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Transcript 0:12 Right now there is an aspiring teacher who is working on a 60-page paper based on some age-old education theory developed by some dead education professor wondering to herself what this task that she's engaging in has to do with what she wants to do with her life, which is be an educator, change lives, and spark magic. Right now there is an aspiring teacher in a graduate school of education who is watching a professor babble on and on about engagement in the most disengaging way possible. Right now there's a first-year teacher at home who is pouring through lesson plans trying to make sense of standards, who is trying to make sense of how to grade students appropriately, while at the same time saying to herself over and over again, "Don't smile till November," because that's what she was taught in her teacher education program. Right now there's a student who is coming up with a way to convince his mom or dad that he's very, very sick and can't make it to school tomorrow. On the other hand, right now there are amazing educators that are sharing information, information that is shared in such a beautiful way that the students are sitting at the edge of their seats just waiting for a bead of sweat to drop off the face of this person so they can soak up all that knowledge. Right now there is also a person who has an entire audience rapt with attention, a person that is weaving a powerful narrative about a world that the people who are listening have never imagined or seen before, but if they close their eyes tightly enough, they can envision that world because the storytelling is so compelling. Right now there's a person who can tell an audience to put their hands up in the air and they will stay there till he says, "Put them down." Right now. 2:27 So people will then say, "Well, Chris, you describe the guy who is going through some awful training but you're also describing these powerful educators. If you're thinking about the world of education or urban education in particular, these guys will probably cancel each other out, and then we'll be okay." 2:43 The reality is, the folks I described as the master teachers, the master narrative builders, the master storytellers are far removed from classrooms. The folks who know the skills about how to teach and engage an audience don't even know what teacher certification means. They may not even have the degrees to be able to have anything to call an education. And that to me is sad. It's sad because the people who I described, they were very disinterested in the learning process, want to be effective teachers, but they have no models. I'm going to paraphrase Mark Twain. Mark Twain says that proper preparation, or teaching, is so powerful that it can turn bad morals to good, it can turn awful practices into powerful ones, it can change men and transform them into angels. 3:37 The folks who I described earlier got proper preparation in teaching, not in any college or university, but by virtue of just being in the same spaces of those who engage. Guess where those places are? Barber shops, rap concerts, and most importantly, in the black church. And I've been framing this idea called Pentecostal pedagogy. Who here has been to a black church? We got a couple of hands. You go to a black church, their preacher starts off and he realizes that he has to engage the audience, so he starts off with this sort of wordplay in the beginning oftentimes, and then he takes a pause, and he says, "Oh my gosh, they're not quite paying attention." So he says, "Can I get an amen?" 4:19 Audience: Amen. 4:20 Chris Emdin: So I can I get an amen? Audience: Amen. 4:22 CE: And all of a sudden, everybody's reawoken. That preacher bangs on the pulpit for attention. He drops his voice at a very, very low volume when he wants people to key into him, and those things are the skills that we need for the most engaging teachers. So why does teacher education only give you theory and theory and tell you about standards and tell you about all of these things that have nothing to do with the basic skills, that magic that you need to engage an audience, to engage a student? So I make the argument that we reframe teacher education, that we could focus on content, and that's fine, and we could focus on theories, and that's fine, but content and theories with the absence of the magic of teaching and learning means nothing. 5:06 Now people oftentimes say, "Well, magic is just magic." There are teachers who, despite all their challenges, who have those skills, get into those schools and are able to engage an audience, and the administrator walks by and says, "Wow, he's so good, I wish all my teachers could be that good." And when they try to describe what that is, they just say, "He has that magic." 5:24 But I'm here to tell you that magic can be taught. Magic can be taught. Magic can be taught. Now, how do you teach it? You teach it by allowing people to go into those spaces where the magic is happening. If you want to be an aspiring teacher in urban education, you've got to leave the confines of that university and go into the hood. You've got to go in there and hang out at the barbershop, you've got to attend that black church, and you've got to view those folks that have the power to engage and just take notes on what they do. At our teacher education classes at my university, I've started a project where every single student that comes in there sits and watches rap concerts. They watch the way that the rappers move and talk with their hands. They study the way that he walks proudly across that stage. They listen to his metaphors and analogies, and they start learning these little things that if they practice enough becomes the key to magic. They learn that if you just stare at a student and raise your eyebrow about a quarter of an inch, you don't have to say a word because they know that that means that you want more. And if we could transform teacher education to focus on teaching teachers how to create that magic then poof! we could make dead classes come alive, we could reignite imaginations, and we can change education. 6:42 Thank you. 6:45 (Applause)
