcella's just kind of give his feedback on the
(08:28):
class as well.
Speaker 2 (08:31):
All right, So I actually enjoyed the class.
Speaker 3 (08:35):
What I learned that is I did not know that
the NLACP is considered traditional. I thought it was considered
non traditional. So I learned that.
Speaker 1 (08:48):
Can I ask you before you go move forward with that,
because in case they didn't, why tell me what?
Speaker 2 (08:53):
Why do you consider it non traditional? What makes you
I have a guess on why, but I'm just curious.
I want to hear why. I really don't know. I
just really thought it was just considered non traditional.
Speaker 1 (09:09):
Is it the word traditional that is that you're that
you're getting stuck on traditional? Are you thinking about mainstream white?
Are you thinking non traditional because it's not a because
it's an organization that focus on people of color. Yeah, okay,
that's I assume that was your answer. So just so
(09:29):
we know, so that would go this little training tip
for those of you know, I can't help it. What
you're talking about is a diverse organization. So that goes
more into the line of you know, what is diverse,
you know, reaching out to different groups black, white, Hispanic, whatever,
so they fit into a diversity. But when we talk
about traditional just the way you know, I love you know,
(09:51):
I believe in in words just traditional alone. The n
of ACP has been around, you know, over one hundred years,
you know, so when we say traditional, what would be
coalition building of traditional? First you want to look at,
you know, what is the norm. And so we're talking
about something that is nor Let's just look at the
(10:12):
definition traditional existing in or a part of a tradition
long established. So the word traditional except means long established.
It doesn't true And I should have went more into
this with the class. But you know we're here now
long established. It's not speaking to diverse, it's not speaking
to radical, it's not speaking just long established. And the
(10:33):
NAACP has been in over one hundred years. And then
we go on a second layer and say, when we
build coalitions, meaning we're trying to get people aligned to
move something forward, it is even more so so traditional
because the NAACP was started just for that, you know,
a coalition of the advancement of Color People. So not
(10:53):
only are they long standing, but they also in reference
to coalition building, which is what the class was about,
they both of those marks because that's all they do.
Now people may disagree and say they don't do it
good enough and they don't do whole nother conversation, but
if we're just checking the box on a traditional organization
that builds coalitions, it literally is the National Association of
(11:17):
the Advancement of Colored People. The colored people part is
what makes them diverse. But they are absolutely traditional in
the sense of tradition, churches traditional. Anytime we're talking about coalitions,
coalitions is where do I go to find a whole
bunch of people that are on one page or find
a group of people that are on one page. That's
going to be your church, that's going to be your NAACP,
(11:40):
your urban league. Now, non traditional can still be an
organization that is established, meaning they have organization rules by laws,
like my example, the bikers for those of them know,
bikers actually have rules and bylaws, and they do have
established rules, many of them that say we're gonna give
community service every year, We're gonna do X, y Z.
(12:03):
But then the respect in the respect of coalition building
or community outreach. If I were to say, go get
organizations that are hyper focused on voter outreach, people may
not go to the bikers first. So I look at
them as a you know, non traditional Where am I
gonna go first? If we look at the tradition of
(12:24):
voter outreach is pretty much the same the churches, the sororities,
the fraternities, and the NAACP, the urban league. But non
traditional organizations, even though they may be long and established,
they may not be the norm tradition. When you're looking
at a candidate on who can I go, you know,
bring into the fold? And that is why Trump was
(12:47):
highly successful and non tradition. You don't have to like him,
but they were highly successful in bringing in non traditional organization,
I can go do an outreach to a game a gang.
Believe it or not, they actually have by laws, They
actually have rules.
Speaker 2 (13:04):
Some of them actually have it in writing.
Speaker 1 (13:06):
When you talk about the Gates of Disciples in Chicago,
the vice lords in the side, they actually have a constitution.
United Blood Nation has a constitution. They are long, they arewithstanding,
they are organized. But if I'm talking about how to
build voter outreach, I'm not gonna go to United Blood Nation.
(13:27):
So they would fall into a non traditional coalition that
I actually can get involved and get them to sign
petitions to move something forward, for example in California with
removing the gang enhancement the two points of the gang enhancement.
That is an actual non traditional organization that has a
vested interest in that particular policy that you can get involved.
(13:50):
Does that make sense?
Speaker 2 (13:52):
Yeah?
Speaker 1 (13:53):
So that class, guys, was how do you engage traditional
and non traditional? And the reason why you need to
know where they fall is because that is how you're
going to create your outreach and where the need is.
And right now, traditional organizations they are struggling because they
have not been building relationships with non traditional and Trump
(14:16):
has turned them upside down on their heads. See, felons
were never a group of people that they would organize
because they say, felons don't vote, they're disengaged. Why would
I bring them in? And Trump was allowed. Trump was
very creative and making sure that they engage those non
traditional groups.
Speaker 2 (14:35):
Does that make sense? So you need to know because
one of.
Speaker 1 (14:39):
The things we learned in the class is how do
you break into those groups? And the best way to
break into those groups is getting somebody that's closer to
the solution, which means a gang member, not you trying
to go talk to a gang member.
Speaker 2 (14:53):
A gang member. They can go talk to a gang member.
Speaker 1 (14:55):
So that's why, guys, you need to know like who
you're outreaching to, because you need to know how to
get in and build that relationship.
Speaker 2 (15:01):
Is there anything else? Marcella's no. I think that was
pretty much.
Speaker 3 (15:05):
Of course, you know, I enjoy you know, making example
out of the troll as usual, and I think the
class pretty much enjoyed it. Even the class was trying
to tell, you know, tell the person you know, chill.
Speaker 2 (15:23):
Out, relax and just cannot keep that composed. They just
had to say.
Speaker 1 (15:27):
Something, and I think that was great and That is
what real life organizing is. Even though it's virtual. When
we go organize on the ground in Detroit, as I
mentioned when we did that with Bernie Sanders, there is
somebody in the room that is going to press you
each and every time, question everything, and say go back
and forth literally a distraction, like even in the class,
and I'm sure our good teacher here today will be
(15:49):
able to talk about retractions. So there are distractions, whether
it's a child in the class, if it's the administration,
if it's policy, if it's whatever, there are distractions. So, guys,
I'm excited because moving forward, every episode moving forward will
(16:10):
be a how to. You guys know that training is
close to my heart. I can't put a thousand different
courses in my training program. So I've decided and shout
out to Black Effect for allow me to do so.
I will be rebranding this podcast to everything is how To,
how To, how To?
Speaker 2 (16:24):
How To?
Speaker 1 (16:25):
I am I have a big urgency on getting you
information that you need. Most podcasts are talking about the what,
what's wrong, what's happening, what's this, what just happened last week,
what's going on on this reality show?
Speaker 2 (16:37):
What is Trump doing? What what, what what?
Speaker 1 (16:39):
I want to focus on the how and the how
may not just be politics. I always find a political
message and everything, but I want to do how how,
how to get the information out? And there's no better
person that I that can kick this off. We've done
a couple of how tos, but this is our first
one that I am officially saying that it is now
a how to with telim figure out podcast. And there's
(17:00):
no better person that I will bring in that I
trust to give you information on how to. And that
is my day one, my rideer, my everything, my prayer partner.
I will slip your throat if you ever come in
her any kind of way, physically, mentally, all of that.
Speaker 2 (17:19):
This is the one if you want to know where
my strength comes from.
Speaker 1 (17:23):
We are total opposite women in a lot of ways,
not at our foundational beliefs and who we are as
women in character, but we are different, you know, and
how we operate and how we move through the world
and our industries and things like that. And she has
absolutely been the yang to the yang. And people don't
get a chance to see my weakness. Oh tells you
need to have to have a moment. I do it
just ain't for you. But this lake right here has
(17:46):
seen it all. And so I want to welcome twenty
seven year veteran teacher in Georgia, miss Aisha Robinson.
Speaker 2 (17:54):
You.
Speaker 1 (17:58):
Marcella's is excited about this because he kept saying, call,
did you call?
Speaker 2 (18:04):
My sellers.
Speaker 1 (18:07):
Said love and I love Mark.
Speaker 2 (18:11):
Seiler's too sweet, always verry so sweet.
Speaker 1 (18:15):
He's so sweet because I just love the way. I
love the way he always lies for you and he's
always there to support you, know what you have going on.
When we went to the town hall, he even me.
He said, hey, get this paper and take these people's names.
Speaker 2 (18:29):
Oh, I got the check me in. I said, hey,
put me on the way. He is always ready.
Speaker 1 (18:40):
Well you know he said he was working like a dog.
Did they? Oh?
Speaker 2 (18:44):
Yeah, I was working. I was sweating. What was liketing?
Because he had changed the front on the cell.
Speaker 1 (18:51):
Front was little right, and he because he got a
bachelor's degree, and he prayed. I said, wow, you got
a bachelor's degree. And what is the computer?
Speaker 3 (19:01):
It's a business administrator technology right in technology.
Speaker 1 (19:05):
He came up there with two with times too. I said, fine,
he's blaming it on you. Yes, he said, that's how
he wanted. I said, okay, tell us, but no, I said,
it's yes.
Speaker 2 (19:19):
He been wanting to get you.
