Urban Report

Blackademically Speaking

Three Angels Broadcasting Network

Program transcript

Participants: Yvonne Lewis (Host), Dr. Chandra Gill

Home

Series Code: UBR

Program Code: UBR000171A


00:01 Why do our children need healing?
00:03 Tune in to meet one of the Country's top educators
00:06 and motivational speakers
00:07 who'll give us some insight into this and so much more.
00:11 My name is Yvonne Lewis
00:12 and you're watching Urban Report.
00:37 Hello and welcome to Urban Report
00:39 my guest today is Dr. Chandra Gill,
00:42 Educator, Author
00:43 and Founder of Blackademically Speaking,
00:46 a company dedicated to the development of
00:49 motivational content, products and services
00:51 innovative philosophies and cutting-edge theories
00:55 specific to education and schooling.
00:57 Dr. Gill is the recipient of numerous awards and honors
01:01 she was recently selected for NBC's The Grio's 100 List
01:06 and Today's Chicago Woman Magazine
01:09 recently tagged her as one of 100 women to watch
01:13 she is passionate about our children
01:15 welcome to Urban Report, Dr. Gill.
01:17 Thank you for having me, happy afternoon, good afternoon,
01:21 great afternoon, all of that.
01:23 Thank you so much,
01:24 happy... great afternoon to you too.
01:27 Absolutely.
01:29 So, what is Blackademically Speaking?
01:32 Tell us what that is.
01:33 Well, in short, and again... thank you for having me.
01:36 Blackademically is a company that is dedicated to
01:39 inspiring and empowering our children
01:42 as an educator,
01:43 I've spent more than half my life,
01:46 I come from a family of those interested in education,
01:50 and as a company, what we do is
01:52 educate and empower and inspire our children
01:54 throughout the globe and we believe, quite frankly,
01:57 that to literally educate today's children
02:00 you have to motivate them... you have to motivate them,
02:03 so that's what we predicate upon.
02:05 That's great, what are some of the challenges
02:07 confronting today's children?
02:09 Oh my gosh!
02:10 Specifically, if I may just delve into it,
02:13 generally speaking, America, right now, is literally
02:17 trailing the world... globally,
02:20 we're not leading in any of the subject matters,
02:23 in any of the disciplines that matter,
02:24 I mean, we're trailing most developed countries,
02:27 and when we're zoning in our children in America,
02:30 that are Black and Brown children,
02:32 the statistics are even more dire,
02:34 when we take it a little further and go to Black children,
02:36 then we're looking at children that are four and five years
02:39 behind in reading and let me be clear,
02:41 all of our children are not struggling,
02:42 or they're not in strife, or they're great, they're genius
02:45 but to the heart of your question
02:47 the violence... that is not just physical,
02:49 that's just not happening on the streets
02:51 but that's ripping apart our
02:52 children's hearts and minds everyday,
02:55 we have now... school to prison pipeline,
02:57 if you could just stop and think about that for a moment
03:00 the inner connectedness between education and incarceration
03:03 those issues amongst many other societal ills
03:05 when we look at what's going on in our Country,
03:08 we're experiencing wars,
03:10 the Entertainment Industry right now,
03:12 I told everyone all the time
03:13 what I saw on television as an adult,
03:15 I have the choice to watch it if I so desire,
03:18 and we can deem it entertainment but as an academic,
03:21 the question becomes
03:23 how does that entertainment for my pleasure
03:24 potentially inhibit the child that's watching...
03:27 in their educational experience,
03:29 so, there are a plethora of challenges before our children.
03:31 Well, you know what? You have just given me
03:34 oh! so much to chew on just in that statement,
03:37 so much to chew on because... let's go back for a second,
03:41 this whole idea of the school to prison pipeline,
03:46 this is a very profound thing to me
03:49 because it's a systemic issue.
