Education at a Crossroads | TBN

Education at a Crossroads

Watch Education at a Crossroads
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
  • 00:00:01.100 --> 00:00:04.100
  • BY THE TIME THE STUDENT GETS INTO THE CLASSROOM,
  • 00:00:04.120 --> 00:00:06.210
  • YOU HAVE TO PEEL BACK THE LAYERS OF ALL THE ISSUES
  • 00:00:06.230 --> 00:00:09.260
  • THAT THEY'RE FACING TO GET TO THE MATH, THE
  • 00:00:09.280 --> 00:00:13.050
  • SCIENCE, THE ENGLISH, AND THE SOCIAL STUDIES.
  • 00:00:13.070 --> 00:00:15.020
  • WE HAVE TO RAISE CHILDREN NOW BEFORE WE'RE ABLE TO
  • 00:00:15.040 --> 00:00:19.110
  • TEACH THEM.
  • 00:00:19.130 --> 00:00:20.230
  • - GRADING NEVER STARTED, A THROUGH F GRADES DIDN'T
  • 00:00:20.250 --> 00:00:24.030
  • START AS A WAY TO EVALUATE LEARNING.
  • 00:00:24.050 --> 00:00:26.050
  • A THROUGH F GRADING STARTED AS A
  • 00:00:26.070 --> 00:00:28.030
  • SOCIOECONOMIC SORTING TOOL.
  • 00:00:28.050 --> 00:00:30.290
  • - MY EXPERIENCE IN PUBLIC SCHOOL WAS I GUESS
  • 00:00:31.010 --> 00:00:33.080
  • KIND OF LIKE A BUSINESS RELATIONSHIP.
  • 00:00:33.100 --> 00:00:35.190
  • YOU HAVE YOUR TEACHER THAT YOU SEE FOR ONE YEAR
  • 00:00:35.210 --> 00:00:37.270
  • AND THEN YOU DON'T SEE THEM AGAIN.
  • 00:00:37.290 --> 00:00:39.160
  • YOU'RE DONE.
  • 00:00:39.180 --> 00:00:41.130
  • - SOMETIMES WE ATTACK SO QUICKLY ON THE ACADEMICS
  • 00:00:41.150 --> 00:00:42.230
  • AT THE VERY BEGINNING OF THE SCHOOL YEAR BECAUSE
  • 00:00:42.250 --> 00:00:45.020
  • WE'VE GOT SO MUCH TO COVER FOR THE TEST, AND
  • 00:00:45.040 --> 00:00:47.000
  • WE DON'T TAKE TIME TO LOVE THE CHILD.
  • 00:00:47.020 --> 00:00:50.170
  • - THE STUDENTS TURN TO HIM AND THEY SAID, THAT'S
  • 00:00:50.190 --> 00:00:52.150
  • NOT HOW YOU TEACH.
  • 00:00:52.170 --> 00:00:53.220
  • WHY ARE WE IN THESE ROWS BEING QUIET ONLY LOOKING
  • 00:00:53.240 --> 00:00:57.130
  • AT YOU WHEN YOU'RE AT THE FRONT OF THE CLASS
  • 00:00:57.150 --> 00:00:59.050
  • TALKING AT US?
  • 00:00:59.070 --> 00:01:00.070
  • THAT'S NOT HOW YOU TEACH.
  • 00:01:00.090 --> 00:01:01.240
  • WE DON'T LIKE THIS.
  • 00:01:01.260 --> 00:01:03.030
  • AND HE SAID, I KNOW, BUT THAT'S THE WAY LEARNING
  • 00:01:03.050 --> 00:01:05.140
  • IS SUPPOSED TO LOOK.
  • 00:01:05.160 --> 00:01:07.030
  • IT'S WHAT THEY'VE COME TO EXPECT.
  • 00:01:07.050 --> 00:01:09.040
  • [JAZZ MUSIC]
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  • TAKING CARE OF BUSINESS ...
  • 00:01:17.050 --> 00:01:20.230
  • TAKING CARE OF BUSINESS ...
  • 00:01:20.250 --> 00:01:27.160
  • - KELLY WRIGHT: IN 1821 IN THE CITY OF BOSTON,
  • 00:01:32.260 --> 00:01:34.160
  • MASSACHUSETTS, THE FIRST PUBLIC HIGH SCHOOL
  • 00:01:34.180 --> 00:01:36.130
  • WAS OPENED.
