My Tenure at Spalding University: A Timeline of Events

2011. February 11. While at UofL, I took the expensive GRE test to prepare myself for Graduate School. My Scores: Verbal, 510, 64% of the students scored below me. Quantitative, 680, 65% of students scored below me. Analytical Writing, 4.0, 48% scored below me.

2011, April 30. I take the Praxis Exam (Social Studies: Content Knowledge) at UofL, also while attending UofL. My Praxis Score: 174.

2012. May. I graduated University of Louisville in May 2012, after starting college 12 years prior at Xavier University in the Fall of 2000.

2012. Summer. I start Spalding University with Professor Amanda Wyrick, Ph. D, and her Educational Psychology class. I was living on 4^th Street at the time, a few blocks down from UofL. Karen Dunnegan, my eventual advisor, and teacher of several classes, convinced me to go to Spalding University instead of going to Morehead University online, which I was already enrolled, and had purchased my books, because she believed that Spalding University was superior to Morehead University online because they developed one's spirituality. While I'm not religious, I am a spiritual person. I got soul. So I was convinced. But when I sat down to talk to Karen Dunnagan for the first time, her lack of empathy should have made me run for the hills. I remember when I first met her. I said something about the child abuse I endured, and she gave me the fakest “sympathy” ever invented. She could care less for me. I should have run for the hills that very moment.

How can one advise another, when they do not genuinely care about their life? Since Karen was concerned more with classroom management, in and out of class, she wasn't able to give me sound advice on my life. In fact, she changed. Virtually immediately. On the phone, she acted like a sweet little girl. In class, she was a Dictator. She was even in favor of censoring Anne Frank, as was several students in the class, who heckled me down, ruining my final project.

Eventually, Karen got me to take at least 3 of her classes. She even convinced me to expand my degree to include Middle School, which directly advantaged her, because it meant that I would have to take her classes. Interesting how she made sure that I was aligned with her self-interests.

In hindsight, Morehead Online would have been much better than Spalding University because of their temporary provisional certification process. They allow students to work as teacher, with a temporary certificate, which allows one to gain experience, and plus the ability to apply what they “learn” in class. Spalding University only awards a degree at the end of their program. After 2 ½ years.

I eventually complete all of the requirements for admission, including a persausive “Statement of Intent”, and the Dean and his Associate (two Black folks, one man and one woman, I only met them once, and their names escape me) interviewed me, and we liked each other. We could relate to each other. I was accepted at Spalding University to complete the MAT (Masters of Arts in Teaching), so I could become a Social Studies High School teacher.

2012. July 2 - July 29. I have 15-20 pages of work, 5 reflection papers, several pages each, for Dr. Amanda Wyrick's class, Educational Psychology.

2012. August 18. Also for EDU 577, Professor Wyrick, I worked with Damon and Erica at St. Joseph Orphanage's, working with a bunch of rambunctious Kindergartners for Amanda J. Wyrick's Educational Psychology class (EDU 577). 17 ½ hours I volunteered. Damon signed the logsheet on July 30, 2012. I didn't have a vehicle, and didn't understand the busing system well enough to catch the bus in time (like an hour, or two), to make it on time, on the far East End of Louisville. So I rode my bicycle to St. Joseph Orphanage everyday, on the East Side of town. It took about the same time. And I got some much needed exercise. Though I remember one day, when I bought about 10 books from their library, and kept dropping them, all of the way home.

For EDU-577, Learning & Development Through Lifespan with Amanda Wyrick (Term: “PS31112”), I received this grade: A.

2012. August 27. For Karen Dunnagan's Developmental Reading class, I wrote “Response to IRA's Adolescent Literacy”. Developmental Reading in Middle and High School. For this class, I volunteered at Plymouth Community Center in the West End.

2012. October. I put my name on the ballot for a write-in candidate for the County Commissioner's Race, District B. 2012.

2012, October 9 – September 18. Mr. Wooldrige, ex-Principal at duPont Manual High School, I wrote many papers, including: “Obama's Race to the Top”, “The Kentucky Education Reform Act (KERA), HB 904.”, and “What's a Good Teacher?”

2012. October 16. I volunteered 16 hours of my time with Mr. Anderson, a Social Studies teacher, while Katy Zeitz was Principal at Waggener High School. 10-16-12.

2012. November 11, 15. I taught Confirmation classes at St. Joseph Catholic Church. I taught them every Sunday, for basically two terms. I marked 4.5 hours volunteer time, since that's all I needed. Kristina Vogt was the Religious Director. My logsheet is signed by Kristina Vogt, 11-11-12, and Barbara Foster, 11-15-12.

For EDU-514, Classroom Management, with Barbara Foster, I received this grade: B. Term: “GR11213”.

2012. November 12. A reflection paper dated 11-12-12 indicates I was enrolled in Karen Dunnagan's class.

2012. December 7. 6pm. Friday night. The LMPD break my nose over an alleged jaywalking incident. I walk around with a majorly crooked nose, feeling like a monster, for 2+ years, plus $28,000 in unpaid medical bills.

A few Classes and my Grades for those classes and Terms (they may signify dates, but I'm not sure):

EDR-556. Development Reading Middle and High School. Karen Dunnegan.

Grade: A. Term: GR11213.

EDU-513. Foundations of Education with Professor Woodridge. Grade: A. Term: GR11213.

EDU-520. Assess for Teaching & Learning. Professor Munoz. Grade: B. Term: PS21213.

EDU-579. Multimedia Applications. Terri Schoone. Grade: C.

EDU-585. Inclusive Classroom. Karen Stone. PS31213. Grade: B.

EDU-531. Literature for Young Adults. PS31213. Grade: A-. Karen Dunnegan.

2013. Spring. EDU-579. Multimedia Applications. Terri Schoone. Grade: C.

Terri Schoone is the worst teacher in the world. With 6 students, she couldn't create any type of positive and safe environment. We never got to know each other, and just listened to her rattle on and on for 3 hours. Sometimes she would speak with a rockstar microphone, just in case the 6 students couldn't hear. An older man, about 60 years old, a Black gentleman, who used to dress up in 4-piece suits every class, eventually drops out of the class, only leaving 5 students left.

On a Saturday, while making up some work I missed, Terri Schoone had me sit in her chair, at her desk, in her personal office, at Spalding University, in the Mansion, where the Education Department resides. I do not know if anybody else was in the office at the time. It didn't seem like it. While sitting in her chair, in her office, she was dictating the actions I was to make with the computer, instead of explaining things. “Click on this.” “Click on that.” Now type this. Type that. While she was dictating, she would lean into me, and put her hand on my leg. This happened a dozen times over several minutes. It felt disgusting, but to earn my grade, I was stuck in the position of being an obedient student. Doug Lemov's “Teach Like A Champion” demands 100% compliance, all of the time, even for simple, small things. So I could have risked my $50,000 education, by being a person, and speaking up for myself, or I could just endure. I endured the mild molesting, just as I did with the oppression of being dictated to like a child, and both felt equally disgusting.

2013. Spring. For Terri Schoone's class, I volunteered 20 hours with Mrs. Esarey and Mr. Ruggles, at Seneca High School (Mrs. Dillard, Principal), a Science class, 2013. EDU 579. Mr. Ruggles liked to do controlled experiments, and we were all entertained.

2013. March. Because of my roommate situation, and Spalding University, I just felt alone, alienated, and oppressed. I quickly fell in love with a Haitian woman through a few facebook chats. One facebook chat happened during a class break in Pat Todd's “rigorous” Curriculum class, and instead of going back to a classroom where I had no voice, where Pat Todd was telling me to shut up, like I was nobody, when I wasn't even talking, I go to Spalding University's library, and talk to a beautiful woman from another country online. One thing leads to another, and then I'm flying to Haiti to go marry her, and bring her back to America, so then I would have an ally in this world, whose actually on my side, who society actually cares about. In spite of my generally quiet and obedient demeanor, Pat Todd yelled at me to “shut up” in class, when it was the students behind me talking. Understanding politics, I felt as though the only thing Spalding University was doing was destroying my reputation. I wasn't learning much, except how to take orders, and I wasn't developing any meaningful relationships. I should have stopped going that semester, and enrolled somewhere else. But I never considered that an option.

2013. April 4. “You asked for an incomplete via email on April 4, 2013”. Pat Todd claimed this. I did not ask for an incomplete. I withdrew from her class because Pat Todd was a lunatic. I tried to endure her oppression, but she was unbearable. An old woman, all make-up'd out, prancing around in go-go stiletto boots, talking to us “adult” graduate students like we were stupid, and inferior, 2^nd class citizens... Pat Todd is famous for being the woman who brought about the Meredith vs. Jefferson County Board of Education, aka “the Meredith decision” (2006), which takes us back to the Plessy vs. Ferguson days. Back before Brown vs. Board of Education messed Pat Todd's world up.

2013. April 16. I have a 5-page Final Exam paper dated April 16, 2013 for Professor Munoz's Assessments Class.

2013. April 16, 17, 19, 22. I volunteered with Mrs. Janet Reichmuth, a Latin teacher, at Seneca High School, for 20 hours for Mr. Munoz's Assessment's class.

2013, April 30. “You were agitated, used profane language and made negative remarks about the faculty, program and university.”

I do not recall using “profane” language, but I could have let a “damn” or “shit” slip out. What's interesting about this complaint, it was because of Vicki Montgomery's validation of my experiences at Spalding University, which is where I got the confidence to speak up for myself. I told Vicki, that some teachers, like Pat Todd, only seem to care for their power over us, and I just feel oppressed. Vicki Montgomery, the first Financial Advisor at Spalding University, and also a student at the school, agreed with me about the oppressive nature of Pat Todd.

Problems with Financial Aid:

During my 2 and ½ year tenure at Spalding University, I moved several times. I started out on 4^th Street during the Summer, but moved to Iowa Avenue during the Fall 2012, for a 1 year contract. When I moved to Iowa Avenue, I spoke to Vicki Montgomery about my Financial Aid package, and she was very reserved with our conversation. She didn't answer all of my questions, and she wasn't forthcoming with information. I remember just feeling creeped out in general around her. I felt like she knew much more than what she was telling me.

When I talked to her about my Financial Aid, I told her about the address change, and she changed it, and had me change it downstairs with the Information Desk. I also asked about the Teach Grant, and she told me that the Teach Grant didn't apply to Social Studies teachers. I insisted that they did, since I had just researched it, and knew it to be true. Vicki Montgomery said she needed proof, so I went home, found the document that had listed Social Studies in Kentucky as a High Needs field, snipped a picture of it, and sent her an email, proving her my case. Afterwards, Vicki needed an Advisor's signature on it, and so I had to Karen Dunnagan's office, to get her signature on it. She reviewed what she understood, which wasn't right, but I didn't care to argue with her, so I let her be wrong (another redflag with Karen Dunnagan). Once Karen explained her understanding of the Teach Grant, Karen signed the form, and then eventually Vicki Montgomery accepted that I was eligible for the Teach Grant, had me fill some form, and then said everything was lined up, and a-okay. Basically, she just gave me 3 extra hoops I needed to jump through before she would “allow” me to do something that was available to me. If I hadn't researched the Teach Grant on my own, I'm sure I wouldn't have gotten it, or even been offered the chance.

The check for my college loans is sent to 4^th Street, even though I had changed my address, in two locations, at Spalding University. I had to go back to my old address, and check in somebody else's mailbox, my old mailbox, to see if they sent the check to the wrong address, and they did. Every time. Every semester. Not one check went directly to my house, except when I lived in Portland, on Bank Street, for a few months. But that's it. I was there for about 8 semesters, including Summers. So for 7 semesters, Spalding University, once they got ahold of my college loan money from the federal government, took their portion of it, would then send it to somebody else's house.

At 319 Iowa Avenue, in South Louisville, near Churchill Downs, 6 blocks from UofL, my car had been robbed several times. Both times they stole a radio. One that was installed, and another that was dead, and just lying in the back seat. On Iowa Avenue, there were prostitutes everywhere, gunshots, and overzealous cops. After that 1 year contract was finished, Greg Brenzel's son wanted to move in there, so I moved to the West End, and my roommate Jason Zuckero went to Canada. That's when I moved to 32^nd and Woodland Avenue, next to the house of angry mean-spirited women.

While at 32^nd and 3116 Woodland Avenue, the house full of women next door had some friends they knew, rob me. They were friends with the thieves, Angel was, and one night, when I went to my Curriculum class (Deborah Stinson), I came back to find my house robbed. I am still perplexed by how they got in. There were no broken windows. They door locks all were changed, and only me and the landlord had the keys. The windows were all locked. Perhaps up through the basement? Perhaps they jimmied the bathroom window, and let some really small person slip through? I have no idea. They were careful not to mess the whole place up, but they took a laptop, a netbook, a video camera, cash, jewelry, etc. It was around $1,500 worth of stuff, or so.

I called LMPD, and there's a case file opened for this. But the officer that first arrived at my house, the wrote the initial report, didn't wanted to pursue the investigation that night. Then the Detective didn't either. I told him that I was scared enough that I might move. He said, “Well, if you're moving, then I don't need to follow-up with this, right?” NO! He asked the neighbors, the house full of angry women, what they saw, and what they knew, and they lied. They had told me that they had videotape of the burglars entering my house, but when the police arrived, there was no videotape. The police never knocked on Derrick Bond's door, who lived just 5 or so houses down street from me. I was friends with a few of the women next door, but after a tumuluous beginning. It just seemed like everyday, even when nothing was wrong, something was wrong, and it was my fault. I left that area, not just because of the boys who robbed me. But also because of the women next door. When I think of those few months, all I can think of, is how stressed I was around them. Not knowing anybody, or the area, not having any affinity for that “home”, I quickly scrapped some money together, and moved to Portland, on Bank Street. This time, I was going to be so careful, there was no way I could mess up again.

While I moved the last two times in haste, the first two times were consistent with my year lease. Every single time, except for Fall 2013, the last time, Spalding University's Financial Aid, usually Vicki Montgomery, would send my check to my previous address. The last time, the check arrived several days late, and they were nice enough to print me up another check, and when their check finally did arrive, I destroyed it. I also called and apologized, and admitted that I was wrong. But every other time, the check would be sent to an old address, and I would have to fish it out of an old mailbox. Even though Financial Aid was only supposed to be a conduit for my money, it really felt like they hijacked my money, and wasn't concerned with it, as much as I would have been. The Federal Government would do students a favor by giving them their money directly, instead of it going through the school system. Even though I was the customer for Spalding University, I was made to feel as though I wasn't.

2013, April 30. I went to speak with Vicki Montgomery, and I finally said something about how I felt as though she wasn't being forthcoming with information with me. As a future teacher, I feel like that it's my job to pass out information, freely, so that all students would have all the information they need in order to succeed in life, or move on in their next endeavors. I believe corporations would be ran better if they were free with information, and made sure all employees knew about all developments going on within the company. While I recognize this is my personality, and not hers, I felt as though she knew more about ways to access more college funds, scholarships, grants, or loans, than what she was telling me. A week later, I would notice a bulletin board was posted with all of the different economic opportunities students have on it. I had a direct impact on policy, and I made it better. Vicki, however, didn't make my life better.

Spalding University has some sort of universal note-taking system. When I would walk into Financial Aid, the ladies there at the desk would keep you waiting, while they punched in information about your visit. After I was accused of having “3 strikes”, Elisabeth Rogers would double-down on her accusations, and pullup all of the information she could find on me, so there's clearly “a file” there on me, and put all of that into a 22-bulletpoint document, 75% being lies, and the other 25% is talking about insignificant things, such as Bulletpoint #10.

Bulletpoint #10 says, “That same day, after 10:00am, you left a message with Professor Mangeot stating that you had been robbed and were not able to report to your student teaching placement. You stated that you needed to find a different place to live so that you would feel safe before starting the student teaching experience.” Bulletpoint #9 mentioned Julie Chancellor calling her friend Jennifer Mangeot up, and complaining about how I never showed up to school. So at the least, Bulletpoint #10 is just redundant. At the most, Bulletpoint #10 is actually me doing the right, proper, and professional thing, to keep in contact with my adminstration, to let them know what is going on in my life, when tragic and traumatic things happen. So while the 22-point document was constructing as though they had 22 total complaints against me, that's not the case.

The 22-bullet document actually begins with a lie. Bulletpoint #1 insists that I asked for an incomplete from Pat Todd. I did no such thing. I just withdrew from her class. Without her permission. I tried to hang on for as long as I could, but I didn't feel as though I was being built up for success. Just ridicule. I wanted to practice my public speaking. Not just have one chance to inspire and shine, as though I had been teaching for decades. So I dropped out of her class, which I am allowed to do. I had 3 classes that semester, and therefore, I still had 2 left. Dropping her class, I was still enrolled, and in compliance with the Department of Education's regulations for student loans.

2013, April 30. I got Vicki Montgomery to change my address, again, and then after I mentioned that she hadn't been forthcoming with information, I started to wonder how her experiences were at the school, since Vicki Montgomery was a student herself. I started talking about Pat Todd, and how oppressive teaching felt. Classroom Management was only one class out of many that we were required to take to graduate, but all classes felt like Classroom Managers were “managing” us, as opposed to being democratic, or organic. Oppression is unnatural. When I told Vicki Montgomery about Pat Todd, she agreed with me. She said, “I agree with you.” I felt as though my praise sandwich worked well. I got what I came for, I got to mention to Vicki Montgomery what had been on my mind in the numerous times we met up, and she validated my experiences as a person, and I went walking towards Pat Todd's office, in the Education wing of “The Mansion”.

After Vicki Montgomery agreed with me that Pat Todd was a vindictive dictator, or maybe just about the general oppressive nature of Spalding University, I went to speak to Pat Todd. I walked into the office, at the back of the long hall, said hello to the secretary, and sat down in the waiting room chairs across from the secretary's desk. She asked why I was there. I said to see Pat Todd, and then she paged her in. Right before she came out, I asked the secretary lady (a new employee, a Black woman), if sometimes people can be really petty, about insignificant things. Acting like she knew something I didn't know, she said she wasn't going to get in the middle of it, which seemed weird, to deny my vague feelings, but something was up, because she didn't want to get “in the middle of” something.

