Participants: Arthur Nowlin (Host), Dr. Kim Logan-Nowlin (Host), Faydra Nelson
Series Code: MIW
Program Code: MIW000044A
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00:01 Hi, I'm Dr. Kim Logan-Nowlin. And I'm Arthur Nowlin.
00:04 And welcome to "Making it Work." 00:39 When we talk about the different aspects 00:41 of "Making It Work," 00:42 we want to bring to you quality programs 00:45 that's gonna impact and help your families. 00:48 But we are dealing with some serious issues 00:49 in our communities, in our school system. 00:53 I live in Detroit, Michigan area 00:55 where Detroit Public schools 00:57 was once a very, very inspiring place to be educated in. 01:03 But that has changed as I'm sure it's changed 01:06 in across the country. 01:08 Well, today our special guest and our friend, 01:10 Faydra Nelson, who is a school teacher. 01:13 And she is here to talk about 01:15 the difference of public school teaching, 01:17 work in alternative schools 01:18 and the entire impact of education today. 01:21 Welcome, Faydra, to the program. 01:23 Thank you. 01:24 Well, where do we begin with this topic 01:26 when we talk about our crowning jewels, 01:28 our children and the educational system? 01:31 Tell us about where you work and why alternative school 01:35 and educational teaching. 01:36 I teach at Southfield Regional Academic Campus that is 01:42 Southfield Public schools of alternative High School. 01:46 It a fettes school for Southfield-Lathrup 01:50 High School and Southfield High School. 01:53 And the school is there to give students 01:58 who are short of having the credits 02:01 that they need to graduate on time. 02:03 So that school is there to give them the opportunity 02:07 to still be able to graduate on time. 02:09 Our program is designed specifically for students 02:12 who are short of those credits. 02:14 So it really is a Southfield Public School. 02:17 Absolutely. 02:18 Okay. All right. 02:20 Um, how long you've been 02:21 in that type of teaching environment? 02:24 Well, I've been at what's known as SRAC. 02:29 Southfield Regional Academic Campus is known as SRAC. 02:33 It was once known as Arthur Ashe. 02:35 Okay. 02:38 I've been there, this is my second year 02:40 there at that school. 02:42 But in terms of a school 02:46 that primarily has that student population 02:51 pretty much since I've been teaching. 02:53 And how long has that been? 23 years. 02:55 You've been in the educational system 02:56 for 23 years? Yes. 02:58 Wow! Yes. 02:59 What's going now in the educational system? 03:02 And what do you see? 03:06 Well, you know, 03:08 I was a student of Detroit Public Schools 03:13 and then I became a teacher in Detroit Public Schools 03:17 and since I became a teacher in the early 90s up till now, 03:21 I've seen a lot of changes that have taken place. 03:27 The value system of our students 03:30 has changed tremendously 03:33 where when I was in school, if you came to school 03:39 and you weren't prepared with your supplies 03:42 or with your homework, it was an issue. 03:46 And nobody really wanted to be associated with you. 03:50 Like if you came in and you didn't have your pen, 03:53 then people would kind of scoot away. 03:55 'Cause you are unprepared. Right. 03:57 But now it's so opposite where they just 04:04 don't come prepared and they don't expect you 04:07 to expect them to come prepared. 04:10 There's a totally different value system that they have. 04:13 How do you, 04:15 well, what do you believe got it to the point it is now? 04:20 What were the contributing factors? 04:22 I think there is a, a wide range of factors. 04:27 And I think the factors are 04:33 really based on what's going on with our society. 04:36 Because I think a lot of the students 04:41 that I deal with the connection 04:44 and the way that they relate to each other. 04:48 And the way that they relate maybe, to their parents, um, 04:53 the way that they see authority, 04:55 all of that is different now. 04:57 And if I were to probably put my finger 05:01 on one particular aspect, it would probably be, 05:10 their morals are different, over and above all. 05:15 Because I think with, you know where their morals are 05:18 and how they relate to each other. 05:21 Where their morals are and how they relate 05:24 to their parents and how they relate to authority. 05:28 I think that's probably like the basic foundation. 05:31 That's what I think has changed the most. 05:34 I remember, when um, in a school system 05:37 there were consequences for some of the things 05:40 that you have spoke about earlier. 05:43 And now there are no consequences 05:46 and to me it really has a put our school system at risk 05:52 because they don't feel that there are repercussions 05:56 for not be coming to school prepared 05:58 and stuff like that. 06:00 Well, now In terms of consequences, 06:05 I think the way that 06:08 the consequences or the types of consequences 06:14 that they may be you or I would, 06:17 you know, be subject to, we're different somewhat. 