Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"No I won't sit in my seat. That's racist."
"Why are you asking me to pull up my mask? That's racist."
"Why'd you tag me? You're racist."

These are the type of comments said to both the teacher and other students by an 11-year-old. What's a good way to engage this student?

Background: This is in a weekend program at a museum where I just started volunteering for as a teacher's aide. It's a new group of students, so there's no history or background between this student and the authority figures. In fact, since the kids come from a lot of different schools, there's so not much history with the other kids that I know of. The kids are roughly 1/2 white, 1/4 black, 1/4 latino. The teachers/adult volunteers for this particular class group are white or Asian. This particular student ended up sitting in a corner refusing to participate most of the session.

Representation matters. Why aren’t there any volunteers that look like the kids that you serve?

I guess you'd have to ask the black people who didn't volunteer?

Anonymous wrote:

Anonymous wrote:OP, how exactly did you find out about and apply and recruited for that position?

Does the museum put out ads that the local black community has access to? Are there visible billboards around or recruiting events in community centres in black neighbourhoods?

Lol, billboards? That is not how people recruit volunteers. It’s usually via email blast or posted on their website.

Anonymous wrote:

Anonymous wrote:"No I won't sit in my seat. That's racist."
"Why are you asking me to pull up my mask? That's racist."
"Why'd you tag me? You're racist."

These are the type of comments said to both the teacher and other students by an 11-year-old. What's a good way to engage this student?

Background: This is in a weekend program at a museum where I just started volunteering for as a teacher's aide. It's a new group of students, so there's no history or background between this student and the authority figures. In fact, since the kids come from a lot of different schools, there's so not much history with the other kids that I know of. The kids are roughly 1/2 white, 1/4 black, 1/4 latino. The teachers/adult volunteers for this particular class group are white or Asian. This particular student ended up sitting in a corner refusing to participate most of the session.

Representation matters. Why aren’t there any volunteers that look like the kids that you serve?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The real problem is something like 80% of teachers are white women. If we are serious about equity we need to fire a lot of them and get proper representation.

The real problem is that not enough black people are going into teaching. Maybe you could encourage more of them to go into teaching.

There are plenty of black teachers but the good ones are promoted quickly into admin positions. In MCPS, at least 35% top administrators in cereal offices are blacks.

I'm a teacher. Teachers do not get "promoted" into admin. You have to go back to school and get a whole, long, expensive certification just to apply to admin. A lot of admins are coming from out of district, too. I was in fcps, not mcps, and black teachers were often pushed out of the school by the admins, who seemed to always find a reason not to like them.

Maybe not in FCPS.

But in Baltimore city, for example, teachers “earn the right” to a big promotion and cushy admin job on North Avenue after a few years in the classroom. I am sure Baltimore isn’t the only example.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The real problem is something like 80% of teachers are white women. If we are serious about equity we need to fire a lot of them and get proper representation.

The real problem is that not enough black people are going into teaching. Maybe you could encourage more of them to go into teaching.

There are plenty of black teachers but the good ones are promoted quickly into admin positions. In MCPS, at least 35% top administrators in cereal offices are blacks.

I'm a teacher. Teachers do not get "promoted" into admin. You have to go back to school and get a whole, long, expensive certification just to apply to admin. A lot of admins are coming from out of district, too. I was in fcps, not mcps, and black teachers were often pushed out of the school by the admins, who seemed to always find a reason not to like them.

Many leaders in central office claim that they were classroom teacher before so I assumed they are promoted. If school admins have no teaching experience in classroom, we have a problem.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The real problem is something like 80% of teachers are white women. If we are serious about equity we need to fire a lot of them and get proper representation.

The real problem is that not enough black people are going into teaching. Maybe you could encourage more of them to go into teaching.

There are plenty of black teachers but the good ones are promoted quickly into admin positions. In MCPS, at least 35% top administrators in cereal offices are blacks.

I'm a teacher. Teachers do not get "promoted" into admin. You have to go back to school and get a whole, long, expensive certification just to apply to admin. A lot of admins are coming from out of district, too. I was in fcps, not mcps, and black teachers were often pushed out of the school by the admins, who seemed to always find a reason not to like them.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The real problem is something like 80% of teachers are white women. If we are serious about equity we need to fire a lot of them and get proper representation.

The real problem is that not enough black people are going into teaching. Maybe you could encourage more of them to go into teaching.

