Christopher Emdin: Teach teachers how to create magic

418,941 views ใƒป 2014-04-08

TED


ืื ื ืœื—ืฅ ืคืขืžื™ื™ื ืขืœ ื”ื›ืชื•ื‘ื™ื•ืช ื‘ืื ื’ืœื™ืช ืœืžื˜ื” ื›ื“ื™ ืœื”ืคืขื™ืœ ืืช ื”ืกืจื˜ื•ืŸ.

ืžืชืจื’ื: Guri Primor ืžื‘ืงืจ: Ido Dekkers
ืžืžืฉ ืขื›ืฉื™ื•
00:13
Right now
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00:14
there is an aspiring teacher
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ื™ืฉื ื” ืžื•ืจื” ืฉืืคืชื ื™ืช
00:17
who is working on a 60-page paper
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ืืฉืจ ืขื•ื‘ื“ืช ืขืœ ืžืกืžืš ื‘ืŸ 60 ืขืžื•ื“ื™ื
00:21
based on some age-old education theory
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ื”ืžื‘ื•ืกืก ืขืœ ืชื™ืื•ืจื™ื” ื—ื™ื ื•ื›ื™ืช ืžื™ื•ืฉื ืช
00:24
developed by some dead education professor
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ืืฉืจ ืคื•ืชื—ื” ืข"ื™ ืคืจื•ืคืกื•ืจ ืœื—ื™ื ื•ืš ืฉื”ืœืš ืœืขื•ืœืžื•
00:28
wondering to herself what this task
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ื•ืชื•ื”ื” ืœืขืฆืžื”, ืžื” ื”ืžื˜ืœื” ื”ื–ื•
00:31
that she's engaging in
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ืฉื‘ื” ื”ื™ื ืžืชืขืกืงืช
00:33
has to do with what she wants to do with her life,
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ืงืฉื•ืจื” ืœืžื” ืฉื”ื™ื ืจืฆืชื” ืœืขืฉื•ืช ืขื ื”ื—ื™ื™ื ืฉืœื”
00:35
which is be an educator,
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ืฉื–ื”: ืœื”ื™ื•ืช ืžื—ื ื›ืช
00:38
change lives, and spark magic.
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ืœืฉื ื•ืช ื—ื™ื™ื ื•ืœื”ืฆื™ืช ืงืกื
00:42
Right now there is an aspiring teacher
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ืžืžืฉ ืขื›ืฉื™ื•, ื™ืฉื ื” ืžื•ืจื” ืฉืืคืชื ื™ืช
00:47
in a graduate school of education
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ื‘ืœื™ืžื•ื“ื™ ืชื•ืืจ ืฉื ื™, ื‘ื‘ื™ืช ืกืคืจ ืœื—ื™ื ื•ืš
00:48
who is watching a professor babble on and on
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ืฉืฆื•ืคื” ื‘ืคืจื•ืคืกื•ืจ ื”ืžืคื˜ืคื˜ ืขื•ื“ ื•ืขื•ื“
00:51
about engagement
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ืขืœ ื—ื™ื‘ื•ืจ
00:54
in the most disengaging way possible.
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ื‘ื“ืจืš ื”ื›ื™ ืžื ื•ืชืงืช ืฉื™ืฉื ื”
00:59
Right now
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ืžืžืฉ ืขื›ืฉื™ื•
01:00
there's a first-year teacher at home
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ื™ืฉื ื” ืžื•ืจื”, ื‘ืฉื ืชื” ื”ืจืืฉื•ื ื”, ื‘ื‘ื™ืชื”
01:03
who is pouring through lesson plans
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ืฉืฉื•ืคื›ืช ื”ืœืื” ืžืขืจื›ื™ ืฉื™ืขื•ืจ
01:05
trying to make sense of standards,
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ืชื•ืš ื ื™ืกื™ื•ืŸ ืœื”ื‘ื™ืŸ ืกื˜ื ื“ืจื˜ื™ื
01:07
who is trying to make sense of how to grade students appropriately,
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ืฉืžื ืกื” ืœื”ื‘ื™ืŸ ืื™ืš ืœื”ืขืจื™ืš ืชืœืžื™ื“ื™ื ื›ืจืื•ื™
01:11
while at the same time saying to herself
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ื•ื‘ื• ื‘ื–ืžืŸ ืื•ืžืจืช ืœืขืฆืžื”
01:12
over and over again,
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ืฉื•ื‘ ื•ืฉื•ื‘
01:15
"Don't smile till November,"
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"ืืœ ืชื—ื™ื™ื›ื™ ืขื“ ื ื•ื‘ืžื‘ืจ"
01:16
because that's what she was taught
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ื›ื™ ื–ื” ืžื” ืฉืœื™ืžื“ื• ืื•ืชื”
01:19
in her teacher education program.