03:52 Years ago, if a kid was in the classroom,
03:55 acting out,
03:57 you to go to the Principal, or you go to Detention,
03:59 you don't get arrested and now,
04:03 there's this whole thing of...
04:05 and I understand
04:07 that violence has increased,
04:09 I understand that there are some situations
04:12 in which there has to be some kind of really...
04:14 kind of harsh... but not... I mean... not deadly force...
04:20 but some kind of intervention that can stop
04:24 whatever is going on, I understand that,
04:28 I'm not talking about that,
04:30 I'm talking about the fact that in so many cases,
04:33 in schools in the inner cities,
04:35 we find that the children are getting arrested
04:39 instead of having... just a visit to the Principal
04:43 or detention, and what happens after that is
04:46 now, the child has a record and now, doors begin to close,
04:50 tell us a little bit about that if you would Doc
04:53 because I think that that is... that school to prison pipeline,
04:57 I think a lot of our Viewers need to know more about that
05:00 can you unpack that a little bit for us?
05:02 Absolutely, and that's a great lead-in,
05:04 you kind of counted in the most prophetic and profound way,
05:07 if I may say, what's happening right now
05:10 from the academic standpoint you know,
05:13 we had about a decade and a half
05:14 of all this readership and this research
05:17 that was stating that at the third-grade level
05:20 we could then determine how and where the children,
05:22 our children oddly... will end up
05:25 where were their reading levels,
05:27 the literacy rates and the reading levels would determine
05:31 a child's educational success, so unpacking that...
05:34 this is something that is very critical for us
05:37 and we often and too often do not want to utilize
05:41 terms like redemption and healing,
05:43 so this is my belief, academically speaking
05:45 and we're talking about healing and redemption.
05:48 We have a young lady in South Carolina,
05:50 that everyone knows that was grabbed, choked,
05:52 dragged by the Officer,
05:54 I could not look at it through the lens of
05:56 what she did to deserve that,
05:58 and even if you want to go to the level of
06:00 children that are not most respectable to us
06:03 and so... here's the truth, the truth is... as an educator,
06:06 I am responsible for believing that a child
06:10 can learn and live beyond their situations and circumstances,
06:14 I am responsible for Blackademically Speaking,
06:16 for redemptive forces in the classroom
06:19 so the question is not just, "What did she do to deserve it?"
06:22 Or what did the Officer's behavior do to invoke
06:25 a different spirit in that school,
06:27 it really comes down to
06:28 what we believe a schooling experience should be
06:31 I feel it should be redemptive,
06:33 I believe that it should be loving,
06:35 I believe that it should be nurturing and caring,
06:37 I believe that at the end of the day,
06:39 that daughter, that granddaughter,
06:42 that niece, that child, did deserve another opportunity
06:46 obviously beyond the volatile abuse,
06:48 here I believe this question needs to be asked,
06:51 do we believe that every child should,
06:54 can and deserve to learn?
06:57 Yes.
06:58 When we answer that question,
07:00 we chose not to relegate our children particularly
07:04 to jail systems, I'm writing a piece now,
07:07 "Do we want our girls in classrooms or courtrooms?"
07:10 And my belief is
07:12 just the other day we read
07:14 two 12-year-olds in the school district in Texas,
07:17 the girls were brought up on charges,
07:19 and potentially facing a 30-day suspension
07:21 and relegated to an alternative school
07:23 and you want to know why?
07:24 One girl had an Asthma attack,
07:26 her friend, 12-years-old witnessed it
07:29 she gave her inhaler to her in haste
07:31 so that she wouldn't potentially die,
07:33 the school charged them with controlled substance use.
07:37 No...
07:39 They suspended the girls for three days
07:41 with the option of a 30-day suspension
07:44 in an alternative school,
07:46 where is the common sense in legislation?
