Education for Transformation: The Keys to Releasing the Genius of African American Students

Chike Akua Chike Akua

EDUCATIONfor

The keys to Releasing the Genius of African American Students

Foreword by Dr.Leslid T. Fenwick Dean, Howard University School of Education

Preface by Ron Walker Executive Driector, Coation of Schools Educating Boys of Color (COSEBOC )

The teacher opens the door to the universe, that the student may shine like a star. African Proverb

PraiseforEducationforTransformation

Atatimewhenmanyeducatorsarestrugglingwtofindreal andrelevantwaystoreachAfricanAmericanchildrenand increaseBlackstudentachievement,ChikeAkua,through EducationforTransformation,hasgivenusapowerfuland practicalblueprint.Thisbookisamust-readforallserious educatorswhowanttogetresultsandunderstandtheconnection betweencultureandachievement.

JoyceE.King,PhD.

BenjaminE.MaysChairofUrbanEducation

GeorgiaStateUniversity

ChikeAkuaandtheworkheproducesrepresentthetrueGrio ofourtime.EducationForTransformationrepresentsan importantviewofhowtoclosetheachievementgapforourmost preciousresources(ourchildren).

Dr.BernadetteKelley,Chair StateofFlorida'sAfricanAmericanHistoryTaskForce FloridaA&MUniversity

"EducationforTransformationisatestamentandamustread forthosewhowanttorecapturetheessenceofteachingand unlockingthenaturalgeniusinAfricanAmericanchildren.It empowerteacherstoseechildrenashavingthepotentialto demonstratemastery."

JamesC.Young,Ed.D. ProfessorandCoordinatorforTeacherEducation

ClarkAtlantaUniversity

"ChikeAkuahasdoneamasterfuljobinhislatestbook, EducationforTransformation.Asoneofhisformerstudent wrote,"mostteachersteachfromthebook,butyouteachfrom theheart."

-Dr.JawanzaKunjufuauthorof ThereisNothingWrongwithBlackStudents.

"WhenIlearnedofthehomegoingofDr.AsaHilliard,myheart ached.NotonlyhadAfricanpeoplelostascholarofepic proportion,butIworriedthatnoonewouldbeabletofillthe voidcreatedbyDr.Hilliardstransitioning.Althoughmyheart stillachesforDr.Hilliardthemanandthescholar;IBless Godforsendingusthenextintellectualwarriorwhowillteach the21stCenturylearnerthroughtheeyesofAfricasglorious pastandpresentChikeAkua!Moveforwardmybrotherand fulfillyourdestiny!"

-AkoKambon VisionaryLeadersInstitute

"ChikeAkuas EducationforTransformation:TheKeysto ReleasingtheGeniusofAfricanAmericanChildrenwill motivateeventhemediocreteachertoworktowardsbecominga masterineducation.Akuaisaninspiringauthorwhosework exemplifiesthefundamentalimportanceofbuildingrelationships withstudentsinordertohelpthemunderstandthegiftsthatlie withinthem.Itisrefreshingtoreadtheworkofsomeonewho hasactuallydoneit--madeadifferenceforchildren."

-StephenPeters,Ed&Author ChoosingtoBelieve DoYouKnowEnoughAbout MetoTeachMe?

OtherBooks&DVDsbyChikeAkua

Sexceptional:TheUltimate &EssentialTeenGuidetoAbstinence (2012)

AfricanSacredScience&CivilizationDVD (2007)

ReadingRevolution:ReconnectingtheRoots (withTavaresStephens) (2006)

AfricanOriginsofWriting&MathematicsDVD (2006)

WordsofPower:AncientInsights&ModernMessagesfor Parents,Teachers,andStudents (2005)

AKwanzaaAwakening:LessonsfortheCommunity(4thEdition) (2004)

TheAfricanOriginsofOurFaith (2004)

ATreasureWithin:StoriesofRemembrance&Rediscovery (2001)

ATreasureWithin:Parent/TeacherResourceGuide (2001)

www.MyTeacherTransformation.com

Standards-based,Research-driven CulturallyRelevantInstructionalStrategies

TheTeacherTransformationInstitute,(TTI)provides standards-based,research-driven,culturallyrelevant instructionalstrategiesconferencesforeducatorswhowork withAfricanAmericanstudents.Itspurposeistoprovide trainingtoanewgenerationofteachersinAfrican-centered andculturallyrelevantteachingtechniques,thereby empoweringteacherstotransformtheachievementculture intheirschoolsandclassrooms.

Thevisionistocreateateacherworkforcethatisculturally conscious,culturallycompetent,anddeeplycommittedto creatingcentersofacademicandculturalexcellence.

SpecialThanks

Tomywife,Willette,forunwaveringloveandsupport.

Tomysons,JahbariandAmari,forinspirationandencouragement.

Tomyparents,JosephandFayeFenwickfortheexampleofaSebaat home.

ToDr.LeslieFenwick,Dr.JamesC.Young,Dr.ItihariToure,for seeingtheSebainme

ToBabaAli&MamaHelenSalahuddin andtheDzertClubAfricanGenesisInstitute

ToDr.JoyceE.King,andDr.HassimiMaiga whoserve,stand,shine,andteachtotransform.

ToDr.BrianWilliamsandmembersoftheUrbanEducatorsThink Tank(UETT)atGeorgiaStateUniversityforgivingscholarlyfeedback onthismanuscript

ToPerryOliverofInterdenominationalTheologicalCenter(ITC) forreviewingthismanuscript.

Dedication (LiteraryLibation)

ForNanaBaffourAmankwatiaII(Dr.AsaG.HilliardIII), Dr.EdwardRobinson, andtheancientandmodernSebawhoare MaatKheru.(TrueofVoice). Manythankstothosewhohavekeptalive theAfricantraditionofexcellenceandachievement.

Wewillcontinuewhatyouhavebegun.

*Ascrollisasymbolofancientwisdom.Inancienttimes.Africanscribes wouldwritetheirscientificdiscoveriesanddeepknowledgeonpapyrus scrolls.Thesescrollscontainedthewisdomoftheagesandmanystillexist today.Alsoinancienttimes,thesymboloftheUdjat(ThirdEye)represented deepinsight.EverytimeyouseeascrollandUdjatinthisbook,itcontains deepwisdomandinsightforyoutopauseandthinkabout.

58

70

Ch.1: TheVoiceoftheChildren

Ch.2: OpeningtheWay:CreatingaClimateforExcellence

Ch.3: ThePyramidParadigmforHighPerformance: EducationforIdentityRestoration

95 Ch.4: TheSebaMethod(PartI):UsingRitualsforRestoringa CultureofAchievement

103

110

127

Ch.5: TheSebaMethod(PartII):UsingRhythmforRestoring aCultureofAchievement

Ch.6: TheSebaMethod(PartIII):UsingRemembrancefor RestoringaCultureofAchievement

Ch.7: TheSebaMethod(PartIV):UsingRepetitionfor Reinforcement

133 Ch.8: TheSebaMethod(PartV):UsingRelationshipfor RestoringaCultureofAchievement

147 Ch.9: Serving,Standing,andShiningastheSeba

Foreword

"Itissaidthat"Goodteachersdon'tdo,theybe."In keepingwiththisaxiom,ChikeAkua,himselfamasterteacher andrecognizedTeacher-of-the-Year,haslaidoutthesewaysof being.Whenfollowed,thesemaster-teacher-ways-of-being simultaneouslyigniteanenthusiasmforteachingandlearning eveninthemostchallengingschoolsandclassrooms.

EducationforTransformationisanupliftingprescription forwhatailstoomanyAmericanclassroomsandschools disconnection.Thebookshouldbereadbyeveryperson committedtochildren'swell-being,happiness,intellectual growth,andacademicsuccess.Noviceandveteranteachersalike willappreciatethebook'ssolidadvicewhichisgroundedinthe classroomexperiencesofarecognizedTeacher-of-the-Year. Parentsofschool-agedchildrenwillbenefitfromtheguidance providedabouthowtoidentifyanengagingteacherandinviting classroom.Principalsandotherschooladministratorswillbe encouragedtogrowschoolsthatallowformoreinspiredmaster teacherslikeAkuawhosoaralongsidestudents.

EducationforTransformationopenswithlettersfrom Akua'sformermiddleandhighschoolstudents.Theselettersare vividtestimoniestothewisdomofintegratingcultural knowledgeandclassroominstruction.Ifyoureadnothingelsein thebookbesuretoreadXavier'sstoryandAkua's10Nonverbal QuestionsAskedbyAllStudents.

IfyouarefearfulthatyoudonothavetheAfricancenteredknowledgebasethatAkuahas,abandonthatfear.He perceptivelylaysoutanAfricentricconceptualframeworkand proveninstructionalmethodsforintegratingtheframeworkinto everydaylessonsandschool-wideactivities.Hismethodsyield positiveresultsforteacherandstudentandareapplicabletoall studentpopulations.Akuaisclearaboutthelatterpoint:tapping

intothestudents'culturalheritage--inpositive,knowledgeable, andstrategicwaysshiftsthechild'sperceptionofselfand communityandisapowerfulenableroflearningwhendonethe rightway.

EnjoyEducationforTransformation!Itsucceedsin transportingthereadertoamasterteacher'svividclassroomand offersinsightsabouthowtocraftsuchspaceandmeaningfully connectwithstudentsindeepandlastingways.Whenyoufinish readingthisbook,youwillfeelwhatallstudentsfeelwhenthey areaffirmedandwelltaught!"

LeslieT.Fenwick,PhD,Dean HowardUniversitySchoolofEducation

Preface

EducationforTransformation;ReleasingtheGeniusin AfricanAmericanStudentsisapowerfulandrobustcontribution toallwhorecognizethatAfricanAmericanstudentshave enormousabilitiesanduntappedpotential.ChikeAkua,has effectivelyprovidededucatorswithanauthenticandhistoric theoryofchangethatbuildsonthelegacyandzenithoftheearly Africancentersofeducation.

Akua,remindsthereader,thatAfrican-centered educationisfoundationaltotheaffirmativedevelopmentand successfuleducationofAfricanAmericanstudents.'Every schooldistrictconcernedwiththeacademic,socialand emotionalachievementofthesestudentsshouldembracethis bookwithouthesitationandmakeitacentralcomponentoftheir professionaldevelopmentagenda.'Iamconvincedthatwhen teachersandothereducatorsunderstandthegenesisof"Seba",it willenablethemtorecognize,nurtureandencouragethegenius withinourstudents.

RonWalker,ExecutiveDirector CoalitionofSchoolsEducatingBoysofColor

(COSEBOC)

Theearliestdocumentedsystemofeducationhadits genesisintheNileValleyofAfrica.Theirsystemofeducation producedapeople,asociety,buildings,structures,monuments, andahighsciencewhosesophisticationhasyettobefully understoodorsurpassed(Hilliard,1995).

Inaddition,theresultoftheirsystemofeducationledto origins,innovationsandexpertiseinreadingandwriting, languageandliterature,agricultureandastronomy,architecture andengineering,mathematicsandmedicine,philosophyand physics,scienceandtechnology,tonameafew(Finch,1998). TheplacewascalledKemetandistodayreferredtoasEgypt. Kemetwasnourishedandnurturedsignificantly,bothculturally andspiritually,byitsneighbortothesouth,Nubia(Browder, 1992).ItisintheNileValleyofAfricathatweencounteroneof thefirsttermsrelativetoteachingandlearningitistheword seba.

Seba,inthelanguageofmedunetcher(oftenreferredto bytheGreekterm hieroglyphics)actually hasthreeprimary meanings:teach, door,star(Obenga, 2002).Itisinthe constructionandconnotationofthiswordthatwefindthe ancientAfricanphilosophyofeducationanditisthis The teacheropensthedoortotheuniverse,thatthestudentmayshine likeastar.

Sebacametoreferalsotothedeepthoughtandwisdom ofthewiseandlearned.TheMasterTeacherinancientKemet wasoftenreferredtoasaSeba(Hilliard,1997).

4500yearsago(2500B.C.E.),the ancientteacher,sage,andscribe,Ptahhotep, whohaswrittentheoldestcompletetextin theworld,givesusadefinitionofwhata SebadoesandwhataSebaisknownby:

ancientteacher,sage,andscribe,Ptahhotep,

TheSeba(wiseperson/MasterTeacher)feedstheKa (soul)withwhatenduresthewiseisknownbyhisor hergoodactions.Theheartofthewisematcheshisor hertongueandhisorherlipsarestraightwhenheorshe speaks.Thewisehaveeyesthataremadetoseeand earsthataremadetohearwhatwillprofittheoffspring (Hilliard,Williams,&Damali,1987,p.32).

Inadditiontothisambitiousdefinitionofwhatateacher was,therewasevenavastanddistinctbodyofliteraturewhich instructedpeopleinthewayoftheMasterTeacher.The teachingswerereferredtoastheSebait(pronouncedsay-by-eet), wisdomtextsorthebooksofwiseinstruction(Karenga,1984).

WadeNoblesobservesthatinancientAfricanschools,the educationalprocesswasnotseenonlyasacquiringknowledge;it wasseenasaprocessoftransformationofthelearnerorinitiate, whoprogressedthroughsuccessivestagesofrebirthtobecome excellent(Hilliard,Payton-Stewart,&Williams,1990,p.13).

Inadditiontomasteryofpracticalskills,thisprocesswas typifiedbythewhmymsw(pronouncedwe-he-meeme-su),areawakeningorrebirthintohigherconsciousness(Hilliard,1997).

SothisancientAfricaneducationwasacyclicalprocess ofinitiationandtransformation.WhenNileValleyAfricans migratedtowestAfrica,theyreproducedthesamephilosophical conceptionofthenatureofthechild,thestudent,andeach childspotential(Maiga,2008).Eachchildwasseenasarising

sunandaradiatingcenteroflightwithtremendouspowerand energy(Fu-Kiau,1991).

TheKemeticdescriptionoftheancientMasterTeacher isnotonlyafarcryfromwhatisexpectedofteacherstoday,itis basedinaphilosophythatisnotunderstoodorilluminatedin mostwesternschoolsofeducationwhereteachersaretrained.In addition,thedescriptionofthechild/studentasarisingsunand radiatingcenteroflightisnotunderstoodorilluminatedeither. Inshort,thosewhoteachAfricanAmericanchildren,inmost cases,havenotconsultedeitherourmosttraditionaland consistentancientexamplesofexpertiseorourmost contemporaryexamplesofexcellence.

Now,fast-forward4500hundredyearsfromtheancient tothemodern.InthefirstessayofYoung,GiftedandBlack: PromotingHighAchievementAmongAfrican-American Students,TheresaPerrylocatedtheAfricanAmerican philosophyofeducation.Afterexaminingthewritingsof FrederickDouglass,HarriettJacobs,MalcolmX,BenCarson, JoycelynElders,GwendolynParker,HakiMadhubuti,Septima Clark,andMayaAngelou,adefinitepatternwithconscious consistencyemerged:athemeoffreedomforliteracyand literacyforfreedom,racialuplift,citizenship,andleadership (Perry,Steele,&Hilliard,2003,p.10).Then,asnow,the purposeofeducationistosecurethesurvivalofapeople (Wilson,1992,p.1).

Inotherwords,thepurposeofeducationwastosecure freedomandfreedombroughtwithittherighttoaproper education.Educationinculcatedwithinthestudenta responsibilitytoimprovetheplightofonespeople.Itisthe underlyingethosandessenceofthepursuitofeducationfor BlackpeopleinAmerica.However,theAfricanAmerican philosophyofeducationisnotisolatedrather,itisaclearand

andadministrators producedatrackrecordof excellencewithoutexcuses,

Pre-integration blackteachers andadministrators producedatrackrecordof excellencewithoutexcuses, dignityandintegrity regardlessofresources.

compellingculturalthreadinabroadertapestry,anextensionof theancientAfricanphilosophyofeducation.

Educationandsocializationhavealwaysbeenatop priorityforAfricanpeoplewhetherinancientandindependent timesorinthecontextofmaafa,theintentional,catastrophic interruptionofAfricancivilizationcharacterizedby enslavement,colonization,castration,miseducation,economic manipulation,lynching,rape,familyseparation,etc.(Ani,1980).

Priortointegration,eveninthemidstofdilapidated buildings,adiabolicallyunequaldistributionoffunds,and secondhandtextbooks,thedesireforandpursuitofeducation wasclearandconsistentamongblackpeople.Inaddition,parent meetingswerepackedwithcare-giverswhoinsistedonthebest educationandpreparationpossiblefortheirchildren(SiddleWalker,2000).Thosewhoknowthisnarrativesitinawe, wonder,disappointment,anddisillusionmentwhenexamining thestateofeducationforAfricanAmericanstoday.Ifthis standardofexcellencewasthecasepriortointegration,what happened?

Thereisanotherstory.Thereisalittleknownnarrative astowhyfartoomanyofourschoolsarenotproducingthe excellenceweexpectordesire.Withtheonsetofintegration, manywhiteeducationalleadersinthe1960sand1970s,inan efforttoskirtthemandatesofthe1954Brownv.Boardof Educationdecision,begantogetridofblackteachersand administrators.

Today,over70%ofurbanschoolteachersarewhiteand femaleinschoolswherestudentsareoverwhelminglychildrenof color(Fenwick,2001).ManyteacherstodayexhibitwhatJoyce Kingcallsdysconsciousracism,anuncriticalhabitofmindthat acceptsthestatusquoasagiven(King,1991).Becauseofthe inherent,uncriticalacceptanceofinequity,dysconsciousness

preventstheactivepursuitofsocialjustice.Itcreatesmorethan apathy;itcreatescooperationwitheducationaloppression. However,pre-integrationblackteachersandadministrators producedatrackrecordofexcellencewithoutexcuses,dignity andintegrityregardlessofresources,andacurricularthrust towardculturalexcellenceandsocialjustice(Siddle-Walker, 2000).

InthewakeoftheBrown decision,theblackteacher workforcewasdecimated.Over 39,000blackteachersandleaders werethevictimsofdismissals, demotions,forcedresignations, non-hiring,tokenpromotions, reducedsalariesanddiminishedresponsibilities(Fultz,2004,p. 14).TheranksofAfricanAmericanteachersandadministrators hasdeclinedtolessthanhalfofwhatitwasbeforeintegration (Hilliard,1997,p.60.).

Thepowerfulwill nevereducatethe powerlesstotaketheir powerfromthem.

-Dr.JohnHenrikClarke

Allofthiswasdoneinthenameofcomplyingwiththe Browndecision.However,itledoneinformanttonotethatitis notintegration,ratheritisdisintegration(Fultz,2004,p.14). Indeedblackschoolsslowlydisintegratedalongwiththehigh standardsofachievement.Inlightofthis,itisimportanttonote thattoday,thelownumberofAfricanAmericanteachersisnot accidental,butintentional.PerhapsthisiswhyJohnHenrik Clarkenoteswithsoberandsystematicincisivenessthatthe powerfulwillnevereducatethepowerlesstotaketheirpower fromthem(Clarke,1991,p.18).).

Blackchildrenweresenttointegratedschoolswhich didnotfostertheancientAfricanorAfricanAmerican philosophyofeducation.Byandlarge,theircaringteacherswho demandedexcellencewithoutexcuseswere

nolongerpresent.Asaresult,overthepastseveraldecades, AfricanAmericanchildrenhavebeenslidingdownaslippery sloperesultinginalienidentityandunderachievement.The 2010SchottStateReportonBlackMalesinEducationindicated thatthenationalblackmalegraduationratewasamere47% (Jackson,2010).SomeschoolsystemshadBlackmale graduationratesaslowasanappalling22%.Moreover,many urbanschoolsarestrugglingwithincreasedincidentsof classroommanagementproblemsandviolence.Clearly,the currentsystemofpubliceducationisnotworking.

Thisisthebackdrop againstwhichmanyteachers entertheteacherworkforce. Manyentertheworkforcenot knowingwhatcausedthe seeminglydauntingday-todaychallengestheyface tryingtoreachandteach childreninurbanschools. Experiencedandveteran teachersoftenwatchtheyearto-yearerosionofanysemblanceofexcellence.Oftenthe childrenandtheirparentsareblamedwithoutacontextualized understandingofthesocio-culturalforcesthathavebeen imposeduponthem.

Thisbookisforthosewho wishtorecapturethe ancientAfricanand AfricanAmerican philosophyofeducational excellenceandeffectively putitintopractice.This bookisaboutresults.

Butevenwiththesedevastatingchallenges,many AfricanAmericanschools,teachers,andstudentshaveupheld thestandardofexcellencethatwasoncesocommon. Unfortunately,theirstoriesarenotoftenenoughusedas examplesofwhatispossible.

Thisbookisforthosewhoareinterestedinsolutions thatarefarbeyondminimalcompetencytests.Itisforthosewho

understandthatsystemiccertificationandcollegedegreesarenot enough.Itisforthosewhowishtorecapturetheancient AfricanandAfricanAmericanphilosophyofeducationand effectivelyputitintopractice.Thisiseducationfor transformation.Itisthistraditionthatmadeusrespectedas teachersallovertheglobe(Gallman,Ani&Williams,2003,p. 61).Thisbookisaboutresults.Itisaboutmytransformational experiencesofattemptingtorecaptureandreproducetheancient AfricanandAfricanAmericanphilosophyofeducationand puttingitintopracticeinmyalmost20yearsasaneducator.

Ihavetaughtin situationswhere 22outof24of myhomeroom studentshada paroleofficer.

Forthoseeducatorsreading thisbookwhoteachmixedpopulations ofstudents,whomaybewonderingif themethodsdescribedherearetoo ethnicallycentered,pleasebemindful ofthethoughtfulwordsofCarolLee, OncewelearntoteachpoorBlack children,wewilllikelylearnbetterhow toeducateallchildren(King,2005,p.xxvi).

Ihavetaughtinurbanschoolsandsuburbanschools, predominantlyblackschoolsandschoolswithmixedpopulations anddiversity.Ihavetaughthigh-achievingstudentsonthe acceleratedtrackandstudentswhowerebelowgradelevel, studentswhosebehaviorwasexemplaryandstudentswhose behaviorandsocializationrequiredacuteandimmediate attention,intervention,andmodification.Ihavealsotaught studentslabeledwitheveryundesirableinitialonecanthinkof.I havetaughtinsituationswhere22outof24ofmyhomeroom studentshadaparoleofficer.

