Education at a Crossroads
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Education at a Crossroads
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- - THERE'S SO MANY SOCIAL ISSUES THAT WE PACE THAT
- 00:00:01.100 --> 00:00:04.100
- BY THE TIME THE STUDENT GETS INTO THE CLASSROOM,
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- YOU HAVE TO PEEL BACK THE LAYERS OF ALL THE ISSUES
- 00:00:06.230 --> 00:00:09.260
- THAT THEY'RE FACING TO GET TO THE MATH, THE
- 00:00:09.280 --> 00:00:13.050
- SCIENCE, THE ENGLISH, AND THE SOCIAL STUDIES.
- 00:00:13.070 --> 00:00:15.020
- WE HAVE TO RAISE CHILDREN NOW BEFORE WE'RE ABLE TO
- 00:00:15.040 --> 00:00:19.110
- TEACH THEM.
- 00:00:19.130 --> 00:00:20.230
- - GRADING NEVER STARTED, A THROUGH F GRADES DIDN'T
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- START AS A WAY TO EVALUATE LEARNING.
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- A THROUGH F GRADING STARTED AS A
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- SOCIOECONOMIC SORTING TOOL.
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- - MY EXPERIENCE IN PUBLIC SCHOOL WAS I GUESS
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- KIND OF LIKE A BUSINESS RELATIONSHIP.
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- YOU HAVE YOUR TEACHER THAT YOU SEE FOR ONE YEAR
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- AND THEN YOU DON'T SEE THEM AGAIN.
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- YOU'RE DONE.
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- - SOMETIMES WE ATTACK SO QUICKLY ON THE ACADEMICS
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- AT THE VERY BEGINNING OF THE SCHOOL YEAR BECAUSE
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- WE'VE GOT SO MUCH TO COVER FOR THE TEST, AND
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- WE DON'T TAKE TIME TO LOVE THE CHILD.
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- - THE STUDENTS TURN TO HIM AND THEY SAID, THAT'S
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- NOT HOW YOU TEACH.
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- WHY ARE WE IN THESE ROWS BEING QUIET ONLY LOOKING
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- AT YOU WHEN YOU'RE AT THE FRONT OF THE CLASS
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- TALKING AT US?
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- THAT'S NOT HOW YOU TEACH.
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- WE DON'T LIKE THIS.
- 00:01:01.260 --> 00:01:03.030
- AND HE SAID, I KNOW, BUT THAT'S THE WAY LEARNING
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- IS SUPPOSED TO LOOK.
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- IT'S WHAT THEY'VE COME TO EXPECT.
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- [JAZZ MUSIC]
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- TAKING CARE OF BUSINESS ...
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- TAKING CARE OF BUSINESS ...
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- - KELLY WRIGHT: IN 1821 IN THE CITY OF BOSTON,
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- MASSACHUSETTS, THE FIRST PUBLIC HIGH SCHOOL
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- WAS OPENED.
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- NOW, NEARLY 200 YEARS AFTER THAT THERE ARE
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- ALMOST 100.000 PUBLIC SCHOOLS ACROSS THE
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- UNITED STATES.
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- THE CREATION OF THE FIRST PUBLIC SCHOOL SYSTEM IS
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- PERHAPS ONE OF AMERICA'S GREATEST VISIONS.
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- THE IDEA THAT EVERY CHILD HAS ACCESS TO EDUCATION
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- FREE OF COST AND THROUGH IT HAS THE UNLIMITED
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- OPPORTUNITY TO BETTER THEMSELVES AND FULLY
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- REALIZE THE AMERICAN DREAM, BUT UNFORTUNATELY
- 00:02:00.220 --> 00:02:03.180
- THERE IS MOUNTING EVIDENCE TODAY THAT THIS
- 00:02:03.200 --> 00:02:06.140
- DREAM IS NO LONGER BEING FULLY REALIZED.
- 00:02:06.160 --> 00:02:09.030
- A PERFECT STORM OF CHRONIC UNDER FUNDING,
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- ECONOMIC AND RACIAL SEGREGATION, AND
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- UNPRECEDENTED CHANGES IN THE TOOLS OF MODERN
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- LEARNING HAVE CREATED A TRUE CRISIS IN OUR MODERN
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- EDUCATION SYSTEM.
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- THE SCOPE OF THIS PROBLEM IS TROUBLING INDEED.
- 00:02:23.080 --> 00:02:27.090
- - THE LANDSCAPE IS TROUBLING BECAUSE WE
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- STILL OPERATE A PUBLIC EDUCATION SYSTEM THAT IS
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- NOT ALIGNED WITH THE REALITIES THE
- 00:02:34.050 --> 00:02:35.260
- STUDENTS FACE.
- 00:02:35.280 --> 00:02:38.050
- SO WE'RE ACTUALLY DELIVERING SERVICES TO A
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- POPULATION OF STUDENTS IN A SYSTEM THAT'S NOT
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- ALIGNED WITH WHAT THEY DEAL WITH EACH AND
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- EVERY DAY.
- 00:02:47.100 --> 00:02:48.160
- IT'S NOT EVEN ALIGNED WITH THE REALITIES OUR
- 00:02:48.180 --> 00:02:50.030
- TEACHERS FACE.
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- YEARS AGO WHEN I WENT TO SCHOOL, AND I'M A LITTLE
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- OLDER THAN MOST, YOU KNOW, PARENTS SENT
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- STUDENTS TO SCHOOL.
- 00:02:58.280 --> 00:03:00.110
- WE KNEW WHY WE WERE THERE.
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- THERE IS A SPECIFIC PURPOSE FOR US BEING
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- IN SCHOOLS.
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- TEACHERS WERE THERE, AND THEY PERSONALLY TOOK
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- STOCK OF TEACHING STUDENTS.
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- WHEN YOU LEAVE MY CLASS, YOU'RE GOING TO KNOW THIS
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- BECAUSE I TAUGHT YOU.
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- TEACHERS TODAY FACE SO MANY DIFFERENT ISSUES
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- BECAUSE PARENTING IS NOT THE SAME.
- 00:03:18.230 --> 00:03:21.140
- SCHOOL LEADERS ARE NOT THE SAME.
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- SOCIETY IS NOT THE SAME.
- 00:03:23.170 --> 00:03:25.120
- SO WE ARE WORKING IN A SYSTEM THAT'S NO LONGER
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- ALIGNED WITH THE REALITIES OUR
- 00:03:29.260 --> 00:03:32.070
- STUDENTS FACE.
- 00:03:32.090 --> 00:03:33.230
- - I WATCH KIDS TODAY, AND THEY SPIN BECAUSE
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- THEY'RE JUST TRYING TO FIND WORTH.
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- I WATCH THEM TODAY, AND THEY'RE TRYING TO COMPETE
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- FOR VALUE FOR THAT ILLUSIVE SELF-ESTEEM
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- INSTEAD OF THAT HIGH QUALITY OF SELF-WORTH,
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- AND WHEN WE'RE SPINNING TO TRY TO FIND AN
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- IDENTITY THAT WE USED TO GET AT HOME AND IN THE
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- COMMUNITY, A SENSE OF BELONGING, WE COULD COME
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- TO SCHOOL, LEARN OUR A, B, C'S, 1, 2, 3'S, HOW TO
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- WRITE, ALL THAT AND GO HOME AND LEARN THOSE
- 00:04:03.150 --> 00:04:06.150
- OTHER THINGS THAT GAVE US THE ABILITY TO WALK IN
- 00:04:06.170 --> 00:04:10.080
- WITH CONFIDENCE, TO WALK IN WITH IDENTITY, TO WALK
- 00:04:10.100 --> 00:04:13.020
- IN REALIZING THAT I'M VALUABLE, THAT I HAVE
- 00:04:13.040 --> 00:04:16.240
- WORTH, THAT NO MATTER WHAT HAPPENS YOU'RE AT
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- SCHOOL, MY MAJOR IDENTITY CAME FROM MY EXISTENCE
- 00:04:19.230 --> 00:04:23.270
- OUTSIDE OF THIS SCHOOL.
- 00:04:23.290 --> 00:04:26.230
- - TODAY'S GENERATION OF STUDENTS ARE UNLIKE ANY
- 00:04:26.250 --> 00:04:29.210
- GENERATION WE'VE EVER SEEN BEFORE.