06:21 But there is still consequences 06:23 'cause I remember being in school, 06:26 in elementary school and being paddled. 06:29 And so that's no longer an option today. 06:33 And I'm not even sure if that would even be a viable option. 06:38 Because a lot of my students, 06:42 you know they are numb to that whole concept 06:44 because of what they experience at home. 06:46 So paddling won't even work with them, 06:49 you know what I mean? But there are consequences. 06:53 Constantly there are consequences for students. 06:57 It's just, I think it's the relationship 07:01 that they develop with 07:02 who is issuing those consequences as to whether 07:06 or not those consequences are even going to have an effect. 07:09 And following through. 07:11 You say you're going to take my value, 07:14 or take something that I value and you say, 07:17 well, I'll do it next time. 07:18 It becomes like they are not gonna do anything. 07:21 You mentioned to me that you do not have 07:23 a monitoring system for weapons in your school. 07:26 Correct. And do you all check 07:29 the book bags for weapons? 07:30 The students, 07:32 we don't check the book bags for weapons 07:34 but the students are not allowed 07:36 to bring them into the class room. 07:37 Is that right? Book bag. 07:39 No book bags in the class room. No. 07:41 So they have to come in with their notebooks 07:43 and pens which they don't and that's it. 07:47 They don't have that. So most of your students 07:49 come in empty handed. 07:52 Yes, for the most part. 07:54 They don't from class. But they should at least have 07:55 like a book, a note book or whatever the supplies 07:59 are that are required for the class, 08:01 Okay. You know. 08:03 And then if they don't? 08:04 And if they don't, then 08:08 typically I'll have some kind of, 08:11 you know, plan B where I may have a pen 08:14 to exchange for like something of value, 08:16 you know, their id or something like that. 08:20 But even then, still the things that they may exchange for, 08:23 you know, a pen, 08:27 that's not really valuable to them. 08:28 So they end up taking my pen anyway. 08:32 There are full of stuff I can't even use. 08:36 I can't pawn, I can't give it away. 08:37 And do anything with it. Right. 08:41 I was gonna say the, okay, you want to follow 08:44 'cause I want to talk about the risks. 08:45 What are some of the risks 08:47 that you are dealing with now in school every day 08:50 when you walk into that building? 08:51 What are the risks? 08:53 Well, I think um, this would probably apply 08:56 to any institution but particularly 09:02 a school like the one where I teach, 09:05 we're dealing with a wide range of variables 09:09 as to why those kids are there. 09:12 Some of them are emotional. 09:17 Some of them just have, you know, a certain mindset 09:23 where they are not really interested in being there. 09:25 There's just so much going on. 09:27 And so really at any time, at any given moment 09:33 we may be dealing with, 09:36 you know, an emotional situation 09:38 that a student is dealing with, 09:39 where they are bringing it in from outside. 09:42 And, you know, 09:45 that puts us I think all on notice 09:48 where we always have to be aware 09:49 that there are limits to which we can deal with this child, 09:55 you know, regards to the issues 09:58 they may be dealing with as it affects the class, 10:01 as it affects everybody in the class room 10:04 or everybody in that building. 10:05 We have to kind of know what the limits are. 10:09 So we do have security and we do have a police liaison 10:14 that stays in the building. 10:16 And they do have the power to actually take, 10:20 you know, someone into custody if they posing a threat. 10:23 All these children, 10:25 are they live their residence of the Southfield area. 10:28 Correct. In Southfield, Michigan. 10:30 Correct. I see. 10:32 One of the things that I want to talk about was basically, 10:35 now that you recognize that security is needed 10:39 to some extent. Yeah, to a great extent. 10:42 So, 10:44 what's the future outlook as far as dealing with 10:50 how school deals with security and what students coming in, 10:56 what as Kim indicated earlier with book bags 11:00 and what, did you meet, 11:03 after especially after the incident in Connecticut, 11:06 you know, did they talk to all the teachers? 11:09 Absolutely. We kind of, 11:13 we went over what we already have in place. 11:18 And we went over how if we reinforce 11:22 what we already do, 11:24 it should to some degree 11:28 ensure that we have some safety, 11:32 some things maybe out of our control. 11:35 After the situation at Connecticut, 11:38 that's when we got the police liaison 11:41 in our building. 