Racial Inequality Education – Acknowledging Racial Inequality In Education 2020

Racial Inequality Education – Acknowledging Racial Inequality In Education 2020

What is racial inequality education? It is the curriculum and teaching methods used in schools which promote the false concept that race determines individual achievement levels within a racial group. This is a form of brainwashing, which is being imposed on children in schools all over America.

All the American public school systems that teach the racial inferiority theory are doing so as a way of trying to manipulate our children’s minds into believing that they are not good enough or that they are only as good as their racial counterparts. If we continue to allow these beliefs to prevail in our schools then we are setting up our children for failure, infringing on their Civil Rights and for low achievement levels in life.

The Equal Opportunities Act (EOA), which was introduced in 1978, is a US federal law that aims to help in improving the educational conditions of children of different racial backgrounds in the United States of America. The EOA and Department of Education say that all states must provide equal educational opportunities to students of all races and ethnicities.

inequality in public school funding

How Does Inequality Affect Education?

The law has brought about great improvements in many aspects of educational opportunities such as race and ethnicity, educational achievement, academic aptitude, and a whole range of other things. But, it also says that each state should have its own guidelines which must be followed by teachers to make sure that the social class,  racial differences and educational inequality, which are mentioned in the law are kept in perspective regardless of socioeconomic status.

When it comes to public education, it is important to remember that education is all about equal educational opportunity. In the case study of racial inequality education, this means that Charter School students in the state of Florida are taught by teachers and other educational personnel from their own racial group. In other words, they are taught from the point of view of the other racial group which is their own.

Unfortunately, there are still many American public education children who are not being taught from the point of view of their own racial group. The common core reason for this is because there are not equal opportunities to them within the United States of America. So the Equal Educational Opportunity Act is not effective.

property tax school funding inequality

Is The Education System Biased?

However, it is not all bad news as the Equal Educational Opportunity Act says that once the guidelines which were created by it are implemented, then it will work to bring about better education in schools and limiting racial segregation through Affirmative Action. And, what happens if a school is found to be in violation of the guidelines that it implements?

The first thing that will happen is that the school will be closed down and its students expelled. Secondly, the teacher that was responsible for the offense will be put on trial and punished. And, the thirdly, whatever money and resources have been invested in the school will be taken away from it.

To give you a little idea on how this works, let’s take an example on how it works in the Equal Educational Opportunity Act. Suppose that a school is found guilty of having racial discrimination.

First, the Equal Educational Opportunity Act says that the school will be closed down and its students will be expelled. Second, the teacher who was responsible for the offense will be put on trial and punished.

Third, whatever money and resources have been invested in the school will be taken away from it. And, if necessary, the teacher may also lose his job.

racial inequality in school

How Does Race Affect Education Opportunities?

The debate is on and people are still arguing about race and education. The real question remains, what impact does race have on education.

Many people say that race does have an effect but it has little to no impact. They say that the schools in predominantly black neighborhoods are less successful than those in white neighborhoods, even though some of them may be very poor. But some people say that the schools in predominantly black neighborhoods tend to have a lower achievement rate than the schools in white neighborhoods.

So how does race affect education opportunities? And is there anything that we can do about it?

The schools themselves are affected by race. Some of the teachers in these schools will have a racial background, or they could have a background that is mixed and they will not be able to teach in the best of ways. Some of the students also do not like being around people who do not look like them.

unequal educational opportunities

How Can We Solve Education Inequality?

There are some studies that show that there is indeed a racial divide on some issues when it comes to education. It seems to be true that there are differences between what is taught in black and white schools, which could be due to cultural influences. Some believe that the difference is related to the different attitudes of students who live in different racial environments.

The school systems are also affected by race. When they hire new teachers, they will often go for someone who has more experience teaching in the same demographic as their school. They may choose a teacher who will be easy to work with and not very picky about how their students speak.

Even though there is a lot of research that says that race has nothing to do with school achievement, there is still a lot of controversy. There are some that say that it is not a race at all but rather socialization. Others say that race has a large impact on performance.

One thing that is clear is that race affects education opportunities and if you are black, there is a big possibility that you will be unable to go to a top-quality school. This does not mean that it is because of your skin color, but because of the culture of the school where you live. However, it is possible that you can get an education even if you live in a poor school district.

Race is certainly an important factor when it comes to education and if you want to know how does race affect education opportunities, then you need to look at the curriculum that is being used. Schools use very different types of curriculum, which has a big effect on how they teach. If the schools are using a lot of textbooks and books about specific subjects, then there is a greater chance that they will use textbooks with a certain type of writing style. Some may write essays, and there are those who write much more in prose.

unequal opportunity race and education

How Does Race Play A Role In Education?

Also, they may have a more diverse way of teaching, which is to allow children to speak up. Instead of just listening to what they say. This can make a huge difference in how they learn and also, their social skills.

Another way that race can play a role in how does race affect education opportunities is if you have children who need extra help. The teachers of the children with special needs will often have a different way of teaching than teachers of normal children. This can be a big difference in the success of their life. For example, the child with learning disabilities may have to read aloud and learn a different way to write.

Children with learning disabilities may have a much smaller vocabulary and so their education will be more difficult because they have to learn a completely different set of skills. Even if they are taught in a normal way, they might also learn a few things in an unusual manner. Teachers with autism will often have difficulty with certain learning disabilities.

So how does race affect education opportunities? It is a big question and one that need to be answered in order to make sure that children have access to an education that meets their full potential. One way that people can help is by giving scholarships for students with disabilities.

How to Avoid Tax Breaks When Filing For Property Taxes

Property Tax School funding inequity is a problem that affects public schools and taxpayers across the nation. This disparity in property tax assessments is a result of many factors, including the property’s size and value, the neighborhood it is located in, and the educational system the property is enrolled in. Here are three ways you can use to ensure that your children receive a quality education through the Master Plan of funding available.

First, make sure that you are not paying too much in property tax. You may be surprised at how much you are paying, especially if you are paying for school in an affluent area. In addition, if you live in an area that is considered “low income,” there is likely to be a large disparity between the assessed value and the actual value of the property. This is due to the fact that some properties in high-income areas have multiple owners, while others have only one or two owners. By paying close attention to your property tax assessment, you can avoid these discrepancies and lower your property tax bill.

Secondly, consider making an equal property tax payment on every tax year that is equalized to the valuation of the same property based on its neighborhood. The value that is being used to determine property tax bills varies from school district to school district, so it is wise to use the same value throughout the entire school district.

inequality in public education

How Can We Solve Inequality In Education?

Third, ensure that your child attends a quality educational environment. Since there is considerable disparity in property tax assessments, a good way to make sure that your children receive a quality education is to ensure that the school district is offering an equitable education system. Check to make sure that the district has a curriculum that promotes academic skills and encourages learning and creativity.

In addition, make sure that the school district and City Council provides its students with adequate after school activities that encourage learning and interaction that are a part of their regular education. There are several programs that parents and teachers can work together to set up that are geared specifically aimed at building the social skills, communication, and teamwork skills that are required for successful social interaction in the classroom. These activities include art and music classes, extra math or reading lessons, and even a few hours of physical activity or field trips.