- 00:04:29.230 --> 00:04:32.080
- THEY FACE MORE ISSUES, MORE PROBLEMS.
- 00:04:32.100 --> 00:04:35.030
- SO THERE'S SO MANY SOCIAL ISSUES THAT WE FACE THAT
- 00:04:35.050 --> 00:04:39.100
- BY THE TIME THE STUDENT GETS INTO THE CLASSROOM,
- 00:04:39.120 --> 00:04:42.110
- YOU HAVE TO PEEL BACK THE LAYERS OF ALL THE ISSUES
- 00:04:42.130 --> 00:04:45.070
- THAT THEY'RE FACING TO GET TO THE MATH, THE
- 00:04:45.090 --> 00:04:48.020
- SCIENCE, THE ENGLISH, AND THE SOCIAL STUDIES.
- 00:04:48.040 --> 00:04:50.110
- WE HAVE TO RAISE CHILDREN NOW BEFORE WE'RE ABLE TO
- 00:04:50.130 --> 00:04:53.270
- TEACH THEM.
- 00:04:53.290 --> 00:04:55.100
- - MAYBE THEY DON'T HAVE FOOD AT HOME.
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- MAYBE THEY'RE NOT SAFE AT HOME BECAUSE THEY HAVE AN
- 00:04:56.280 --> 00:04:59.030
- ABUSIVE PARENT.
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- NO MATTER WHAT THE CHILD'S PLACE THEY
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- ORIGINATE FROM, THAT'S WHERE WE MUST TEACH
- 00:05:03.240 --> 00:05:06.120
- THEM FROM.
- 00:05:06.140 --> 00:05:09.180
- - IN RESEARCH, IT SHOWS LATE 1950'S, EARLY 60'S
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- THERE WERE FIVE MAJOR INFLUENCES ON SCHOOL AGE
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- CHILDREN IN AMERICA, HOME, SCHOOL, CHURCH,
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- PEER INFLUENCE, AND TELEVISION.
- 00:05:20.020 --> 00:05:21.250
- AND SO THE LATE 1980'S, EARLY 90'S THAT SHIFTED.
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- THOSE FIVE MAJOR INFLUENCES FLIPPED, AND
- 00:05:27.130 --> 00:05:31.160
- TODAY HOME IS THE LEAST OF FIVE MAJOR INFLUENCES
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- WITH MULTIMEDIA INFLUENCE BEING FIRST, PEER
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- INFLUENCE BEING SECOND, SCHOOL IS THIRD, CHURCH
- 00:05:37.080 --> 00:05:40.130
- IS FOURTH, AND SO THAT WHOLE DYNAMIC OF WHOSE
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- INFLUENCING OUR CHILDREN THEN IS DIRECTLY
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- CORRELATED TO THE SERVICES PROVIDED TO THEM.
- 00:05:48.020 --> 00:05:52.170
- - WE FLIP-FLOPPED IT.
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- THE MAJOR IDENTITY OF A CHILD NOW COMES FROM
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- UNFORTUNATELY SCHOOL OR SPORTS OR SOME OTHER
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- EXTRACURRICULAR TYPE OF ACTIVITY AND IF I'M GOOD
- 00:06:01.020 --> 00:06:03.270
- ENOUGH TO BE A PART OF IT, AND IF I'M AT THE
- 00:06:03.290 --> 00:06:05.280
- TOP OF IT.
- 00:06:06.000 --> 00:06:07.170
- - THE PUBLIC EDUCATION SYSTEM IS AN INSTITUTION
- 00:06:07.190 --> 00:06:10.030
- STEEPED IN TRADITION.
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- ADDITIONALLY, IT IS ALSO A BUREAUCRATIC
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- INSTITUTION, AND AS SUCH IS SLOW TO CHANGE, BUT
- 00:06:14.150 --> 00:06:18.200
- THE REST OF THE WORLD IS CHANGING MORE RAPIDLY
- 00:06:18.220 --> 00:06:21.210
- THAN EVER BEFORE, AND TODAY'S CHILDREN WELL,
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- THEY'RE PRODUCTS OF A VERY NEW WORLD.
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- AS A RESULT OF THIS, MANY EXPERTS BELIEVE THAT
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- TODAY'S PUBLIC EDUCATION SYSTEM IS USING
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- ANTIQUATED AND INCREASINGLY EFFECTIVE
- 00:06:33.220 --> 00:06:36.210
- TECHNIQUES THAT ARE OUT OF STEP WITH THE
- 00:06:36.230 --> 00:06:39.120
- REALITIES OF OUR MODERN STUDENTS.
- 00:06:39.140 --> 00:06:43.070
- - THERE ARE LOTS OF ELEMENTS OF EDUCATION
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- THAT WE DO BECAUSE IT'S THE WAY WE'VE ALWAYS
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- DONE THEM.
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- GRADING FOR EXAMPLE MAY NOT BE THE BEST WAY TO
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- ASSESS LEARNING.
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- WHEN I SAY GRADING, I MEAN A THROUGH F GRADES.
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- GIVING A KID AN A AND GIVING A KID A C DOESN'T
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- GIVE US A LOT OF INFORMATION ABOUT WHAT'S
- 00:06:59.080 --> 00:07:01.150
- ACTUALLY KNOWN OR NOT KNOWN.
- 00:07:01.170 --> 00:07:03.110
- SO WHEN THE PARENTS COMES IN, I SAY LOOK, YOUR
- 00:07:03.130 --> 00:07:05.190
- PARENT CAN ADD 2 FRACTIONS WITH A COMMON
- 00:07:05.210 --> 00:07:07.210
- DENOMINATOR, BUT IF THE 2 FRACTIONS HAVE DIFFERENT
- 00:07:07.230 --> 00:07:11.110
- DENOMINATORS THEY'RE STUCK.
- 00:07:11.130 --> 00:07:13.110
- SO THIS IS WHAT WE'RE GOING TO WORK ON.
- 00:07:13.130 --> 00:07:15.130
- THAT GIVES ME SO MUCH MORE INFORMATION THAN AN
- 00:07:15.150 --> 00:07:17.190
- A OR AN F OR A C.
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- IT'S ACTUAL KNOWLEDGE ABOUT WHAT MY KID DOES
- 00:07:19.100 --> 00:07:22.040
- AND DOESN'T KNOW.
- 00:07:22.060 --> 00:07:24.040
- - SO I THINK IT'S VERY IMPORTANT THAT THE
- 00:07:24.060 --> 00:07:25.270
- SCHOOLS IN THE EDUCATION SYSTEM TRY TO DESIGN
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- THEMSELVES IN SUCH A WAY THAT THEY ALLOW FOR
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- CHILDREN TO KNOW THAT LEARNING IS WHAT WE'RE
- 00:07:30.220 --> 00:07:34.010
- AFTER, NOT THE GRADE I'M GOING TO GET, NOT THE
- 00:07:34.030 --> 00:07:36.120
- CREDIT I'M GOING TO GET, BUT WHAT AM I GOING
- 00:07:36.140 --> 00:07:38.260
- TO LEARN?
- 00:07:38.280 --> 00:07:40.040
- WHAT DO I WANT TO LEARN?
- 00:07:40.060 --> 00:07:42.090
- AND HOW DO I PUT THINGS TOGETHER SO THAT I LEARN
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- AND HOLD ONTO IT, NOT JUST FOR A TEST BUT FOR
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- THE REAL SITUATION, THAT IS MY ADULTHOOD THAT I'M
- 00:07:50.000 --> 00:07:53.160
- GOING TO BE LIVING IN FOR MOST OF MY LIFE.
- 00:07:53.180 --> 00:07:56.160
- A NOUN IS A PERSON, PLACE, THING, OR IDEA.
- 00:07:56.180 --> 00:07:59.100
- - GRADING NEVER STARTED, A THROUGH F GRADES DIDN'T
- 00:07:59.120 --> 00:08:04.020
- START AS A WAY TO EVALUATE LEARNING.