Speaker 1 (19:20):
On because we've been talking about I've been making it
about training anyway. You know, people be I won't talking
about I talked about news, but y'all didn't get this information,
so I don't need information, and so we've been wanting
to get you on. And so today we're going to
talk about how to survive your first year of teaching
K through twelve. And the reason why I said K
through twelve is because of guys. I know all of
(19:41):
y'all swear y'all teachers, yawar, y'all teachers on fine, everybody,
this something. The teacher that I got news for you
are not a teacher when we used the firm teacher.
Just so we're clear for me, I'm talking about like
K through twelve. I say I'm a trainer because I'm
a trainer. I'm a professional development trainer. I'm a substitute teacher,
but I'm not a teacher, and I'm certainly down sure
(20:02):
i ain't no certified, So we need to be careful
with our words out here in the street. And that's
an of reason why I'm doing these how tools y'all
just got y'all bloody lines too much for me.
Speaker 2 (20:10):
I like distinction.
Speaker 1 (20:11):
You know who is who and what is So we
are talking about K through twelve, we ain't talking about
you seven point of teachers online that don't set up objectives,
that don't set up classroom rules, that don't have to
take a take a student from A to B or
A to Z at the end of the semester.
Speaker 2 (20:25):
Who's not held accountable? Hello, somebody on.
Speaker 1 (20:28):
What is actually where the students actually laying on the information?
Speaker 2 (20:32):
Exactly?
Speaker 1 (20:33):
Yeah, y'all love talking about y'all teachers, But how we
know you teaching? How we know they're picking up what
you're putting down? Well, when you actually teach through the
K through twelve, you actually kind of held accountable. And
then there's the collegiate level that I'm qualified teaching on.
And that's why they call them professors. Then I called teachers,
they're called professors because now that it's a different structure,
(20:56):
a different requirement of different So when I say teach,
y'all need y'all know we're talking to a real teacher
and she's gonna give you some things that you need
to be aware of for survival during your first year.
So I'll give it to her and then we'll kind
of give us some moment to kind of ask questions.
I know Marcella's always have some good questions, so I'm
(21:18):
gonna kind of I'm gonna let you lead this. A
shuld was just kind of running us through Miss Robinson,
my apologies, and then let I know, Marcella's will probably say,
I got a question, but we're gonna let you just
kind of lead through.
Speaker 2 (21:29):
Okay, So I'm gonna start with the first one. When
we first.
Speaker 1 (21:33):
Started talking about this Tesla, and remember I said I
was only gonna do three, but then immediately after we
got off the phone, I did three. But I was like,
oh no, you need to have this and then you
need to know this, and it ended up being seven.
Speaker 2 (21:45):
I probably could have gone on to ten.
Speaker 1 (21:47):
But one thing that is really important, and this is
not my first point, it's probably point number eight teachers,
the first year teachers, they don't need to get overwhelmed.
And that's first year teachers or any of your feature.
Make sure you don't overwhelm yourself. So that's why I
kind of stopped at seven. But number one is have
(22:07):
a solid confidant and someone that same person you just
needs to serve as your mentor at your school. You're
gonna need someone to bounce ideas off of. You're gonna
need someone to really understand the culture of the school,
which is another thing that I said. Be sure that
you understand the culture of the school and the vision
(22:30):
and the mission of the school. And no better person
than you know, a confidant that you are trusting that
they are going to, you know, be a good spirit,
not be a debbie downer, that's what we call them
at school, but someone who's gonna lead you through those
things that are in house type things.
Speaker 2 (22:46):
I have the culture of the school. Now let me
ask I'm sorry because I want to know.
Speaker 1 (22:50):
Okay, I want to make sure because I want to
make sure they following alone and seven is good, by
the way, and adult learners love tens, as you know.
Speaker 2 (22:58):
So that's enough.
Speaker 1 (23:00):
Let's unpack that a little bit when we say the
culture of the school, because that's critically important. I want
to I want you to kind of expound on that
on what that culture means, because for example, you have
taught and the charter schools and private and public you've
done this a lot, and so can give us an example,
(23:21):
and I'll just use my personal example at from the
parents standpoint, when I had Jada at the Christian charter schools,
the culture was, you know, hey, scholars. You know, they
called the students scholars, they called them. They had Barack
Obama and Michelle Obama all around the school. There was
a different way in how students are disciplined. There was
(23:43):
a different expectation for parents. Although that compared to when
she went to a public school, and particularly when when
she had to go to a public school one time
that was not in a neighborhood that I would have
been my preference. The culture was totally different, yelling students,
you know, scream me a lot of misbehavior in the classroom.
(24:03):
So I want you to expand talk a little bit
about and you may not talk about classroom culture, but
just talk a little bit about when you think about culture,
what are you talking are you because I'm sure you're
talking about also how the administration interacts with the ye
all of this. So give them some examples on as
far as culture is concerned, how that could be, why
(24:26):
that is so key that you know, basically, you know
your audience, which is what we talk about in politics,
so you can know how to move and not crash out.
Give a couple of examples on why culture is so important. Yes,
so culture is very important so you won't crash out
because if you're not aware of the culture and you
go against the grain, it could cause you a lot
of stress. So when you say culture, you're talking about
(24:49):
expectations of the principle, expectations of your grade level. How
do we discipline the students at the school? How new
we address the students?
Speaker 2 (24:59):
Is it y lean?
Speaker 1 (25:00):
Do we call them students? Do we call them scholars?
What is the culture around addressing parents? Do the parents
always get their way or do you have some support
from administration as far as parental issues are concerned or
student issues are concerned. So that culture is defined by
you know, the administration and how they operate and how
(25:22):
they want things to move. Shout out to my school
that I'm at now, Date Academy in Stone Mountain, Georgia.
We have a very strong culture. I love my school.
It is I hope I can say that it is
black and black black. Yeah, I love it, Oh my god.
We do address them as scholars, but we were. Everyone
(25:44):
wears a uniform, so that sets the tone. Even though
I don't like the uniforms because I like fashion, but
I try to rock the uniform anyway I can. But
that sense the town for you know, how the school
day is going to go straighten up, your your blazer,
but your tie on, tucking their shirt tails. So that's
part of our culture. We also love to have fun,
(26:06):
so we do a lot of uplifting dancing and you
know test Now, I know you don't like the fans,
but we have our fans out every Friday, you know,
we have we get our fans out. But we have
team building activities that go throughout the school. So the
culture there is a family oriented culture because it's only
(26:28):
K through eight, so we are able to work closely.
Speaker 2 (26:31):
With one another. If you've been there for more.
Speaker 1 (26:33):
Than five years, you've seen students matriculate from kindergarten all
the way the eighth grade.
Speaker 2 (26:39):
So we have, you know, a very strong family culture.
Speaker 1 (26:42):
So it's important to understand those aspects of your school now.
So there's one thing with understanding. And then you also mentioned,
you know, going against the grain. You said, so that
you don't go against the grain now, we want to
be clear because I want to I love this, the
love and stuff. The politics there are where you do
have the challenge the system absolute like you're saying, there's
(27:03):
a time and place and you need to know how.
And then also what's also important is the culture may
not be for you. And that's what we did in.
Speaker 2 (27:11):
The class this weekend. That was extra control.
Speaker 1 (27:13):
What I was telling Control, like, she doesn't like my style,
And I said, but it's kind of like at the
collegiate level. Because she thought it was. She thought she
was a customer, you know, as a pain. I said, no, no, no,
that's not what it is. It's like at a college level,
if you don't like the professor, you drop the class.
Speaker 2 (27:29):
The class.
Speaker 1 (27:30):
It's not you telling me how to you, you drop it,
which can be different in the public setting because the
public school, you're paying taxes, you live in that arie
K just dropped the school, so you may the parent
may have more. That's why they got pta and involvement.
And I don't like this and I don't like that.
But at the collegiate level, this is why I'm not
a teacher. This is I'm a trainer. If you don't like,
(27:52):
if you don't like the trainer, you drop it and
you go somewhere to I'm not speaking up my culture
that I know works. That's already been worry And it's
not that I'm not open to ideas. That wasn't it
that what this person was a troll you? That was
me set in the tone of who is the teacher
and who is the student? Now, who's the transfer student posture?
And that's also and that's even important as a substitute
(28:14):
teacher when I go in day what I make it
clear I'm not like the other subs. Let's be clear,
your regular teacher's not here. But we are going to
learn today. Just so we all the page, let's set
the tones. So I just wanted to ask that quickly.
When you say so that you don't stress yourself out,
are you saying that meaning that if you have challenges
(28:35):
with if you do want to go against the grain,
don't stress yourself out and learn how to do it.
Is that what you were saying you? That is absolutely
what I'm saying because one of my one of my
points is point number six. Now wait a minute, one
of my points is don't a band number seven, don't
aband the best practices.
Speaker 2 (28:56):
So there is most definitely a time to aband and
not abandoned.
Speaker 1 (29:01):
When we're talking about you never want to abandon what
you've learned in your study and in your training to
become a teacher. You always want to implement best practices.
But when it comes to a culture which requires you
to absorb, we are not Teachers are not supposed to absorb.
Speaker 2 (29:22):
You know, certain things from parents, you know if a.
Speaker 1 (29:24):
Parent is and when we don't absorb everything, it's okay
to advocate for yourself in certain situations. So for example,
if you have your classroom expectations set up, the students know,
you know what is expected, and they make a choice,
(29:46):
that choice is there that they make.
Speaker 2 (29:47):
If they make a choice to go against the.