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ื‘ืชื›ื ื™ืช ืœื”ื›ืฉืจืช ืžื•ืจื™ื
01:22
Right now there's a student
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ืžืžืฉ ืขื›ืฉื™ื•, ื™ืฉื ื• ืชืœืžื™ื“
01:24
who is coming up with a way
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ืฉืžืฆื ื“ืจืš
01:26
to convince his mom or dad
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ืœืฉื›ื ืข ืืช ืืžื• ืื• ืืช ืื‘ื™ื•
01:29
that he's very, very sick
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ืฉื”ื•ื ืžืื•ื“ ืžืื•ื“ ื—ื•ืœื”
01:30
and can't make it to school tomorrow.
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ื•ืœื ื™ื›ื•ืœ ืœืœื›ืช ืžื—ืจ ืœื‘ื™ืช ื”ืกืคืจ.
01:34
On the other hand, right now
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ืžืŸ ื”ืฆื“ ื”ืฉื ื™, ืžืžืฉ ืขื›ืฉื™ื•
01:37
there are amazing educators
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ื™ืฉื ื ืžื—ื ื›ื™ื ืžื“ื”ื™ืžื™ื
01:39
that are sharing information,
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ืฉืžืฉืชืคื™ื ืžื™ื“ืข,
01:41
information that is shared in such a beautiful way
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ืžื™ื“ืข ืฉืžืฉื•ืชืฃ ื‘ืฆื•ืจื” ื›ื” ื™ืคื”ืคื™ื™ื”
01:44
that the students are sitting at the edge of their seats
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ืฉื”ืชืœืžื™ื“ื™ื ื™ื•ืฉื‘ื™ื ืขืœ ืงืฆื•ืช ื”ืžื•ืฉื‘ื™ื ืฉืœื”ื
01:46
just waiting for a bead of sweat
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ืจืง ืžื—ื›ื™ื ืœืื’ืœ ื–ื™ืขื”
01:48
to drop off the face of this person
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ืฉื™ื˜ืคื˜ืฃ ืžืคื ื™ื• ืฉืœ ืื•ืชื• ืื“ื
01:51
so they can soak up all that knowledge.
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ื›ื“ื™ ืฉื”ื ื™ื•ื›ืœื• ืœืกืคื•ื’ ืืช ื›ืœ ืื•ืชื• ื”ื™ื“ืข.
01:54
Right now there is also a person
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ืžืžืฉ ืขื›ืฉื™ื•, ื™ืฉื ื• ืขื•ื“ ืื“ื
01:58
who has an entire audience rapt with attention,
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ืฉืงื”ืœ ืฉืœื ืžืื–ื™ืŸ ืœื• ื‘ืฉืงื™ืงื”
02:01
a person that is weaving a powerful narrative
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ืื“ื ืฉืื•ืจื’ ื ืจื˜ื™ื‘ ืขื•ืฆืžืชื™
02:04
about a world
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ืื•ื“ื•ืช ืขื•ืœื
02:05
that the people who are listening
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ืฉื”ืื ืฉื™ื ื”ืžืื–ื™ื ื™ื ืœื•
02:07
have never imagined or seen before,
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ืžืขื•ืœื ืœื ื“ืžื™ื™ื ื• ืื• ืจืื• ื›ืžื•ืชื• ื‘ืขื‘ืจ
02:09
but if they close their eyes tightly enough,
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ืืš ืื ื”ื ืขื•ืฆืžื™ื ืืช ืขื™ื ื™ื”ื ื—ื–ืง ืžืกืคื™ืง
02:12
they can envision that world
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ื”ื ื™ื›ื•ืœื™ื ืœื—ื–ื•ืช ืืช ืื•ืชื• ืขื•ืœื
02:14
because the storytelling is so compelling.
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ื›ื™ ื”ืกื™ืคื•ืจ ื”ืžืกื•ืคืจ ื”ื•ื ื›ื” ืžืฉื›ื ืข.