- 00:08:04.040 --> 00:08:06.160
- A THROUGH F GRADING STARTED AS A SOCIO
- 00:08:06.180 --> 00:08:09.010
- ECONOMIC SORTING TOOL SO THAT AS A TEACHER IF I
- 00:08:09.030 --> 00:08:12.010
- HAVE A LOT OF KIDS IN FRONT OF ME, I WOULD PUT
- 00:08:12.030 --> 00:08:15.250
- MY A STUDENTS IN THE FRONT BECAUSE THEY HAVE
- 00:08:15.270 --> 00:08:18.090
- THE RICH FAMILIES THAT I NEED TO PLEASE AND I NEED
- 00:08:18.110 --> 00:08:21.050
- TO LOOK AT THOSE KIDS A LOT BECAUSE THEY'RE THE
- 00:08:21.070 --> 00:08:24.240
- KIDS WHO MIGHT DONATE TO THE SCHOOL OR WHO ARE
- 00:08:24.260 --> 00:08:26.180
- MORE IMPORTANT IN MY COMMUNITY.
- 00:08:26.200 --> 00:08:28.200
- AND THEN BEHIND THOSE KIDS ARE THE B'S, AND C'S
- 00:08:28.220 --> 00:08:30.240
- AND THE D'S AND THE F'S IN THE BACK, AND THE F'S
- 00:08:30.260 --> 00:08:34.090
- IN THE BACK I DON'T REALLY NEED TO PAY
- 00:08:34.110 --> 00:08:35.130
- ATTENTION TO THEM BECAUSE THEY'RE NOT
- 00:08:35.150 --> 00:08:36.280
- IMPORTANT TO ME.
- 00:08:37.000 --> 00:08:38.260
- THIS COMES FROM A BOOK OUT OF YALE UNIVERSITY
- 00:08:38.280 --> 00:08:41.020
- FROM THE EARLY 1900 'S ABOUT THE ORIGINS
- 00:08:41.040 --> 00:08:43.140
- OF GRADING.
- 00:08:43.160 --> 00:08:44.280
- - WE'RE MEASURED BY STANDARDIZED TEST SCORES
- 00:08:45.000 --> 00:08:47.000
- WHEN IN FACT THE THINGS THAT REALLY MATTER TO THE
- 00:08:47.020 --> 00:08:50.070
- CORE OF A CHILD TODAY CAN'T BE MEASURED.
- 00:08:50.090 --> 00:08:53.120
- YOU CAN'T MEASURE CHILD GIVING UP AND NOT FEELING
- 00:08:53.140 --> 00:08:56.240
- LIKE GOING TO SCHOOL, BUT THEY GO BECAUSE THERE'S A
- 00:08:56.260 --> 00:08:59.020
- CARING TEACHER IN THAT CLASS ROOM.
- 00:08:59.040 --> 00:08:59.280
- IN THAT CLASSROOM.
- 00:09:00.020 --> 00:09:01.130
- THAT'S NOT MEASURED ON THE STANDARDIZED TEST SCALE.
- 00:09:01.150 --> 00:09:04.100
- ONE OF THE PROBLEMS WITH THE APPROACH OF
- 00:09:04.120 --> 00:09:07.100
- STANDARDIZED TESTING AND COMPLIANCE OF THOSE
- 00:09:07.120 --> 00:09:10.150
- MANDATES, FEDERAL AND STATE, IS THE FACT THAT
- 00:09:10.170 --> 00:09:12.280
- WE SERVE SUCH A DIVERSE POPULATION OF STUDENTS.
- 00:09:13.000 --> 00:09:16.210
- WE HAVE STUDENTS WHO ARE READY TO GO TO DUKE
- 00:09:16.230 --> 00:09:20.090
- UNIVERSITY. I MEAN, THEY ARE SAILING.
- 00:09:20.110 --> 00:09:23.030
- THEN WE HAVE STUDENTS WHO ARE IN THE MIDDLE WHO ARE
- 00:09:23.050 --> 00:09:25.060
- STUDENTS LIKE ME, YOUR AVERAGE STUDENT, YOU
- 00:09:25.080 --> 00:09:27.270
- NEVER GET IN TROUBLE, YOU DO YOUR HOMEWORK.
- 00:09:27.290 --> 00:09:30.120
- AND THEN HAVE YOU THE STUDENTS AT THE
- 00:09:30.140 --> 00:09:31.200
- BOTTOM CORE WHO STRUGGLE.
- 00:09:31.220 --> 00:09:34.060
- WE HAVE STUDENTS WHO ARE IN SECOND, THIRD GRADE
- 00:09:34.080 --> 00:09:36.100
- WHO ARE READING ON A KINDERGARTEN LEVEL.
- 00:09:36.120 --> 00:09:38.230
- SO IF THERE IS A FEDERAL OR STATE MANDATE THAT
- 00:09:38.250 --> 00:09:42.150
- SAYS THAT IF YOU ARE NOT READING ON GRADE LEVEL BY
- 00:09:42.170 --> 00:09:45.110
- THE END OF THIRD GRADE, YOU HAVE TO BE RETAINED,
- 00:09:45.130 --> 00:09:48.110
- SO WHAT HAPPENS IF THAT CHILD GETS TO THE END OF
- 00:09:48.130 --> 00:09:51.140
- THIRD GRADE AND IS NOT READING?
- 00:09:51.160 --> 00:09:53.150
- WILL YOU PROVIDE MORE FEDERAL DOLLARS FOR US TO
- 00:09:53.170 --> 00:09:58.030
- REDUCE CLASS SIZE FOR THAT STUDENT THAT YOU'RE
- 00:09:58.050 --> 00:10:00.220
- SAYING HAS TO BE RETAINED?
- 00:10:00.240 --> 00:10:02.140
- WILL YOU GIVE US RESOURCES AND MONEY FOR A
- 00:10:02.160 --> 00:10:04.170
- SUMMER READING PROGRAM THAT WE CAN USE FOR SIX
- 00:10:04.190 --> 00:10:07.260
- WEEKS TO BRING THAT STUDENT UP TO THIRD GRADE?
- 00:10:07.280 --> 00:10:11.150
- YOU CAN'T JUST TELL PUBLIC SCHOOL AGENCIES OR
- 00:10:11.170 --> 00:10:14.100
- SYSTEMS THAT THIS IS THE BAR... HIT IT OR THIS.
- 00:10:14.120 --> 00:10:19.070
- YOU HAVE TO SAY THIS IS THE BAR AND IF IT DOESN'T
- 00:10:19.090 --> 00:10:22.200
- HAPPEN, WE WILL PROVIDE ADDITIONAL RESOURCES,
- 00:10:22.220 --> 00:10:25.280
- TRAINING, PEOPLE, MANPOWER TO OFFSET THOSE DEFICIENCIES.
- 00:10:26.000 --> 00:10:32.010
- - THE WAY WE'VE ALWAYS EVALUATED KIDS HAS BEEN
- 00:10:32.030 --> 00:10:34.230
- THROUGH TESTING THEM, RIGHT?
- 00:10:34.250 --> 00:10:36.070
- WE TEACH, TEACH, TEACH, TEACH, BIG TEST.
- 00:10:36.090 --> 00:10:39.100
- TEACH, TEACH, TEACH, BIG TEST.
- 00:10:39.120 --> 00:10:41.030
- NO "BACKSIES".
- 00:10:41.050 --> 00:10:42.140
- THIS IS 20 PERCENT OF YOUR GRADE OR, FOR EXAMPLE,
- 00:10:42.160 --> 00:10:45.060
- FOR SOME KIDS THIS IS 80 PERCENT OF YOUR GRADES.
- 00:10:45.080 --> 00:10:47.200
- THAT IS A TERRIBLE WAY TO ASSESS LEARNING.
- 00:10:47.220 --> 00:10:52.000
- WHAT WE KNOW ABOUT ASSESSING LEARNING IN A
- 00:10:52.020 --> 00:10:55.080
- WAY THAT WORKS IS TEACH A LITTLE, QUIZ A LITTLE,
- 00:10:55.100 --> 00:10:58.180
- TEACH A LITTLE, QUIZ A LITTLE.
- 00:10:58.200 --> 00:11:00.200
- LOW STAKES, LOW PRESSURE, LOW ANXIETY SORT OF
- 00:11:00.220 --> 00:11:05.050
- DAILY QUIZZING HELPS.
- 00:11:05.070 --> 00:11:07.120
- IT'S CALLED FORMATIVE ASSESSMENT, AND IT HELPS
- 00:11:07.140 --> 00:11:09.190
- STUDENTS UNDERSTAND WHAT THEY KNOW AND DON'T KNOW,
- 00:11:09.210 --> 00:11:12.180
- WHICH BY THE WAY IS SOMETHING WE'RE TERRIBLE
- 00:11:12.200 --> 00:11:14.180
- AT. IT'S CALLED METACOGNITION.