Inaddition,Ihavehadtheopportunitytotravelaround thecountryspeakingatconferencesandcoachingteachersand leadersinpublic,charter,andprivateschools.Ihavespokenat

parentmeetingsandschoolassembliesforstudents,addressing hundredsofstudentsatatimeinsomeofthemostchallenged communitiesandchallengingschools.Ihaveobservedthatthere arestartlingandcripplingsimilaritiesinAmericaspublic schoolsrelativetotheachievementofblackchildren.Butthere isgoodnews.Thechallengesmanyteachersandschoolsare facingcanberepaired.Hilliardnotes,Evaluationresearch showsthatextraordinarilyhighachievementgainscanbemade, inarelativelybriefperiod,byrelativelysimpleapproaches,in spiteoftypicalchallenges,forthelowestincomestudents, regardlessofrace(Perry,Hilliard,&Steele,p.144).

ThisbookbeginswithThevoiceoftheChildren,the testimonyofthosetouchedfirsthandbyeducationfor transformation.Then,thephilosophicalfoundationwhich undergirdseducationfortransformationisexamined.The philosophicalfoundationisfundamentaltounderstandingthe natureandneedsofAfricanAmericanchildren.Thisfollowed bythepracticalapplicationofthephilosophicalfoundation.

SowhatfollowsarethemethodsthatIhavefoundtobe effectiveineducatingAfricanAmericanstudents.Thesearenot onlymethodsIdevelopedmorethananythingtheyare methodsIhaveobserved,adopted,andadaptedfromother effectiveeducatorsinthepassionatepursuitofteachingmy students.ThesemethodsaregroundedinancientAfricanand AfricanAmericanphilosophyandpractices.Ofcourse,many aspectsofwhatwillbesharedherealsohaveuniversal application.Inmyestimationandexperience,inorderto produceacademicandculturalexcellence,whatfollowsisnot optional,butessential.

Blackchildren,

Blackchildren, wemustnotbe thepeoplewhowalked, butleftnofootprints, whotalked,buthad nothingmeaningfultosay, wholabored,butbuiltnothing forthemselves Gonow, andbuildforEternity.

-ListerveltMiddleton TheCharge

Mr.Akuamostteachersteachfromthebook,butyou teachfromtheheart.

-Chanel(7thGrade)

Attheendofeveryschoolyear,Iwouldwritemy studentsaletterontheboard.Theletterwouldreadsomething likethis:

DearBrothers&Sisters:

Ithasbeenaprivilegeandablessingtoteach youthisyear.Ihopeyourememberthelessonsfromthe BookofLifemoresothanthetextbook.Iknowyouwill leavehereanddogreatthings.Iknowyouwill transformtheworldintoaplaceofpeaceforalland maketheAncestorsproud.Haveasafeandblessed summer.

InSpirit&Truth, Mr.Akua

Iwouldthenhavemystudentswritemealetterafter theycompletedtheirfinalexam.Theyhadtotellmethemost importantthingtheylearnedoverthecourseoftheyear.Itdid nothavetobeanacademiclesson,itcouldbealifelessonthat theylearnedandfeltwasimportant.Igavethemthisassignment fortworeasons:1)Ifeltitwasimportantforthemtoreflecton alltheyhadlearnedoverthecourseoftheyear2)Iwantedto knowwhatimpactedthemmostabouthowItaughtandwhatI taught.

ThroughthefourteenyearsIspentteachingandeven duringmystudentteaching,Isavedmanyofthelettersmy studentswrotetome.OneofthethingsIthinkteachersneed mosttodayalongwitheffectivetrainingisencouragement. Theseletterscanhelpfillthatvoid.Itwillalsoillustratethe incredibleimpactteachinghas.Itisdifficulttoseeitduringthe day-to-daychallenges.Atsomepointofdiscouragement,every teacheraskshim/herself,WhyamIdoingthis?AmIreally

makingadifference?IfoundthatSpiritoftenansweredthis inquisitiveprayerbysendingastudenttomewhowouldtellme Iwasmakingadifference,ortheywouldwritemealetter expressingthesamesentiment.Readingtheselettershelpedto liftmyspiritsonmanyoccasionsandremindmewhywedo whatwedo.

Youmaybesurprisedbyhowarticulatesomeof theselettersare.Dontbe.Again,whatourchildrenarecapable ofisextraordinary.Theselettersarefromacross-sectionofmy students,notjusttheoneswhoexcelledacademically.Our childrenhaveagreatdealtosaywhenwetakethetimetolisten. Inadditiontothelettersfromstudents,thereisalsoaletterfrom aparent.Somestudentsalsocontactedmewhentheygottohigh schoolandsomeeven10-15yearslater.

DearMr.Akua:

Inallofourliveswecomeacrosspeoplewhoinspire andteachusinmiraculous,unimaginableways.Youareoneof thosepeopletome!Youareoneoffewexamplesofwhat appearstobeawellputtogethermanwhohasbothpurposeand unlimitedpromise.IcanonlyhopethatIcanaidmyyounger brotherinbecomingapersonwithyourvalues,insight, knowledge,andmentality.

Ifthroughoutyourteachingcareeryoueverfeelasif youmaynotbemakingadifference,re-readthiscard.Ihave spokenwithfacultyandstafffromadministrationtoguidance aboutyou.Everyonehastheutmostrespectforyouandwishall thebestforyou.Thepupilsthatyouhavetaughthavealsobeen inspiredbyyou.SomestudentswhohaveneverenjoyedEnglish orotherpeoplesculturesnowareeagerlyanticipatinglearning more.

Whathaveyoudoneforme?Youhaveintroducedmeto anewawareness.Ihaveforalongtimehadaproblemwith authoritativefigures.Theknowledgethatyougavetomeallows metonowrecognizethisproblem,amongothers,andsearchfor waystoamelioratethem.InmysearchforOnenesswithGod, youhavebeenatoolthroughwhichknowledgeand,more importantly,wisdomhasbeengained.

Ithasbeensaidthatifyoumakeadifferenceinone personslifethatyouhaveconqueredtheworld.Youhave definitelymadetherightchoice[tobecomeateacher]-notthat youdoubtedthisatanymoment-andshouldcontinuetoserve mankindbyspreadingyourknowledgetoitschildren.

Iwishyouallofthegoodfortunethatyoudeserve. Thereshouldbemoreteachersinthisworldwhotrulywantto makeadifferenceandareinterestedinbeinginstructorsinstead

ofbabysitters.Iwillcontinuetoprayforyouandaskthatyou dothesame[forme].Hopefully,mylittlebrotherwillbe inspiredbyanAfricanAmericanmanlikeyouandalsoachieve greatness.Haveahappygraduationandawonderful,fulfilling life.

Camisha(12thGrade)

(frommy6-weekhighschoolstudentteachingexperience)

Mr.Akua,

Iwillunderstandifyoudonotrememberme,butmy nameisTirrellD.Ihadthedistinctpleasureofhavingyou educatemeatStephensonMiddleSchoolduringthe1998-1999 schoolyear.

Tobeveryhonest,Iwaswebbrowsingrecentlyand decidedtotypeinyourname.WhatIfoundwasnothingshortof amazing.IwassoinspiredtoseethattheLanguageArtsteacher thatIlookeduptosomuchin7thgradeisdoingsomuchgoodin theworld.Iwillnothesitatetosaythatyouareoneofthe reasonswhyIwenttocollegeandmajoredinEducation.

TodayIteach9thgradeCollegePrepandHonors studentsatMillCreekHighSchool.Ijustwantedtosendyou anemailandsaythatnotonlyhaveyouimpactedmylifeina majorway,butIalsouselessonsandidealsyoutaughtmeover 10yearsagoinmyclassroom.

TirrellD.

HiMr.Akua:

MynameisBrittanyStewart.Iwasinyour7thgrade classatStephensonMiddleSchool.Youtaughtmereadingand Englishafewyearsago.IamnowasenioratStephensonHigh School.IhopethatyourememberwhoIambecauseyouwere someoneIcouldneverforget!Youhavemadesuchanimpacton mylifeandtheladythatIhavebecome!Ijustwantedtothank youforallofthewonderfulthingsthatyouhavegiventome!

Icanrememberconversationsalonethatforcedmeto dobetter,towantbetterandtoknowthatIdeservebetter.To meyouaretheidealperson,theperfectrolemodelforanyone, youngorold.Youaresogivingandaskfornothinginreturn.I knowIhavealottolearnandstillquiteyoungtotheworld,butI feelasthoughIhaveanadvantagebecauseIhadyouasa teacher.

IamnotsureyetaboutwhatschoolIplanonattending butIknowIplantomajorineducationsoIcanhaveasbigof animpactonsomeoneslifeasyoudidonmine.Iloveyouso muchandconsideritablessingtohaveknownyou!

BrittanyS.

P.S.Iforgottothankyoufortheconfidenceyouhavegivenme becauseithastrulymadeadifference!

DearMr.Akua:

Ithasbeenapleasurehavingyouasateacher throughoutthisyear.Youtaughtmehowtodealwithcertain situationsandhowtobeabetterperson,ingeneral.Iwilltake thisknowledgewithme,useit,andspreaditamongmany people.Ivelearnedtodisplaymyintelligence,notmy ignorance,howtogetintothepropermindsettolearn,and howtohandleresponsibility.Thosearetheimportantthingsin life.

Thishasbeenmybestyearinschool,maybenotgradewise,butinlearningwisdomandnotasmuchbookknowledge. Ourrelationshipwentpaststudent-teacher,buttofather-sonand friendtofriend.Iappreciatethat.YouknowIhavenofather. ItsajoywhenIcantalkandchillwithateacherandpicture himbeingmyfather.

Yougavemethekeytomypastandfuture,butnowI mustopenitandexplorethethingsinit.Allthethingsyou taughtaboutBlackhistorywereandarenottakenforgrantedby me.Ienjoyedlearningthatthemost.Onequalityyouhaveis thatyouarealwaysreadytolearn,evenfromastudent.When somebodyhasthatattitude,Iamgladtobeabletoassociate withthem.

YourStudent, Philip(7thgrade)

DearMr.Akua:

June,1993

Ireallydontknowwhattosay.WordscannotexpresshowI feel.Youhavedonesomuchforme.Icanneverrepayyou. Youwerethereformewhenpeoplemademecryandmademe feelbadaboutmyself.YouhelpedmelearnaboutwhoIam.

WhenIfirstcamehere,allthegirlsexceptmethoughtyouand Mr.Rogerswerereallyfine.Ijustcouldntseeit.Ithoughtthat somethingwaswrongwithme.AndIstilldontthinkyouand himarefine.ButyouhavetobethemostintelligentmanIhave gottentoknow.Youknowwhereyouhavecomefromandnever onceforgotthat.Youalsoknowwhereyouaregoing.Youhave setaterrificexampleforyourstudentsandyoushouldbevery proudofyourself.NexttoMrs.Price,youaremyfavorite teacher.Andoutofallofmyteachers,Iwillmissyoutwothe most.IdontthinkIlleverencountertwoteachersthatIlove morethanyouandMrs.Price.IllmissyouwhenIminhigh school,butIllneverforgetyou.Thanksforeverything.

P.S.Tellyourfiancésheisaveryluckywomanandnottoletyou goorIllsetyouupwithmyAuntAnn.Iwouldlovetohaveyou foranuncle!

Christy(8thgrade)

DearMr.Akua: November,1993

Astalamalakeum[As-salaamalaikum:Arabicforpeacebe untoyou.KamauthoughtIwasMuslim]. IknowthatIll neverbeabletofinishschool.BecauseIwanttolearnbut becauseofmyDadgivingmementalandsometimesphysical abuse,mymomisgoingtotryandgetmetoseeaschool psychologistbecauseitisstoppingmefromlearningabit.That iswhyIgetangrysoquick.ButImsorryforsnappingatyou. DoIneedtomakeupanyassignments?

Yourfavorite4thperiodstudent, Kamau(8thgrade)

*Kamauwrotemetenyearslater.Hisemailedletterasan adultisbelow.

DearMr.Akua:

ItwasbyGodsgracethatIwasabletolocateyouusingYahoo websearch.Ithasbeen10yearssinceIwasinyourclassat HinesMiddleSchoollocatedinNewportNews,Virginia.Iam writingthislettertoletyouknowjusthowmuchbeinginyour class10yearsagochangedmylifeandmademeabetterperson. Iamnow24andIhavetwobeautifuldaughters:Diannaand Aaliyah.Theiragesare5and3.Iamcurrentlyastudentat ThomasNelsonCommunitycollege.IamtransferringtoOld DominionUniversityinthefalltogetadegreeineducation.

Idistinctlyrememberbeinginyourclass,beingaclown, disruptive,andsometimesignorantofmychoiceofwordsand howandwhenIusedthemaffectedothers.Irememberwhen youwouldsay,Kamau,Ineedyoutostayafterclass.Ijust knewIwasbeingwrittenup.Butyourmethodsofdiscipline didntresultinbeingsenttotheprincipalsoffice.

Youhadabetterpunishment:aninformativediscussion. Atmyagenow,Inolongerseethosediscussionsaspunishment. Itwasthosediscussionsthatintheendmademethemanwho nowloveslifeandcherisheseverymomentofit.Mystory10 yearsagowasthatIhadafatherthatleftmewhenmymother decidedtogetadivorce.Ineverhadafatherfigureafterthat. Beforethedivorcetookplace,

IntheendIwouldactoutandcutupinschooljustto getariseoutofmypeers.AtthetimeIdidntknowthevalueof aneducation.Idonowanditsbecauseofateacherthatreally mademeunderstandthatIcoulddoanythingIputmymindto. Sadly,somestudentsthatwereinmyclassthatdidnttake warningtoyourwordsandareeitherinjail,dead,orstrungout ondrugs.IsawtoitthatIwouldnotbecomeastatistic,because IhadtheguidanceofaneducatorwhoshowedmethatthepathI wasgoingwouldmakemeendupinoneofthoseplaces.

EventuallyIwouldenduplosingfocusofthetasksat handwhichweremystudiesatschool.Iusedactingoutasa waytosuppressingmyproblemsathome.Butyousawthrough itlikeglasseventhoughyoumaybeneverexperiencedwhatI

hadbeengoingthrough.Youmademeseethebiggerpicture: thattheactionsofmyparents,andtheknowledgefroman educatorwoulddefinewhoIwouldbecome.

Ilearnedthetruemeaningofthewordsknowledgeof self.Thisisaprocesswhenyoureadbookstolearnabout thingstogainknowledgeforpersonalreasonstodefineyour ancestryandAfricanAmericanheritage.Ateacheroncesaid, Noteverythinginthesetextbooksisaccurate,butitsuptoyou asanindividualtofindouttherealdealonyourown.

Ijustwanttosaythankyoufortheopportunitytobea studentinyourclassandlearnhowtobecomeayoungman.It isbecauseofyou,Mr.Akua,thatIchoseacareerasan educator.Youwereaninspiringeducatorthatactuallycared andlovedyourstudentsasyourownchildren.Younevergave uponus,eventhestudentswhoactedoutlikeme.

Iwanttobecomealeaderforblackyouth.Someonehas toshowthemthattheresmoretolifethandrivingaHummer, sellingdrugstoourownpeople,andhavingkidsatayoungage. IjustwantyoutoknowthatyoudomakeadifferenceandI appreciateallthatyoutaughtmeasayouth10yearsago.Ihad thoughtsasayouththatyoudidntcareandyouputupwithme forapaycheck.Inallactuality,youreallydidcareanditshows throughmeandthisletter.Istandherebeforeyouhumblyto saythatbecauseofyou,Mr.Akua,Iamabetteryoungblack manandhumanbeing.

PeaceandBlessings, Kamau

DearMr.Akua:

First,Iamgoingtomissyouverymuch.Thiswasmyfavorite classandyouweremyfavoriteteacher.Thoughallthework yougaveusseemedlikealot,intheenditwasnothing.Wegot sousedtoit.Itrulyenjoyedeveryminuteofyourclass.You mademeusemymindmorethanIusedto.Youalways challengedme,aswellastheothers.Ilovedthejournaltopics. ImsureyounoticedbecauseIalwaysraisedmyhandtoread mine.

IknowaswellastheLordthatyouweremyteacherfor areason.Youtaughtmehowtoshowmyintelligenceinsteadof myignorance.Thissummer,Iamgoingtomakeapriorityto writeajournal.IlovedlearningabouttheThirdEye,abouthow wecanrelyonhelpfromourAncestors,andthepoemswe learned.TheoneIlikedthemostwasTheClockofDestiny [alsocalledGodsMinutebyBenjaminE.Mays].Ican relatetothisonethemost.Ionlyhaveashorttimehereanditis uptometomakethebestofit.Ididhopethatsomehowyou couldbeourteacheragainnextyear.Butitisonlyfairthatyou havetoteachallofyourknowledgetoothersthatwillberising upto7thgrade.

Iwillrememberallthematerialyoutaughtmeanduseit ineverydaylife.IjustpraythatnextyearIhaveateacheras challengingasyouare.Thechildrenyouhavenextyear,Ihope theyrespectyouforallyouaregoingtodoforthem.Thanks forbeinghereforusandshowingmemyHigherSelf.Ilearned alotfromtheBookofLifeandwillalwayscherishit.

Iwastrulyblessedtohaveyouasmy7thgradelanguage artsteacher.

Ursula(7thgrade)

DearMr.Akua,

ThemostimportantthingIlearnedthisyearwasthatall people,especiallyBlackpeopleshouldknow about Black HistorybecauseBlackHistoryisbeautiful.Ilearnedsomany fascinatingthingsaboutmyAfricanheritageandmanyfamous AfricanAmericanbrothersandsisters.What makes this informationsoimportantisthatduringallmyotheryearsof educationthisinformationwasdeniedme.

AndIreallythankyou,Mr.Akua,forreallyopeningmy eyessoIcouldseehowgreatofapeopleweare.Ipromiseyou, Mr.Akua,thatIwillholdallofthisknowledgedeartomyheart andneverforgetyoubecauseyouarethebestteacherIvehad andwillprobablyeverhave.Iwilltaketheknowledgeyouhave givenmeandhelpmyBlackbrothersandsisters,andeventhe world.Ithankyouonceagain,Mr.Akua,andIloveyou.

P.S.Imreallygoingtomakeyouproudofme. Love, DarylB.(7thgrade)

*AletterfromDarylsmotherisonthenextpage.

*Darylcallsmeatleast2-3timesperyeartocheckin.He graduatedfromHolyCrossasastudentathletewithadegree inPoliticalScienceandaminorinAfricanAmericanStudies. HeisworkinginMilwaukeeandplanstoearnalawdegree.

DearMr.Akua,

Ihaveplannedtowritethisletterseveraltimesduring thecourseofthisschoolyear,butafterJerrysfuneral,Icould notallowanotherdaytopasswithoutlettingyouknowhow muchofanimpactyouhavemadeonDarylslife.Aftertoday, againIrealizehowimportantitistoshareandthankthosewho blessyouandyourlovedoneslives.

Mr.Akua,whenyoubreatheoutDaryltakesthat breathin.Hecomeshomeeverydayandverbatimshareswith meyourlessonfortheday.Yourknowledgeandteachingskills fillandchallengehismind.Hehasshownathirstforlearning andretainingthatIhavenotseenbefore.AndIloveit!!Daryl hasevensharedsomeofyourteachingskillswithoneofmy friendsthatisateacherandsheplanstousethesetechniquesin herclassroom.

Mr.Akua,itisobvioustomethatyouarewalkingin youranointing.Asyoucontinuetoblessandfeedthemindsand livesofyoungpeople,yourblessingswilloverflow.Youarean instrumentalpartofouryoungpeoplesfutureandtothisIsay, Thankyou!

ThemajorityofmylifeisfocusedaroundDaryl,butI feelheisworthit.RaisinghimtobethemanofGodthatheisto becomeisnotanassignmentthatItakelightly.Iamawarethat DarylhasaspecialanointinguponhislifeandIfeelblessedto havehimasmyson.IamoftentoldbyothersthatIgivetoo muchofmyselftohimandthatIdonothingforme.But,Mr. Akua,asfarasIamconcerned,thereisnosuchthing!The experiencetoday[Jerrysfuneral]confirmedthat.IfeelthatI havefiveshortyearsleft[beforeDarylgoestocollege]topour intoDarylthemoralsandvaluesoflifethathewillneedto becomewhatGodhasdestined.Thisisnotalotoftime.

Mr.Akua,Darylsharedwithmewhatyoutoldhimwhen hecametocomfortyou[afterthefuneral].Asasinglemother raisingateenageson,youhavenoideahowmuchthatmeantto meandtoDaryl!Wewerebothveryflattered.Youarethe

secondmalerolemodelthathassaidthattohim.Thankyoufor makingadifferenceinmysonslife.

IamawareofsomecircumstancesthatDarylshared withyouandtheadvice/commentsthatyouprovided.Eachtime itwasconfirmationofwhatIhadpreviouslysaidtohim.Iknow thisisthebeginningofadifficultdecision-makingstageof Darylslifeandalthoughweareclose,heisatatimeinlifethat heneedspositivemalerolemodelsthathecanidentifywith.I hopethatyouwillbeavailableforDaryltoconsultwithyou aftertheschoolyearisover.

Mr.Akua,youarethetypeofmanthatIhopeDarylwill become.StephensonMiddleSchoolisveryblessedtohaveyou andotherteacherslikeyouasinstructorsattheschool.Keepup thegoodwork!Itmattersandisgreatlyappreciated!

Godscontinuedblessingsuponyouandyourfamily.

ThankYou, YolandaB. (MotherofDarylB.)

DearMr.Akua:

Hi.ThisisMia,yourfavoritestudentinthewhole world.Justplaying(unlessIreallyam).Thankyouforbeing myteacher.Youweremyfavoriteteacherthisyear.Ive learnedalotinyourclassthatwillhelpmeinmylife.Iwilluse myhigherconsciousnessmoreoftenbecauseofyou.WhenIam older,Iwillpassonmostofyourteachingsandadvicetomy children.

Thankyouforbeingagoodteacher,notjusttomebutto allofyourstudents.Iamproudtocallyoumyteacherandthe onlythingIregretisyoucouldntteachmorestudentsinour schooltoraisetheirhigherconsciousness.Iamtrulyblessedto haveyouinmylife.

P.S.Icanseeyouyearsfromnowreadingtheselettersfromus.

Mia(7thgrade)

DearMr.Akua:

IhaveenjoyedallthedaysthatIvebeeninyourclass.I havelearnedsomuch.Notonlyhaveyoubeenateacher,butan inspiration,aswell.Youhavenotbeenaboringteacher becausemostteachersteachfromthebook,butyouteachfrom theheart.Ilovedcomingtoyourclasseachday,butnowthatit iscomingtoanendIwillmissyouandthethingsyouteach. WhatIwillremembermostabouttheclassiswhatourAncestors hadtogothrough.

