>>> HERE AT "METROFOCUS" WE WANT
TO INTRODUCE YOU TO SOME OF THE
MOST INNOVATIVE AND CREATIVE
EDUCATORS IN OUR CLASSROOMS.
THERE'S A GOOD CHANCE YOU'LL
RECOGNIZE THE NEXT GUEST, POET
TURNED TEACHER TONI JACKSON HAS
BEEN THE FOCAL POINT OF MI
MICROSOFT'S EDUCATION CAMPAIGN.
>> MY CALLING IS TEACHING AND MY
PASSION IS PERFORMING.
BEING IN THE CLASSROOM, THAT'S
MY STAGE.
WHEN KIDS COME INTO MY CLASSROOM
THEY KNOW THAT MR. JACKSON IS
THE RAPPING TEACHER.
WELCOME TO FOURTH GRADE.
TODAY WILL BE A SHORT DAY.
RAP IS A GREAT WAY TO ENGAGE
STUDENTS.
IT'S LITERACY AND VOCABULARY
WORDS.
>> HE TEACHES FOURTH GRADE AND
I'M DELIGHTED TO WELCOME TONY TO
THE PROGRAM.
THANK YOU FOR TAKING THE TIME
OUT TO DO THIS.
AS WE SAW IN THE CAMPAIGN, TALK
TO ME ABOUT THE CONCEPT OF
INTRODUCING RAP, HIP HOP AND
POETRY INTO YOUR CLASSROOM AND
THE IMPACT YOU'RE SEEING ON YOUR
KIDS.
>> SURE.
THANKS FOR HAVING ME FIRST OF
ALL.
I DIDN'T GO TO SCHOOL TO TEACH
INITIALLY.
WHEN I WAS IN COLLEGE I WAS
HEAVILY INTO POETRY, I DID RAP
AND POETRY AND WE USED TO TOUR
WITH SOME FRIENDS.
WE WOULD GO TO SCHOOLS AND
THEATERS.
AND I NOTICED THAT IT WAS
SOMETHING THEY WAS VERY
PASSIONATE ABOUT.
AND WHENEVER WE WOULD COME INTO
THE SCHOOLS AND BE ABLE TO
INTERACT WITH THE KIDS AND USE
THOSE TECHNIQUES WITH THE
STUDENTS, THAT WAS THE PART THAT
REALLY EXCITED ME THE MOST.
AND BEING ABLE TO USE THINGS
LIKE RHYME AND METER, THINGS
THAT WERE DIRECTLY RELATED TO
LITERACY AND LANGUAGE ARTS AND
ALSO BEING ABLE TO USE THAT TO
BRING OTHER THINGS TO LIFE LIKE
MANAGEMENT AND SOCIAL STUDIES
AND SCIENCE, IT WAS A PERFECT
FIT.
THE KIDS WERE ENGAGED AND
EXCITED ABOUT IT AS WELL.
>> WE'RE TALKING ABOUT
10-YEAR-OLDS HERE.
NOT NECESSARILY EASY GETTING UP
IN FRONT OF A CLASSROOM OF
FELLOW STUDENTS RAPPING AND
RECITING POETRY.
WHAT'S THE SECRET TO INSTORE THE
CONFIDENCE IN THEM TO MAKE SURE
THEY FEEL COMFORTABLE DOING THAT
IN.
>> I THINK THE SECRET IS BEING
WILLING TO BE SILLY AND
EMBARRASS YOURSELF.
I'M NOT EMBARRASSED WHEN I COME
INTO THE CLASSROOM.
AT THIS POINT I'M SO COMFORTABLE
THAT I LET MY STUDENTS SEE
PIECES OF ME.
WHEN THEY SEE ME BE FUNNY AND
SILLY, IT OPENS IT UP AND SHOWS
THEM THAT THE CLASSROOM IS A
SAFE ENVIRONMENT FOR THEM TO DO
SO AS WELL.
>> CONSIDER RAP AND HIP HOP AND
POETRY, I CAN IMAGINE WHEN A KID
GETS UP THERE TO DO THAT, IT'S A
KA AUTHORITYIC RELEASE, BRINGS
ABOUT CREATIVITY IN THE CHILD.
WOULDN'T BE CONSIDERED
TRADITIONAL METHODS OF AS
ASSE
ASSESSMENT.
DO YOU SEE THIS HAVING A DIRECT
IMPACT ON THE WAY YOUR KIDS ARE
PERFORMING COME TEST TIME?
>> I'M ABLE TO SEE WHEN THE
STUDENTS ARE ENGAGED IS WHEN
THEY'RE LEARNING THE MOST.
AND ONE OF THE BEST THING ABOUT
IT IS THAT IT'S ABLE TO BE --
THEY'RE ABLE TO HAVE FUN, ABLE
TO ENJOY AND THEY WANT TO LEARN
MORE.
THEY WANT TO SEEK MORE.
SO WHETHER OR NOT THEY ARE
WRAPPING THEMSELVES, WHETHER OR
NOT THEY'RE TRYING TO, YOU KNOW,
GET BETTER BARS AND BETTER LINES
AND BETTER RHYMES ALL OF THE
TIME, THEY CAN SEE IN CLASS THIS
IS A PLACE I WANT TO BE.
THIS IS A PLACE I WANT TO COME
BACK TO.
>> IT SEEMS AS THOUGH YOU'VE
COME UP WITH A CONCEPT TO ASSESS
YOUR CHILDREN AND STUDENTS IN A
DIFFERENT WAY.
YOU'VE BEEN A VOCAL CRITIC OF
THE FRA ADDITIONAL METHOD.
WHY DO YOU BELIEVE THEY'RE
FAILING, THE 10-YEAR-OLDS YOU
TEACH?