- 00:11:14.200 --> 00:11:16.230
- - SO ONE OF THE HARD PARTS ABOUT EDUCATION IS
- 00:11:16.250 --> 00:11:19.090
- GETTING PARENTS TO BE COMFORTABLE WITH LETTING
- 00:11:19.110 --> 00:11:21.060
- THEIR CHILDREN FAIL.
- 00:11:21.080 --> 00:11:23.070
- WELL, IF WE'RE IDENTIFYING THEIR CHILD
- 00:11:23.090 --> 00:11:25.050
- BY THE FAILURE, THEY CAN'T LET THEM FAIL.
- 00:11:25.070 --> 00:11:27.160
- IF WE CAN SIMPLY LEARN AND EXPERIENCE THE
- 00:11:27.180 --> 00:11:30.110
- FAILURE, WE ARE OKAY AND CHILDREN CAN BE OKAY.
- 00:11:30.130 --> 00:11:33.280
- THAT'S HOW SO MUCH EXPERIMENTATION IS MADE,
- 00:11:34.000 --> 00:11:36.070
- WE FIND OUT WHAT NOT TO DO AGAIN, WHAT NOT TO TRY
- 00:11:36.090 --> 00:11:38.140
- AGAIN, DIFFERENT CHOICE, PITFALL TO LOOK OUT FOR.
- 00:11:38.160 --> 00:11:42.200
- - I WROTE A BOOK CALLED "THE GIFT OF FAILURE",
- 00:11:42.220 --> 00:11:44.100
- BUT I DON'T WANT CHILDREN TO FAIL, BUT WHAT I WANT
- 00:11:44.120 --> 00:11:47.210
- IS FOR CHILDREN TO HAVE THE OPPORTUNITY TO MAKE
- 00:11:47.230 --> 00:11:51.040
- MISTAKES AND TO HAVE A POSITIVE ADAPTIVE
- 00:11:51.060 --> 00:11:54.150
- RESPONSE TO THOSE MISTAKES, AND THAT'S WHAT
- 00:11:54.170 --> 00:11:56.290
- FORMATIVE ASSESSMENT ALLOWS FOR.
- 00:11:57.010 --> 00:11:59.150
- IT ALLOWS CHILDREN TO SAY OH, I THOUGHT I KNEW THAT
- 00:11:59.170 --> 00:12:03.130
- BUT I GUESS I DIDN'T.
- 00:12:03.150 --> 00:12:05.090
- LET ME GO BACK, OR LET ME ADMIT TO THAT,
- 00:12:05.110 --> 00:12:07.120
- LET ME GO TO MY TEACHER.
- 00:12:07.140 --> 00:12:08.290
- THE PROBLEM IS WHEN WE DO THAT TEACH, TEACH, TEACH,
- 00:12:09.010 --> 00:12:13.000
- AND THEN HAVE ONE BIG TEST THAT'S WORTH A LOT,
- 00:12:13.020 --> 00:12:15.080
- THAT'S CALLED CUMULATIVE OR SUMMATIVE ASSESSMENT.
- 00:12:15.100 --> 00:12:18.030
- THAT KIND OF ASSESSMENT TEACHES KIDS THAT YOU
- 00:12:18.050 --> 00:12:21.250
- LEARN A SKILL AND YOU'RE DONE.
- 00:12:21.270 --> 00:12:24.030
- OR IF YOU DIDN'T LEARN IT, SORRY, TOO BAD, WE'RE
- 00:12:24.050 --> 00:12:28.020
- MOVING ON AND WE'RE JUST GONNA LEAVE YOU BEHIND.
- 00:12:28.040 --> 00:12:31.060
- - I WANT THEM TO KNOW THAT WE'RE EXCITED
- 00:12:31.080 --> 00:12:33.060
- ABOUT THEIR ATTEMPT.
- 00:12:33.080 --> 00:12:35.110
- CHILDREN ARE NOT AFRAID TO FAIL; THEY ARE AFRAID
- 00:12:35.130 --> 00:12:38.040
- OF BEING IDENTIFIED AS FAILURES.
- 00:12:38.060 --> 00:12:41.060
- EVEN AS ADULTS, IF I'M GOING TO TRY SOMETHING
- 00:12:41.080 --> 00:12:43.170
- I'M NOT COMFORTABLE WITH,
- 00:12:43.190 --> 00:12:45.060
- I'LL DO IT WHEN NO ONE'S AROUND.
- 00:12:45.080 --> 00:12:47.080
- IF I WAS AFRAID TO FAIL, I WOULDN'T EVEN DO IT
- 00:12:47.100 --> 00:12:48.240
- WHEN NO ONE WAS AROUND.
- 00:12:48.260 --> 00:12:50.230
- I'M AFRAID OF BEING IDENTIFIED AS FAILURES.
- 00:12:50.250 --> 00:12:57.010
- - WHAT CAN BE A REALLY DIFFICULT POSITION FOR
- 00:12:58.250 --> 00:13:01.030
- TEACHERS RIGHT NOW IS THAT WHAT LOOKS LIKE GOOD
- 00:13:01.050 --> 00:13:04.020
- LEARNING ISN'T ALWAYS REALLY WHAT'S GOOD
- 00:13:04.040 --> 00:13:07.250
- LEARNING, AND WHEN I FIRST BECAME A TEACHER,
- 00:13:07.270 --> 00:13:09.270
- I THOUGHT THAT IF MY STUDENTS WERE SITTING IN
- 00:13:09.290 --> 00:13:12.090
- ROWS, AND THEY WERE QUIET, AND THEY WERE
- 00:13:12.110 --> 00:13:14.260
- FOCUSED AND LOOKING AT ME ALL THE TIME THAT I WAS
- 00:13:14.280 --> 00:13:18.010
- A SUCCESSFUL TEACHER.
- 00:13:18.030 --> 00:13:20.070
- THE PROBLEM IS THAT'S NOT NECESSARILY TRUE.
- 00:13:20.090 --> 00:13:24.090
- - OFTENTIMES I SAY TO TEACHERS THAT IF WE'RE
- 00:13:24.110 --> 00:13:26.140
- PAYING ATTENTION TO SEAT TIME, WHICH IS COMPLIANCE
- 00:13:26.160 --> 00:13:30.270
- TO STATE AND FEDERAL REGULATION, THAT WE'RE
- 00:13:30.290 --> 00:13:34.180
- PAYING ATTENTION TO THE WRONG END OF A CHILD.
- 00:13:34.200 --> 00:13:38.020
- - I WAS SPEAKING WITH A TEACHER RECENTLY AND HE
- 00:13:38.040 --> 00:13:39.250
- SAID THAT THEIR SCHOOL WAS BEING EVALUATED.
- 00:13:39.270 --> 00:13:42.190
- SO THE EVALUATORS FROM THE STATE DEPARTMENT OF
- 00:13:42.210 --> 00:13:45.030
- EDUCATION WERE COMING IN, AND THEY HAD TO MAKE SURE
- 00:13:45.050 --> 00:13:48.110
- THAT EVERYTHING WAS JUST SO SO THEY WOULDN'T
- 00:13:48.130 --> 00:13:50.080
- LOSE THEIR ACCREDITATION.
- 00:13:50.100 --> 00:13:51.290
- SO JUST FOR THESE EVALUATORS, HE HAD HIS
- 00:13:52.010 --> 00:13:55.090
- STUDENTS SIT IN ROWS LOOKING AT HIM AT THE
- 00:13:55.110 --> 00:13:58.140
- FRONT OF THE CLASS LEARNING THE WAY WE HAVE
- 00:13:58.160 --> 00:14:01.210
- COME TO EXPECT LEARNING SHOULD LOOK.
- 00:14:01.230 --> 00:14:04.130
- AND AFTER THAT EVALUATOR CAME THROUGH THE
- 00:14:04.150 --> 00:14:06.270
- CLASSROOM, THE STUDENTS TURNED TO HIM AND SAID
- 00:14:06.290 --> 00:14:08.260
- THAT'S NOT HOW YOU TEACH, WHY ARE WE IN THESE ROWS
- 00:14:08.280 --> 00:14:12.270
- BEING QUIET ONLY LOOKING AT YOU AND YOU'RE AT THE
- 00:14:12.290 --> 00:14:15.110
- FRONT OF THE CLASS TALKING AT US.