The first step that you need to take is to ensure that you are not paying too much in property tax based on a property that is actually being assessed too high. When you learn how to make an equal property tax payment, you can then use the information to reduce your property taxes as well.

How Can We Fix Public Education?

Educators from across the country have begun to work together to solve this problem by working with school districts across the country to come up with solutions. Fair property tax that is affordable and equitable. Many school districts are currently using real estate transfer tax revenue funds to offset the difference between the assessed value of properties and actual values.

If you are having difficulty paying your taxes, you can make an appointment with the County Assessor’s Office and make an appointment with the County Clerk to make sure that you are getting a fair assessment of your home. You can also make sure that you and your school district are getting the most value for the tax money. You may be surprised at what they can do for you when you are willing to be proactive.

If you are still finding it difficult to pay your property taxes, you can consider taking a financial literacy course at your local school districts. This will help you understand the concept of budgeting and planning for the future. You will also learn some tips on how you can start saving. money and how you can protect your home from foreclosure.

By learning how to save, you can prepare yourself for a college education or even the opportunity to buy a house or pay off any existing debts that you may have living the middle class life. That might put you in financial distress later down the road. By learning how to manage your income and saving, you will have the ability to pay your bills, pay the mortgage, and more.

By working with school districts to come up with a solution for property tax funding, you will be able to keep your property taxes affordable and equitable and can get the services that you need for your family and your community. It is possible to find real estate transfer tax equity grants in almost every school district in the country!

In New York City, for example, only 8 percent of black males graduating from high school in 2014 were prepared for college-level work, according to the CUNY Institute for Education Policy, with Latinos close behind at 11 percent. (news.harvard.edu)

The preparedness rates for Asians and whites 48 and 40 percent, respectively were unimpressive too, but nonetheless were firmly on the other side of the achievement gap. (news.harvard.edu)

Types of Academic Achievement

Academic achievement or academic performance is the state to which a person, institution, or student has achieved their short and long-term academic goals. Completion of academic benchmarks such as college degrees and secondary school diplomas represent real academic success.

There are various educational systems around the world that are based on different teaching approaches and models. The approach towards educating children is based on how these children have been brought up and on what their parents were taught. There are also international levels in which people pursue higher education in a particular subject, or countries which have their own educational system with academic standards.

Racial Inequality Education - Are State School Tests Racist Racial Inequality In U.S. Education

There are three main types of academic performance. The first type is usually referred to as learning by doing; this is a term which refers to studying and performing well in the classroom. This is usually achieved through regular training sessions and by learning by doing in a structured way, in a structured environment.

Learning by doing in classroom settings usually focuses on the content taught in the lessons and on teaching strategies, such as good observation and the proper use of methods. This type of learning does not aim at real-world learning but can be described as the student being able to learn about the subject matter without actually having to take part in the learning process.

Learning by doing in classroom settings is generally an effective approach, especially if there is good interaction between students and teachers. However, this style of learning is not a permanent fixture in any educational system. It is possible to change the focus of the lessons, or to introduce new materials and ways of teaching that will help students develop better study habits.

Competency-Based Assessments

A second type of academic success, which is often regarded as being more effective is called competency-based assessment. This refers to assessments that are based on the student’s ability to learn new information within the same subject matter and to apply it to the knowledge they already possess. Competency is achieved by having students complete practical assessments such as examinations or tests. Competency-based assessment is not just measured against the skills and knowledge of the individual, but also against the level of knowledge and skill needed in a particular subject.

Competency-based assessments are useful because they can help the teacher to identify which students need more help, which ones need more support and which ones do not so much. They are also useful because they can be used to help with the development of policies for improving the learning process and of students. For example, if one subject requires more practice than another subject, a competency-based assessment can help to identify those who need extra practice, such as reading, writing, and listening and presentation skills.

The third type of academic achievement to which we refer to is self-evaluation. This is a subjective assessment, which refers to how well students perform in terms of their performance in the classroom. It is normally measured using equal opportunity tests or examinations.

Self-evaluation is most often used to help teachers to identify which aspects of their lessons are to blame for low performance, rather than to provide an objective way of determining whether or not the lessons have been successful. Teachers can use self-evaluation to identify areas where they need to improve on, for example their listening and reading skills.

As the three different types of school discipline are related to the content of lessons, they are more likely to be used together than to be used independently. A common way of assessing which type of learning is best used in a particular context is to compare the level of achievement achieved in all subjects by using the same standards in each of the subjects.

Whilst all three different types of educational attainment are related to different areas of learning, the only one of them can ever be considered an objective measure of achievement. It is important for students to think about what skills they can benefit from taking part in classroom sessions, because these skills will be used throughout their academic life.

Can Everyone Live The American Dream With The Proper School Choice? –  Interview With Lee Jenkins

Standardized testing is far worse than a necessary evil; the way the test data is interpreted can also harm the impoverished minority schools that most need encouragement. So says Lee Jenkins, a longtime educator, and administrator in public schools and universities. 

“Data from the tests is used to rank schools and school districts and label them. So, no matter what minority impoverished schools achieve, they will almost always be labeled as ‘failures’ because it is and always has been a ranking system. We survived this spring (because of the pandemic) without these damaging tests.  Now is the time to devise a new system that encourages everyone.” 

Jenkins is the author of the just-released book, “How to Create a Perfect School,” which contains a foreword by Jack Canfield. He can talk about a better way to gather data to create more perfect schools.Lee has authored five books regarding continuous improvement in schools, including How to Create a Perfect School, Optimize Your School, Permission to Forget, From Systems Thinking to Systemic Action and Improving Student Learning. All books offer powerful, practical suggestions for every aspect of education. The two most influential people supporting Lee’s work are W. Edwards Deming and John Hattie.

Are State School Tests Racist?

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Good morning. Good evening. Good afternoon, everybody out there in podcast land, you are tuned to another episode of Intrinsic Motivation From a Homie’s Perspective. This is Hamza and really excited to speak with our guests today, we actually had him on our on our podcast before. So always great to have these experts come back when they have new things in the pipeline, and talk about things that are very important in real time. And our guest. Today we’re going to talk about inequality in the educational system. This is going to be entitled our state school tests racist. And our guests, I’m actually want to read the bio before I introduce the guest, because I think the bio needs to be speaking in its totality to get the impact of what we’re going to cover this hour. So standardized testing is far worse than a necessary evil. The way the test data, as interpreted can also harm the impoverished minority schools that need the most encouragement. So it says our guest, he’s a longtime educator, administrator in public schools and universities. He says that data from these tests is used to rank schools and school districts and label them for social control. So no matter what minority impoverished schools achieve, they will almost always be labeled as failures because it is, and always has been a ranking system. So we survived the spring. That’s why we wanted to talk to our guest today because of the pandemic. So we didn’t have the traditional trajectory of these ranking systems. So now is the time since we’re going through this flux. It’s the time to devise a new system that encourages everyone. He just released his latest book, How to Create a Perfect School. And it also contains a foreword by our favorite Jack Canfield. So we’re going to talk about a better way to gather data and create more perfect schools. Without further ado, I’d like to welcome Lee Jenkins to the podcast. Welcome, Lee. Well, thank you I’m so this is a treat to be with you again. And certainly

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the topic is of utmost importance.