>> I THINK IT HAS TO DO WITH
MEDIOCRITY AND ALL TEACHERS
COMING IN, WE HAVE TO CONTINUE
TO BE STUDENTS AS WELL.
SO AS A TEACHER I AM CONSTANTLY
TRYING TO LEARN, CONSTANTLY
TRYING TO IMPROVE MY OWN
PRACTICE.
WHEN WE'RE AT THE POINT WHERE WE
SAY WHATEVER I'M DOING IS JUST
GOOD ENOUGH, THEN OUR STUDENTS
ARE LOSING OUT.
>> AND THE OTHER THING THAT'S
QUITE COMMON IN YOUR CLASSROOM
IS TECHNOLOGY.
YOU TOLD ME BEFORE WE SAT DOWN
AND SPOKE TODAY THAT YOU'VE BEEN
ASKED IN L.A. TO PUT THIS
COMMERCIAL TOGETHER AND YOU'VE
GOT YOUR STUDENTS SEEING YOU ON
TF AT THE AGE OF 10 YEARS OLD
AND E-MAILING YOU.
THAT BAFFLES MY MIND.
MY QUESTION BEING THE
INTRODUCTION OF TECHNOLOGY, I
DON'T THINK ANYONE WILL DOUBT
HOW IMPORTANT THAT IS FOR THIS
GENERATION.
BRINGING THOSE TABLETS AND
COMPUTERS INTO THE CLASSROOM,
BEING DEPENDENT ON THEM, DO YOU
THINK WE'RE AT RISK OF GROWING A
GENERATION OF STUDENTS SO
DEPENDENT ON TECHNOLOGY THAT
THEY ALMOST LOSE OUT WHEN IT
COMES TO SOCIAL INTERACTIONS?
>> THE RISK IS ALWAYS GOING TO
BE THERE.
IT FALLS ON US AND IT'S OUR
RESPONSIBILITY TO MAKE SEURE WE
DON'T JUST RELY ON THE FACT THAT
TECHNOLOGY IS PRESENT.
IT HAS TO BE HOW WE'RE USING IT,
WHAT WE'RE USING IT FOR AND THE
MIND-SET THAT GOES ALONG WITH
WHAT THE TECHNOLOGY IS ABLE TO
DO.
I WANT MY STUDENTS TO BE
GLOBALLY CONNECTED AND TO KNOW
THAT WE'RE IN A GLOBAL SOCIETY
SO THAT IT'S MORE THAN JUST
BEING ABLE TO TYPE A PAPER
VERSUS USING A PENCIL BUT IT'S
REALLY THE THOUGHT THAT IS
BEHIND IT AND WHAT THIS
TECHNOLOGY MEANS.
WHAT DOES IT MEAN THAT WE WILL
BE ABLE TO DO.
WHAT DOES THIS OPEN THE DOORS
FOR CURRENTLY AND IN THE FUTURE.
>> YOU MENTIONED GLOBAL
AWARENESS.
IT'S INTERESTING THAT YOU SAID
THAT.
WE'VE BEEN THROUGH A DIFFICULT
SUMMER IN MANY ASPECTS.
TAKE FOR EXAMPLE, THE EVENTS IN
CHARLOTTESVILLE, YOUR CHILDREN,
10 YEARS OLD, THAT'S THE STAGE
OF COGNITIVE DEVELOPMENT,
THEY'RE DEVELOPING CURIOSITY AND
AWARENESS OF WHAT'S GOING ON IN
THE WORLD AROUND THEM.
SOMETHING THAT WE SAW IN
CHARLOTTESVILLE.
IS THAT A TOPIC DISCUSSION?
>> YES, ABSOLUTELY IT IS
SOMETHING THAT I BRING INTO THE
CLASSROOM WITH ME.
AND IN TALKING WITH THE OTHER
TEACHERS, ONE OF THE IDEAS THAT
I'VE BEEN TRYING TO GET ACROSS
IS DON'T GO BACK TO SCHOOL AS IF
THESE EVENTS HAVE NOT HAPPENED.
PERSONALLY, I TEACH FOURTH GRADE
AND ONE OF MY FAVORITE TIMES TO
COVER IN HISTORY IS THE PERIOD
OF THE CIVIL WAR.
AND SO WHEN WE GET INTO THE
EVENTS LEADING UP TO THAT, WHAT
HAPPENED IN THIS COUNTRY AT THAT
TIME, WHAT HAPPENED AS A RESULT
OF IT, WE GO INTO REP
CONSTRUCTION AND BEYOND, I WANT
MY STUDENTS TO HAVE THAT
CONNECTION TO WHY THIS IS
SOMETHING THAT THEY'RE SEEING
HAPPEN TODAY.
THIS IS SOMETHING THAT WAS
HAPPENING YEARS AND YEARS AGO
AND YOU CAN STILL SEE SHADES OF
THOSE HORRIBLE SCARY THINGS THAT
WE WERE HOPING THAT WE COULD
MOVE BEYOND SURFACING TODAY.
SO I THINK IT'S ESSENTIAL THAT
WE MAKE SURE THAT WE'RE GIVING
THEM REALITY.
WE CAN'T TREAT IT AS IF THESE
THINGS ARE NOT HAPPENING.
WE WANT THEM TO KNOW THERE'S A
REASON AND WHEN WE GIVE THEM THE
CONTEXT, WE'RE DOING THEM A
FAVOR.
>> TONY, WE WISH YOU THE BEST OF
LUCK WITH YOUR STUDENTS AS THEY
EMBARK.
TONY JACKSON, A FOURTH GRADE
TEACHER IN HACKENSACK, NEW
JERSEY.
THANK YOU FOR JOINING US.
>> THANK YOU SO MUCH.
IT WAS A PLEASURE.
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