C.L.I.C.K. for Justice and Equality is an agent of change alerting our social community of injustices and inequalities among the underserved, disadvantaged, and disenfranchised individual or group. A disadvantaged or disenfranchised person or group is anyone who is socially, culturally, and politically deprived of or oppressed from life, liberty and the pursuit of happiness. Change takes place through our legislative body of Senators and State Representatives, not from the Judicial bench.
September 27, 2013
Are Black Teachers Becoming Extinct?; Congresswoman Kelly's Job Fair; Love Unity Concert of African Diaspora; Saturday University Successful in Educating Children of Color
The Black Star Project thanks the Board of Directors of The Field Foundation of Illinois, Illinois State Senator Jacqueline Collins and Illinois Senator Kimberly A. Lightford for their generous support for our parenting programs.
Please call 773.285.9600 for more information about The Black Star Project.
Congresswoman Robin Kelly Helps Parents and Others Find Jobs
There is no way that schools in the 21st century, by themselves, can ever fully and properly educate the masses of Black children in America without parents as change agents and leaders, and without supplementary educational support like Saturday University. Call Raquel at 773.285.9600 to register your child now. Space is limited.
Fall 2013 Saturday University Sites
6220 S. Ingleside Avenue, Chicago, IL
Another Chance Saturday University 5138 W. Division, Chicago, IL
Because I Care Saturday University 5811 W. Chicago Street, Chicago, IL
The Black Star Project Saturday University 3509 S. King Drive, Suite 2B, Chicago, IL 60653
Blue Island Recreation Center Saturday University 2805 W. 141st Street, Blue Island, IL
Christ Apostolic Church Saturday University 8157 S. Exchange Avenue, Chicago, IL
Foster Park Magnet School Saturday University (Closed Enrollment)
8530 South Wood, Chicago, IL
Grand Crossing Park Saturday University 7655 S. Ingleside Avenue, Chicago, IL
Greater Bethesda M.B. Church Saturday University
109 East 53rd Street, Chicago, IL
Hendricks Elementary School Saturday University (Closed enrollment) 4316 South Princeton Ave. Chicago, IL 60609
Marsh Elementary School (Closed enrollment) 9822 South Exchange Avenue, Chicago, IL 60617
North Chicago High School (Closed enrollment) 1717 17th St., North Chicago, IL 60064
Parkways Community Center Saturday University
6720 South East End. Chicago, IL
Project: VISION Saturday University (Closed Enrollment) 2301 South Archer Ave. Chicago, IL 60616
Sinai Community Institute Saturday University 2653 W. Ogden Avenue, Chicago, IL
Village of Richton Park Saturday University 4455 Sauk Trail, Richton Park, IL
World Outreach Conference Center Saturday University 4 E. 111th Street, Chicago, IL
2nd Police District Saturday University 5101 S. Wentworth Avenue, Chicago, IL
7th Police District Saturday University 1438 W. 63rd Street, Chicago, IL
Please call 773.285.9600 to open a Freedom Saturday University in your church, to register your child for free academic enhancement or for more information about bringing the Saturday University to your community. We need teachers and tutors for our sites. Please call 773.285.9600 to volunteer.
From The Black Star Project's
Education Around the World Series
Confidence, not peer pressure, is key to success at school, say researchers
By Jamie Doward, The Observer
Saturday 21 September 2013
The confidence of boys at primary school can affect their educational careers later in life, research claims. Photograph: Adrian Sherratt/Alamy
It has long been one of education's central tenets: pupils benefit from being around children who are brighter than them. Competition in the classroom raises standards across the board, so the argument goes, because the example of the brightest pupils will rub off on the rest of their class.
But a new study, which tracks the exam performance of more than two million pupils in England, suggests this view fails to tell the whole story. Coming up against higher-achieving peers could have a damaging impact on the confidence of those pupils who believe they are in the bottom half of their class, the study concludes.
Richard Murphy and Felix Weinhardt asked 15,000 pupils to rate themselves in English, maths and science, and compared their rankings with their exam results at the crucial key stage 2, when they finish primary education at age 11, and at key stage 3, when they have turned 14 and are in secondary education. They took into account factors such as parental involvement and concluded that "non-cognitive skills such as confidence, perseverance and resilience have large effects on achievement".
The economists claim that being highly ranked during primary school is equivalent to spending a year with a highly effective teacher. Significantly, they found that boys are four times more affected by being top of their class than girls. There is some evidence that this is because boys are more competitive and if they perceive themselves to be of a low ranking, the impact will be more pronounced.
As we start a new school year, one of the key aspects to consider is our relationships with the parents and families of our students.
In the past year, not only have I had reflective conversations with parents and educators about moving to a focus oncommunication WITH parents (rather than communication TO parents), but I have also discussed preschool and kindergarten beginnings with close friends as well as people in my family. I have heard personal stories of parents being told by the school that their child is "not ready for school" or is "a constant problem".
I have also heard of wonderful school:family relationships being built from the first moment they meet - teachers that have made that effort to focus on the positives, empathize, and truly listen to families as they share stories about their child. The experiences of those that have been there and those that are nervous about getting there all say the same thing: the first contact that is made from teachers and the school to the families is crucial to developing a positive relationship.
These conversations lead me to reflect on the question, "What message are we sending in our first contact with parents?"
sending a list of forms to be signed and rules to be followed?
calling to tell them about a negative incident with their child?
meeting them to do a formal assessment on their child (ie. kindergarten or preschoolassessment)?
meeting to discuss the deficits their child has?
telling families how to parent?
sharing who we are and opening up a conversation about us and their child?
calling to share something positive or just talk about the child?
meeting them to just get to know the child and the family?
calling to share some noticed strengths and interests of the child?
developing a relationship in which there is open communication between the school and the family?
determining the best way to meet parents where they are for communication?
listening to families about their thoughts and feedback?