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Because

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do we could we continue to go down the same path, which is harmful to so many of the schools. And, and so we’ll talk through that we’ve got lots to share with you on that. I, I appreciate it in the fact that we are in the middle of a pandemic, it made me think of how the business world has been up ended in every facet of life. You know, it has been up ended. And everyone has done follow up the stock market knows the technology companies are booming. And as a result, it kind of flattened the curve where people are questioning these expensive schools, private schools and public schools. Is it worth it? Because it’s all online? Now? What’s going to happen with that? And by having you being in the trenches, and all these, all these rooms, I’m just really happy to have you on? Well, thank you, you know, just talking about all the schools, the online education, and public policy.

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People, we know that

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for the majority of kids, it’s less effective. For some it can be it can be more effective. But for the majority, it’s not as effective. If not the teachers don’t feel as good about it, and and neither did the students. But one of the things I have not seen at all, because of my work. It’s unique in the education field. I’ve not met anybody else who advocates what I’m advocating, which is that in a classroom, what’s what’s when we document what a child has done, that information is in a data folder, and it’s personal, it’s their depth, their own progress. But what goes on the wall in the classroom is the total correct for the whole class. And even at four years old, when you put the total up for the whole class, and you make a graph out of it, the books looking like any other graph, you want it to go up and up and up and up and up. It doesn’t go up every week. But it goes up, oh, probably half the weeks. But when you look at it over the whole year, you see a picture of joy that the kids have, because they see themselves as a team and pay it forward.

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And so

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if you think of a classroom as a team of learners,

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as then you think

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well how in the world are we going to do online learning and create a team of learners

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because they’re not together?

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And so,

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it’s like, we don’t think of it we don’t think of a classroom as a team. We think of it as A group of individual students, and it is that because every kid has a record of their own learning,

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as responsible for their own work, but

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there’s tremendous joy that kids receive from helping the team do better. We know that in athletics, but we don’t practice that human development in education. So that’s one of the things we’re really missing is the team. And they’re sort of the places where I’ve worked at or online, that now, they, they’re frustrated, because the kids aren’t there. And they don’t have that team feeling of everybody helping everybody else in order to help the team. But that’s an aside, it’s not the topic that that we’re going to talk about. But it is statistical significance, and it is connected is to some extent, and what we’re going to talk about on state assessment, but as an aside, if the teams are gone, yeah, yeah. Now, when we talk about labeling state assessments, and I want to do a macro event, do my grow. So when we talk about state school tests, it makes me think of it to be topical, when we’re talking about the crisis, this global pandemic that we’re going through. And in the States, the higher ups were, you know, looking at death numbers, and they said, well, it would be really good if it wasn’t this color state, you know, between red and blue. So the country if the country is divided on everyone’s health, you know, how healthy or how, yeah, how healthfully mentally, can we be as a country, when we’re not in the top 25 of literacy rates? For a first world country like is this? Do we need to approach this from a macro level and then go to the micro level?

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Well, we,

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we certainly need to if we’re going to look at it from a national level. And say, why are we not doing as well, as we would expect to do compared to other countries? We have to say, Well, what are the root causes of this problem? What, why, or why is it that way?

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And we,

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Dr. Deming that I spent a lot of years listening to and learning from him, who’s the one that actually took Japanese management to Japan. What he taught was a military secret during World War Two is a statistician. But he said when things go wrong in Japan, they ask why until they find out why. And when things go wrong in the United States, we ask why until we find the who. Mm hmm. So we’re not used to digging down to what are the root causes of this failure in education. And in my book, how to create a perfect school. The second part of the book is identifying root causes. I’ve done more work on it and and another book, but there’s, there’s enough, so let’s just look at it. What are the root causes of our failure? Number one, children have permission to forget everything that’s taught. They know that they need to learn what’s on this chapter test. And they need to be able to spit it out for Friday, and the test and they and then they forget it on Saturday. They know it’s not coming up again. So it that it starts with first grade spelling, and it goes all the way through. There was an Internet Message I received, talking and it was the

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graduation speech.

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of the valedictorian, person you get something on the internet, it may not be right. But here’s the speech that was proposed, purported that the valedictorian gave, she stood up at graduation and said, Mom and Dad, grandmas and grandpas, aunts and uncles, because I’m up here as the valedictorian. You think I’m the smartest kid in this school zone high school. But I’m not. You got it completely wrong. I’m not the smartest kid in high school, but I’ll tell you what I am.

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I am the very best kid in this high school.

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At cramming,

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I can remember overnight, oh, can I remember it overnight. I spit it out the next day. And on Saturday, I dump it all, so that I have room to cram for the next test for advanced placement. I’m the very best at playing the game of anybody in this high school. But, and that sounds like well, that may not be the true story that the valedictorian told. But it is true of what happens in schools that it is cram, get a grade, forget, cram, get a grade, forget. I was in the dermatologists office for my annual exam. And the dermatologist said, Well, what do you do? And I said, Well, I write books on it. You And I get on airplanes, and I make presentations to administrators and teachers, for conferences. But what do you tell them? And I would ask first, when your dermatology exam, you’re sitting here in your underwear, and I was anxious to leave. And she kept pressing. They were What do you teach them? And I said, Well, I teach him how we can we can make cramming impossible. And that’s the third part of the book, by the way, how do you how do you make crime and impossible? We can do it. It’s a system problem. And, and she said, You make crime impossible to guess? Well, that’s really interesting. She said, that’s what I did all the way through medical school. Friendly forget. And I’m in the doctor’s office. And I said, I’m thinking, Hmm, well, maybe I’m in the wrong office. Yeah, well, when do you learn, she said, Oh, that’s what residency score. Think about that system, you can get scholarships, you can get honors, you can become a doctor, because you’re so good at cramming and forgetting. So that’s root cause number one, that that is our system.

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root cause.