Speaker 1 (29:49):
Expectation, you don't absorb the consequences for that.
Speaker 2 (29:53):
That is that student's choice.
Speaker 1 (29:55):
So in that case, you're going to advocate here are
my classroom expect I'm going to go against what you're saying.
As far as like I had to appear and tell
me I need to do a better job at something,
she said. I didn't even hear the rest because one
thing you don't get to do is come in here
in my twenty six year. This was the past year
in twenty six years, and tell me what I need
(30:16):
to do a better job at in my profession. Your
child made a choice. You need to live in that.
So when it comes to advocating and standing on best practices,
you definitely need to stand on that. Let me ask
(30:36):
you this, because you you made a good point in
your twenty seven years, But what about the person this
is their first year?
Speaker 2 (30:43):
How do they do you?
Speaker 1 (30:45):
Should they allow themselves grace to get dollars, know what
works and what don't work. Because your position of twenty
six years is different than that first year teacher. So
what do you have to say to that first year
teacher in what they learned? Best practices that theory and
not necessarily real life in the classroom. So that's that's
what having a good mentor and a good confidant is
(31:06):
going to help you sort through making sure that you
are adhering to best practices and with that, making sure
that you are not being a sponge absorbing everything because
people expect teachers to absorb whatever comes to and that's
not necessarily the case. Even with sometimes with administration, you
do want to keep your job, you know, and you
(31:28):
do want to determine, like you said, maybe this school
culture is not the one for me. Okay, so that
may be absolutely the decision, you know, at some point,
but having that mentor helping you determine the separation between
best practices, absorbtion and just you know, staying with the
(31:50):
grain and going against the grain. It's kind of like
a relationship where you got to see what you're gonna
put up with, you know, you' I was gonna ask
because that's a fast word saying absorbed.
Speaker 2 (31:58):
Basically you said, what shit you're gonna tolerate? Is that tolerate?
And what ship you liked?
Speaker 1 (32:03):
Yeah, this ain't okay, kept saying, you know, we gotta
gotta break it down, and like like no, Chaser, I
starting well, I'm gonna started using that though I'm not
gonna absorb this.
Speaker 2 (32:16):
I'm not gonna absorb I'm not going to be moving
forward to you. I'm gonna start saying I resist the
absorption of this.
Speaker 1 (32:25):
I will.
Speaker 2 (32:27):
No more absorbtion.
Speaker 1 (32:28):
Yeah, just oh yeah, I love that.
Speaker 2 (32:35):
Yeah.
Speaker 1 (32:35):
I don't want to make sure everybody follow us with
what mss Robinson saying as no, I like, I like, no,
I want you to that's what I love about this
I'm we're here to ask questions as a lay person.
You want information as a professional teacher, as you should.
Speaker 2 (32:54):
Yes, yeah here and and this is what I love
about adult education is as side.
Speaker 1 (32:59):
Know.
Speaker 2 (32:59):
Why I love what I do is because.
Speaker 1 (33:01):
The adult ed, the adult student wouldn't stop and ask you,
what do you mean by absorber?
Speaker 2 (33:06):
I knew what you meant, but I'm asking it may
not ask.
Speaker 1 (33:10):
And that's what I love about adult education, because the
adult would say, well, absorbed means absorbed. I got a
I'm pretty sure what she means x y Z, but
I always wanted to find clarity. Tella said, the thing
he learned was I didn't know the end. A lot
of people wouldn't say that because they would say, well,
why you didn't know that?
Speaker 2 (33:30):
You should know that.
Speaker 1 (33:32):
And that's why I love myselves, because he's always gonna
ask a question and somebody else asked the question, and
they just simply will not ask. So that's why I'm asked.
So you are doing exactly perfect how you should do.
Just you know, I'm gonna ask questions just to make
sure the people are definitely following.
Speaker 2 (33:47):
So that's a good one. Okay, So that's that skipping
around on this list.
Speaker 1 (33:51):
Yeah, don't worry about the list in order, just get
tips on when it makes sense, when you can when
it seems thingless, and just kind of because they're because
just like at school, and I love this as a
side note and also politic note, everything is not always
in order. And that's even with the classroom. That's right
that you've talked about it. I know frustration teachers have.
(34:13):
You know, we need to read chapter one, two, three,
four going that order, but sometime it might cause you
to skip around. Sometime it may call it absolutely let
me stop here and let me go there. And so
the flexibility which we love about the child a flexibility.
So this is a real life example that guys, I
love when we have real time stuff. The teacher came
in with the expectation of Okay, I'm gonna go through
(34:34):
these seven things. But then now as she's explaining it verbally,
it may not be in that order.
Speaker 2 (34:40):
And yes, let me put a pin on that.
Speaker 1 (34:42):
In organizing, you may go because you guys know, I'm
always gonna give you some organized and stuff, mainly because
these are all the same. You may go in saying
I'm gonna talk to the churches first, and then I'm
gonna talk to the youngs, and then I talk to
Da da. But you may go talk to the churches
and they tell you don't go over there with them
union people.
Speaker 2 (34:58):
They da da da da dad. You need to on
X Y Z.
Speaker 1 (35:01):
So when you're organizing, which is getting people all on
the same page, very similar to teaching. Yeah, teaching, I
have flexibility on how I'm moving to get the job done.
And when you're organizing, the test is do they show
up on voting day. When you're teaching, the test is
do they do well on the test. And that's why
(35:22):
I'm getting right for a lot of people who just
be talking on podcasts because I don't have no way
of testing and the knowledge on what you say.
Speaker 2 (35:28):
How do we know the data? Yeah? Where is the data?
Speaker 1 (35:32):
Where is because I need to know where's the Marcellus
I started, we want to sell us five years ago.
Speaker 2 (35:38):
We can see that, we can see the growth. Yeah,
where is it?
Speaker 1 (35:42):
Absolutely if we ain't seeing the student go from being
the observer, the commenter, to the trainee to now my
right hand, and we ain't seeing no growth, I don't
know if you absolute because I need to see that's it,
that's it, and that and that's just just I don't
have no respect on no people talking about.
Speaker 2 (36:01):
No teachers show me the And it's not even just
by test all the time too.
Speaker 1 (36:05):
We know people may not do well on tests, but
I should be able to be able to identify a
few things to say, Okay, she must know something about something.
If they're not doing well here, they should be doing
well somewhere. But bottom line is I need to know
to that. And that's just about Miss Robins. So there
were two things that you said that I wanted to
speak on for first year teachers. One of them is
(36:26):
don't be afraid to ask questions and let's know what
you don't understand a lot of times there's this stigma
and teaching where teachers have to know everything, but really
it should be teachers are lifelong learners, and what is
a learner if they don't ask questions. So whenever you
don't understand something, whether it be an acronym because there's
a lot of acronyms out there, whether you don't understand
(36:49):
something about a standard, or whether you don't understand something
about how to go forth and whatever, the what part
of the curriculum you're using.
Speaker 2 (36:59):
Ask questions.
Speaker 1 (37:01):
Don't be afraid to ask questions because you should not
be expected to know everything. Like I said, this is
year twenty seven for me and I still don't know
it all, and I'm glad I don't.
Speaker 2 (37:10):
I am.
Speaker 1 (37:10):
I would call myself a master teacher, but I am
possible a lifelong learner. So let me pass the master
teacher because you know, I had a conversation with somebody
offline about that, about being a master communicator, and they
thought perfection. No, no, no, it means she's mastered the
skill set at that level. Just absolutely. It means because no,
(37:32):
I've mastered it. I would like to say that after
twenty seven years. Yeah, she's mastered it, you know. And
if I'm not, what am I doing?
Speaker 2 (37:39):
That's right? And you know twenty seven right, And you
don't have to like it on my style.
Speaker 1 (37:45):
It just like I said yesterday in the training, Oh
I think I know a little bit of something. Let's
go back and look at this twenty eleven video. Yeah,
I've mastered it. It don't mean I know it all,
but I'm definitely a master teacher. Oh for sure, that's it.
That's me I'm master trainer to just be clear about
it and stand Guys, if.
Speaker 2 (38:01):
You are know who you are and what you are
and who you are.
Speaker 1 (38:04):
You better know that because your confidence is gonna be
questioned all the way through. Okay, thacktims right the way through. Yes,
That's why I followed up by saying, I'm a life
on learner because things change, education changes, your students definitely change.
So if you're in it for the long haul, you
really have to be a lifelong learner. One of the
other things that you talked about is being flexible. At
(38:27):
my school, we say learn how to pivot. You are
going to have to know how to pivot and switch
things around. You might go in and have your plan.
It might be perfect, and you're gonna do it just
like I came on here with my sol I'm gonna
go down these points one through seven in order, and
then here comes Johnny.
Speaker 2 (38:48):
You know what I'm saying, Like, boy, sit down.
Speaker 1 (38:50):
Or you have a student who had an argument with
their parents and they come in and you notice they're different.
Speaker 2 (38:56):
You have to take time with that.
Speaker 1 (38:58):
Or it's picture day and now everybody's in an uproar.
You got kids coming in, especially at my high school.
If they come in and it's picture day, like in
the springtime, and they don't have to wear a uniform,
that's a whole other type of excitement that's entered into
the building because nobody has on a uniform.
Speaker 2 (39:15):
You know.
Speaker 1 (39:16):
So you have to know how to pivot, especially when
you have your lesson plan and it doesn't go as
you want it.