IhavelearnedthingsthatIneverheardabout.Ithurts toseethewallsoftheclassroomnow[attheendoftheschool year]becausetheyarebare.Ihopeyouremembermeeven thoughIhavenotbeenatopstudentingrades.Butkeepmein yourheartandIllkeepyouinmine.Youwillalwaysbe rememberedbymeandmanyothers.Ihopeyoursummerwill befilledwithjoyandhappinessandIllseeyounextyear.

Chanel(7thgrade)

DearMr.Akua:

Iamgoingtomissyou.Iwillnotbeherenextyear.I havehadalotoffuninthisclass.Ilikedthewayyoutaughtus tolookdeeperintoourselves.Youtaughtushowtousethe ThirdEye.Ilikedplayingthebasketballandfootballreview game.Youtaughtusthateverythinghasadeepermeaning.We willtakeyouradviceandfollowtheroadthathasbeenless traveledon[anallusiontothepoembyRobertFrostthatwehad studied].Bytakingthisroad,maybeitwillopennewdoorsfor us.

Iwillfollowmydreamtobecomeananesthesiologist.I didwellinthisclassonlybecauseIhadagreatteacherandI wasdeterminedtosucceed.Ihavedisplayedmyignorance sometimesandIregretthat.Iwillcontinuetodisplaymy intelligence.Ithasbeenapleasurebeingwithyou.

ThissummerIamgoingtoNewJerseyandAlabama.I alsoplanonservingGodbetter.IamoneofJehovahs Witnesses.Farewell.WhereverIgoIwillthinkofyourquote, Displayyourintelligence,notyourignorance.

Brandon(7thgrade)

DearMr.Akua:

Ithasbeenapleasureandanhonorbeinginyourclass thisyear.Youhavetaughtmesomanythingsaboutlifementally andspiritually.IhopethatasIgetolderandwiserthequotes yougaveuscontinuetohelpmethroughmydays.Iwillnever forgetyoubecauseyouopenedupanewleveloftheworldfor me.IalsohopethatyouwillneverforgetmealthoughIknowit wouldbekindahardsinceattimesIactedalittlesillyinclass. Peoplealwayssaythatthefirstimpressionyoumakeon someonewillbealastingimpressiontothem.SoIhopethatmy firstimpressiontoyouwasgoodbecauseIwantthelastoneto begoodalso.

PeoplesaythatEnglishisaboringsubject.Mr.Akua,I lovedyourclassbecauseyoudidnotmakeitboring,butyou madeitfun.Mr.Akua,IhopeIcontinuetobeinyourheartas youwillcontinuetobeinmine.Ihopeyoucontinuetoblesskids asyouhaveblessedmethroughyourteachings.Someofyour studentssaidyouweretooserious,butIalwaysknewyouwere aboutbusinessandeducationbecauseyouknowhowharditis foraBlackpersontomakeitinthisworld.Ihopeyou accomplishallyourgoalsinlifeandIknowyouhopeIwill accomplishmine.

Meghan(7thgrade)

Mr.Akua:

Iwasveryluckytohaveyouasateacherthisyear.My socialstudiesteacherhasmuchBlackself-hatred.Shetellsus schoolslikeHowardUniversityandotherhistoricallyBlack collegesarentgoodschools.ButyouhavetoldusthatBlack collegesproducemorethangreatminds,theyproduce tomorrows[anallusiontoaBlackcollegeposterinmy classroom].Youvealwaysbeentheretofillinthegapand correctmis-informationaboutBlackpeople,eventhoughyoure alanguageartsteacher.ThisiswhatIwillremembermost aboutthisyear.

EveryoneonTeam7Bisfortunatetohaveyouasa teacher.Peopleonotherteamshavereadaboutyou[in communitynewpapersandmagazines]andwantedyouasa teacher.Ievenknowagirlwhotriedtoswitchteamssoshe couldhaveyouasateacher.YouareaverygiftedteacherandI willmissyou.

Ashley(7thgrade)

DearMr.Akua:

SomeofthethingsIwillrememberaboutthisclasswill bethefunwehadonourpresentations.Iwillalsoalways remembertheknowledgeyousharedwithus,openingourThird EyeandawakeningourSpirits.

Ibelievemoreteachersshouldbelikeyou.Ilikedallthe proverbsandmoralspostedaroundtheroominyourTempleof HigherLearning[areferencetoapointImadetotheclassthat myroomwasnotaclassroom,but aTempleofHigher Learningandthattheyneededtogovernthemselves accordingly].InyourclassIlikeddoingjournalentries, analyzingpoems,cartoons[satirical/politicalcomicstrips],and quotes.Itwasjustapleasurehavingyouasmymentorand helpingmewhenIneededit.Ialsolearnedalotaboutyou whenIinterviewedyou.

YourMentoree:

Rashad(oneguidedtotherightwithgoodconduct)(7th Grade)

DearMr.Akua:

Ithasbeenapleasureandablessingbeingwithyouthis year.Iasapersonhavetrulyfoundmyinnerself.Youtaught thingsaboutpeople,yourself,oursouls,andhowwemustbe truetoourselvesaswellastootherpeople.Youmademe realizethateveryonehasajourneyinlife.Andthattherewillbe hardtimes,butwemusttryhard,keepgoingandnevergiveup. ThisyearinEnglishhasbeenverydifferentthanmypastEnglish classes.AndIthankyouforthat.

ThingsIdidntknowaboutlifejuststruckme.You taughtusaboutlifeitself.Insteadofteachingusstraightfrom thebooks,youtaughtusaboutourpast,ourAncestorsandhow wegothere.Youshowedushowthey[ourAncestors]struggled andtriedhardtogetuswherewearetoday.Andnowitisour turntoshowtheworldwhatwecandobecausewearetodays futureandtomorrowlieswithinus.Ihopeyouhaveanice summer.Godblessyou.

Shambrina(7thgrade)

DearMr.Akua:

Duringthisschoolyearinyourclass,youtaughtme aboutmyheritage.YouarelikenootherteacherIhaveever had.Althoughyouteachlanguagearts,youalsohelpedusopen ourThirdEyeandyouexplainedourrootstousthrough languagearts.Youareliketwoteachersrolledupintoone:a languageartsteacherandaBlackhistoryteacher.

IenjoyedwhenyoutaughtusaboutourAncestorsand wherewecamefromthroughbooksandvideos.Youalwaystold ourclasstodisplayourintelligencenotourignorance.Nowwe realizethatignorancewasneverapartofourheritageand nevershouldbe.Inyourclass,classisneverboringbecauseI knowthatwhenIwalkthroughthedoorofyourclassroomIwill learnmoreaboutmyselfandmypeopleasawhole.

Nanika(7thgrade)

DearMr.Akua:

Thisyearyouhavebeenaverygoodteacher.While doingthingslikegoingtothemoviesIwilltakewhatyoutaught meintoconsideration.ThethingIwillremembermostabout thisclassishowyouneveracceptedlessthanourbest.Wewere alwaystoldthatweknewthingswejusthadtopullthemoutand todisplayourintelligenceandnotourignorance.

Yourwordsofwisdomwillstayinmymindmuchlonger thananypoemwereadorstorywetalkedabout.Throughthe yearyoualsotaughtustoknowourself.NowthatIknowmyself Icanbetruetomyself.Anybodycanteachsomeonesomething, butwhenyouputemphasisonwhatyousayandtheyarepositive things,thatmakesadifference,andtomeyouhavemadea difference.

Trevis(7thgrade)

Mr.Akua:

Thankyou.Thankyouforbeingthewonderfulteacher thatyouareandalwayswillbe.Icanhonestlysaythatyouhave beenmyfavoriteandmostinspiringteacher.Youknowwhat? Iveactuallylearnedsomething-lots!Ilearnedaboutour Ancestors,ourThirdEye,andmuchmore.Eventhoughyoure ashardonusasIdontknowwhatandstayonus24-7,Iknow youdoitbecauseyouloveusandonlywantthebest.

Imgoingtotrytokeepallthegoodconversationsand kindwordsthatyougaveus.Evenasthisyearcomestoanend, ourknowledgecontinues.Youknowwhy?Becausethe knowledgeoftheUniverseismeticulouslywovenintothevery fabricofmybeing.AndallIhavetodoispullouttherefreshing watersofinfiniteinsight[areferencetoanotherquotewhich reads:MysoulisawellfromwhichIcandrawtherefreshing watersofinfiniteinsight.].Eventhoughmygradesdidnt alwaysshowit,Ireallyhavelearnedalot.Thanks!

Candice(7thgrade)

*Candiceisnowanelementaryschoolteacher.

DearMr.Akua:

Ithastrulybeenablessingbeinginyourclassthisyear.This classhasreallyministeredtomyheartandhelpedmetobeall thatIcanbe.UndernocircumstancesdoIwanttoleaveyour class,butasweallknow,lifemustgoonandnowitssomeone elsesturntobeasblessedasweallhavebeenthisyear.Itsso hardtofindastrongBlackChristianteacherbutitsoothesmy soultoknowthattherearemoreAfricankingslikeyououtthere.

Alettercanonlysaysomuchandhonestlywordscannotexpress thewayIfeel.JaguarBibleStudyhasopenedupanewworld forothersandIhopethatyoucontinuetoministertoothersasI willdothesame.[BreyanawasthefounderofJBS.Shewrotea lettertotheprincipalrequestingthatstudentsbeabletohave Biblestudyinthemorningbeforeschool.SherequestedthatI bethefacultyadvisortotheclub].

Thoughmyliteraturehasnotyetbeenfullyrecognized,whenI becomefamous,Iwontforgetyou.ThoughIvebeenwriting sinceayoungage,youhavetrulyopenedupthefocusona deepermeaninginlife.Unlikesometeachers,Icantrulysay thatyoureallydocare.Youreopenondiscussionsandyoure real,meaningyoudontdepriveusofanyknowledge.Youre notafraidtoshowyourfaithinanywayandyouvetaughtusto displayourintelligenceandnotourignorance.

Lifeitselfhastrulychangedformethisyearincomingtoyour class.Keepteaching,believing,andprayingbecauseprayer changesthings.YoureagoodmanandLordknowsitshardto findatrulygoodman.Youvetaughtmethatstatisticsdont makeaperson,thepersonmakesthestatistics.EventhoughIve nevermetyourwife,Imsurethatsheisveryproudofyour accomplishments.

Keeppublishingbooksanddontforgetmebecausewhenmy bookispublishedyournamewillbethere.Answertoyour callingsanddontletanyonestopyoubecauseremember,one dayyouwillhaveachildofyourowntogivethesame understandingthatyouhavegiventous.Theyeariscomingto anendandyetitssosadtogo.Thislettercanonlytellyouso much.Evenifyoudontrememberme,pleaserememberone thing:KeepGodfirst!Sonowaswesadlydepart,Illclose myletter,butnevermyheart!

Maylifebringyoulove,peace,andmayyourblessingsoverflow, Breyana(7thGrade)

*ThelasttimeIspoketoBreyana(acoupleofyearsagowhen shecalled),shewasinherthirdyearatHowardUniversity LawSchool.

DearMr.Akua:

ThethingsIremembermostaboutthisclassarethe thingsthathelpedmechangeinsometypeofway.Likethetimes youstressedusaboutfinishingourworkandhowitwouldaffect usinthefuture.Thelessonsyoutaughtreallyletusknowyou cared.Youalsotaughtmetotakeleadershipandresponsibility formygenerationandtomaketheAncestorsproud.

ThequotesyoukeptrepeatingandrepeatingImglad youdiditbecausetheymademeopenmyThirdEyewhichI didntevenknowIhad.Soifnooneelsetellsyouthis,youre hearingitfromme.ImgladIhadthechancetobeinyourclass becauseyoumadeapathformethatIwillfollowinawaythatI cannotexplain.SoIthankyouforeverythingthisyear.

Amina(7thgrade)

*ThelasttimeIspoketoAmina(aboutninemonthsago),she wascompletingthelastsemesterofherMastersdegreein EngineeringattheUniversityofAlabama,Huntsville.Shehad calledtoinvitemetopresentAfricanSacredSciencetothe MinorityGraduateStudentAssociation.

DearMr.Akua:

Youhavebeenabiginfluenceonme.AsIgothrough theseroughtimes,Iwillalwaysrememberthosequotesyoutold meandthosefivestepstostayinbalance.Thatmakesmewant tobecomeabettermanandtakeabetterstandinwhatIwantto become.YourteachinginJBS(JaguarBibleStudy)helpedme, too.Ithelpedmegetmyselfintouchwithyouspiritually. Whenweplayedbasketballyoutaughtmealotofthings. ButIknowItaughtyoualotofthingsonthecourt(smile).I hopeonedayyoucancatchupwithmeandbeonmylevelin basketball.ButIdontthinkyoueverwill.Haveagreat summer.

BrandonC.(7thgrade

QuestionsforThought,Reflection&Discussion

1.Whataresomecommonthemesintheseletters?

2.Isthereaparticularletterthatstandsouttoyou? Whichone(s)?Why?

3.Whatdoyouthinkthesechildrenexperiencedthat madethemwritesuchletters?

fartowardsorigins. thevoiceoftheutterers, shouldmakethisknowledge

Theeyesofseersshouldrange farintopurposes. Theearsofhearersshouldlisten fartowardsorigins. Theutterersvoice shouldmakeknowledgeoftheway, ofheardsoundsandvisionsseen, thevoiceoftheutterers, shouldmakethisknowledge inevitable,impossibletolose. -AyiKwehArmah

TwoThousandSeasons

TwoThousandSeasons

Uncommonaccomplishmentsrequireuncommon commitment.Thesefivemagicwordsencapsulatetheessenceof whatittakesforteachers,leaders,faculties,andschoolsystems todaythatdesiretobeeffective.Thecommitmentthatisneeded togetallstudentstoachieveisonethatgoesfarbeyondwhat mostschoolsystemsdesireorrequire.Masterteachersoften comeinearlyandstaylate.Theyareneversatisfiedwithwhat theyalreadyknow.Theyarealwaysseekingtoextendtheir knowledgeandexposetheirstudentstonewinformation, experiences,andskills,evenwhentheschoolorschoolsystem theyteachindoesnotdemandit.

Creatinga transformative experienceforyour studentsbeginswith creatinganinviting, transformative environment.

Creatinga transformativeexperiencefor yourstudentsbeginswith creatinganinviting, transformativeenvironment. SeveralyearsagowhenIwas teachingeighthgrade,aparent examinedmyclassroomafew daysbeforetheschoolyear began.Shehadcomeuptotheschoolafterhourstolookatall theclassroomsontheeighthgradehall.Afterexaminingmy classroom,shemadeabeelinefortheprincipalsoffice.

WhatteacherisinRoom211?shedemanded.

ThatsMr.Akua,repliedtheprincipalproudly,buta bitconcerned.Whydoyouask?

Iwantmysoninhisclass. Why?askedtheprincipal.

Ijustwalkedthroughhisclassroom.Itsthewayhis classroomissetupandthepictureshehasonthewallthats theenvironmentIwantmysonin.

Icouldnot findtheimagesI waslookingfor atthelocal teachersstore.

Whenmyprincipaltoldmethis story,Ismiled.Whatthisparentwas referringtowastheclear,culturally affirmingpictures,theinspiringand encouragingquotesandproverbsposted intheroom.Shefeltthespiritofthe environmentIwastryingtocreate withoutmeevenbeingthere.Whenstudentswalkintomyroom onthefirstdayofschool,theylookaroundinaweandwonder soakingupeverybitofenergyinfusedinthepictures,posters, andbulletinboards.Yourroom,whetheryourethereornothas aparticularkindofenergythatattractsorrepelsstudents.

Sotocreateacultureofhighachievement,itbeginswith theclassroom.Makethelearningenvironmentreflectiveof threethings:

Thestudentsyoureteaching

Thecontentyoureteaching

Thevaluesyoureteaching

Mostteachershavecontentinformationintheir classrooms.Iftheyteachmath,therearemathfactsonthewall. Iftheyteachlanguagearts,therearepunctuationtipsandthe eightpartsofspeechonthewall.Thisisfineandtobeexpected, butthefirstthingneededtocreatecultureofhighachievementin yourclassroomisimagesofpeoplewholooklikeyourstudents, doingwhatyouwantyourstudentstodo,beingwhatyouwant yourstudentstobe.Inaddition,theremustbeaconstant reinforcementofthevaluesyouexpectyourstudenttooperate with.

ThosewhoteachBlackchildrenmustcreate opportunitiesforthemtoassociateexcellenceinmath,science, andotherdisciplineswithBlackness.Thiscanbedone,inlarge part,throughtheimagestheyseeonadailybasisinthe

classroomandschool.Whattheyseeinthemediaoftenhelps themassociateignorance,poverty,drugabuse,andcrimewith Blackness.InLisaDelpitsbookMultiplicationisforWhite People,shequotesaBlackstudentwhoaskedher,whyyou tryingtoteachmetomultiply,Ms.Lisa?Blackpeopledont multiply,Blackpeoplejustaddandsubtract(Delpit,2012). Thisiswhatchildrenwillthinkuntilweshowthemthat mathematicalandscientificexcellenceareanintegralpartof theirancestrallineage.

Illneverforgeteagerlywalkingwithanticipationintoa schoolinthenorthwhere60%ofthestudentpopulationwas blackand40%wasLatino.Iwastheretodoapresentationto thestudentsinthemorning,aTeacherTransformationseminar forteachersintheafternoon,andaParentPower!presentation forparentsintheevening.Onthewallsoftheschooland classroomsIsawnothingthatevenremotelygaveanindication ofthestudentswhopopulatedtheschool.Addingfurtherinsult toinjury,thisschoolthathadbeenlabeledaschoolincrisishad adoptedascriptedcurriculumbasedonthestudyofEuropean classics.Somethingassimpleashonoringtheculturesofthe studentsonthewallsoftheschoolhadescapedthe administrationandteachers.

WhenIpresentedTheAfricanOriginsofWriting& Mathematicstotheentire7thand8thgradeclass,anhourlong presentation,thechildrenweredeeplyengaged.Thegentleman whoinvitedmetospeak,acounty-levelacademiccoach, confided,Mr.Akua,manyofthemrefusetogotoclassorgoto classandcurseouttheirteachers.Buttheywereparticipating andhangingonyoureveryword.Thesechildrenhavenever listenedtoapresentationthatlong.Bewildered,Ireplied,It neveroccurredtomethattheywouldntlistenandparticipate enthusiastically.

Idiscoveredvery earlyinmyteaching careerthatIcouldnot findtheimagesIwas lookingforatthe localteachersstore. Ihadtocreatethem.

InaLouisianaschoolwhereIdidthispresentationfor over150highschoolstudents,oneyoungmanrecordedthe entirepresentationonhisphone,trackingmefromonesideof thestagetotheotherandevenmyPowerPointpicturesonthe screen.Hisphonewasconfiscatedbyhisteacherbecauseofthe schoolsmediapolicy.Understandably,theydidntknowifI hadconsentedtobeingrecorded.I respectfullyrequestedthatthey returntheyoungmansphoneand tellhimhehasmypermissionto sharethevideowithfriendson Facebook,YouTubeandTwitter. Thinkofalltheotherthingshe couldhavebeenrecording!That thisyoungBlackmalewasmoved bytheimageshesawandthoughtenoughofwhatIwassaying torecordtheentirepresentationspeaksvolumesabouthisthirst forthiskindofknowledge.

Alargepartofthatentirepresentationisshowingvisual evidenceofhistoricalAfricanexcellence.Ivedonethisfor thousandsofschoolchildrenK-12,andatcollegesand universitiesforundergraduateandgraduatestudents.The picturesandimages,alongwiththenarrativeofexcellencethat manyofthemhaveneverheardiswhatmakesitatransformative experienceforall.Imagesmakethedifference.

Preparingaclassroom,inandofitselfisaritualbecause itsmorethanaclassroomitsaclass-womb!Whenyou subtractthetwomonthsforsummerbreak,twoweeksforwinter break,andtwoweeksforThanksgiving,springbreak,and PresidentsDay,youareleftwithninemonths.AlfredPowell, authorofCoachingintheClassroomandHip-HopHypocrisy: WhenLiesSoundLiketheTruth,hassuggestedthattheclass-

wombiswhereteacherssymbolically,aftermuchlabor,give birthtotheirstudentsattheendofthe9-monthyear.Therefore, justasawomanswombissacred,theclass-wombmustbe carefullyandconsciouslyconstructedtoprovidethe environmentthatwillproperlystimulatethegrowthofthe childrenwhowillbebirthedfromit.

IdiscoveredveryearlyinmyteachingcareerthatIcould notfindtheimagesIwaslookingforatthelocalteachersstore. IhadtopourthroughEbonymagazines,BlackEnterprise, Essence,andthelike,tofindtheimagesofsharp,educated, successful,stylish,well-dressedAfricanAmericans.Iwould carefullycutoutthesepicturesandplacethemonposterboards withcatchysayings,thenlaminatethem.

IrememberIhadcutoutapictureofa beautiful,young,Blackwoman,pasteditonaposter boardwiththewords,Brothers,pleaserespectthe sisters.Itwasprominentlydisplayedinthe classroomandcreatedopportunitiesfordialogueand discussion.IhadapictureofSusanTaylor,theformer editorofEssencemagazine.Nexttoherpicturewasa quotefromher:Whatwefocusoniswhatwere movingtoward.Ioftenmadereferencetothispicture andquotewhenstudentswereontaskandwhentheygotoff task.

Manyofmystudentscamefromhomesand neighborhoodthathadameasureofbrokenness.Asaresult,we werealwaysreadingaboutsomeonewhowasachievingagainst theodds.AsantetellsusthatAfrocentricityrequiresa consciousnessofvictory(Asante,1988,p.50-52).Also,stories thatwewouldread,peoplewewouldreadabout,anddiscussions inclassoftencenteredaroundrestoringourpeopletotheir traditionalgreatnessasthefifthprincipleofKwanzaa,Nia

(purpose)instructsustodo(Karenga,1998).Sothepictureof Hatshepsut,thewomanwhoruledKemet(Egypt)forover20 yearsasapharaohwasprominentlydisplayedwithherquote,I haveraisedupthatwhichwasinruins,Ihaverestoredthat whichwasdestroyed.