Pat Todd comes marching out of her office, and has printed up my volunteer hours for another class (Mr. Munoz's class, I think). I had already dropped Pat Todd's class, and so perhaps Pat Todd exploding into a tear, like some wacked out crazed terrorist, because she was wanting to implement revenge on me, as some type of payback. She humiliated me time and time again, but that's a psychopath for you. She can hurt your reputation, but you can't hurt hers. She can humiliate you, order you around, but won't take your orders, or take being humiliated. Lording over me, as I sat in the waiting room chairs, for guests I thought, and with her hip cocked to the side, as if she was Ms. Thang herself, Pat Todd started to “chastise”/”mean-tease” me about the final signature on my logsheet. Every other signature was signed by the teacher of record, but on the final day I volunteered, there was a substitute teacher who signed the final day of my logsheet. The Brown School would also have records of me signing in and out that day too, so she could have called The Brown School if she really wanted to verify the hours I wrote on the logsheet. I think, now, in hindsight, she only called me in order to berate me, in front of others, or maybe it was to flirt with me. I can't tell. Because she did have some weird smirk on her face as she was accusing me of forging the last signature on my timesheet. As if accusing me of a serious crime was grounds for a relationship. As if chastising me was supposed to be cute, or maybe sadism is what gets her all hot and bothered. But she didn't expect me to defend myself. She wanted to bask in the glory of berating me in front of her secretary. I dared to ask, “Why are you harassing me?” And that was all I needed to say, for Pat Todd to explode into a psychopathic frenzy, trying to gather up as many girls she could to institute some mob justice. She went into berzerk mode, where she was huffing and puffing, and marching all around, not exactly knowing what to do, but still wanting to do something. She started talking to others in the office, and then went into her office, and made a phone call. I didn't feel comfortable with a psychopath who acts so insane to such a small question. And why was she harassing me? How come she could harass me unlimited, and I was faced with expulsion, just for questioning her? We're supposed to be blindly obedient to any arbitrary and absolute power? Without question? No. That's unAmerican, and inhumane. But it seems to be Spalding University policy. Absolutely no Spirituality allowed. You must be a dead fish in the classroom, and worship the oppressor like a god. One's 32 years of experiences didn't matter when you walked into her room. It didn't matter if I was the King of England, or a peasant from the hills, in that classroom, I was her slave.

As Pat Todd was prancing around the office in her go-go boots, looking for allies in her final mob assault, trying to organize some vigilante mob justice, to corner me, and force me to submit, like gang rapists in prison do (and as Elisabeth Rogers, Mangeot, and Hudson would do at their little Show Trial), I walked out of the Education office, and into the Hallway of the Mansion, and started documenting on my camera phone what was happening. I hadn't done anything wrong, at all. But now I would have to defend myself, from this lunatic. Would anybody believe me? I was telling the truth, but sometimes, the truth isn't enough.

At first, Pat Todd had gotten somebody, and rejected having a meeting with Pat Todd, because she was a sick-in-the-head lunatic, on a tear, and it was bullshit that a person would start a bunch of bullshit, and then play the victim, as if they had done nothing wrong. Eventually I conceded to Elisabeth Rogers, who came out from “the important office”, which houses the Dean, and Associates, and the same 2 secretaries who were there from Day 1, when Spalding University's Education had a Black face on it. I agreed to meet with Elisabeth Rogers first, and then we could go from there. If I could get somebody to listen to me one-on-one, without having some lunatic interrupting me, cutting me off, and saying shit all mean and nasty, in order to get me to get mad, and say something stupid, or in anger, that could hang me, then I felt as though I had a chance of being able to finish what I started in the Summer 2012.

Elisabeth Rogers and I went into her room, with the door cracked, just in case, for her safety and protection, and I told her about some of the past experiences I had with Pat Todd. I told her about the time she told me to shut up in class; how she harrassed me about carrying a “Catholic Worker” newspaper to class (which Spalding University has spread out all throughout the campus, free for anybody to pick up); and just her general demeanor towards me and all the students in the class (Luke Schmoll took her abuse like a champion; it was totally normal to him). Elisabeth wasn't convinced. Her blank unempathetic face just looked pitifully at me, as if to say, “So what?” Not getting to her with my one small example, I wouldn't be able to level with her with what just happened, because she can't even believe me when things are obviously wrong. So I told her to “shut up”. She seemed a bit surprised. “Yeah. Just shut your mouth.” Then I mocked laughed. Then I asked her, “How does that feel? And I'm only telling you when it's just me and you. Imagine me doing that to you in front of everybody.” I mean, seriously. If it's right for her to be that disrespectful to me, how come it's wrong when it's aimed right back at her? Because she's allowed to be cruel? She's allowed to be unprofessional and disrespectful? Once Rogers understood how I felt during that day in class, then I felt comfortable explaining to her what just happened. All I said to Pat Todd was “Why are you harassing me?” That's it. When she pressed me more, saying, “What did you say?” as if she's above reproach, I may have said, “Yeah, it's bullshit. You harrass me in class, and now you're harassing me here. You're accusing me of forgery. I have no idea why you think it's fine to harass me”, and I'm just paraphrasing here. I didn't threaten anybody, or say that I was going to get her fired, or anything like that. I just asked why she was harrassing me, and she threw a fit, a temper tantrum, and nearly got me expelled from the University. What BULLSHIT! It should not have been that difficult for me to “prove” my innocence. She wasn't even accusing me of anything. Forgery. Which she was completely wrong about. Pat Todd also kept sending me emails desperately trying to find out where I was doing my observations... it felt gross. Like an ex-lover who just keeps on sniffing your shorts.

Eventually, Elisabeth Rogers heard me out, believed me, and then had me explain to Pat Todd about what I was feeling, and Pat Todd, to her credit, listened. Afterwards, I felt better about the whole ordeal. For awhile, I actually felt like I could talk with Pat Todd as a friend. Like the the elephant in the room had been addressed. Elisabeth Rogers also agreed to have an Independent Study about Alternative Education with me. I was excited. I get to design my own class how I wanted to design it, and go towards my own goals. It was like having an academic trainer; having somebody cheerlead and guide me on the path I was creating for myself. I would eventually write 150 pages worth of new ideas about where education is today, and where it can be tomorrow, for this class.

After speaking with Vicki Montgomery, Pat Todd, and Elisabeth Rogers, I then sit down in Karen Dunnagan's office. Karen Dunnagan was the person who had altered my life substantially, by getting me to go to Spalding University, instead of Morehead University online. And she won me over by saying Spalding developed one's “spirituality”. But since teachers are indoctrinated to be managers, instead of leaders, or an inspirer of leaders, all I felt at Spalding University was a constant downtrodden pressure, of a general oppressive nature. The teacher was the dictator, our words, thoughts, and actions mattered very little, except for the value the teacher put on them, if we were recognized, and was allowed to speak, for a minute. They used lecture and direct instruction, even though there are literally hundreds of better ways to teach. Especially with grown adults, whose all here to learn, and get good jobs, so we have plenty in common. It wouldn't be hard to have folks interact and get along at the Graduate level. But that's not how it's done at Spalding University.

So I told Karen Dunnagan about my feelings regarding how I felt she had lied to me. She didn't develop my spirituality. She was killing it. I have questions about education... yeah, so what? I'm not saying I oppose it, nor have I ever opposed her. But to hang me just because in class, I said that “I question education” is totally ridiculous. I should be allowed to speak about Education in general, Educational theorists specifically, to Education teachers and colleagues, in an Education building. My initial plan, when I first sat in Karen Dunnagan's office, was to either get some sort of Independent Study, so I would have an outlet for thinking about education outside the box, as well as completing my core classes. I wanted an Independent Study, or else, I would speak up all of the time in her next class. I never got a chance to say this, because at that point, it wouldn't have worked. No matter who I quoted, Karen Dunnagan didn't have 10 seconds worth of empathy for my life. I was so diametrically different than her, she could never relate to how my life is, with how hers is. Karen Dunnagan told me a story about how she worshipped one of her professors. Karen would wait by his door for hours and hours, just to speak to him for a few moments about her paper. I supposed she wanted that kind of blind adoring loyalty from me and all of the other students, without ever doing anything to earn it.

I had already got my Independent Study class with Elisabeth Rogers, and I didn't feel confident enough to issue my ultimatum, so I just tried to smooth things over with Karen, and we eventually worked on a schedule for the next semester, and just left the argument we were having right there on the floor. I told her a number of things, none maliciously, just explanatory, but she just couldn't see things from my perspective at all. While I'll take the blame for all that happened to me during my personal life away from Spalding University, but I truly believe I was interacting with the rest of the world just as I was interacting with Karen Dunnagan: just begging, submitting, hoping for other's approval. People aren't like that. I was getting manipulated everywhere I went, because I believed Karen Dunnagan actually truly had my best interests in mind, at heart. She didn't. She was just an Oppressor, just like the rest of them. I told her that the dynamic of a conversation changes, depending on if one is standing up, and the other is sitting down. She just looked blankly at me. So I stood up, and started talking, to prove to her what I was talking about. If she cared, she could have thought about for a second, and realized I had a point. But the Oppressor can't give approval or validation... it might mess up the strict hierarchy! Karen was taking issues with any slight petty thing she could complain about. I talked about how standing and sitting changes the power dynamic between two folks because I felt like I was consenting to her authority on the first day of class, just by sitting down in my chair, and letting her stand up, lecturing at all of us. And I did lose, the first day I sat in a chair in Karen Dunnagan's classroom, at Spalding University.

I even mentioned to her that an Oppressor is just one order away from being a Molester. She looked at me like I was crazy. “What do you mean?” she asked. It's weird how we are comfortable with giving folks power, but not freedom. We don't mind teachers being oppressors, but mention that students should be free, independent, and democratic, and people lose their minds. I explained to her that when an Oppressor gets their Oppressed in a routine, enslaved to their rhythm, then it would be easy for some creepy pervert to just give the naive student one more order, one where they get molested. So it's like: “Get out pencils. Do this worksheet. Do this quiz. Now, take off your clothes.” Again, to Karen Dunnagan, I wasn't a person. I was an inferior. A person who didn't matter. She refused to relate to me on any level. So I just let it be. And didn't bring it back up. I had already gotten my independent study class. In fact, that's a teaching tactic... we're supposed to wean students off of our assistance, because eventually, they'll be required to fly all by themselves. I'd also feel bad if one of students, who put in so much effort, failed. I would feel like I failed them. Again, Karen and I are two different people.

By the next semester, my Advisor had been changed from Karen Dunnagan to Elisabeth Rogers.

2013, May 13. I post the youtube video of me talking about Pat Todd telling me to come into the Educational Building so she could talk to me about the serious problem with my log sheet being forged, my volunteer observational hours, right beforehand: https://www.youtube.com/watch?v=5YA2xoi_Tdo&list=UU2593N-5QjJVuBdiMxhor0w&index=605

2013, May 14, 15, 16, 17, and 20. I volunteered 25 hours at the Brown School, with Mr. Healy as Principal, and Paula Broyles as the Social Studies teacher, for Karen Dunnegan's Literature for young adults class (EDR 531). The first 4 dates were signed by Paula Broyles, and the final signature was signed by the substitute teacher, and the signature looks like Greg Glick, but that's probably not right. Paula M. Broyles. 25 hours. Karen Dunnegan. Brown School. Spring 2013. Middle School.

2013, May 21, 22, 31. I volunteered 18 hours with Neysa Jones at the Brown School (Mr. Nealy/Healy? was the Principal), a Language Arts class, for Karen Stone's class. “Johnathan is truly passionate about teaching and will share his knowledge in a variety of ways to reach all students.” ~Neysa Jones. In Neysa Jones' Literature class, I got to see many Presi presentations, and then they worked on a Romeo and Juliet play.

2013. May 28. “You walked out of class.” EDU 585.

Karen Stone was a Kindergarterner teacher, turned Graduate educator. She didn't view us as adults, and there was only 6 or 7 students in the class. It could have been more liberating. We were to teach a few lessons, and I read some bell hooks, where she said that Graduate school was boring, and she was imagining ways that school could be better, more exciting, and fun, and rooted in the struggle for liberation of the oppressed. Karen Stone taught us that allowing ADHD children to use electronics to keep them occupied while lecturing, is a good idea, and I agree with her.

One day, I was going to be giving a lecture about the American Revolution, and I was excited about it. She had us get into groups first, and I went to get into my group, but I needed to get some of my notes back at my desk. When I got up to get my notes, Karen Stone immediately yelled at me to “Sit down!” Like an obedient dog, I did what she ordered. Probably just like one of her Kindergarterners. But I didn't like it. I wanted to tell her to stand up, and see if she compiled with any ole demand, as she expected me to do, but instead, I just complied. I hate moments like this, because Karen Stone wanted to take issue with something very petty. I wasn't hurting anybody, but I guess it annoyed Karen Stone that I would get back up, after I had already sat down. This set the tone for how the other students will “deal” with me. All I want, is to be convinced to learn something. If something is worth knowing, then it shouldn't be hard to convince me. But since Classroom Management, and 100% Compliance is the main lesson Spalding University teaches, that's why even other students use “being shitty” as a way to get compliance.

“People will forget what you said. People will forget what you did. But people will never forget how you made them feel.” ~Maya Angelo.

Eventually I was allowed to give my presentation on the American Revolution, and I designated one of the students as a transvestite, a man dressed as a woman, in order to show we do not treat anybody any differently (for the assignment, I needed to have one traditionally marginalized person; it was Inclusion class). Then I started drawing a timeline, and asked anybody for important dates or events in the American Revolution. Nobody said anything. I asked what the final battle, or the first battle was. Nobody knew. Eventually Luke Schmoll looked it up on wikipedia, and shouted out the answer (as I asked them to do). Now I had a starting spot. The Battle of Point Pleasant was the first battle of the American Revolution, and the Battle of the Blue Licks was the last battle of the Revolution. Both of these battles were whites against the native Americans, and I used that fact to drive home the point that the true revolutionaries during the Revolutionary war, were the native Americans, who weren't fighting some political battle, but were fighting in a war, for their land, their people, history, culture, and their lives. At the end of this lesson, my fellow students clapped sincerely for the lesson plan I had just shown them, since I was able to field the random chaoticness of having folks just “shout out” the answers, and was able to effectively steer their ideas towards the Big Idea I was trying to teach them.

Another day, same class, one of the blonde-haired blue-eyed female students was about to do her presentation, and I was talking with a friend of mine before class began, and eventually, when the student goes to give her presentation, immediately, instead of cueing the audience that she's ready to start, or saying, “Everybody's eyes on me,” she goes straight for “acting shitty”. She asked me, with a snarl, “Don't you want to get out of this class as soon as possible?” “Yes”. “Okay, then let me do my presentation.” I wasn't preventing her from doing her presentation. Instead of being decent, they were doing the Spalding University way of getting compliance: act shitty. I agreed that I wanted to get out of the class as quickly as possible, and shut up, and let her do her presentation, which again, I wasn't preventing her from doing. Class hadn't begun. And again, asking me to do something nicely, I would have done with no problem. But asking others... that's assuming others have the same sovereign autonomy as we do ourselves. That's like the Golden Rule! But Karen Stone set the tone for how to deal with me. They never tried asking. They went straight for, “Be shitty.” And she seemed very comfortable with that, as if she was shitty to her Kindergarterners all of the time.

A different day, and a different student, got up to do her lecture, and, again, she started with the classroom management “being shitty” tactic of getting compliance. Being shitty without actually cussing. Like threatening to call the student's parents, or sending the student to in-school suspension. Talk to them like they're trash, and are inferior. Yell at them. Like Julie Chancellor says, “You must yell at the kids.” So when the second female student got shitty with me, I packed my bookbag, and left the classroom. I didn't protest. I didn't make a scene. I didn't cuss. I didn't make some last speech. I didn't say anything. I just left. And that was that.

The next class I came in with an apple and some chocolates, and Karen Stone and I talked about it, and we had ourselves a good heart-to-heart conversation.

I remember Terri Schoone working on Karen Stone's computer, and when she saw me, she just looked like a big ole mean creepy psychopath. No welcoming smiles. Just cold and callous. Terri Schoone wasn't a good person, nor did she feign friendliness. Power is her only goal. Don't smile until the 3^rd Quarter, is an unwritten teacher code, because to smile, is to show weakness, that you have emotions, and are therefore just merely human, and not a rockstar god.

I also remember Barbara Foster introducing herself in our first class with Karen Stone. She pretended like she knew all of us, and when I asked her where she was going to go vacation, she completely ignored me. She did it on purpose. That subtlely tells everybody that I'm meaningless, and my questions have no value. She didn't say she didn't want to answer it. She just ignored it. As if nobody said anything... right after, she pretended like she knew me!

Karen Stone really liked me, so I was surprised to see that she had complained about me. I wonder if Terri Schoone or Barbara Foster talked about me behind my back. I wasn't learning anything useful, I wasn't making any useful contacts, and just felt like Spalding University's only goal was to ruin my reputation. To chastise me in public. To utilize all management tactics, because at the end of the day, I'm just a student paying $50,000, and I'm not on Staff, whose being paid... which means... I don't matter? That's how Spalding University felt. I should have transferred, and perhaps if I talked to somebody who had my best interests at heart, I would have seen this problem a mile away, and would have transferred a long time ago. Instead, I stuck it out with Spalding University.

2013. June 9. In class, 2^nd floor, Mansion, Spalding University, Louisville, Kentucky. Karen Dunnagan has several Young Adult books sprawled out on the table in front of class, and she orders us all to get ourselves a book, and then to read it, and say something about it, for an in-class assignment. While getting myself a book, Desiree McGowan beckoned me to toss her a book. I lightly tossed it, about 5 foot away, and the book landed in her hands, but she dropped it in front of her, and the tiny, hardback covered book tumbles onto the floor. Nobody was hurt, and the book was intact, with no noticable markings on it (it fell on the carpet). Karen Dunnagan took this as an opportunity to chastise me and humiliate me in front of class, which is a “being shitty” tactic to get my compliance. I endured it for a minute, then I just said that I was doing what a classmate had asked me to do, and I sat down with my book. While sitting, Karen Dunnagan then points her venom at Desiree, and she says, “Well, if that's true, Desiree, then you need to understand the importance of personal property too.” This cracked me up, because when I was being humiliated and chastised, none of my classmates could even look at me, and now, when Desiree was the one getting the wrath of Dunnagan, she considered the situation, saw that she couldn't talk tough to the Dictator, who was publicly hating on her, and instead transferred Dunnagan's wrath into her own personal wrath towards me. Desiree started taunting me. She said, “I'm going to kick your ass! I'm going to kick her ass!” She said it like a big sister taunting and bullying a smaller sister. Desiree said it loud enough for the class of 15 or so, and Karen Dunnagan to hear. Nobody said a word. I said, “Say it again.” And she got quiet, and didn't repeat herself. For Karen Dunnagan: mess with her books, even slightly, and it was war. But if one person threatens to do bodily harm to another person, that's definitely not terroristic threatening, and it's definitely nothing to fret over.