Speaker 2 (39:23):
It's okay, you got the whole year. You look at
it as right now.
Speaker 1 (39:27):
I might be playing the seed for somebody. They might
not get it this year, but next year they might four.
And it's okay. To understand those things. You got to
learn how to be flexible and people. Let me paying
something right there. Plan a seed because you guys know,
I to talk about this all the time in policies
if you are in thinking that, oh, because most people say, well,
what's the point that's the number, Well, what's the point?
The nothing's going to change. Politics is not changing it is.
(39:51):
It's about that all the time.
Speaker 2 (39:52):
Yeah, it's about plenty a seed.
Speaker 1 (39:54):
You have to be okay with knowing this seed, especially
when you talk about these elementary kids. This things may
not matriculating anything until they get into their forties.
Speaker 2 (40:06):
That's it.
Speaker 1 (40:06):
When you listen to people, and I just thought about
this happened as a pit pivoty as we're talking. Anytime
you hear somebody give a story about a teacher about
something that was influential in their life times out of
ten and I don't have the exact percentage with this,
but just lookten to most people they was always talking about,
(40:26):
like the third grade teacher are the.
Speaker 2 (40:29):
Security There are.
Speaker 1 (40:31):
Times where you may be like, oh, I had somebody
in high school with da da da da.
Speaker 2 (40:34):
But for me, like when I think about what were
the aha moments?
Speaker 1 (40:39):
Are the moments that I didn't know really meant anything,
like I are the teachers that really touched me special
in a way.
Speaker 2 (40:47):
I don't think about high school first.
Speaker 1 (40:50):
A lot of have I have a lot of great
high school memories and they you know, made their mark
as well. But what I think about those moments of
listening to Miss Anderson read.
Speaker 2 (40:59):
Where the Red Fern Grows, you know, I remember that storytime.
Speaker 1 (41:04):
I remember I couldn't wait to get to Miss Brown's
class because she gave out tokens, you know, get those
tokens you could turn in, which we do that all
the time now. But I remember what it meant to
get those tokens to turn in and get candy at
the end of the week. That was a big deal
to me because I didn't have an allowance or extra
money or anything like that, and I thought Miss Brown
(41:25):
was just the nicest ever. Everybody wanted to go to
Miss Brown's class, and I just remember those tokens like
as clear as I can.
Speaker 2 (41:32):
You know, it's clear.
Speaker 1 (41:32):
Like I also remember one of my harshest experiences is
when my sixth grade teacher, Miss Sparks called me a bitch.
That was the first time a teacher ever approached me
so and she told me you're not gonna come my
class acting like a little bitch. And I was like, wow,
you know, so my points to that.
Speaker 3 (41:52):
I don't believe it right there, but okay, I nefely
ended right there.
Speaker 1 (41:55):
But you also know I got another sixth grade story
where I said I was gonna slap shit out Miss Harris.
I was going to say that to my Sparks and
this futs just stopping him with, Oh, I didn't know
what she was talking about, Like what it was out
of nowhere? Yeah, com into my class acting like a
little bitch and I remember she was a little, little
old lady. She was like really small, like so for
(42:16):
you on the Golden Girls, I was just thrown back,
like what is she talking about? But Miss Harris, sixth grade, no,
that story. But I I've been waiting to push the
line on Miss Harris because I've asked being in flying
every day, every day, every day, just keep snatching, keep snatch, keeps.
And that was a day where I said today, I'm
speaking up.
Speaker 2 (42:31):
So I just said today, Yeah, today's now.
Speaker 1 (42:35):
I remember Miss Marrying's feet and the way her feet
would smell and stink up the classroom in the seventh grade.
So these are not necessarily see she remember down the
road at the point of twelve was important and why
I wanted to do this class because those really be
your age defining moments.
Speaker 2 (42:52):
Yeah, that's the foundation. Yeah foundation. Yeah you remember those things.
I don't. I don't remember nobody fast thinking, no good.
Speaker 1 (43:00):
I remember grass, variags people something else in the fifth grade.
Speaker 2 (43:04):
I remember. So it's just things like that, you know
that I would have sown.
Speaker 1 (43:08):
A teacher needs to keep to try to stay motivated
because when you're in it in the moment, you a
lot of first your teachers don't come back. A lot
of them don't survive it in years, and a lot
of that because they're not looking at it as the
seed that may.
Speaker 2 (43:22):
You may not ever know how that student did. Yeah,
and I never know. I forgot it went viral not
too long ago.
Speaker 1 (43:29):
I know Boosie got a chance to meet up with
his elementary teacher and was crying and all that. But
there was one viral moment. I'm shut up, but I
just remember the teacher they came. I think he was
in the hospital or something. In his fifth grade teacher
came or something. It was a real viral moment. You've
probably seen a lot of these Instagram pointy is. He
was crying and was really like, man, I just wish
(43:50):
she knew how much she believed in me. I think
Busie did it. Not too long ago. I had that
one teacher that just really believed.
Speaker 2 (43:55):
In me, that made me, that made this and made
me that know.
Speaker 1 (44:00):
And you may not ever hear that until they get
into their big age of fifty, or.
Speaker 2 (44:04):
You may not hear it at allste that has a
lot to do with it as well.
Speaker 1 (44:09):
Yes, absolutely, if you like what you heard on Straight Shot,
No Chaser, Please subscribe and drop a five star review
and tell a friend. Straight Shot No Chaser is a
production of the Black Effect podcast Network. In iHeart Radio ATESZLM,
figure Out, and I like to thank our producer editor
Mixer Dwayne Crawford and our executive producer Charlotta Magne to God.
For more podcasts from iHeartRadio, visit the iHeartRadio app, Apple Podcasts,
(44:33):
or wherever you get your podcasts.
Don't ask your question real. Let's just keep it real
straight shye with no chasing, I'm gonna get a little
bit ruptured. I'm here for it. Those who really believed
in the American process, all of us street shot no
chase with your girl Tesslor figure out on the.
Speaker 2 (00:23):
Black Effect podcast net.
Speaker 1 (00:25):
Work at Work, Everybody, It is your girl Tesslam figure Out.
Also here with Marcellus Row once again tapping in with
you a couple of church announcements that I want to
get out the way before we get into today's content.
We had a blast at the push the Line Politics
until something Happens virtual training that we did, and man,
(00:48):
we had a good time. Course too was for building
your coalition, building your tribe. Is you with ambition of
a rider, And what that was about is learning how
to build traditional and non traditional coalitions. And so we
had a really really good class. Thankful, as always Marcella's
(01:08):
was able to kind of give us some class questions
and answer back and forth, so we really really got
a chance to go into that. There's four different resources
that you will have in your course dashboard in addition
to the live replay of the class. So what I
love about it is. Once we have the live class,
you guys can go back in rewatch it. For those
(01:30):
who have already purchased the class, you have about sixty
days that you can rewatch it. And then those who
want to purchase it for the first time go in
watch it, stop, start it, and also look at those resources.
I personally like the on demand. I know people love
being in the class, but I don't want to undervalue
the on demand because there's some good things that come
(01:50):
from being on demand as well, like, for one, being
able to stop and start it and rewind it and
okay say that again. Okay, let me write that down.
Don't look at a on demand as missing out. Look
at it as a real opportunity. We've got a teacher
in the building, ice you we're gonna bring here and say.
She's nodding her head because as a teacher, she understands
(02:13):
that there's a lot of additional I guess a bonus
if you will appro with going back and watching something
on demand. And what it also allows you to do
is be able to stop and start and if you
want to, you know, listen to her. Why you're cleaning
up and you want to pick it up later. If
you want to listen to it, you know in the car.
It's just a really really good tool guy. So don't
(02:35):
don't look at it like, oh I missed the class,
it's too bad. Look at it as going through the process,
especially with those resources, because when you see those worksheet resources,
you can work it in real time as we did
in the class. So those who you know, thought the
first class was kind of you know, basic, because it
just talked about the you know, roles and responsibilities and
(02:58):
we just kind of did an overview. Course two to
me and you can tell me Marcelli's but course too
to me really started getting into the meat of things,
you know, really started unpacking. You know, this is what
now that you know your role, while you have an
idea where your role is, or you know who you
might want to serve in this space, now, how do
you build your tribe?
Speaker 2 (03:18):
So I really enjoyed it.
Speaker 1 (03:20):
You have a script in there on how to email
people to ask in a partner with you, or how
to call them to ask in a partner with you.
You have a mapping, a coalition mapping to tell you,
like what your strategy should be. You have a template
to be able to write out with those traditional and
non traditional sources are. I went through each one of
those columns to give you things to think about. Marcella's was,
(03:43):
as usual, such a great class participant to allow me
to have him do that in real time, because that's
also helpfuless too. You know, not something scripted, but you
don't really do it in real time, and so we
were able to sort through some of the challenges that
he was even having on how to identify traditional non traditional. Well,
I know, guys, you can't afford everything. I've made it
(04:04):
as reasonable as I possibly can. The class is fifty bucks.
You can use ten dollars off by using the coupon
Let's go. But if you cannot afford both classes, I
also have a bundle that's available course one and two
for seventy five dollars.
Speaker 2 (04:17):
But if you can only afford one course, and I.
Speaker 1 (04:19):
Typically ask people to do things culatively, meaning one after
the other, to build a foundation. But if you can
only afford one course, due course too, due course too,
because you're going to get a lot from that on.
