Participants: Yvonne Lewis (Host), Mabel Griar M.Ed
Series Code: UBR
Program Code: UBR000051S
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00:01 Are you worried that your child won't get a good education?
00:03 Do you wonder just how you can help your children 00:06 to achieve academically when you may not have done 00:09 so well in school yourself. Well, stay tuned to find out 00:12 just what to do... My name is Yvonne Lewis 00:15 and you're watching Urban Report 00:39 Hello and welcome to Urban Report 00:41 Recently I attended the National Action Networks 00:45 Convention in New York City. While there, I met today's guest 00:49 and after speaking with her I decided that she had some 00:52 great information to share with our Urban Report viewers. 00:55 My guest today is Mabel Griar 00:58 Founder of Academics Learning Solutions, LLC 01:02 Hello Mabel... Welcome to Urban Report 01:05 Hello, how are you? I'm great... 01:08 it's so good to have you, thank you so much for doing this 01:11 No problem... So, Mabel when I met you 01:17 at the National Action Network's Convention, 01:20 what were you doing there, what was your purpose 01:22 in being there? Well, actually I attended 01:26 because I saw the Panels and a couple of the people 01:32 in particular... Arne Duncan, some of the News, 01:35 folks that were there looking for ways to get everyone 01:42 connected with education and Arne Duncan 01:46 seems to have done a good job with the Common Core Standards 01:49 which is going to be good for students... and I said 01:53 I needed to get a little closer to him 01:55 to find out what we could do 01:58 because I have some ideas and I've worked with 02:01 a lot of students... so I really just wanted to get 02:05 closer to get more upfront as far as what's going on... 02:09 Tell us a little bit about your experience in educating children 02:13 Well, I was the Director of an After-School Program 02:19 for 18 years... pretty much... and I work with all types 02:24 of students... students in the areas of 02:26 Math and Reading... and I had 02:30 phenomenal results with those students... 02:32 but it was mainly because of the parents... 02:36 So I've decided to go back to School to get a 02:38 Masters in Education I had, formerly, a background in 02:42 Math and Engineering and I just thought that maybe if 02:45 I got credentialed in education that I could fit into the 02:48 Public Schools and do a little bit better... 02:51 I mean... give them some ideas but that... 02:54 sometimes is a little more difficult to do than said... 02:58 Yes... and so... 02:59 I just decided that... you know, we'll work on some things... 03:05 one of my partners that I work with in the Business 03:09 decided to take that part on and I decided to do some more 03:13 research as far as education was concerned 03:16 to see how we could reach more families... for the most part... 03:21 Tell us what's going on... what's going on 03:24 in the families now as far as education is concerned 03:28 especially in the inner city... What's happening 03:31 with the children in the inner city 03:33 as far as education is concerned? 03:35 Well, one of the main problems with the inner city is that 03:41 for the most part... a lot of the parents are not 03:45 they did not have good K through 12 experiences 03:49 in School and so they're not familiar as far as what to do 03:52 with the students... with their own kids 03:55 and then... for the most part... now I think 03:58 the biggest problem is there are too many programs 04:01 there are so many programs that we're taking the parents 04:03 out of the picture and they are dropping their kids off 04:06 but when the kids go back home, the parents really don't know 04:10 what they are supposed to do... so I think that we've had 04:14 the best results because we're actually working 04:19 with the parents... So, I think now, 04:22 what needs to happen with the Schools is that... 04:24 we've got to pull those parents back in... 04:28 back into the picture... Mabel, that is such a 04:31 critical piece... and I think that 04:33 that is one of the main pieces that's missing in terms of our 04:37 children's achievements... you hit the nail on the head 04:41 some of the parents themselves might not have done too well 04:45 in School... or might have not had a good experience in School 04:49 and so... they can't really assist... 04:52 or they don't feel competent enough to assist... 04:55 or many times... they're overwhelmed themselves 04:59 with life and so they're not actively engaged 05:02 in the children's lives. I notice that... on your website 05:07 you said something about 05:08 "The Road to College beings in Pre-School" 05:12 tell us about that... because that's a very 05:15 important point too... and I think that the 05:18 parental-involvement piece is critical 05:21 tell us about that... Well, looking at it... 05:26 I actually have... my daughters have graduated 05:30 from College for the most part, I have one that's still in now 05:33 and my nephews... and then a lot of students 05:35 that I've worked with... and I've worked with 05:37 over the course of years... and you see those students 05:41 and you see what has happened with them 05:43 and it doesn't just start when they go to school 05:46 a lot of the interactions that they have with people 05:50 in the environment, people in the families... 