From these conversations, Hines learned that African American students felt teachers are trying to make an effort to see that they are successful. He also learned that students felt their parents should tell them they believe in them. They wanted parents to show them how education could make their lives better and they wanted parents to spend time with them.

Hines explained that many African American students felt that if they did well in school, they were “acting white.”

Every middle school and high school teacher attended Hines’ three-hour workshop on building positive behavior within African American students. In the workshop, teachers were taught their disposition had a huge impact on how instructions were received by their students. He encouraged teachers to be responsive instead of reactive to all students. Most importantly, Hines explained that teachers must truly care about students in a way that can be recognized by the student. After they develop a caring relationship, trust forms and teachers can be direct in their instructions and expect students to comply.

“We have to believe in our students and empower them to be successful in school,” Hines said. “Contrary to the belief of some, the (school) district did not bring me here to tell you (parents) how to raise your children,” he added.

Parents shared reasons why students were not being successful and talked about ways adults could help each other with their children by encouraging them and holding them accountable for their actions. At the end of the parent meeting, Hines suggested that parents and administrators leave with an action plan to ensure progress is made throughout the spring. Hines is also expected to return to the schools to visit with teachers about putting into practice ideas they learned in his workshop.