Growing up in a poor, dysfunctional family in a violent inner-city neighborhood, Jackson faced daily challenges even getting to the bus stop without being attacked by gang members. When he was bused to a white suburban school in 5th grade, things got even worse. Every black student who was bused in from his neighborhood was placed in remedial classes, where they had to test their way out. Teachers made little effort to get to know these students or to understand their circumstances. Not only students and parents but also teachers often made sarcastic and racist remarks. Jackson became a success in spite of the lack of support he received from teachers, but he understands why many low-income black and Latino males don't. In this article, he draws on his experiences as a student and teacher to recommend some basic principles for educators who want to build strong relationships with these students, including active listening, fairness and consistency, transparency, and appropriate discipline.