For this Karen Dunnagan class, I received an A-.

While Desiree McGowen committed the crime, so did Karen Dunnagan, for instigating the whole stupid situation over a non-issue (the book wasn't harmed in any way), and then not saying anything about the terroristic threatening. There should be better consistency with the “teacher of record”. And while I can hold my own in a fight, I can't win in a fight with a woman. If I win, I lose. If I lose, I lose. And society doesn't like men hitting women. So she could start a fight, get others into it, and turn it into a brawl. Desiree said she was going to do me bodily harm. She didn't ask me if I wanted to fight. She didn't try to bait me into a fight. She didn't say let's make pay-per-view, and box, or doing some UFC championship. She said she was going to kick my ass. In the parking lot? At home? In class? When was this attack going to happen? I could have gone to the police, but I didn't. I didn't think they would do much. And she didn't press the matter after she saw that it made me mad. But I did not feel like I was in a safe, positive, and secure environment anyways, with the general oppression of Karen Dunnagan. The first day, she lectured at us unnecessarily for an hour about being professional. She's a lunatic.

2013. June 11. I wrote “The Diary of Anne Frank Book Rationale” for Karen Dunnegan's Young Adult Literature class. When I gave my talk for this project, I was heckled down by some kiss-ass students, including the one who had threatened me two days prior, Desiree McGowan, and never got to finish my presentation. I said, “Oh, now that I speak, now you all question authority.” Some old white woman said, “You don't have authority.” I did, as a person, human, citizen, student, man, but if I have to remind somebody of my humanity, I'm already fighting an impossible battle. After that, I just sat down, without completing my presentation. I only got a few chances to actually “teach” during Spalding University, and this was one of those times. As soon as I got up to speak, these students who were so obedient to all the dictator says, all of sudden woke up, and started being expert skeptics. It was weird to me, because we were all working on being teachers. We could have taught each other, and looked out for each other, helping each other to get jobs, and being friends. But that's not what Karen had in mind. When I got my 10 minutes to speak, Desiree, the woman who terroristic threatened me, heckled me down, which was consisent with Karen's lack of moral values.

Every other presentation, including my first presentation in class, got the courtesy clap at the end of the performance, but that one. It was noticable. But hell, I wanted to tell them, other “controversial” material from other books, but since they were so hostile, and they were in FAVOR of censoring Anne Frank's books, at least a few pages, at around the 300 page mark, I assumed I was speaking to the wrong audience. Why should I let the Oppressors know about the “cool” passages, to folks who would have wanted Anne Frank to be banned. They would only use it to censor others.

They were in favor of censorship. Kentucky's future educators were. I believe in free speech. And freedom and democracy. We were very different people.

2013, June 15. I read “In Darkness”, a book about a Haitian boy, during the Earthquake disaster, in Karen Dunnagan's Young Adult Literature class. I wrote a paper titled “Professional Stance” on June 15, 2013.

2013. October 8. When I moved to 32^nd and Woodland, I was living in a rough part of town. The house looked to be on a good street, away from torn down buildings, and general ugliness one can see in some parts. It did not look like that. The house itself was tiny, but all I had was me, and before I moved into it, the owner wanted me to paint the walls, and he'd lower the rent for me. I agreed, and painted the walls bright yellow and orange. It looked real good.

The house next door was filled with mean Black women. They would stare at me, rudely, on end, from their porch. They did this when I moved there, until the time I moved away. They were terrifying. I hated living every second there. Everytime I left, they would be staring. When I came back, staring. It was rude. And I once heard, if somebody stares at you for longer than 6 seconds, they want to have sex with you, or kill you.

There would be many fun moments with that house full of Black women. I tried to mow my lawn one day, but that would be stopped. As I mowed the lawn, their dogs just kept barking, and yapping away. They laughed. They encouraged the dogs to bark at me. I once yelled at them to stop it, and the whole house came out, and they didn't about resolving the problem, amicably. They wanted violence. One tried to attack me, but the other held her back.

While I was living in this shithole, is the time I got robbed. It's also the time I called a woman working the operator's desk a “bitch”. I do not feel good about this, not particularly. I could have used other words, or I could have just hung up. I was trying to get her compliance. I wanted her to tell me her name, so she wouldn't lie to me. When I asked her, what her name was, she claimed it was “Operator.” It pissed me off. I felt like nothing she said afterwards mattered, because she was a liar. She didn't tell the truth. She doesn't answer the phone by saying, “Hello, this is Susan with Spalding University, how may I help you?” She just says, “Operator!”.

Elisabeth Rogers and I were to meet on Tuesday at 1pm, when we would talk about random issues about education for an hour. I had three projects I assigned myself for this independent class, and would use this time to have an exchange of ideas. I had gone to Spalding University for 2 years, and finally, I had the class of my dreams. I dictated what I wanted to learn, and what I would produce, and then I did it, as if I set my own goals, and completed those goals, for myself. And what's remarkable, is that I produced 15 videos and two great papers. 1 paper was about 20 pages long, titled “My Ole Kentucky Home”, and I documented the myriad of issues Kentucky has, and making the case, that since the State of Kentucky has such bad indicators, then so would it's school system. The first paper was “fuck education”. The second paper was it's replacement, or more precisely, a list of about a dozen alternatives. The second paper was about 150 pages long.

The work I did then was remarkable for several reasons. They were high quality videos and papers, videos and papers I enjoy reading today, but they were more special because I showed the adminstration what I was talking about. I proved my case about the oppressive nature of education. When I chose for myself what I wanted to complete, the “academic” work became authentic work. It became work I felt like I could use in my personal life, or future professional life. It also set up a foundation, just in terms of a mental framework, of how to visualize my “Freedom School”. I enjoyed writing the papers, and making the videos. I produced such a high volume, and covered so much ground, I began to think about, what's next? I have 170 pages or so that I typed from one class... so what could we do with this? There's many things that can done with this. If I was to advise myself, I would suggest making a book out of it. Maybe I could make some money. Perhaps I could have turned that into a class. An Alternative Education class. When I wrote “Amerika's Liberation Education”, the 150 page paper I've been taking about, I actually felt like I was writing with the intent of educating the educators. Some ideas were so simple, and easy to implement. The Learning Pyramid, which is decades old, as is Maslow's Hierarchy,

In Deborah Stinson's class, the last “real” class I had at Spalding University, I remembered when she mentioned “The Learning Pyramid”, and I got excited, and exclaimed, “I LOVE the Learning Pyramid!” She said, “Ok good. Then that means you know what the top teaching tactic is, in order to get the highest retention rate?”

I said “Yeah.”

“What is it?”

“Teaching Others”.

She said, “What percentage do we retain from it?”

I said, “About 90 – 95%.”

She said, “90%.”

And that was it. That was all I got to say about the Learning Pyramid. Deborah is a nice person. I am not saying anything about that. I am saying, that Spalding University teachers, even the “nice” ones, were dictators. They were autocratic oppressors. Classroom Management is the biggest rule for Teacher Training School. When I first went to Spalding University, there was two qualities I wanted to improve about myself. 1) Better public speaking skills; 2) Prepare Lesson Plans for my future Social Studies classes. Both ideas would have made me a better teacher. Neither one was ever implemented, not officially through Spalding University, because they just wanted to tell me how smart they were; how fancy their powerpoints were; how well they could speak publicly.

Once Deborah Stinson showed that I was slightly off of the percentage of retention Teaching Others says, I understood the idea, the principle, that Teaching Others means we learn more, and she was the one teaching others (90% retained), and we were only being lectured (5% retained). But that's all the authority she needed. I can speak on the Learning Pyramid until I am blue in the face, but my prior knowledge of it just shook the teacher's authority up, to where she wanted to move onto the next subject, and not let me say anything about it, specially I clearly did not know what I was talking about, since I was wrong, and said it was 90 to 95% (which 90 is within that range, so actually, I was right, but... still! The point is that we need to stop teaching the tactics with the least retention levels, and start using tactics with the highest retention levels. We've known about the Learning Pyramid since the 1960s.

The teachers at Spalding University all knew many things. They knew about Maslow's Hierarchy (1943) and the Learning Pyramid (1960s). But just like with all ideas, we focus on them for awhile, and sometimes, we never return. Because had we discussed the Learning Pyramid, which is just 1 simple little picture, and it ranks a hierarchy of teacher tactics, from the lowest to the highest retention rates, then we would have all learned something substantial. Lecture had a retention rate of 5%, which means that in an hour's time, after sitting for an hour, just listening to the teacher lecture at everybody, we will retain 3 minutes of that 60 minute time period. 3 minutes out of 60 minutes! That's a horrible waste of time. Instead of lecturing, we could have been reading, and retained 10%, or 6 minutes, which is twice as much! If the teacher would just shut up, and tell the students to read the chapters, they have already doubled the amount of learning that is happening in the classroom. Then there's audio-visual learning (turn on the TV!) and demonstrations (more Science experiments please!), and then the bottom of the pyramid, where the tactic which has the most retention resides. Teaching Others = 90%. Experience = 75%. Dialogue = 50%. Instead of just making everybody read in class, we should focus on utilizing these three tactics as much as we can, because it is only through discussion, experience, and teaching others, when learning, deep-seeded learning, truly happens.

Teacher Training Schools also come from the Prussian-Industrial model school of education, which America has had since the beginning. 1814 Prussia, I believe.

But teachers are such hypocrites. Watch how they behave when they are listening to each other. Plus, many do not get along with each other. How are we supposed to get children to play well with each other, when the adults can't even do that? They'll defend each other's power and position though. They'll defend their unilateral power, but for some reason, when I lectured to them about the Learning Pyramid, they couldn't hear a single word I said. Hitler used the spoken word as a means to control the masses. For Hitler, the spoken word was great for propaganda. Jonestown got everybody living there to commit suicide in part because of the intercom system, which plants the ideas the speaker says, straight into the brains of the mob.

So I was late to this Independent Study class. I overslept, and wanted to call Elisabeth to tell her that I wouldn't be able to make it in today. I didn't have her phone number, or her email address, so I called Spalding University's anonymous information booth person, and that's when the trouble began. I began the consersation with:

Ring. Ring. Ring.

“Operator!”

“Hello, I'm Johnathan Masters... who am I speaking with?”

“Operator!” [laughing]

“No you are not! You are lying! You fucking bitch!”

“Oh my god. He's crazy!” [snicker, snicker] “Hey, get in here, and listen to this!”

I'm not sure if we talked much here, or the 2^nd time I called. I called again, and I wanted to talk to her supervisor, because I felt like she was being rude to me on purpose. There's no way that's how Spalding University trained her to answer the phones. And one in a professional setting, should give their name, and that shouldn't be a problem. Unless you're lying to everybody, and not doing your job right. I also felt like it was sexist. I'm not sure if she would have insisted that her name was Operator if it was a woman. But really, I was overthinking this. I just wanted Elisabeth Rogers' office phone number or email, so I could let her know that I was late, and therefore, she wouldn't be holed up in her office, waiting for me, when she could have been doing something different. That was the main purpose, but now I felt like I wanted to get her in trouble.

When I called the 2^nd time, the first “Operator” lady (I have no idea who their names are, even still today, even though we have a right to face our accuser) passed the phone on to her supervisor immediately. Her superviser was a sneak too. I explained that I felt like she was being sexist, not answering the phones properly, and I didn't appreciate the rudeness. She said she was sorry for her behavior, and then asked me what phone number I wanted. And then she asked me her name. It felt like she was only wanting my name to fuck me over. Because if I had been an average person on the street, she couldn't and wouldn't have done shit to me. But because...

Well, I tell her my name. Then she says, “Oh okay. I got you here. You're born on February 8, 1982, and you are enrolled in the MAT program in the Education Department...”. The first woman was lying to me. The second woman was lying to me. Does Spalding University have anybody who believes in telling the truth?

Then I called a 3^rd time. And I apologized. I thought about it, and I felt like my reaction wasn't proportional to the “crime”. If Spalding University wants to hire smug liars who thinks their names are “Operator”, who is never held to account for anything, because... who is “Operator”? It could be 1 of 5 employees... but if that's what Spalding University wants to do, then that's their calling, their prerogative, then go for it. But being so powerless, being around women all day long, living next to a house full of violent and psychotic women, with homie-G thug wannabes, eyes just burning in my face, whenever I would leave, or come back home, every single time I mowed the lawn, or tried to do any type of yard work, they complained about the shrubs I trimmed, they were evil horrible horrible people, or the educational field full of women, whose proud to be fascist oppressors, just like the shitty fascist men, and none of could give 10 seconds of sincere empathy, none who truly cared about me, when I was the one in the minority. It's like dick made me so much different than all of them, or maybe men are always being so perverted, that they think they know me. They don't. But once they start to be shitty to me, I'm shitty back. I'm like that with everybody. I don't like bullshit. Not from men. Women. Or children. I also do not go around hurting others, so that mentality doesn't make sense to me. Women were supposed to be nicer. Or the better sex. I don't see much of a difference anymore. In fact, I think I may only believe in their “higher” qualities just because they are beautiful, but being beauiful on the outside, doesn't make on beautiful on the inside, so...

I felt bad. I felt like I could have told her to fuck off, and just hung up. I didn't need to get her name. I already thought she was a liar, so even if she did get a phone number for me, I wouldn't have believed it. So I should have just gave up. Complained about it later. Figure out another way to call Elisabeth Rogers.

Oh. And the “Operator”, whatever her name is, the first lady. She accepted my apology.

But apparently not. Both of these women went to the Dean of Students, who apparently can only screw over the students, but has no power over their information booth minimum wage employees. Richard Hudson is also a very weird and creepy dude. I remember the first time I met him. He thought he was so clever. He asked me, “Do you know what a Self-Fulfilling Prophesy is?” Yeah, jackass. I learned this in a “Social Psychology” class at Xavier University, maybe 2003... over 10 years ago. What of it? I didn't say this. But his demeanor gives me creeps. He acts nice, but he presses on others. He's an Oppressor, and he defends all of the Oppressors. Even if they're molesters too.

Whenever I'm around an Oppressor, a “Boss”, who looms over me, with their arms crossed, just staring at me (I once heard that if somebody stares at you for 6 or more second, they want to fuck you, or kill you), and getting into my business, I can't handle it. I act in bizarre ways. Really, all I want to say, is “get away from me, you creep!” Instead of saying that, because I'm not trying to be rude, I just start jibber-jabbing about any ole thing I can think of, because I'm nervous, and tense, and have strong anxiety around these types of people. Some folks seem very comfortable with themselves. They know who they are, and they are very humble people. Other folks you can feel their eyes burning into you, and you can feel their creepy unfounded and superficial dislike of you on your skin. I get the chills just thinking about these people.

Instead of me making the big mistake of thinking I could tell a bad person some hella logic, that they would convert right then and there, the two low-level minimum wage “Operator” employees filed an incident report, and Richard Hudson went hunting for me. They found out that I had class on Tuesday, at 1pm, every week ,and so, therefore, they were going to jump me. If they did fear any type of attack, I had a week to do it. But anyways...

I had already forgotten about the incident, having a busy week... I took Ty to the hospital, made sure Ty was okay when she wrecked her car, took Ty to work, etc. I was obedient to anybody who showed me the least bit of kindness, it seemed. When I went to class the next week, on time, on schedule, and went into Elisabeth Rogers' office, she closed the door, as she always did, since I was never a threat to her. When she treated me as a person, as an equal, when I was given my own educational goals to work towards, like my own personalized Gifted and Talented program, I excelled beyond my own wildest dreams. But with just my own example, I've proven that freedom and independence is essential for true learning to happen. I did the others papers they required, begrudgingly, but when I wrote these papers, for this class, I wrote with fire. I wrote with passion. I started discovering new ways to teach, and having to balance out the tactics of the new ways, to make my classroom run as efficiently as possible... and democracy. I want to bring true blue democracy into the classroom. Have the students themselves decide where they want their own academic careers to go.

While walking towards the Mansion, there was one security guard on the corner of the building, next to the only entrance, on the North side. I saw him, and waved at him, not thinking anything about it, even though typically, they don't station themselves there. Then I went through the halls, and in the Dining Hall in the Mansion, in front of the Education doors, there was another security guard. Elisabeth Rogers eventually told me that they were there for me, in order to protect Elisabeth Rogers. Wtf?!? Are you serious? So I knew that he wanted to talk to me, and I figured that I could just talk to him, he would see that I'm an okay guy, that I apologized, she accepted my apology, and all was fine. Her not telling me her name, I do not believe is professional, nor do I believe her name was “Operator”, but I let it go. For next time, I made sure I had Elisabeth Rogers phone number, so I could contact her directly, instead of being veered way off course from my initial simple request of just wanting a phone number.

Elisabeth Rogers said she spoke up for me, and defended me, which she should have done, since I'm not a bad person, and she knows/knew it. There must have been 8 to 12 times we met up in her office with the Independent Study, on Tuesday, 1pm, and she knows when I'm treated respectfully, that I'm respectful right back. I do not see why I would have to tolerate disrespect, ever, for any reason. I'm not sure why I do it.

Plus, I called Spalding to begin with, so I could get the phone number to call her, and tell her that I was going to be late. That's a polite and respectful thing to do for somebody. I felt bad for this one, because even “you're an asshole” would have been better, and doesn't have sexist connotations, but if they wanted to consider this “Strike #1”, I would understand. But they didn't. Richard Hudson gave me a verbal warning, and said if I started calling women “cunts”, then we would have some real serious issues. I told him I understood. And that was it. Richard Hudson did give me the creeps, and whenever I'm around these creeps, I jabber like a school girl, just hoping that eventually, they'll stop being creepy... ?!? I don't know. I mean I called her a bitch, and he understood what I was saying, but, I don't know. He was trying suggest that I was a terrorist. He said, “You know terrorism is a serious issue these days.” Yeah, like people who resort to violence, and have men lined up at the door, to enact violence upon you, over something you apologized about a week ago? I told him that I resonated with the Oppressed, which I shouldn't have done. Then I felt like I was just digging deeper, trying to get myself out of a hole.