07:48 I'll leave you with this other thing,
07:51 if I'm on the way to the hospital
07:53 pregnant, my husband sees me and says, "Oh, she's in labor"
07:57 he jumps in the car to hurry me to the hospital
08:00 at 80 miles an hour,
08:01 what we've known in Society
08:03 of course you don't drive 80 miles an hour,
08:05 you don't drive 50 on a regular road,
08:07 he may or may not have a seatbelt on, in haste,
08:10 do you punish him for trying to get his wife to the hospital
08:14 to give birth to their child,
08:16 or is there some common sense in the legislation?
08:18 I believe... to the school and prison pipeline,
08:21 there are some discussions that we really need to have
08:24 about cultural sensitivity, cultural competence,
08:28 who is teaching our children
08:30 and do they care about every child
08:32 that crosses the threshold of their door
08:33 as a the quality of life experience,
08:35 education is just not a buzzword
08:37 it should be an experience
08:39 worthy of every child in America.
08:41 Yes, yes, oh that's so rich, that is so rich,
08:45 you know, that incident that you cited
08:48 with the two girls and one giving her...
08:50 giving the other her inhaler,
08:53 who wouldn't do that, I mean...
08:55 Absolutely...
08:56 I just... I don't know all the ins and outs of the case
08:58 I can't really comment on it,
09:00 but just from what you're saying to me,
09:02 who wouldn't,
09:03 out of the sense of humanity, do that?
09:06 And to get suspended... I'm just not getting that,
09:10 was this an inner-city school?
09:12 I don't know if it was an inner-city school,
09:14 that's a great question but let's be clear,
09:15 I mean, as an educator,
09:17 if I could contextualize it and package it differently,
09:19 I can't just go into a school
09:21 and all of the schools I'm in throughout America,
09:23 I call myself a traveling teacher,
09:25 healing throughout the Country as much as I can
09:27 and in school assemblies, classrooms,
09:29 if a student comes to me and she says,
09:32 "Hey, I'm thinking about killing myself"
09:35 I'm responsible for reporting that to the Counselor,
09:37 if another child comes and says, "Hey, I have a headache,
09:40 do you happen to have an Ibuprofen or an Aspirin on you?"
09:42 I am not able to give that child that,
09:45 so we understand "controlled substances"
09:48 we can't account for and vouch for
09:50 adverse conditions for medical history so we get that,
09:54 but to the heart of what you're pointing to,
09:57 which is my point, remember now, as we unpack this,
10:00 we have legislation like "zero tolerance,"
10:03 "three strikes you're out"
10:04 well, I'm a believer,
10:06 and I believe that... that fourth strike may not happen
10:10 but maybe that fourth time that takes me
10:12 to the level of faith and allows God to take me from
10:15 the valley to the mountain top,
10:17 I believe that educators are the epitome
10:20 of Leadership, if I may, Jesus was a Teacher.
10:22 Yes...
10:23 And His reality was predicated upon Him
10:25 and so the question has to become, as I believe,
10:28 do we believe that all children deserve the right to learn
10:31 and to the heart of those girls,
10:32 here's the caveat and I want you to embrace this stuff,
10:35 they were honor roll students.
10:36 Oh my!
10:38 And so, they are honor roll students
10:40 in present tense,
10:41 so I advise all of the Viewers to look at these cases
10:45 we had a six-year-old young lady who just killed herself,
10:48 hung herself, according to reports...
10:50 Six years old?
10:51 Six years old, and so this becomes the question
10:55 on why you ask... healing... healing...
10:57 because we also know to the school-and-prison pipeline
11:00 that a lot of our children are hitting Detention Centers
11:03 at 11-years-old,
11:04 if we could just think aback... think back on our lives
11:07 and what we were doing in fifth and sixth grades,
11:09 and today we have a Society in America
11:12 that is just five percent of the world,
11:15 yet almost a third of those incarcerated, if not a half,
11:20 in some reports of those in jail
11:22 so this is an issue that we have to put together
11:26 and we have to ask ourselves,
11:28 "How is it that something like the school
11:31 that gives you quality of life experiences
11:34 and determines what you can,
11:35 shall and will be to some degree
11:37 has a strong interconnection to a prison system that is not,
11:41 despite reports,
11:43 predicated or built upon rehabilitation?"