How do you build your tribe those who are aligned
with you and those who are not. We had a
real life troll in the class, and so you got
(04:42):
a chance to speak, you know what, how to handle
a distraction, because I should. What always said, I'm going
to introduce my guess at a minute, but I'm talking
to her now. What I wanted people to know is,
like Malcolm X said, he did. My favorite speech that
Malcolm X did. One of my favorite are the favorite
is Ballot of the bullet in nineteen sixty and before
he began that speech, he said, welcome to my friends
(05:04):
and enemies. He said, it would be foolish of me
to know that a crowd this big that there are
no enemies. And so this was a wonderful opportunity to
show that people will actually pay to be opposition.
Speaker 2 (05:17):
They will pay in the room, they will pay to
distract you.
Speaker 1 (05:20):
And any time you are doing work for the lease
of these, I wish I had somebody the time you
are doing work for the lease of these, you can
expect the principality to show up absolutely and distract you
all sight. And so it was a great opportunity for
me to use that individual as an example. And it
also gave an opportunity to show how you can make
(05:43):
the enemy flee. I wish I had somebody, I mean,
flee out the room, because when you are standing in purpose,
and when you are standing in principle, at some point
you cut off the head of the snake. I for one,
you up out of here, because I'm going nowhere. I'm
standing steadfast, unmovable. Now a lot of y'all would say, well,
(06:05):
just remove him from the classroom.
Speaker 2 (06:07):
Why don't you just move on?
Speaker 1 (06:08):
No, no, no, I want you to see me go ahead
and cocker the enemy. I want you to know what
it means. Man, I wish I'm I'm preaching. I'm trying something,
but I can't help it. If day one is here.
And we used to have a drill team. One of
the one of our favorite things we used to do
and our drillers for God is putting on the armor
of God. And we would go through each and every
(06:30):
step of what it mean to have the helmet on
and the sword on in the arm, in the armor.
And I didn't know what that meant when I was
ten years old, but I know what it means now.
In that class, you can see what it means to
have on the full armor.
Speaker 2 (06:44):
You don't flee from nothing.
Speaker 1 (06:45):
Somebody gonna lead a situation and it ain't gonna be me, so,
it ain't gonna be me so and and I want
you to pay close attention how to not be disturbed,
how to not be thrown off, how to not be.
Speaker 2 (06:58):
Anxious, to deal with it head on face to play.
Speaker 1 (07:02):
Yeah, So if you can't get any other course, get
that when I'm I'm so excited. I hope patrol signed
up for three, four and five. I'm looking for bring
them right, let's put that we'll see.
Speaker 2 (07:16):
In real time.
Speaker 1 (07:20):
So it was phenomenal. I'm gonna get into our show
here in a minute, but I do want to stand
before I introduce. I guess I do want to stand
Marcella's a moment just to talk a little bit about
the course, because I'm just fired up. I am fired
up because I'm telling you that troll. It was just
an amazing Nothing was disrespectful. You know, it didn't get ugly.
Speaker 2 (07:38):
And for those of y'all have follow me live, y'all
know I can get real ugly. But it ugly. But
it just told you how I.
Speaker 1 (07:45):
Kept trying to bring the person along, and they kept back,
pushing back, pushing back, kept on talking to just could
not get out of her own way, and so I
showed a lot of that's how a lot of our
blessings really prevent us. Whether you're talking about a job
or we're gonna be talking about today, whether you're talking
about positive it, you just can't get out of your
(08:06):
own way. And I have been, I've been in my
own way. I have not done all things. I've been
in my way, and I'm sure I'm gonna get in
my way in a lot of other things in life.
It doesn't just we're always growing, guys. So the class
just kind of showed the real life is. So before
we get into today get into today's show, let me
let Marcella's just kind of give his feedback on the
(08:28):
class as well.
Speaker 2 (08:31):
All right, So I actually enjoyed the class.
Speaker 3 (08:35):
What I learned that is I did not know that
the NLACP is considered traditional. I thought it was considered
non traditional. So I learned that.
Speaker 1 (08:48):
Can I ask you before you go move forward with that,
because in case they didn't, why tell me what?
Speaker 2 (08:53):
Why do you consider it non traditional? What makes you
I have a guess on why, but I'm just curious.
I want to hear why. I really don't know. I
just really thought it was just considered non traditional.
Speaker 1 (09:09):
Is it the word traditional that is that you're that
you're getting stuck on traditional? Are you thinking about mainstream white?
Are you thinking non traditional because it's not a because
it's an organization that focus on people of color. Yeah, okay,
that's I assume that was your answer. So just so
(09:29):
we know, so that would go this little training tip
for those of you know, I can't help it. What
you're talking about is a diverse organization. So that goes
more into the line of you know, what is diverse,
you know, reaching out to different groups black, white, Hispanic, whatever,
so they fit into a diversity. But when we talk
about traditional just the way you know, I love you know,
(09:51):
I believe in in words just traditional alone. The n
of ACP has been around, you know, over one hundred years,
you know, so when we say traditional, what would be
coalition building of traditional? First you want to look at,
you know, what is the norm. And so we're talking
about something that is nor Let's just look at the
(10:12):
definition traditional existing in or a part of a tradition
long established. So the word traditional except means long established.
It doesn't true And I should have went more into
this with the class. But you know we're here now
long established. It's not speaking to diverse, it's not speaking
to radical, it's not speaking just long established. And the
(10:33):
NAACP has been in over one hundred years. And then
we go on a second layer and say, when we
build coalitions, meaning we're trying to get people aligned to
move something forward, it is even more so so traditional
because the NAACP was started just for that, you know,
a coalition of the advancement of Color People. So not
(10:53):
only are they long standing, but they also in reference
to coalition building, which is what the class was about,
they both of those marks because that's all they do.
Now people may disagree and say they don't do it
good enough and they don't do whole nother conversation, but
if we're just checking the box on a traditional organization
that builds coalitions, it literally is the National Association of
(11:17):
the Advancement of Colored People. The colored people part is
what makes them diverse. But they are absolutely traditional in
the sense of tradition, churches traditional. Anytime we're talking about coalitions,
coalitions is where do I go to find a whole
bunch of people that are on one page or find
a group of people that are on one page. That's
going to be your church, that's going to be your NAACP,
(11:40):
your urban league. Now, non traditional can still be an
organization that is established, meaning they have organization rules by laws,
like my example, the bikers for those of them know,
bikers actually have rules and bylaws, and they do have
established rules, many of them that say we're gonna give
community service every year, We're gonna do X, y Z.
(12:03):
But then the respect in the respect of coalition building
or community outreach. If I were to say, go get
organizations that are hyper focused on voter outreach, people may
not go to the bikers first. So I look at
them as a you know, non traditional Where am I
gonna go first? If we look at the tradition of
(12:24):
voter outreach is pretty much the same the churches, the sororities,
the fraternities, and the NAACP, the urban league. But non
traditional organizations, even though they may be long and established,
they may not be the norm tradition. When you're looking
at a candidate on who can I go, you know,
bring into the fold? And that is why Trump was
(12:47):
highly successful and non tradition. You don't have to like him,
but they were highly successful in bringing in non traditional organization,
I can go do an outreach to a game a gang.
Believe it or not, they actually have by laws, They
actually have rules.
Speaker 2 (13:04):
Some of them actually have it in writing.
Speaker 1 (13:06):
When you talk about the Gates of Disciples in Chicago,
the vice lords in the side, they actually have a constitution.
United Blood Nation has a constitution. They are long, they arewithstanding,
they are organized. But if I'm talking about how to
build voter outreach, I'm not gonna go to United Blood Nation.
(13:27):
So they would fall into a non traditional coalition that
I actually can get involved and get them to sign
petitions to move something forward, for example in California with
removing the gang enhancement the two points of the gang enhancement.
That is an actual non traditional organization that has a
vested interest in that particular policy that you can get involved.
(13:50):
Does that make sense?
Speaker 2 (13:52):
Yeah?
Speaker 1 (13:53):
So that class, guys, was how do you engage traditional
and non traditional? And the reason why you need to
know where they fall is because that is how you're
going to create your outreach and where the need is.
And right now, traditional organizations they are struggling because they
have not been building relationships with non traditional and Trump
(14:16):
has turned them upside down on their heads. See, felons
were never a group of people that they would organize
because they say, felons don't vote, they're disengaged. Why would
I bring them in? And Trump was allowed. Trump was
very creative and making sure that they engage those non
traditional groups.
Speaker 2 (14:35):
Does that make sense? So you need to know because
one of.
Speaker 1 (14:39):
The things we learned in the class is how do
you break into those groups? And the best way to
break into those groups is getting somebody that's closer to
the solution, which means a gang member, not you trying
to go talk to a gang member.
Speaker 2 (14:53):
A gang member. They can go talk to a gang member.
Speaker 1 (14:55):
So that's why, guys, you need to know like who
you're outreaching to, because you need to know how to
get in and build that relationship.
Speaker 2 (15:01):
Is there anything else? Marcella's no. I think that was
pretty much.
Speaker 3 (15:05):
Of course, you know, I enjoy you know, making example
out of the troll as usual, and I think the
class pretty much enjoyed it. Even the class was trying
to tell, you know, tell the person you know, chill.
Speaker 2 (15:23):
Out, relax and just cannot keep that composed. They just
had to say.