Eventually, he was wanting to document this, badly, but I said, “They started it. They started it by lying, and being rude to me. Do you believe her name was Operator? They started it, by lying, being rude, and now they're pressing charges, and they opted out of a “restorative circle”, because they didn't want to fix this relationship. They wanted their man to end me. If they're scared, it's because they're trying to kick me out of a very expensive university, and they don't want to be held to account for their portion of it. And you're defending them. When is this going to stop?”

I had something similar happen to me at Captain Brien's Comedy Club in Florida many years ago. 4 drunk women, who I was nice to all night, smiled sweetly towards, like a gay boy, wanting some tips. I got their food and drinks swiftly, exactly what they ordered, what they wanted, but at the end of the night, they started complaining about a few dollars on their tab, which they didn't believe should be on there. I didn't agree with them, but I went ahead and took care of it anyways. They ordered me to get the manager, but instead, I just said I would cover up the portion they were concerned about. The problem was solved, at least, I thought. As she was leaving, she kept staring at me, just meanly. Eventually, after about 20 seconds, I asked her, “Why are you staring at me?”

“Oh! That's it! I want the manager, and I want the manager right now!”

She wasn't happy with my solution of a poor waiter paying for her bill, and she was mad because I spoke. I didn't understand her feelings. She really wanted to talk to the manager about me. So she told me to get him, and like a dummy, I went and got the Manager. He went over there, believed whatever they said, and I got fired. I paid $5 on their tab, and got fired for it! It didn't matter to anybody there what happened to me. 4 Drunk women got to feel like they were powerful that night, because they got their waiter, who was nice to them for hours, fired.

I was waiting tables then. So it wasn't that big of a deal. This was a huge deal. And I took it seriously. But being a good man, surrounded by evil women who can't empathize for a second with me... doesn't seem right. My dick doesn't change humanness. I'm still a person. I remember for one Karen Dunnagan class, I had to remind a 50 year old white woman student, that I was still a human, that I mattered, but I feel if I have to tell another that I'm human, I've already lost. If they can't see that on their own, me telling them won't help. I also have two younger sisters, who are close to my age, who are wicked as shit.

2013. October 9. EDU-560. Curriculum Method in Middle/High School. (in class by this time, Oct 9, 2013). Term: “GR11314”.

2013, October 9. Snapshot of my tenure. My Spalding University Academic Evaluation was printed up 10/9/2013. 2014, June. Anticipated Completion Date. Current GPA: 3.375. Required: 3.0. 24 institutional credits earned. 6 needed. Was in Curriculum class with Pat Todd.

Fall 2013. Independent Study. For the Fall semester, 2 to 3 months, Elizabeth Rogers and I met up to just talk about this and that, issues in education.

2013. Fall. While going to my Curriculum class on Wednesday night, with Deborah Stinson, Derrick Bonds, and others, broke into my house, and stole several thousand dollars worth of stuff, including a laptop, a notebook, a video camera, cash, and other things. Derrick Bonds was friends with Angel, one of the women who lived next door.

2013. December 9. Orientation for Student-Teaching. Since the Spring semeseter didn't start until the 2^nd week in January, I felt like this meeting was premature, especially since I was still finishing up work from my previous semester. It felt like they wanted to get their hooks in me; get me to submit.

As soon as I walked into the auditorium for Orientation, immediately Pat Todd gives me a hug, and asks me how I am doing. I say I'm fine, and she complains about me smelling like smoke. Pat Todd then gives me an Orientation packet, which including my two assigned student-teachers and schools listed for me, which was the first I saw where I was going to be assigned. As Pat Todd was explaining things to me, some strange woman (I later find out it was Kristen Harris) claimed that the teacher of record I was going to be studying under was here already, and that he was sitting in the front seats, on the right. I walked down the aisle, and around the front seats, and came back and sat next to the gentleman she pointed to. I asked him if he was going to be student-teacher, and he said no. Now I was stuck sitting next to him since class had already began, and it would have been rude to keep walking around everywhere. So I stayed put.

I looked at my two placements:

Placement 1: Julie Chancellor of Valley High School, 10200 Dixie Highway, Louisville, KY 40272. julie.chancellor@jefferson.kyschools.us Start Date January 6. End Date February 21^st. Number of Weeks: 7.

Placement 2: 8^th Grade Social Studies at Conway. 6300 Terry Road, Louisville, KY 40258. Jason Watts. Start Date: March 3^rd. Finish Date: April 28^th. Number of Weeks: 7.

Jennifer Mangeot went through her power point, which had a bunch of information on it, but none of it would be useful, since Julie Chancellor decided not to show up for Orientation. There were several times when the students were supposed to pair with their student-teachers in order to find out about each other's teaching styles. None of these games mattered to me since Julie Chancellor skipped out of Orientation.

Perhaps equality is a new concept to her because of the new rule, which went into effect September 1, 2013.

16 KAR 5:040, Section 2, (5) says : “Beginning September 1, 2013, prior to student teacher placement, a cooperating teacher shall receive training approved by the Education Professional Standards Board and provided at no cost to the cooperating teacher by the educator preparation institution which shall include the following components: (a) Basic responsibilities of a cooperating teacher; (b) Best practice in supporting the student teacher, and; (c) Effective assessment of the student teacher.”

Julie Chancellor acted as if she had no responsibilities, or accountability, and Spalding University didn't support me while I was doing my student teaching. They broke the law.

There were 7 Co-Teaching Strategies, such as “Team Teaching,” “Differentiated Teaching,” “Station Teaching,” and “Parallel Teaching”, and their definitions, and we (my colleagues, fellow students, and their cooperating teachers) were supposed to figure out which teaching style was our best, and find out more about each other. Julie Chancellor didn't take the time to get to know me, because she only wanted to manipulate and control me. We didn't go over the 7 Co-Teaching Strategies because she never showed up to Orientation, and because she wanted me to be more obedient than a dog, she had no real interest in getting to know me. Her teaching style was strict fascism. My teaching style isn't. While at Valley High School, there was no Differentiated teaching, or Station teaching, or Parallel Teaching, or Team Teaching, at all. No Teams. No Equal Partnerships. On the bottom of the chart of the 7 Co-Teaching tactics, it reads: “The strategies are not hierarchical—they can be used in any order and/or combined to best meet the needs of the students in the classroom.” The strategies are not hierarchical! It's printed right on the paper. But Julie Chancellor was strictly hierarchical. At no point, was there any type of partnership, or dynamic duo. Julie Chancellor and my relationship, for 3 days, was I'm the slave; she's the boss. Which I endured. I gritted my teeth. And got through it.

The Co-Teaching Strategies came from St. Cloud State University.

So my expectations for student teaching is being raised. I know people understand hierarchy, so if those were my expectations, but it's not what Jennifer Mangeot and Kristen Harris said. They said there would be shared responsibility, Co-Assessment, Co-Planning, and Co- Instruction. Both individuals would be viewed by the students as a dynamic duo.

During Mangeot's presentation, she asked us what would we do if the other teacher was wrong about something. I raised my hand, and said, “Just tell them.” The other students laughed, and Jennifer Mangeot said, “Well, that's probably just your personality.” Well, evidently, it was her personality too. That's all I said outloud during the Orientation. Just that one answer. I was a “good” quiet obedient sit-down shut-up little boy for them. People like when you listen to them, and I listened to them.

Once the cooperative teachers and university supervisors were expelled from Orientation, and there were no witnesses, except the lowly insignificant peasant student, Kristen Harris shed her fake nice public persona, and out her ultimate form came. Bulletpoint #8 says “On December 9, 2013 at the Spring Student Teaching Orientation after cooperating teachers and university supervisors were dismissed from the orientation, candidates were asked to sit in the front rows of the auditorium for a brief meeting.” So again, more lies. There was no asking anybody to sit down. She ordered us to do it, and she did so meanly, insultingly, and there's 10 or so other students who were there, who can vouch, or verify this.

I was a bit confused, but perhaps she had heard stuff about me. First, Kristen Harris didn't introduce herself. She started off our relationship by lying to me. She claimed that my cooperating teacher was there in the auditorium, at Orientation that night, but she was wrong. I didn't even know who she was. She looked like a little kid trying to feel important. I felt like she lied to me just so she could influence my behavior, which she did, because I went and sat down right next to the person she said was my cooperating teacher. The man had no idea who I was. Then I was stuck sitting next to a man I didn't know, nor were there anybody else around me.

While sitting quietly, and listening to Jennifer Mangeot's Power Point presentation of high expectations of freedom and equality and lies, I was also playing with my phone, which is a good way to get folks who squirm and fidget to stick the lecture portion out. Kristen Harris was clearly bothered by this, and would walk down the aisle as if she was going to say something to me, but chose not to do so. Her imposing and erratic behavior was noticeable from the first moment I walked in. She wanted her hooks in me.

Since Julie Chancellor thumbed her nose at the Orientation, and didn't show up, I just kind of floated around, whenever there was cooperating teacher/student teacher work to do. They had cheeses being served, and some drinks, and other catering. Then I sat in a different chair, away from the random strange man I accidently thought was my cooperating teacher, on the opposite side of the auditorium, 4 rows back. While my back was turned, straight behind me, this same strange gray-haired big-boned woman was ordering everybody to the left side of the room. She said, “Okay, now it's time for everybody to move to the left side of the room. Over to this section,” pointing at the section I was sitting in. I didn't immediately move, which must have ticked Kristen Harris off, because within a few seconds, she followed up her initial orders with, “And if you're adults, then you should be able to follow orders like an adult”, and Harris said it with a nasty tone. One of the other students looked at her confused, and smiled, because she thought it was some sort of joke. But no. It was no joke. Kristen Harris was serious. She gave an order, and now, she expected compliance, she was pressing her hooks into our flesh, and wanted to get them in deep. I just sat there. I didn't turn around, and salute her, nor did I immediately jump when this strange woman (she never introduced herself; I had no idea she was the co-teacher until she started talking after Mangeot's presentation) was barking orders at everybody.

“I said for everybody to move to the front two rows of this side of the room,” Kristen Harris lied. At first, I felt like the order didn't apply to me, because I was already sitting on the left side of the auditorium. But now Kristen Harris changed her words, she changed her back-to-back words, contradicting herself immediately with the next sentence. She added that part because she had no reason for being so shitty. She could have asked, and got a better response than that. But she wanted obedience, 100% compliance, just as their textbook instructs them to be. So, slowly and reluctantly, everybody from that side of the room got up, and made their way over to the first two rows of the left section of the room. We could have all stayed sitting right where we were at. We could hear them, but they bunched us up together, sitting elbow-to-elbow, anyways. When I saw what was happening, I got up, and went to the bathroom. I went out into the hallway, and Kristen Harris and a Black woman followed me out. Kristen Harris said, “You're going to need to know this information.” I turned around, and asked, “So, I can't go to the bathroom?” The Black woman laughed. Kristen Harris said it was okay, as if she could have stopped me at that point. I didn't use the bathroom. I just took a deep breath, collected myself, and went back in. I didn't oppose, or question. I just resisted. When I walked back into the auditorium, I sat right back in the same seat I was already in, and saw how these obedient “adults”, (the other students) all sat in the front two rows, all packed in like sardines, all crunched up together. Kristen Harris covered this up too. She said to me, “Since there's no more seats left to sit in, then it's okay for you to sit there.” Again, she “gave” me permission, and let me do what I was already doing. And there was another seat available. In between some folks. So she lied, in order to cover up, that she wasn't in charge of my soul. I did not feel like I “won” this incident. In fact, I very much lost. I wanted to talk to her the way she was talking to me, to let her know how she is behaving, and to make sure she respected us all. Instead, I complied, just as the 10+ obedient “adult” students who were taking classes to become teachers themselves. I felt like I lost. Like I was dead inside. None of my 32 years on this planet mattered to Kristen Harris. I was the dumb stupid slave student, who needed her vast wisdom, and therefore, the next time, in class, when Kristen Harris gave the order to move to another class, I was the first one to get up, and go into the other class. Just as she wanted. Just as every single one of kiss-ass colleagues did during Orientation.

2013. December. I watched 15 hours worth of PBIS (Positive Behavior Intervention System), of which Julie Chancellor knew nothing about. Again, here was another assignment Jennifer Mangeot and Kristen Harris had us do for no apparent reason. The “teacher of record” didn't know diddly squat about PBIS. Since Julie Chancellor julie.chancellor@jefferson.kyschools.us skipped out on Orientation, my expectations of my Co-teaching experience was raised to be more equal, than hierarchical.

2013. December. A bit after the Orientation, maybe a week or two before Christmas, I, and my penchant for being obedient to any and all around me, messed up again. I let Curtis Stewart in through my backdoor. I met Arthur at UofL, and while we relate on many levels, intellectually, politically, scientifically, etc. Howard Zinn, Noam Chomsky, Hip-Hop, there's many topics we cover, I didn't really know Curtis, who was Arthur's friend. I vowed to let nobody know where I was at, so I could just focus on Spalding University. Arthur was the only friend I would let know where I lived. And through Arthur is how Curtis Stewart came into my house. Just surprised me. Usually one tells another if they're bringing company with them. So I made a bad decision there to let them both in my house. After talking about nothing for 30 minutes or so, Curtis said he was homeless and needed a place to stay. For Arthur, I would offer him a place to stay if he needed it, and by extension, I felt as though Arthur was endorsing Curtis, or at least, just wanted him off of his hands, since Curtis was staying at Arthur's house, and therefore, I extended the same friendship I would offer Arthur, to Curtis. For a few days, things seemed to be working out fine. I could relate to him having issues with his family. We spent Christmas together, though he robbed me around that time. He stole my credit card, and miraculously, the credit card company canceled the transaction, and none of the $150 worth of liquor was purchased. I had just sold my car, and he knew that. He also knew that I put the money in the bank.

Once I found out that he tried to use my credit card, when the credit card company sent me an incident report to fill out, I confronted him about it, and he lied, and said he had nothing to do with it. He was lying, and it was obvious. He left that day, seemingly with an understanding to not come back, but he would reappear, late at night, at about 1am, with his friend Ralph. I played it cool, while still keeping a close eye on them. Curtis knocked on my back door. I asked who it was, and Curtis said, “It's me. Curtis.” So I unlocked the back door, and opened it, like an obedient dumbfuck. While inside, Curtis opened up the side door, and yelled for “Ace” to come inside. “Hey Ace! Come on in.” Everything about me wanted to shove him outside, slam the door, and get a baseball bat. Instead, I just waited, and “Ace”, Ralph, popped up. Ralph was about 16 or 17 years old, and lived just 3 blocks from where I was living. Easily within striking distance.

I had convinced Curtis that I would let him stay again, even though I had no intention of doing so. Curtis claimed that some other dude stole my credit card. He said that he must have grabbed it when he let him in my house. I had left a few times, trusting he wasn't robbing me, because he put up a good front for days on end. But he stayed on me. Always sitting right next to me, wondering what I was doing, getting into my business, not having a life of his own, not making moves to get up in life, just a general incompetence all around. But he claimed that one of his dudes took the credit card, and he would be more careful about who he let into my house. It was all bullshit, but I felt cornered. I drove Ralph home that night, and Curtis spent the night. That morning I told him he had to leave. He had to one extra thing. First, shower. Then, eat. Then, make a phone call (to his “boy”, the same dude who he pinned as the man who robbed me, talking to him, in the other room, as if I couldn't hear him). Then, wanted to borrow my bicycle. As he was leaving, he said that it wasn't cool that I told my friends about him robbing me. I told him it wasn't like that. I cared about him, but didn't trust him. He took the bicycle out of the house, and pedaled on down the street.

2014, January 6. The Day Before the 2^nd Louisville Robbery. Arthur called me up the day before the home invasion robbery would occur, warning me, telling me what Curtis had told him, that Curtis was going to rob me, the next day, while I was at school. I was mad. And scared. And confused, because I didn't know what to do.

2014, January 7. The Day of the 2^nd Robbery. Curtis Stewart robs me, at around 4pm, to 5pm, while I was getting my Tuberlocus shot. Wednesday, tomorrow, was supposed to be my start date for student-teaching, but my back door was broken, and if I left, anybody could just walk by, and take whatever little bit I had left. I wasn't safe. I determined that I couldn't stay there. LMPD Case File #

I had stayed at my place all day, even though there were things I needed to do. I comtemplated going to get a security system, with the few bucks I had, at a Best Buy, but I was afraid that the hour I was gone would be enough opportunity for Curtis and Ralphie to rob me. I also had an appointment for a Tuberculocus shot, for school, at 4pm at a clinic downtown. It seemed unlikely that they would hit me up during that period, since they hadn't done anything all day. Unless they were lying in wait. Or just got lucky.

As I was driving away, I noticed two Black men walking up the sidewalk from the direction of Ralph's house, with hoods, and masks on. Curtis ducked his head down, covering his face, which aligned with a telephone pole, that blocked me from directly seeing his face. The build of the man was right (long legs, wide upper body, tall), as well as the build of Ralphie (short, skinny)... I had a car that was pressing nearly up against my bumper, trying to get me to go faster, the light had just turned green, and so I moved forward. I turned right, and I tried to spin around the block as fast as I could. I wasn't familiar with this part of the road, and it took me about a minute or two to get back around to my house. I parked on a side street, and approached my house. I looked all around, walked up to it, looked to see if there were windows broken, or if there were folks inside the house. I walked to the backyard, and saw nothing out of the ordinary. I went inside the house, and everything was intact. I felt that perhaps I spooked them, and they decided against robbing this “easy lick”. I went forward with getting the Tuberculocus shot because I was about to start school, and I needed the shot before I went to school, and it usually takes days or weeks to get an appointment for anything from the doctor's office.

When I came back from getting my TB shot, I found out that I had been robbed. I walked in the front door, and found my antenna from my television was on the ground, with no television (a flatscreen). My laptop was gone. My closets, and dresser drawers were ramshacked. It was like they were looking for something, anything, everything. They moved the refridgerator, as if they were looking behind it for something. They broke the window on the back door, which is how they got in.

Two Black men, one about 27 years of age, one about 16 years of age, could only carry so much in their arms, while they were running away from the house they just robbed. They took about $1,500, or so, worth of stuff. A jacket. My TV. A scanner. My speakers. The laptop that had all of my Spalding University work and data on it. My future lesson plans. Etc. The loss of property, I can replace, but the intellectual data, I'll never get back. But this event would be a catalyst that fucks up my life pretty badly.