02:18
Right now there's a person who can tell an audience
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ืžืžืฉ ืขื›ืฉื™ื•, ื™ืฉื ื• ืื“ื ืฉื™ื›ื•ืœ ืœื”ื’ื™ื“ ืœืงื”ืœ ื”ืžืื–ื™ื ื™ื
02:21
to put their hands up in the air
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ืœื”ืจื™ื ืืช ื™ื“ื™ื”ื
02:23
and they will stay there till he says,
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ื•ื”ื™ื“ื™ื™ื ื™ื™ืฉืืจื• ืœืžืขืœื”, ืขื“ ืฉื”ื•ื ื™ืืžืจ ืœื”ื
02:24
"Put them down."
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"ืชื•ืจื™ื“ื• ืื•ืชื"
02:26
Right now.
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ืžืžืฉ ืขื›ืฉื™ื•.
02:28
So people will then say,
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ืื– ืื ืฉื™ื ื™ื’ื™ื“ื•,
02:29
"Well, Chris, you describe the guy
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"ื˜ื•ื‘, ื›ืจื™ืก, ืชื™ืืจืช ื‘ื—ื•ืจ
02:32
who is going through some awful training
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ืฉืขื‘ืจ ื›ืžื” ื”ื›ืฉืจื•ืช ื ื•ืจืื™ื•ืช
02:34
but you're also describing these powerful educators.
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ืื‘ืœ ืืชื” ื’ื ืžืชืืจ ืืช ืื•ืชื ืžื—ื ื›ื™ื ืขื•ืฆืžืชื™ื™ื.
02:36
If you're thinking about the world of education
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ืื ืืชื” ื—ื•ืฉื‘ ืขืœ ืขื•ืœื ื”ื—ื™ื ื•ืš
02:38
or urban education in particular,
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ืื• ื—ื™ื ื•ืš ืขื™ืจื•ื ื™ ื‘ืคืจื˜
02:40
these guys will probably cancel each other out,
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ื‘ื—ื•ืจื™ื ืืœื•, ืงืจื•ื‘ ืœื•ื•ื“ืื™ ื™ื‘ื˜ืœื• ืื—ื“ ืืช ื”ืฉื ื™
02:42
and then we'll be okay."
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ื•ืื– ืื ื—ื ื• ื ื”ื™ื” ื‘ืกื“ืจ"
02:44
The reality is, the folks I described
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ื”ืžืฆื™ืื•ืช ื”ื™ื, ื”ื‘ื—ื•ืจื™ื ืฉืชื™ืืจืชื™
02:46
as the master teachers,
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ื›ืืžื ื™ ื”ื”ื•ืจืื”
02:48
the master narrative builders,
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ืืžื ื™ ื‘ื ื™ื™ืช ื”ื ืจื˜ื™ื‘ื™ื
02:50
the master storytellers
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ืืžื ื™ ืกื™ืคื•ืจ ื”ืกื™ืคื•ืจื™ื
02:52
are far removed from classrooms.
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ื”ื•ืจื—ืงื• ืžื›ื™ืชื•ืช ื”ืœื™ืžื•ื“.
02:56
The folks who know the skills about how to teach
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ื”ื‘ื—ื•ืจื™ื ืฉื™ืฉ ืœื”ื ืืช ื›ื™ืฉื•ืจื™ ื”ื”ื•ืจืื”
02:58
and engage an audience
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ื•ื™ื•ื“ืขื™ื ืœืชืงืฉืจ ืขื ืงื”ืœ
03:00
don't even know what teacher certification means.
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ื›ืœืœ ืœื ื™ื•ื“ืขื™ื ืืช ืžืฉืžืขื•ืชื” ืฉืœ ืชืขื•ื“ืช ื”ื•ืจืื”
03:03
They may not even have the degrees
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ื™ื™ืชื›ืŸ ืฉื›ืœืœ ืื™ืŸ ืœื”ื ืชืืจื™ื
03:05
to be able to have anything
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ื”ืžืงืฉืจื™ื ืื•ืชื ื‘ืฆื•ืจื” ื›ืœืฉื”ื™
03:08
to call an education.
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ืœืขื•ืœื ื”ื—ื™ื ื•ืš.
03:10
And that to me is sad.
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ื•ื–ื” ืœื˜ืขืžื™ ืขืฆื•ื‘.