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Number two

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is that we,

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we use data for harm instead of data for joy. And the point system data needs to be used for joy. We don’t. And it goes back to the ranking you mentioned on the on the for state test. But it’s not ranking if not ranking only for state test. It’s in the classrooms. I’ve got pictures of the Bolton boards, actual bulletin boards from classrooms. And the teacher went through a lot of work to make a bulletin board a huge one, probably eight foot by five foot to make it look like a football field. And then she made a helmet for every kid, big bold letters for every kid on their helmet. And she thought she was going to motivate the kids to move their helmet across the field. As they learned something they moved, they moved from the zero yard line to the 10 zone. And again, they went to the 20. And on down the line. Well, when you look at it, you can see who the winners were. And then there’s the losers, five kids at the end had made it to the one yard line yet. So and the problem is the kid that that that both boards in a second grade. But the first grade teacher had another kind of bulletin board, which wasn’t a football field, but it was similar. In the kindergarten teacher had something else the picture I have is gumball machines with, you know, the more you learn, the more, the more you get to color your gumballs in and but it’s posted for everybody to see. And and so year after year, you’re the same kids be ranked as the loser over and over and over. So we use data for harm instead of data for joy. We give permission to forget. And the third one is, wait, before you go to the third one, I’m gonna put a pin for forget because I know you’re on the stream of consciousness. But I want to ask right, the first one you’re talking about permission to forget. And you’re talking about root cause. So, you know, goals are usually funded, especially in the public realm based off of test scores. And usually, you know, the tenured teacher that’s been there for 30 plus yours, right, she probably used to do some of the things that you wanted to do or that you would like to do. But you know, she kept getting the the old school ruler slap on her hand, because she wasn’t raising the test score. So it kind of takes out a lot of or the argument is you take out the ingenuity because all year I’m teaching for the test. So how do you marry making cramming and possible versus these data points that teachers need to make? Okay, and then the last one, next, the last chapter of the book is a chapter is devoted to one fifth grade teacher Codea rooters her name. She’s in South Sioux City, Nebraska. And so I said to her, I’ve been working with her about 12 years. And I said, Cody, when the state test came up, I know that the average school spends six to eight weeks practicing for the state test. How long did you spend getting your kids ready for mistake test? She, she thought about it. She said, Well, maybe five minutes, but I don’t think I spent that long. So what’s the difference? If you know that they remembered what you taught instead of just remembering it for Friday. You don’t need to spend time getting ready for the state test that takes care of itself because they remember it.

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And then

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for many, many, many teachers, there’s because there’s such pressure for the state state test scores, which are given say in March or April. They say they’re given middle of April. And and there’s such pressure to get those test scores up. So the kids are exhausted, the teachers are exhausted. And the take test test is over. And what does the teacher say? Oh, thank goodness, the test is over. Now we can have fun the rest of the year.

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Mm hmm.

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Which means we’re not going to spend much tension on learning. So we wasted six weeks getting ready for the test, you know, cramming it again. And then when it’s over, we got another six weeks before School’s out. And we’re not going to teach him a whole lot, because we’re so exhausted from all that state test.

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Yeah, it’s not a lot. So that’s a,

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that’s a common scenario. So when I talk about there’s root causes, why our country is not doing as well. But we don’t look for root causes, we look for blame. We want depends on who you are. If you’re an education, if you’re a teacher, you may blame the teachers and the admins, the if you’re a teacher, you may blame the administrators and the parents. If you’re  parenting, you blame the teachers say, if your school board member, you may blame the principal’s okay. But it’s not getting to what the actual problem is. Let me let me ask you this about he had dedicated to that teacher in Nebraska. And as I look are prepared for the podcast I was looking at I love graphs, right and in the business world. And when you look at the literacy rate across the country, it seems that it’s a historic image, like I could pull it up for an image that was created in 2019, since they haven’t done anything for 2020 yet, and I could look at the I can superimpose that over a map in 1915 1920, let’s just do 100 years, then it will be identical. And what happens? It seems like there’s these really strong spots in the northeast, and then on the west coast, in the south’s social policy has all historically been down in the dumps. So I want to take on the root causes from a national level, and why is it that some regions are performing better than others? You know, I don’t know that I know all of those reasons. I I do believe that money has something to do with it. Okay, that the the money put into education. And it’s not because the teachers make more money. Because if the teachers make more money, they’re probably in a community where the housing is more expensive.

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So that the leftover money

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for the teacher to plan for retirement and go on vacations, is probably no different.

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In any part of the country.

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Because we use compare salary, the salary that does no good, you have to say, compare salary to housing costs, and then say, you know, and then do a comparison. But in places where they’ve funded education better,

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what I see is

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that, in particular, in elementary, I see the art teachers, I see the music teachers, I see that PE teachers, the technology

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I see

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in the high schools,

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a much more of a focus on the arts than other schools can afford. And I think that’s a part of it. That is such a well rounded education. My career was in California. I was in several school districts. I never met an elementary art teacher or an elementary music teacher

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at the time I was there.

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So I do think

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that been many has something to do with it. But I’m not going to say that’s all that has to do with it. Okay, well, let me ask it in another way. So let’s just choose California, let’s where you are. And I mentioned historically, I did 100 years. But let’s go back a little bit farther. So if I look at the Civil War, right, the way we learned it in school, it was North versus south. And then on fast forward today, and education, it looks like in every city, in the northern side of the city, they have more funding versus the South. And it seems unilateral across mean, there’s going to be some exceptions. But did you see the disparity on the city level from funding? Yes. I have basically observed that the inner city schools are not usually funded as well as the suburban schools. I never looked at a north and south of the, of the core of the city. I just looked at it from the funding the funding level. Right, because I’m thinking, you know, let yesterday was a It’s so hard for me. I know that some people that listen to the podcast are sports fans like I am. It’s just really, I mean, it’s a new I mean, this year is unprecedented. For the most part, yes. Outside of 1918. But this year, it’s hard for me to watch the NBA just because it’s football season. But nonetheless, as it relates to this conversation, you have the LA Lakers, which is LeBron. And traditionally, for people like LeBron and others, if they’re in the inner city, but they have this wall talent, then, from a athletic standpoint, to athletic school administrators, if you will, the coaches come to the inner city, and then they take those kids out of those schools to go to the northern schools, because that’s where, like you said, the funding is if they get state champs and what have you, the boosting boosters, they get a lot of money. I’m just asking when you’re talking about state school tests, it just seems on the surface, everybody knows there’s a disparity. And how can we bridge those gaps? Because there seems like they’re well grained into keeping it the way it is. Yeah, and, and I know that there’s people that are, their focus is the disparity. I, I’m not discounting the disparity. I’ve just, I’m not convinced that that we can all do better. I’d like all the schools do better. You’ve got a school with 1000 kids. And let’s say that 90% of their kids are meeting state standards. So they’re considered one of the best school districts in the state. Well, if

21:42

you look at it year, after year, after year, after year,

21:45

it still only is 90% of the kids meeting, state standards didn’t change very much. It might go to 91, it might dropped 89, my good 82, then back to 91. But that school district has a problem. They got 10% of their kids year after year after year, not making it and they’re doing nothing about it. Because everybody says they’re one of the best schools in the whole state. And so they get honored and applauded and everything, everything’s great. But it’s not. They’re failing 10% of their kids every year. Now, other school districts might be, you know, if you go to one of the reservation schools, here in Arizona, you might find that 80% of the kids didn’t meet standards.