2014. January 8. [“The First Strike”]. Julie Chancellor julie.chancellor@jefferson.kyschools.us called Jennifer Mangeot, and complained about me not showing up to school. I called Mangeot early that morning letting her know what I was doing. I had gotten robbed, it felt like I was being invaded, and I wouldn't be safe at that place no more, so I needed to move. Jennifer Mangeot, Elisabeth Rogers, and perhaps many others, were speaking to me on speaker phone, and they heard what my experiences were, and seemed sympathetic to my plight. I had invoked Maslow's Hierarchy. Without Security, how can one have Peace? I was to work on getting moved to a safe location, call Julie Chancellor, and the start date was moved to Monday, January 13, 2014.

2014, January 8. I found a place for rent on craigslist, out in Muldraugh, Kentucky, which, actually, even though it was out of Louisville, and it would make my commute to Spalding University longer, but it was actually closer to Valley High School, the school I was student-teaching at, than from Portland, where I was living at the time. From downtown, Valley High was way out there, about a 45 minute, to an hour drive, from Portland. From Muldraugh, it was about 30 minute drive. So, for Valley High School, where Julie Chancellor works, I moved to Muldraugh, with that particular school in mind specifically, for my Graduate program. It's not easy to just pick up everything and leave, especially once you've just got established. I picked up the rest of my things, and moved to an entire different city, with my focused centered around Spalding University. For 2 ½ years, that's all I thought about. Getting to the Middle class. Stop working deadend jobs. Work a decent job, with a decent wage, and then, change the world. But I never got my chance to teach. I never got my opportunity to student-teach, in a positive, progressive, and safe environment.

2014. January 11. Saturday. I signed an agreement with Dean Dresel of Muldraugh, Kentucky, and moved here on 1-11-14. It took me 2, almost 3 days, to pick up all of my stuff, and move to a completely different spot. I was proud of myself. I moved to Muldraugh, Kentucky. I gave up on Louisville. I moved to Muldraugh, Kentucky, from a spacious house, to a tiny ass trailer, to be in a safe spot, so I could read, go to college, and not be burdened with stupid crazy bullshit. I moved here January, and I still live here.

2014. January 13 was my First Day at Valley High School, with Julie Chancellor. She was cold from the start. She asked why I didn't call. I told her that I did. She asked who did I talk to. I only knew it to be a woman who took my message, because I didn't press to get her name, since that whole Operater argument happened, I knew asking a woman her name was dangerous waters. She acted like I was lying. Julie Chancellor said, “They're usually good about passing messages along.” Well, apparently, not that day they didn't. Without a laptop, I wasn't able to email, but I did call her.

I asked them if they have implemented the PBIS system, and she says that they're starting something, but she didn't know much about it. She said Mr. Jentsch was a part of central committee for that. Julie Chancellor did not employ PBIS, Positive Behavioral Intervention System, where they intervene “positively” before an incident happen, which is a city-wide policy for JCPS. I watched 6 hours of video on this, but Julie Chancellor never watched them, nor did she care about the “positive intervention” aspects, such as building trust, by genuinely caring about your students.

For most of the day, I just sat off to the side, reading and planning, in the back of the class, in the corner, on a chair and desk set there, as Julie Chancellor ran the entire class. The best way to learn to ride the bike, is to get on the bicycle and ride it. But I wasn't ever given that chance. I was brainstorming, planning a lesson, as well as catching up with the reading, so I would be more familiar with the material, with it fresh on my brain. Julie Chancellor ordered me to come up with some opening Brain Teaser questions for the next day, and so I got to work on it right away. As I was typing on the school's computer (since I had no laptop), before I finished typing out the questions, Julie Chancellor rudely looked over my shoulder, and started criticizing the questions I had already generated. It felt oppressive because I felt like I wasn't supposed to, nor allowed to say anything, in defense of myself, for fear of insulting some touchy and petty fascist, and that wasn't fair. From the beginning, she didn't care to ask me about my life, she was rude, insulting, and now she had ordered me to do some tiny thing, and right away, she was overcriticizing it, before I had finished it, before I had time to package it properly, and pitch it to her. I bit my tongue, and kept moving along.

At the end of the first day, Julie Chancellor insisted that most Black folks and native Americans fought with George Washington, and I said that wasn't true. Another teacher agreed with me, and she just shrugged her shoulders, and didn't say anymore about it. But if she doesn't understand America's first chapter, does she understand any other American chapters?

During this same conversation, Julie Chancellor told me that I must yell at the kids. That was Rule #1. It was the most important value to her. I was talking about how I need confidence for public speaking, and also, how disciplining and managing will be the spots I'll need the most work on. I was being honest, and gave myself that honest assessment. When Julie Chancellor said that I must yell at the children (while another male Social Studies teachers was present, Mr. Jentsch), I said that I was more afraid of throwing up all over them. She doubled down, “You must yell at the kids.”

She never told me what time to come in the next day. She mentioned that she tries to get her at 6:30am, but she never specificied an exact time for me to be here. She didn't say “You must be here at 6:30am”, or that the bell rings at 7:30am, or any time. Typically school begins 8am, at least that's how Kentucky schools worked when I went to school as a youngster. Nonetheless, I wanted to get there as early as I could, and resolved on accomplishing just that.

2014, January 13. Monday. The only Capstone class I would attend was that night, from 5pm to 9pm, or something like that. “During that class [Capstone class with Kristen Harris and Jennifer Mangeot], you expressed to them your desire to do things your own way and your assertion that you will not be oppressed, because you are “free” (sic).”

For 3 or 4 hours, I sat down in my chair, and just listened to all Mangeot and Harris had to say, during their lectures. When I first came in, Jennifer gave me a hug, and I had been through a bunch, so I really appreciated that.

One student (Kirsten) shared this story about her cooperating teacher, and how she was yelling in this one boy's face, screaming, pointing her finger at him, and when he wouldn't comply with what she wanted, she proudly demonstrated her own self-serving prophesy, “See what I told you? Nothing you say to him will get him to move.” Kirsten characterized this cooperating teacher's behavior as being “Nazi”-like. Kristen Haris immediately went into damage control mode, and said that we weren't supposed to say any negative things about our cooperating teachers. I said, like “fascist”, and Kristen Harris shot a mean mugging glance at me, as if I had who she was pegged. For Kristen Harris, she wasn't able to identify with the little boy being yelled at, and belittled, publicly, in the most rudest, and shittiest of manners. Instead, Kristen Harris identified with the Nazi oppressor, and felt the need to shield her from justified and warranted criticism.

Eventually, Kirsten leveled with the boy, one-on-one, and asked him what was going on, and showed him some love, showed him some attention. After speaking to him, as a person, for a few minutes, eventually, Kirsten got him to start doing his work.

During the break, we moved from the lecture classroom to the computer lab, and I immediately got up, and went into the computer lab. I didn't resist the order. I didn't go to the bathroom first. I took my seat, and just sat there, all quiet and obedient like, just as they wanted.

After class was over, after they droned on and on with their stupid lecture, I approached Jennifer Mangeot to talk about my feelings with her, because Kristen Harris said that listening to people's struggles wasn't her thing. Kristen Harris said she doesn't care about people's feelings (since she's not able to empathize with others), and Dean Richard Hudson celebrates how well Kristen Harris knows herself. Well, again, I wasn't speaking to Jennifer Mangeot on a Professional level, but on a friend level, and she asked me how things were going. So I mentioned some things. I said that it felt like I was being oppressed the whole time there. And while it seemed to be working out, I was being optomistic. Then Kristen Harris butts into the conversation. She said she didn't care about anybody's feelings, but she certainly had to poke herself into a conversation that had nothing to do with her, like the creep she is. It felt like Kristen Harris thought of Jennifer Mangeot as her wife, and she wanted to either protect Mangeot, or just scare me off, so she can keep Mangeot for herself. She made me feel uncomfortable, because she was looming over me, starting at me, like a lunatic (which are classroom tactics we're taught to use), and so I explained to both of them my philosophy about equality.

I personally do not care for hierarchy. And at Orientation, Jennifer Mangeot went on and on about Co-teaching, about being partners, “a Dynamic Duo”, and how there would be no hierarchy. How Frankfort just passed a law recently that regulated the behavior between cooperating teachers and student teachers. While in general, I would have expected strict hierarchy, and may have been able to grit my teeth through it, everything Jennifer Mangeot's Power Point, as well as her introductory lecture on Day 1 of Capstone, said, was that there wasn't any hierarchy. It was equal, fair, and both of the adults work together as a team.

Since hierarchy is no good, this leaves the world with only two options on how non-hierarchical relationships can form: 1) We're both free and independent in our sovereign capacities, but sometimes, we do things for each other, or; 2) We're both free and independent, and will forever remain so. And these two options are diametrically opposed, and can't be mixed, or compromised. One is absolute freedom. The other is mostly freedom, independent, and sovereign autonomy, but sometimes they are obedient to each other.

This is what I explained to Harris and Mangeot, but Harris wasn't making me feel comfortable, so after saying this, I just left, and went to someplace safe; anyplace was safer than there, in that 3^rd floor classroom in the Mansion, before her. I realize that what I said was some heady stuff, but it's a philosophical conundrum which I still turn over in my mind today. I want equality, which means hierarchy is the problem. Like Abraham Lincoln, I'm not a slave, and I'm not a master. I realize they don't think about things as much as I do, but it was this conversation which they documented as saying:

“You expressed to them your desire to do things your own way and your assertion that you will not be oppressed, because you are “free” (sic).” (Bulletpoint #13).

They couldn't have interpreted this conversation any further from the truth than what they did. I think Mangeot understood, and if she didn't, had I been allowed some time, I could have explained it to where it made sense. I wasn't being Patrick Henry, declaring “Give me Liberty, or Give me Death”, although his sentiments are admirable. I wasn't declaring anything. I was speaking about my experiences, but either because I am a student, or because I am a male, they couldn't relate to me. I would have made my point clearer if I would have asked them, between the two of them, who was the slave, and who was the master? If you're aren't Revolutionary, then you're trying to make a slave out of me. I also feel like there's more fascists out here, who love power more than love, and very few Revolutionaries. And we'll win, once folks see the power of love trumping the love of power.

That's what I said to Harris and Mangeot, at 9pm at night, after having woke up 4am that day. I only told them, that since hierarchy is wrong (which is what Mangeot's Power Point, and handout, says), then another model for relationships have to fill it's spot. I wasn't declaring that I was only going to do things my way. Not at all. I just felt so invisible and insignificant in Julie Chancellor's class, and since she was ordering me around so much, contradicting and disrespecting me in front of the students, and standing in the back of the classroom, with her arms crossed, as if she's unimpressed with every single syllable that came out of my mouth, I just wanted to make sure that Julie Chancellor had my best interests at heart. Was she being an asshole to me because she wanted me to succeed, or because she wanted me to fail? Having just written a 150-page essay for Elisabeth Rogers class about a dozen or so alternative forms of education, I see many ways one could teach students; we don't have to just dictate to them what to think. That actually doesn't work. We live in postmodern America, and these outdated medieval methods of “teaching” are irrelevant, and they're teaching unnecessary skills for jobs that do not exist.

The required textbook for Capstone and Student-Teaching class with Mangeot and Harris was Doug Lemov's “Teach Like A Champion”. One of Doug Lemov's major lessons was that in order to “teach like a champion”, all of the best teachers in American are locked into implementing this one principle: 100% Compliance. Paulo Freire says that “The love of the oppressor is a sadistic love; it is a love of death, not of life.” I was able to work with Julie Chancellor, but she wasn't able to work with me. If being a fascist oppressor, who uses direct instruction, who never differentiates her teaching strategies, is her way, then that's how it is. I can use some more spinal cord in my delivery, so she could have been useful to me. I, on the other hand, could have been useful to her too. Whereas I may need learn to be meaner, she can learn to be nicer.

I then drove an hour and half home back to Muldraugh, Kentucky.

2014, January 14. Tuesday. [“The 2^nd Strike”]. I get home late, at about midnight, and immediately go to bed. I wake up early, and start my day. I get showered and dressed. I wanted to get something to eat, but just packed myself a lunch. I packed my papers, textbook, and warm-up examples I had worked on the day before, into my bookbag, and left. I go into the office, and sign in, and then proceed up the stairs to our classroom. She's complaining about something, probably me, to another male teacher, when I came around the corner. I'm dressed up in a nice outfit. I am wearing a white tie, I have my hair styled, with black slacks, black jacket, and dress shoes... I'm looking and feeling sharp. When I came around the corner, I had a big grin on my face, because I was excited to finally start teaching. Julie Chancellor immediately took one glance at my happy demeanor, and kept her shitty face on. She says to me, “You're late.” I responded, “You never said what time for me to be here.” She said, “I don't care. I want you to leave.” I tried again, with a different argument. I said I was up all night at Graduate School. She rolled her eyes at that one. She said, “I've been to graduate school” I then said, “Okay, I'll leave, but I'm going to say something, and I already did. It's not right what you're doing.” She nodded her head because she knew she was going to get me to do what she wanted me to do, but had to endure listening to whatever I had to say. Then I walked away from her (we were out in the hallway). As I was leaving, I ran in the Principal of the school, and it was a bad time to meet me, because I was a mess. I was on the verge of tears. I had just gotten robbed, had to get up and move, have been working hard for 2 ½ years, and I'm still moving forward, still came to school looking good, with all the papers prepared, ready to teach, but Julie Chancellor was just being so rotten to me. I do not know why. Perhaps she was taught the same way. Maybe she cannot emphatize with men, or those she deems as an inferior race. I doubt if one could get an honest answer from her about it. Just guessing, my suspicion is that she's an asshole to everybody, and eventually, she finds herself a few folks who complies with her demands, and then expects the rest of them to eventually fall. When coercive assholes are rewarded by compliant behavior from happy slaves, they become more powerful. Their slaves do not. But they do. Maybe she was treating me how she treats her husband. If so, well, I'm not her husband. He may take her disrespect, but I do not have to. I expect to work with adult professionals, not stuck-up temper tantrum babies, who cry and pout and hurt others, until they get their way. That's not a leader. That's a bully.

So I let him know what just happened, and asked him where the exit door was, because the school was confusing, and then walked away, keeping my composure as best as I could, until I walked outside.

Julie Chancellor believed because she said the last word, or because she got me to leave, that she was in the right. No. Neither one is the truth of the matter. I could have stayed on the first argument, and just kept repeating myself, until she understood, but one can't ration with one's oppressors, unless they have a conscience. It was Julie's intent to hurt me that day. That's what she committed on doing, and that's what she did. She hadn't told me what time to be there that day. But that didn't matter because she didn't care. She had started complaining to others that I wasn't there, and therefore, felt the need to be an asshole when she saw me. She says that I came there after the bell. That is a lie. I was there. Right before the bell, and right before the students came to class, but I was there. On time. Just in the nick of time.

I was better dressed than her, cared more about teaching a good education than her, wanted to inspire the students, instead of yelling at them all of the time. She already had them in a routine, and didn't want me to win over “her” students. Perhaps it was out of sheer jealousy.

I had aimed to get to Valley High earlier, but there was no committed time agreed upon, and I got there as fast as I could. Julie Chancellor made up the infraction, and called Jennifer Mangeot right away. I felt as though sometimes women need to be mean to men in order to make room for others, and therefore, just like how I was accepting Karen Dunnagan's public humiliation over the tossed book incident, I was accepting Julie's bullshit. But why should I do that? That day also set a bad precedent. It seen me leave the building, which was foreshadowing what was going to come next.

Jennifer says she immediately called me, but no call came through from her to my cell phone. That's total fabrication. Elisabeth Rogers calls later, and left me a nasty voice message saying, “I heard what you did,” condemning me, talking to me like an asshole, without even asking about my side of the story, or even considering that I had been wronged. This was a person who I had once considered a friend, and she never once asked. It sounds like not only is she not a good friend. She's not even a good person.

2014, January 15. Wednesday. Julie Chancellor was rude to me on numerous occasions. There were several Latin phrases for the Government class we were teaching, and one of them I didn't recognize, and she asked, “You're a political science major, and you don't even know how to pronounce it?” Well Socrates says the key to wisdom is to admit your ignorance, but I assume Julie is one of those people who pretends like she knows everything, the one who holds all information worth knowing, and therefore, the stupids must rely on her for all of their fancy knowledge talk, when clearly, there's no way one person can know everything. That's literally impossible. In fact, I'd say, most everybody in this world has something they can teach others. I'll also say this, since I'm working class, it wouldn't matter to me if a person was 10 minutes early, 5 minutes early, or right on time, because I'm just happy that they made it. This world is dangerous and I've lost many friends and family members to automobile accidents. I would never do to others what Julie Chancellor did to me. She just made up lies in order to make my life harder, more miserable.

While I expected to be a “Dynamic Duo” with Julie Chancellor, it just felt like plain ole hierarchy, all of the time. There was no Co-teaching Strategies being utilized, at all. She assumed I was the slave, and she was the boss. Unfortunately, since I hadn't had much practice with public speaking, she'd tried to trip me up on that too. She'd contradict me right in the middle of the lecture. She'd talk with a hate-filled tone when she spoke to me, in front of the students. When I think of the pettys things she hung me over, her clear and intentional rudeness was way more disrespectful than any fabrication she makes up. I talked about how George Washington used to hang deserters, and she shrugged her shoulders, and said, “That's what they all did.” I also said he owned slaves. She said, “You can't judge another time period by today's standards.” I disagreed with her on that. By today's standards, which is the only standards I can claim, since I am living in the present, I denounce slavery, and genocide, and all the evils I see those men of the past doing. Sure, I understand that some were a product of their times, but I'm a harsh critic of our collective history because it is from this foundation that we will construct our society. So if we apologize for the slavery of our forefathers, then how do we feel about those who fought against the institution during those times? Do we not diminish their accomplishments and efforts, just so we can diefy the so-called Founders?

Howard Zinn says that he reads history, not for the tragedies and bloodshed, but for the stories of hope and opportunity. While working class people have been getting the worst of the abuses in American history, there are those few bright shining moments when it seems like we the people get close to getting our promised land. I compared George Washington to Che Guevara, since Che murdered those who deserted his army too. Not often, but he did. He bragged about his executions at the United Nations. She only said that Che was an interesting figure in history.