11:46 We have to ask some serious questions.
11:48 Absolutely, you know, you also cited the fact that
11:53 by the third grade, when the results of testing
11:59 are reviewed and analyzed,
12:01 they can know where that child is going to end up
12:05 just based on those results...
12:07 Sure...
12:09 one of the things that we need to stress
12:13 is that our children can learn...
12:17 they are... so many of them
12:20 are beset by these ACEs...
12:24 these Adverse Childhood Experiences,
12:26 that overwhelm them
12:29 and we don't really...
12:33 and I mentioned this in another program
12:35 that we had, we don't really realize that
12:38 we have the school here, and we have the home here
12:42 the child has to go...
12:43 first of all the child might be living
12:46 in an abusive situation that is not conducive to learning,
12:50 and then that child travels from home
12:53 to school and if he's in the inner city,
12:56 he could be beset by all... or she...
12:59 beset by all kinds of violence, all kinds of gang stuff,
13:03 all... it's a war zone,
13:04 just combat, just getting from home to school
13:08 then you get to school,
13:10 and you're either labeled ADHD or Special Ed or you know...
13:17 you're made to feel as though you can't learn
13:20 but yet we have schools
13:21 that are offering these nurturing environments
13:24 that you were talking about where the children are learning,
13:27 so, one of the things to me... that we need to examine,
13:33 is how we can make that environment more conducive
13:39 to learning, more healing, more nurturing,
13:42 especially if you have kids who are...
13:45 some of them have behavior problems, we know that,
13:48 so how do we... as an Educator...
13:51 how do you work with the child that is a behavior problem
13:58 to reshape the values of that child?
14:01 Well, here's what we know, and that's a very good question
14:04 thank you... here's what we know,
14:06 we know... through research
14:08 that African American boys in well affluenced areas
14:13 are relegated to a suspension and expulsion,
14:16 especially at programs, more than their peers,
14:19 so let me unpack that... simply... I'm a mother
14:23 a husband... we send our son
14:25 in an affluent neighborhood to a school... School A...
14:29 what research has been telling us for nearly two decades
14:32 pluses... he's still relegated to Special Ed Programming
14:36 statistically more than his peers,
14:38 so I could be making more than my neighbors
14:41 who may not look like me
14:42 and my child can be relegated to a Special Ed classroom
14:46 more than my neighbor's children,
14:48 we have to begin to discuss this,
14:50 the issue of race and racism in the schools
14:52 we cannot ignore it,
14:54 in Society we love the post racial Discourse
14:57 I understand the conversation, but this is what I say,
15:00 and it's important that we understand that everybody
15:04 who is teaching... be it a White teacher
15:06 who may not or may like Black students,
15:09 the story in the situation is greater than that
15:11 here's why, if I may, Race and Racism...
15:14 these are not just vocabulary words that you write five times
15:17 you put in a sentence and define...
15:19 it's bigger than that, we're dealing with, right now,
15:22 one of the largest book distributors
15:24 in America, who just published a book
15:27 where... and this is known,
15:28 we have several books now,
15:30 where you have slaves who are happily baking
15:33 pies and cakes for the President of the United States
15:37 we've taken the truth
15:39 of what has happened to our culture
15:42 and our history, not just Black people in America
15:45 in history, and we have altered that history
15:48 to favor a group of people, we can no longer do this
15:52 and so when you're talking about
15:54 how to speak to this experience and teachers and how to heal,
15:58 if I may just quote from my grandmother
16:00 it's as simple as, "Do you care?"
16:03 People don't care how much you know
16:05 until they know how much you care,
16:06 I'll bet you any money I ask in every interview
16:09 if I ask you right now who was your favorite teacher?
