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Education at a Crossroads

Taking Care of Business

March 13, 2019

27:34

Taking Care of Business

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Education at a Crossroads

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- THERE'S SO MANY SOCIAL ISSUES THAT WE PACE THAT
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BY THE TIME THE STUDENT GETS INTO THE CLASSROOM,
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YOU HAVE TO PEEL BACK THE LAYERS OF ALL THE ISSUES
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THAT THEY'RE FACING TO GET TO THE MATH, THE
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SCIENCE, THE ENGLISH, AND THE SOCIAL STUDIES.
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WE HAVE TO RAISE CHILDREN NOW BEFORE WE'RE ABLE TO
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TEACH THEM.
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- 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.
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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
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THERE IS MOUNTING EVIDENCE TODAY THAT THIS
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DREAM IS NO LONGER BEING FULLY REALIZED.
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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.
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- 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
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STUDENTS FACE.
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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.
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IT'S NOT EVEN ALIGNED WITH THE REALITIES OUR
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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.
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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.
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SCHOOL LEADERS ARE NOT THE SAME.
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SOCIETY IS NOT THE SAME.
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SO WE ARE WORKING IN A SYSTEM THAT'S NO LONGER
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ALIGNED WITH THE REALITIES OUR
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STUDENTS FACE.
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- 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
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OTHER THINGS THAT GAVE US THE ABILITY TO WALK IN
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WITH CONFIDENCE, TO WALK IN WITH IDENTITY, TO WALK
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IN REALIZING THAT I'M VALUABLE, THAT I HAVE
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WORTH, THAT NO MATTER WHAT HAPPENS YOU'RE AT
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SCHOOL, MY MAJOR IDENTITY CAME FROM MY EXISTENCE
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OUTSIDE OF THIS SCHOOL.
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- TODAY'S GENERATION OF STUDENTS ARE UNLIKE ANY
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GENERATION WE'VE EVER SEEN BEFORE.
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THEY FACE MORE ISSUES, MORE PROBLEMS.
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SO THERE'S SO MANY SOCIAL ISSUES THAT WE FACE THAT
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BY THE TIME THE STUDENT GETS INTO THE CLASSROOM,
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YOU HAVE TO PEEL BACK THE LAYERS OF ALL THE ISSUES
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THAT THEY'RE FACING TO GET TO THE MATH, THE
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SCIENCE, THE ENGLISH, AND THE SOCIAL STUDIES.
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WE HAVE TO RAISE CHILDREN NOW BEFORE WE'RE ABLE TO
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TEACH THEM.
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- MAYBE THEY DON'T HAVE FOOD AT HOME.
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MAYBE THEY'RE NOT SAFE AT HOME BECAUSE THEY HAVE AN
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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
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THEM FROM.
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- 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.
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AND SO THE LATE 1980'S, EARLY 90'S THAT SHIFTED.
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THOSE FIVE MAJOR INFLUENCES FLIPPED, AND
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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
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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.
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- 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
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ENOUGH TO BE A PART OF IT, AND IF I'M AT THE
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TOP OF IT.
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- THE PUBLIC EDUCATION SYSTEM IS AN INSTITUTION
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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
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THE REST OF THE WORLD IS CHANGING MORE RAPIDLY