11:42 And so, 11:44 you know, we have certain protocol in order 11:47 like to simply keeping the doors closed 11:50 and locked it all times. 11:51 Like our classrooms... Rooms are locked. 11:53 Your classroom, 11:54 So if anybody comes to your door, 11:56 you have to open it yourself. 11:57 Right. 11:58 Absolutely. The students aren't allowed 12:00 to open the door. 12:03 And then even with that we have one door 12:07 that's for anybody to enter and exit during the day. 12:13 Okay. And then after school, 12:15 there is certain doors that the students exit. 12:18 So there is certain things that are in place 12:19 and then we have security that monitors the halls. 12:23 We have a security system, you know, a camera system. 12:27 So pretty much the, you know, the whole school 12:31 can be seen in any time and at least in the hallways. 12:34 One of the things I think about and I talk to many people 12:38 in regards to this, is they felt 12:41 that it was really significant 12:43 that the opportunity to pray in schools was taken away. 12:51 What's your thoughts on that, you know, do you feel that 12:55 it was something that vital or important? 12:59 It's absolutely vital, you know, again I would say, 13:03 the whole piece of the moral fiber 13:07 and foundation for our students, 13:09 you know, it's the one thing 13:11 I think is probably the major factor in the breakdown 13:15 that we've seen in the value system of our students. 13:20 So I think it's essential and I think it's unfortunate 13:25 that it's even really an issue in the classroom. 13:30 Because, you know, even like I teach literature, 13:33 so but I teach 11th grade 13:36 and I teach American Literature. 13:38 Well, when we cover the unit that talks about the Puritans 13:44 and we literature that was relevance to the Puritans 13:51 and it makes reference to God and Christianity, 13:55 you know, some times my students are like, 13:57 "Hey, wait a minute, wait a minute, 13:59 we are not even supposed to, "I'm like" It's the literature, 14:01 is it okay?" 14:03 They are challenging on that? They do, 14:05 they do but we have a prayer group at our school. 14:10 That was my next question. And they pray daily. 14:14 We pray over our school daily. 14:17 And I think that that prayer group has been 14:20 really the saving grace. Really? 14:24 Really, to our school. 14:26 Um, and then we also have 14:29 a Christian club at our school 14:32 that is sponsored by one of our teachers there 14:38 and so everyday during lunch the students come with her 14:42 and they discuss different issues as it relates 14:47 to their spiritual development. 14:49 And 14:52 I think it's really, and they get counseling from her. 14:54 It's a really good thing 14:55 and then to see this particular group of students, 14:59 you know, come faithfully to her, 15:01 you know, get knowledge 15:03 and they get food in more than one way 15:05 'cause she feeds them lunch on Fridays that tastes good. 15:08 I think I would enjoy. 15:10 So if they have a Christian club, 15:12 do they have other different organizations in a school? 15:17 No, that would be the only one as it involves students, 15:21 the other, the prayer group involves staff 15:23 and so any staff member that wants to come 15:26 and it's always after school, 15:27 any staff member that wants to come and join in, yeah. 15:31 They could be a part of it. Exactly. 15:33 When the shooting took place in Connecticut, 15:38 where were you and you have a young child 15:42 in elementary school, where were you 15:45 and what impact did that have on your life and her life? 15:47 Um, 15:50 when I heard the news of the shooting, 15:53 I was actually on a field trip 15:56 with our school's performing arts company 16:00 and we were on our way back. 16:02 And we had just done a performance for Christmas 16:07 for a school in an elementary school in an arbour. 16:12 So it kind of really kind of took us, 16:15 you know took us totally off our, 16:18 we were on this whole another vibe 16:21 and we were so impressed with the students 16:23 and how well behaved they were 16:25 and you know, the perfect audience, 16:28 they were just perfect. These little kids. 16:30 All right. And then 16:31 I guess one of the teachers got a tweet 16:35 about the kids being killed in Connecticut 16:38 and it just changed the whole vibe on the bus. 16:41 The whole vibe on the bus because I think as teachers 16:45 we can relate and as parents we could relate 16:49 and then the other students on the bus, I mean, you know, 16:53 they have siblings, they are students, 16:57 you know, they could relate. 16:59 And it was, it just kind of took us, 17:01 you know, took us off our thing for a minute. 17:04 So it was announced on the bus. 17:06 Yeah, well, it was because somebody got a tweet about it. 17:10 One of the teachers and then they looked it up on YouTube, 17:14 or not YouTube but the internet. 