16:11 It was not based upon what color she was,
16:14 what race she was,
16:16 I'm sure there was a cultural significance and relevance
16:18 when you see a professional Black woman
16:20 as a Black child, of course,
16:21 but what we know is when you care as a teacher,
16:25 children... they flock to that, they understand it
16:29 and here is the reality of the reverse
16:31 when you don't care, a child knows that as well
16:35 so how do we heal?
16:37 Number one, we have to understand
16:39 that you have to teach children who they are
16:42 let them know that they're great,
16:44 if you relegate them to the ground
16:46 and tell them that they're a bird, they can't fly,
16:48 they'll move like chickens for the rest of their lives
16:51 but if you introduce them to the eagle, they'll soar
16:53 and their quality of life will be different
16:55 both birds... one soars, one sticks to the ground,
16:58 both have a calling and a purpose
17:00 one is eating a whole lot more than the other,
17:02 and so what we have to understand
17:04 is that we have to first teach our children
17:06 all children... who they are and then Number two,
17:09 we have to do this in a very serious way,
17:12 Johnnetta B. Cole, I quote her all the time,
17:14 she's said, "I've met many teachers
17:16 who couldn't teach, but I've yet to meet a child
17:19 that could not learn"
17:20 you said it clear,
17:22 every child... if you're in my classroom
17:25 I don't care if you're Latino, Chicano, Puerto Rican,
17:28 African American, Caucasian, I have a responsibility
17:31 to teach, and what is teaching?
17:33 I have to care about you, "How are you today?"
17:36 "No, you're not going to get a D in my class,
17:38 I can't make you do your homework
17:40 but I can inspire you to do it,"
17:42 we're dealing with a lot of challenges in our schools
17:46 and I think that we have to begin to unlayer and unpack this
17:48 through talking about cultural significance.
17:50 That is so rich... that is just so rich...
17:55 and I can see and sense your passion about this
17:59 where did that come from,
18:01 give us a little hint about your background
18:04 like... how did you get into
18:06 this whole movement that you've embarked with?
18:09 I tell everyone that it's a calling,
18:11 and I'm not apologetic, I know I go into some schools
18:16 and they're like, "I just felt something. "
18:18 I had a young man, he came to me
18:20 after I did a Workshop at a school,
18:23 and he said, "I can't put my finger on it,
18:25 but I feel something in my heart"
18:27 and he continued to say it
18:30 and I knew he couldn't explain it,
18:31 I said, "It's a real peace"
18:34 I grew up with both my parents,
18:36 my mother had me in her first year in college,
18:40 my father didn't get the opportunity, unfortunately,
18:43 to go to college but he was a well-educated man
18:46 in the real, non-traditional way,
18:48 education is... I literally believe...
18:50 has been in my blood, I tell everyone,
18:53 my mother having not received one college degree
18:56 was the epitome of an Educator
18:58 I believe that our parents are our first educators,
19:01 I believe that the aunty, the mentor, the surrogate parent
19:04 before I walked into Kindergarten to learn my colors,
19:08 my mother told me my color mattered,
19:10 before I walked into the first and second grades,
19:13 to add and subtract, my dad made me clear
19:17 that life will add up
19:18 not always in the way you wanted it to
19:20 but you should never subtract yourself
19:22 from life, be present,
19:23 so I just came from a history of educators
19:26 and I would be remiss to not honestly say it,
19:29 growing up in inner city Chicago,
19:31 having the experiences,
19:33 I just had to believe that there was a better way
19:36 and I took offense and insult to the fact
19:40 that children who look like me
19:41 were relegated to things that were inferior
19:45 to what I was soon exposed to
19:46 it gave birth to more of my calling
19:48 and God confirmed it through His Holy Word.
19:52 Amen, you're preaching today, I love it,
19:55 I love it because you know, it's obvious that
20:00 the Lord has called you to do this,
20:03 because of your passion, and you're walking...