03:12
It's sad because the people who I described,
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ื–ื” ืขืฆื•ื‘, ื›ื™ ื”ืื ืฉื™ื ืื•ืชื ืชื™ืืจืชื™
03:15
they were very disinterested in the learning process,
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ืฉืžืžืฉ ืœื ื”ืชืขื ื™ื™ื ื• ื‘ืชื”ืœื™ืš ื”ืœืžื™ื“ื”,
ืจื•ืฆื™ื ืœื”ื™ื•ืช ืžื•ืจื™ื ืืคืงื˜ื™ื‘ื™ื™ื,
03:18
want to be effective teachers,
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03:20
but they have no models.
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ืืš ืื™ืŸ ืœื”ื ืžื•ื“ืœ ืœื—ื™ืงื•ื™.
03:21
I'm going to paraphrase Mark Twain.
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ืื ื™ ืืฆื˜ื˜ ืžื“ื‘ืจื™ ืžืจืง ื˜ื•ื™ื™ืŸ.
ืžืจืง ื˜ื•ื™ื™ืŸ ืืžืจ ืฉื”ื›ื ื” ืจืื•ื™ื”
03:23
Mark Twain says that proper preparation,
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03:25
or teaching,
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ืื• ื”ื•ืจืื”
03:27
is so powerful that it can turn bad morals to good,
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ื”ื™ื ื›ืœ ื›ืš ืขื•ืฆืžืชื™ืช, ืฉื”ื™ื ื™ื›ื•ืœื” ืœื”ืคื•ืš ืžื™ื“ื•ืช ืจืขื•ืช ืœื˜ื•ื‘ื•ืช
03:30
it can turn awful practices into powerful ones,
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ื”ื™ื ื™ื›ื•ืœื” ืœื”ืคื•ืš ื”ืจื’ืœื™ื ืื™ื•ืžื™ื ืœื”ืจื’ืœื™ื ืขื•ืฆืžืชื™ื™ื
03:33
it can change men and transform them
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ื”ื™ื ื™ื›ื•ืœื” ืœืฉื ื•ืช ืื ืฉื™ื ื•ืœื”ืคื•ืš ืื•ืชื
03:35
into angels.
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ืœืžืœืื›ื™ื.
03:38
The folks who I described earlier
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ื”ื‘ื—ื•ืจื™ื ืื•ืชื ืชื™ืืจืชื™ ืงื•ื“ื
03:40
got proper preparation in teaching,
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ืงื™ื‘ืœื• ื”ื›ื ื” ืจืื•ื™ื” ืœื”ื•ืจืื”
03:42
not in any college or university,
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ืœื ื‘ืฉื•ื ืžื›ืœืœื” ืื• ืื•ื ื™ื‘ืจืกื™ื˜ื”
03:44
but by virtue of just being in the same spaces of those who engage.
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ืืœื ื‘ื–ื›ื•ืช ื”ื™ื•ืชื ื‘ืื•ืชื ืžืงื•ืžื•ืช ืขื ืื ืฉื™ื ืฉื™ื•ืฆืจื™ื ืงืฉืจ.
03:48
Guess where those places are?
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ื ื—ืฉื• ื”ื™ื›ืŸ ื”ื ืื•ืชื ืžืงื•ืžื•ืช ?
ืžืกืคืจื•ืช
03:51
Barber shops,
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03:53
rap concerts, and most importantly,
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ืžื•ืคืขื™ ืจืืค, ื•ื—ืฉื•ื‘ ืžื›ื•ืœื
03:56
in the black church.
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ื‘ื›ื ืกื™ื™ื” ื”ืฉื—ื•ืจื”.
ื•ืื ื™ ืžืžืกื’ืจ ืืช ื”ืจืขื™ื•ืŸ ื”ื–ื”, ื”ืžื›ื•ื ื” "ืคื“ื’ื•ื’ื™ื™ืช ื—ื’ ื”ืฉื‘ื•ืขื•ืช".
03:58
And I've been framing this idea called Pentecostal pedagogy.
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ืžื™ ื›ืืŸ ื”ื™ื” ืื™ ืคืขื ื‘ื›ื ืกื™ื™ื” ื”ืฉื—ื•ืจื”?
04:01
Who here has been to a black church?
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ื™ืฉ ืœื ื• ื›ืžื” ื–ื•ื’ื•ืช ื™ื“ื™ื™ื ืฉื”ื•ืจืžื•.