She disagreed with virtually every word that came out of my mouth. Another reason why I believe slavery should be denounced, in all of it's forms, in all Epochs of history, is because of the continued lingering effects for today. There's institutional racism. There's high crime areas. There's racist police, and prison systems. The head of the VIPER squad for the LMPD, who was fired about a year ago, Johann Steimle, is the same man who gunned down Clifford Lewis, an innocent young Black man, a decade ago. He shot him 13 times, and the 5 or more undercovers couldn't find anything illegal on Clifford Lewis, in his car, or his bloodstream. But Louisville kept Johann Steimle on the police force, and 10 years later, he's establishing a special teams unit underneath the Police Chief called the VIPER squad. The VIPER squad is a rogue militia whose dedicated to a massive systematic and illegal gun-grabbing operation, primarily in the West End, targeting Parkland specifically. We can also determine the culture of that unit, since it was headed by a murderer. We can also understand our Police Department better too, since they allowed him to form this VIPER squad.

Julie Chancellor called several of the young Black men, “boy”, just as they did in the antebellum days. While she may say she didn't have ill intent with that term, it's clear to me that she intends to be the dictator, and the students, the intellectual slaves. Julie needs to emasculate the young men, by calling them “boys”, as if they are children, and aren't capable of much, so they'll always be eating out of her wise all-knowing and all-loving hand. Julie once declared to the class that she was hard on them because she loved them.

Eventually, Julie was going to give her lecture to the class, after yelling at them for a few minutes, eventually, they all got quiet, and she droned on and on. I about fell asleep, but I'm interested in history, and was curious to see what types of information she pulled from the Gilded Age, to teach the High Schools. Julie Chancellor defended the robber bank barons—Carnegie, JP Morgan, Rockefeller, etc.—as if they were the victims of history, and she needed to revise history, to make them the heroes they should be. The Gilded Age is called the Gilded Age because there were many bad things that were happening as a result of the Industrial Revolution America was going through. The only gold was that which was painted on. Only the rich saw the gold. For the working classes, there were no weekends, no overtime, no restrictions on child labor, or maximum hours, or any safety standards, at all. During the Homestead Strike, Carnegie's workers were being gunned down like dogs. I guess when one defends Carnegie, it's probably best to not mention the Homestead Strike.

Julie Chancellor doesn't believe in democracy or solidarity. She doesn't want the students to understand how powerful they are, when they operate as one unit. She divides and conquers. Every teacher in America is taught this in Teacher-Training school. Our system of education comes from the Prussian-Industrial model. Julie Chancellor didn't know what the teacher's union at Valley High School was doing. “Oh I'm not sure what they're up to.” She didn't know, because she didn't care. She has a guaranteed income of $55,000 because of the labor organizing teacher's unions have been slaving over the whole time. But I guess she doesn't give them credit either. No wonder labor unions are at 9% across the nation. We're not taught solidarity or democracy in our schools. Just blind obedience to arbitrary and absolute authority.

Julie Chancellor resorts to oppressor tactics at the slightest murmur of a pulse from her students, threatening to call some fat stupid minimum wage man to drag the student out of class, and put them in ISAP, a room where they must stay imprisoned. Aka In-school suspension. Or maybe she'll write you up, so “your” behavior is documented, and then it'll be added to your permanent file. The end result of a fascist totalitarian dictator is the use of violence for submission and compliance. Julie Chancellor yelled at one of her female students who had fallen asleep. “You're not going to fall asleep in my classroom!” Julie Chancellor then stomped towards the phone, threatening, “I'll call security... do you want me to?” You could tell she really didn't want to, but what Julie really wanted was compliance, and even if her lecture was boring as hell, she would force her students to listen to her shrill Ben Stein voice drone on and on, with the threat of violence, like the fascist piece of shit she is.

Jennifer Mangeot had called me to ask how things were going, and I told her exactly as I felt. I felt as though I was being oppressed, and she was harrassing me, possibly because a females needs to carve out her own space, and I was taking it. I told her that eventually I'll need to tell her something. If I have an idea, I'll need to talk to her, and there wasn't much communication going on. Except her destroying all ideas I spoke about. Mangeot mentioned that I already had “2 Strikes”, which baffled me a bit, because it was the first I realized they had been using language like that. I briefly met Pat Todd in the Mansion, and she tried to warn me that I was close, so I shouldn't blow it. But I had no idea those people I was paying $50,000 total, and $5,000 for the class, would be scheming and conspiring against me like that. While I expected Thursday to be another “good day”, as I characterized Wednesday, since Julie Chancellor didn't lose her shit over petty things, I also wondered what would happen if it didn't work out with Julie Chancellor. I didn't choose her to be uncooperative cooperating teachers. Other students had gotten to choose their cooperating teachers, but I wasn't allowed to?

I asked Jennifer Mangeot what would happen if Julie and I couldn't work together. Jennifer reassured me that it wouldn't be over. There were other options. Surely they wouldn't just execute an expulsion over trumped charges, with no evidence, no due process, all over laziness, and a whim... right? Jennifer Mangeot assured me that I would be okay if Julie and I didn't work out. Jennifer Mangeot lied to me. And with an assurance such as, “No... you'll be fine,” how can she go through with the proceedings to kick me out? Is she two-faced? Does she say whatever she can to people's faces, and then secretly talk a bunch of shit behind their backs? And why does Richard Hudson defend this behavior? Spalding University is full of liars. Maybe the Truth is too ugly to talk about. What War? What Poverty? What Cancer? Just shut up and sit down! I'm the Queen in this room! And there's only room for HBIC!

2014, January 16. [“The 3^rd Strike”]. I get to school by 6:30am. I had forgotten my phone, but I figured I didn't need it for anything, since today was going to be a good day. Jennifer Mangeot had mentioned that she was supposed to meet up with Julie and I, and have a 3-way meeting “in order to review and clarify expectations and roles and responsibilities”, which sounds punitive, more than it does helpful. But I assumed, if I was heard, then Jennifer Mangeot could have smoothen our rocky relationship out. But Jennifer Mangeot never came.

In the beginning of the day, Julie asked me what my Warm-Up was going to be. Not realizing I was being tested, I spoke plainly, not in a presentation manner, but just talking, as I would talk to a friend. Immediately she shat on my idea. She didn't want me to mention the 1855 Know-Nothing Riots. Maybe her father was a Plug Ugly, I don't know. But it was very important to her that I did not say anything about it. I said, “Why not?” She said, “Because it's my class.” But as student-teacher, it's my class too, and at the end of 7 weeks, I'll should be running the entire class. She wasn't properly trained to teach others. She needs lots of education, if the damage can even be undone.

Julie Chancellor also liked to push the deadline closer and closer towards me, to make me freak out... or to get me to “Move!” when she said something. We had a Master-Dog relationship. Julie Chancellor had mentioned that I needed to design a lesson plan for her, and it needed to be due by the next week. Then later that same day, she said it needed to be due by Monday of next week. The next day, she mentioned it again, and she said she wanted something by Friday. She was an absolute and arbitrary dictator, and I was supposed to somehow work with her? No. I do not operate well under oppression, and if all she was going to do was oppress me, then we cannot work together. Other teachers, while oppressive towards the students, allows allowed me the freedom to give the lectures I wanted, and help around the classroom, as I saw fit. And being obedient never wins the respect of the master. No. Nothing Julie said or did was consistent with teaching somebody how to be a teacher. She was pushing the lesson plan deadline back, closer and closer to me, setting me up to fail. She tried to sabotage my lesson plans, and then eventually, my career.

Yes. Women who can rob you of $50,000, is not fair either. And it doesn't matter to me that she has a vagina, and I have a dick. It's not right. I've never felt so betrayed, or so much injustice before. I'm right about this, and that's all there is to this. Even if nobody in the world believes me.

I told Julie Chancellor that I had been thinking about it all night, and I really wanted to talk about the 1855 Know-Nothing Riots. I know how my German Catholic dirt farmer ancestors—the Gripshovers—were treated when they go to America, because of the 1855 Know Nothing Riots. This event paints my perspective of this period vividly.

Julie responded quickly and coldly, “No. That's not going to happen.”

“Okay. That's fine, but... why not?”

“Because it's my classroom. That's why.” Chancellor said iron fistedly.

The first conversation of the day, and already, she was hating on me. I thought about this all night, and I knew lots about the 1855 Know-Nothing Riots, so I would have been the biggest expert in the class on that subject material. The 1855 Know-Nothing Riots was also a local issue, which happened here in Louisville. The Know-Nothings are a test question on an AP US History Exam, which means it's consistent with national standards, and therefore, Kentucky standards.

On a Practice Test for the AP US History test, on Question #33, they ask: “The Know-Nothings were: (A) Confederate spies during the Civil War; (B) a nativist movement in the mid-nineteenth century; (C) Americans who organized boycotts of British goods before the Revolution; (D) anarchists who were arrested by the government during the First Red Scare; (E) those who refused to testify when called to do so by the House Un-American Activities Committee.”

My students would know the answer to this question on the AP US History exam. Julie Chancellor's would not.

Teaching about the Know-Nothings is consistent with national, as well as state standards. Kentucky's “Alignment ACT Course Standards U.S. History and Kentucky Combined Curriculum Document for Social Studies” (August 2011) http://education.ky.gov/curriculum/SS/Documents/Alignment%20ACT%20US%20HIS%20and%20KY.pdf says what teachers teaching US History needs to be teaching.

While there is an immigration portion located in the Antebellum period, under the Building a Nation section (Colonizations- ca. 1877) (B.2.a. “Describe and evaluate the impacts of the First Industrial Revolution during the nineteenth century (e.g. Lowell system, immigration, changing technologies, transportation innovations”), it's also there in the Rebuilding a Nation period (ca. 1877 – ca. 1914) too (C.1.d. “Explain the challenges and contributions of immigrants of the late nineteenth century.”). This means the 1855 Know-Nothing Riots is a perfect event for the continuity between time periods. Does Chancellor believe there were no other immigrants until the late 1890s? That's not true.

There's many Objectives listed in the ACT Combined Curriculum for National and State Social Studies that the 1855 Know-Nothing riots can be used for. Before we even begin to read our history books, there's many “Process Objectives” listed that one needs to complete first.

(A.1.g.)

A- Exploring the Skills and Strategies Underlying U.S. History.

1- Process Objectives

d.- “Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and issues in historical context rather than in terms of present norms and values); recognize that historians interpret the same events differently due to personal values and societal norms.”

g.- “Compose arguments/position papers, and participate in debates on different interpretations of the same historical events; synthesize primary and secondary sources to justify position.”

i.- “Identify, analyze, and understand elements of historical cause and effect; recognize and understand patterns of change and continuity in history.”

k.- “Analyze how the past influences the lives of individuals and the development of societies.”

Julie eventually would tell Jennifer a reason for why I wasn't allowed to do it, to teach about the most controversial events that have ever happened in all of world history (apparently), the 1885 Know-Nothing riots, was that it wasn't a part of the Era she was teaching. While the Gilded Age has some dates attributed to it, after Reconstruction, before the Progressive Era, the 1870s, 80s, and 90s, those 3 decades in particular, there's continuity. From the 1855 Know Nothing riots, we can understand the culture that Germans came into during the Gilded Age. There was bias, but after the Civil War, many Germans were able to get into positions of power, including Louisville, which saw a German mayor, about a decade after the Germans had endured violence against them. Over 100 Germans and Irish Catholics died during that riot. And it was right before election day. There were Know-Nothing riots all throughout the United States. In fact, one could make the argument for the rise of the Tea Party, to the Know-Nothing party, if the Tea Party was a real political party. Perhaps the Libertarians. But the Whig Party was crashing, and somebody needed to counter the popular Democratic Party, and then the Know-Nothing party took America by storm. Know-Nothing Parties popped up everywhere, and Know-Nothing candidates where winning elections everywhere. They were using the Mississippi Plan, where they used violence at the public polling places, to make sure Germans and Irish would be too afraid to go vote. And it worked. There was a mass exodus of Germans after that. But the immigration continued, and then eventually, after the Union had won the Civil War, Germans were welcomed back in Louisville.

To understand the German-American story, one had to understand the events preceding the Gilded Age. To understand immigration in general, one just needs to look towards 1492 to see how there's been immigration to America from the beginning. Even Mark Twain, who coined “The Gilded Age”, hated the German immigrants, and was in Saint Louis during the rise of the Know-Nothings.

But I didn't just want to speak about the 1855 Know-Nothing riots just because it's a significant, substantial event, that can used with many curriculum applications, but because it talks about history in general. It's also about my family, the Gripshovers. Julie Chancellor was ordering to me ignore my family's history, an event that coats my understanding of the Gilded Age, and the American culture my ancestors walked into. She's going to censor my family's history out? That's not right. My family's history makes my state's history, especially where German Catholics are concerned, that much more exciting. I should be allowed to speak about topics in time periods I know about. What else can do I? Talk about events I don't know about? That's a sure fire way to lose too.

The main reason, while it's clearly part of Kentucky's curriculum, not Chancellor's personalized “defend the Gilded Bankers, from the Gilded Age Era”, that I wanted to speak about the Know-Nothing Riots in the first place, was because I need to be respected in class if the students were going to listen to anything I had to say. If I needed to “yell” at them, as Julie Chancellor says was mandatory for all would-be teachers, I would do so, but not before I gave them the chance to embrace the material I was presenting, and me as well, on their own voliation. I lead the most, manage the few. Chancellor doesn't understand this. She manages all, from the first moment they come in, to the last day. No leadership. Just management. Just coercion, manipulation, and control. Once I gained the trust and confidence of the students, once I lit a spark in one of them, and inspired them to be curious about what I was talking about, then true learning can begin, and not a moment before. Jerry Tolson's African-American music class at UofL was the worst class I've ever taken. It sounded cool, but it wasn't. While my love for Hip-Hop is eternal, the class was so boring, with so much busy work, it was like the Professor was trying to ruin Hip-Hop for me. In fact, he hated Hip-Hop. He liked all of the other Black musical genres. Which is great for me. But he nearly got me to hate something I had once loved. People hate to be forced to do anything, and if you force them to do something they don't want to do, they may look like they're doing it, but they aren't retaining any of the information. They're merely going through the motions, and they may hate the subject you're supposed to be “teaching”, for the rest of their lives. If they were curious about the material beforehand, then real learning can take place. That's the only way. To treat the students as I would want to be treated. The Golden Rule. It's that simple. I'm not religious, but the Golden Rule is wonderfully logical.

Another classroom management tactic I would have utilized if I had been allowed to speak about the 1855 Know-Nothing Riots, was the building of trust. If one can gain another's trust, especially children, then children will behave to your liking, because they so desperately need your approval. They'll even do as they're told, or just do good in general, because they want to maintain that relationship with you. Building Trust is a Canter & Canter classroom management tactic, so my methods come Educational Theorists. I'm standing on the shoulders of giants, and somehow, still can't be seen. My Classroom Management plan has all of these tactics listed in it, and Jennifer Mangeot would have had access to it. I believe in structure. Just not totalitarian autocratic dictatorships. I'm more of a democracy kind of man. That's the American in me.

Speaking about the 1855 Know Nothing riots in Louisville, Kentucky would have opened up the conversation to who we are as Americans. The 1855 Know-Nothing riots showed how deeply entrenched racism was in America, because this was a riot where whites were murdering other “whites” (the Irish and Germans, who would be considered “white” today), since they weren't “American” enough. Also, by the enemies the nativist Know-Nothings chose, we can logically deduce who the original Americans were, or, at least, who they thought they were. The Know-Nothings in Louisville didn't like Catholics, Irish, and Germans. They were against foreignors in general. The nativists felt that since they were in America first, that they had more rights than newly arriving immigrants. Their hatred of Catholics comes from their radical Protestantism, and from historical battles with each other from Europe.

I felt like I was just “talking” with her in the morning, and she made an executive decision to censor me, unnecessary, without reason, or cause. I felt like I was punched in the gut. All of the planning I worked on to get this Warm-Up question right, to inspire some dialogue, some real conversation amongst each other, and immediately, without a reason... “because it's my class”... does that sound like a person who is partnering with another? Does that sound like a Dynamic Duo to anybody?

She says it wasn't a part of the Era, but she fails to comprehend that there's continuity between Time Periods. Time Periods in America are only invented by historians anyways, but a good example of this is the “Nadir Era for Race Relations”. This Era lasts from the 1890s to the 1940s. This Era crosses several other Eras, including the Progressive Era, the Roaring Twenties, the Great Depression, and World War 2. The part of the American Pageant textbook we were reading was about the European immigration that was coming in waves during the latter part of the 1800s. The 1855 Know Nothing Riots serves as a precursor to the Civil War. Rremember... the Know-Nothing party was wildly popular; Kentucky had a Know-Nothing Govenor, America had a Know-Nothing President, and many ex-Whigs went on to become Know-Nothings themselves. The Know-Nothing Party swept across America swiftly, quickly, becoming a massively popular sensation seemingly overnight. It doesn't take much imagination to see how those who hated Irish and German Catholics, would be the same ones who would join the Confederacy in order to help defend slavery for 10,000 slave owners in the South. And Kentukcky was said to have seceded after the Appomattox, meaning that while Kentucky was Union during the War, fought for the right side, and the winning side, but they kept on electing Confederates into the State Houses year after year, after 1865, for many decades (they may even still be doing it). There's direct continuity of fascist psychopathic imperialistic English-speaking white anglo-saxon Protestants using barbaric totalitarian terroristic violence against civilian populations they considered “different” than themselves, in order to exert control, to enslave them, to exile them, or to wipe them out, so they could steal their land, from 1492 to 1855 to 2014 (see Gaza).

If I had been allowed to talk about the topic I had worked on all night, the 1855 Know Nothing Riots, I would have came across as confident, knowledgeable in my field, and I would have provoked a great conversation about who we are collectively as Americans. I would have won the students over. I would have inspired them, and captured their curiosities and imaginations. I would have earned their trust and respect, because I'm not the type of person who just yells at children just for my own sadistic pleasure. I would have also talked bluntly about race, nationality, immigration, and identity. Just as I do not like slavery, I also do not care for the violence against the German and Irish peoples. This makes me fear that my German ancestors came into a bigoted country, and they had to overcome greater struggles than what the “original” whites had to overcome. Plus this was in 1855, when they didn't have near the technology we have today. Most white folks do not know much about their origins, but their own personal histories is just as important as our national histories. I'm a proud American, and I'm also a Gripshover, and a Kentuckian, and a Louisvillian. We all each carry many identities and roles, and have different national make-ups... but this is America. That is okay! E. Pluribus Unum. My German ancestors came to America in 1869. This means they didn't participate in the War of 1812, or the Civil War, or the Revolution, or any event that happened in America before that date. It matters where we came from, and who we are.