IfoundapictureofMartinLutherKingsittinginthe Birminghamjail.Iblewitupandwrotethecaption,Some peoplegotojailforfoolishness.Somegotojailfightingfor freedom.ThentherewasapictureofImhotepsStepPyramid, thefirstlargebuildingmadeofstone.Iwroteacaptionwiththe picturethatsaid,Step-by-step,wererisingtothetop!

IfoundapictureofMartinLutherKingsittinginthe inAfrica.Therewereallsortsofpicturestobe

SinceItaughtlanguagearts,Ifounda glyphofanancientKemetic(Egyptian)scribe writingandputthecaption,Theartof language,writingandliteraturehaditsgenesis inAfrica.Therewereallsortsofpicturestobe foundonceIstartedlooking:Blackmeninsuitsholdinga phone,Blackwomeninsuitsdoingbusinessoverlunch,Black menasconstructionworkers,Blackwomenasattorneys,Black boysandgirlsreading,blackteensincapsandgownswith diplomasinhand.PicturesofBlackwriters,poets,activists, leaders,politicians,etc.wereallovermywallsandagreat sourceofstimulatingclassroomconversation.SometimesIdid notputacaptiononpictures.Thepictureitselfwaswortha thousandwords.

Onepicturemightbe thefocalpointofawholelesson,like thelegendarypictureofTommySmith andJohnCarlosholdinguptheBlack Powerfistatthe1968OlympicGames. WhenwestudiedabouttheCivilRights MovementandtheBlackPower Movement,thatbecamealesson.What aretheydoinginthepicture?Why? ThenIwouldgivethemareading selectiononthebackground.Wewould readtogetheranddiscussit.Iwouldask,Whywouldtwo premiereathleteswhohadbeentrainingforalifetimetolive theirdreamsattheOlympicsgiveitallupandriskgettingtheir medalsstrippedtoholdaglovedblackfistintheair?Would youdoit?Whyorwhynot?Doyouthinkitwasworthit? Thesearethequestionswedancedin,throughclassroom discussions,journalentries,andpersuasiveessayscognition, comprehension,andconsciousness!

Teachersmustcreatetheimagestheywantstudentsto see,thencreatelessonsandactivitiestoilluminatethemeaning andmessagesintheimages.Thisisagreatwaytoteachcontext clues,figurativelanguage,makinginferences,anddrawing conclusions.Butyoushouldnottakeonthistaskbyyourself. WhatIalsofound,isthatforstudentstoreallybondwiththe imagesyousharewiththemintheclassroomenvironment,they mustparticipateincreatingit.Notie-in,nobuy-in.Itsas simpleasthat.Getthestudentsinvolvedintheprocess. Studentswillthenbegintoproudlytakeownershipofwhatthey havecreatedandthemessagesinwhattheyhavecreated.

Notingthatmystudentswereinneedofsomeofthe motherwitandwisdomthatmanytakeforgranted,Idida

WordsofWisdomactivityinwhichmystudentsweregiven thetaskofmakingbanners.Theyhadtopickaquoteorproverb fromahat.Theythenhadtotypeupabanner,printitout,piece andpasteittogetherinpreparationforittobelaminated.Once laminateditwasreadytobedisplayed.Weplacedbannersall aroundtheschool.

Inoticedthatwhenmystudentswerewalkingtoorfrom lunchwithanotherteacher,theywouldproudlypointtotheir bannerandtelltheirteacher,Imadethat.Ialsonotedonmore thanoneoccasion,oneofmystudentsadmonishinganother whilepointingtooneoftheirbannerstoreinforcethemessage.

Heyman,aboymightsaywhilenudginganotherwho wasactingout.Disciplineyourselfsootherswonthaveto!

Hewouldthenpointtothebannerthatsaidthesame thing.Theotherboywouldstraightenup.Studentsweretaking ownershipofwhattheyhadcreatedandusingittoset expectationsandtransformbehavior.

Whilehangingupthebanners,thecounselornoticedand likedwhatshesaw.Sheapproachedtwoofmystudentswho werebusyatworkinthehallshangingtheirbanner,makingsure itwascenteredandstraight.

Wow.Thisisgreat!Whotoldyoutodothis?she askedtwogirls.

Hewouldthenpointtothebannerthatsaidthesame thing.Theotherboywouldstraightenup.Studentsweretaking ownershipofwhattheyhadcreatedandusingittoset expectationsandtransformbehavior.

Whilehangingupthebanners,thecounselornoticedandliked whatshesaw.Sheapproachedtwoofmystudentswhowere busyatworkinthehallshangingtheirbanner,makingsureit wascenteredandstraight.

Wow.Thisisgreat!Whotoldyoutodothis?sheaskedtwo girls.

WereinMr.Akuasclass,theyresponded. Whereishe?sheasked.

Justaroundthecorner,theyreplied. Whenthecounselorcamearoundthecornerandsaw morebannersbeinghung,shesaid,Mr.Akua,thisisgreat!Is thispartofacommittee?

No.Itwasntpartofacommittee,butpartofa commitment.Uncommonaccomplishmentsrequireuncommon commitment.Weneedntnecessarilystartacommitteetotake onthetaskofproducingexcellence.Excellenceisthe expectation--thespecificjobofeveryoneinthebuilding,from theprincipal,teachers,parents,andcounselorstothecustodians, andcafeteriaworkers.Butconscious,committedMaster Teachersbeginwithselfandradiatetransformationalenergyout totherestoftheschool.

Excellenceisnotarbitrary.Excellenceisnotan accident.Itdoesntjusthappen.Excellenceisconsciously executed.Iwasconsciouslyrecreatingandoperatingoutofthe ancientAfricanphilosophyofeducation,openingthedoortothe universeformystudentstoshinelikeastar.Iwasalso consciouslyreconstructingPerrysAfricanAmerican philosophyofeducation:freedomforliteracyandliteracyfor freedom,racialuplift,citizenship,andleadership(Perry,Steele, &Hilliard,2003,p.10).Itwasembodiedinthebannerabove mydoorway,ontheinsideandoutsideofmyclassroom,which readEntertolearn,departtoserve.Itservedasareminderof theresponsibilityIwantedmystudentstoacceptinmakingtheir communitymorebeautifulandbeneficial(Karenga,1998).

QuestionsforThought,Reflection&Discussion

1.Uncommonaccomplishmentsrequiresuncommon commitment.Whatisthesignificanceofthisstatement?

2.Describehowteacherscancreateaclimatefor transformationintheirclassroomandschool.

3.Explainthepowerofimagestotransformanddeform consciousnessandshapebehavior.

Severalyearsago,Iwasloggingintomyemailaccount. Onthelog-inpagewasalistingofthedaysheadlineswitha pictureinreferencetothemostimportantheadlineoftheday. Themajornewsheadlineread,Identitytheftisthefastest growingcrimeinAmerica!Thepicturewasasinister-looking masked-manholdingalaptopcomputer.

AsItravelaroundthecountry trainingteachersandleaders,Ialwaysask theaudiencetoraisetheirhandiftheyknow someonewhowasavictimofidentitytheft. EverywhereIhaveeveraskedthis, approximately70-90%oftheaudience raisestheirhand.

Iwasavictimofidentitytheftand itwasnotapleasantexperience.Someone capturedmypersonalinformationandbeganusingmynameand myresourcestomakeunauthorizedpurchases.Likemanyothers whohavebeenvictimsofidentitytheft,Iwasconfused,angry, anddisillusioned.Itwasthroughthisprocessthatwhatwas happeningtomystudentsandAfricanAmericanstudentsall overbecameverycleartome.

Inmanyregards,AfricanAmericanchildrenarevictims ofculturalidentitytheft.Someonehasstolentheirstory.Their storyhasbeenreplacedwithaglorifiednarrativeofpimps, playas,criminals,andthugs.Andsowehavelookedonwith deepconcernattheonslaughtofimageswhichgangsterizeand criminalizeourblackmalestudents.Wehavelookedonwith thesamedismayatthemanipulation,objectification,andhypersexualizationofBlackfemales.Ibegantorealizethatthesame confusion,anger,anddisillusionmentthatIfeltwhenmy identitywasstolen,istheconfusion,anger,anddisillusionment

thatmanyblackchildrenfacetodayinschoolsandclassroom thataresetuptostealtheiridentityandfailthem.

Thegansterizationandcriminalizationoftheculture leadstothedehumanizationofthepeople.Thisdehumanization thenbecomesjustificationformassexterminationthrough litigationandincarceration.Schools,throughtheirlackof teachingaboutthebestofBlackculturebecomeaccessoriesto educationalidentitytheft.IntraditionalAfricansocietiesand civilizations,childrenwenttoschooltorememberwhothey were.Today,manyBlackchildrengotoschooltoforget(Some, 1997).Asaresult,inTooMuchSchooling,TooLittle Education,Shujaanotesschoolingisaprocessintendedto perpetuateandmaintainthesocietysexistingpowerrelations andtheinstitutionalstructuresthatsupportthosearrangements (Shujaa,1994,p.15).

Forteacherswishingtoreachand teachAfricanAmericanstudents, educationisidentityrestoration.Your classmustbegearedtowardtransforming theimagesofblackmalesandfemales andconsciouslycreatingacultureofhighachievement.Theresa Perryarguesthatthetaskofachievementisfundamentally shapedbytheveryidentityofAfricanAmericansasAfrican Americans[italicsmine](Perry,Steele,&Hilliard,2003,p.87).

Education isidentity restoration.

Inotherwords,cultureandidentityarealmostalways consciouslyplacedfrontandcenterrelativetothehigh achievementofBlackchildren.

Anyteacherwhowishestomakeacritical, transformativeimpactonAfricanAmericanchildrenmust understandwhatIcallThePyramidParadigmforHigh Performance.Itcontainstheelementswhichmakeforthetype

ofeducationthatisconsistentwiththepracticesandoutstanding resultsMasterTeachersget.

ThePyramidParadigmforHighPerformancerepresents thepathwaysthroughwhicheffectiveinstructionmusttravelfor academicandculturalexcellence.Everyunit,everylesson, everybulletinboard,everyactivity,everyproject,andevery classdiscussionoughttobecreatedincorporatingthe overarchingprinciplesofthePyramidParadigm

Attheleftbaseofthepyramid,weseethathistory comesfirst.Dr.JohnHenrikClarketaughtusthat,historyisa clockwhichpeopleusetotellthepoliticalanculturaltimeof day(Clarke,1991,p.25)Thissuggeststhatifwedonotteach Blackchildrentheirhistory,theywillnotknowwhattimeitis.

Timeisoftheessenceandthedawningofanewdayis quicklyapproaching.Ourchildrenarenotat-risk, America is;forwecannolongercontinuetoallowthegrossmiseducationofthemassesandmultitudesofchildren.

Weknowthatatreewithoutrootscannotstand.Itisthe rootswhichnotonlyprovidephysicalstabilityundergroundfor thetree.Therootsalsoprovidethevital,life-givingnutrients thatallowatreetolive,grow,flourishandbearfruit.Thesame istrueofhistoryandculture,forClarkealsotellsusthata peoplesrelationshiptotheirhistoryisliketherelationshipofa childtoitsmother(Swanson,2003).

Dr.RunokoRashidisuggeststhathistoryisthelight thatilluminatesthepastandthekeythatunlocksthedoortothe future.Withthisthoughtinmind,itisnolongernecessaryfor ourchildrentocontinuetoblindlystumbleinacademicand socialdarkness.

Ontherightbaseofthepyramid,isidentity.Athorough understandingofourhistorygivesusavitalnutrientwhichDr. EdwardRobinsoncallsVitaminI(foridentity).AsDr.Naim AkbarnotesinhisseminalworkKnowThyself,Thefirst functionofeducationistoprovideidentity(Akbar,1999,p.1).

Identitydeterminesactivity.Currently,weareVitaminI deficient.Thissuggeststhatmanyofourchildrenaresuffering fromanidentitycrisis.Ifouryoungmenthinktheyaren___, theywillactliken___.Iftheythinktheyarethugs,theywill actlikethugs.Iftheythinktheyarepimpsandplayas,

thisiswhattheywillactlike,becauseidentitydetermines activity.

Conversely,whenourchildrenknowthattheyarethe descendentsofgreatmastersandbuilders,theywillexcel,build strongfamilies,businessesandcommunities.Theywillwalk withpowerandmajesty,callingforthanewreality,because identitydeterminesactivity.Therefore,toknowthishistoryand legacyofexcellenceisnotoptional,butessential.Indeedour childrenwillbenefitgreatlyfromthisknowledgeandinsight. Theknowledgeofthislegacymustpermeateeverydiscipline. Forthistobethecase,educatorsmustknowtheAfricanorigins ofthedisciplinetheyteach.

I was once conducting a teacher trainingandmentionedthis pointaboutteachingthe Africanoriginsofthe disciplinethatyouteach.A teacherraisedherhandand saidthatsheagreedthatour teaching should be culturallyrelevant,butthat thedisciplineshetaughtdid nothaveanAfricanorigin.

Whatdoyouteach?I asked.

Math,shereplied.

TheIshangoBonewasfoundin1960innortheastern Zaire.Uponfurtherexamination,themarkingsonthesidewere discoveredtobe,notjustarbitrarymarkings,butmathematical notationsdenoting

prime number and operationsofduplication.Itis datedat23,000B.C.E.!(Van Sertima,2001,Finch,1998).

Mywife,quiteamaster teacherofearlychildhood education,hasalsoinformed methatthereisateaching instrumentforelementary maththatclearlyappearstobe inspiredbytheIshangoBone. Ithenexplainedtothis teacherthattheoldestmathematics textbookintheworldcomesfrom Africa.TheAhmosemathematics papyrus(oftenmisnomeredtheRhind MathematicsPapyrusaftertheyoung Scottishattorneywhopurchaseditin the1800s)isover3800yearsoldandknowntobeacopyofa mucholderAfricantext,alsofromAfrica.Weknowthisbecause Ahmosenotedthisinthepapyrus.Itcontainsspecificexamples ofalgebra,trigonometry,sine,cosine,tangent,cotangent,area, circumference,volumeandmuch,muchmore(Obenga,2004).

Problem#56fromtheAhmoseMathematicsPapyruswhichdetailshowtofindtheslopeof apyramid.Source:Finch,Charles(1998):.TheStarofDeepBeginnings:TheAfricanGenesis ofScience&Technology.Khenti:Decatur,GA.

ObengafurtherobservesElectroniccalculatorsinusetoday havenotcomeupwithbreakdownssuperiortothosepresented inthePapyrusRhind[AhmoseMathematicsPapyrus](Oben ga,2004,p.430).Inaddition,Ahmosewrotethefirstwritten evidenceofthescientificmethodintheprefaceofthepapyrus (Finch,1998).

Everylesson,regardlessofsubjectmustincludeAfrican contribution,critique,andconsciousness.Ifteachersdonot consistentlyteachtheAfricanoriginandcontributiontothe disciplinetheyteach,accordingtoWoodson,thethoughtofthe inferiorityoftheNegroisdrilledintohiminalmosteveryclass heentersandinalmosteverybookhestudies(Woodson,1933, p.2).

Asaneducatorseeking personalmastery,I havehadto consciouslyand consistentlyconfront myownmiseducation.

Putanotherway,by defaultyouperpetuatea dynamicofinferiorityinblack childrenbecauseitappearsand isunconsciouslyacceptedthat their people made no contributionstohumanity. Theabsurdityofthisisthatthe exact opposite is true! Africanpeoplehavecontributedseminally,significantly, scientifically,andtremendouslytoeverydisciplineofstudy,bar none.Butteacherscannotteachwhattheydonotknow.

Educationfortransformationgoesbeyondcontribution. WhenIsuggestthatthateachlessonincludeAfricancritiqueand consciousness,thismustincludewhatIwillcallAfrican CulturalInquiry.Thissimplymeansthat,inordertofacilitate critiqueandconsciousness,wemustasksomecriticaland essentialquestions.Dr.MarimbaAnisuggeststhatonecritical questionthatcanbeappliedtoeverygrade-levelandlessonis,

IsitgoodforAfricanpeople?Wecanalsoadd,Whateffect willithaveonthecommunity?Theenvironment?

Ishouldalsonoteherethatthedeepknowledgeof Africanhistoryandculturewerenottaughttomeinmyformal schooling.Ihadtoteachthemtomyself,becauseIwas miseducated.IsoughtouttheworksofAfricanscholarswho dedicatedtheirlivestorescuingandreconstructingAfrican historyandputtingitbackintothehandsofthosewhocreatedit (Karenga,1998).

Hereinliesanotheressentialpointworthnoting.Asan educatorseekingpersonalmastery,Ihavehadtoconsciouslyand consistentlyconfrontmyownmiseducation(Woodson,1933).I hadtoreconcilethefactthatIknewveryfewdetailsabout Africancontributionstotheacademicdisciplines.SoIdedicated myselftothestudy.Itisbeyondrewarding.Thisispartofthe taskofalleducatorsseekingmastery,especiallythoseteaching AfricanAmericanstudents.

Justaswiseandprudentpeoplesupplementtheirdiet withmulti-vitaminsandotheressentialnutrientsthatarenot foundinmanyofthefoodsweeat,itisincumbentupon educatorsandparentstobesuretosupplementtheacademicdiet ofourchildrenwiththeVitaminIthatcanbefoundthrougha carefulstudyoftheirowncultureacrossalldisciplines.Inother words,thereareAfricanandAfricanAmericancontributions (bothancientandmodern)toallsubjectsanddisciplines.

Dr.AsaHilliardnotes,today,theformaleducationof mostpeopleofAfricanancestryisusuallyaccomplishedin systemsthattakeusfarawayfromourselves(Hilliard,1997). Thishasledmanyofouryoungmenandwomentoassumewhat Akbarcalls,thealienidentity(Akbar,1999). Thisis characterizedbyself-destructive,counter-cultural,anti-African behavior(includingunderachievement,apathy,

violence,irresponsibility,drugandalcoholabuse,disrespect,and sexualpromiscuity,tonameafew).Thealienidentityisa carefullymanufacturedcommodityinserviceofwhite supremacy.

Soitisnotenoughtosay, Yourancestorswerekingsand queens.Whichkingsandqueens? Where? Under what circumstances?When?Whatwere thetriumphsandvictories?What werethedisappointmentsand defeats?Whatarethepatternsof thevictoriesanddefeats?Howcan those patterns inform the improvementandelevationofblackcommunitiesinAmerica alongwiththeglobalAfricancommunityandhumanity?Doing aBlackHistoryMonthprojectonblackinventorsorwritersis good,butcertainlynotenough.Transformativeeducatorslead theirstudentstothewellofancestralwisdomandthefountof culturalknowledgethattheymaydailydrinkdeeply.

createyourown personalcurriculum ofinclusionand curriculumof correctionto supplementthe schoolsystems prescribed curriculum.

Astheancientfatherofmedicineandpyramidbuilding engineerandarchitect,Imhotephasmuchtosaytoourchildenin thewayofexcellenceandachievement.Buttheycanthearhim becausetheyveneverheardofhim.Ptahhotephasmuchto teachourchildrenaboutcharacter.Buttheycanthearhim becausetheyveneverheardofhim,muchlessstudiedhis writings.Ahmose,theancientAfricanwriteroftheoldest mathematicstextbookinhistory,hasmuchtoshareaboutthe howmathisareflectionoflife.Sundiata,theLionKingofMali hasmuchtoteachourchildrenaboutcourageandleadership. Buttheycanthearhimbecausetheydontknowwhoheis.

Whenyouhearthe buzzwords, standards-based, youmustask yourself,whose standards?

Dr.MarkDeanledateam ofcomputerscientistswhobuilta microchipwhichdoesabillion calculationspersecond.Attheripe ageof35,Dr.ThomasMensah,a nativeofGhana,wasoneofafew innovativeandpioneeringengineers whodevelopedthetechnologythat madethecellphoneandATMspossible.Doyouthinkthese men,throughtheiraccomplishments,mighthavesomethingto saytoourchildren?

Inaddition,thereneedstobearadicalrestructuringof thedefinitionofwomanhood,lestchildrencontinuetobe coercedintoviewingwomenasobjectsofexploitationand pleasureratherthanwomen,worthyofdignityandrespect.Mae Jemison,MaxineWaters,QueenNzingha,MichelleObama, QueenTiye,CathyHughesandHatshepsut(andmanymore) havemuchtosaytoourchildrenaboutwhatitmeanstobea womanandtherespectmenshouldaccordthem.

Wecannolongeraffordtokeepthepowerfulstoriesof thesemonumentalmenandwomenfromourchildren.Inanera ofnationalandstatestandards,high-stakestesting,minimal competency,scriptedcurricula,itmustbeaconscious, thoughtful,andintentionalactofdeterminationtocreateyour ownpersonalcurriculumofinclusionandcurriculumof correctiontosupplementtheschoolsystemsprescribed curriculum.ThisiswhatblackMasterTeachershavedonefor decades,eveninthemidstoffierceopposition.

Whenyouhearthebuzzwords,standards-based,you mustaskyourself,whosestandards? Dontbelulledinto thinkingthatthestandardsaresomehowuniversal.Whatareand havebeenthestandardsofblackMasterTeachersthroughthe

decades.AndwhatwerethestandardsofancientAfricanmaster teachersthroughthemillennia?Whenyouhearresearchdrivenordata-driven,askyourself,whoseresearch,whose data?Socialscienceresearchhasbeenusedinlargemeasureto justifythestatusquo.

Ultimately,asClarkenotes,Educationhasbutone honorablepurposetopreparethestudenttobearesponsible handlerofpower.Anyothertypeofeducationisawasteof timeAlleducationmustleadtosometypeofpoweronehas tohavepowerinordertobeatotalhumanbeing(Clarke,1991, p.331).

Educatorsintentonmeeting theneedsofAfricanAmerican childrenmustmakeacalculated efforttoconstantlyandconsistently showtheirstudentsimagesof excellence, achievement and authenticpowerthatlooklikethem.Somanyofourchildren thinkthatcrime,violence,incarceration,irresponsibleparenting andsexualpromiscuityarethenormforBlackpeople.This perceptionbeingthecase,wemusthelpthemtransformthe perceivednormthroughthepositive,life-affirmingimageswe exposethemto.Insodoing,wewillhelpourchildrentodiscern anddiscriminatebetweenalienself-destructiveimagesand healthyconstructiveimages.Itisasifthechildrenaresaying,I cantbewhatIcantsee.Remember,educationisidentity restoration

-Dr.MarimbaAni

ButthepurposeofstudyingAfricancultureisnotblack pride.Blackprideisawonderfulandessentialby-productof studyingthehistoryandtheculture.Howeverthereisamuch deeperrewardtobegainedinfindinganswerstothechallenges wefacebecause, ourownculturaltraditionsprovideample

Cultureisordered behavior.

answerstothebasicquestionsthatallmustask.Wecanstart fromourownAfricancenterinthecreationofafuture.Finally, wecansharethishumane,democratic,anddeeplyspiritualway oflifewiththeworld(Hilliard,Williams,&Damali,1987).