04:03
We got a couple of hands.
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04:05
You go to a black church,
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ืืชื” ื”ื•ืœืš ืœื›ื ืกื™ื™ื” ื”ืฉื—ื•ืจื”
ื•ื”ื›ื•ืžืจ ืฉื ืžืชื—ื™ืœ ืœื ืื•ื
04:07
their preacher starts off
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04:08
and he realizes that he has to engage the audience,
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ื•ื”ื•ื ืžื‘ื™ืŸ ืฉื”ื•ื ื—ื™ื™ื‘ ืœืชืงืฉืจ ืขื ื”ืงื”ืœ
04:11
so he starts off with this sort of wordplay
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ืื– ื”ื•ื ืžืชื—ื™ืœ ืขื ืกื•ื’ ืฉืœ ืžืฉื—ืง ืžื™ืœื™ื
04:13
in the beginning oftentimes,
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ื›ืคืชื™ื—ื”, ื‘ื“ืจืš ื›ืœืœ.
ื•ืื– ื”ื•ื ืœื•ืงื— ื”ืคืกืงื”
04:15
and then he takes a pause,
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04:16
and he says, "Oh my gosh, they're not quite paying attention."
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ื•ื”ื•ื ืื•ืžืจ: "ืื•ื™ ื•ืื‘ื•ื™, ื”ื ืœื ืžืžืฉ ืฉืžื™ื ืœื‘ ืœื“ื‘ืจื™ื™"
04:19
So he says, "Can I get an amen?"
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ืื– ื”ื•ื ืื•ืžืจ: "ื”ืื ืื ื™ ื™ื›ื•ืœ ืœืฉืžื•ืข ืืžืŸ?"
04:20
Audience: Amen.
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ืงื”ืœ: ืืžืŸ
04:21
Chris Emdin: So I can I get an amen? Audience: Amen.
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ื›ืจื™ืก ืืžื“ื™ืŸ: ืื– ื”ืื ืื ื™ ื™ื›ื•ืœ ืœืฉืžื•ืข ืืžืŸ ? ืงื”ืœ: ืืžืŸ.
04:23
CE: And all of a sudden, everybody's reawoken.
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ื›ืจื™ืก ืืžื“ื™ืŸ: ื•ืœืคืชืข, ื›ื•ืœื ื”ืชืขื•ืจืจื• ืžื—ื“ืฉ ืœื—ื™ื™ื
04:27
That preacher bangs on the pulpit for attention.
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ืื•ืชื• ื”ื›ื•ืžืจ ื“ื•ืคืง ืขืœ ื”ื“ื•ื›ืŸ ื‘ืฉื‘ื™ืœ ืชืฉื•ืžืช ืœื‘
04:29
He drops his voice at a very, very low volume
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ื”ื•ื ืžื ืžื™ืš ืืช ืงื•ืœื• ืœื•ื•ืœื™ื•ื ืžืื•ื“ ืžืื•ื“ ื ืžื•ืš
04:31
when he wants people to key into him,
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ื›ืฉื”ื•ื ื”ื•ื ืจื•ืฆื” ืฉืื ืฉื™ื ื™ืชืžืงื“ื• ื‘ื•,
04:33
and those things are the skills that we need
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ื•ื”ื“ื‘ืจื™ื ื”ืœืœื•, ืืœื• ื”ื›ื™ืฉื•ืจื™ื ืœื”ื ืื ื• ื–ืงื•ืงื™ื
04:36
for the most engaging teachers.
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ืœืžื•ืจื™ื ื”ื›ื™ ืžืชืงืฉืจื™ื.
04:38
So why does teacher education
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ืื– ืœืžื” ื”ื›ืฉืจื” ืœื”ื•ืจืื”
04:39
only give you theory and theory
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ื ื•ืชื ืช ืจืง ืชื™ืื•ืจื™ื” ื•ืขื•ื“ ืชื™ืื•ืจื™ื” ?
04:41
and tell you about standards and tell you about
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ื•ืžืกืคืจืช ืœืš ืขืœ ืกื˜ื ื“ืจื˜ื™ื ื•ืžืกืคืจืช ืœืš ืขืœ
04:43
all of these things that have nothing to do
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ื›ืœ ืื•ืชื ื“ื‘ืจื™ื ืฉืื™ืŸ ืœื”ื ืฉื•ื ืงืฉืจ
04:45
with the basic skills, that magic that you need
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ืขื ื”ื›ื™ืฉื•ืจื™ื ื”ื‘ืกื™ืกื™ื™ื, ืื•ืชื• ืงืกื ืฉืืชื” ืฆืจื™ืš
ื›ื“ื™ ืœืชืงืฉืจ ืขื ืงื”ืœ, ืœืชืงืฉืจ ืขื ืชืœืžื™ื“ ?