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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
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TECHNIQUES THAT ARE OUT OF STEP WITH THE
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REALITIES OF OUR MODERN STUDENTS.
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- 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
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ACTUALLY KNOWN OR NOT KNOWN.
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SO WHEN THE PARENTS COMES IN, I SAY LOOK, YOUR
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PARENT CAN ADD 2 FRACTIONS WITH A COMMON
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DENOMINATOR, BUT IF THE 2 FRACTIONS HAVE DIFFERENT
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DENOMINATORS THEY'RE STUCK.
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SO THIS IS WHAT WE'RE GOING TO WORK ON.
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THAT GIVES ME SO MUCH MORE INFORMATION THAN AN
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A OR AN F OR A C.
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IT'S ACTUAL KNOWLEDGE ABOUT WHAT MY KID DOES
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AND DOESN'T KNOW.
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- SO I THINK IT'S VERY IMPORTANT THAT THE
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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
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AFTER, NOT THE GRADE I'M GOING TO GET, NOT THE
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CREDIT I'M GOING TO GET, BUT WHAT AM I GOING
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TO LEARN?
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WHAT DO I WANT TO LEARN?
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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
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GOING TO BE LIVING IN FOR MOST OF MY LIFE.
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A NOUN IS A PERSON, PLACE, THING, OR IDEA.
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- 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 SOCIO
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ECONOMIC SORTING TOOL SO THAT AS A TEACHER IF I
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HAVE A LOT OF KIDS IN FRONT OF ME, I WOULD PUT
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MY A STUDENTS IN THE FRONT BECAUSE THEY HAVE
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THE RICH FAMILIES THAT I NEED TO PLEASE AND I NEED
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TO LOOK AT THOSE KIDS A LOT BECAUSE THEY'RE THE
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KIDS WHO MIGHT DONATE TO THE SCHOOL OR WHO ARE
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MORE IMPORTANT IN MY COMMUNITY.
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AND THEN BEHIND THOSE KIDS ARE THE B'S, AND C'S
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AND THE D'S AND THE F'S IN THE BACK, AND THE F'S
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IN THE BACK I DON'T REALLY NEED TO PAY
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ATTENTION TO THEM BECAUSE THEY'RE NOT
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IMPORTANT TO ME.
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THIS COMES FROM A BOOK OUT OF YALE UNIVERSITY
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FROM THE EARLY 1900 'S ABOUT THE ORIGINS
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OF GRADING.
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- WE'RE MEASURED BY STANDARDIZED TEST SCORES
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WHEN IN FACT THE THINGS THAT REALLY MATTER TO THE
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CORE OF A CHILD TODAY CAN'T BE MEASURED.
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YOU CAN'T MEASURE CHILD GIVING UP AND NOT FEELING
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LIKE GOING TO SCHOOL, BUT THEY GO BECAUSE THERE'S A
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CARING TEACHER IN THAT CLASS ROOM.
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IN THAT CLASSROOM.
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THAT'S NOT MEASURED ON THE STANDARDIZED TEST SCALE.
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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
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WE SERVE SUCH A DIVERSE POPULATION OF STUDENTS.
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WE HAVE STUDENTS WHO ARE READY TO GO TO DUKE
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UNIVERSITY. I MEAN, THEY ARE SAILING.
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THEN WE HAVE STUDENTS WHO ARE IN THE MIDDLE WHO ARE
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STUDENTS LIKE ME, YOUR AVERAGE STUDENT, YOU
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NEVER GET IN TROUBLE, YOU DO YOUR HOMEWORK.
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AND THEN HAVE YOU THE STUDENTS AT THE
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BOTTOM CORE WHO STRUGGLE.
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WE HAVE STUDENTS WHO ARE IN SECOND, THIRD GRADE
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WHO ARE READING ON A KINDERGARTEN LEVEL.
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SO IF THERE IS A FEDERAL OR STATE MANDATE THAT
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SAYS THAT IF YOU ARE NOT READING ON GRADE LEVEL BY