Onceourchildrenunderstandtheirhistoryandare rootedintheirtrueidentity,theirfutureflowersandunfoldsinto apowerfuldestiny:businessmen,businesswomen,scientists, educators,medicalpractitioners,engineers,ministers,husbands, fathers,wivesandmothersleaders.Destinycanbedefinedas ourrightfulplaceinEternityaplaceofagencyand empowerment.However,Eternitymustnotbeviewedasafar offplacethatweencounterafterdeath.TheAncestorsofancient Kemet(Egypt)taughtthat,ifwewishtoliveforEternity,we mustbuildforEternity.Andwhenwesowseedsofhistory, identity,anddestinyintoourAfricanAmericanchildren,we awakenwithinthemtheurgetoleavealegacy.

NowwemustdefinethetermsinsidethePyramid Paradigm.Atthebaseinsidethepyramidisculture.Dr. MarimbaAnidefinescultureas,orderedbehavior(Ani,1980). Notorderedbehaviorinthesenseprescribedbehaviorforthe purposeofproducingunthinkingautomatons,butordered behaviorintermsofasetofstandardstolivebyandliveupto. Weareintheprocessofrestoringorderforourchildren,their familiesandcommunities.

RisingupfromthebaseofcultureonthePyramid Paradigmischaracter.Anintegralpartofculturalawarenessis characterdevelopment.Wedefinecharacteras,theongoing developmentofmorals,values,criticalthinkinganddecisionmakingskills.TraditionalAfricansystemsofeducationwere alwaysinfusedwithcharacter-buildingactivitiesandlessons. ThisiswhytheancientAfricanwriterandphilosopher Ankhsheshonqisaid,itisinthedevelopmentofcharacterthat

instructionsucceeds(Karenga,1984).Thisiswhytheancient Africaneducatorandwriter,Ptahhotepsaid,Strivefor excellenceinallthatyoudo,sothatnofaultcanbefoundin yourcharacter(Karenga,1984).

Whenourchildrenareexposedtoproperculturaland characterdevelopment,anewmentalandspiritual phenomenonemerges.Wecallitconsciousness.Consciousness istheexpandedawarenessofyourplaceintheuniverse.Our childrenneedtheircharacterandtheirculturetospeaktotheir consciousness.Whenthishappens,theywillbetransformedby therenewingoftheirminds.

With this new consciousnesscomesanew commitment acommitment toactivelyparticipateinthe resurrection of African peopleandtheredemptionof Humanity.Commitmentisat theapexofthePyramid Paradigmbecauseitisthe fruits of the culture, character,andconsciousnesswespokeofearlier.

Envelopingthepyramidisacyclethatiscriticalto releasingthegeniusofAfricanAmericanchildren.Itisthe understandingthattheytendtoberelationalintheirorientation.

Award-winningteacher,administratorandauthor, StephenPetershasobserved,Todaysstudentsareatough audienceanddiffergreatlyfromthoseofpastdecades.They bringtoschoolwiththemaconsumermentality.Iftheydont findtheirteachersinteresting,theywilldecidetotuneout (Peters,2008,p.87).Notwithstandingthetruthoftheabove, AfricanAmerican studentsareintelligent, creative,energetic, intuitive,inquisitive, andfiercelyloyalwitha sharporientationtoward socialjustice.

AfricanAmericanstudentsareintelligent,creative,energetic, intuitive,inquisitive,andfiercelyloyalwithasharporientation towardsocialjustice.

EducationalresearchhasshownthatBlackchildrenlearn bestbyrelatingthingstotheirfamily,environment,experiences, culture,etc.Halenotes:

Thedifferencesbetweenchildrenwhofunctionwith relationalandanalyticstylesissogreatthatachild whosecognitiveorganizationisrelationalisunlikelyto berewardedsociallywithgradesregardlessofhisnative ability,thedepthofhisinformation,orhisbackground ofexperience.Infact,hewillprobablybeconsidered deviantanddisruptiveintheanalyticallyoriented learningenvironmentoftheschool(Hale,1982,p.34).

Whenlessonsarepresentedinarelationalmanner,Black childrenareabletomastertheinformationmuchmorereadily andachievetremendously.Petersnotesfurther, information andsubjectmatterthatare disconnectedfromstudents experiences,culture,andneeds contributetotheirlearning problemsandultimatelytheir failuretoconnectandlackof desiretodoso(Peters,2008, p.12).

Whenlessonsare presentedina relationalmanner, Blackchildrenareable tomasterthe informationmuchmore readilyandachieve tremendously.

ThismeansMaster Teachersmustgooutoftheir waytocreatemoreactivities fortheirstudentsthatinvolvecreativeexpression,recitation, performance,choralreading,discovery,experimentation,service learning,andfreedomofmovement(withinparameters,of course). Soitshouldbenotedherethateducationfor

transformationisnotjustamatterofwhatistaught(culturaland historicalcontributions),buthowitistaught.Wewilldealwith thehowinthenextsection.

Whatwehaveengagedinhereisabriefconversationto illuminateaphilosophicalfoundation.Buthowdowetakethese ideasandidealsandturnthemintoclassroomactivitiesand tangibleresultsforBlackchildren?Howdowetakethegreat worksofClarke,Hilliard,Akbar,Karenga,Ani,King,LadsonBillings,Nobles,Wilson,Asante,andothersandmaketheideas workintheclassroom.Letusnowmovefromphilosophical foundationstopracticalclassroomapplications.

QuestionsforThought,Reflection&Discussion

1.Whatisculturalidentitytheft? Whatareits consequences?

2.Examineandshareyourthoughtsonthefollowing quotes:

Educationisidentityrestoration. Thegansterizationandcriminalizationofthe cultureleadstothedehumanizationofthe people.

Africanpeoplehavecontributedseminally, significantly,scientifically,andtremendouslyto everydisciplineofstudy,barnone.

3.ExplainthePyramidParadigmforEducational Excellence.Giveanexampleofhowitmightinform lessonplanninganddeliveryofinstruction.

4.ExplainAfricanCulturalinquiryandtheessential questionsthatareapartofit.

FromPhilosophicalFoundationtoPracticalApplication

Therearefiveprimaryareasthatwillallowusto actualizetheideassharedinthefirstpartofthisbook. Employingtheseapplicationstrategieswillbegintoawakenand releasethepotentialwithinBlackchildren.Inthefirstpartof thisbook,wediscussedcurriculumandcontent.Notonlydowe findthatoftenthecurriculumandcontent(thewhat)doesnot adequatelyserveblackchildren,butthemethodology(thehow) employedbyteachersdoesnottapthegeniuswithinthem.

Sweepingsocial,culturalanddemographicchangesin urbanschoolshascausedrapidchangeinpublicschools.Asa result,mostschoolsofeducationinthecollegesanduniversities haveprogramsofstudythatareobsoleteandirrelevantbythe timethepre-serviceteacherenterstheclassroom.However, therearesomebasicapplicationsthatworkacrosstheboard whenthoughtful,caringandcommittedteachersemploythem.I havecodifiedthesemethodsintowhatIcallTheSebaMethodto helpourchildrenshinelikeastar.TheSebaMethodisa systematicapproachtowardsettingandbuildinguponacultural andacademicfoundationofexcellence.

Ritual:aprescribedsetofactionsthatsetthestagefora powerfulexperience.

StudentCreed

Iamastudentseekingtobeascholar. Thestandardisexcellence,todayandtomorrow. Iamdisciplined,focused,andon-time. Iamorganized,respectfulandresponsible. IamonamissiontoelevateMyself,myFamily, myCommunityandHumanity. ChikeAkua©200

Howdoyoubeginclass?Whatareyourclassrituals? WhenIcoachteachersinmyTeacherTransformationseminars, thisisoneofthemostpowerfullessonsrelativetocreating communityintheclassroom.Yourclassritualsdetermine whetheryouhaveacultureofexcellenceandachievementin yourclassroomoroften,acultureofchaos.Byextension,it predeterminesthedisciplineyourstudentswillexemplifyorthe lackofdisciplinetheywilldemonstrate.

Thewordsofthe StudentCreed constitutedthe deconstructionof negativevaluesandthe reconstructionof positive,life-affirming values.

Priortoemployingthe powerofaffirmations,Iusedto walkintotheclassroomand say,Okay,takeoutyour homework/notebook/book Studentswouldbetalkingand sharpeningpencils.Itoften tookmefiveminutesjusttoget theclasssettledandontask. Thisoftenledtomeraisingmy voice,beingfrustratedandeven losingmyvoiceonmanyoccasions.

ButusingtheStudentCreedtobeginclassusheredina newwayofmakingmylifeeasierintheclassroom.Itservedas acalltoorder.Itfocusedmystudentsandcalledthemtotask. Mypolicywasthatstudentshadtostandupstraight,strong,and tallandrecitetheCreedatthebeginningoftheclassperiod.

ItgottothepointwhereallIhadtodowaswalkinto classandsay,Iamastudentseekingtobeascholarand studentswouldstandatattentiontorecitetheCreed.Then studentsbeganaskingiftheycouldleadit.Thisiswhereit reallygotgoodbecausenowitbelongedtothem.Pleasedwith therequest(whichIfullyexpected),Iwouldobligethem.They madeittheirown.TheStudentCreedbecamethemoral

measuringstickwhenevaluatingthebehaviorofacharacterina storyandhowtheyhandledconflicts.Itbecamesomethingthat couldconstantlybereferredtotoreinforcethevaluesIexpected ofmystudents.

ThesewordsoftheCreedconstitutedthedeconstruction ofnegativevaluesandthereconstructionofpositive,lifeaffirmingvalues.Ineveraskedmystudentstomemorizeit.But byrecitingitdaily,naturally,theydid.Wetookoutthekey vocabularywords,definedthemanddiscoveredtheirunique meaningwithinthecontextoftheaffirmation.

Oftentimesitwasmymostchallengingboyswho wantedtoleadtheCreed.Theycravedattentionsomuch. LeadingtheCreedallowedthemtogettheattentiontheycraved (whichmettheiremotionalneeds)andgettheleadership experience(whichmettheiracademic,socialandculturalneeds).

Whenmyprincipalgotwindofit,theStudentCreedwas soonadoptedastheschoolscreed.Itwasreadandrecitedon theannouncementseverymorning.T-shirtswiththeStudent Creedonthebackwereprinted,soldandpurchased.Students andteacherswouldweartheseshirtsonFridays.Wegradually begantoseetheclimateandthecultureoftheschoolchange. FastforwardafewyearsandtheStudentCreedisnowbeing usedinanumberofschoolsacrossthecountry.Oneprincipalin Chicagoevenhaditpaintedonamuralinhisschoolsmain hallway!

Inclass,theStudentCreedbecamethefoundationwe wouldusetoevaluatethebehaviorofcharactersinstoriesand peopleinhistoryandcurrentevents.Theynowhadacultural andmoralpointofreferencetodrawfromandbuildupona pointofreferencemuchmorepalatablethansoft-pornvideos, violentandmisogynisticmusicanddegeneratetalkshows.

KobieWilkersonofLoveIILearnEducationalGroupis knownforhisdynamicandimpactfultrainingsforteachers.In theschoolheusedtoteachat,therewasalargemirrorinthe hallway.Everydaywhenhewouldwalkhisstudentstolunch, theywouldjumpinfrontofthemirrormakingsillyfaces. Okay,hethoughtafterseeinghisstudentsdothisday-inand day-out.. Wevegottousethismirrortoteachalesson. Kobiewrotetheaffirmationforhisfirstgradersentitled,ILove Me!Fromthatdayforward,heandhisstudentsperformedthe affirmation,completewithkinestheticmovementseverydayin frontofthemirror.

ByL.KobieWilkerson

IlookinthemirrorandwhatdoIsee?

Iseesomeonewhoreallylikesme! Iworkrealhardandkeepmybehaviorroyal. ItreatotherskindandtomyselfIllbeloyal! Imsmartandbeautifulandhavenicewordstosay, AndtheresnoonelikemeandIlovethisface! Imsospecialbecausethereisnoonelikeme!

IlookinthemirrorandyouknowwhatIsee?

Iseesomeonewhoreallylovesthemself, Andiftheycouldbeanyoneelseintheworldtheydbenoone else.

YougivemeachancetobeanyoneIcouldbe AndeverysingletimeIdchooseme! IlookinthemirrorandImimpressed! Iseesomeonewhodoestheirbest!

Nomatterwhatmayhappen,orwhatmaybe, IwillalwaysrememberhowIfeelaboutme!

ILoveMe!

ILOVEME!ILOVEME!ILOVEME!(Wilkerson,2008)

Ritualisaprescribedandestablishedsetofactionsthat setthestageforapowerfulexperience.Usingritualinthe classroom,inparticulartheStudentCreedorILoveMe,does severalthings:

Itestablishesorder;itletsstudentsknowthatclasshas begun

Itwelcomesaspiritofcooperationbecausethestudents reciteitinunison

Itmakescooperationnaturalbecauseeveryoneknows whattodo;studentswillevencorrectotherstudentswho donotimmediatelysnaptoattention

Anyaffirmationsthatyoumaychoosetouseatthebeginningof classshouldserveasacalltoorder;itmustconfirmandaffirm purpose,values,andgoals.AnotheraffirmationthatIhaveused overtheyearstodothisistherhythmicTransformation Affirmation.

TransformationAffirmation

Loveandlight,truthandtransformation

Healingandharmony,acrossthenation

Compassionandconvictionarethetoolsformymission

Iopenmyeyestoseewithinnervision

PeaceandblessingsbeuntoHumanity

Thechangebeginswithin;thechangebeginswithme. ChikeAkua©2001

Thisaffirmationisoftendonewithclappinganda djembedrumifavailable.Again,wearedeconstructingnegative valuesandreconstructingthepositive. Thisaffirmation articulatesallofthevaluesIwantmystudentstodemonstrate.

Thespiritandenergythatthisaffirmationconjuresupopensthe pathwayforexceptionallearningtotakeplaceasweemploy kinesthetictechniquesofchoralreading,bodymovement,sound andrhythm.

WecloseclasseverydaywiththeResurrection Affirmation,whichgivesachargeandremindsusofour uniquecallingandworkintheworld.

ResurrectionAffirmation

Theresurrectionofmypeopleandtheredemptionof Humanity

DependsonwhetherIacceptthecalltohigher consciousness.

Today,tomorrow,andevermoreIacceptthecall.

Thelessonhereisthatwhileweentertolearn,we departtoserve. toserveourfamily,communityand humanity.

QuestionsforThought,Reflection&Discussion

1.Whatisaritualandwhatisitsfunction?

2.Explainthepowerofritualsintheclassroom.

3.Reflectuponthefollowingstatement:Thewords oftheStudentCreedconstitutedthedeconstruction ofnegativevaluesandthereconstructionofpositive, life-affirmingvalues.

Rhythm: theuseofsyncopatedpatternsofsoundto enhancestudentscognitivefunctioning,memoryand understanding.

A-B-C-D-E-F-G

H-I-J-K-L-M-N-O-P

Q-R-S

T-U-V

W-X-Y-Z

NowIknowmyABCs

Nexttimewontyousingwithme.

AllschoolchildreninAmericalearnthis rhythmicsonginpreschoolorkindergarten.Inearly childhoodeducation,songsandrhymesareused frequently.Forsomereason,whenchildrengetto middleandhighschool,thiscriticallyeffectiveteaching methodisdiscardedaselementary.Nothingcouldbe furtherfromthetruth.

Wedefinerhythmastheuseofsyncopated patternsofsoundtoenhancestudentscognitive functioning,memoryandunderstanding.Intraditional Africansocietiesandcentersoflearning,rhythmwasa foundationalelementineverydaylife.Itshouldfurther benotedthatmanyblackchildren,especiallyboysare constantlybeingdisciplinedforpencilpoppingand creatingrhythmswithpensonthedesks.Theyare naturallyintuneorseekingtogetintunewiththe rhythmoflife.TheMasterTeachercapitalizesonthis andseizestheopportunitytocultivatethisintoa teachingtoolthathelpsbalancethedowntimewhen studentsareexpectedtositstillandconcentrate.

Putittoa rhythmand rhymeandyou canteachitin halfthetime.

Inteachingmystudents theeightpartsofspeech,I wantedtocreatearapthatwould helpmystudentsrememberthe information.WhatIfoundout wasthatthelearningoftherap cutmyteachingtimebymore thanhalfandhelpedthemlearntoname,defineandgive examplesoftheeightpartsofspeech.Pleasenotethat, asateachingtool,TheGrammarRaphaseachofthe eightpartsofspeechinbold,adefinitionofeach,and examplesofeachunderlined.

GrammarRap

Goodcommunicationskillsareessential Thepowerofthewordwillmakeyouinfluential

Weneedtoknowtheeightpartsofspeech Masterthelanguagegoashighasyoucanreach.

Anounisapersonplaceorthing

Anideainmymindthatmakesmedream

Averbisawordthatalwaysshowsaction Likedivide,multiply,add,anddosubtraction.

Anadjectivealwaysdescribesanoun, Likeabig,redtruckyoucandrivearound.

Anadverbusuallyendsinly. Clearlyaverbiswhatitmodifies

Apronountakestheplaceofanoun, Likewhenshe,he,andtheywalkaround.

Aconjunctionconnectsphrases,clausesandwords And,but,or,nor,andyethaventyouheard.

Heresawordthatsdefinitelyonamission. Letmegiveyousomeexamplesofapreposition In,on,from,to,andaround, during,after,upandevendown.

Nowweneedtolearnaboutinterjections, Awordwithenthusiasm,lotsofexpression! LikeSTOP!,GO!,WAIT!,YES!,andNO! WOW!,GREAT!,AWESOME!,UH-OH!

Nowthatyouknowtheeightpartsofspeech, masterthelanguage,goashighasyoucanreach! ChikeAkua©2004

Itwaswonderfultoseehowmysixth,seventh, andeighthgradestudentstookthewordstotherap, changedthebeatandrhythm,performedit,thenwrote andtypeda10-pagegrammarhandbook,withgreat proficiency.MywifehasusedTheGrammarRap withhersecondgradersandravedabouttheresults.

Inbothcases,thestudentsemergedreadytotake theleadinrappingthelyrics.Ievenvideotapedtheir outstandingperformances.Thepowerofrhythmcanbe usedwithmath,,history,scienceandlanguageartsfacts. Studentsareinnovativeandcanbeencouragedtocreate

theirpoems,raps,andpneumonicdevicestohelpthem betterlearnandunderstandcontent.

QuestionsforThought,Reflection&Discussion

1.Whyisrhythmanessentialpartoftheprocessof educatingchildren?Explain.

2.Reflectuponthisstatement:Putittoarhythmand rhymeandyoucanteachitinhalfthetime.

3.Whateffectivemethodsandmodesofinstructionare presentintheGrammarRap?Explain.

Remembranceisanevolvingawarenessofthecontributions ofAfricaandherpeoplethroughouttheworld.Itisembodiedin thewestAfricanconceptof sankofa. Sankofameans,returnandretrieveit (Karenga,1998).Itistheperennialquestto retrieveoneshistory,culture,andlegacy andremaingroundedinit.Itisrepresented bythemythicalsankofabirdwhichturnsits headallthewayaroundtolookbehind itself.Thisconceptisfurtherilluminatedin theAfricanproverbwhichsays,togoback tothepastisthefirststepforward.

However,therearethreecriticalmistakesthatmany teachersmakeconsistentlyrelativetoteachingaboutthe contributionsofAfricanpeopletohumanity:

1.TheyrelegatesuchteachingtoFebruary,theshortest monthoftheyear.

2.TheybeginthestoryofAfricanpeoplewiththeperiod ofenslavementorcivilrights,leavingoutthousandsof yearsofindependentAfricanexcellenceand achievement.

3.TheyrelegatetheteachingofAfricancontributionsto thesocialstudies/civics/historyclass.

Asaresult,manyBlackchildrenhaveculturalamnesia.Of course,amnesiaisaseverelossofmemory.Thislossofcultural memoryiswhathasallowedotherstosupplantAfricanidentity withaself-destructive,alienidentity. Thealienidentity becomesacancerspreadingthroughoutthecommunity.

wecanincrease reading comprehension andcultural consciousnessat thesametime.

Whensomeonehaslostpart oftheirmemory,therearebasicsteps thataretakentoresuscitatethe memory.Theyareshownpicturesof greatmomentsfromtheirpast.They aretoldwonderfulstoriesabout themselves and their family members.Hereinliesthekeytorememberingadismemberedmind. Wemusttakethe responsibilityforputtingtheconsciousnessbacktogetheragain.

Infacilitatingthejourneytoculturalconsciousness,itis criticalthatteachersusematerialsproducedbyconscious Africans,thosegroundedintheAfrican-centeredperspective. OftenthestoryofAfricanpeople,theircultureandtheirhistory eithergetstoldincorrectlyordoesntgettoldatall.Ihighly recommendthecurriculumresourcesofAnthonyBrowderand MolefiAsante.Whilebothoftheseoutstandingscholarsare knownfortheirscholarlybooksforadults,theyalsohave cutting-edgereadingmaterialsforchildrenandadolescents booksgroundedinanauthenticAfricanworldview.Inaddition, myworkhasbeendedicatedtobuildingabridgebetween African-centeredscholarsandpracticalclassroomreading resourcesandactivities.

ItshouldalsobenotedthattheAfrican-centered worldviewisnotaworldviewthatpromoteshate.Therehave beenmanymisrepresentationsofwhattheAfrican-centered perspectiveisabout.Itdoesnotseektodenyordeformothers historyandhumanity,buttoaffirm,rescue,andreconstructits own(Karenga,1998,p.52).Additionally,truthful,equitable, andculturallyappropriateeducationisunderstoodtobeabasic humanright(King,2005,p.xxiii).

Oftenthestoryof Africanpeople, theircultureand theirhistoryeither getstoldincorrectly ordoesntgettold atall.

Knowingthecriticalnature andneedforthistypeofculturecenteredknowledge(King,1995) togettoourchildrenIaskedlong timefriend,colleague,andformer TeacheroftheYear,Tavares Stephenstoco-authorReading Revolution: Reconnecting the Roots.Itisacollectionofninety readingselectionssetupinthe standardizedtestingformat.Thereadingselectionisontheleft columnandtenmultiplechoicequestionsontheright.