17:16 And then after that everybody wanted to know more. 17:20 So and then later that day, 17:23 I went to pick up my daughter from school 17:27 and I mentioned that to her but she didn't get. 17:32 She didn't get it. 17:34 Initially she didn't 'cause she was saying, 17:37 "Well, that happened at my school?" 17:38 I'm like, "No, if that happened 17:39 at your school, you would know." 17:41 So she really didn't understand. 17:42 But the subsequent days have followed she did get it. 17:46 She did understand 17:48 and it kind of inspired her to write a song 17:52 that she had in her head. 17:55 She had stared this song in her head 17:57 but it had to do with how she felt safe going 18:00 to school everyday. 18:01 So her music is a place where she goes to create 18:05 and she writes her music to make 18:07 and help her to feel better. 18:08 It's her safe haven. 18:09 Now in our society today, 18:12 you know, you take her to school, 18:13 you hope to be able to pick her up 18:15 and you go to your school 18:18 hoping to even get out of there safely 18:22 and then the routine begins over and over again. 18:25 But when you think about your own daughter 18:29 and what took place in Connecticut, 18:32 I mean, no one could even fathom 18:34 what those parents went through, 18:36 and coming from a perspective 18:38 of a teacher who guarded all those other children, 18:42 you know, 18:43 what did you think about that woman 18:45 who saved those other children? 18:49 I could relate to her because I've been in situations 18:54 where my students' life was in danger 19:01 and there was not any time to think about it 19:06 and you just do what you have to do at that time 19:10 And I could understand how she did what she did. 19:14 Because once those kids cross the threshold, 19:19 they're more than students. Right. 19:21 I mean they are not just, you know, students. 19:24 They are not in a box, they're your kids. 19:27 They are yours. And that doesn't change 19:29 even once they cross back over that threshold 19:32 and then they are gone and they move on. 19:34 When they come back to visit you, 19:36 they are still yours. That's right. 19:38 You know, so as a teacher, 19:43 their safety, physical, mental, 19:49 it's all your responsibility if you take it seriously, 19:56 then certain things you don't well, 19:58 that's just a student. I'm just, you know, 20:01 I'm hiding under this. It just doesn't go that way. 20:04 Not if you take your responsibility seriously, 20:07 you got these lives. 20:08 And even if you just think of it in terms of, 20:12 okay, I'm teaching and it's my responsibility 20:15 just to teach them, that is such a serious charge 20:19 in undertaking if you take it seriously 20:22 there are certain things that aren't even questionable 20:24 as to whether or not you gonna do something 20:27 about it to make sure that that happens. 20:30 And so their physical and mental safety 20:33 is very important. 20:35 And, you now, I can relate to, not even thinking about, 20:38 you just do what you got to do at that time. 20:40 We are dealing with a lot of the, 20:44 I guess negativity that exist in a classroom especially 20:47 when you are talking about students that have, 20:49 that are going to alternative school, 20:52 you know, I mean, is it sometimes that 20:56 you may have yourself placed in a situation 20:59 that could be dangerous to some extent? 21:04 I think anytime you're dealing with people 21:11 who have issues that you don't necessarily know about. 21:17 I mean, you are always in a vulnerable position 21:20 to some degree or another. 21:23 And being aware of that, it helps to know 21:26 as much as you can about each individual. 21:30 So if you are serious about trying to be successful 21:35 in that classroom, 21:36 you got to get to know them personally 21:39 and you're gonna address them from where they are 21:42 and so it actually can lessen any threat of any vulnerability 21:48 you may have by not knowing. 21:51 So if you know there are issues 21:53 or you know where they are coming from 21:54 or you them personally, 21:56 you know, when and when not to and how far to go or, 22:00 well, you just kind of have a feel for what to do with them 22:05 Now, I teach in a community college also 22:09 and experience about four semesters ago, 22:14 had a student who did not like his, 22:17 hadn't even gone to the mid-term yet. 22:19 But he did not like the grading system I used. 22:23 So he began to threaten me, began to say that 22:28 "I want to make sure you don't see tomorrow." 22:31 It was very, very difficult. 22:33 But I had to stand my ground, my standards of teaching. 