05:53 and they're just getting... starting to build futures 05:58 for themselves... it begins when you're young 06:00 you know... the exposure... so a lot of times 06:02 people think that, "Oh you can... when you get 06:04 to be a Senior... you can figure out what you like 06:06 to do... " Well, no, you can't... 06:08 you can't wait that long... so... we look at... 06:11 when kids are in pre-school that we work with students 06:15 starting at 3 years old... and so... 06:17 when you get the students that young... 06:19 they actually.. love learning... they have... 06:22 it's a part of who they are... and then... 06:25 we help with the parents... I think that parents 06:27 who have them... in the household 06:29 they can take them out to, you know, the parks, the museums 06:33 vacations... they become more of a part of it 06:37 and each year... there's something 06:39 that the child has to, you know, they have to do... 06:42 every day is a learning experience 06:44 in the life of a child... well, actually, in anyone's life 06:47 you know, we learn every day... That's a... 06:51 You know... we have a little delay here... 06:56 so I don't want to talk over you... 06:57 finish your sentence... and then... 06:59 I'll ask another question... 07:00 OK, no, but, you know, I think that when we look at it 07:05 as far as... students go along the way... 07:07 parents think that, you know, you just send them to school 07:11 and that's the only place where they're learning 07:13 but since we have changed... learning now takes place 07:17 24 hours... 7 days a week... so it seems as though there is 07:21 more learning that goes on outside of the classroom 07:24 than inside... so... that's why... 07:27 everyday is important in the life of a child... 07:30 That is so... so... good... because... another thing... 07:34 you know... again.. the parental involvement piece 07:38 is critical... I think... a lot of times... 07:40 parents just drop the children off at School 07:42 and think that the teacher is going to be 07:45 responsible for all of the education 07:48 of the student... and what you're telling us today 07:52 is that... the parent... when that child comes out 07:55 of school... the parents should be more engaged 07:58 in the learning process and there are various 08:01 other things that a parent can do... 08:04 to enhance the learning process with that child... 08:08 such as... take the child to museums... 08:10 or to the Library... where they have, you know, 08:13 free story hour... it doesn't have to cost money 08:16 a lot of times... parents don't have money... 08:19 to do various things... but there are a lot of things 08:22 that you can do for free... do those things and 08:25 get engaged with the student more... 08:28 What other things can parents do to 08:31 to kind of foster learning within the home... 08:35 Well, a lot of times, parents can just, you know, 08:40 as far as their Community Centers in the neighborhood 08:43 Churches... a lot of Churches have programs and they need to 08:48 get their kids around any type of structured program 08:52 and as far as I'm concerned... I think, even, you mentioned, 08:56 National Action Network... that was another reason 08:59 I went was because Churches were represented there 09:03 and I think... that if we... you know... we're re-directing 09:07 our resources... in too many different areas. 09:10 If the Churches would really focus on socialization 09:15 and those types of social interactions 09:17 that would be a plus for them... 09:20 and they'll leave the academics to other areas... 09:25 because I think right now there are too many places 09:27 to take the kids... and even for the parents... 09:30 they don't know where to take them... 09:31 But if they can go to a Church or a Community Center 09:34 and then the kids can learn how to be team players 09:37 learn how to interact with other people 09:39 learn about different cultures, that will be good... 09:42 and then... if they would... 09:43 parents could actually connect more with the teachers 09:48 You know... I think that's something that we 09:50 really missed out on... is connecting with the teacher 09:53 because the teacher sees the child, 09:55 the parents see the child... if they connect together 09:58 they can find out what that child needs 10:01 and then the parent can use the Library or use other resources 10:05 you know... to help them... So that's what we do more... 10:11 Right... that parental-teacher connection is also critical 10:17 going to the different meetings for the students 10:21 like the PTA meetings... and the Parent-Teacher Conferences 10:25 you know... I know that sometimes parents... 10:28 they happen in the evening... and sometimes parents are tired 10:31 or whatever... but it's so important to 10:34 find out who is teaching your children 10:37 what kind of an environment is it... 10:41 and also... how you can work together 10:44 for the good of that child... to enhance their educational 10:48 experience... so... I think that parent-teacher 10:51 connection... is critical... What role do you think that 10:55 technology plays in educating our children? 10:58 Oh my! I say now that technology is the new intruder 11:04 in the home... you know... the Bible says 11:06 that a thief comes to steal, kill and destroy... 11:09 and I think that's exactly what the Internet is doing 11:13 and computers are doing because children... when they come home 11:16 they have the video games that they're playing 11:19 they're on the Internet... on Facebook... MySpace... 