But I didn't get a chance to tell her any of my reasons for wanting to speak about it.

I did 1 Warm-Up exercise for the first class, and while knowing all of the answers Julie Chancellor has selected from my list of questions from the day before, I wanted to be able to speak on a whole breadth of topics. I needed to win the students over. Not for selfish reasons. For the Dynamic Duo. Because if the students trusted me, and I was allowed to teach them as if they were actually human beings whose deserving of respect, I would have spent my political capital to getting the overall curriculum that Julie Chancellor had mapped out. Since tactics was never discussed, I can only assume that Julie wanted me to be as fascist as she was. To demand the students respect me. To demand compliance above all other virtues, including peace, democracy, truth, justice, ethics, morality, spirituality, and sovereign autonomy. She didn't want me to inspire curiosity, or build trust, because she wanted me to yell at the children. That was a huge sticking point for her on my first day. “You must yell at the kids.” Must!?! Really!?! What if they aren't doing anything, then must I!?! Come on now. That's clearly wrong.

I felt as though Julie wanted me to be just like her, or else I would get booted out. She wanted to crush my spirit, and just be blindly obedient to her, so she keeps all of the power, and looks good in front of the students. She wanted to crush my spirit and soul, so she could force me to be a soulless vapid empty fascist just like her. If she wasn't going to allow me to “win” over the students, the only other option would be to “yell” at them, and to act shitty (without saying any cuss words), until I got the compliance I wanted.

Julie Chancellor didn't show me the same respect I showed her. Whereas I wanted her to look good for the students, I felt as though she wanted to trip me up during my lectures, so I would lose the students, and once the students were lost, then I'd be finished forever.

I didn't pressure her to come to my understanding. I didn't even give the reasons why I wanted to speak about the 1855 Know-Nothing riots, but to Julie Chancellor, other people doesn't matter to her. After the first class on that Thursday morning, I was working quietly at my desk for next week's lesson plan she kept backing the date up on, towards me, to crush all hope ye who enter here... and Julie Chancellor asked, “You're being quiet.” So great. She hated every single idea I ever said, and now she was chastising me for being quiet, and for working diligently? I couldn't handle being silent anymore. I had to tell her something. I figured, I would just say that I wanted to talk about the 1855 Know-Nothing Riots, and we'll see if I'll at least get a discussion out of her, because “it's my classroom” isn't a reason at all. It's straight up tyranny. It's the equivalent of “Because I told you so.” Jump off the Bridge, lil Billy. Why? Because I told you so. Of course we should question all commands. But we aren't taught that. And if we aren't teaching our students to peacefully and intelligently assert themselves, then we have doomed them to a life of always being soulless and obedient, and they will forever be manipulated for the rest of their lives.

While I type passionately and on end in this paper, it is because I did not get a chance to defend myself in the least. I never raised my voice. I never rolled my eyes at Julie Chancellor. I did nothing that any normal person would say was bad. But to a person whose looking for trouble, looking to turn any petty grievance into a Grand Jury indictment for a Capital crime, I suppose one could turn any situation into a “good” or “bad” one, depending on their perspective.

When she asked me why I was being quiet, I had been thinking the entire time of her “Because it's my class” response, and how that really wasn't an answer, and decided to test her out, and see if she could hold a real conversation with me, or if she really was wicked, and was trying her damnedest to sabotage me. All I said was that I really believe that I should be allowed to speak about the 1855 Know-Nothing riots, and that's it. I just said that, and went silent. Julie Chancellor flipped her lid. She couldn't believe it. Here she had treated me so bad, she had kicked me out already once, and now here I was, pretending that I was a human being, who deserved to be treated with respect, and wanted a conversation about the topic I introduced. Eventually, I would have thought of more topics as the class continued, there's many Eras in American history, and many events, situations, wars, etc., and if all topics that I know really well are off the table, and only topics she knows are on the table, then I would have failed all the same.

Mangeot and Harris preached equality from Spalding University, but at JCPS, it was nothing but oppression and slavery. If I was expecting slavery, maybe I could have endured. But when Mangeot and Harris said that we were Co-teaching now, and Equality was the name of the game, I was excited. I would love to see some equality. Not Julie Chancellor. She likes having all of the power, and all of the money, and none for anybody else. Not only is she a bad teacher. She's a bad person.

After I dared to lightly assert myself, that I wanted to talk about the 1855 Know-Nothing Riots, Julie Chancellor acted like a damn fool. She threw a fit. She started huffing and puffing, and walking around like she didn't know what to do, and eventually resolved that she was going to call Jennifer Mangeot, in order to fuck me over $50,000, and my entire Spalding University education. I did not care for that forum. So Julie Chancellor would be trashing talking about me on the phone, and I'm somehow supposed to sit there and just listen to her abuse me? Or should I speak, and show that her trying to fuck my life up is total bullshit?

Instead of arguing with a mean evil wicked fascist Nazi, who was shitty to me from Day 1, Minute 1, Second 1, instead, I chose to take it up with Spalding University on another day, with a different forum, and hopefully, they would hear me. I mean, 2 ½ years, 300 pages typed, 200 volunteer hours, and $50,000 should have at least gotten me a hearing. For that hard work and that much money, you'd think they'd at least consider your point of view. But they didn't. Not even for a moment.

On January 16^th, 2014, at around 11am, as Julie Chancellor was picking up the phone, I picked up my bookbag, and left Valley High School, never to go back again. This “human” showed me no respect for me whatsoever from the word “jump”, from the first moment I came in, and it only got worse and worse from there. She was treating me like I hadn't lived 32 years on this planet, as if I hadn't studied for years and years. As if I didn't a single thing about anything, let alone history. She pretended like I was one of her students, who she thought of as stupid, and who needed her all-wise and powerful directions, in order to understand how to best go about my life. No. She doesn't have my best interests in mind, nor the students. And she had lost her mind, acting like a shitty lunatic, all huffing and puffing, and carrying on a fit, a child's temper tantrum. She said, “It's my classroom”, but it actually wasn't. It was “our” classroom, but she probably didn't want to do the student-teaching anyways. Maybe Mangeot forced her into it. I don't know. But at the point, I knew I wasn't safe. I wasn't safe the whole time I was around that psychopathic Nazi. There was no fear ever of me doing anything to her. I'm a non-violent feminist (though my ideals are evolving a bit after all of this). The fear of being hurt was all mine, and that fear turned out to be well-founded. I'm willing to bet that all of Julie Chancellor's relationships are unbalanced and unhealthy.

So I left at 11am, as she made it clear that she didn't want me there. She made that clear on the first day. I told her what had happened to me, about me getting robbed, and having to uproot myself, and move to a whole other city, and just like when I told Elisabeth Rogers the harrassment that Pat Todd had been doing to me, Julie just stared at me, as if to say, “Yeah... so what's your point?” Many poor students struggle in their personal lives in Louisville, and if these teachers can't empathize with the student's real lives, they shouldn't be teaching.

I left around 11am, and then several hours later, Elisabeth Rogers called me up, with Jennifer Mangeot and Pat Todd all listening on speaker phone, and Elisabeth Rogers just says, “You're done.” I should have just told her stupid ass to go fuck herself, and hung up, but instead, I wanted to give her a lifeline. I wanted to try to speak to her about what was happening. She wanted to be shitty to me first, over some dumb shit she was wrong about. Fine. Then I'll talk plainly to her. I'll talk just as shitty as she was talking to me, and tell her how wrong she was being. I asked her why was it okay for Julie Chancellor to make fun of me, to humiliate me, to contradict me in class? Why was it okay for me to be her slave? I didn't feel safe with her, and if I was a teacher, and a woman said she didn't feel safe with me, would that have been a concern Elisabeth Rogers would have cared about? Of course! In fact, every slight against me, that Julie Chancellor did to me, would have been plenty justification to murder my life's dreams of being a teacher, and getting to the middle class, and having a decent life. Spalding University wasted 3 years of life, and with a degree, I could have justified the oppression by getting a good job, and just moving on.

I asked, “Why is it okay for her to make me a slave?”

When I tried arguing with Elisabeth, all she did was communicate pity. “Oh Johnathan”... don't you realize when Rogers tells you want to do, you just shut the fuck up and submit? She called me on my cell phone several times, harrassing me, leaving me shitty voicemails, and now, without knowing all sides, including her own student, she was going to rape me out of $50,000, and she did so without gathering all the information. Just one asshole talked to another asshole, and that was it. Eventually, we tried to arrange some sort of “Due Process” meeting, but they didn't show up to the first one. It snowed that day, and the school was cancelled. Neither Mangeot nor Rogers called and told me about that. They could only call me when they wanted to talk shit to me. Not to give a courtesy call, to make sure I didn't waste my gas driving 1 hour, and 30 minutes away.

I never raised my voice, I never cussed, I never humiliated, or insulted Julie Chancellor in the slightest, and she was constantly harrassing me, non-stop. As I walked away from Julie Chancellor, when she was angrily and vindictively calling Jennifer Mangeot, I was leaving the classroom, I said, “I'm not your slave.” That's the meanest I got with Julie Chancellor. But Jennifer Mangeot wrote on Bulletpoint #19 that was the main point of what I was saying. It wasn't. They lied through their teeth. These women are completely lying in order to justify an illegal action against me. I said that at the end, when there was no hope. Although, I did offer Julie Chancellor a lifeline, I tried a one last ditch effort, at trying to convince her.

I said this: “Look, I'll need you. I need to be stronger on my managing and discipline, but you also need me.”

Julie Chancellor, the fascist asshole, again rolled her eyes at me, since she was so much better and superior to me in every way possible, at all times, and proceeded to dial the phone number. I gave her a chance. I tried to speak to her like a person. She reminds a lot of a major Devil figure, who tortured me endlessly during my childhood.

I also thought her having a relationship with the University to where she could just call them, and they would pick up, and be nice to her... they wouldn't do that for me. They give me false names. They start out by lying, and then expect others to be okay with it, as if anything else that comes out of their mouth can be trusted. I just caught you lying! No, I do not trust anything you say!

My fight was with Spalding University, not with Julie Chancellor. Julie Chancellor doesn't work well with others. She's a bad human being. An oppressor, with no anxiety, or ability to empathize with others. I give her a grade of D- for her conduct grade, and for her teaching style, I give her a grade of D- also. Her students may know a little bit of enough when they take their AP US History Exam, but forget most of it right afterwards. Her tactics of teaching, lecture, only has a 5% retention rate. Dialogue, Experience, and Teaching Others have a way better retention rate, with 50%, 75%, and 90%, respectively. I would have used more of these teaching tactics, and would have been a better teacher than Chancellor. Maybe that's why she was such a non-stop dick to me.

Elisabeth Rogers had a meeting with Pat Todd (who had it out for me from the word jump; even trying to get me kicked out one time prior, when she was accusing me of forgery) and Jennifer Mangeot, and that's when they decided that Julie's words was all the information they needed. I mean, I have a dick, they can't understand me. I'm too different. I can't tell if they're being shitty to me because I'm a student, or a man, or both, and while they'll never tell, since they aren't honest people, I'll probably never know. But those are all of the options. Either they think all people should bow down to them, all students should bow down to their teachers, or all men should bow down to all women. I can't tell. I think it's a combination of the 3. If their understanding of equality means that one person has to be ridiculed, mocked, contradicted, emasculated, robbed, and disrespected, and the other is an untouchable monarch, they have no idea what equality means. Kentucky law says Co-Teaching is supposed to aim towards Equality. Too many times the “teacher of record” can take the whole show over, and leave the student-teacher more of an assistant, than actually a teacher in their own right.

As I walked away from Julie Chancellor, I wanted to talk to the Pheonix School of Discovery, because there was an alternative school right here in the walls of Valley High School. I spoke with Nancy Breitenstein (502-485-7700) about volunteering with them. She was open to it, as long as Spalding University approved of it. So I had found a person who seemed easy to get along with, who wanted to work with me. I have worked with many other teachers during my observational hours. Probably about 15 or so teachers I worked with, and none of them treated me like Julie Chancellor did. Julie acted more entitled, as if Jennifer Mangeot, Todd, or Rogers was talking bad about me to her, planting seeds of doubt into Julie Chancellor's mind.

There was also Jason Watts, the 8^th grade middle school Social Studies teacher. I bet Jason Watts wouldn't have been a total dick to me. I had worked with Mr. Jentsch at Valley High School, and didn't experience the overwhelming high volume of issues as Julie Chancellor created, for him, as it had been for her. I bet, especially compared to Julie Chancellor, Jason Watts is laid back, humble, and would have been easy to work with.

So while I had two more teachers, I had other options, Mangeot, Harris, Todd, Rogers, Chancellor wanted to injure me. They wanted me to cry. They wanted to continue to bully me and bully me, until... I don't know what their main purpose was. But it definitely wasn't to give me support, or confidence, or to encourage me during my final semester at school, during the final stretch. Instead, for them, it was just easier to flick me away like a fly, like some pest, instead of actually being good decent educators, or even people.

If a person could push a button, and make $100 everytime the button was pushed, and somebody on the other side of the world dies, would they do it? This is a fun hypothetical, especially since America is all about drones these days, plus there's the 5,000 nukes we've got stored out West. And Gaza. The white women would push that button a million times, and not care. I believe these people to be genuinely wicked individuals, and there's no telling how many others they have hurt throughout their lifetimes. I have another theory about them too. Paulo Freire says that an oppressor's love isn't really love, but it's a love of death. An Oppressor can only love others as much as they can use them, but if one must use them in order to “love” them, then they do not really love them for them. They love them for what they can do for them. Freedom is an essential quality for life. An Oppressor can only love people when they think of people as objects, as tools to be used, a tool that can benefit their life, somehow. Since they only love their Oppressed by what used they can derive from them, they do not care about their actual person.

I believe Elizabeth Rogers, Jennifer Mangeot, Pat Todd, Terri Schoone, Julie Chancellor are all soulless sadistic oppressors, and they gain a sadistic pleasure when they force others to submit to them, and if they won't submit, then you hurt them; through violence, through murdering reputation, raping me out of $50,000, etc. Really, any method of torture is good enough for these heartless fascist lunatics. I believed they hurt me because they can't feel anything else. Their lives have no meaning, and they have no souls, and therefore they cannot just enjoy another's person's existence on this planet. It could be the man thing. Like how men do, some women, when they like somebody, instead of telling the man how they actually feel, instead, they throw dirt, and rocks, and snakes at them. Or maybe they used to Oppressing men, as their husbands are Oppressed. I don't know though. But it doesn't matter what the reasons are. They fucked me out of a whole bunch, with 3 mythical strikes against me, no evidence, and no due process. All they had was an angry psychopath. And for some mysterious reason, that was enough.

2014. January 17. I assumed that Spalding University would have heard me out, but since they did not, I knew that there was certain procedures they were supposed to go by. They didn't go by any of the procedures, because I had told both Richard Hudson and Elisabeth Rogers about several crimes that had happened to me, and neither one of them did anything to rectify them. To Elisabeth and Richard, it was okay if I was molested, and it was okay if I was being threatened, by other students, under the watch of Karen Dunnagan. None of the things I told them made them jump out of their seats for my defense. So I wanted to make something official, and I typed a quick email to Richard Hudson documenting a little of what Rogers, Mangeot, Chancellor, and Todd were up to, and mentioning other incidents, which were crimes, but I had been resolved to letting them go, as long as I could graduate. Yeah, I was touched inappropriately by my superior at Spalding University. No they didn't care to do anything about it. I would find it hard pressed, especially since they were so focused on me at the end, to allow a female to get molested by a Professor, have her report it, and nobody do a thing about it. For some reason, to Richard and Elisabeth, I wasn't even a person who deserved the most basic of human rights. I typed up the email, and sent it to Richard. That should have been enough.

2014. January 21. Eventually a “Due Process” hearing was scheduled for January 21, 2014, but none of them (Rogers, Mangeot, Hudson, et al.) showed up. Spalding University has been cancelled. They knew I moved an hour and a half away. They knew the meeting was in the morning. Spalding University is the worst when it comes to weather updates. It's not posted on their website, and the news stations weren't reporting it, so I drove an hour and a half away, using what little bit of gas money I had left, to get there, and it was closed. Richard Hudson would later on claim that Elisabeth Rogers was a friend of mine. I'm sure a friend would have called and cancelled. But Rogers wanted too much to impress Mangeot, Todd, and Harris, which is why she made the “You're done” phone call, while on speaker phone, so Mangeot and Todd could listen in on the fun. What do you mean I'm done? If I was being kicked out of school, wouldn't that be “you're out”? It's not clear what she meant with “You're done.” As in my life? My life is over? Is that what she meant? Yeah. That's exactly what she meant.

2014. January 22. The Show Trial. The 3^rd, and Largest, Louisville Robbery. Tom Van Cader. Rogers. Mangeot. Dick Hudson. My Mother. Me.

I walk into Spalding University's main Education office, and the white female secretary tells us (my Mother and I) to go upstairs to the conference room. I had written 150 pages, and never would they invite me to give a demonstration about the many alternative forms of education there are, which is how they would think if they were trying to help me, and advance my life along, but they weren't. So I to the Conference Room, and Tom Van Cader is walking around upstairs, but doesn't go into the room where I was. I was dressed in a suit and tie, and he probably didn't realize that he was asking to sabotage a good man. I sit down at the far end of the table, and my mother sits next to me. Even though I do not feel safe around Elisabeth Rogers, that's not taken seriously, and she intentionally sits down right next to me. She wanted to talk to me like an asshole, so I would get mad, and then she could say, “See. That's how he is. We couldn't fuck you over from before, BUT now we can!”

For the first 10 to 15 minutes, I went through the timeline of events of my life that was happening to me in January. Actually I took it back to my childhood, and why I am skeptical of people, and don't just trust any arbitrary and absolute dictator, just because. I mentioned that I believe in the Golden Rule, and asked if anybody else believed in it too. Everybody raised their hands. In theory, doing unto others as you'd have them do unto you was popular with Rogers, Hudson, and Mangeot (Tom Van Cader was sitting off to the side; I didn't get to see if he has raised his hand). At least, that's what they claimed.