Speaker 1 (15:27):
Something, and I think that was great and That is
what real life organizing is. Even though it's virtual. When
we go organize on the ground in Detroit, as I
mentioned when we did that with Bernie Sanders, there is
somebody in the room that is going to press you
each and every time, question everything, and say go back
and forth literally a distraction, like even in the class,
and I'm sure our good teacher here today will be
(15:49):
able to talk about retractions. So there are distractions, whether
it's a child in the class, if it's the administration,
if it's policy, if it's whatever, there are distractions. So, guys,
I'm excited because moving forward, every episode moving forward will
(16:10):
be a how to. You guys know that training is
close to my heart. I can't put a thousand different
courses in my training program. So I've decided and shout
out to Black Effect for allow me to do so.
I will be rebranding this podcast to everything is how To,
how To, how To?
Speaker 2 (16:24):
How To?
Speaker 1 (16:25):
I am I have a big urgency on getting you
information that you need. Most podcasts are talking about the what,
what's wrong, what's happening, what's this, what just happened last week,
what's going on on this reality show?
Speaker 2 (16:37):
What is Trump doing? What what, what what?
Speaker 1 (16:39):
I want to focus on the how and the how
may not just be politics. I always find a political
message and everything, but I want to do how how,
how to get the information out? And there's no better
person that I that can kick this off. We've done
a couple of how tos, but this is our first
one that I am officially saying that it is now
a how to with telim figure out podcast. And there's
(17:00):
no better person that I will bring in that I
trust to give you information on how to. And that
is my day one, my rideer, my everything, my prayer partner.
I will slip your throat if you ever come in
her any kind of way, physically, mentally, all of that.
Speaker 2 (17:19):
This is the one if you want to know where
my strength comes from.
Speaker 1 (17:23):
We are total opposite women in a lot of ways,
not at our foundational beliefs and who we are as
women in character, but we are different, you know, and
how we operate and how we move through the world
and our industries and things like that. And she has
absolutely been the yang to the yang. And people don't
get a chance to see my weakness. Oh tells you
need to have to have a moment. I do it
just ain't for you. But this lake right here has
(17:46):
seen it all. And so I want to welcome twenty
seven year veteran teacher in Georgia, miss Aisha Robinson.
Speaker 2 (17:54):
You.
Speaker 1 (17:58):
Marcella's is excited about this because he kept saying, call,
did you call?
Speaker 2 (18:04):
My sellers.
Speaker 1 (18:07):
Said love and I love Mark.
Speaker 2 (18:11):
Seiler's too sweet, always verry so sweet.
Speaker 1 (18:15):
He's so sweet because I just love the way. I
love the way he always lies for you and he's
always there to support you, know what you have going on.
When we went to the town hall, he even me.
He said, hey, get this paper and take these people's names.
Speaker 2 (18:29):
Oh, I got the check me in. I said, hey,
put me on the way. He is always ready.
Speaker 1 (18:40):
Well you know he said he was working like a dog.
Did they? Oh?
Speaker 2 (18:44):
Yeah, I was working. I was sweating. What was liketing?
Because he had changed the front on the cell.
Speaker 1 (18:51):
Front was little right, and he because he got a
bachelor's degree, and he prayed. I said, wow, you got
a bachelor's degree. And what is the computer?
Speaker 3 (19:01):
It's a business administrator technology right in technology.
Speaker 1 (19:05):
He came up there with two with times too. I said, fine,
he's blaming it on you. Yes, he said, that's how
he wanted. I said, okay, tell us, but no, I said,
it's yes.
Speaker 2 (19:19):
He been wanting to get you.
Speaker 1 (19:20):
On because we've been talking about I've been making it
about training anyway. You know, people be I won't talking
about I talked about news, but y'all didn't get this information,
so I don't need information, and so we've been wanting
to get you on. And so today we're going to
talk about how to survive your first year of teaching
K through twelve. And the reason why I said K
through twelve is because of guys. I know all of
(19:41):
y'all swear y'all teachers, yawar, y'all teachers on fine, everybody,
this something. The teacher that I got news for you
are not a teacher when we used the firm teacher.
Just so we're clear for me, I'm talking about like
K through twelve. I say I'm a trainer because I'm
a trainer. I'm a professional development trainer. I'm a substitute teacher,
but I'm not a teacher, and I'm certainly down sure
(20:02):
i ain't no certified, So we need to be careful
with our words out here in the street. And that's
an of reason why I'm doing these how tools y'all
just got y'all bloody lines too much for me.
Speaker 2 (20:10):
I like distinction.
Speaker 1 (20:11):
You know who is who and what is So we
are talking about K through twelve, we ain't talking about
you seven point of teachers online that don't set up objectives,
that don't set up classroom rules, that don't have to
take a take a student from A to B or
A to Z at the end of the semester.
Speaker 2 (20:25):
Who's not held accountable? Hello, somebody on.
Speaker 1 (20:28):
What is actually where the students actually laying on the information?
Speaker 2 (20:32):
Exactly?
Speaker 1 (20:33):
Yeah, y'all love talking about y'all teachers, But how we
know you teaching? How we know they're picking up what
you're putting down? Well, when you actually teach through the
K through twelve, you actually kind of held accountable. And
then there's the collegiate level that I'm qualified teaching on.
And that's why they call them professors. Then I called teachers,
they're called professors because now that it's a different structure,
(20:56):
a different requirement of different So when I say teach,
y'all need y'all know we're talking to a real teacher
and she's gonna give you some things that you need
to be aware of for survival during your first year.
So I'll give it to her and then we'll kind
of give us some moment to kind of ask questions.
I know Marcella's always have some good questions, so I'm
(21:18):
gonna kind of I'm gonna let you lead this. A
shuld was just kind of running us through Miss Robinson,
my apologies, and then let I know, Marcella's will probably say,
I got a question, but we're gonna let you just
kind of lead through.
Speaker 2 (21:29):
Okay, So I'm gonna start with the first one. When
we first.
Speaker 1 (21:33):
Started talking about this Tesla, and remember I said I
was only gonna do three, but then immediately after we
got off the phone, I did three. But I was like,
oh no, you need to have this and then you
need to know this, and it ended up being seven.
Speaker 2 (21:45):
I probably could have gone on to ten.
Speaker 1 (21:47):
But one thing that is really important, and this is
not my first point, it's probably point number eight teachers,
the first year teachers, they don't need to get overwhelmed.
And that's first year teachers or any of your feature.
Make sure you don't overwhelm yourself. So that's why I
kind of stopped at seven. But number one is have
(22:07):
a solid confidant and someone that same person you just
needs to serve as your mentor at your school. You're
gonna need someone to bounce ideas off of. You're gonna
need someone to really understand the culture of the school,
which is another thing that I said. Be sure that
you understand the culture of the school and the vision
(22:30):
and the mission of the school. And no better person
than you know, a confidant that you are trusting that
they are going to, you know, be a good spirit,
not be a debbie downer, that's what we call them
at school, but someone who's gonna lead you through those
things that are in house type things.
Speaker 2 (22:46):
I have the culture of the school. Now let me
ask I'm sorry because I want to know.
Speaker 1 (22:50):
Okay, I want to make sure because I want to
make sure they following alone and seven is good, by
the way, and adult learners love tens, as you know.
Speaker 2 (22:58):
So that's enough.
Speaker 1 (23:00):
Let's unpack that a little bit when we say the
culture of the school, because that's critically important. I want
to I want you to kind of expound on that
on what that culture means, because for example, you have
taught and the charter schools and private and public you've
done this a lot, and so can give us an example,
(23:21):
and I'll just use my personal example at from the
parents standpoint, when I had Jada at the Christian charter schools,
the culture was, you know, hey, scholars. You know, they
called the students scholars, they called them. They had Barack
Obama and Michelle Obama all around the school. There was
a different way in how students are disciplined. There was
(23:43):
a different expectation for parents. Although that compared to when
she went to a public school, and particularly when when
she had to go to a public school one time
that was not in a neighborhood that I would have
been my preference. The culture was totally different, yelling students,
you know, scream me a lot of misbehavior in the classroom.
(24:03):
So I want you to expand talk a little bit
about and you may not talk about classroom culture, but
just talk a little bit about when you think about culture,
what are you talking are you because I'm sure you're
talking about also how the administration interacts with the ye
all of this. So give them some examples on as
far as culture is concerned, how that could be, why
(24:26):
that is so key that you know, basically, you know
your audience, which is what we talk about in politics,
so you can know how to move and not crash out.
Give a couple of examples on why culture is so important. Yes,
so culture is very important so you won't crash out
because if you're not aware of the culture and you
go against the grain, it could cause you a lot
of stress. So when you say culture, you're talking about
(24:49):
expectations of the principle, expectations of your grade level. How
do we discipline the students at the school? How new
we address the students?
Speaker 2 (24:59):
Is it y lean?
Speaker 1 (25:00):
Do we call them students? Do we call them scholars?
What is the culture around addressing parents? Do the parents
always get their way or do you have some support
from administration as far as parental issues are concerned or
student issues are concerned. So that culture is defined by
you know, the administration and how they operate and how
(25:22):
they want things to move. Shout out to my school
that I'm at now, Date Academy in Stone Mountain, Georgia.
We have a very strong culture. I love my school.
It is I hope I can say that it is
black and black black. Yeah, I love it, Oh my god.