22:27

Well,

22:28

yeah. And so fake and kind of which written introduction, our state test, do nothing to help them, they just discourage them year after year after year. So there’s a huge gap. But my focus is saying, how do we set up a system? So we honor people for getting better. So the school districts that hit 90%, year after year after year should not be honored? They’re not improving? They’re still failing 10% every year, and they have the resources. that’s a that’s a crime. Mm hmm. I see that is a biggest as just as bigger problem as the one that that hustling. They don’t ask 20% of that gives me state standards. They’re not improving either, because it’s a ranking system. And we make sure they don’t I want to ask you, and I wasn’t in the system that long. I only taught a year and it was second grade. I loved it. It was great. So for that first, so please forgive me, the first half of the year, I you know, one of the elder older teachers kind of put their arm around me and told me about, you know, to keep them quiet. I’m like, I can’t keep this quiet, right? So they’re like, hey, if you incentivize them with like, a snack, if they complete their work, or to stay quiet, or what have you. And it was through the roof, I thought that we actually had a pipeline to the dentist’s office with all the candy and stuff. But in all seriousness, kids, I think the human human nature, we need some incentivizing. So don’t

24:01

we do that I didn’t get

24:03

I didn’t get to my third root cause and described it

24:08

as bribery.

24:10

So I said, in my seminars, I will say to the people in the audience, okay, talk to the people next to you, and come to the agreement, how many of these incentives which is the polite word or bribe, which is the real word, how many they receive per day in your school? And I get somewhere between three a day and 20 a day, somewhere in between, but the most common is five to then I say that people in the audience Okay, take out your cell phone. And there’s a there’s a calculator that comes with it, enter five, or whatever number it is that your that you agreed in your small group laughter and this is five. So the enterprise and okay now there’s typically 180 school days in a year. So multiply five times 180 Okay, now there’s 13 years, unless you’ve got a pre kindergarten that makes 14 years. So whatever it is in your school system, either multiply by 13, or by 14, depending on how many years of school you offer, and multiply that and see how many incentives the kids receive in school, through their education. Both if there’s no pre K, and there’s a kindergarten, it’s 13 years, and it’s fine. You come up with 10,700 incentives, or bribes that the kids receive. So I say, Hmm, are the 10,000 bribes that kids are receiving? Is it working? is it helping kids learn more? Now say no, not working? Not working? Okay? So what do you replace

25:49

bribes with.

25:52

And what we replace them with is the term is called all time best. The hgb the schools where I work at being the most common phrase in the school, essentially, it means I did better than I’ve ever done before. And we honor the kids, when they do better than they’ve done before. It’s a thank you. It’s not nothing big room, give him anything. It’s just great. I can’t believe it. This is the fifth time this year, you’ve done better than you ever did before.

26:23

Wow, you’re getting smart.

26:25

And then I told you, we add up the total for the whole class. Well,

26:30

every time the class has an all time best the kids get to celebrate. It’s not gonna give them we don’t give them things, we create memories. And so I’ve got a picture of a class here in Arizona, they third grade class, and they are doing the wave. So when the when the when the class has an all time best to teach your books on band music from high school football from a you know, I mean, a university football game. But on the band music, the kids get in the circle and they do the way. That’s their celebration. It’s a team thing. It’s every kid in the room. It’s not if you do this, then you get the go to the ice cream party. But if you don’t you don’t get to go the rescue party. No, we don’t do that. We add up the total whole class and you get to celebrate. And here’s what here’s the tour jerker. I’ve heard this so many times, and teachers, here’s a kid that’s struggling in the room. And the kid doesn’t do as well as lots of other people in the room. But on the weekly assessment, the kid got two questions, right. And,

27:34

and, and then the class had more right than ever before.

27:39

And the the kid jumped up and said, just chess purposes, it was me. It was me because of my two, I put us over the top and we all get to celebrate. We know that from athletics. A kid that mediocre athlete sitting on the bench for the basketball game. The coach puts the kid Ian and the other team knows that gives not a very good player, so they follow him on purpose. And he makes a free throw. And the team within the team wins by one point. The kid hangs his head and says, what was bad when I got one point? No. He says it was me. There’s me guys, there’s my point when the game was my point. That’s what happens in classrooms all the time. And so that’s data for joy. We replace the bribes, with celebrations of doing better than you’ve ever done before. Now, let’s stay there for a second with the same analogy and achieving the all time best, because your book is the perfect school. And I’m thinking of and maybe not so much a bribery anymore. But I’m thinking of the perfect state, right, because fortunately, unfortunately, for 2020, we’ve seen top down, there’s some states that are faring better, there’s some states that are getting access to medical items, or let’s just say items than other states. And, and I’m just thinking of people that are there’s a huge migrations that are happening with people losing their job, and they’re relocating. And usually when you relocate you, there’s apps now that tell you the best schools, I mean, in a perfect world, a perfect school, it would be a state, oh, I’m going to this state because no matter what school and going to its uniform, top down, and how could we get that school that’s used to scoring that one point to improve or get the other schools to lift up? That one scale? That’s only for one point? Is that possible? Yes, it’s possible. I’ve talked with state leaders who have that desire. They haven’t always convinced the journalists of their dream. Because every year the journalist put out an article which is a ranking article.

29:57

of the best goes to the worst schools.

29:59

The right Right.

30:01

Yeah. And so it turns out that the journalism graduate this two years out of college, has never taught school sometimes has more power over the system, then the educator has been in education for 40 years is now the state leader.

30:19

Hmm.

30:20

It is a difficult one, because it’s a part of the culture that we ranked people based on raw score, not on that they improve. So, but yes, it would be it would be the ideal. Now, since the book, probably you mentioned how to create a perfect school, I needed to find perfect for you. Okay, here, here’s the definition. children start school with, with all the motivation, they need, its internal intrinsic motivation. They have all they need for life when they start kindergarten. So a perfect school is one that maintains that love of learning

31:06

for the next 12 years.

31:11

Right now, by

31:12

the time they get to ninth grade, two thirds of the kids don’t want to be there.

31:19

So it makes it really hard

31:21

for teachers to get the learning in their head, that they’re accountable for putting, you know, helping them learn when two thirds of them don’t want to be there.

31:29

But it’s not true in kindergarten.

31:33

They almost all want the booger and they love it. We have and so when in teacher education, teachers are told how to motivate the kids to learn. That’s terrible advice. Our job is not to motivate them to learn, they come into the system already motivated. Our job is to maintain the enthusiasm that they brought with them.

31:59

That’s a different mindset, on motivation.

32:05

When I’m speaking, I don’t want anybody ever to introduce me to an audience and say, Here’s Lee Jenkins a motivational speaker. I’m not a motivational speaker. I don’t know, if if I look at a crowd of 500 teachers.

32:24

I don’t know how to motivate

32:26

the teacher who’s D motivated. Okay. I don’t know how to do that. There’s a few, not many. When I surveyed teachers, they sit about 4%. I don’t know how to motivate that. 4%. Secondly, so that 96% that are already motivated. When they think that the superintendent brought somebody in to motivate them. That D motivates them. Right. Yeah. Yeah, cuz the superintendent think we need to be motivated, we’re already motivated when he helped. We need things to help us do better. But we don’t need to be motivated. We’re already motivated. If you brought in our speaker, the motivators.