04:49
to engage an audience, to engage a student?
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04:52
So I make the argument that we reframe teacher education,
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ืื– ืื ื™ ื˜ื•ืขืŸ ืฉืขืœื™ื ื• ืœืขืฆื‘ ืžื—ื“ืฉ ืืช ื”ื›ืฉืจืช ื”ืžื•ืจื™ื
ืฉืื ื—ื ื• ื™ื›ื•ืœื™ื ืœื”ืชืžืงื“ ื‘ืชื•ื›ืŸ, ื•ื–ื” ื‘ืกื“ืจ
04:55
that we could focus on content, and that's fine,
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04:57
and we could focus on theories, and that's fine,
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ื•ืื ื—ื ื• ื™ื›ื•ืœื™ื ืœื”ืชืžืงื“ ื‘ืชื™ืื•ืจื™ื•ืช, ื•ื’ื ื–ื” ื‘ืกื“ืจ
05:00
but content and theories
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ืื‘ืœ ืชื•ื›ืŸ ื•ืชื™ืื•ืจื™ื•ืช
05:01
with the absence of the magic
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ื‘ื”ื™ืขื“ืจ ื”ืงืกื
05:04
of teaching and learning means nothing.
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ืฉืœ ื”ื”ื•ืจืื” ื•ื”ืœืžื™ื“ื”, ื”ื ื—ืกืจื™ ืžืฉืžืขื•ืช.
05:07
Now people oftentimes say, "Well, magic is just magic."
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ืขื›ืฉื™ื• ืื ืฉื™ื ื‘ื“ืจืš ื›ืœืœ ืื•ืžืจื™ื: "ื•ื‘ื›ืŸ, ืงืกื ื”ื•ื ืจืง ืงืกื"
05:10
There are teachers who,
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ื™ืฉื ื ืžื•ืจื™ื ืฉ
05:11
despite all their challenges, who have those skills,
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ืœืžืจื•ืช ื›ืœ ื”ืืชื’ืจื™ื, ื™ืฉ ืœื”ื ืืช ื”ื›ื™ืฉื•ืจื™ื ื”ืœืœื•
05:13
get into those schools and are able to engage an audience,
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ื ื›ื ืกื™ื ืœืชื•ืš ื‘ืชื™ ื”ืกืคืจ ื•ื™ื›ื•ืœื™ื ืœืชืงืฉืจ ืขื ืงื”ืœ
05:16
and the administrator walks by and says,
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ื•ื”ืžื ื”ืœ ืขื•ื‘ืจ ืœื™ื“ ื”ื›ื™ืชื•ืช ืฉืœื”ื ื•ืื•ืžืจ
05:17
"Wow, he's so good, I wish all my teachers could be that good."
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"ื•ื•ืื•, ื”ื•ื ื›ืœ ื›ืš ื˜ื•ื‘, ื”ืœื•ื•ืื™ ืฉื›ืœ ื”ืžื•ืจื™ื ืฉืœื™ ื”ื™ื• ื˜ื•ื‘ื™ื ื›ืžื•ื”ื•"
05:20
And when they try to describe what that is,
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ื•ื›ืฉื”ื ืžื ืกื™ื ืœืชืืจ ื‘ืžื” ื”ื•ื ื›ืœ ื›ืš ื˜ื•ื‘
05:22
they just say, "He has that magic."
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ื”ื ืคืฉื•ื˜ ืื•ืžืจื™ื: "ื™ืฉ ืœื• ืืช ื”ืงืกื".
05:25
But I'm here to tell you
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ืื‘ืœ ืื ื™ ื›ืืŸ ื›ื“ื™ ืœื•ืžืจ ืœื›ื
05:26
that magic can be taught.
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ืฉืืคืฉืจ ืœืœืžื“ ืืช ื”ืงืกื ื”ื–ื”
05:28
Magic can be taught.
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ืืคืฉืจ ืœืœืžื“ ืงืกื.