We do address them as scholars, but we were. Everyone
(25:44):
wears a uniform, so that sets the tone. Even though
I don't like the uniforms because I like fashion, but
I try to rock the uniform anyway I can. But
that sense the town for you know, how the school
day is going to go straighten up, your your blazer,
but your tie on, tucking their shirt tails. So that's
part of our culture. We also love to have fun,
(26:06):
so we do a lot of uplifting dancing and you
know test Now, I know you don't like the fans,
but we have our fans out every Friday, you know,
we have we get our fans out. But we have
team building activities that go throughout the school. So the
culture there is a family oriented culture because it's only
(26:28):
K through eight, so we are able to work closely.
Speaker 2 (26:31):
With one another. If you've been there for more.
Speaker 1 (26:33):
Than five years, you've seen students matriculate from kindergarten all
the way the eighth grade.
Speaker 2 (26:39):
So we have, you know, a very strong family culture.
Speaker 1 (26:42):
So it's important to understand those aspects of your school now.
So there's one thing with understanding. And then you also mentioned,
you know, going against the grain. You said, so that
you don't go against the grain now, we want to
be clear because I want to I love this, the
love and stuff. The politics there are where you do
have the challenge the system absolute like you're saying, there's
(27:03):
a time and place and you need to know how.
And then also what's also important is the culture may
not be for you. And that's what we did in.
Speaker 2 (27:11):
The class this weekend. That was extra control.
Speaker 1 (27:13):
What I was telling Control, like, she doesn't like my style,
And I said, but it's kind of like at the
collegiate level. Because she thought it was. She thought she
was a customer, you know, as a pain. I said, no, no, no,
that's not what it is. It's like at a college level,
if you don't like the professor, you drop the class.
Speaker 2 (27:29):
The class.
Speaker 1 (27:30):
It's not you telling me how to you, you drop it,
which can be different in the public setting because the
public school, you're paying taxes, you live in that arie
K just dropped the school, so you may the parent
may have more. That's why they got pta and involvement.
And I don't like this and I don't like that.
But at the collegiate level, this is why I'm not
a teacher. This is I'm a trainer. If you don't like,
(27:52):
if you don't like the trainer, you drop it and
you go somewhere to I'm not speaking up my culture
that I know works. That's already been worry And it's
not that I'm not open to ideas. That wasn't it
that what this person was a troll you? That was
me set in the tone of who is the teacher
and who is the student? Now, who's the transfer student posture?
And that's also and that's even important as a substitute
(28:14):
teacher when I go in day what I make it
clear I'm not like the other subs. Let's be clear,
your regular teacher's not here. But we are going to
learn today. Just so we all the page, let's set
the tones. So I just wanted to ask that quickly.
When you say so that you don't stress yourself out,
are you saying that meaning that if you have challenges
(28:35):
with if you do want to go against the grain,
don't stress yourself out and learn how to do it.
Is that what you were saying you? That is absolutely
what I'm saying because one of my one of my
points is point number six. Now wait a minute, one
of my points is don't a band number seven, don't
aband the best practices.
Speaker 2 (28:56):
So there is most definitely a time to aband and
not abandoned.
Speaker 1 (29:01):
When we're talking about you never want to abandon what
you've learned in your study and in your training to
become a teacher. You always want to implement best practices.
But when it comes to a culture which requires you
to absorb, we are not Teachers are not supposed to absorb.
Speaker 2 (29:22):
You know, certain things from parents, you know if a.
Speaker 1 (29:24):
Parent is and when we don't absorb everything, it's okay
to advocate for yourself in certain situations. So for example,
if you have your classroom expectations set up, the students know,
you know what is expected, and they make a choice,
(29:46):
that choice is there that they make.
Speaker 2 (29:47):
If they make a choice to go against the.
Speaker 1 (29:49):
Expectation, you don't absorb the consequences for that.
Speaker 2 (29:53):
That is that student's choice.
Speaker 1 (29:55):
So in that case, you're going to advocate here are
my classroom expect I'm going to go against what you're saying.
As far as like I had to appear and tell
me I need to do a better job at something,
she said. I didn't even hear the rest because one
thing you don't get to do is come in here
in my twenty six year. This was the past year
in twenty six years, and tell me what I need
(30:16):
to do a better job at in my profession. Your
child made a choice. You need to live in that.
So when it comes to advocating and standing on best practices,
you definitely need to stand on that. Let me ask
(30:36):
you this, because you you made a good point in
your twenty seven years, But what about the person this
is their first year?
Speaker 2 (30:43):
How do they do you?
Speaker 1 (30:45):
Should they allow themselves grace to get dollars, know what
works and what don't work. Because your position of twenty
six years is different than that first year teacher. So
what do you have to say to that first year
teacher in what they learned? Best practices that theory and
not necessarily real life in the classroom. So that's that's
what having a good mentor and a good confidant is
(31:06):
going to help you sort through making sure that you
are adhering to best practices and with that, making sure
that you are not being a sponge absorbing everything because
people expect teachers to absorb whatever comes to and that's
not necessarily the case. Even with sometimes with administration, you
do want to keep your job, you know, and you
(31:28):
do want to determine, like you said, maybe this school
culture is not the one for me. Okay, so that
may be absolutely the decision, you know, at some point,
but having that mentor helping you determine the separation between
best practices, absorbtion and just you know, staying with the
(31:50):
grain and going against the grain. It's kind of like
a relationship where you got to see what you're gonna
put up with, you know, you' I was gonna ask
because that's a fast word saying absorbed.
Speaker 2 (31:58):
Basically you said, what shit you're gonna tolerate? Is that tolerate?
And what ship you liked?
Speaker 1 (32:03):
Yeah, this ain't okay, kept saying, you know, we gotta
gotta break it down, and like like no, Chaser, I
starting well, I'm gonna started using that though I'm not
gonna absorb this.
Speaker 2 (32:16):
I'm not gonna absorb I'm not going to be moving
forward to you. I'm gonna start saying I resist the
absorption of this.
Speaker 1 (32:25):
I will.
Speaker 2 (32:27):
No more absorbtion.
Speaker 1 (32:28):
Yeah, just oh yeah, I love that.
Speaker 2 (32:35):
Yeah.
Speaker 1 (32:35):
I don't want to make sure everybody follow us with
what mss Robinson saying as no, I like, I like, no,
I want you to that's what I love about this
I'm we're here to ask questions as a lay person.
You want information as a professional teacher, as you should.
Speaker 2 (32:54):
Yes, yeah here and and this is what I love
about adult education is as side.
Speaker 1 (32:59):
Know.
Speaker 2 (32:59):
Why I love what I do is because.
Speaker 1 (33:01):
The adult ed, the adult student wouldn't stop and ask you,
what do you mean by absorber?
Speaker 2 (33:06):
I knew what you meant, but I'm asking it may
not ask.
Speaker 1 (33:10):
And that's what I love about adult education, because the
adult would say, well, absorbed means absorbed. I got a
I'm pretty sure what she means x y Z, but
I always wanted to find clarity. Tella said, the thing
he learned was I didn't know the end. A lot
of people wouldn't say that because they would say, well,
why you didn't know that?
Speaker 2 (33:30):
You should know that.
Speaker 1 (33:32):
And that's why I love myselves, because he's always gonna
ask a question and somebody else asked the question, and
they just simply will not ask. So that's why I'm asked.
So you are doing exactly perfect how you should do.
Just you know, I'm gonna ask questions just to make
sure the people are definitely following.
Speaker 2 (33:47):
So that's a good one. Okay, So that's that skipping
around on this list.
Speaker 1 (33:51):
Yeah, don't worry about the list in order, just get
tips on when it makes sense, when you can when
it seems thingless, and just kind of because they're because
just like at school, and I love this as a
side note and also politic note, everything is not always
in order. And that's even with the classroom. That's right
that you've talked about it. I know frustration teachers have.
(34:13):
You know, we need to read chapter one, two, three,
four going that order, but sometime it might cause you
to skip around. Sometime it may call it absolutely let
me stop here and let me go there. And so
the flexibility which we love about the child a flexibility.
So this is a real life example that guys, I
love when we have real time stuff. The teacher came
in with the expectation of Okay, I'm gonna go through
(34:34):
these seven things. But then now as she's explaining it verbally,
it may not be in that order.
Speaker 2 (34:40):
And yes, let me put a pin on that.
Speaker 1 (34:42):
In organizing, you may go because you guys know, I'm
always gonna give you some organized and stuff, mainly because
these are all the same. You may go in saying
I'm gonna talk to the churches first, and then I'm
gonna talk to the youngs, and then I talk to
Da da. But you may go talk to the churches
and they tell you don't go over there with them
union people.
Speaker 2 (34:58):
They da da da da dad. You need to on
X Y Z.
Speaker 1 (35:01):
So when you're organizing, which is getting people all on
the same page, very similar to teaching. Yeah, teaching, I
have flexibility on how I'm moving to get the job done.
And when you're organizing, the test is do they show
up on voting day. When you're teaching, the test is
do they do well on the test. And that's why
(35:22):
I'm getting right for a lot of people who just
be talking on podcasts because I don't have no way
of testing and the knowledge on what you say.
Speaker 2 (35:28):
How do we know the data? Yeah? Where is the data?
Speaker 1 (35:32):
Where is because I need to know where's the Marcellus
I started, we want to sell us five years ago.
Speaker 2 (35:38):
We can see that, we can see the growth. Yeah,
where is it?