- 00:14:15.130 --> 00:14:17.130
- THAT'S NOT HOW YOU TEACH. WE DON'T LIKE THIS.
- 00:14:17.150 --> 00:14:20.040
- HE SAID I KNOW BUT THAT'S THE WAY LEARNING IS
- 00:14:20.060 --> 00:14:23.270
- SUPPOSED TO LOOK, IT'S WHAT THEY'VE COME TO EXPECT.
- 00:14:23.290 --> 00:14:27.010
- AND IN FACT, THE EVIDENCE SHOWS THAT LECTURE BASED
- 00:14:27.030 --> 00:14:30.190
- TEACHING IS ONE OF THE LEAST EFFECTIVE METHODS
- 00:14:30.210 --> 00:14:33.260
- OF TEACHING. IT'S CALLED "SAGE ON THE STAGE".
- 00:14:33.280 --> 00:14:36.240
- THE PERSON STANDING UP IN FRONT OF THE CLASS AND
- 00:14:36.260 --> 00:14:38.250
- DOWNLOADING THEIR KNOWLEDGE TO THE STUDENTS
- 00:14:38.270 --> 00:14:40.270
- ISN'T ALWAYS EFFECTIVE.
- 00:14:40.290 --> 00:14:42.260
- IN FACT, RECENTLY A PROFESSOR OF MATHEMATICS
- 00:14:42.280 --> 00:14:46.080
- WAS TALKING ON TWITTER, WAS TWEETING ABOUT THE
- 00:14:46.100 --> 00:14:49.000
- FACT THAT HE HAD MOVED TO A MORE STUDENT LED MODEL
- 00:14:49.020 --> 00:14:52.290
- OF TEACHING, AND THIS IS MATHEMATICS AT AN
- 00:14:53.010 --> 00:14:55.110
- IVY LEAGUE UNIVERSITY.
- 00:14:55.130 --> 00:14:58.080
- HE WAS TALKING ABOUT HOW MUCH MORE THE STUDENTS
- 00:14:58.100 --> 00:15:01.280
- WERE LEARNING IN THIS MODEL OF STUDENT LED LEARNING.
- 00:15:02.000 --> 00:15:05.010
- AND I WAS CURIOUS AND I HAPPENED TO BE FRIENDS
- 00:15:05.030 --> 00:15:07.110
- WITH THIS PERSON SO I DIRECT MESSAGED HIM, OUT
- 00:15:07.130 --> 00:15:10.210
- OF THE PUBLIC EYE, I ASKED HIM YES, THIS IS
- 00:15:10.230 --> 00:15:14.170
- WORKING GREAT FOR YOUR STUDENTS BUT HOW DO YOU
- 00:15:14.190 --> 00:15:16.130
- LIKE IT? HOW DO YOU LIKE NOT BEING THAT SMART GUY
- 00:15:16.150 --> 00:15:19.230
- UP ON THE STAGE? AND HE SAID I HATE IT!
- 00:15:19.250 --> 00:15:22.180
- I LOVE BEING THE SMART GUY UP ON THE STAGE.
- 00:15:22.200 --> 00:15:25.020
- I LOVE THE PERFORMANCE.
- 00:15:25.040 --> 00:15:26.280
- I LOVE HAVING THE ANSWERS ALL THE TIME, BUT I CAN'T
- 00:15:27.000 --> 00:15:31.190
- DENY HOW MUCH MORE THEY'RE LEARNING WHEN I
- 00:15:31.210 --> 00:15:34.290
- ALLOW THEM TO TAKE THE REINS AND EXPAND AND
- 00:15:35.010 --> 00:15:40.150
- APPLY KNOWLEDGE ON THEIR OWN.
- 00:15:40.170 --> 00:15:43.240
- I FEEL LIKE AS WE MOVE TOWARD MORE STUDENT LED
- 00:15:43.260 --> 00:15:48.010
- LEARNING, MORE PROJECT BASED LEARNING, MORE
- 00:15:48.030 --> 00:15:51.010
- OPPORTUNITIES FOR KIDS TO RELY ON THEIR OWN
- 00:15:51.030 --> 00:15:54.250
- RESOURCEFULNESS, THEIR OWN PROBLEM SOLVING
- 00:15:54.270 --> 00:15:56.260
- ABILITIES, THE MORE WE UNDERSTAND THAT BEING A
- 00:15:56.280 --> 00:15:59.220
- GOOD TEACHER IS NOT STANDING IN FRONT OF THE
- 00:15:59.240 --> 00:16:02.110
- CLASSROOM AND DOWNLOADING CONTENTS OF OUR BRAIN TO
- 00:16:02.130 --> 00:16:05.250
- THESE SPONGES IN FRONT OF US, THAT IT'S ABOUT
- 00:16:05.270 --> 00:16:09.050
- HELPING THEM DISCOVER KNOWLEDGE FOR THEMSELVES,
- 00:16:09.070 --> 00:16:12.160
- HELPING THEM PARSE THE KNOWLEDGE THAT WE HAVE,
- 00:16:12.180 --> 00:16:15.150
- HELPING THEM INTEGRATE THEIR KNOWLEDGE FROM
- 00:16:15.170 --> 00:16:18.280
- ENGLISH AND FROM HISTORY AND FROM GEOMETRY TO
- 00:16:19.000 --> 00:16:22.160
- COMPLETE A STORY IN THEIR HEAD ABOUT THE EVOLUTION
- 00:16:22.180 --> 00:16:26.240
- OF GEOMETRY AND PHILOSOPHY AND
- 00:16:26.260 --> 00:16:29.270
- ARCHITECTURE IN THIS WORLD.
- 00:16:29.290 --> 00:16:33.210
- - BETWEEN THE LOWERED EXPECTATIONS THAT ARE
- 00:16:33.230 --> 00:16:35.220
- CREATED BY GREAT INFLATION AND THE OFTEN
- 00:16:35.240 --> 00:16:38.110
- UNREALISTIC EXCEPTIONS CREATED BY THE PRESSURES
- 00:16:38.130 --> 00:16:41.090
- OF STANDARDIZED TESTING, MANY EDUCATORS
- 00:16:41.110 --> 00:16:44.000
- ARE BEGINNING TO ASK IF THERE ARE PERHAPS MORE
- 00:16:44.020 --> 00:16:47.010
- EFFECTIVE WAYS TO BOTH MOTIVATE AND EVALUATE
- 00:16:47.030 --> 00:16:50.060
- STUDENT PERFORMANCE.
- 00:16:50.080 --> 00:16:51.210
- IN FACT, SOME INSTITUTIONS ARE GOING AS
- 00:16:51.230 --> 00:16:53.190
- FAR AS TO REMOVE GRADING AND TESTING ALL TOGETHER
- 00:16:53.210 --> 00:16:57.040
- AS THE DRIVING FORCES OF THE CLASSROOM AND
- 00:16:57.060 --> 00:17:00.040
- REPLACING THEM WITH A MORE INDIVIDUAL APPROACH.
- 00:17:00.060 --> 00:17:04.260
- - THE ACADEMY FOR INDIVIDUAL EXCELLENCE CAME TO BE
- 00:17:04.280 --> 00:17:07.110
- OVER A PERIOD OF TIME.
- 00:17:07.130 --> 00:17:08.280
- IT WASN'T SOMETHING THAT WAS A MODEL THAT WE TRIED
- 00:17:09.000 --> 00:17:11.220
- TO REPLICATE FROM SOME OTHER SOURCE.
- 00:17:11.240 --> 00:17:15.080
- IT WASN'T SOMETHING THAT WE SAT DOWN ON PAPER AND
- 00:17:15.100 --> 00:17:17.190
- SAID THIS IS OUR GOAL.
- 00:17:17.210 --> 00:17:19.200
- BUT RATHER EVERY DAY WE JUST CAME TO SCHOOL TO
- 00:17:19.220 --> 00:17:24.000
- WORK AND DID WHAT NEEDED TO BE DONE AND TRIED TO
- 00:17:24.020 --> 00:17:28.140
- MEET THE NEEDS OF THE STUDENTS THAT
- 00:17:28.160 --> 00:17:29.290
- WERE IN OUR CARE.