ืืคืฉืจ ืœืœืžื“ ืงืกื.
05:31
Magic can be taught.
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05:34
Now, how do you teach it?
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ืขื›ืฉื™ื•, ืื™ืš ืืชื” ืžืœืžื“ ืืช ื–ื” ?
05:35
You teach it by allowing people
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ืืชื” ืžืœืžื“ ืืช ื–ื” ื‘ื›ืš ืฉืืชื” ืžืืคืฉืจ ืœืื ืฉื™ื
05:37
to go into those spaces
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ืœื”ื’ื™ืข ืœืื•ืชื ืžืงื•ืžื•ืช
05:38
where the magic is happening.
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ื‘ื”ื ื”ืงืกื ืžืชืจื—ืฉ.
05:40
If you want to be an aspiring teacher in urban education,
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ืื ืืชื” ืจื•ืฆื” ืœื”ื™ื•ืช ืžื•ืจื” ืฉืืคืชืŸ ื‘ื—ื™ื ื•ืš ื”ืขื™ืจื•ื ื™
05:42
you've got to leave the confines of that university
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ืืชื” ื—ื™ื™ื‘ ืœืคืจื•ืฅ ืืช ื’ื‘ื•ืœื•ืช ื”ืื•ื ื™ื‘ืจืกื™ื˜ื”
05:45
and go into the hood.
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ื•ืœื”ื™ื›ื ืก ืืœ ื”ืฉื›ื•ื ื”
ืืชื” ื—ื™ื™ื‘ ืœื”ื™ื›ื ืก ืœืฉื ื•ืœื‘ืœื•ืช ื‘ืžืกืคืจื”
05:47
You've got to go in there and hang out at the barbershop,
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05:49
you've got to attend that black church,
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ืืชื” ื—ื™ื™ื‘ ืœื‘ืงืจ ื‘ื›ื ืกื™ื™ื” ื”ืฉื—ื•ืจื”
05:50
and you've got to view those folks
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ื•ืืชื” ื—ื™ื™ื‘ ืœืจืื•ืช ืืช ืื•ืชื ื‘ื—ื•ืจื™ื
05:51
that have the power to engage
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ืฉื™ืฉ ืœื”ื ืืช ื”ื›ื— ืœืชืงืฉืจ
05:53
and just take notes on what they do.
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ื•ืคืฉื•ื˜ ืœืจืฉื•ื ืœืขืฆืžืš ื”ืขืจื•ืช ืขืœ ืžื” ืฉื”ื ืขื•ืฉื™ื.
05:55
At our teacher education classes at my university,
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ื‘ื›ื™ืชื•ืช ื”ื›ืฉืจืช ื”ืžื•ืจื™ื ื‘ืื•ื ื™ื‘ืจืกื™ื˜ื” ืฉืœื™
05:58
I've started a project where every single student
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ื”ืชื—ืœืชื™ ืคืจื•ื™ืงื˜ ืฉื‘ื• ื›ืœ ืกื˜ื•ื“ื ื˜
06:00
that comes in there sits and watches rap concerts.
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ืฉืžืฆื˜ืจืฃ ืœื›ื™ืชื”, ื™ื•ืฉื‘ ื•ืฆื•ืคื” ื‘ืงื•ื ืฆืจื˜ื™ ืจืืค.
06:05
They watch the way that the rappers move
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ื”ื ืฆื•ืคื™ื ื‘ื“ืจืš ื‘ื” ื”ืจืืคืจื™ื ื–ื–ื™ื
06:07
and talk with their hands.
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ื•ืžื“ื‘ืจื™ื ืขื ื”ื™ื“ื™ื™ื.
06:09
They study the way that he walks proudly across that stage.
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ื”ื ืœื•ืžื“ื™ื ืืช ื”ื“ืจืš ื‘ื” ื”ืจืืคืจ ื”ื•ืœืš ื‘ื’ืื•ื•ื” ืœืื•ืจืš ื”ื‘ืžื”
06:12
They listen to his metaphors and analogies,
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ื”ื ืžืงืฉื™ื‘ื™ื ืœืžื˜ืืคื•ืจื•ืช ื•ืœืื ืœื•ื’ื™ื•ืช ืฉืœื•
06:14
and they start learning these little things
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ื•ื”ื ืžืชื—ื™ืœื™ื ืœืœืžื•ื“ ืืช ื”ื“ื‘ืจื™ื ื”ืงื˜ื ื™ื
06:16
that if they practice enough
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ืฉืื ื”ื ื™ืชืืžื ื• ืขืœื™ื”ื ืžืกืคื™ืง
06:17
becomes the key to magic.