Speaker 1 (35:42):
Absolutely if we ain't seeing the student go from being
the observer, the commenter, to the trainee to now my
right hand, and we ain't seeing no growth, I don't
know if you absolute because I need to see that's it,
that's it, and that and that's just just I don't
have no respect on no people talking about.
Speaker 2 (36:01):
No teachers show me the And it's not even just
by test all the time too.
Speaker 1 (36:05):
We know people may not do well on tests, but
I should be able to be able to identify a
few things to say, Okay, she must know something about something.
If they're not doing well here, they should be doing
well somewhere. But bottom line is I need to know
to that. And that's just about Miss Robins. So there
were two things that you said that I wanted to
speak on for first year teachers. One of them is
(36:26):
don't be afraid to ask questions and let's know what
you don't understand a lot of times there's this stigma
and teaching where teachers have to know everything, but really
it should be teachers are lifelong learners, and what is
a learner if they don't ask questions. So whenever you
don't understand something, whether it be an acronym because there's
a lot of acronyms out there, whether you don't understand
(36:49):
something about a standard, or whether you don't understand something
about how to go forth and whatever, the what part
of the curriculum you're using.
Speaker 2 (36:59):
Ask questions.
Speaker 1 (37:01):
Don't be afraid to ask questions because you should not
be expected to know everything. Like I said, this is
year twenty seven for me and I still don't know
it all, and I'm glad I don't.
Speaker 2 (37:10):
I am.
Speaker 1 (37:10):
I would call myself a master teacher, but I am
possible a lifelong learner. So let me pass the master
teacher because you know, I had a conversation with somebody
offline about that, about being a master communicator, and they
thought perfection. No, no, no, it means she's mastered the
skill set at that level. Just absolutely. It means because no,
(37:32):
I've mastered it. I would like to say that after
twenty seven years. Yeah, she's mastered it, you know. And
if I'm not, what am I doing?
Speaker 2 (37:39):
That's right? And you know twenty seven right, And you
don't have to like it on my style.
Speaker 1 (37:45):
It just like I said yesterday in the training, Oh
I think I know a little bit of something. Let's
go back and look at this twenty eleven video. Yeah,
I've mastered it. It don't mean I know it all,
but I'm definitely a master teacher. Oh for sure, that's it.
That's me I'm master trainer to just be clear about
it and stand Guys, if.
Speaker 2 (38:01):
You are know who you are and what you are
and who you are.
Speaker 1 (38:04):
You better know that because your confidence is gonna be
questioned all the way through. Okay, thacktims right the way through. Yes,
That's why I followed up by saying, I'm a life
on learner because things change, education changes, your students definitely change.
So if you're in it for the long haul, you
really have to be a lifelong learner. One of the
other things that you talked about is being flexible. At
(38:27):
my school, we say learn how to pivot. You are
going to have to know how to pivot and switch
things around. You might go in and have your plan.
It might be perfect, and you're gonna do it just
like I came on here with my sol I'm gonna
go down these points one through seven in order, and
then here comes Johnny.
Speaker 2 (38:48):
You know what I'm saying, Like, boy, sit down.
Speaker 1 (38:50):
Or you have a student who had an argument with
their parents and they come in and you notice they're different.
Speaker 2 (38:56):
You have to take time with that.
Speaker 1 (38:58):
Or it's picture day and now everybody's in an uproar.
You got kids coming in, especially at my high school.
If they come in and it's picture day, like in
the springtime, and they don't have to wear a uniform,
that's a whole other type of excitement that's entered into
the building because nobody has on a uniform.
Speaker 2 (39:15):
You know.
Speaker 1 (39:16):
So you have to know how to pivot, especially when
you have your lesson plan and it doesn't go as
you want it.
Speaker 2 (39:23):
It's okay, you got the whole year. You look at
it as right now.
Speaker 1 (39:27):
I might be playing the seed for somebody. They might
not get it this year, but next year they might four.
And it's okay. To understand those things. You got to
learn how to be flexible and people. Let me paying
something right there. Plan a seed because you guys know,
I to talk about this all the time in policies
if you are in thinking that, oh, because most people say, well,
what's the point that's the number, Well, what's the point?
The nothing's going to change. Politics is not changing it is.
(39:51):
It's about that all the time.
Speaker 2 (39:52):
Yeah, it's about plenty a seed.
Speaker 1 (39:54):
You have to be okay with knowing this seed, especially
when you talk about these elementary kids. This things may
not matriculating anything until they get into their forties.
Speaker 2 (40:06):
That's it.
Speaker 1 (40:06):
When you listen to people, and I just thought about
this happened as a pit pivoty as we're talking. Anytime
you hear somebody give a story about a teacher about
something that was influential in their life times out of
ten and I don't have the exact percentage with this,
but just lookten to most people they was always talking about,
(40:26):
like the third grade teacher are the.
Speaker 2 (40:29):
Security There are.
Speaker 1 (40:31):
Times where you may be like, oh, I had somebody
in high school with da da da da.
Speaker 2 (40:34):
But for me, like when I think about what were
the aha moments?
Speaker 1 (40:39):
Are the moments that I didn't know really meant anything,
like I are the teachers that really touched me special
in a way.
Speaker 2 (40:47):
I don't think about high school first.
Speaker 1 (40:50):
A lot of have I have a lot of great
high school memories and they you know, made their mark
as well. But what I think about those moments of
listening to Miss Anderson read.
Speaker 2 (40:59):
Where the Red Fern Grows, you know, I remember that storytime.
Speaker 1 (41:04):
I remember I couldn't wait to get to Miss Brown's
class because she gave out tokens, you know, get those
tokens you could turn in, which we do that all
the time now. But I remember what it meant to
get those tokens to turn in and get candy at
the end of the week. That was a big deal
to me because I didn't have an allowance or extra
money or anything like that, and I thought Miss Brown
(41:25):
was just the nicest ever. Everybody wanted to go to
Miss Brown's class, and I just remember those tokens like
as clear as I can.
Speaker 2 (41:32):
You know, it's clear.
Speaker 1 (41:32):
Like I also remember one of my harshest experiences is
when my sixth grade teacher, Miss Sparks called me a bitch.
That was the first time a teacher ever approached me
so and she told me you're not gonna come my
class acting like a little bitch. And I was like, wow,
you know, so my points to that.
Speaker 3 (41:52):
I don't believe it right there, but okay, I nefely
ended right there.
Speaker 1 (41:55):
But you also know I got another sixth grade story
where I said I was gonna slap shit out Miss Harris.
I was going to say that to my Sparks and
this futs just stopping him with, Oh, I didn't know
what she was talking about, Like what it was out
of nowhere? Yeah, com into my class acting like a
little bitch and I remember she was a little, little
old lady. She was like really small, like so for
(42:16):
you on the Golden Girls, I was just thrown back,
like what is she talking about? But Miss Harris, sixth grade, no,
that story. But I I've been waiting to push the
line on Miss Harris because I've asked being in flying
every day, every day, every day, just keep snatching, keep snatch, keeps.
And that was a day where I said today, I'm
speaking up.
Speaker 2 (42:31):
So I just said today, Yeah, today's now.
Speaker 1 (42:35):
I remember Miss Marrying's feet and the way her feet
would smell and stink up the classroom in the seventh grade.
So these are not necessarily see she remember down the
road at the point of twelve was important and why
I wanted to do this class because those really be
your age defining moments.
Speaker 2 (42:52):
Yeah, that's the foundation. Yeah foundation. Yeah you remember those things.
I don't. I don't remember nobody fast thinking, no good.
Speaker 1 (43:00):
I remember grass, variags people something else in the fifth grade.
Speaker 2 (43:04):
I remember. So it's just things like that, you know
that I would have sown.
Speaker 1 (43:08):
A teacher needs to keep to try to stay motivated
because when you're in it in the moment, you a
lot of first your teachers don't come back. A lot
of them don't survive it in years, and a lot
of that because they're not looking at it as the
seed that may.
Speaker 2 (43:22):
You may not ever know how that student did. Yeah,
and I never know. I forgot it went viral not
too long ago.
Speaker 1 (43:29):
I know Boosie got a chance to meet up with
his elementary teacher and was crying and all that. But
there was one viral moment. I'm shut up, but I
just remember the teacher they came. I think he was
in the hospital or something. In his fifth grade teacher
came or something. It was a real viral moment. You've
probably seen a lot of these Instagram pointy is. He
was crying and was really like, man, I just wish
(43:50):
she knew how much she believed in me. I think
Busie did it. Not too long ago. I had that
one teacher that just really believed.
Speaker 2 (43:55):
In me, that made me, that made this and made
me that know.
Speaker 1 (44:00):
And you may not ever hear that until they get
into their big age of fifty, or.
Speaker 2 (44:04):
You may not hear it at allste that has a
lot to do with it as well.
Speaker 1 (44:09):
Yes, absolutely, if you like what you heard on Straight Shot,
No Chaser, Please subscribe and drop a five star review
and tell a friend. Straight Shot No Chaser is a
production of the Black Effect podcast Network. In iHeart Radio ATESZLM,
figure Out, and I like to thank our producer editor
Mixer Dwayne Crawford and our executive producer Charlotta Magne to God.
For more podcasts from iHeartRadio, visit the iHeartRadio app, Apple Podcasts,
(44:33):
or wherever you get your podcasts.
Host
Tezlyn Figaro
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