- 00:17:30.010 --> 00:17:31.140
- SOMETIMES WE ATTACK SO QUICKLY ON THE ACADEMICS
- 00:17:31.160 --> 00:17:33.140
- AT THE VERY BEGINNING OF THE SCHOOL YEAR BECAUSE
- 00:17:33.160 --> 00:17:35.240
- WE'VE GOT SO MUCH TO COVER FOR THE TEST THAT
- 00:17:35.260 --> 00:17:38.180
- WE DON'T TAKE THE TIME TO LOVE THE CHIDE.
- 00:17:38.200 --> 00:17:43.200
- - I'VE ONLY ATTENDED AIE MY ENTIRE LIFE, AND I'M
- 00:17:43.220 --> 00:17:47.150
- PRETTY SURE THAT AIE IS THE EXACT SAME AGE AS I AM.
- 00:17:47.170 --> 00:17:51.290
- SO EVERY YEAR THAT I HAVE A BIRTHDAY, I'M PRETTY
- 00:17:52.010 --> 00:17:54.180
- SURE WE'RE BOTH 34.
- 00:17:54.200 --> 00:17:56.110
- I THINK THAT'S THE WAY IT WORKS OUT.
- 00:17:56.130 --> 00:17:57.290
- - ONE OF THE THINGS THAT HAPPENED AS WE WERE
- 00:17:58.010 --> 00:17:59.270
- WORKING WITH THESE INDIVIDUALS AND DOING
- 00:17:59.290 --> 00:18:03.080
- THAT DAY-BY-DAY ENDED UP THAT WE HAD FOUND THAT
- 00:18:03.100 --> 00:18:08.000
- THERE WERE INDIVIDUALS WHO HAD STRUGGLES IN
- 00:18:08.020 --> 00:18:10.060
- EDUCATION. SOMETIMES WITH SOME BEHAVIOR, SOMETIMES WITH
- 00:18:10.080 --> 00:18:13.190
- SOME ABILITY AND ALONGSIDE OF STUDENTS WHO WERE QUITE
- 00:18:13.210 --> 00:18:17.160
- CAPABLE ACADEMICALLY AND WERE GOING TO BE ABLE TO
- 00:18:17.180 --> 00:18:20.020
- ACHIEVE A LOT OF THINGS THAT WOULD BE TOWARD THE
- 00:18:20.040 --> 00:18:23.070
- TOP END OF THE SPECTRUM TALKING EDUCATIONALLY AND
- 00:18:23.090 --> 00:18:26.080
- SOCIALLY THAT WE FOUND THAT THOSE STUDENTS
- 00:18:26.100 --> 00:18:28.180
- WORKING TOGETHER AS BROTHERS AND SISTERS AND
- 00:18:28.200 --> 00:18:31.250
- MIMICKING THE CONCEPT OF FAMILY WAS VERY EFFECTIVE.
- 00:18:31.270 --> 00:18:36.080
- - WELL THROUGH THE WHOLE THING, AIE WAS FAMILY.
- 00:18:36.100 --> 00:18:39.140
- THAT WOULD BE THE NUMBER ONE THING THAT I WOULD
- 00:18:39.160 --> 00:18:41.130
- SAY. AND IN A LEARNING ENVIRONMENT AND AS A KID
- 00:18:41.150 --> 00:18:45.070
- YOU DON'T REALIZE THAT WHAT YOU CRAVE IS SAFETY.
- 00:18:45.090 --> 00:18:49.080
- SAFETY TO BE CURIOUS, SAFETY TO EXPLORE,
- 00:18:49.100 --> 00:18:52.260
- SAFETY TO DEVELOP YOURSELF.
- 00:18:52.280 --> 00:18:54.150
- YOU DON'T KNOW THAT'S WHAT YOU WANT, AND I
- 00:18:54.170 --> 00:18:56.150
- ALWAYS HAD THAT.
- 00:18:56.170 --> 00:18:58.070
- SO I DIDN'T NECESSARILY APPRECIATE IT AT THE
- 00:18:58.090 --> 00:19:00.230
- TIME, BUT NOW THAT I HAVE MY OWN CHILDREN, I DO
- 00:19:00.250 --> 00:19:03.210
- APPRECIATE IT BECAUSE THAT'S WHAT I WANT FOR THEM.
- 00:19:03.230 --> 00:19:06.120
- - MY EXPERIENCE IN PUBLIC SCHOOL WAS I GUESS
- 00:19:06.140 --> 00:19:09.120
- KIND OF LIKE A BUSINESS RELATIONSHIP.
- 00:19:09.140 --> 00:19:11.230
- YOU HAVE YOUR TEACHER THAT YOU SEE FOR ONE
- 00:19:11.250 --> 00:19:14.140
- YEAR, AND THEN YOU DON'T SEE THEM AGAIN, YOU'RE DONE.
- 00:19:14.160 --> 00:19:17.030
- SO IT'S KIND OF A STRICTLY TEACHER-STUDENT
- 00:19:17.050 --> 00:19:19.250
- RELATIONSHIP, AND THEN LIKE SOME OF THE
- 00:19:19.270 --> 00:19:22.070
- CLASSMATES YOU DIDN'T KNOW, HAD NEW ONES.
- 00:19:22.090 --> 00:19:25.020
- YOU TRADE OUT EVERY SO OFTEN, BUT THE SCHOOL IS
- 00:19:25.040 --> 00:19:27.120
- DIFFERENT IN THE FACT THAT ALMOST EVERYBODY
- 00:19:27.140 --> 00:19:30.180
- KNOWS EVERYBODY.
- 00:19:30.200 --> 00:19:32.130
- ALL THE TEACHERS KNOW EVERYBODY.
- 00:19:32.150 --> 00:19:34.010
- YOU KNOW ALL THE TEACHERS, AND WHEN WE
- 00:19:34.030 --> 00:19:36.190
- START LITTLE, EVERYBODY HAS BEEN IN THE SAME
- 00:19:36.210 --> 00:19:38.210
- GRADE WITH THE SAME TEN PEOPLE OR SO FOR THE PAST
- 00:19:38.230 --> 00:19:41.170
- 8 YEARS, SO IT'S LIKE A GIANT FAMILY RATHER THAN
- 00:19:41.190 --> 00:19:44.000
- A TEACHER-STUDENT RELATIONSHIP.
- 00:19:44.020 --> 00:19:46.170
- - WHAT I'M TALKING ABOUT WHEN WE TRY TO MIMIC
- 00:19:46.190 --> 00:19:48.100
- FAMILY IS WE TRY TO RECREATE THE
- 00:19:48.120 --> 00:19:50.170
- OPPORTUNITIES THAT A CHILD WOULD HAVE ON A
- 00:19:50.190 --> 00:19:52.270
- DAILY BASIS IN A HOME.
- 00:19:52.290 --> 00:19:54.150
- WE LIKE OUR CHILDREN TO BE WITH THE SAME ADULTS
- 00:19:54.170 --> 00:19:57.000
- FOR A LONGER PERIOD OF TIME THAN JUST A YEAR OR TWO.
- 00:19:57.020 --> 00:19:59.200
- WE LIKE FOR THE CHILDREN WHO WERE IN THE SAME
- 00:19:59.220 --> 00:20:02.010
- CLASSES TO TRAVEL FROM YEAR TO YEAR, TO BE ABLE
- 00:20:02.030 --> 00:20:04.260
- TO, ONCE THEY KNOW STRENGTHS AND WEAKNESSES
- 00:20:04.280 --> 00:20:07.200
- OF EACH OTHER AND PERSONALITIES OF EACH
- 00:20:07.220 --> 00:20:09.220
- OTHER, THEY KIND OF USE THEIR STRENGTH FOR
- 00:20:09.240 --> 00:20:12.140
- LEARNING INSTEAD OF ADAPTING ALL THE TIME.
- 00:20:12.160 --> 00:20:14.200
- [MUSIC]
- 00:20:14.220 --> 00:20:21.120
- - THE MOST IMPORTANT MOMENTS I'VE HAD AS A
- 00:20:21.140 --> 00:20:23.100
- TEACHER AREN'T NECESSARILY IN THE DAILY
- 00:20:23.120 --> 00:20:25.040
- GRIND OF THIS SKILL, THIS FACT, THIS TEST RESULT.
- 00:20:25.060 --> 00:20:29.010
- IT'S FIVE YEARS LATER WHEN A STUDENT COMES BACK
- 00:20:29.030 --> 00:20:30.280
- TO ME AND SAYS, YOU KNOW WHAT?