There are plenty of black teachers but the good ones are promoted quickly into admin positions. In MCPS, at least 35% top administrators in cereal offices are blacks.

I'm a teacher. Teachers do not get "promoted" into admin. You have to go back to school and get a whole, long, expensive certification just to apply to admin. A lot of admins are coming from out of district, too. I was in fcps, not mcps, and black teachers were often pushed out of the school by the admins, who seemed to always find a reason not to like them.

Anonymous wrote:

Anonymous wrote:OP my teacher instincts say that you need to lean in "Gloria Ladson-Billings style", and search for a connection with this girl, both personally and to the museum program. Make it a goal to have 1-2 positive interactions with this girl in the moments before the program starts.

Another teacher here. This is a good suggestion. I think, though, that the interaction with this young girl will be so infrequent (once a week for a few hours) that while perhaps the positive interactions will be helpful what will be more immediately helpful is if the teacher and OP talk to the parent.

To others: notice I said "talk" to the parent, not "report" to the parent or "complain" to the parent. But "talk" to the parent.

The parent signed up the daughter for the program for a reason. Either because the daughter expressed interest or the parent thought it would be a good enrichment activity for the daughter. My interpretation of the girl's words are that she was intimidated. It could be that the group looked differently than she was expecting, it could be that the environment (a museum!) was more intimidating that she was expecting (even if she had visited it previously), it could be that people were dressed differently, etc. The parent may have insight AND the parent will be able to help you address it.

Either way, this is a girl who needs some love. Her ostracization of herself from the group shows that. Work with the teacher to talk to the parent and see what the parent has to say. I hope the girl returns to the next class. Good luck.

Anonymous wrote:This is about a student having a hard time for whatever reason, and using the most explosive term they can legally say to object to participating. It isn’t about race or racism, it’s about a boy who is struggling. Treat it that way, and you’ll probably find a solution.

Anonymous wrote:Kids in DD’s school began calling everything racist right after the school began intensely focusing on, and teaching, equity a few years back.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"No I won't sit in my seat. That's racist."
"Why are you asking me to pull up my mask? That's racist."
"Why'd you tag me? You're racist."

These are the type of comments said to both the teacher and other students by an 11-year-old. What's a good way to engage this student?

Background: This is in a weekend program at a museum where I just started volunteering for as a teacher's aide. It's a new group of students, so there's no history or background between this student and the authority figures. In fact, since the kids come from a lot of different schools, there's so not much history with the other kids that I know of. The kids are roughly 1/2 white, 1/4 black, 1/4 latino. The teachers/adult volunteers for this particular class group are white or Asian. This particular student ended up sitting in a corner refusing to participate most of the session.

Representation matters. Why aren’t there any volunteers that look like the kids that you serve?

That's what I was thinking. White and asian volunteers, but no asian kids, and black and latino kids with no black or latino authority figures. The kid knows stuff is racist but just doesn't know what exactly.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The real problem is something like 80% of teachers are white women. If we are serious about equity we need to fire a lot of them and get proper representation.

The real problem is that not enough black people are going into teaching. Maybe you could encourage more of them to go into teaching.

There are plenty of black teachers but the good ones are promoted quickly into admin positions. In MCPS, at least 35% top administrators in cereal offices are blacks.

Anonymous wrote:

Anonymous wrote:"No I won't sit in my seat. That's racist."
"Why are you asking me to pull up my mask? That's racist."
"Why'd you tag me? You're racist."

These are the type of comments said to both the teacher and other students by an 11-year-old. What's a good way to engage this student?

Background: This is in a weekend program at a museum where I just started volunteering for as a teacher's aide. It's a new group of students, so there's no history or background between this student and the authority figures. In fact, since the kids come from a lot of different schools, there's so not much history with the other kids that I know of. The kids are roughly 1/2 white, 1/4 black, 1/4 latino. The teachers/adult volunteers for this particular class group are white or Asian. This particular student ended up sitting in a corner refusing to participate most of the session.

Representation matters. Why aren’t there any volunteers that look like the kids that you serve?

Anonymous wrote:

Anonymous wrote:The real problem is something like 80% of teachers are white women. If we are serious about equity we need to fire a lot of them and get proper representation.

The real problem is that not enough black people are going into teaching. Maybe you could encourage more of them to go into teaching.