On the other side, many people are thinking that the number of blackholes is one “problem”, and most people are happy to share information and provide feedback about it to their teachers. However, there is no way for them to provide this feedback to their class as a means of learning. They have to train their own kids, and their own teachers. But for some kids, not many have the skills and experience to handle real-world situations such as these. That’s their responsibility, or they are simply too poor or inexperienced to deal with the complexity in real life. In these situations, there are usually the teachers themselves who are supposed to be responsible and responsible. I remember one teacher who just put his hands on my shoulders, looked me in the eyes, said “You know what, let’s go through it” and pointed out the big hole to his two students, including Emma and I. My teacher, her brother, a teacher’s assistant, took note, and a few minutes later, we had a teacher from my home district make a note that the class is about to embark on another day of “gigantic fun, not math”. We had no idea how this could happen. And to be clear, these are not hypothetical facts. They are real life situations that happened by accident. It gets worse. I remember in my junior high class I had a student who was working on a homework assignment for middle schoolers so he could pass the homework on to us, right after class went on. This student told a teacher that he would need to be on a specific topic because his math teacher and the professor did not give him a solid amount of instructions to follow. So he had to pass the specific subject in the class by hand, and he had to have the teacher’s notes, not the teacher’s. This kid was, in fact, one of the ones on the assignment, and that’s no accident. He even passed it on to us. I don’t know why the professor didn’t tell the kids that, but it appears to be a normal practice over time of teacher’s being in line with student’s “needs”, without which the results would be far worse than they found at first. That’s what’s so frustrating about this.
The way it’s been done for decades, and for so long, in certain minority schools, and is still done for in most other minority schools . Now that you’ve passed class and the “problem” is all under scrutiny, and we need you out of hiding, a clear question can be asked, what should we do about it without hurting students? We need people at the front lines, teachers, as well as students who feel responsible to provide context about what happens when the problem is in the system. Our own teacher has told me that the only way he’ll be held accountable in this issue is if students were given the opportunity to participate in the conversations. For a guy to feel responsible for this is a very brave individual, a very inspiring leader, and his responsibility as a parent can only be accomplished through the common good. But if we start talking about the problem with a class of like-minded people, it doesn’t get better. When it all comes down to it, it’s not for us to be the ones that have the responsibility. It’s for us to be the ones who will ensure that the way that students get access to meaningful, meaningful activities takes into account all of the people they already know and care about; the teachers involved, the students they care about, the teachers who care about, not just the class members themselves, but all of the students in the context in which they were raised. That means talking about the problems of our classroom. Discussing them through the lens of how they interact.
The school in question has a history of teaching diversity through academic studies. We know of some good examples of this in places such as Yale and Berkeley. The Yale students have a history of teaching from the 1950s to the ‘80s. We understand that there are some areas in which things may improve, but we do know that the most visible change that is made between the 1960s and the ‘90s with the ‘90s was that the number of black children moved out of their classrooms and into the public schools, and students started coming in, with fewer teachers. We are also aware of some areas in which it has been better for black people, like the way that there’s less bias in school and the way in which there’s more racial and gender inequality. We see it as improving the quality of school and the quality of what students can do and what they have to go through. that are changing the way that students interact with teachers in order to meet the challenges of the challenges of their own.