11:23 all of these types of things that really rob them 11:26 of doing productive things on the Internet 11:29 and a lot of parents have lost track of them.. by doing this... 11:34 Yeah... you know... we tend to think that technology is always 11:40 such a big help... but in many ways... 11:42 it can detract from the whole learning experience 11:47 if... you... and even the social experience 11:49 you know.. instead of conversing kids are texting and... 11:53 so... it is very, very important to utilize 11:59 technology in a way that enhances the educational 12:02 experience not detracts from it. Tell us some more about that... 12:06 if you would... OK... and you're right to 12:09 say that because... everywhere you go... 12:13 it's acceptable to use technology but I think... 12:17 unless we re-direct the students... 12:21 that we're actually pushing them into doing the wrong thing. 12:25 So... I do think that technology 12:28 can be used effectively in education.. for the most part... 12:33 I have started to use some computer software packages 12:37 with students... however, it's with extended practice 12:42 but I have worked with them to know exactly what they need 12:45 so that's the part that's missing... 12:48 you can't just sit a student in front of a computer 12:50 and expect them to know what to do... 12:53 They need to be directed... and then... 12:55 there needs to be some accountability 12:57 and if that accountability isn't there... 13:00 there's nothing... Absolutely... that's a critical 13:04 piece too... you need to know 13:05 what your child is doing... you even need to know 13:09 who their friends are... on some of these social networks 13:12 because there are predators that are on there... sometimes 13:15 so parents still have to play a very active role... 13:19 and I think... this is a critical piece... 13:21 the parental responsibility here... 13:23 the educational experience for the child 13:28 depends upon... and I'm summarizing what you're 13:32 saying... depends upon the 13:34 parent's involvement... the parent-teacher connection 13:39 and also... channeling technology properly... 13:44 utilizing technology properly... what effect do video games 13:48 have on a child's learning? Oh my! tremendous... 13:52 and I think the studies state that, you know, 13:57 that there's not a lot of impact... 14:01 but I think there is... because when you're sitting 14:04 and you're looking at the computer screen 14:06 you're working on a video game or, you know, just playing 14:10 you're basically in a passive mode... you know 14:14 all the work is being done in front of the screen... 14:17 you're just pushing buttons and that's not actual life... 14:20 you know... you don't think through 14:22 situations and they do sometimes on these games 14:25 to go from one level to another, but these students can spend 14:29 hours and hours on something that's fun 14:32 and something that they don't really have to think about 14:35 and so... when it comes time for them to sit down to actually 14:38 read a book or even read a paragraph... 14:42 they can't do it... they can't focus enough 14:45 because they don't know how to how to sit down and 14:49 form that mental picture... so I've seen students change 14:54 over the past seven years... it's amazing... even with the 14:58 young kids... how they change... because 14:59 they're not able to read, black and white words 15:02 and turn them into a colorful picture... 15:04 to answer a question you know... 15:06 So the video games then interfere with critical thinking 15:11 Yes... they do... 15:12 So, you have difficulty with critical thinking and also focus 15:19 because things are happening really quickly with the 15:22 video games and so, you know, you're playing with it 15:25 but focus.. for extended periods of time... 15:29 is a difficult thing on concepts... versus... just... 15:34 it's easy to play video games 15:36 for hours... we're not talking about that kind of focus... 15:38 we're talking about focus on concepts... 15:42 and being able to conceptualize and read and do 15:45 critical thinking... is that correct? 15:47 Yes... I mean... you know when I look at it... 15:50 students think that they only need to come to school 15:53 to learn what they want that it's... like it's selective 15:56 and that's because of, you know, them playing these games 15:59 and doing all these things that are fun... 16:01 that's not life... life is... you're going to 16:03 come up against things that you don't know... 16:05 or things that you're not familiar with... 16:07 and you have to apply the skills that you learn in school 16:11 to those things... and so... a lot of times... 16:15 they get very frustrated... now on... 16:17 and so many kids, you know, 16:19 they have short fuses... 