Ourpremisewasthatwecanraisecomprehensionand culturalconsciousnessatthesametime.Whenthisresourcewas introducedtootherteachers,theyclamoredtogetcopiestoshare withtheirstudentsbecausetheyknewofnootherresourcelike it.Dr.VonziaPhillips,directorofPremierMiddleSchoolsfor DekalbCountySchools(Atlanta)inGeorgia,remarked,Ata timewhenteachersacrossthenationarestrugglingtofindthat delicatebalancebetweencurricularstandardsandmeaningful contentthatstudentswillreadilyidentifywith,Mr.Akuaand Mr.StephenshavedefinitelyhitthemarkwithReading Revolution

ManyteachershaveremarkedthatReadingRevolution openedupincredibleandinsightfuldialoguewithstudentson criticalissuesandinspiredtheirstudentstostriveforexcellence. Simultaneously,itincreasestheirunderstandingand achievement.Wesuggesttoteachersandparentsthattheirchild readoneselectionperday.Thisistheirdailyculturalmultivitamin.Itistheleastthatourchildrenshouldbelearningabout wheretheycomefrom.

Justasapersonwhotakesavitaminstilleatsotherfoods togetnutrientsandnourishment,Blackboysstillneedtobe exposedtoasmuchoftheirhistoryandcultureaspossible.

Co-author,TavaresStephensremarks, Reading Revolutionisnotthefirstbookofitskind.Otherbiographies coveringpeopleofAfricanandAfricanAmericandescenthave beenwritten. YetReadingRevolutionpossessesunique applications. It is an interdisciplinarytextaimedat enhancingtest-takingandcritical thinkingskillswhileliftingthe mind and spirit through inspirationalselections.Thistext will break cycles of underachievement (Akua& Stephens,2006).

Anotherstriking resultofusing ReadingRevolution isthatstudentsbegan todemonstrate increasedinterestin class.

Iusedthiscurriculum resourcewithagroupofstudentswhodidnotpassthestatetest inreadingandlanguagearts.Afteraffirmations,classbegan with10minutesofsilence(withsoftmusicplaying:jazzor classical)forthemtoreadtheselectionandanswerthe questions.Thenwewouldtake10minutestoreadtheselection orally,analyzeandanswerthequestions.Therestoftheclass periodwasspentonotheractivities.

Weshowedthesestudentsthestructureofthetestand howtolookforandidentifytopic,mainidea,supportingdetails, andcontextclues.Wetaughtthem,dontfallforthetrickthat thetest-makertriestoplayonyou,thetest-taker. Itthen becamealmostlikeagametoseewhowouldntgettricked.So theybegantonoticethepatternsofcommonmistakesthatare made. Noneofthesestudentshadpassedthestatetestthe

previousyear,yet72%ofthempassedaftergoingthroughonly halfoftheReadingRevolutionexercises.

Anotherstrikingresultof usingthesereadingselectionsis thatstudentsbegantoexhibit increasedinterestinclass.They begantolookforwardtotheirdaily readingselection.Theywouldsee meinthehallwayoratmydoor andask,Whoarewereading abouttoday,Mr.Akua?Oneday duringthelastperiod,ayoungmancametoclassandaskedwith asigh,Mr.Akua,cantwejustchilltoday?Ihadalwaystold mystudentsthatclasswasnttheplacetochill.Theycould chillathome.Nonetheless,heaskedanyway.

Wetaughtthem, dontfallforthe trickthatthetestmakertriestoplay onyou,thetesttaker.

Withasmile,Ireplied,Youknowyouvebeenwaiting alldayjusttoseewhoweregoingtoreadabouttoday!His responseastoundedme. Yeah,heshruggedhisshoulders, youreright.Hesatdown,gotouthispenandgotreadyto read.WearecurrentlyintheprocessofproducingReading Revolutionassupplemental,interactivesoftwarethatwill continuetohelpincreaseandimprovereadingcomprehension andculturalawareness.

KortniBoydisanelementaryeducatorwith10yearsof experience.Betweenteachingandtutoring,sheworkswith1014yearolds.MyyoungscholarsfellinlovewithReading Revolution,shesays.Thereadingpassagesandcomprehension questionsarechallengingandageappropriate.Anumberofour youngscholarslackunderstandingandinsightastowhothey reallyare.Theydonotunderstandthattheycomefrom greatness,andrichknowledge,creativity,andwisdom.Reading

Revolutionwasamuch-neededblessingtomyclassroomandmy scholars.Ittrulyopenedtheireyes.

ViewasamplereadingselectionofGeorgeWashington CarverfromReadingRevolutionbelow:

ATreasureWithin: StoriesofRemembrance& Rediscovery isabookofthreeshortstoriesinwhichyoung peopleencounterancientancestorstolearnabouttraditional morals,values,culture,andhistory.Idevelopedthecharacters andconflictsbasedoncharacteristicsofmymiddleschool studentsandtheirexperiences.ThoughIwaswritingformiddle andhighschoolstudents,ithasgainedagreatdealofpopularity amongelementarystudentsandteachers.Thereisalsothe Parent/TeacherResourceGuidewhichisacompletecompanion curriculumtothethreeshortstoiesinATreasureWithin. Hilliardstates:

ATreasureWithinisthebookthatmanyofus havebeenwaitingfor.ThedeepthinkingofAncient Africaisgraspedandclearlycommunicatedthrough thesethreepowerfulstories.

Families,counselors,teachers,students,andthe community,ingeneral,canrelatedirectlytothese stories.Akuablendshiskeenperceptionsofyouth cultureandtheirissueswithanauthenticAfricanWorld View,demonstratingitsapplicationtothe here andnow.

Itisthewriters,artists,dancers,musicians, actors,andplaywrights,whohavealwayshadthe powertotransmitourdeepculturetothemasses.Itis alsoourspiritualleaderswhohavetheobligationtobe truetoourculture.Iamthankfulforthisoutstanding contributiontoourmentalandspiritualliberation.Our ancestorsarepleased.Amunissatisfied(Akua,2001). Languageartsteacher,MarlenaAlvaradoobserves,The magicofthesestoriesisnotmerelythecolorfulcharactersthat comealive,buttheprinciplesofamorallifethatfosterastrong andbeautifulspirit.Thesestoriesreachbeyondthelinesof

ethnicityandtouchthecenterofthesoul.Atlantaparent,Jackie Milesstates,TheprincipleswovenintoATreasureWithin providesstrengthandencouragementinanareaofurgentneed themoraldevelopmentofourchildren.

Ten-yearmiddleschoolteachingveteran, AnthonyOutlersays,Iteachsocialstudies,reading,and languagearts.IhavebeenusingATreasureWithinsince2001 andithasbeentransformativeforthestudentsthatIteach.Itisa powerfultool.Theygetcaptivatedbythestories.

BrandonLewisisthefounderoftheS.T.E.P.Program. ItstandsforSteppingTowardsEducationalProgress.Weve usedATreasureWithineveryyeartotransformthelivesofthird throughfifthgraders.Thisbookincreasedacademic achievement,improvedcharacterdevelopmentandcultural awareness.HisstudentsDanielsays,Iamthirteenyearsold.I readATreasureWithinwhenIwaseleven.Beforereading,I wouldgetintofightsoverstupidthingsandsayhurtfulthingsto myfriends,butnowthatIvereadthisbook,Icancalmmyself downandbeagoodsport.Jacqueline,anotherS.T.E.P. ProgramstudentisthirteenandreadATreasureWithinwhen shewastwelve.Shesays,Thisbookchangedmylifealot. WhenIwasinelementaryschool,Iwasahot-head.Ihadashort temperandIwouldgetmadoverthelittlestthings.Butnow, afterreadingATreasureWithin,Iamoneofthecalmestpeople everandIstayawayfromdrama.

Philadelphiaparent,DanyealSellersobserves,"WhenI readATreasureWithinwithmychildren,Ifeltstronglythatthis isabookeverychild,parent, andteachershouldread.Itis packedwithcultural andhistoricalwisdomthekindof wisdomwe shouldbesharingwithourstudentseverydayto lightandguidetheirpath."

SellersfeltsostronglythatsheorganizedKhepera CharterSchoolsBennuDancers&Drummerstodramatizethe firststoryinthebook.In2011,sheproducedthefull-scale production,attendedbyhundredsofparents,students,educators, community,social,andcivicleadersatPhiladelphias IndependenceSeaportMuseumandConcertHall.Byall accounts,itwasphenomenal.Hergoalistoproducefull-scale productionsoftheremainingtwostoriesinATreasureWithin also.

Inthefirsttwostoriesthemaincharacterstravelbackin timetoancientKemet(Egypt).Aftercompletingthesestories withagroupofseventhgraders,ourculminatingactivitywasto takeancientKemeticsymbolsanddoaproject.Iknewthe projectwouldhavepowerfulresults,however,evenIwas shockedathowtremendoustheresponsewasfromthestudents. TheirassignmentwastochoosefromalistofsymbolsI gavethem.Theyweretotypeaone-pageessaydetailingwhat thesymbolmeantinancienttimesandwhatitmeanstothem today.Thisstimulatestheaffectivedomain.Lastly,theyhadto purchaseafiberglassceilingtileandcarefully,colorfully,and creativelypaintthesymbolontheceilingtile.Thosetilesthat meetthestandardofexcellencewillbeplacedintheceilingof themainentrancetotheschool.OurAncestorsleftclear examplesofexcellenceandachievement.Wewilldothesame. Yourprojectswillremainintheceilingforyearstocome,long afteryouleavethisschool,Iexplained.

James(7thgrade)writes:

grade)writes:

Imdoingmyprojectonthesymbolthe scarab.Itisasymboloftransformation whichmanyofusaregoingthroughatthis timeinourlives.Ithoughtitwouldbe interestingtostudysomethingthatis happeninginmylifeandIreallywanted toknowthemeaningofit.

Thescarablaysitseggsinaballofdungandpushesit inthedirectpathofthesununtiltheeggshatch.Whyisthis importanttome?Evenifyourenotfromagoodhouseholdand thereiscrimeandyourfamilyispoor,itdoesntmatter.You canwalkinthedirectpathofthesun.Youcantransformandbe whateveryouwanttobe.Youarealwaysinthedirectpathof thesunandyoucantransform(change)atanytime.

Lindsay(7thGrade)writes:

scarab.Itisasymboloftransformation whichmanyofusaregoingthroughatthis timeinourlives.Ithoughtitwouldbe interestingtostudysomethingthatis happeninginmylifeandIreallywanted toknowthemeaningofit. showsappreciationtomymotherwhogave

Theankhisasymbolofeverlastinglife relatedtothefemalebecausethefemaleis entrustedwiththeresponsibilitytobring forthnewlifeintotheworld.Itisimportant tomebecauseitrepresentsmygenderand showsappreciationtomymotherwhogave melife.Sheinstillsinmeeachdaytheimportanceofwhoand whatIshouldbe.ItissoveryimportanttomebecauseIhave seenmymotherbeingastrongwomanoverthepastyear.She hasfoughttworoundsofbreastcancer,butsheisalways determinednottoletithinderherdailylife.Sheistheankh ofmylife.

Ezekiel(7thgrade)writes:

IchosethesymboloftheThirdEye becauseitrepresentstheabilitytoseeand gaininsightwithmorethanjustthetwo physicaleyes.AfterreadingMr.Akuas book(ATreasureWithin)aboutMarcusandImani,ithasshown mehowdifficultitistoopenmyThirdEye.Ittakesafocused mindtoreachsuccessinlifeandtheThirdEyewillshowyouthe way.Ialsochosethissymbolbecauseithappenstobetheone thatinterestsmethemost.

TheThirdEyeisalsocalledtheeyeofall-seeing enlightenmentformentalandspiritualvision.TometheThird EyeisliketheNorthStarbecauseitleadsyouintheright directionwhenyouarelost.

TheThirdEyeisimportanttomebecauseitwillkeep youfromgoinginthewrongdirection.Itislikeacompassthat leadsyouwhereyouwanttogo.Thesethingsareimportantin lifebecauseIwanttobesuccessful.

Latisa(7thGrade)writes:

IhavechosenthepyramidasmyKemeticsymbol.I chosethissymbolbecauseitdealswithyoureverydaylife. Everydayofyourlifeyouhavetostayspiritually,mentally, emotionally,andphysicallyfit.Youhavetoprepareyourself beforeyoustepoutintotheworld.Ifyoudonthaveyourself together,thenyouwontbeabletomakeit.Thepyramid symbolizesthefourdimensionsofthenatureofmanandwoman: spiritual,mental,emotional,andphysical.Therearefoursides tothepyramidwhichrepresentthefourpartsofwomanand man.

James,Lindsay,Ezekiel,andLatisawereinmylanguage artsclass.MyreadingclassreadthethirdstoryinATreasure Within,whichwasentitledDaniel&theDjembeDrum.This isastoryabouta13yearoldboynamedDanielwhoiscoming ofage,dealingwithpeerpressureandtheuntimelydeathofhis fatherwhenhewasfouryearsold.AGhanaianelderteaches Danieltheancientartofdrummingandleadshimtoa transformationalencounter.SinceDanielsdrumminginstructor isfromGhana,IintroducedthestudentstotheAdinkrasymbols ofGhana.

StudentsweregivenalistofAdinkrasymbolsandtheir meanings(insteadofKemeticsymbols)tochoosefromfortheir finalproject.Alfredwrites:

TheAdinkrasymbolIchosewas NkrumaKesee,whichinTwimeans, greatness. Adinkrasymbolswerefirst usedbytheAkan,Gyaman,andAshanti people.AlltheAdinkrasymbolsareinthe languageofTwioftheAkanpeople.

Tome,NkrumaKeseemeansmorethanjusttheword greatness.Itmeansthateveryone,evenifyouarethepoorest person,candomanygreatthingsifyouputyourmindtoit.The reasonIchosethissymbolisbecausethissymbolreallymakes mefeelthatIcanbegreatanytimeandanywhere.Thegreatness thatIwanttoachieveistoonedaybecomePresidentofthe UnitedStates.Tomethissymbolcanshowpeoplewhat greatnessreallyis.

Lincolnchosethesamesymbol,buthadaslightly differenttakeongreatness.Hewrites:

ThesymbolIchoseformyprojectisNkruma Kesee:greatness.Thissymbolmeansalottome becauseItrytoachievegreatnessineverythingIdo.I chosethissymbolbecauseitscirclehasnostartingor endingpoint.

Thedictionarymeaningofgreatnessis,very large,largerinsizethanothersofthesamekind, remarkableoroutstandinginmagnitude,degreeor extent;ofoutstandingsignificanceorimportance,chief orprincipal,superiorinqualityorcharacter;noble, grand,aristocratic,andenthusiastic.

Thissymbolisimportanttomebecauseitisso powerful.Noteveryonecanbeputonthelevelof greatness.Peoplearetooquicktoputthemselvesonthe higherlevel.Youcannotbegreatinashorttime.Ifeel youmustcontinuallydogoodthingstohavegreatness. Greatnessisamarkyouareleftwithwhenyouearnit. Youcanlookatsomesportsstars,authors,andother peopletoseegreatnessinmanyways.Greatnessis somethingthateveryonecanaccomplishintheirlifetime iftheytry.Greatnessiswithinallofus

Theseessaysrepresentjustatasteofwhatthechildren cameupwith,nottomentiontheincredibleartworktheydid withtheirceilingtiles.Theirtilesweredisplayedinthemain halloftheschoolandremaintheretothisday.WhenImovedto anotherschoolandcamebacktovisit,thesecurityguardsaid, Mr.Akua,Imeanttotellyousomething.Wheneverparents cometovisittheschoolthefirstthingtheyseeandmentionis howincrediblethoseceilingtileslook.

QuestionsforThought,Reflection&Discussion

1.Commentonthethreecriticalmistakesthatareoften maderelativetotheteachingofBlackhistory.

2.Reflectandcommentonthefollowingstatement: OftenthestoryofAfricanpeople,theircultureand theirhistoryeithergetstoldincorrectlyordoesnt gettoldatall.

3.WhichofthestudentessayswrittenaboutKemetic andAdinkrasymbolsstandsouttoyou?Explain why.

Repetition:Themeaningfulrepeatingofrituals,activities, lessons,andstrategiestoguidestudentstowardmasteryand achievement.

InrepeatingthesuccessfulstrategiesofRitual,Rhythm, andRemembrance,teacherswillfindthatstudentsadoptand adaptahigherlevelofconsistencyandproficiencyintheirwork. Theyshowmoreinterest,respect,andresponsibility. In addition,thesestrategiestransformaclassroomintoaTemple ofHigherLearning.Thesestrategieschangeaschoolyearinto aritesofpassage.Childrenenteredatthebeginningoftheyear asstudents.Theyemergedattheendoftheyearasscholars. Putsimply,itgetsresults.

Itshouldbestatedfromtheoutset,thatrepetitiondoes notrefertodrillandkill,butmeaningfullygoingoverrituals, activitiesandlessonstoreinforcetheskills,views,andvalues, wewantblackchildrentointernalizeandexpress.Drilland killisusuallydoneinpreparationforhigh-stakes,standardized tests.Thiskindofinstruction,inwhicheverythinghingeson testresults,oftenkillsthespiritofthestudents.Theyoften knowintuitivelythatanotheragenda,otherthantrueeducation, isathand.

Thisisnottosuggestthattestingbebanished.Itis, however,tosuggestthattestingbeputinproperplaceand perspective.

BeginningclasseverydaywiththeStudentCreedor somesortofpledgethataffirmscommitmenttoexcellenceisan exampleofrepetition. UsingaselectionfromReading Revolutioneverydayinclassisanexampleofrepetition. Choosingacaptainorlineleadertoguidetheclassthroughthe hallstothecafeteriaormediacenterisyetanother.

Atlanta-areaprincipal,PatrickMuhammadunderstands thepowerofrepetitioninconjunctionwithtechnology.He

TweetstheSATwordofthedaytohiselementarystudentsand parents.Thissetstheexpectationofcollegereadinessand successveryearly.

Itisthroughrepetitionthatcooperationbecomesnatural asNoblesdefinitionofcultureexplains.Itisthroughrepetition thatorderedbehaviorisexpressedasinAnisdefinitionof culture.Thisrepetitioncreatesandfurthermaintainstheculture ofhighachievementthatweseek.

Evenwhenthereisabreakdowninthenormalgoof things,repetitionrestoresMaat(order),evenintheabsenceof authority.Acaseinpointisexemplifiedinmyninthyearof teaching.Iwasburningthecandleatbothends.Myfirstson wasborn.Iwasingraduateschoolandteachingfull-time.In addition,IhadbeenworkingdiligentlytofinishwritingA TreasureWithin.Sleepwasavaluablecommodityinshort supply.Asaresult,myhealthwasseverelycompromisedandI keptlosingmyvoicetosinusproblems.

Oneday,barelyabletokeepmyheadupwithallthe congestioninmynoseandthroat,Imetmy7thperiodclassatthe door.Thatyear,Iwasinatrailer.Ihadbroughtmydjembe drumtoschoolandIwouldsitonthesmalldeckandplayasmy studentscameintothetrailerfromthemainschoolbuilding. Thestudentsenjoyedthisandtherepetitionofthisritualpaid tremendouspedagogicaldividends.

WhenImetmy7thperiodclassatthedoor,Ipulledone ofmystudents,Brittany,asidetoletherknowthatIhadno voice,neededhertodotheStudentCreed,andgivetheclass instructionsontheactivityoftheday.Thisshedidandtheclass settledintotheactivityingoodtimeandorder.Anditsagood thingtheydidbecauseIwascompletelyexhausted.

Thatyear,becausewewereinatrailer,Inotonlybegan classwithdrumming,Iwouldoftenconcludeclasswithadrum

rollandabriefrhythm.Asitwastimetogetstudentsreadyto boardthebuses,Ipulledmydrumclose,tilteditback,placedit betweenmyknees,andbeganadrumroll.Studentslookedup abruptly.Theyhadbeensofocusedontheirwork,theyhad forgottenwhattimeitwas.BecauseIwasntfeelingwell,Iwas acutelyawareofthetime.Whenstudentsheardtherhythm, Brittanystoodupandsaid,Comeonyall,Mr.Akuaistellin ustogetreadytogetonthebus.Thestudentslookedoverat me.Ismiled,unabletosayaword.Theybeganclosingbooks andnotebooksandcollectingpapers.Brittanyledtheclassin ourclosingaffirmation,theResurrectionAffirmation.Then studentssatquietlywaitingfortheirbusestobecalledoverthe intercom.

Thistypeofcooperationdoesntjusthappen.Itwasthe resultofseveralmonthsofrepeatingrituals,lessons,and activitiesthatstimulatedmystudentsandletthemknowwhatthe expectationwas.Soexcellenceandachievementisnotaoneshotdeal.Itissystematic,structured,andsophisticated.Butitis alsorelativelysimplewhenclearstepsarefollowed.Repetition reinforcesallthatwewantourchildrentoknow.

QuestionsforThought,Reflection&Discussion

1.ForthepurposesofEducationforTransformation,what isrepetition?

2.Describethedifferencebetweenrepetitionanddrilland kill.

3.Howshouldyouastheteacherdeterminewhatistobe repeated?

Itisonethingto teachsubject-matter andinformation, quiteanotherto teachchildren.

Ritual,rhythm,andremembrancearepowerfulmethods ofwhatHilliardcallspurposefultransformation(Hilliard, 1997).However,noneofthesestrategiesworkifyouasa teacherdonotgooutofyourwaytoestablishacaring relationshipwithstudentsbasedon beliefintheirabilities,love,and highexpectations. Everything hingesonrelationship.Thatswhy Relationshipisatthetopofthe SebaMethoddiagram.Itisone thingtoteachsubject-matterand information,quiteanothertoteach children.Studentsknowintuitivelywhetheryouwanttobe thereteaching.Theyknowwhetheryoulikechildren,whether youcareaboutthemandbelieveinthem.Theyinternalizeallof theseintuitions.

Ihavefoundthatstudentswhoresistedbehavioral modificationoracademicinstructionfromotherteachersthey didnotknoworcarefor,exhibitedawillingnesstomodifytheir behaviorandimproveacademicallybecauseoftheirrelationship tome.Ihavereceivedtestimonyfromhundredsofother teachersaffirmingthisfact.Studentswhoknowthatyoucare andwhorespectyourteachingmethodswillperformforyou. Theywillperformoutofasenseofresponsibilityandfidelity.