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Transcript Translated by Ivana Bartulovic Reviewed by Ivan Stamenkovic 0:12 Upravo sada negdje se jedna ambiciozna učiteljica, koja radi na članku od 60 strana, koji se temelji na nekoj staroj obrazovnoj teoriji koju je razvio neki mrtvi profesor koji se bavi obrazovanjem, pita kakve veze ovaj zadatak, kojim se trenutačno bavi, ima veze sa onim s čime se ona želi baviti u životu, a želi biti nastavnica, želi promijeniti živote i stvoriti čaroliju. Upravo sada, jedna ambiciozna učiteljica na postdiplomskom nastavničkom studiju sluša profesora kako neprestano brblja o angažiranosti na najneangažiraniji mogući način. Upravo sada kod kuće učiteljica prve godine prolazi kroz pripreme za satove pokušavajući shvatiti standarde, pokušava shvatiti kako ocijeniti učenike na odgovarajući način, u isto vrijeme govoreći sebi neprestano: 1:14 "Nemoj se smijati do studenog", jer tako su je učili u njenom programu za obrazovanje nastavnika. Upravo sada jedan učenik pokušava smisliti način da uvjeri mamu ili tatu da je jako, jako bolestan i da ne može ići sutra u školu. S druge strane, upravo sada nevjerojatni nastavnici dijele informacije. Informacije koje se dijele na tako divan način da učenici sjede na rubovima svojih stolica i samo čekaju da kapljica znoja padne sa lica te osobe kako bi mogli upiti svo to znanje. Upravo sada postoji i osoba koja je zaokupila pozornost publike, osoba koja plete snažnu pripovijest o svijetu kojeg ljudi koji slušaju nikada prije nisu zamislili ni vidjeli, ali ako dovoljno čvrsto zatvore oči mogu ga zamisliti jer je pripovijedanje tako uvjerljivo. Upravo sada postoji osoba koja može reći publici da podignu ruke u zrak i ostat će tako dok on ne kaže: "Spustite ih." Upravo sada. 2:27 I onda će ljudi reći: "Pa, Chris, ti opisuješ čovjeka koji prolazi kroz groznu obuku ali opisuješ i neke snažne nastavnike. Ako razmišljaš o svijetu obrazovanja, naročito urbanog obrazovanja, oni će se vjerojatno međusobno poništiti i onda će sve biti dobro." 2:43 Stvar je u tome što su ljudi koje sam opisao kao odlične učitelje, kao odlične sastavljače pripovijesti, kao odlične pripovijedače, daleko od učionica. Ljudi koji posjeduju vještine da nauče i zainteresiraju publiku ne znaju ni što znači certificiranje nastavnika. Možda nemaju ni diplome kojima bi pokazali da imaju nešto što mogu nazvati obrazovanjem. I to je meni tužno. Tužno je jer ljudi koje sam opisao, nisu bili zainteresirani za proces učenja, a žele biti učinkoviti nastavnici, ali nemaju nikakve uzore. Parafrazirat ću Marka Twaina. Mark Twain je rekao da je pravilna priprema, ili poučavanje, tako moćna da može pretvoriti loš moral u dobar, može pretvoriti grozne postupke u snažne, može promijeniti ljude i pretvoriti ih u anđele. 3:37 Ljudi koje sam ranije opisao dobro su se pripremili za poučavanje, ali ne na fakultetima i sveučilištima, nego zahvaljujući tome što su bili na istom mjestu onih koji znaju angažirati. Pogodite koja su to mjesta? Brijačnice, rap koncerti, i najvažnije, crnačka crkva. Ja pokušavam formulirati ideju koja se zove Pentekostalna pedagogija. Tko je od vas bio u crnačkoj crkvi? Nekoliko ljudi je diglo ruke. Kada odete u crnačku crkvu, njihov propovijednik počne sa misom i shvaća da mora uključiti publiku. Onda započne sa nekakvom igrom riječi, najčešće u početku, i onda se zaustavi, i kaže: "O Bože, ne slušaju me baš." Zato kaže, " Mogu li čuti amen?" 4:19 Publika: Amen. 4:20 Chris Emdin: Mogu li čuti amen? Publika: Amen. 4:22 CE: I odjenom su se svi probudili. On privlaći pažnju udaranjem po govornici. Stiša glas jako, jako tiho kada želi da ga ljudi pozornije slušaju. I to su vještine koje trebamo za najangažiranije učitelje. Pa zašto onda obrazovanje nastavnika samo nudi teorije i govori i standardima i govori o svim stvarima koje nemaju veze sa osnovnim vještinama, sa čarolijom koju trebate da uključite publiku, ili učenika? Pa je moj argument da preoblikujemo obrazovanje nastavnika. Možemo se koncentrirati na sadržaj, i to je u redu, i možemo se koncentrirati na teorije, i to je u redu, ali sadržaj i teorije bez čarolije poučavanja i učenja ne znači ništa. 5:06 Ljudi često kažu, "Pa, čarolija je samo čarolija." Postoje nastavnici koji, unatoč svim izazovima posjeduju te vještine, koji dođu u te škole i uspiju angažirati publiku, i kada ravnatelj prođe pokraj njih kaže, "Vau, odličan je. Volio bih da su svi moji nastavnici tako dobri." I kada pokušaju objasniti što se tu događa samo kažu, "On ima ono nešto čarobno." 5:24 Ali ja sam tu da vam kažem da se tu čaroliju može naučiti. Čarolija se može naučiti. Čarolija se može naučiti. Sad, kako je poučavati? Poučava se tako da pustite ljude da odu u one prostore gdje se čarolija događa. Ako želite biti ambiciozni učitelj urbanog obrazovanja morate napustiti granice sveučilišta i ići u kvart. Morate ići u kvart i visiti po brijačnicama morate ići u crnačku crkvu, i morate vidjeti te ljude koji imaju snagu angažirati i onda samo bilježiti što oni rade. Na satovima metodike nastave na mom sveučilištu započeo sam projekt u kojem svaki student koji dođe na nastavu, sjedi i gleda rap koncerte. Gledaju način na koji se reperi kreću i kako pričaju sa rukama. Proučavaju kako se ponosno kreće po pozornici. Slušaju njegove metafore i analogije i tako počinju učiti sitnice koje, ako ih se dovoljno vježba, postaju ključne za čaroliju. Uče da ako samo pogledate učenika i podignete obrvu za pola centimetra, ne trebate reći ništa jer učenici znaju da to znači da želite više od njih. I kad bi mogli promijeniti metodiku nastave da se fokusira na poučavanje učitelja kako da stvore čaroliju, onda puf! mogli bi oživjeti mrtve satove, mogli bi ponovno oživjeti maštu, i mogli bi promijeniti obrazovanje. 6:42 Hvala vam! 6:45 (Pljesak)