- 00:20:31.000 --> 00:20:32.230
- I DIDN'T UNDERSTAND WHAT YOU MEANT WHEN YOU TAUGHT
- 00:20:32.250 --> 00:20:35.190
- ME THAT METAPHOR IN "GREAT EXPECTATIONS", BUT
- 00:20:35.210 --> 00:20:40.290
- A LITTLE WHILE LATER, WE WERE READING SOMETHING
- 00:20:41.010 --> 00:20:43.260
- ELSE IN SCHOOL, AND I WENT, "THAT'S WHAT
- 00:20:43.280 --> 00:20:46.000
- MRS. LAYHE SAID WHEN SHE WAS TALKING ABOUT
- 00:20:46.020 --> 00:20:48.080
- METAPHORS, OR THAT'S WHAT MRS. LAHEY MEANT WHEN
- 00:20:48.100 --> 00:20:52.000
- SHE SAID THIS WAS SOMETHING THAT I WOULD
- 00:20:52.020 --> 00:20:53.290
- NEED TO KNOW DOWN THE ROAD.
- 00:20:54.010 --> 00:20:55.210
- SO AS A TEACHER, I HAVE TO ALWAYS THINK IN THE
- 00:20:55.230 --> 00:20:58.230
- LONG-TERM, NOT NECESSARILY "WHAT DO I
- 00:20:58.250 --> 00:21:01.020
- WANT MY STUDENT TO KNOW IN THIS MOMENT?"
- 00:21:01.040 --> 00:21:03.030
- BUT "WHAT DO I WANT MY STUDENT TO KNOW IN FIVE YEARS?"
- 00:21:03.050 --> 00:21:05.120
- AND FOR A LONG TIME, I NEVER APPLIED THAT TO MY
- 00:21:05.140 --> 00:21:08.020
- OWN PARENTING, BUT IF YOU THINK ABOUT IT, THAT'S
- 00:21:08.040 --> 00:21:11.070
- WHAT'S MOST IMPORTANT IN OUR PARENTING, TOO.
- 00:21:11.090 --> 00:21:14.000
- HOW I WANT MY CHILD TO BEHAVE IN THIS MOMENT MAY
- 00:21:14.020 --> 00:21:17.090
- NOT BE AS IMPORTANT AS HOW I WANT MY CHILD TO BE
- 00:21:17.110 --> 00:21:21.150
- AND TO LEARN AND TO COMPORT THEMSELVES IN FIVE YEARS.
- 00:21:21.170 --> 00:21:26.230
- AND IF I CAN GET AT BOTH, THAT'S PERFECTION,
- 00:21:26.250 --> 00:21:31.210
- BUT UNDERSTANDING THAT BOTH ARE IMPORTANT IS
- 00:21:31.230 --> 00:21:34.060
- ESSENTIAL TO EDUCATION.
- 00:21:34.080 --> 00:21:36.070
- - AT THE ACADEMY FOR INDIVIDUAL EXCELLENCE,
- 00:21:36.090 --> 00:21:38.160
- OUR GOAL IS TO CENTER ON FOUR BASIC PRINCIPLES
- 00:21:38.180 --> 00:21:41.110
- THAT I BELIEVE WILL SUPPORT AN ADULT IN A
- 00:21:41.130 --> 00:21:45.230
- HEALTHY LIFE.
- 00:21:45.250 --> 00:21:47.140
- OF THE FOUR PILLARS WE WORK WITH -- WORK ETHIC,
- 00:21:47.160 --> 00:21:49.100
- ENGAGEMENT, ACCOUNTABILITY, AND
- 00:21:49.120 --> 00:21:51.090
- COMPASSION -- THE WORK ETHIC IS VERY STRONG
- 00:21:51.110 --> 00:21:53.030
- IN ITS SIGNIFICANCE.
- 00:21:53.050 --> 00:21:56.100
- RATHER THAN SAY "EVERYONE DO A TEN PAGE REPORT"
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- WHEN I KNOW THIS CHILD CAN GET A TEN PAGE REPORT
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- DONE IN THREE OR FOUR HOURS, AND THIS CHILD
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- WOULD WORK THEIR ENTIRE LIFE AND NEVER GET A
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- SOLID TEN PAGE REPORT, I ASK FOR THEM TO WORK A
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- TIME ON IT.
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- I WANT YOU TO WORK TEN HOURS ON THIS.
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- WHATEVER YOU PRODUCE IN TEN HOURS OF GOOD SOLID
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- WORK IS GOING TO BE SUFFICIENT WITH WHAT
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- WE'RE LOOKING FOR, AND I'M ABLE TO THANK EACH
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- ONE OF THEM FOR THEIR WORK ETHIC, NOT THE PRODUCT.
- 00:22:20.220 --> 00:22:24.110
- THE IDEA OF ACCOUNTABILITY AS ONE OF
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- THE PILLARS AND COMPONENTS FOR THE
- 00:22:27.190 --> 00:22:29.190
- ACADEMY IS THAT IF A CHILD FEELS LIKE A
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- VICTIM, THEY IMMEDIATELY DO NOT HAVE TO
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- TAKE RESPONSIBILITY.
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- WHERE I CAN TEACH THEM HOW TO RELY ON ONE
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- ANOTHER IN A HEALTHY WAY AND TO UNDERSTAND THE
- 00:22:39.040 --> 00:22:41.120
- DIFFERENCES IN ONE ANOTHER IN A HEALTHY WAY
- 00:22:41.140 --> 00:22:44.090
- AND GET RID OF THAT OLD IDEA THAT FAIR IS
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- EVERYBODY'S TREATED THE SAME, AND COME TO AN
- 00:22:46.090 --> 00:22:48.130
- EARLY AGE OF UNDERSTANDING THAT FAIR
- 00:22:48.150 --> 00:22:50.210
- IS HELPING INDIVIDUALS IN THIS WORLD GET WHAT THEY NEED.
- 00:22:50.230 --> 00:22:53.120
- COMPASSION'S IMPORTANT.
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- WE TAKE THE CHILDREN WHO ARE REALLY CAPABLE
- 00:22:55.140 --> 00:22:57.170
- ACADEMICALLY, AND WE PUT THEM IN A GROUP SO THAT
- 00:22:57.190 --> 00:22:59.240
- WE CAN TAKE THEM ON SO THEY NEVER LIVE IN AN
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- ENVIRONMENT TO WHERE THEY LOOK AT OTHER INDIVIDUALS
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- AND TRULY UNDERSTAND THE STRUGGLES OF OTHER PEOPLE
- 00:23:04.190 --> 00:23:07.060
- AND HOW TO LEARN TO GIVE AND SUPPORT AND HAVE
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- EMPATHY IN THOSE SITUATIONS.
- 00:23:10.270 --> 00:23:13.020
- - AS FAR AS COMPASSION, THIS IS THE ONE THAT I
- 00:23:13.040 --> 00:23:16.200
- DON'T THINK THAT I WOULD HAVE LEARNED IN ANOTHER
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- SETTING BECAUSE I AM A PERFECTIONIST.
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- I'M A GO GETTER.
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- I'M A LEAVE-EVERYBODY-BEHIND TYPE OF --
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- THAT WAS MY NATURAL INSTINCT.
- 00:23:27.240 --> 00:23:31.060
- SO AT THE ACADEMY, YOU DON'T GET TO BE THAT.
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- YOU DON'T GET TO LEAVE EVERYBODY IN YOUR WAKE AS
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- YOU GO DO WHAT YOU WANT TO DO.
- 00:23:36.030 --> 00:23:38.060
- YOU HAVE TO LEARN PATIENCE.
- 00:23:38.080 --> 00:23:40.020
- YOU HAVE TO LEARN TEAM WORK.
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- YOU HAVE TO LEARN TO STOP AND CONSIDER AND TO LOOK
- 00:23:41.220 --> 00:23:43.170
- OVER THERE AND TO USE YOUR GIFTS THAT YOU'VE
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- BEEN GIVEN, NOT JUST FOR YOURSELF.
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- USE YOUR GUESTS FOR OTHER PEOPLE.
- 00:23:49.030 --> 00:23:51.060
- - THIS ENGAGEMENT PIECE IS HUGE BECAUSE
- 00:23:51.080 --> 00:23:53.140
- ENGAGEMENT IS WHERE WE LEARN.
