3 rules to spark learning | Ramsey Musallam

Translator: Joseph Geni Reviewer: Morton Bast

Translator: Joachim Mangilima Reviewer: Nelson Simfukwe

I teach chemistry.

Ninafundisha somo la kemia

(Explosion)

(Mlipuko)

All right, all right.

Sawa,Sawa.

So more than just explosions,

Ni zaidi ya milipuko,

chemistry is everywhere.

Kemia ipo kila mahali.

Have you ever found yourself at a restaurant spacing out

Umeshawahi kuwa katika mgahawa

just doing this over and over?

ukiwa unajaribu kufanya hivi?

Some people nodding yes.

Baadhi ya watu wanaitikia ndio.

Recently, I showed this to my students,

Hivi karibuni, niliwaonyesha wanafunzi wangu,

and I just asked them to try and explain why it happened.

niliwaambia waelezee kwa nini imetokea.

The questions and conversations that followed

Maswali na mazungumzo yaliyofuata

were fascinating.

yalikuwa ya kusisimua.

Check out this video that Maddie

angalia video hii ambayo Maddie

from my period three class sent me that evening.

kutoka darasa langu la tatu aliyonitumia jioni.

(Clang) (Laughs)

(Vicheko)

Now obviously, as Maddie's chemistry teacher,

Ni dhahiri,kama mwalimu wa kemia wa Maddie

I love that she went home and continued to geek out

Nilifurahi kwamba alienda nyumbani na kuendelea

about this kind of ridiculous demonstration

na zoezi hili la ajabu

that we did in class.

ambalo tulilifanya darasani.

But what fascinated me more is that Maddie's curiosity

Lakini kilichonisisimua zaidi ilikuwa ni kuwa udadisi wa Maddie

took her to a new level.

ulimpeleka kwenye hatua nyingine.

If you look inside that beaker,

ukiangalia ndani ya kikopo hiki,

you might see a candle.

unaweza ukaona mshumaa.

Maddie's using temperature to extend this phenomenon

Maddie anatumia joto kuifanya hali hii

to a new scenario.

kuwa tukio jingine jipya.

You know, questions and curiosity like Maddie's

Maswali na udadisi kama wa Maddie

are magnets that draw us towards our teachers,

ndio sumaku zinazotuvuta kwa walimu wetu,

and they transcend all technology

na zinazidi teknolojia zote

or buzzwords in education.

ubunifu mpya wa elimu.

But if we place these technologies before student inquiry,

Lakini kama teknolojia kabla ya udadisi wa wanafunzi,

we can be robbing ourselves

tunaweza tukawa tunajinyima wenyewe

of our greatest tool as teachers: our students' questions.

zana muhimu kama walimu: maswali ya wanafunzi wetu.

For example, flipping a boring lecture from the classroom

Kwa mfano,kupitia mhadhaa unaochosha

to the screen of a mobile device

kwa kutumia mtandao

might save instructional time,

unaweza ukaokoa muda wa ufundishaji,

but if it is the focus of our students' experience,

lakini kama ni lengo la wanafunzi wetu.

it's the same dehumanizing chatter

ni jambo lile lile la kudhalilisha

just wrapped up in fancy clothing.

ambalo limefungwa vizuri.

But if instead we have the guts

Lakini kama tuna ujasiri

to confuse our students, perplex them,

wa kuwachanganya wanafunzi wetu,

and evoke real questions,

na kuamsha maswali ya kweli,

through those questions, we as teachers have information

ingawa maswali hayo sisi kama walimu yana taarifa

that we can use to tailor robust

ambazo tunaweza kuzitumia kwa ajili ya kutengeneza

and informed methods of blended instruction.

mfumo wa taarifa zilizochanganyika

So, 21st-century lingo jargon mumbo jumbo aside,

ukiondoa maneno ya karne ya 21 kuhusu hali hii,

the truth is, I've been teaching for 13 years now,

Ukweli ni kuwa nimefundisha sasa kwa miaka 13,

and it took a life-threatening situation

na ilibidi kuwe na tukio la kutisha

to snap me out of 10 years of pseudo-teaching

kunitoa katika miaka 10 ya ufundishaji wa mazoea

and help me realize that student questions

na kunifanya nijue kuwa maswali ya wanafunzi

are the seeds of real learning,

ndio mbegu za kujifunza hasa,

not some scripted curriculum

na sio mtaala ambao umeshaandaliwa

that gave them tidbits of random information.

ambao unawapa tu taarifa chache

In May of 2010, at 35 years old,

Mwezi Mei 2010,nikiwa na miaka 35,

with a two-year-old at home and my second child on the way,

nikiwa na mtoto wa miaka 2 nyumbani na mtoto wa pili njiani

I was diagnosed with a large aneurysm

niligundulika kuwa na kuongezeka kwa mishipa ya damu

at the base of my thoracic aorta.

katika eneo la mshipa mkubwa wa damu wa aorta katika moyo

This led to open-heart surgery. This is the actual real email

ilisababisha nifanyiwe upasuaji wa moyo.Hii ni barua pepe

from my doctor right there.

kutoka kwa Daktari,pale.

Now, when I got this, I was -- press Caps Lock --

nilipoipata barua hii, nilikuwa

absolutely freaked out, okay?

nimechanganyikiwa kabisa?

But I found surprising moments of comfort

lakini nilipata mida ya faraja

in the confidence that my surgeon embodied.

nikiwa na hakika aliyokuwa nayo daktari wangu.

Where did this guy get this confidence, the audacity of it?

Alipata ujasiri huu?

So when I asked him, he told me three things.