16:21 and that's because, you know, with the games and... 16:23 it's fun... but when it's not fun and you have to 16:27 really think... they really aren't used to that... 16:31 so... and I'm seeing it so much more now 16:34 with the younger students and that's not good 16:36 it's not good. For sure... OK so... 16:40 I am a parent and I have a little 3-year-old 16:43 and I bring my 3-year-old to your program 16:46 what are you going to teach my 3-year-old 16:49 in your program... why should I bring my child to you? 16:52 Well, the first thing that we do especially with a 3-year-old 16:57 is to look at... now I use the 17:01 National Common Core Standards, that starts in Pre-School 17:04 so I look at that and I tell the parents 17:07 how they can look at these standards 17:10 no matter where they are... because a lot of times 17:13 parents transfer from, you know, State to State 17:15 and things like that, 17:16 so I start with the parent and I tell them that 17:19 "You're going to need to work with them everyday" 17:21 for the most part students come to us 17:23 maybe... or we might see them once or twice a week 17:27 and those other days... we try to tell the parents 17:30 what they need to do... so we will work 17:32 with the students and say a 3-year-old really needs to 17:37 work on counting, trying to obtain a dominant hand 17:43 whether left hand or right hand 17:44 you know, reading... understanding that there are 17:48 sounds associated with letters and vowels 17:51 those types of things and children now 17:55 learn a lot quicker than kids in the past 17:58 if they're directed the right way 18:00 so we give them as much as they can handle 18:04 so it's even sitting down for those few minutes a day 18:07 and then you start to move into larger periods of time 18:12 but... that is important for the parent to see what they 18:16 can work... with them... and then we tell them too 18:18 activities that are going on... you know... in the area 18:21 to expose their children to. 18:24 Oh, that's great... so some of the core skills, 18:27 and you have a standard against which you're working 18:33 the National Core... 18:35 what was that... that you called it? 18:37 It's the National Common Core Standards 18:39 and actually a lot of schools right now 18:42 it was adapted in June 2010 and under Secretary Arne Duncan 18:47 and that is a standard that's going to be 18:50 used all over the United States, it used to be that every State 18:54 had their own Standard 18:55 and that's where we were running into problems 18:58 with "No Child Left Behind" but now that we have a 19:00 National Common Core Standard, that Standard is the same 19:05 across all States and so whether a parent 19:08 or a student is in Florida, 19:12 or Illinois or Ohio 19:14 the Standard is the same... and so I think that's 19:16 phenomenal because that gives parents... a way in... 19:20 you know... that gives parents that connection 19:23 instead of saying, "I don't know if my child is 19:25 working on what they need to do" they can look... and see that... 19:29 That's great... that is a big, big help... 19:33 and again... this is a way in which technology can be used 19:36 positively because a parent can go on-line and find out 19:40 where... they can look at where their child is 19:45 and then... have a standard against which to measure 19:48 you know... their child's development 19:51 so that's really, really important. 19:54 Who else has impact on the child academically? 19:59 We have the parent, the teachers 20:01 who else can impact that child? The Community and any relative 20:07 adult... and I just say responsible adults 20:11 basically... I've been doing some studies 20:15 and looking at the time... the time that the student is in 20:19 a school... whether it's Pre-School or Elementary School 20:23 or High School compared to the time that they are at home 20:27 and when you look at summers, vacations... a student spends 20:31 approximately 71% of their time at home or in the Community 20:35 as opposed to School which is 29% 20:38 so, when you look at that, their neighbors, their friends, 20:45 relatives like I said that come over, friends, 20:48 they have a definite impact on the students 20:51 and so... it's important to really look at that 20:54 because a lot of times students come to School 20:57 they are using improper language they are singing songs 21:01 that they shouldn't sing... and that comes from home. 21:06 That comes from being out in the Community. 21:09 So, we need everyone... everyone involved... 21:12 and that's why we have a saying now 21:14 that "The world is our Classroom now" 21:16 it's basically flipped... the world is our Classroom 21:19 because everyone's running outside... so you can... 21:22 wherever you are... in the grocery store 21:24 there's a child that is looking 21:26 how are you going handle the situation when someone 21:28 gives you incorrect change... you know, there's someone that's 21:32 looking at you when you're driving down the street 21:34 and a car pulls in front of you, so... all of these things 21:38 really have an impact on students... 21:40 That is very true... children look and see what we do 21:45 and they model themselves after what we do... 21:48 so... that 71... 29... that's a very interesting percent 21:56 those are interesting percentages 21:57 71 percent of the child's learning takes place outside 22:02 of the School... that's a very interesting thing. 22:06 What effect did "No Child Left Behind" 22:10 have on students academically? 22:13 I think... when they came out 22:17 with "No Child Left Behind" basically it gave carte blanche 22:21 to anyone that thought they could help students 22:25 but not necessarily... I think that I saw so many 22:29 programs created but there was no accountability 22:33 for those programs... and, you know, when you really 22:36 look at it... teachers are having 22:40 a difficult time trying to introduce concepts 22:43 and get those concepts into students... 22:45 so, every program that opens up they're not experienced enough 22:50 to actually help these students and I'm not saying... 22:53 all programs because there are a lot of 22:55 phenomenal programs... out there 22:57 however, when you start seeing all of these programs 22:59 everyone is looking at the dollars and they are not 23:02 looking at "Are you truly impacting these students?" 