Participants: Yvonne Lewis (Host), Dr. Chandra Gill
Series Code: UBR
Program Code: UBR000171A
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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. |
Revised 2016-02-09