Kwa hiyo nilipomuuliza,akaniambia vitu vitatu.

He said first, his curiosity drove him

akasema kwanza,udadisi wake ulimsukuma

to ask hard questions about the procedure,

kuuliza maswali magumu kuhusu upasuaji,

about what worked and what didn't work.

kuhusu uzuri na ubaya wake.

Second, he embraced, and didn't fear,

Pili,aliikubali,na hakuogopa,

the messy process of trial and error,

mchakato wa kujaribu jaribu,

the inevitable process of trial and error.

mchakato usiokwepeka wa kujarijaribu.

And third, through intense reflection,

na tatu,kupitia kutafakari sana,

he gathered the information that he needed

alikusanya taarifa alizohitaji

to design and revise the procedure,

kusanifu na kupitia upya mchakato,

and then, with a steady hand, he saved my life.

na kwa mkono wa taratibu,akaokoa maisha yangu.

Now I absorbed a lot from these words of wisdom,

Nilichukua mengi kutoka maneno haya ya hekima,

and before I went back into the classroom that fall,

na kabla ya kwenda darasani majira ya kipupwe

I wrote down three rules of my own

niliandika sheria tatu zangu mwenyewe

that I bring to my lesson planning still today.

ambazo nazitumia wakati napangillia masomo mpaka leo.

Rule number one: Curiosity comes first.

Sheria ya kwanza: udadisi kwanza

Questions can be windows to great instruction,

Maswali yanaweza kuwa dirisha la mazungumzo mazuri sana,

but not the other way around.

lakini kinyume chake si sahihi

Rule number two: Embrace the mess.

Sheria ya pili: Kubaliana na hali ya fujo

We're all teachers. We know learning is ugly.

Sote ni walimu.Tunajua kujifunza ni vurugu tupu.

And just because the scientific method is allocated

na kwa sababu tu njia za kisayansi zimetengewa

to page five of section 1.2 of chapter one

ukurasa wa tano wa kipengele 1.2 ya sura ya kwanza

of the one that we all skip, okay,

ambazo huwa tunaziruka,sawa,

trial and error can still be an informal part

kujari jaribu bado kunaweza kuwa ni sehemu isiyo rasmi

of what we do every single day

kwa vile tuvifanyavyo kila siku

at Sacred Heart Cathedral in room 206.

Katika kanisa la Moyo Mtakatifu ,chumba 206.

And rule number three: Practice reflection.

Sheria namba tatu: Fanya zoezi la kutafakari.

What we do is important. It deserves our care,

Tukifanyacho ni muhimu.inastahili kuangaliwa nasi,

but it also deserves our revision.

lakini instahili mapitio yetu.

Can we be the surgeons of our classrooms?

Je tunaweza kuwa madaktari wa madarasa yetu?

As if what we are doing one day will save lives.

Kama vile tuyafanyayosiku moja yataokoa maisha ya watu.

Our students our worth it.

Wanafunzi wetu,wanstahili kabisa.

And each case is different.

na kila hali ni tofauti.

(Explosion)

(Mlipuko)

All right. Sorry.

Sawa. Samahani

The chemistry teacher in me just needed to get that

Mwalimu wa Kemia ndani yangu alitaka kuta hicho

out of my system before we move on.

nje yangu kabla hatujaendelea.

So these are my daughters.

Kwa hiyo hawa ni mabinti zangu.

On the right we have little Emmalou -- Southern family.

Kulia kwangu tuna Emmalou -- Familia ya kusini

And, on the left, Riley.

Na kushoto,Riley.

Now Riley's going to be a big girl in a couple weeks here.

Riley atakuwa binti mkubwa wiki chache zijazo.

She's going to be four years old,

Atakuwa na miaka minne,

and anyone who knows a four-year-old

na yeyote amjuaye mtoto wa miaka minne

knows that they love to ask, "Why?"

anajua kuwa wanapenda kuuliza "kwa nini"?

Yeah. Why.

Ndiyo. Kwa nini.

I could teach this kid anything

Naweza kumfundisha mtoto huyo chochote

because she is curious about everything.

kwa sababu ni mdadisi wa kila kitu.

We all were at that age.

Sote tulikuwa hivyo katika umri huo.

But the challenge is really for Riley's future teachers,

Lakini changamoto kubwa ni kwa walimu wa mbeleni wa Riley

the ones she has yet to meet.

ambao bado hajakutana nao.

How will they grow this curiosity?

Watawezaje kuukuza udadisi huu?

You see, I would argue that Riley is a metaphor for all kids,

Naweza nikasema kuwa Riley ni kama fumbo la watoto wote,

and I think dropping out of school comes in many different forms --

Na nadhani kuacha shule kunakuja katika njia mbalimbali

to the senior who's checked out before the year's even begun

Kwa mwanafunzi wa mwaka wa mwisho, anayeacha shule kabla ya mwaka kwisha.

or that empty desk in the back of an urban middle school's classroom.

au dawati tupu katika shule za sekondari za mijini.

But if we as educators leave behind

lakini,ikiwa sisi kama walimu tunaacha

this simple role as disseminators of content

kazi nyepesi ya kusambaza taarifa

and embrace a new paradigm

na kukubaliana na dhana mpya

as cultivators of curiosity and inquiry,

ya wapandaji wa udadisi na uulizaji maswali,

we just might bring a little bit more meaning

tunaweza kusababisha maana zaidi

to their school day, and spark their imagination.

kuwepo kwao shuleni,na kuwasha cheche za tafakari.

Thank you very much.

Asante sana.

(Applause)

(Makofi).