Ithasbeensaidthatruleswithoutrelationshipequals rebellion.Whenyouhaveacaringrelationshipwithastudent, theywilloftengotheextramile.Theydontgotheextramile becausetheyarenecessarilymatureenoughandunderstandthe long-termbenefits.Theygotheextramilefortheteacherthat theyloveandthatlovesthem.

ThereareTenNonverbalQuestionsIbelieve studentsintuitivelyasktheirteachers:

1.Doyoucareaboutme?

2.Whatdoyouknowaboutme?

3.WhatdoyouknowaboutwhereImfrom?

4.Doyouknowwhatisimportanttome?

5.DoyouknowwhatIdealwithonaday-to-day basis?

6.Doyouknowmylearningstyle?

7.Whatdoyoulikeandappreciateaboutme?

8.WhodoyouthinkIam?

9.WhatdoyouthinkIwillbecome?

10.Doyouwanttobehereteachingme?

Theteachersanswers tothesequestionsarefoundin thewaytheyinteractwiththeir students,howtheyspeakto them,howtheystructuretheir classroom, lessons, and instruction.Ifstudentsdonot feeltherightanswersfrom theirteacher(s)regardingthesequestions,theytendto disengage.Journalwritingandsharingisagreatwayto learnmoreaboutyourstudents.Remember,African Americanstudentstendtohavearelationalorientation.

Whenyouhavea caring relationshipwith astudent,they willoftengothe extramile.

ThejournalquestionsIwouldaskmystudents torespondtoalwaysgavemeinsightintowhotheywere andwhatwasimportanttothem.Theirentrieshadtobe awell-developedparagraph.Thismeantfivetoseven well-developedsentences(orthreetofivesentencesfor someofmymorereluctantwriters).Theideawasfor themtopaintapictureinmymindwithrich,descriptive words.

Thejournalquestionmightaskthemtorespondto yesterdayslessonoracurrentevent.Mondaysjournalquestion wasalways,Explainwhatyoudid overtheweekend.Fridaysjournal questionwasalways,Explainthe QuoteoftheWeek,apowerfulquote orproverbwhichwasalwayswritten atthetopoftheboard.

Journalwriting andsharingisa greatwayto learnmoreabout yourstudents.

Journalwritingandjournal entrysharinggivesstudentsthe opportunitytobeheard.Often,studentsaretalkedatandtalked to.AfricanAmericanstudentsareveryexpressiveandhave muchtosharewhengiventheopportunityinasafe,encouraging, andsupportiveclassroomenvironment.Yourrelationshipwith studentsshouldbefirm,fair,friendly,andfaithful.Itshouldbe firminthesensethatexcellenceistheonlyoption.Ifyougive childrenanopportunitytobelessthanexcellent,thentheywill. Thestandardisexcellenceandtheteacherprovidesanaccessible pathwayforthechildtomeetthestandard.

Yourrelationshipwithstudentsshouldbefair.Some studentsrequiremoretimeandattentionthanothers.Some studentsevenrequireadifferentsetofrewardsand consequences.Sothedistributionoftime,attention,andrewards maynotbeequal,buttheymustbefairaccordingtowhateach childsneedsare.Childrenhaveanacutesenseofjustice;they arequicktopointoutwhensomethingisunfair.Manywillrebel orjustshutdowninthefaceofunjustclassroompractices. Determinetopbefairinallyourdealingswithstudents.

Lastly,befriendly.Whiletherootwordoffriendlyis friend,Iamnotsuggestingherethatyoushouldbeafriendto students.Thiscanbecomeveryproblematicbecauseitsends mixedmessagesaboutauthority

Oldschoolteachersusedtosuggest,dontcracka smiletillMay.However,studentstodayneedtosee teachersengagingthemwithwarmandcaringattitudes whilemaintaininghighexpectationsandclear,direct instructions.

Teacherswhotrytobea friendtostudentsoftenfindthe linesbetweenadultandchild, teacherandstudent,blurred. Delpitnotes,Blackchildren expectanauthorityfiguretoact withauthority. Whenthe teacherinsteadactsasachum, themessagesentisthatthis adulthasnoauthority,andthechildrenreactaccordingly (Delpit,1995,p.35).

childrencrave love,attention,fun, andachallengeif theyhavebeen properlyequipped tomeetthe challenge.

Ihavenoticedthattheonethingstudentswant,but willrarelyaskforisdiscipline.Childrendonotliketobe indisorganizedandunstructuredenvironments.While theremaybeinitialdisenchantmentwithstructureand discipline,studentscometoexpectitandenjoyit.

Asamatteroffact,whenstudentsarethenturned looseinanunstructured,undisciplinedenvironment,they willdemandaproperlystructuredanddisciplined environment.Theonlythingworsethanneverbeing exposedtoaMasterTeacher,ishavingaMasterTeacher, thenbeingsentthenextyearornextsemestertoamediocre teacher.

Inadditiontodiscipline,childrencravelove,attention,fun,anda challengeiftheyhavebeenproperlyequippedtomeetthe

challenge.Teacherswhoprovidethesethingsinanurturing, affirming environmentwhileusingrelational,culturally consciousmethodstendtobeverysuccessfulinhelpingchildren achieve.

Establishing right relationshipwithstudentsdoesnt alwayscomeeasy,especiallywith childrenwhohavehadadultscome inandoutoftheirliveshaphazardly. Butdevelopingarapportandaright relationshipwithstudentscancut throughmanyofthechallengesthey face. IwishIhadbeenmore thoughtfulaboutthiswhenItaughtXavier.Xavierwassentto meinseventhgrade.Itaughtsixth,seventh,andeighthgrade TitleILanguageArts.Allthestudentsinmyclassweresentto mebecausetheyhadnotpassedthestatereadingtest.

All the studentsinmy classweresentto mebecausethey hadnotpassedthe statereadingtest.

IwasunabletogetXaviertotakeanything seriously.Heconstantlyactedup.ItdidntmatterifI triedtobenice,movedhisseat,orfussedathim,I couldntgethimtotakeanythingseriously. His presenceinmyclasswasaconstantthorninmy side.Ididnotestablishaproperrelationshipwithhimandhe didnotpassthestatetest.

Thenextyear,IsawXavierinthehallwayinfrontofmy classroomonthefirstdayofschool.Igreetedhimandwetalked aboutwhateachofusdidoverthesummer.Ithennoticedthat thebellwouldberingingshortly.

Okay,Isaid,youbettergettoclass.Thebellsabout toring.

Iminyourclass!hesaidwithasmile. Ohhh,noyourenot,Isaid,thinkinghe

wasjoking.YouvealreadyhadtheAkuaexperience.

YesIam,hesaidholdinguphisclassschedulewitha pricelessgrin.See,theresmynameandtheresyourname androomnumber!hesaidquitepleased.

WhatamIgoing todowith Xavier?Icant gethimtotake anything seriously?!

Iwasabsolutelyundone. Thiscannotbe,Ithoughttomyself ashestrollednonchalantlyintomy classroom.Duringmyplanningtime, Iwenttoseetheassistantprincipal whohandledschedules.

Theresbeenascheduling mistake,Itoldher.Xavierisinmy sixthperiodclass.

Whatsthemistake?sheasked. Ihadhimlastyearinseventhgrade. Hedidntpassthestatereadingtest,Mr.Akua.He mustbeinyourclasssothathecangaintheskillstopassthe test.

Ipolitelyandprofessionallyagreedandexcusedmyself fromtheoffice.Iwasupset.

WhatamIgoingtodowithXavier?Iwondered.The problemwasIreallyhadnevergottentoknowhim,until,of course,untilNovember.InNovember,theschoolcelebrated RedRibbonWeekwhichwassupposedtobeatimewhen studentsweretaughtabouttheperilsofbeinginvolvedwith illegaldrugs.ImustadmitthatIhatedRedRibbonWeekit wasbecausenoneofthelessonswewereexpectedtoteachon thesubjectweretheleastbitimpactful.

Justsaynowasthewitlessmantra.Noonequestioned wherethedrugscamefromorhowtheyalwaysendedupinthe blackcommunity.Nodiscussionofwhyblackmaleswhowere caughtwithasmallamountofcrackcocainereceivedheavy

prisonsentenceswhilewhitemaleswhowerecaughtwith powderedcocaineoftenreceivedparoleandaslaponthewrist.

SoIdecidedtouseRedRibbonWeekasanopportunity togodeeperwithmystudentsandhelpthemunderstandthe systemthatcausedandalloweddrugstofesterintheir community.

IshowedmystudentsaninterviewwithFreewayRick Ross,ablackdrugkingpinwhofranchisedthedrugtradein unprecedentedfashion.MontelWilliamsinterviewedhimfrom afederalprison.Igavemystudentssomequestionstoanswer basedontheinterview.

Rossexplainedthathewasfirstintroducedtoselling drugsbyateacher.Henotedthathestartedmakingsomuch money,hisfingertipswererawfromcounting.Hebegansetting upcrackhousesaroundtown,thenwentontheroadtodifferent citiessettingupcrackhouses.

Rossfurtherexplainedthathedidntrealizetheeffect thedrugswerehavingonthecommunityuntilhenoticedthathis sisterskidswerenotproperlydressedandhadnotbeeneating. Theylookedabandoned.Hediscoveredthathisownsisterwas strungout,butbythenhewasintoodeep

MontelWilliamsaskedRosshowhefeltaboutallofthe liveslostduetothedrugshesold.Rossconfessedthathefelt liketheAfricanchiefswhosoldtheirownpeopleintoslavery.

Itoldtheclasswewoulddiscusstheinterviewtomorrow andtoputtheiranswerstothequestionsonthecornerofmy desk.Weconcludedclasswithourclosingaffirmationandthe studentsfiledoutofclass,exceptXavier.

Xavier,eyeswide,deeplyconcerned,stoodatmydesk andlookedlikehehadseenaghost.

Mr.Akuathatwasdeep,hesaid. Whatwasdeep?

Thethevideo..theinterview,hesaidtryingtoexplain. Whatwasdeepaboutit?Iasked. Hesaidhisownsisterwasstrungout.Hesaidhefelt likeanAfricanchiefwhosoldhisownpeopleintoslavery,asif tryingtoteachmehowimportantaproperunderstandingofthe lessonwas.

my mother was strungoutwhen shewaspregnant withme,hesaid.

Wevetalkedabouttheperils ofpushinpoisoninourcommunity. Whyisitsodeeptoyounow? Xavierseyesdropped.Then heslowlylookedbackupatme.

Becausemymotherwas strungoutwhenshewaspregnant withme.

Youknowwhatthatmeansdontyou? Iasked.

Nowhat?

Youhavetobreakthechains. Whatdoyoumean?heasked. Areyoustillarounddrugs?

Yeaheverybodyinmyfamilyisusing.Its allaroundme.

Doyouwanttobearoundit? No!herepliedemphatically. Thenyouhavetobreakthechainsandnot allowthatintothisgeneration.Remember,breakthe chains.

Thosethreewords,breakthechains,became thenewmantrabetweenXavierandme.WhenIsaw himinthehallIwouldsay,breakthechains.Iwould catchhimatthedoorbeforeclassandwhisperinhisear, breakthechains.EverypaperIhandedbacktohim

hadanumbergrade,alettergrade,andbreakthe chains.

Fromthedayofthatlesson,Xaviersbehavior andperformancechangeddramatically.Priortothis,I hadnotdevelopedarelationshipwithhim.Tappingthe affectivedomaininarelationalmannerallowedmeto reachhim.Therestoftheyear,heearnedAsandBs, oftenaskedtoleadtheStudentCreed,andpassedthe satereadingtest.

QuestionsforThought,Reflection&Discussion

1.DiscusstheTenNonverbalQuestionsStudents IntuitivelyAskTeachers.

2.Explainwhyeverythinghingesonrelationship.

3.Examineandshareyourthoughtsonthefollowing statement: Ihavenoticedthattheonethingstudents want,butwillneveraskforisdiscipline.

Youwerethefirsttowrite andthefirsttoread, Humanitysprang fromyourBlackseed, Sosharpenyoureye andtuneyourear Soyouknowwhatyousee andunderstandwhatyouhear. Minutebyminute,hourbyhour, Ifyouloseyourhistory, youloseyourpower. Sosharpenyoureye andtuneyourear Soyouknowwhatyousee andunderstandwhatyouhear.

-ListerveltMiddleton OntheOriginsofThings

TheveryconstructionofthewordSeba,initsoriginal forminthemedunetcher,isveryinstructiveaboutthedutiesand responsibilitiesoftheMasterTeacher.Itshouldfirstbenoted thatthedirecttranslationfrommedunetchertoEnglishisspelled SBA.Thereisnoe,itisonlyaddedtofacilitateeaseof pronunciation.

Thefirstglyphisafoldedpieceofcloth.Itis theletters.Thefoldedpieceofclothwasoftenworm bywomenoverthearm(Armah&Lam,1997,p.10).It wasusedforanynumberofactivitiesincludingwiping orwashingthemouthornoseofachild.Thisglyphrepresents service

ASeba,aMasterTeacher,isknownforhis/herservice. (S)heisknowntoserveaboveandbeyondthecallofduty.(S)he isanurturereofspiritandintellect.(S)heisknownforcoming inearlyandforstayinglate.(S)heclaimsallthechildreninhis orhercare.TheSebaservesthechildrenbylookingbeyond theirfaultsandaddressingtheirneeds.

Thesecondglyphintheconstructionofthe wordSebaisalegstandinginafixedposition (Armah&Lam,1997,p.22).Itistheletterb.This glyphrepresentstheabilityoftheSebatostand to standamidsttheshiftingsandsofpolitics,policies, procedures,andpaperwork.Thesecanoftentimesbedistractions totheessentialworkthatmustbedone.MasterTeachersare abletotranscendpolitics,policies,procedures,andpaperworkto trulymeettheneedsofthechildren.

TheSebaisabletostandbecause(s)hedoesnot becomewearyinwell-doing,(s)heissteadfast,immovable, alwaysaboundingintheworkoftransformingthelivesof children.

ThethirdglyphinthewordSebaisastar.It doesnotrepresentaletter.Itiswhatiscalleda determinative. Adeterminativeinmedunetcher determineswhatthemeaningofawordisbeyonditsphonetic construction.Itputsthewordincontext.Remember,theSeba opensthedoorsothestudentmayshinelikeastar.

FirstaSebamustserve.Second,aSebamuststand. Third,aSebamustshine.Thepower,spiritandenergythata Sebaradiatesisacompellingforce.Sebaareknowntohavea powerfulpresencethatisfilledwithlove,joy,peace,deep centeredness,reflection,wisdom,andinsight.Justwalkinginto aSebasclassroomcausesaquickeningofthespirit.TheSeba shinesandradiatestransformativeenergytoall(s)hemeetsand knows.Thechildrenfeelthisenergy.Theylongforitandare deeplyattractedtoit.TheyjustwanttobearoundtheSeba.Itis thisenergythatallowstheSebatocapture,inspire,andteach them(Peters,2008).

ThefourthglyphinthewordSebaisavultureand itisthelettera.Thereasonthevultureisused intheconstructionofthewordSebaisbecausein ancientKemet,thevulturewashighlyregarded becauseofitsfierceprotectionofitsyoung.

TheSebaisafierceprotectorofthe young.TheSebaprovidesasafe,secure,nurturingenvironment, whetherintheclassroominthehalls,inthecafeteria,onafield trip,etc.Itdoesntmatterwherethestudentshappentobe.In thepresenceoftheSeba,thereissafety,securityandorder.

ThelastglyphinthewordSebaisanother determinative.Itisascribeholdingapaletteand writingwhilestanding. Thisrepresentssharing throughactiveinstruction.TheSeba,becauseof his/herloveforstudents,iswillingtoshareof

him/herselfputtinginextrahoursofpreparation,tutoring, mentoring,andteaching.TheSebaisknowntodowhateveris necessarytomeettheneedsofthestudents.

Inaddition,theSebaisamasteraactiveinstruction. Theenergytheyradiatecompelschildrensattentionand cooperation.ButaSebaisskilledatdifferentiatinginstructionto matchandmeetstudentslearningstylesandintelligences.The glyphofthescribewritingalsoindicatesperhapsthattheSebais veryintentionalaboutwritinganddocumentingwhatworks. ThisissomethingthatSebamustdoinordertoadvancethe professionbypeoplewhogetresultsratherthanthosewho speculate,oftenwithunprovenpoliciesandprogramsthatdonot servethebestinterestofthechildren.

Anotherpointworthmentioningisthatthescribeis walkingwiththeleftfootforward.InKemet(ancientEgypt) therearemanystatuesofpharaohswiththeirleftfootforward. Thisrepresentsmotion.Additionally,themovementoftheleft footactivatesandstimulatestherightbrainwhichisdeeply intuitive.Muchofpublicschoolmethodsandinformationisleft brainandanalyticalinnature.TheSebatapsintothecreative, spiritual,rightbraininthemidstofactiveinstruction,thereby balancingitwithleftbrainactivitiestopromoteandproducea well-developedandfully-functioningstudent.

WhiletheconstructionofthewordSeba(Master Teacher)isinstructive,itisalso importanttonotethatthewordforpupil orstudentwasalsosebaandhasa similarconstruction(Faulkner,1962,p. 219).Noticethatthewordforstudent doesnotcontainthedeterminatives. WhatisastudentintheancientAfricanconception?Onewho learnstoserve,stand,andshine.Thestudentsebalearnsto

serveelders,family,community,andhumanity.(S)helearnsto standonthemorals,values,andprinciplesthatareinharmony withthebesttraditionsofAfricanpeople.Thesebastudent learnstoshinewiththeradianceofancestralwisdom,strength, andself-determination.Thestudent,seba,learnstoserve,stand, andshinefromtheexampleoftheSeba(MasterTeacher).

Today,manystudentsareunawareoftheirresponsibility toserve,stand,andshine.Similarly,manyteachersareunaware oftheirintrinsicdutytoprovideanexampleofthesame.As teachersofAfricanAmericanstudents,wemustcenterourselves fortheworkahead.WemustwalkwithImani,faith.Imaniis theseventhprincipleofKwanzaaandinstructsustobelieve withallourheartsinourparents,teachers,leaders,andchildren, andintherighteousnessandvictoryofourstruggle(Karenga, 1998).Theremustbeaconsciousandconsistentdetermination amongteacherstodosankofa,toreturnandretrievethebestof theculture.Recaptureandrescueitfromthehandsofobscurity andhegemony,bringittothechildren,anduseittouplift humanity.

QuestionsforThought,Reflection&Discussion

1.ExplainwhatthefirstcharacterinthewordSeba means.

2.ExplainwhatthesecondcharacterinthewordSeba means.

3.ExplainwhatthethirdcharacterinthewordSeba means.

4.HowcanthedeepermeaningofthewordSeba guideourroleaseducators?Explain.

Epilogue

JamesBaldwins1961nonfictionalessay,ATalkto Teachersbegins:

wearelivingthroughaverydangeroustimeWe are inarevolutionarysituation,nomatterhow unpopularthatwordhasbecomeinthiscountry.The societyinwhichwe liveisdesperatelymenaced,not [fromwithout]butfromwithin.Soanycitizenofthis countrywhofigureshimself as responsibleand particularlythoseofyouwhodealwiththemindsand heartsofyoungpeoplemustbepreparedtogofor broke.

AndinmystudyofSeba,MasterTeachersaroundthecountry, goforbrokeisexactlywhattheydo. Likewise,Dr.Carlos Azcoitiahasobserved, Youcannotbecautiousand extraordinaryatthesametime.

Thetimeswearelivinginrequireaconsciousness, character,andcommitmentthatgoesfarbeyondwhatmost schoolsandschoolsystemsrequire.Tofullygraspwhatis necessaryforthosewhoteachtotapthespirit,touchthesouland transformlivesforever,wemustreturntothesource.Forthose whowishtotakeonthesagewisdomofPtahhotepwhoobserved thattheSebafeedsthesoulwithwhatendures,theremustthen beadeeperandhigherunderstandingofwhatisexpected.

Thislevelofexpectationhasbeenculledandcodified fromthepeopleofKush(Ethiopia)andisembodiedintheterm Jegna.JegnaisanEthiopianAmharictermforthemaster teacher.

IwasfirstintroducedtoDr.AsaHilliardsworkbyDr. LeslieFenwick,Dr.JamesC.Young,andDr.ItihariToureasI pursuedgraduatestudiesineducationatClarkAtlanta

University.TheyinsistedIreviewhisworkbecausetheyfeltI wasproducinganddemonstratingtheverythingshehadbeen writing,researching,teaching,anddemonstratingfordecades. Theyalsoviewedhisscholarlyworkascriticaltomy developmentasaneducator. Iwouldhavelengthy conversationswitheachofthemaboutDr.Hilliardsworkbefore Ihadthechancetomeethimpersonally.

In2003,IwasinitiatedintoTheJegnaCollective, convenedbyDr.HilliardandanumberofAfrican-centered scholarsandpractitionerswhohavebeendeeplyinvolvedinthe workoftransformingchildren,parents,andcommunitiesfor decades.Alongwithanumberofotherinitiates,wewere immersedinthebestoftheAfricantraditionofeducationand transformation. Wewereblessedtospendhoursin communicationwithprofoundscholarsandhealerswhohada trackrecordofexcellence.

In2005,Dr.Hilliardinvitedmetospeakonthesame platformwithhimattheNationalAllianceofBlackSchool Educators(NABSE)ConferenceinDetroit.Asheintroduced meandwelcomedmetothestageinfrontofthehundredsof educatorspresentinhissession,Iaskedhimtoremainonstage withmeforamoment.Ithenmadehimapromiseandaskedthe audiencetorepeatthepromisewithmetohim.Thepromisewas simplythis:Wewillcontinuewhatyouhavebegun.

Tocontinuetheworkofeducationalexcellenceand servicestoyouthandcommunities,whichwasactuallybegun thousandsofyearsagoinAfrica,wemustlookatthequalitiesof theJegna,whichgohandinhandwiththatoftheSeba.

1.Theyhavebeentestedinstruggleandbattle.

2.Theyshowextraordinaryandunusualfearlessness.

3.Theyproduceexceptionallyhighqualitywork.

1.Theyhavebeentestedinstruggle andbattle.

2.Theyshowextraordinaryandunusual fearlessness.

3.Theyproduceexceptionallyhighquality work.

4.Theyshowdiligenceanddetermination toAfricanpeopleandineverything thatisdone.