22:37 And they had to have a security guard by my door 22:40 and to escort me to and from my car. 22:43 And this young man eventually contacted me 22:48 when we had a meeting and he said, 22:51 truly apologized for his anger and his rage 22:54 but he never had a teacher to make him work. 22:59 And he did not tolerate just any type of work. 23:04 And I made it very clear that I will fail you. 23:07 You have to do this and I gave you, 23:09 you only get two opportunities to correct your assignments 23:13 and you are in college now. 23:15 And if I ask for something specifically, 23:18 that's what I want. 23:19 And I told my husband and I said, yeah, I just, 23:22 I will not allow someone to bully me 23:25 or make me feel that I'm inadequate 23:29 or you're gonna threaten my life 23:31 so that you can control my classroom. 23:34 And I see it happen all the time 23:36 where these students control the classroom 23:40 and therefore I feel that 23:42 that teacher should not be in that classroom. 23:44 But isn't it a particular protocol that's established 23:49 when you are in those situations with students, 23:52 I mean. Yes, because the thing 23:54 that protects us is our syllabus. 23:57 If it's in this syllabus, 24:00 then the college stands behind whatever is in the syllabus. 24:03 We have send that syllabus over, 24:05 you know, weeks before classes begin. 24:08 And they go through it, 24:10 they go through the assignments. 24:12 If anything need to be corrected, 24:13 you get it back. So you are only allowed 24:15 one unexcused absent in my class. 24:18 The assignments are there, the days of their due, 24:21 what I expect and so if they go to the dean, 24:25 and say well, this was 24:26 and the dean pulls out my syllabus 24:28 and they say, "It's right there." 24:31 But not only the syllabus, I'm thinking about, 24:35 if I have a irate student 24:38 that is causing difficulties in the class room, 24:42 then I mean, there's a protocol, 24:46 that's established that you have to follow. 24:48 Is that correct, 24:49 especially in a public school? We call security. 24:51 Yes. And we write it up. 24:53 Right, we call security and write it up too. 24:56 You have to write it up. 24:57 We ask them to leave and we write it up. 25:01 So that's how that goes. 25:03 'Cause I had the student would not leave 25:04 and a matter of fact, this particular student goes 25:06 to one of my sister churches 25:07 and he was coming by make the rounds. 25:10 They make these rounds. 25:11 And I said, "I'm not gonna argue with you," 25:13 "Well, you can't make me get out." 25:14 I said, "But he can." 25:17 And I said, and he came in and I said, 25:21 "You must escort this student." And it was a female student. 25:24 And I said, "Does anybody else want 25:25 to leave because you will not control my classroom?" 25:28 Wow. Yes. 25:30 Well, you know, now that's something else 25:32 that I've seen changed, 25:34 you know, since I've been teaching 25:36 is students will try to run a coup 25:38 and that's new to me. I think I've probably started 25:42 noticing that maybe in the last ten years 25:45 where it's like well, if we all don't do our work, 25:49 then you have to change and give us another opportunity 25:55 to do it, you know, it's like, you know, 25:57 and I'm like well, you all don't do your work 26:00 then you all get a F together. Right. 26:03 You know, and I have seen that happen 26:05 where like an entire class would fail 26:08 but they would do it collectively 26:10 to try to force the teacher's hand. 26:12 I've seen that happen. 26:14 As a matter of fact, my son and I had a conversation 26:16 about this the other day and he told me that 26:19 literally the students talk about it. 26:21 And they say, "Okay, this is the plan." 26:24 And everybody, you know, gets on board. 26:27 And if somebody is not on board, 26:29 that person actually gets ousted. 26:31 We have about a minute and 14 seconds. 26:35 What can you suggest or what tools to help 26:39 our parents in family life today 26:41 and how they help them make it work? 26:44 What do we need to do, Faydra, as parents? 26:46 Talk to your child as much as possible. 26:49 But openly like allow them to actually express 26:53 what they are thinking and how they are feeling 26:57 because even though it may not be 27:00 what we know is the best way for them to think 27:03 and feel but once we know what's on their mind, 27:08 it actually gives us an avenue in which we can help 27:11 to give them the information that they need. 27:15 Communicate in a respectful way. 27:18 Exactly. Kind and loving way. 27:20 That's actually what I do with my students, 27:24 you know, and my children. 27:26 And it helps to build our relationship 27:29 where there's a certain amount of respect and trust. 27:35 And once they have that trust 27:39 and know that you really have their 27:42 best interest at heart, they'll make the challenge. 27:46 Well, that's the key, the challenge. 27:48 And we all as parents have a challenge. 27:50 Well. I want to thank Faydra Nelson for coming. 27:53 I'm Dr. Kim Logan-Nowlin. I'm Arthur Nowlin. 27:56 And thank you, for joining us on "Making it Work." 27:58 God bless. |
Revised 2015-10-05