20:06 on this Program we call it "Walking in your divine destiny"
20:10 you are walking in your divine destiny
20:12 you are doing what you were put on the planet to do
20:14 and that is...
20:16 to help children to realize who they are,
20:19 who they are and what they can do,
20:22 I think, you know, on this Program...
20:24 on Urban Report, and on Dare to Dream,
20:27 that... even the name itself
20:28 is indicative of what we're about,
20:30 but it's about the fact that God has a plan for each of us,
20:34 and no one is less than anyone else,
20:36 we are all a part of this great tapestry,
20:39 and God has an individual plan for each individual
20:45 and when a child realizes that they are purposed
20:47 and that there is something for them,
20:50 it's just so life enhancing and enriching.
20:53 Yes...
20:55 What do you see as your primary challenge
20:58 in getting this message of healing to people?
21:02 It's just such an issue right now
21:05 of... you know, we're used to the buzz words
21:08 we like the buzz words, we like meritocracy,
21:11 you get to the next level based upon your merit
21:14 and we know that's not true,
21:16 we know that over half of Ivy League Schools
21:19 are... there exists... legacy...
21:22 there's a "legacy clause"
21:24 we ask who you know at this university for a reason
21:27 we want to know if your granddaddy went here
21:29 we want to give you access to Harvard and Yale and Brown
21:33 well the problem with that is,
21:34 as a Brown woman, I didn't get access to Brown
21:37 a hundred years ago, so what we know,
21:40 what we know, is that... the reality is...
21:43 an issue of access,
21:45 so we have to quit it with the buzzwords
21:47 if I must just say it like that,
21:49 and I think that people are looking for standardization
21:52 so when we're talking about how do we get in
21:55 and how do we make more moves and how do we do things,
21:58 my biggest challenge, I believe,
22:01 so far, has been, talking about
22:03 how to deal with the history of African Americans
22:07 who've been relegated to inferiority situations,
22:11 denied access, not given opportunity
22:14 and that being a welcoming message,
22:17 because when you come in, and you say,
22:19 "Hey, there's some...
22:21 there's potential some cultural malpractice here"
22:23 you know, when we have to be clear
22:25 about what this is, we have too many, in my belief,
22:30 we have a lot of individuals who are trapped in bureaucracy
22:34 let's be clear, there are a lot of teachers
22:37 who stay after work to 6 or 7 o'clock at night
22:40 they take from their children's budget at home
22:43 to buy crayons for that student in class,
22:45 there are Administrators who are entrapped
22:48 through the standardization federal regulations and laws,
22:50 who are... their creativity is handicapped
22:54 because the law says,
22:57 they have to teach... to the text
22:59 so the biggest obstacles before not just me,
23:03 as us educators, is the policy that exists
23:05 that continue to perpetuate standardization
23:10 as a means for matriculation when we already know
23:13 that standardization is not a reflection of my intellect
23:16 and my capacity to perform
23:18 so I say that in a very simple way
23:21 very simply... "we need creativity"
23:23 it's what's building America right now, we're on Skype,
23:26 that's creative,
23:27 somebody had to determine there's a better way to talk
23:30 without having to be on the telephone
23:32 and being able to see each other,
23:34 we need the same operation in classrooms.
23:36 That is great, that is great, what would you say
23:38 to the person who says,
23:40 "What are you talking about access...
23:42 I mean, you got all kinds of scholarships and things
23:45 available for minorities,
23:47 sometimes it seems like
23:49 other kids can't even get in
23:52 because minorities are taking up the scholarships,
23:55 why is access still an issue
23:59 when a lot of people would say,
24:01 "No, it's not... I mean...
24:02 we're living in... we have a Black President,
24:04 so, what are you talking about,
24:07 we live in a post racial America"
24:08 what would you say to that?