33:03

That D motivates me when you think I need to be motivated.

33:09

So yeah,

33:12

I want to ask you about this conference. So not pretend this particular conference. But one thing that I that I found funny as a former educator is sitting in these conferences, and like he said, to be motivated, or for whatever reason. And then, you know, ultimately, people need to get up and walk around, they start talking, even when the speaker is speaking from time. And so in class, you’re laughing because we all as adults, we say, Do as I say, not as I do. And in some of these classrooms, these kids are supposed to be quiet for hours on end. So how can you when you’re a first grader, and in some of these schools, they’ve taken out recess? Right, you can’t even let your hair down. So is it important that I better identify why I’ve been there? Yeah. Well, actually, I was in a school, an elementary school where they took out recess. And and I was very frustrated. So I started checking what what is going on? Hmm. Well, in and my experience in elementary schools, both as an administrator and as a teacher,

34:21

that when I wasn’t going out as a teacher Elementary,

34:26

we had a 15 minute recess in the morning,

34:29

and we have 30 minute lunch.

34:31

Okay, the union in that particular district, which was run by high school teachers, they had in their contract and they would not budge.

34:40

The teachers had 45 minutes for lunch.

34:44

So that took away the 15 minute recess at the elementary school. Because this data shows you how many minutes of instruction is where I have. So it was it was there was the root cause they couldn’t come to an agreement with the superintendent. The teacher as superintendent can come to an agreement for the, for the kids to have a recess in the morning. So it was different than what I thought it wasn’t gentlemen for

35:12

more time, more time grinding away in the books,

35:15

that wasn’t the reason. So anyway, I’m just sharing that.

35:18

If you don’t dig down and find out what the root causes,

35:22

you end up thinking, blaming somebody for taking away recess, which is not a good idea. Right? Wow, is there an association because you know, even again, 2020, to be topical, there has been the encouragement to at least get some fresh air and get out. And for the most part, or at least at the beginning, like March, April, people were scared to leave their homes, even the gyms were closed, but it seems like I’ll use myself as an example, if I don’t exercise. It, I don’t get away from the laptop. And when I don’t get away from a laptop, it’s not giving me that time to create outside of what’s immediately in front of me. And I’m just wondering, if you are able to find a connection between exercise and learning. Lots and lots of people have written on that. And that’s not my expertise. So I don’t really want to comment on that. But many, many people have written on that. And and in what I’ve read is pretty conclusive, that there is a connection. Yeah. And you, you research 301 classroom, and let’s just say you weren’t at the elementary level, and it was a perfect school striking success. But at middle school, in high school, they didn’t have it. So how do you keep that momentum going? If they’re not going to have that level of learning, or that environment that’s not embracing them with their pre pipeline? Okay. The kids in the middle and the high school enjoy their all time best. As much as elementary kids. Mm hmm. On my video, excuse me, on my website, there’s a video its website is L Bell j.com. But there’s the video, there’s the middle school seventh grade.

37:20

And when the kids have their personal best,

37:23

and this is prior to COVID, of course, doesn’t The video was done. But what are the what are the middle school kids do because they have their own personal best. They go up and write their name on the whiteboard, and the high 10 the teacher

37:37

gets it.

37:38

They love it.

37:40

Just before schools got closed down in March,

37:46

three high school kids

37:48

came to this middle school class, because that middle, that teacher was their teacher when they were in middle school. And they wanted and they got out they had a minimum day in high school did. They got out early. And then they have Middle School was still in session. So they went to visit her former middle school teacher. So they go in and school still in session.

38:09

And,

38:10

and and the kids look on the wall, and they see all the graphs, which is adding up the total for the class and you know, other things we’ve mentioned. And they said, Oh, you’re still doing the ltj process. And the teachers Alan copes his name. He’s also mentioned in the book. He said, Yes, I’m still doing alpha j. Then what are these high school kids say on an afternoon off? Can we take another quiz? Because the quiz is how you prove you’re getting smarter. So he said to his middle school kids, do you mind if we have an extra quiz? These high school kids won’t take a quiz. They said No, it’s okay. So that’s my high school kid sat down in the middle school. And he gave them a history quiz. Just like they had just one of the normal quizzes. It’s and by the way, our quizzes are not by over chapters, there are random sample from the whole year. Okay, so it’s a quiz. What do they do? They want all three went up and wrote their name on the whiteboard and hi tenza teacher. High School, okay. It’s not complicated.

39:14

Then in,

39:17

in high school, the the the celebrations are obviously different. I guess one of the ones is most interesting is the kids, the teachers asking the kids how we could celebrate all time best in our algebra two class. And they and what the kids landed on, they said was okay, every time our class has an all time best, then all of us in the class, we’re going to amp the change in our pocket

39:43

and put it in a bucket.

39:47

And so then, that’s what they do.

39:49

There was good fun they Oh, great when all the original architecture change you put in the bucket, and then at the end of the year, the game $87 to the local Humane Society. So, see, we don’t think that we think we think bribery in our culture. Oh, we have to give the kids ice cream to do it.

40:09

Well,

40:10

their 11th graders, they don’t care about the ice cream or whatever, you know?

40:14

No.

40:16

It’s that celebration, we do better we’ve done before. Look at all those million dollar athletes paid a million a year minimum. And what do they do when they win the game? They celebrate. Right? The coach doesn’t say, okay, we won today. Here’s an extra fat here’s an extra pile of money for you know, they celebrate. And, yeah, that’s what the kids like they like to celebrate. Let me ask you a continuity question. So either what you described is a perfect part of, I guess, just childhood, where you kind of go, you get older and you feel nostalgic about your second grade teacher and you go visit that person. And I’m sure people listening. Remember, like, for me, I’m thinking of my second grade teacher. But today with online, is there a way to encourage like a continuity where the, let’s say the segment of those middle schoolers that are in that high school that’s missing? What they had to motivate them can get together online, at least. So they’re still getting what they’re missing from from middle school.

41:27

I’m not the one to ask because I don’t know how to do it.

41:30

There may be people that know how. But I, my, my opinion on that is that you could if there were times during the year when you did meet as a class with the teacher, so you knew each other personally, and you knew the teacher personally. And that might tie the the online learning together? More? I think this year for online is harder than last year. Yeah. Because last year, it was it was with the teacher, they already knew that was continuing.

42:11

And this year, they’re starting off with somebody that’s a stranger.

42:15

Right? Um, you know that also. And that brings me to my next point. Because here in the States, right? No more teachers, no more books, no more teachers, dirty looks. So whatever that song was, and you went away for three months. And when you come back to school in the fall, and it takes a quarter just to remember. So in your perfect school, would that be a year round school? How do you keep that go on one. I was a principal that year round school. So I don’t believe that the calendar is the secret to our

42:49

success.

42:50

not believe it? The problem is they don’t remember it. We blame it on summer. Oh, the kids forgot this all the summer, no thing forget all the summer, they didn’t remember it past the weekend.