Well first, I gave a demonstration, to show everybody how Elisabeth Rogers would act when given the same order as Kristen Harris had given me. I didn't feel comfortable with Elisabeth Rogers sitting right next to me, within arm's distance, and she sat right next to me, intentionally, probably so she could put something extra on her shitty words. I ordered her to move to the other side of the table because I didn't feel safe around her. She just looked at me blankly, and crossed her arms. If the roles were reversed, if I was Harris and Rogers was me, then I would have been kicked out of the University. But because she was not me, and I was not Harris, then it was perfectly fine and accectable for her to not follow arbitrary and absolute orders. All must bow down to her, and she bows down to nobody. That was a fascinating and expected development. When it came to her own freedom, Elisabeth Rogers was going to do whatever she wanted to do. But her self-love didn't extend to anybody else. She was allowed to have all of the power, and all of the freedom, but nobody else was allowed. Kristen Harris took something completely insignificant, and started a fight over it. I could have been an asshole, which is Spalding University police.. that's how Karen Stone, Karen Dunnagan, Barbara Foster, etc, all maintained their classrooms. By being shitty. With coercision. Threats. You know one tactic they never tried, and it happens to be the best tactic to getting me to do things, especially if I like you: just ask me. But to ask me to do something gives me the option to say no, and to not do it. It's so much just being a violent fascist asshole, than to treat people how they want to be a treated.

I started out with my abusive father. Kevin would give me orders, and once he ordered me to do something, he'd criticize me non-stop. First, he had to show me, and the world, that I was nobody, by commanding that I do something. Then as I did it, I was supposed to do it as if I loved doing it, was great at doing it, and couldn't get enough of it. It being cutting wood, cutting tobacco, stacking wood, picking tomatoes, mowing the grass, etc. It didn't matter. The worst fear in my life is to go back to that household, to be so isolated, and scared, and to have no escape. To be around some sick fascist psychopath, who didn't mind hurting others, in order to get domination over them. He'd use all means available: coercion, mind control, brainwashing, lying, insulting, or just outright violence. For some reason, I have a sneaking suspicion they may have abused their children. All of these Spalding University women giving me hell.

So I mentioned how I see things in simple dichotomy. For me, there's the Oppressors, and there's the Oppressed. There's the Fascists, and there's the Revolutionaries, and if you aren't Revolutionary, then you're trying to make a slave out of me. That's me, for better or worse. And unfortunately, I do not see many Revolutionaries. I see some on the horizon, but none close by. I do see, however, plenty of fascists. The will to power is a normal human function, but nobody wants to be a slave, so I must be around others who take equality as seriously as I do. Not just equality, but peace, freedom, democracy, justice, dignity, independence, and for my sacred sovereign autonomy to be respected, and given room to grow.

Then I proceeded to explain the many things that had happened to me in the first few days of January. The night before I was to start school, I was robbed by Curtis Stewart. Since he was still around the area, and the police hadn't caught him, I felt like all of my things were in jeopardy. I could have gone to school that Wednesday, but I wouldn't have had a bed to sleep on when I got back. The back door was broken, and anybody could walk in and grab whatever they wanted to grab. I invoked Maslow's Hierarchy, but Rogers and Mangeot at first didn't seem to want to hear it, but seriously. How could I have prevented that? Both times I was robbed in Louisville, I was doing things for Spalding University. The first time, I went to Deborah Stinson's Curriculum Class, and came home to a robbed home. The second time, I was going to get a TB test for Spalding University. And then the 3^rd Louisville robbery was Spalding University itself, and while the two home invasions netted the thieving pirates about $3,000 worth of booty, the theft of Elisabeth Rogers cost me over $50,000. White corporate crime was far more injurious to me than Black street crime was.

I basically concluded that my life story was me getting screwed over and over because of my penchant for being obedient to those who do not really care for me.

Once I was finished, Richard Hudson started cornering me, and wanted me to “admit” that I couldn't work in a structured environment. I wasn't going to admit that, because it wasn't true. My classroom management plan shows just how much structure I believe in. I believe in structure, democratic structures, but structure nonetheless. They didn't believe in democracy (as dictators typically don't), so they wouldn't understand what I was talking about. Then Richard Hudson tried to tell my mother that Elisabeth and I were friends. That was too much for me. He barely heard me out. He asked Mangeot and Rogers absolutely no questions. They explained nothing.

When asked what the 3 strikes were, Elisabeth, true to form, like the asshole she is, again, just looked at me blankly, as if my question was ridiculous, or my life was. It was very important for Elisabeth to fuck me over, even though I had never done a bad thing, or said anything, to her. Ever. But that doesn't matter to a lunatic. So they didn't have to say anything of the charges because

Richard Hudson had it out for me, and wanted to fuck me over. He wanted to fuck me over the first time he ever heard about me. But he did not take sexual harrassment by his employees seriously. It's no surprise. It's a Catholic School. They believe in strict hierarchy. That's where the molester oppressors go to hide. Remember how they took care of the pedophile priests? They just shuffled them around a bit. They would never fire their own people. It was more important to cover up their crimes, than to take the concerns of children serious.

For 10 to 15 minutes, I went through a timeline of events. I pointed out that even though I had just been robbed, up-ended and moved 2 hours away, in a worse house (a trailer, vs. a spacious house in Portland), had no laptop, I was still going to Valley High School in the mornings, and still going to class. I had several curveballs thrown at me, and I was doing it. I was getting to school on time. I was going to use the local library for any computer work I needed to. I was waking up, getting dressed, had gas in my truck, and student-teaching is what 2 ½ years worth of working was culminating into. This was my final test. I needed to get along with Julie, as well as be a great educator. Since I'm not a dictator, there's more pressure on me to find the fun information, to make the dull material more exciting, to inspire curiosity.

As soon as I was finished, Richard Hudson said that he couldn't work in a structured environment, as if that was a cue for me to just give up, and say I couldn't do it too. I could do it. Democratic structures. Then he said Rogers was a friend. And when he said, Rogers started talking to me like a total asshole. At first she prefaced her words with, “Well, I'm usually the one whose saying the things that aren't popular, well, I suggest, we kick you out, and in a year, apply again, and we'll consider reinstatement.” She didn't need any evidence. Richard Hudson had defended liars in the past. I told him about Terri Schoone molesting me (sexual harassment), about me getting terroristic threatened in Karen Dunnagan's classroom, or about Rogers steal $50,000, without a reason, without evidence, all on an angry whim, starting with the Nazi from Valley High.

I asked Rogers what 3 Strikes she had against me, she just huffed and puffed, and rolled her eyes. That's okay to treat a man like shit. I'm just a student here paying $50,000, who cares what I think? Rogers didn't come prepared to list the charges against me, or present any evidence, and the lack of charges, and lack of evidence was plenty of charges and evidence Richard Hudson needed to hang me. This is why Rogers hurries up, and writes up the 22-Bulletpoint List of Complaints (about 10 of them are complaints; many of the bulletpoints are just informative, not a “violation”, or they're just plain fabrication) right after the meeting. The whole point that document was written was because Rogers didn't have “3 Strikes”, as she had been talking about with her girls, Mangeot (who first said “You already have 2 Strikes...”), Todd, Harris, and the rest. When Rogers and Mangeot were talking about the “3 Strikes”, they were talking about 1- Not showing up for Day 1 (also, the day after I got robbed); 2– Being “late” because I showed up before the bell, before the students came up to class, at 7:30am, and; 3- Because I said I wanted to talk about a topic. I never even got a chance to say the reasons why I wanted to talk about it. I wanted to talk about it, and that's all Chancellor needed to reject the idea. “It's my classroom, and you're my slave,” she might as well have said. And if hierarchy was the way to succeed, then why did Mangeot and Harris go on and on about Co-Teaching strategies, passing out packets that said there would be “No hierarchy”?

No evidence presented, and Richard Hudson never asked Rogers or Mangeot any questions. They only cornered me, and tried to get me to say that I couldn't work in a structured environment. When he told my mother that Rogers was “a friend”, that's when I was done trying to convince him of anything. He was lying. And he had defended liars before. Richard Hudson never asked what the 3 Strikes were, because it didn't matter to him. I've never met a bigger fake than Richard Hudson. He's good at pretending to care, making it seem like he's a good person, a gentleman, but he's creepy. Just talk to him for a second. You'll see.

I turned my video camera on my phone on to document the bullying that was taking place. Richard Hudson asks a stupid question, “Are you videotaping us?” And that's when he said we're done. Elisabeth Rogers agreed. He had no intent on weighing what she was saying with what I was saying. All they wanted to do, was the same shit Karen Dunnagan wanted to do, when I tossed the book, and that was to get me to stand up, and shout “Guilty!” If I got mad, then clearly I was. If I didn't get mad, but they must say it louder! Since Elisabeth Rogers doesn't feel comfortable around me, if I was to sit right next to her, and start talking to her like she was dogshit, would I get into trouble? Of course I would. But that's what she did. She's a lunatic. She's wicked. To the core. She'll be pleasant to whoever she needs to, to get away with her crimes, but she would be the type of person who pushed that button, and murdered 2,000 Palestinians with no problem whatsoever. As long as she benefits. Oppressors have no moral core. They live by no ethical standards. They do whatever they can get away with.

Richard Hudson said something about the policies and procedures are online, and “thank you”, “have a nice day”.

There were many options at that point. I could have worked with High School Counselor Nancy Breitenstein, of The Pheonix School of Discovery (who used Khan's Academy) and who indicated that she may accept my free services, if my University allowed me to. David Bennett was the Principal for the Pheonix School of Discovery. But Rogers wanted to fuck up my life, and so did Hudson, with or without evidence, or 3 Strikes, or no strikes.

Afterwards, Richard Hudson wanted me to come back to campus, so he could bully and humiliate me some more, ceremoniously, with some fancy worded “do not trespass” award. Spalding University is already a private University, so do not trespass is current law. He wanted to be redundant, so he could brag his sadistic wickedness to Rogers and Mangeot, and they can all hideously cackle together, stirring some witch's brew. Richard Hudson could easily email me, and he knew I was low on funds, but he wanted to have more fun, like a cat playing with a mouse before he eats him. After I was kicked out, I kept talking to him about the molestation that happened to me with Terri Schoone, but he knew about it 3 months ago (I told him on the first meeting), as did Elisabeth Rogers (in Independent Study class), and it never dawned on them that what happened to me was a crime. That's because I did not matter to them. Because I was an inferior student? Because I was a man? I don't know. Maybe it's just because they're obnoxious monarchs, not realizing that the days of Kings and Queens, absolute dictatorships, are gone. Liberal democracies have taken over the world. The people would rather rule themselves, than to be ruled over. Now if only we could get our schools to catch up to the postmodern world.

2014. January 23. Beverly Keepers formally declared me dead, and sent me the letter that said I was kicked out of Spalding. She owned me an “appeals” meeting, but again, it would have been a show trial. She already declared me guilty, without, of course, hearing my side, once again, since that part of the story didn't matter to them. I was just a student. They fucked with my money. They didn't treat me like a guest or a customer. It was like I was supposed to worship them, and kiss their ass, and by worshipping them, and kissing their ass, I would become a great grand master educator? No. The work on youtube helped with my public speaking skills than what they ever did, and I have several lesson plans for many classes already prepared. So I just went with my own education plan for my teachership, and I like it better. I'm also in University of the Cumberlands, so I'm still doing the traditional stuff, but it feels more liberating than the classroom work, and I learn more.

2014. January. Cost: $4,939. For these two classes: 1) EDU-672. Student Teaching. Term: PS21314; 2) EDU-547. Education Capstone Seminar. Term: PS21314. For nearly $5,000, I was just harrassed, shown a power point, and then sabotaged. That's what I paid $5,000 for? That's what I paid $50,000 for?

2014, January 28. Printout from Financial Aid. “Treatment of Title IV Funds When A Student Withdraws From A Credit-Hour Program”. Date form completed: January 28, 2014. Payment period was used for the calculation, instead of the period for enrollment. Fin Aid determined that I had attended Spalding University for 18 days, which out of the 108 total days it was supposed to be, came out to be 16.7% of the total tuition. 16.7% multiplied by $5,979 = $998.49. Tuition for Fall 2013-Spring 2014 Term: $8,040. The December Orientation meeting was 1 month before classes started, to put their hooks in me. I had only student taught for 3 days. Plus the orientation, and 1 class. That's 4 days. (I had class and student taught on the same day). So she was charging me for 18 days, when I had only attended Spalding University for 4 days. When I told her about it, she dismissed me instantly, and ordered me to pay her money.

2014, March 12. Elizabeth Rogers and Richard Hudson both file terroristic threatening, 3^rd degree charges on me, and harrassment communication charges on me. Only the latter was true, and it was done out of love, not hate.

2014, March 13. “The Affiant, Elisabeth A. Rogers, states... “demanded that Aft (Elisabeth A. Rogers) refund his money.”

“Aft (Elisabeth A. Rogers) is the associate dean of the College of Education at Spalding University” (for less than a year).

“Def (Johnathan Daniel Masters-Gripshover) was a former student at Spalding University in the Master's program and was student teaching (for 2 ½ years).

Following his removal from the program, Def (Johnathan Daniel Masters-Gripshover) sent emails to the Dean at the University complaining about Aft (Elisabeth A. Rogers) and other instructors. Def (Johnathan Daniel Masters-Gripshover) stated that Aft (Elisabeth A. Rogers) must be “terminated immediately”. [How is this a crime? This complaint was written to destroy my reputation, not to pinpoint a crime. And she should be fired.]

“Def (Johnathan Daniel Masters-Gripshover) stated that Aft (Elisabeth A. Rogers) had stolen money from him and how was (sic) she going to pay him back.”

Def (Johnathan Daniel Masters-Gripshover) posted a youtube video about the incident entitled “Spalding University, Where Souls Die” (LMPD Report #8014020474). [Again, how is this a crime? I never mentioned anybody's name in this video. Just a general denunciation of Spalding University]. Link: http://www.youtube.com/watch?v=_dfy2GpkOgA One line: “Are you looking to be a bossy, untalented, unethical, immoral, authoritarian, totalitarian Nazi piece of shit? Come to Spalding University.”

2014. April 9. Def (Johnathan Daniel Masters-Gripshover) contacted the Aft (Elisabeth A. Rogers) leaving voice mails. Def (Johnathan Daniel Masters-Gripshover) called the Aft (Elisabeth A. Rogers) a “fucking psychotic bitch” and wanted to know how Aft (Elisabeth A. Rogers) was going “to get his fucking money” back. Def (Johnathan Daniel Masters-Gripshover) stated to Aft (Elisabeth A. Rogers), “you cost me $50,000.00.” Def (Johnathan Daniel Masters-Gripshover) stated “this ain't over”. Def (Johnathan Daniel Masters-Gripshover) stated “you went to Europe with your fucking family, was it my money that paid for it?” Def (Johnathan Daniel Masters-Gripshover) called back and stated in a message

“I say that you and me get a pay-per-view, and we got one-on-one, you chickenshit, we will see who is the badass”.

When I think of pay-per-view television watching, there's boxing, UFC, and wrestling. All parties are there per their own consent. And wrestling isn't even real.

Aft (Elisabeth A. Rogers) did not return any of these calls and contacted the LMPD (LMPD Report #8014031866).

2014, May 4. Def (Johnathan Daniel Masters-Gripshover) contacted Aft (Elisabeth A. Rogers)'s cell phone approx 8 times but did not leave messages. Def (Johnathan Daniel Masters-Gripshover) called back twice and went into Aft (Elisabeth A. Rogers)'s voice mail but did not say anyting (LMPD Report #8014031865).

2014, May 10.

Over the weekend of May 10^th, Def (Johnathan Daniel Masters-Gripshover) posted additional two you-tube videos about the Aft (Elisabeth A. Rogers), entitled “Amerika's Liberation Education 2” and “Elizabeth Lodge Rogers is a sexist facist piece of shit”. Again, neither one of these are crimes. I am speaking to the general public. I do not want her watching anything I post, or being around me, or talking to me. She's the psychopath, with no moral core, and gets sadistic pleasure out of being shitty, and getting compliance from others. She takes mug shot pictures of all of her students, because the outdated Prussian-Industrial model school is very similar to prison.

With the taking of mug shots, and classroom management techniques, of which I'm philosophically opposed to, Elisabeth Rogers has the history of being an oppressor Nazi piece of shit. She pretended to be my friend, and then without even hearing me out, fucked me over. Breezily. As if wickedness was her natural form.

Def (Johnathan Daniel Masters-Gripshover) has a history of explosive anger management issues and of being verbally abusive at Spalding. [Really? Prove it.]

Electronically signed by District Judge D. McDonald on 5/13/2014 at 9:59:55AM. Agency Local Code: M Q-RAW

Charges: 525.080, Harassing Communications, a Class B misdemeanor, $250 maximum fine. 508.080, Terroristic Threatening, 3^rd Degree, a Class A misdemeanor, $500 maximum fine.

Printed on the top left of the document: “AOC-E-035 WarCode: WA. Rev. 01-08. Commonwealth of Kentucky. Court of Justice. RCr 2.05: Rcr2.06”.

Warrant #: E05610001886733. Generated 5/13/2014. 2:58:55PM.

May 22, 2014. Case # 14-M-009219 filed in Jefferson County, from the March 2014 alleged charges. Hall of Justice, Louisville, Kentucky. Courtroom 204. 9:00am. 2014, June 5. Signed by David Nicholson. Filed May 22, 2014.

Richard Hudson and Elisabeth Rogers pretend to understand the law, but after covering up the molestation Terri Schoone did to me, and the terroristic threatening, as well as the thieving of $50,000, with no evidence, what moral authority do they have? Case in point. I have many “Richard Hudson emails”, sent to me from his Spalding University account. I do not have access to my Spalding University accounts, which I understand, but they still keep sending me emails. They won't stop. Richard Hudson has been harrassing me through emails for over 5 months now, just constantly spamming me, directly from his office.

2014. February 25 - August 7. Richard Hudson has been sending me unwanted emails, and is electronically harassing me. I sent him several emails telling him to stop, when it first started (they just kicked me out; I don't care to ever hear from these people), but he doesn't respect other people. He's sent me 36 emails to date, after kicking me out of the University in January 2014, and has no plans on stopping. http://thefreedomskool.blogspot.com/2014/08/richard-hudson-guilty-electronic.html