5.Theyvowtoprotect,withtheirlives, theirpeople,land,andculture.

6.THEYALWAYSSPEAKTHETRUTH. (Hilliard,AfricanPower,2003,p.18)

4.TheyshowdiligenceanddeterminationtoAfrican peopleandineverythingthatisdone.

5.Theyvowtoprotect,withtheirlives,theirpeople,land, andculture.

6.THEYALWAYSSPEAKTHETRUTH.(Hilliard, AfricanPower,2003,p.18)

Further,Hilliardobservesthatoverandbeyond technicalexcellence,they[Jegna]aredeeplyspiritual people.oneinformantfromEthiopiatoldmerecentlythathe recalledthattheJegnawasapersonofthehighestmoral characterandwisdom.HesaidthattheJegna,tothemisa personwhoisascloseasonecangettobeinglikeGod (Hilliard,AfricanPower,2003,p.19).

Understandinganddemonstratingthequalitiesofthe Jegnacouldbeaclassandseparatebookinandofthemselves. Eachofthesixcharacteristicsindicatealevelofselfdetermination,resilience,andresolvethatwemustrecaptureif wearetoreachandteachBlackchildren,andindeed,all children.Itsnotoptional,itsessential.

Itisclearthatteachingismorethanjustajob.Itseven morethanacareer.Itisacalling acriticalcallingwhich compelsoneotacceptamightymissionwithapowerful purpose.Fewteachershavehadtheopportunitytobeunderthe tutelageofaMasterTeacherortocarefullyobserveaMaster Teacheratworkforanimpactfulperiodoftime.Asaresult, manyeducatorshavebeenlulledtosleep,complacently acceptingthenotionthatunderachievementforBlackchildrenis normal,understandableandacceptable.

ItookmypromisetoBabaAsaveryseriouslythatcold winterdayinDetroitatNABSE,thoughIhadnoideathe breadthanddepthofhiscontributionsasaneducator,

psychologist,formersuperintendent,forensicexaminer, historian,husband,andfather,tonameafew.

Ihavetraveledthecountryspeakingin35+cities, doing80+presentationsforthepastsixyearstostudents,parents andteachers.Itisexhausting,butexhilaratingworkatrue laboroflove.Ithasbeenquiteanexperiencegettinga panoramicviewofAmericaneducation,thenseeinghowAfrican Americaneducators,parents,andstudentsnavigatethroughthis labyrinth.Iamnowmorereadytothanevertocontinuetoassist intakingeducationtothelevelthatweknowispossible. Pleasejoinmeonthejourney.

References

Akbar,Naim(1998).Knowthyself.MindProductions& Associates,Tallahassee,Florida.

Armah,A.&Lam,A.M.(1997).Hieroglyphicsforbabies:A drawingandwritingmanualforpreschoolers,parents,and teachers.PerAnkh:Senegal.

Browder,Anthony(1992).Nilevalleycontributionsto civilization.InstituteofKarmicGuidance:Washington,D.C.

Akua,Chike(2001).Atreasurewithin:Storiesofremembrance &Rediscovery,ImaniEnterprises:Conyers,GA.

Akua,Chike(2001).Atreasurewithin:Parent/teacherresource guide,ImaniEnterprises,Conyers,GA.

Akua,ChikeandStephens,Tavares(2006).Readingrevolution: ReconnectingtheRoots,ImaniEnterprises,Conyers,GA

Akua,Chike(2004).AKwanzaaawakening:Lessonsforthe Community(4thEdition),ImaniEnterprises,Conyers,GA.

Akua,Chike(2005).Wordsofpower:Ancientinsights& modernmessagesforparents,teachers,andstudents,Imani Enterprises,Conyers,GA.

Ani,Marimba(1980).Letthecirclebeunbroken:Implications forAfricanspiritualityintheDiaspora. NY:Nkonimfo Publications.

Clarke,JohnH.(1991).NotesforanAfricanworldrevolution: Africansatthecrossroads.Trenton,NJ:AfricaWorldPress.

Delpit,Lisa(1995).Otherpeopleschildren:culturalconflictin theclassroom.NY:TheNewPress.

Faulkner,Raymond(1962).Aconcisedictionaryofmiddle Egyptian.Oxford:GriffithInsitutte.

Fenwick,Leslie(2001).Patternsofexcellence:policy perspectivesondiversifyingteachingandschoolleadership. Atlanta,GA:SouthernEducationFoundation.

Finch,Charles(1998).Thestarofdeepbeginnings:TheAfrican genesisofscienceandtechnology.Atlanta,GA:KhentiPress.

Fu-Kiau,KimbwadendeKiaBunseki(1991).Self-healingpower andtherapy.NY:VantagePress.

Fultz,Michael(2004).ThedisplacementofBlackeducators post-Brown:Anoverviewandanalysis,HistoryofEducation Quarterly44(Spring2004):11-45.

Gallman,B.Ani,M.,Williams,O.(2004).TobeAfrican: EssaysbyAfricansintheprocessofsankofa:returningtoour sourceofpower.Atlanta,GA:M.A.A.T.,Inc.

Hale,Janice(1982).Blackchildren:Theirroots,culture,and learningstyles.Baltimore:JohnsHopkinsUniversityPress.

Hilliard,A.,Williams,L.&Damali,N.(1987).Theteachingsof Ptahhotep:Theoldestbookintheworld.Atlanta,GA: BlackwoodPress.

Hilliard,Asa(1997).SBA:ThereawakeningoftheAfrican mind.Tallahassee,Florida:MakarePublishing.

Hilliard,Asa(2003).Africanpower:AffirmingAfrican indigenoussocializationinthefaceofculturewars.Tallahassee, FL:MakarePublishing.

Karenga,Maulana(1998):Kwanzaa:Acelebrationoffamily, community,andculture.LosAngeles,CA:Universityof SankorePress.

King,JoyceE.(1991).Dysconsciousracism:Ideology,Identity, andtheMiseducationofTeachers.JournalofNegroEducation, 60,133.

King,JoyceE.(1992).Diasporaliteracyandconsciousnessin thestruggleagainstmiseducationintheBlackcommunity. JournalofNegroEducation,61,317-340.

King,JoyceE.(2005).Blackeducation:Atransformative researchandactionagendaforthenewcentury.Mahwah,NJ: LawrenceErlbaumAssociates.

Ladson-Billings,Gloria(1994).Dreamkeepers:Successful teachersofAfricanAmericanstudents.SanFrancisco,CA: Jossey-BassPublishers.

Ladson-Billings,Gloria(1995).Towardatheoryofculturally relevantpedagogy.AmericanEducationalResearchJournal, 32,465-491.

Middleton,Listervelt(2003).Trueofvoice:Thepoetryof ListerveltMiddleton,Gainesville,FL:MakarePublishing.

Murrell,Peter(2009).Identity,agency,andculture:Black achievementandeducationalattainment.InTheSageHandbook ofAfricanAmericanEducation,pp89-105,Ed.ByLinda Tillman.

Obenga,Theophile(2002).ImhotepMagazine.SanFrancisco, CA:SanFranciscoStateUniversityPress.

Perry,T.,Steele,C.,Hilliard,A.(2003).Young,gifted,and Black:PromotinghighachievementamongAfricanAmerican studentsBoston:BeaconPress.

Peters,Stephen(2008).Teachingtocaptureandinspireall learners.ThousandOaks,CA:CorwinPress.

Shockley,Kmt(2008).ThemiseducationofBlackchildren. Chicago:AfricanAmericanImages.

Shujaa,Mwalimu(1994).Toomuchschooling,toolittle education:aparadoxofBlacklifeinWhitesocieties.Trenton, NJ:AfricaWorldPress.

Siddle-Walker,Vanessa(2000).Valuedsegregatedschoolsfor AfricanAmericanchildrenintheSouth,1935-1969:AReview ofCommonThemesandCharacteristics,ReviewofEducational Research70,253-285.

Some,Sobonfu(1997).Thespiritofintimacy:Ancientteachings inthewaysofrelationships.Berkeley,CA:BerkeleyHillBooks

Swanson,Anna(2003).Dr.JohnHenrikClarke:hislife,his words,hisworks.Atlanta,GA:IAMUnlimitedPublishing. Wilkerson,Kobie(2008).FredandMary.LoveIILearn Books.

Wilson,Amos(1991).AwakeningthegeniusinBlackchildren. NY:AfrikanWorldInfosystems.

Woodson,CarterG.(1933).Themis-educationoftheNegro. Washington,D.C.:AssociatedPublishers.

AboutChikeAkua

Mr.ChikeAkuahasbeencalledaneducational revolutionary.Heisthefoundingorganizerandexecutive directoroftheTeacherTransformationInstitute,astandardsbased,research-driven,bestpracticestrainingconferencefor teachers.Mr.Akuaisaleadingauthorityonincreasingthe achievementoftoday'sstudents,especiallythosethatmany teachersfindmostchallenging.Asrecognizedmasterteacher, Mr.Akuahasbeenaninvitedkeynotepresenteratregionaland nationalconferences,schoolsystems,collegesanduniversities. Withaculturallyrelevantapproachtowardclosingthe achievementgap,heisknownforhisdynamic,interactive presentationstoteachers,parents,andstudents.

Mr.Akuahas14yearsofteachingexperiencein VirginiaandGeorgiapublicschoolsystems.In1995,hewas selectedTeacheroftheYearforNewportNewsPublicSchools (VA)andwasalsoselectedasoneofEbonymagazines50 LeadersofTomorrow.Ayearlater,in1996,theDekalb CountyBoardofEducation(Atlanta,Georgia)recognizedhim withtheExcellenceinEducationAwardforServicetoYouth. Additionally,hehasbeenaninvitedlecturerforundergraduate andgraduatecoursesinteachereducationatGeorgiaState UniversityandClarkAtlantaUniversity.

Deeplycommittedtoculturallyrelevantpedagogyand thedevelopmentofculturallyrelevantinstructionalmaterials, Mr.Akuahaswrittenandpublishedseveralbooksand parent/teacherguidesdesignedfortodaysstudents.Hisbook,A TreasureWithin:StoriesofRemembranceandRediscovery wasnominatedfortheNAACPImageAward.Reading Revolutionishismostrecentpublication(co-authoredwith TavaresStephens).ThebookshavebeenadoptedbytheGeorgia DepartmentofJuvenileJusticeRegionalYouthDetentionCenter andpublicschoolsaroundthecountry.

Mr.AkuaearnedtheMasterofArtsdegreeineducation withaconcentrationinschoolcounselingfromClarkAtlanta UniversityandisacumlaudegraduateofHamptonUniversity

whereheearnedthebachelorofartsdegreeineducation (concentrationinEnglishEducation).

Mr.Akuaisacommittedvolunteerwithseveralyouth mentoringandleadershipacademiesandcollegepreparatory campsformiddleschoolandhighschoolstudents.Hehashelped leadover1000studentsandparentsontripsthroughoutEgypt andGhanathroughtheDZertClubsTeenSummit1000 program.Mr.Akuaisfrequentlycalleduponbyeducation, civic,andsocialorganizationstospeakabouteducational excellenceandculturalknowledge.

TobookChikeAkuaforaconferencekeynotespeech, TeacherTransformation!workshop,ParentPower! presentation,AfricanOrigins!or SexceptionalAbstinence!orSuccessQuest!presentation forstudents,emailakua@bellsouth.netorcall 770-309-6664.

EducationforTransformation: TheKeystoReleasingthe GeniusofAfricanAmerican Students

ByChikeAkua

ThisbookdetailsAfricancenteredandculturallyrelevant instructionalstrategiesusedwith someofthemostchallenging studentsduringMr.Akuas fourteenyearsasapublicschool teacher.

ItalsodocumentsthemostpromisingpracticesofMaster Teachershehasobservedaroundthecountry.

PraiseforEducationforTransformation:

ChikeAkuahasdoneamasterfuljobinhislatest book,EducationforTransformation.Asoneofhis studentswrote,mostteachersteachfromthebook,but youteachfromtheheart.

-Dr.JawanzaKunjufu,Author TheresNothingWrongWithBlackStudents

Thisbookisamust-readforallseriouseducatorswho wanttogetresultsandunderstandtheconnectionbetween cultureandachievement.

Dr.JoyceE.King,BenjaminE.MaysChair GeorgiaStateUniversity

BlackHistoryPowerPak!

ByChikeAkua

TheBlackHistoryPowerPakisacollectionof6booksby ChikeAkua,2AfricanOriginsDVDsandabonusDVD abouthowyoucanearnaFREEtriptoEgypt.

TheBlackHistoryPowerPakisawonderfulwayto supplementyourcurrentlessonsbecauseitisacurriculum ofcorrectionandinclusion.Usetoitshowyourstudents thebeautyofAfricanandAfricanAmericancultureand contributions.Increaseandimprovereading comprehension,culturalawareness,andcharacter development.

ForadescriptionofeachofthebooksandDVDs included,seethefollowingpages.

ReadingRevolution:Reconnecting

theRoots

ByChikeAkua&TavaresStephens

Acollectionof90readingselectionsabout AfricanandAfricanAmericanpeopleof extraordinaryaccomplishment.UseReading Revolutiontoimprovereading comprehensionandculturalconsciousnessat thesametime: Standardizedtestformatwithmultiple choicequestions

Topic,mainidea,supportingdetailsandsequencing Vocabularydevelopmentandcontextclues Makinginferencesanddrawingconclusions

ChikeAkuaandTavaresStephenscombineexcellentteachingskills, deepknowledgeofAfricanhistoryandculture,and,asmaster teachers,arealgraspofstudentsinterestsandthinking.Reading Revolutionisanoutstandingproductofthismixture,andhencearare valueforschools.

AsaG.HilliardIII-NanaBaffourAmankwatiaII,Ed.D. FullerE.CallowayProfessorofUrbanEducation GeorgiaStateUniversity

Atatimewhenteachersacrossthenationarestrugglingtofindthe delicatebalancebetweencurricularstandardsandmeaningfulcontent thatstudentswillreadilyidentifywith,Mr.AkuaandMr.Stephens havedefinitelyhitthemarkwithReadingRevoltion.

VonziaPhillips,Ph.D.,DirectorofPremiereMiddleSchools DekalbCountySchools Atlanta,GA

ChikeAkuaandTavaresStephenshavecraftedamasterfulpublication whichmakesreading,vocabularybuildingandcomprehension memorablelearningexperiences.

AnthonyT.Browder,Author NileValleyContributionstoCivilization

ATreasureWithin:Storiesof Remembrance&Rediscovery

Whatwoulditbeliketomeetan ancientAfricanAncestor?Marcus, Imani,andDanielareabouttofind out!AtreasureWithinisabookof threeshortstoriesinwhichyoung peoplehaveencounterswithancient Africanancestorstolearnabout traditionalAfricanmorals,values, history,andculture.

ATreasureWithinisthebookthat manyofushavebeenwaitingfor.ThedeepthinkingofAncient Africanisgraspedandcommunicatedclearlythroughthese threepowerfulstories.Families,counselors,teachers,,students, andthecommunity,ingeneral,canrelatedirectlytothese storiesIamthankfulforthisoutstandingcontributiontoour mentalandspiritualliberation.OurAncestorsarepleased. Amunissatisfied.

AsaG.HilliardIIINanaBaffourAmankwatiaII, Ed.D.

FullerE.CallowayProfessorofUrbanEducation

GeorgiaStateUniversity

ChikeAkua,amasterteacher,engagesthereaderwiththree compellingstories.Hismasteryofthewrittenwordintertwined withhistoricalfactsandculturalrevelationsinvitesthereaderto betotallyimmersed.Readersofallageswillenjoythisliterary ritesofpassage.

PhyllisDaniel MiddleSchoolPrincipal

A Treasure Within: Parent/TeacherResourceGuide

Thisbookisacomplete companioncurriculumto A Treasure Within: Stories of Remembrance&Rediscovery.It includesawiderangeofactivities toreinforcecontentobjectives anddevelopcharacter,cultural awareness,andcommitment.

forteachersandparentswhobelievethatclassroomsandhomes areplaceswherethechildsspiritiscultivatedandsoars,ATreasure Within:StoriesofRemembrance&Rediscoveryandtheaccompanying Parent/TeacherResourceGuideprovidesapathapathtoknowledge andunderstanding.

LeslieT.Fenwick,Ph.D.

ProfessorOfEducationalPolicy,ClarkAtlantaUniversity VisitingScholar,HarvardSchoolofEducation

ATreasureWithinisaremarkablecollectionofstorieswithabroad appealtoallyouth.Thestoriesinstruct,developmoralcharacter,and entertainatthesametime. TheaccompanyingParent/Teacher ResourceGuideisagreatandusefuladditiontothiswonderful collection.

Dr.WilliamHammond,ReadingInstructionCoordinator DekalbCountySchool, Atlanta,Georgia

AKwanzaaAwakening:Lessons fortheCommunity

AKwanzaaAwakeningisaresource withactivitiesforeveryone. Parents,educators,andclergywill findactivitiesforchildren

K-12andbeyond.Itincludes:

ABriefHistoryofKwanzaa KwanzaaClassroomActivities (grades6-12)

LessonsfortheLittleOnes(K-5)

A3-actPlay

WorksheetsandPuzzles

QuizandTest

ColoringActivities

WritingActivities

Poetry

ReadingComprehensionSelections

KwanzaainChrist:HowtoCelebrateKwanzaainthe Church

KwanzaaandtheQuran:IslamicExpressionsofthe SevenPrinciples

Glossary

Throughthisbook,Akuaprovideswaysforustovaluethe livesofourchildrenandwaystoteachthemwhotheyare aschildrenwitharichAfricanheritage.This bookchallengesus totrainourchildreninwaysthatwillaffirmourpastand secureourfuture.

JamesC.Anyike,M.Div. Author,AfricanAmericanHolidays

WordsofPower:Ancient InsightsandModernMessages forParents,Teachers& Students ByChikeAkua

Thisbookcontainsalmosttwo hundredsquotesandproverbsfromAfricanpeopleandpowerful peopleallovertheworld.Additionallyitcontainsfill-in worksheetssothatstudentscanengageinawordsofwisdom scavengerhunt.

Sharethemotherwitandwisdomthatmanyofourchildren todayaremissingasyouexamineandinterpretfirurative language,simileandmetaphor.

Sexceptional:TheUltimateand EssentailTeenGuidetoAbstinence

ByChikeAkua

Sexceptionalisanadjectivethat describesonewhoiswillingto undertakethediscipline,devotion,and determinationtoabstainfromsexual activityuntilmarriage.Ittakesan exceptionalpersonbecausethereare manyweaponsofmassdistractionand weaponsofmassdeception.Weheara lotaboutsafesex,butabstinenceis,handsdown,thesafest alternative.Butwhenabstinenceismentioned,oftentimesyoung peoplearenotgiventhetoolstomakeabstinencework.This bookisatoolboxofinsightsandstrategies.

TheAfricanOriginsofWriting&MathematicsDVD AfricanSacredScienceDVD(RecordedLIVE!)

ByChikeAkua

contributionstoreadingandwriting,

ThesedynamicandrevealingDVDsgive studentsanunderstandingofAfricas contributionstoreadingandwriting, languageandliterature,scienceand technology,mathandmedicine, andsomuchmore!Apictureis worthathousandwordsandthese DVDsvisuallydocumentAfrican excellence,achievement,and ingenuityancientandmodern.

TheAfricanOrigins EmpowermentPak

excellence,achievement,and EmpowermentPak

ByChikeAkua

ThepackageincludesfiveAfrican OriginsDVDswhichvisually documentthehistoryofAfricans fromancienttimestothepresent.It alsoincludesaBONUSCDof ChikeAkuaspresentationatthe Pan-AfricanStudentLeadership Conferenceandacopyofthebook TheAfricanOriginsofOurFaith.

BlackHistoryPosterPak!

ByChikeAkua

*PurchasethewholePakforyourschoolandgetoneFREE!

Thesebeautiful,full-size,colorpostersonthefollowingpagesareboth inspirationalandinstructional.Theyareawonderfuladditiontoany classroom,officeorlivingroom.Developedanddesignedbyawardwinningeducatorandauthor,ChikeAkua,thesepostersarearich resourceforcreatingacultureofexcellenceandachievementinyour classroomorschool.

StudentCreed

ByChikeAkua

Iamastudentseekingtobeascholar. Thestandardisexcellencetodayand tomorrow. Iamdisciplined,focused,andon-time. Iamorganized,respectful,andresponsible. Iamonamissiontoelevatemyself,myfamily, mycommunity,andHumanity.

EDUCATIONfor

Praise for Education For Transformation

This books is a must- read for all serious education who want to get results and understand the connention between culture and achievement.

Dr.Joyee E. King

Benjamin E. Maya Chair of Urban Education, Georgia State University

Chike Akua has done a masterful job in his latest book, Education for Transformation. As one of his former Student worte, “ most teachers teach from the book, but you teach from the heart.”

Dr. Jawanza Kunjufu

Author of There is Nothing Wrong with Black Students

Chike Akua’s “Education for Transformetion: The keys to Releasing the Genius of African American Children” will motivate even the mediocre teacher to work to ward becoming a master in education.

Stephen Peters

Education and author of choosing to believe and Do you know Enough Adout Me to Teach Me ?

“Education for Transformation...” succeeds in transporting the reader to a master teacher’s vivid classroom and o ers insights abouts how to craft such space and meaningfully connect with students in deep and lasting ways.

Leslie T. Fenwick, PdD, Dean, Howard University School of Education

Every school district concerned with the academic, social and emotional achievement of these student should embrace this book without hesitation and make it a central component of their professional development agenda.

“Education for Transformation” is a testament and a must read for those who want to recapture the essence of teaching and unlocking the natural genius in african American Children.

Ron Walker, Executive Director Coation of schools Educating Boys Of Color (COSEBOC ) of Tomorrow.” a distinction he is, no doubt, living up to today. As a former Teacher of the years of experience in education and as one who has authored ten books. Mr. Akus keeps a demanding schedule conducting Teacher Transformation!,

Chike Akua has been called “an educational revolutionary.” He is the Executive Director of the Teacher Transformation Institute, an educational conference which provides standards-based, research-driven, A cancentered and culturally relevant instructional strategies to maximize student achievement. Ebony magazine named him one of its “50 Leaders

Parent Power!, African Origins! and Sexceptional Abstinence presentatuon across the nation. Because of his dynamic, ineractive, riveting and revealing presentation, he is a favorite keynote speaker and trainer at educational conferences, school systems, colleges and universities. www.MyTeacherTransformation.com

The keys to Releasing the Genius of African American Students