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ื™ื”ืคื›ื• ืœื”ื™ื•ืช ื”ืžืคืชื— ืœืื•ืชื• ืงืกื.
06:19
They learn that if you just stare at a student
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ื”ื ืœื•ืžื“ื™ื ืฉืื ืืชื” ืจืง ื‘ื•ื”ื” ื‘ืกื˜ื•ื“ื ื˜
06:21
and raise your eyebrow about a quarter of an inch,
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ื•ืžืจื™ื ืืช ื”ื’ื‘ื” ืฉืœืš, ื‘ืขืจืš ื—ืฆื™ ืกื ื˜ื™ืžื˜ืจ,
06:24
you don't have to say a word
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ืืชื” ืœื ืฆืจื™ืš ืœื•ืžืจ ืืฃ ืžื™ืœื”,
06:25
because they know that that means that you want more.
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ื›ื™ ื”ื ืžื‘ื™ื ื™ื ืฉื–ื” ืื•ืžืจ ืฉืืชื” ืจื•ืฆื” ื™ื•ืชืจ.
06:29
And if we could transform teacher education
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ื•ืื ื ืฆืœื™ื— ืœื”ืคื•ืš ืืช ื”ื›ืฉืจืช ื”ืžื•ืจื™ื
06:31
to focus on teaching teachers
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ืฉืชืชืžืงื“ ื‘ื”ื•ืจืืช ืžื•ืจื™ื
06:34
how to create that magic
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ืื™ืš ืœื™ื™ืฆืจ ืืช ื”ืงืกื
06:36
then poof! we could make dead classes come alive,
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ืื– "ืคื•ืฃ"! ื ื•ื›ืœ ืœื”ื—ื™ื•ืช ื›ื™ืชื•ืช ืžืชื•ืช,
06:39
we could reignite imaginations,
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ื ื•ื›ืœ ืœื”ืฆื™ืช ืžื—ื“ืฉ ืืช ื”ื“ืžื™ื•ืŸ,
06:41
and we can change education.
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ื•ืœืฉื ื•ืช ืืช ืขื•ืœื ื”ื—ื™ื ื•ืš.
06:43
Thank you.
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ืชื•ื“ื” ืจื‘ื”.
(ืžื—ื™ืื•ืช ื›ืคื™ื™ื)
06:46
(Applause)
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ืขืœ ืืชืจ ื–ื”

ืืชืจ ื–ื” ื™ืฆื™ื’ ื‘ืคื ื™ื›ื ืกืจื˜ื•ื ื™ YouTube ื”ืžื•ืขื™ืœื™ื ืœืœื™ืžื•ื“ ืื ื’ืœื™ืช. ืชื•ื›ืœื• ืœืจืื•ืช ืฉื™ืขื•ืจื™ ืื ื’ืœื™ืช ื”ืžื•ืขื‘ืจื™ื ืขืœ ื™ื“ื™ ืžื•ืจื™ื ืžื”ืฉื•ืจื” ื”ืจืืฉื•ื ื” ืžืจื—ื‘ื™ ื”ืขื•ืœื. ืœื—ืฅ ืคืขืžื™ื™ื ืขืœ ื”ื›ืชื•ื‘ื™ื•ืช ื‘ืื ื’ืœื™ืช ื”ืžื•ืฆื’ื•ืช ื‘ื›ืœ ื“ืฃ ื•ื™ื“ืื• ื›ื“ื™ ืœื”ืคืขื™ืœ ืืช ื”ืกืจื˜ื•ืŸ ืžืฉื. ื”ื›ืชื•ื‘ื™ื•ืช ื’ื•ืœืœื•ืช ื‘ืกื ื›ืจื•ืŸ ืขื ื”ืคืขืœืช ื”ื•ื•ื™ื“ืื•. ืื ื™ืฉ ืœืš ื”ืขืจื•ืช ืื• ื‘ืงืฉื•ืช, ืื ื ืฆื•ืจ ืื™ืชื ื• ืงืฉืจ ื‘ืืžืฆืขื•ืช ื˜ื•ืคืก ื™ืฆื™ืจืช ืงืฉืจ ื–ื”.

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