24:10 Very simply, me being in a room and at the table,
24:13 doesn't mean that I'm not on the menu"
24:15 period, and so what we have
24:18 to understand about "access" is, me being in the room
24:21 is not giving me the authority to maneuver the room,
24:23 when I speak of "access" we're still in the United States
24:28 looking at universities that have a six percent
24:31 average of minority faculty, six percent,
24:35 University of Illinois, my alma mater,
24:38 I loved my experience but we have yet to cap out at
24:41 more than ten percent African Americans at the school,
24:44 why is that?
24:45 We have to open the door a little wider
24:47 and it's not just this...
24:49 again these buzz words, of affirmative action
24:52 you see... these things were built because
24:55 deny... thinks of what we were denied,
24:57 so what will we say, I would say that
25:00 when we think about the Fortune 500 Companies today
25:02 how many African Americans...? Last I checked
25:05 out of 500... there were six,
25:07 in the United States Senate,
25:09 how many African Americans are there right now?
25:11 Last I checked, there was one with a possibility
25:13 it was like a gang of spades, one in impossible... you know...
25:16 so, what we have to do is,
25:18 we have to open the door
25:20 and that's why we here at Blackademically Speaking,
25:22 we want to give a child... opportunity,
25:25 I believe, I'll share this simple story with you
25:28 as we begin to look at the other portion of this,
25:30 I was in a classroom with a child...
25:33 and, you know, bottom line is
25:35 I had her daughter to come to the classroom with her
25:38 while I was teaching at the University,
25:39 today, this young lady remembers that experience
25:43 she was eight-years-old then,
25:45 she's now a Scholar in high school
25:47 and she tells me when she sees me, "I remember... "
25:50 because the one thing I did with her,
25:51 I gave her access to the board, I'm a university professor,
25:55 teaching my university students, her mother being one,
25:58 her mom couldn't afford childcare completely,
26:00 I allowed her to bring the child
26:01 and she would do homework off in another area of the room
26:05 and some days I would invite her to go to the board
26:07 in front of the class, as the future...
26:09 she remembers that experience,
26:11 access is authentic, it's genuine,
26:13 it's not built upon statistical data that says,
26:16 that you need to be here because you're African American
26:19 it's authentically connected to realizing
26:22 that this Country changing,
26:23 and there are a lot of gifted people in America
26:26 God didn't mix us based on color,
26:28 He didn't give us gifts based upon how we look,
26:31 He gifted us because of His love
26:34 and that's what we have to do when we think about access,
26:37 and it has to be authentic and genuine.
26:38 In the last minute that we have,
26:40 please tell us about the healing tour.
26:43 Very simply, our children are in peril,
26:46 we've discussed it, I'm the promise,
26:48 we want to be the promise,
26:49 we want to represent the promise
26:51 so schools throughout America can give us a call 855-651-3337
26:55 and we're sweeping through America,
26:56 healing our children,
26:58 with Workshops... Professional Development Sessions
27:00 and our Teachers need healing,
27:01 they're on the brink of a lot of problems at home,
27:04 and they may need to be encouraged,
27:05 our Administrators with whom we're doing
27:07 all school assemblies,
27:09 we're going into the schools and jails
27:11 to empower our children, we want to be the promise,
27:13 we want them to know
27:15 that if they're in unloving situations,
27:18 we want to be the love,
27:19 I believe that we'll give them everything they need as an aside
27:22 to their high school and college experience
27:25 so they can give us a call
27:27 we want to heal. Website: www. drchandragill. com
27:28 That's awesome,
27:30 thank you so much for being with us
27:31 you have really given us some amazing insight
27:34 and we appreciate your passion
27:37 and your competence,
27:38 thank you so much and God bless you.
27:40 Thank you, God bless you too, thank you so much.
27:42 We need more educators like Dr. Gill,
27:45 what a blessing she's been.
27:47 Well, we've reached the end of another Program,
27:49 I can't believe that our time has just flown by so quickly
27:53 but make sure you join us next time,
27:56 because you know what?
27:57 It just wouldn't be the same without you.


Home

Revised 2016-02-09