43:03

Mm hmm.

43:05

But we blame it on summer, but not so much. They remembered. It’s they had permission to forget.

43:14

Allen called the seventh grade class that I was in.

43:18

I, I went, I was in there. And I said, Okay, I’ve been talking to your eighth grade teacher

43:23

next door.

43:24

And I think she’s going to do the same ltj quizzes next year. But I’m not sure

43:30

that you’ve been taking, you have 100

43:32

concepts to learn key concepts to learn in history this year.

43:37

And every week, you get a quiz on 10 of the hundred

43:40

at random, the teacher chooses 10 at random, you know that because it’s on it’s on a computer program that chooses them at random. And those are your questions. And of course, you miss a whole bunch in the beginning of the year. You have an L curve in the movie, beginning of the year. And then you have a bell curve in the middle of the year. And then you’re trying to get to a j curve by the end because you remember it. Okay, so so your eighth grade teacher considering doing this now she’s got a choice. She’s been talking to your Mr. Culp your seventh grade teacher and, and so she could do the same thing and give 100 key historical facts for eighth grade, and give you and quiz you on 10 each. It’s almost every week, because you’re on 10 at random from from the whole year each week. Or she could give you a 12 item quiz each week. And it would be 10 questions coming from eighth grade. And two would be she just gets Mr. Kolb seventh grade. And she just asked you two of his questions that you had this year. There’s two of them and said this boat, you I’m going to advise your eighth grade teacher next year when you’re there to give you a 10 question from eighth grade or do you want 12 which includes to seventh grade. Every hand went up and said we want we want to have to seventh grade questions. Mm hmm. You don’t think that but No, they won’t. They feel smart. They want to read it. So when I talked to her The next year, I said she said, I don’t think any, any one kid. There was here last year missed any of those two questions.

45:10

Hmm. didn’t forget it over the summer.

45:14

They they knew from the whole system was, I have to put this into my long term memory. Because I never know what’s coming up at random.

45:23

I don’t know what’s coming.

45:25

It’s not like a chapter chest that I can go home and study on Thursday night?

45:28

No, I’ve got the list of the whole year, he just gave me the list of the whole year I got it. But I can’t cram all hundred, that’s too much. So I just got to have to learn it various times, but just learn it. I will remember it because they know they have to put it in their long term memory. They know that. Sure. Now, from that example, from the seventh grade teacher to the eighth grade teacher, my question is, what is the tipping point for the perfect school that had become standard? Does it have to be the continuity to three grade sport, you know, first, second, third, fourth of six, have Is there a tipping point where this can start to be a structural format for teaching. I have never seen it become a structural format. Without a strong commitment from the school superintendent. Even the principal, it’s difficult for the principals to do is it’s not. And there’s some very, very dedicated principals that are doing wonderfully with what I teach. The problem is

46:38

that the superintendent has a new idea.

46:42

And that new idea takes time and energy and money. And so then other things that were done, can fade away. So I’ve never seen it when this the school superintendent is in the workshops, understands it, is going around, honoring kids honoring schools, because we kind of it’s not only that, there’s not only a total, free, there’s not only how each kid’s doing and a total on the wall for how the class is doing down by the office, there’s a total for how the whole school is doing. Right. And you added you add up the totals from every classroom, it’s simple addition, added up.

47:23

If we start talking about state assessment

47:26

edition would work.

47:29

But you can’t,

47:30

because the state change the change the test every five years. So you just find the gift so you understand that what the standards are and what’s expected. And then they change every five years. But there’s no there’s no constant. So but yeah, it takes it takes really good leadership from the top for it to become the way things are done. So what I’m hearing Lee, is if I was in, you know, elementary school, and I learned the ltj process, and then I use that in high school, and I became older and I started having my own kids, you’re talking about voting on the local level, to reinforce the superintendence that are going to use these breakthrough ways to become a perfect school.

48:27

That’s correct. Yeah.

48:30

It takes a school board that understands.

48:34

Because, I mean, think about it, there are people in every town, who are pressuring their kids to cram, cram, cram, get good grades and get scholarships. Mm hmm. Well, when you take away cramming as a possibility, you have to actually have to learn it. You have some people that get upset. They’re not interested in learning. They’re sure that scholarship, but I don’t let’s see. Yeah, it takes it takes everybody. But it’s, it’s it is really deep within our culture. They use data for harm, not for joy. We bribe instead of celebrating. And we give, you don’t have to learn it. You just have to cram it for the test. I want to ask you about a trend that they give a shout out to my little I did a 10 year commitment, if you will, I don’t think it stopped but from the big brother Big Sister program, it stops once they graduated. And one thing that we saw when I was speaking with some other parents was a lot of the seniors at this school. They had gone to private neighboring private schools, their whole matriculation through school except for senior year and they had a leg up on the public. Little kids. And as a result, they got a lion’s share of the scholarships.

50:05

So,

50:07

you know, what’s your take on that strategy that’s happening in the schools where you may think you’re coasting when you’re a junior, and then you’ve got to get your clock clean. From your neighbor across town that’s now at your school?

50:24

I’ve not heard of that before.

50:26

Oh, yeah.

50:28

Okay, that shows that shows a lack of my eye. I’m not surprised. At all. Yeah, that’s the price. I should ask you the other side of that. Yeah. So the other side of that is, and this was on 60 minutes not too long ago. So and shout out to Malcolm Gladwell. Cuz he, you know, that book the outliers, right? So with regard to school, they use the example of Canada. And in Canada, the boy your school starts kindergarten starts at five years old. So what was happening with the hockey teams is the parents waited until they were six years old, then that way they kind of grew not, you know, they’re not Hulk or anything like that. But they’re bigger than they are, they are fifth grade. As a result, their confidence was through the roof and all that and it became better players because of that. And when 60 minutes talked about it, they said from an education standpoint, it’s a boy started a year later, they would fare better in school. And then that when you were talking about disparities, they were saying that well, parents that could afford to do that, to do it. But if your family leave for like two weeks or something, you’re right back at school, your kids, you’re back at work, your kids suffering, what’s your take on it?