23:05 and, I think, that that opened the door to 23:08 a lot of variability in education 23:12 and a lot of students really felt the effects 23:16 they really did... 23:17 That is a very sad thing... so how does a parent know 23:21 when you take your child to a program 23:23 how does that parent know that this is a reputable program 23:26 that's going to do... what it claims it's going to do? 23:30 Well, you know, I think... one thing that I looked at 23:35 is that... a lot of parents look at 23:37 "Well, this is a program that I can to put my child in 23:41 they're going to keep them for two hours 23:43 they are out of my hair for two hours" 23:45 and that's it... and so, you know 23:48 they started giving them snacks, they do all of these things 23:51 except for look at what they're doing 23:54 and a lot of times the programs are just helping 23:58 with homework... and that's good but you're 24:00 still not getting to the core problem 24:02 if they need help with homework a lot of times 24:05 it goes back deeper than that particular concept 24:09 and so... that's the part that I see is a problem 24:12 it's OK to help a child with homework 24:14 but if you're trying to help a child with fractions 24:17 and they don't know how to add or subtract 24:19 you're going to have a hard... you know... difficult time 24:22 working with them... Absolutely... 24:24 So I think parents need to have an idea 24:27 of keeping, you know, the communication lines 24:31 with the teacher... they need to know 24:33 at the end of the school year, you know, 24:35 we try to connect parents that way... 24:37 and talk to the teacher to see what concepts they can work with 24:40 their child over the summer on, so that they get prepared 24:44 for the next school year... 24:45 You know... that's a very interesting point too... 24:48 What happens over the summer... you know... 24:52 kids get out of school in May or June... and then... 24:56 they go back in August or September... 24:59 what should happen over the summer... 25:03 and tell us a little bit about summer vacation... 25:05 OK... what should happen over the summer 25:08 and the program we franchise that we're affiliated with 25:11 was year-round, because learning takes place 25:14 year round... and I always tell the students, 25:16 "Well, what if your... the pilot of the plane 25:19 you are flying in... decides to take a vacation 25:22 you know... his brain takes a vacation mid-stream 25:26 when you're taking off... so when you look at that... 25:30 it's just a matter of the learning isn't... 25:32 you don't learn because the school bell rings or... 25:35 you know... it rings for you to come in or to end 25:38 so it's important for students to see that 25:40 you have to learn all the time 25:44 learning is all the time 25:45 so... for parents... if your child struggled with 25:48 some concepts during the school year... 25:50 summer is a phenomenal time to really work with your child 25:53 to make sure... in a structured manner that they're going to 25:57 to take care of those areas... because if not... 26:01 then they're going to go to school... 26:03 and the average child, you know, they say... loses some of the 26:06 information that they learned over the year 26:10 and so... with the child who is really struggling 26:14 they're going to lose a lot... and then you go to 26:18 the next grade and you're expected to know 26:20 those concepts and you won't... 26:23 So... it's up to parents... a lot of parents get workbooks 26:27 over the summer... but the key is 26:29 making sure that you're consistent... 26:31 you know, I think a lot of times I work with some parents 26:36 and that's what we're trying to do 26:37 is to get the parents to see that... 26:38 you sometimes need an outside person to say 26:41 this has to get done... just for accountability 26:44 because students and parents sometimes... that's not a 26:47 good match... I know... I have kids so... 26:51 but, you know, to say, "I have to work over the summer" 26:55 "Yes, you do... " So... just to limit it 26:58 to make sure that it's something comfortable 27:00 and even if it's reinforcing some of those skills 27:02 that's something you need to do 27:04 so, I think, parents need to take that into consideration 27:08 and also with vacations... and take them places... 27:11 and not just go to have... you can have fun but 27:14 visit some of the museums there, visit some of the key points 27:21 of the city, you know, learn a little bit of history 27:23 about it... because that will help. 27:25 Wow... Mabel, thank you so much, you've given us so much 27:29 great information and our time is up... 27:31 I can't believe it... but thank you... 27:33 I'm going to have to have you back again though. 27:35 Will you come back? 27:36 OK... no problem... of course... of course... 27:39 Great... thank you... God bless you 27:42 and I pray that your work will continue 27:45 and you'll be able to really impact our students... 27:47 Thank you... 27:48 Thank you... Thank you for having me... 27:51 You know... sometimes we may feel as though our children's 27:53 education depends solely on the teachers 27:56 Mabel showed us today... the value of parental involvement 27:59 even at the Pre-School level... Thanks so much for tuning in... 28:03 You know what... It just wouldn't be the same 28:06 without you... |
Revised 2025-01-04