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THE END OF THIRD GRADE, YOU HAVE TO BE RETAINED,
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SO WHAT HAPPENS IF THAT CHILD GETS TO THE END OF
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THIRD GRADE AND IS NOT READING?
00:09:51.160 --> 00:09:53.150
WILL YOU PROVIDE MORE FEDERAL DOLLARS FOR US TO
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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
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HAPPEN, WE WILL PROVIDE ADDITIONAL RESOURCES,
00:10:22.220 --> 00:10:25.280
TRAINING, PEOPLE, MANPOWER TO OFFSET THOSE DEFICIENCIES.
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- THE WAY WE'VE ALWAYS EVALUATED KIDS HAS BEEN
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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"
00:21:56.120 --> 00:21:58.250
WHEN I KNOW THIS CHILD CAN GET A TEN PAGE REPORT
00:21:58.270 --> 00:22:01.020
DONE IN THREE OR FOUR HOURS, AND THIS CHILD
00:22:01.040 --> 00:22:03.170
WOULD WORK THEIR ENTIRE LIFE AND NEVER GET A
00:22:03.190 --> 00:22:05.220
SOLID TEN PAGE REPORT, I ASK FOR THEM TO WORK A
00:22:05.240 --> 00:22:08.100
TIME ON IT.
00:22:08.120 --> 00:22:10.130
I WANT YOU TO WORK TEN HOURS ON THIS.
00:22:10.150 --> 00:22:12.250
WHATEVER YOU PRODUCE IN TEN HOURS OF GOOD SOLID
00:22:12.270 --> 00:22:15.170
WORK IS GOING TO BE SUFFICIENT WITH WHAT
00:22:15.190 --> 00:22:18.060
WE'RE LOOKING FOR, AND I'M ABLE TO THANK EACH
00:22:18.080 --> 00:22:20.200
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
00:22:24.130 --> 00:22:27.170
THE PILLARS AND COMPONENTS FOR THE
00:22:27.190 --> 00:22:29.190
ACADEMY IS THAT IF A CHILD FEELS LIKE A
00:22:29.210 --> 00:22:32.080
VICTIM, THEY IMMEDIATELY DO NOT HAVE TO
00:22:32.100 --> 00:22:34.170
TAKE RESPONSIBILITY.
00:22:34.190 --> 00:22:36.190
WHERE I CAN TEACH THEM HOW TO RELY ON ONE
00:22:36.210 --> 00:22:39.020
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
00:22:44.110 --> 00:22:46.070
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.
00:22:53.140 --> 00:22:55.120
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
00:22:59.260 --> 00:23:01.290
ENVIRONMENT TO WHERE THEY LOOK AT OTHER INDIVIDUALS
00:23:02.010 --> 00:23:04.170
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
00:23:07.080 --> 00:23:10.250
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
00:23:16.220 --> 00:23:18.290
SETTING BECAUSE I AM A PERFECTIONIST.
00:23:19.010 --> 00:23:24.020
I'M A GO GETTER.
00:23:24.040 --> 00:23:25.280
I'M A LEAVE-EVERYBODY-BEHIND TYPE OF --
00:23:26.000 --> 00:23:27.220
THAT WAS MY NATURAL INSTINCT.
00:23:27.240 --> 00:23:31.060
SO AT THE ACADEMY, YOU DON'T GET TO BE THAT.
00:23:31.080 --> 00:23:33.260
YOU DON'T GET TO LEAVE EVERYBODY IN YOUR WAKE AS
00:23:33.280 --> 00:23:36.010
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.
00:23:40.040 --> 00:23:41.200
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
00:23:43.190 --> 00:23:46.230
BEEN GIVEN, NOT JUST FOR YOURSELF.
00:23:46.250 --> 00:23:49.010
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.
00:23:57.090 --> 00:23:58.260
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
00:24:11.060 --> 00:24:12.280
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.
00:24:30.150 --> 00:24:32.220
I'M GIVING TIME.
00:24:32.240 --> 00:24:34.230
I'M ACKNOWLEDGING, AND THE THAT DOESN'T WANT
00:24:34.250 --> 00:24:36.280
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
00:24:39.070 --> 00:24:41.100
THAT I'M WAITING FOR THEM TO LET ME KNOW.
00:24:41.120 --> 00:24:43.090
THE NEXT QUESTION IS WHO DOESN'T KNOW?
00:24:43.110 --> 00:24:47.080
GOOD, I'VE GOT ONE, TWO, THREE, FOUR.
00:24:47.100 --> 00:24:49.190
WELL, WE'RE GOING TO BE ABLE TO TALK ABOUT THAT NOW.
00:24:49.210 --> 00:24:51.080
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
00:24:56.080 --> 00:24:58.050
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
00:25:05.090 --> 00:25:07.200
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.
00:25:22.000 --> 00:25:24.080
THE FOUNDATION FOR EXCELLENCE IN EDUCATION
00:25:24.100 --> 00:25:27.000
IS DEDICATED TO IGNITE A MOVEMENT OF REFORM STATE-
00:25:27.020 --> 00:25:30.060
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
00:26:20.070 --> 00:26:23.260
WITH THE APPROPRIATE VALUE WE HAVE WITH REGARD
00:26:23.280 --> 00:26:26.130
TO PUBLIC EDUCATION AND THE TALENTED AND CARING
00:26:26.150 --> 00:26:30.110
INDIVIDUALS WHO SERVE HERE ON THE FRONT LINES.
00:26:30.130 --> 00:26:33.020
I'M KELLY WRIGHT, AND TOGETHER, WE'RE TAKING
00:26:33.040 --> 00:26:36.110
CARE OF BUSINESS.
00:26:36.130 --> 00:26:39.200
- WHEN WE VALUE SOMETHING, WE SUPPORT IT.
00:26:39.220 --> 00:26:43.050
WHEN WE VALUE SOMETHING, WE PROVIDE RESOURCES TO
00:26:43.070 --> 00:26:45.210
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
00:26:50.290 --> 00:26:56.010
ATHLETES MILLIONS AND MILLIONS OF DOLLARS TO
00:26:56.030 --> 00:26:59.070
ENTERTAIN US ON BASKETBALL COURTS,
00:26:59.090 --> 00:27:01.000
FOOTBALL FIELDS, SOCCER FIELDS, BASEBALL FIELDS,
00:27:01.020 --> 00:27:04.050
BUT WE UNDERVALUE AND UNDERPAY OUR TEACHERS SO
00:27:04.070 --> 00:27:09.200
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

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Education at a Crossroads

Education at a Crossroads

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Education at a Crossroads

Education at a Crossroads

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