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.
Prav zdaj je nekje bodoča učiteljica, ki dela na šestdeset-stranskem poročilu, ki temelji na neki pradavni izobraževalni teoriji, ki jo je razvil že davno pokojni profesor poučevanja in se sprašuje, kakšno zvezo ima ta naloga, ki se je loteva, sploh z njenimi življenjskimi cilji in to je postati učiteljica, spreminjati življenja in ustvarjati čarovnijo. Prav zdaj je nekje bodoči učitelj na fakulteti za učitelje, ki gleda profesorja blebetati o zavzetosti na kar najbolj nezavzet način. Prav zdaj je nekje doma mlada učiteljica, ki pregleduje učne priprave in skuša najti smisel v učnih standardih, skuša najti pravi način za ocenjevanje učencev, ko si hkrati ponavlja znova in znova "Brez nasmeha do novembra", ker je to tisto, kar so jo naučili med njenim študijem. Prav zdaj je nekje učenec, ki si izmišlja način, da prepriča svoje starše, da je zelo, zelo bolan in jutri ne more v šolo. Po drugi strani pa so prav zdaj nekje neverjetni učitelji, ki delijo znanje, ki se širi na tako čudovit način, da učenci sedijo na robu svojih sedežev in samo čakajo, da bo kaplja potu padla z obraza te osebe, da bodo lahko posrkali vse to znanje. Prav zdaj je nekje tudi oseba, ki je ujela občinstvo v napeto pričakovanje, oseba, ki plete vplivno pripoved o svetu, da ljudje, ki pripoved poslušajo in tega sveta še niso videli, a če dovolj tesno zaprejo svoje oči si ga lahko zamislijo, saj je pripoved tako privlačna. Prav zdaj je nekje oseba, ki lahko reče občinstvu naj dvignejo roke v zrak in tam bodo dokler jim ne reče: "Spustite jih." Prav zdaj.
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."
In ljudje bodo rekli: "No, Chris, opisuješ človeka, ki je opravil kako strašno urjenje, opisuješ pa tudi izjemne učitelje. Če pomisliš na izobraževanje, še posebno tisto v mestih, se bodo ti ljudje med seboj izničili in vse bo v redu."
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.
Resnica je, da se ljudje, ki sem jih opisal kot mojstre učitelje, mojstre oblikovanja pripovedi, mojstre pripovednike, nahajajo daleč od učilnic. Ljudje, ki poznajo veščine poučevanja in kako navdušiti občinstvo sploh ne vedo kaj je strokovni izpit. Lahko celo nimajo diplom, ki bi pomenile, da imajo nekaj podobnega izobrazbi. Zame je to žalostno. Žalostno, ker so bili ljudje, ki sem jih opisal vedno nezainteresirani za učni proces, hočejo biti učinkoviti učitelji a nimajo vzornikov. Če povzamem Marka Twaina. Pravi, da sta prava priprava, ali poučevanje tako močna, da lahko obrneta slabo moralo v dobro in strašne prakse v mogočne, lahko spremenita ljudi in jih preobrazita v angele.
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?"
Ljudje, ki sem jih opisoval prej, so imeli dobro pripravo v poučevanju, a ne na univerzah, ampak z obiskovanjem istih krajev, kot ciljno občinstvo. Uganete kateri so ti kraji? Brivnice, rap koncerti in najpomembneje črnske cerkve. Oblikoval sem zamisel imenovano binkoštna pedagogika. Kdo med vami je že bil v črnski cerkvi? Vidim nekaj rok. Ko greste v črnsko cerkev pridigar začne in spozna, da mora spodbuditi občinstvo zato prične z neke vrste besedno igro, pogosto na začetku, in nato naredi premor in potem reče: "O, moj bog, niso prav pozorni." Zato reče: "Ali lahko rečete amen?"
Audience: Amen.
Občinstvo: "Amen."
Chris Emdin: So I can I get an amen? Audience: Amen.
Chris Emdin: Torej, lahko rečete amen? Občinstvo: Amen.
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.
CE: In kar naenkrat se vsi zbudijo. Pridigar udari po prižnici za pozornost svoj glas stiša, ko hoče, da mu zares prisluhnejo in to so veščine, ki jih potrebujemo za najbolj učinkovite učitelje. Zakaj torej izobraževanje učiteljev podaja zgolj teorijo in teorijo in govori o standardih in o vseh stvareh, ki nimajo nobene povezave z osnovnimi veščinami, z magijo, ki jo potrebuješ za aktiviranje občinstva in učencev? Zato pravim, da preoblikujmo izobraževanje učiteljev tako, da se lahko posvetimo samo vsebini in je to OK, ali samo teorijam in je to OK, a vsebina in teorije brez magije učenja in poučevanja, ne pomeni ničesar.
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."
Ljudje včasih rečejo: "Čarovnija, je pač čarovnija." Obstajajo učitelji, ki kljub izzivom, s temi veščinami, vstopijo v šole in zmorejo zagreti občinstvo in šolski uradnik gre mimo in reče: "Uau, tako dober je, ko bi bili moji učitelji taki." In ko skušajo opisati, kaj to je, rečejo samo: "Ima nekaj čarobnega."
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.
A tu sem, a vam povem, da se je čarovnije mogoče naučiti. Čarovnije se je mogoče naučiti. Čarovnije se je mogoče naučiti. Kako pa jo naučimo? Naučimo jo s tem, da dovolimo ljudem, da gredo v prostore kjer se čarovnija dogaja. Če hočete postati učitelj v mestu morate izven meja univerze, v sosesko. Morate tja in sedeti v brivnici, iti v črnsko cerkev in videti te ljudi, ki imajo moč, da aktivirajo in zamo zapisovati kaj počnejo. Na naših predavanjih za učitelje na moji univerzi sem začel projekt, kjer so vsi študentje na predavanju gledali rap koncerte. Opazujejo kako se gibljejo in govorijo s kretnjami rok. Preučujejo kako ponosno stopa po odru. Poslušajo njegove metafore in analogije in se naučijo teh malih stvari, ki z dovolj vaje postanejo ključ do čarovnije. Naučijo se, da lahko samo strmijo v učenca in malo privzdignejo obrv in ne bodo potrebovali besed, ker bodo učenci že vedeli, da zahtevajo več. Če bi lahko preoblikovali izobraževanje učiteljev, da se osredotoči na poučevanje učiteljev kako napraviti to čarovnijo, potem 'puf', in iz mrtvih bi lahko naredili žive razrede, spet obudili domišljijo in spremenili izobraževanje.
Thank you.
Hvala.
(Applause)
(Aplavz)