- 00:23:53.160 --> 00:23:55.120
- SO SOMETHING AS SIMPLE AS ASKING A QUESTION A
- 00:23:55.140 --> 00:23:57.070
- DIFFERENT WAY.
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- INSTEAD OF SAYING, "WHAT'S THE COUNTRY THAT
- 00:23:58.280 --> 00:24:01.050
- IS TO THE NORTH OF THE UNITED STATES?"
- 00:24:01.070 --> 00:24:02.270
- SEVERAL CHILDREN MAY SHOOT THEIR HANDS UP, KNOW THAT.
- 00:24:02.290 --> 00:24:06.130
- THEY'VE ALREADY PROCESSED THE QUESTION,
- 00:24:06.150 --> 00:24:07.250
- PROCESSED THE ANSWER.
- 00:24:07.270 --> 00:24:09.130
- THEY'RE ALREADY WITH YOU.
- 00:24:09.150 --> 00:24:11.040
- AND IF YOU CALL ON THEM, THE KIDDOS WHO ARE
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- NOTICING THE FLY ON WALL OR HEARING THE HUM IN THE
- 00:24:13.000 --> 00:24:14.230
- LIGHTS OR THINKING ABOUT THE FACT THAT MOM AND DAD
- 00:24:14.250 --> 00:24:16.280
- HAD STRUGGLED WITH A LITTLE ARGUMENT BEFORE SCHOOL,
- 00:24:17.000 --> 00:24:19.090
- THOSE KIDS ARE NEVER ASKED TO ENGAGE.
- 00:24:19.110 --> 00:24:21.240
- SO IF YOU JUST CHANGE THE QUESTION SLIGHTLY AND SAY
- 00:24:21.260 --> 00:24:23.270
- THIS INSTEAD, "RAISE YOUR HANDS IF YOU KNOW THE
- 00:24:23.290 --> 00:24:27.150
- COUNTRY THAT'S NORTH OF THE UNITED STATES?"
- 00:24:27.170 --> 00:24:30.130
- ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN.
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- I'M GIVING TIME.
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- I'M ACKNOWLEDGING, AND THE THAT DOESN'T WANT
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- THEIR VOICE HEARD CAN STILL START BY LEARNING
- 00:24:37.000 --> 00:24:39.050
- TO BE ENGAGED BY RAISING THEIR HANDS AND KNOWING
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- THAT I'M WAITING FOR THEM TO LET ME KNOW.
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- THE NEXT QUESTION IS WHO DOESN'T KNOW?
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- GOOD, I'VE GOT ONE, TWO, THREE, FOUR.
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- WELL, WE'RE GOING TO BE ABLE TO TALK ABOUT THAT NOW.
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- THIS IS GOOD.
- 00:24:51.100 --> 00:24:52.150
- - ANNOUNCER: EVERY YEAR, MILLIONS OF CHILDREN AND
- 00:24:54.050 --> 00:24:56.060
- ADOLESCENTS ATTEND PUBLIC SCHOOLS ACROSS THE UNITED
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- STATES UNDER THE IDEA THAT EVERY CHILD HAS
- 00:24:58.070 --> 00:25:00.160
- ACCESS TO EDUCATION FREE OF CHARGE AND THROUGH IT,
- 00:25:00.180 --> 00:25:05.070
- HAS THE UNLIMITED OPPORTUNITY TO BETTER
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- THEMSELVES AND FULLY REALIZE THE AMERICAN DREAM.
- 00:25:07.220 --> 00:25:10.230
- UNFORTUNATELY, A PERFECT STORM OF ECONOMIC AND
- 00:25:10.250 --> 00:25:13.190
- RACIAL SEGREGATION, CHRONIC UNDERFUNDING, AND
- 00:25:13.210 --> 00:25:16.230
- UNPRECEDENTED CHANGES IN THE TOOLS OF MODERN
- 00:25:16.250 --> 00:25:19.160
- LEARNING HAVE CREATED A TRUE CRISIS IN OUR
- 00:25:19.180 --> 00:25:21.280
- EDUCATION SYSTEM.
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- THE FOUNDATION FOR EXCELLENCE IN EDUCATION
- 00:25:24.100 --> 00:25:27.000
- IS DEDICATED TO IGNITE A MOVEMENT OF REFORM STATE-
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- BY-STATE TO TRANSFORM EDUCATION FOR THE 21ST
- 00:25:30.080 --> 00:25:33.010
- CENTURY AND HAS A VISION FOR AN EDUCATION SYSTEM
- 00:25:33.030 --> 00:25:36.090
- THAT MAXIMIZES EVERY STUDENT'S POTENTIAL FOR
- 00:25:36.110 --> 00:25:38.290
- LEARNING AND PREPARES ALL STUDENTS FOR SUCCESS.
- 00:25:39.010 --> 00:25:42.160
- FOR MORE INFORMATION ON MATTERS IN PUBLIC
- 00:25:42.180 --> 00:25:44.240
- EDUCATION, GO TO:
- 00:25:44.260 --> 00:25:46.260
- [MUSIC]
- 00:25:49.110 --> 00:25:53.050
- - SO FACING THE PROBLEMS OF MODERN DAY EDUCATION,
- 00:25:53.070 --> 00:25:56.170
- WE HAVE TO UNDERSTAND THAT IT WILL REQUIRE A
- 00:25:56.190 --> 00:25:58.190
- MULTIFACETED STRATEGY.
- 00:25:58.210 --> 00:26:00.150
- WE NEED TO SERIOUSLY EVALUATE LONG-HELD
- 00:26:00.170 --> 00:26:02.270
- TRADITIONAL METHODS AND SEE WHETHER THEY'RE STILL
- 00:26:02.290 --> 00:26:06.070
- EFFECTIVE IN TEACHING MODERN KIDS.
- 00:26:06.090 --> 00:26:08.020
- WE NEED TO EXAMINE OUR INSTITUTIONALIZED METHODS
- 00:26:08.040 --> 00:26:11.030
- OF GRADING AND TESTING AND HAVE THE COURAGE TO
- 00:26:11.050 --> 00:26:14.250
- MODIFY OR EVEN DISCARD THESE SYSTEMS WHERE
- 00:26:14.270 --> 00:26:17.210
- THEY'RE PROVING TO BE COUNTER PRODUCTIVE.
- 00:26:17.230 --> 00:26:20.050
- AND FINALLY, WE, AS A CULTURE, NEED A PLACE
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- WITH THE APPROPRIATE VALUE WE HAVE WITH REGARD
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- TO PUBLIC EDUCATION AND THE TALENTED AND CARING
- 00:26:26.150 --> 00:26:30.110
- INDIVIDUALS WHO SERVE HERE ON THE FRONT LINES.
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- I'M KELLY WRIGHT, AND TOGETHER, WE'RE TAKING
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- CARE OF BUSINESS.
- 00:26:36.130 --> 00:26:39.200
- - WHEN WE VALUE SOMETHING, WE SUPPORT IT.
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- WHEN WE VALUE SOMETHING, WE PROVIDE RESOURCES TO
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- THAT END.
- 00:26:45.230 --> 00:26:48.070
- AND I DON'T UNDERSTAND, HAVEN'T UNDERSTOOD FOR A
- 00:26:48.090 --> 00:26:50.270
- VERY LONG TIME, HOW WE CAN, IN AMERICA, PAY
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- ATHLETES MILLIONS AND MILLIONS OF DOLLARS TO
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- ENTERTAIN US ON BASKETBALL COURTS,
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- FOOTBALL FIELDS, SOCCER FIELDS, BASEBALL FIELDS,
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- BUT WE UNDERVALUE AND UNDERPAY OUR TEACHERS SO
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- MUCH THAT THEY HAVE TO GO GET SECOND JOBS TO FEED
- 00:27:09.220 --> 00:27:12.190
- THEIR OWN FAMILIES.
- 00:27:12.210 --> 00:27:15.050
- AND I THINK WE NEED TO CHECK OURSELVES IN
- 00:27:15.070 --> 00:27:18.050
- AMERICA AND DO SOME REFLECTION ON WHAT'S
- 00:27:18.070 --> 00:27:22.120
- REALLY IMPORTANT TO US.
- 00:27:22.140 --> 00:27:26.060
- [MUSIC]
- 00:27:26.080 --> 00:27:29.090