51:51

Well,

51:53

I know that it’s done a lot. And bridge as for athletics, I’ve not heard about this for the academics, but it’s for all those reasons. All. And I guess a lot of times it works, particularly if the student is a good athlete, and they end up being successful for it. But there are a number of nine number of kids that were the parents did this. For the for the best of intentions. In fact, we have close friends who did that. And when their son was a senior, he looked around and there were no other 19 year old seniors. And he had a girlfriend who was 19. And his girlfriend was going to community college. And he was 19 supposed to go to his senior year of high school. So I just want parents to think that yes, you may redshirt them for a year. But you might have a huge problem when your son or daughter doesn’t want to be a 19 year old senior. Mm hmm. And, and we don’t think that way, always we don’t look at the whole picture. And if there’s a 19 year old senior getting the hockey scholarship for college, then it turned out okay. But if at 14 he says I hate hockey, you still got an 18 year old senior who doesn’t understand why they can’t be in college. I’m laughing too hard that we had a family member that did volleyball until like 14. I mean, she was six. You know, we were just like, yeah, she’s going to college for about, I don’t like it anymore. I mean, it’s for parents that are here that

53:38

so

53:40

I had cut you off earlier about you are going through your list for the perfect school and went No, I let me just show you the outline of the book. Okay. Okay. The first part is what is perfect. And it’s we keep our intrinsic motivation. And then how do you measure intrinsic motivation? He said, Well, what is it? Well, intrinsic motivation is a part of there’s two things. It’s, it’s a joy we get and and the and the effort we put it is a combination of joy and effort. JOHN Hattie, a famous Australian educator, gave us the triplets. The joy, of skill will and thrill. So if the skill is what we want them to learn, that the will and the thrill is what brings it about, if they lose their will work hard, and you learn and they lose their thrill from the learning. Then that goes down. So we define intrinsic and how to measure it. The second part is what did we inherit this causing his the loser intrinsic motivation? And those are the three things we talked about. The third part are the replacements. What can you do so kids keep their will? What can you do so they keep their thrill? And we talked about that. That’s the celebrations the joy from doing better than you’ve ever done before being a part of a team Helping teams achieve. And the last part is instruction. It’s polishing perfect. And we do that through pattern, giving kids the pattern so they can see what’s going on, and choices. So I’ll give you one example from that third part of the book. I learned this from my high school teacher in West Virginia. But everyone he gave an assignment, he said to his students, here’s what I here’s what you have to prove to me, you’ve learned. Here’s three ways you can prove to me You learned it. Back, if you’ve got another idea how you can prove to me You learned it, come talk to me. So as he said, his favorite example was an 11th grader in US history, did get all of her assignments or almost all for a whole year and US history with political cartoons. She proved that the cartoon, she understood the history. I had a teacher, I was sharing this with a group of teachers, a teacher came up break and said, you know, if I hadn’t had that option in high school, I would have done so well in high school. All I cared about in high school was theater. I would have connected every assignment every teacher gave to theatre, I would have printed it out. But as it was, they said, here’s what you have to learn. Here’s how you’re going to prove it. No choices.

56:23

Right?

56:24

So what are the ways that we Polish perfect, is by giving kids choices? It can start in kindergarten and first grade with simple things like, what word Would you like to learn to read today? I mean, we give them these stupid books to learn to read in first grade, the fat cat sat on the mat with a rat, or something, you know, it’s phonetic. It all runs that the kids don’t care about the fat cat sitting on the rat on the mat. Like you said, what would you want to learn to raise a day and the kid says Lamborghini? Because he just says, oh, my goodness, how you spell that? out? Let’s get the phone out. We’ll figure it out. And there’s your word today. And guess what? All the phonics is included in the words because as for all them, so it can integrate when you give kids choices. You You are polishing Perfect. Now, the beginning we were talking about the disparity in the school test, and just school overall, depending on funding, and what have you. Have you ever looked at you were talking about the team effort with some of the students? Has there been a team effort type outreach for the schools that don’t have the like, let’s say if school is underfunded, and they want to have it, and there’s probably a small interest into the ltj. Is there a way to partner maybe on the weekend with one of the schools that are employing your strategies? I don’t think so. I it may be maybe I mean, it’s good. I got a call from North Carolina teacher a couple of weeks ago, and I said, and I looked on the map where she was because I’ve worked in North Carolina, but not where she is. How does this happen? Oh, I used to work in Oklahoma. And I heard you speak then I was using your process in Oklahoma and I moved. So. Yes. But pretty much people need to have direct help themselves. Yeah, yeah, I’ve got a game. But it is that it is a system problem. It’s not a people problem. Back to Deming, I mentioned earlier, he said when things go wrong, we just need to remember that 96% of the time is caused by the way we do things. And 4% of the time is caused by people just mess it up. He then said, If everybody in your everybody in your organization did their very, very best, almost all of our problems will still be there.

59:09

Because there’s a system.

59:12

And the system from the state level ranks the schools. So every teacher in every school and every principal, every school did their very, very best. When the year is over, they’re going to rank the schools top to bottom.

59:27

And they’re going to discourage the schools who most need help.

59:31

So then the next year, not as many teachers are going to do their best because they know they can’t win. It’s theirs. They’re stuck. They can’t begin doing about it. All right. I’ve got kids, I’ve got kids that are from poverty backgrounds. No matter what I do. I didn’t come out in the newspaper. They were terrible school and I’m and consequently I’m just paying the newspaper. I’m a terrible teacher.

59:57

So I try my best to make a difference.

1:00:02

Well, there there are strengthen numbers, especially this year, we’re seeing some inklings of some changes. And for people listening to the podcast that probably never heard of your process, and they want to learn more, so you can speak to their administrators. So they don’t continue this structure that’s failing our kids. Ultimately, how could they get in touch with you? I believe you have social media in addition to your site as well. Yeah, the email is easiest, is Li at and six letters L, the letter L, the first letter of my name Lee, the word bell is ringing the bell, and the letter J. liad L, Bell, J calm. Now, it’s really not the Lj is not about my name, is say, it’s the histogram going from the L curve to the bell curve, the movie or to the J curve. But that’s the easiest. LBL j.com. liad l Bell j.com. Very nice, very nice. Well, is there any questions that I forgot to ask you that you’d like to get across? I think I think you’ve done really well. If they, if and I hope that people who are frustrated with education, don’t blame the teachers. Don’t blame the administrators. There is a system there that’s working against their best efforts. That can be fixed. It can be. It’s definitely encouraging. And we have people like you that are out there fighting the fight for sure. So with that, you have been tuned to another episode of intrinsic motivation from a homeys perspective. This is Hamza Lee. It was a pleasure. Please keep us in mind when you have more things coming down. And we’d love to hear how this continues on. Well, I can tell you that I am working now on a project. The books are on Amazon, because there’s that loss of intrinsic motivation most often occurs. The starts with the reading programs. And so I am I’ve had this desire for years, things have slowed down, so I’m doing it. And I am publishing books that are unique in the market for early readers as they learn to read. They are either rewrites of Bible stories or rewrites of Aesop fables. And those are there on Amazon. If you were to look up Lee Jenkins on Amazon, there’s there’s a number of authors with the name Lee Jenkins. But if you did that you would find the books. The first one is a day with Jesus, the story of Zack years. The second one is a week with Joshua. The third one which will be out next month is an evening with Daniel the lions den theatre. And the first Aesop book is who’s afraid of a lion. A shops bully fable. So anyway, they’re there. So they really talked more about that and reading and how we keep that level of reading. And don’t make them hate reading. early on. I had a first grade teacher told me that a first grader said to a new kid to their school first grade said Welcome to reading hell

1:03:14

to hold no

1:03:16

we don’t want that we don’t want we thought that Yeah, Lee It was a pleasure and let’s definitely stay in touch.

1:03:23

Okay, Hamza, appreciate by now. Thank you. Bye bye.

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