  • 00:01:36.150 --> 00:01:37.250
  • NOW, NEARLY 200 YEARS AFTER THAT THERE ARE
  • 00:01:37.270 --> 00:01:40.130
  • ALMOST 100.000 PUBLIC SCHOOLS ACROSS THE
  • 00:01:40.150 --> 00:01:44.060
  • UNITED STATES.
  • 00:01:44.080 --> 00:01:45.280
  • THE CREATION OF THE FIRST PUBLIC SCHOOL SYSTEM IS
  • 00:01:46.000 --> 00:01:48.210
  • PERHAPS ONE OF AMERICA'S GREATEST VISIONS.
  • 00:01:48.230 --> 00:01:51.100
  • THE IDEA THAT EVERY CHILD HAS ACCESS TO EDUCATION
  • 00:01:51.120 --> 00:01:54.290
  • FREE OF COST AND THROUGH IT HAS THE UNLIMITED
  • 00:01:55.010 --> 00:01:57.190
  • OPPORTUNITY TO BETTER THEMSELVES AND FULLY
  • 00:01:57.210 --> 00:02:00.200
  • REALIZE THE AMERICAN DREAM, BUT UNFORTUNATELY
  • 00:02:00.220 --> 00:02:03.180
  • THERE IS MOUNTING EVIDENCE TODAY THAT THIS
  • 00:02:03.200 --> 00:02:06.140
  • DREAM IS NO LONGER BEING FULLY REALIZED.
  • 00:02:06.160 --> 00:02:09.030
  • A PERFECT STORM OF CHRONIC UNDER FUNDING,
  • 00:02:09.050 --> 00:02:11.260
  • ECONOMIC AND RACIAL SEGREGATION, AND
  • 00:02:11.280 --> 00:02:14.080
  • UNPRECEDENTED CHANGES IN THE TOOLS OF MODERN
  • 00:02:14.100 --> 00:02:17.290
  • LEARNING HAVE CREATED A TRUE CRISIS IN OUR MODERN
  • 00:02:18.010 --> 00:02:21.200
  • EDUCATION SYSTEM.
  • 00:02:21.220 --> 00:02:23.060
  • THE SCOPE OF THIS PROBLEM IS TROUBLING INDEED.
  • 00:02:23.080 --> 00:02:27.090
  • - THE LANDSCAPE IS TROUBLING BECAUSE WE
  • 00:02:27.110 --> 00:02:29.140
  • STILL OPERATE A PUBLIC EDUCATION SYSTEM THAT IS
  • 00:02:29.160 --> 00:02:34.030
  • NOT ALIGNED WITH THE REALITIES THE
  • 00:02:34.050 --> 00:02:35.260
  • STUDENTS FACE.
  • 00:02:35.280 --> 00:02:38.050
  • SO WE'RE ACTUALLY DELIVERING SERVICES TO A
  • 00:02:38.070 --> 00:02:41.180
  • POPULATION OF STUDENTS IN A SYSTEM THAT'S NOT
  • 00:02:41.200 --> 00:02:45.030
  • ALIGNED WITH WHAT THEY DEAL WITH EACH AND
  • 00:02:45.050 --> 00:02:47.080
  • EVERY DAY.
  • 00:02:47.100 --> 00:02:48.160
  • IT'S NOT EVEN ALIGNED WITH THE REALITIES OUR
  • 00:02:48.180 --> 00:02:50.030
  • TEACHERS FACE.
  • 00:02:50.050 --> 00:02:51.140
  • YEARS AGO WHEN I WENT TO SCHOOL, AND I'M A LITTLE
  • 00:02:51.160 --> 00:02:54.150
  • OLDER THAN MOST, YOU KNOW, PARENTS SENT
  • 00:02:54.170 --> 00:02:58.260
  • STUDENTS TO SCHOOL.
  • 00:02:58.280 --> 00:03:00.110
  • WE KNEW WHY WE WERE THERE.
  • 00:03:00.130 --> 00:03:01.230
  • THERE IS A SPECIFIC PURPOSE FOR US BEING
  • 00:03:01.250 --> 00:03:04.220
  • IN SCHOOLS.
  • 00:03:04.240 --> 00:03:06.000
  • TEACHERS WERE THERE, AND THEY PERSONALLY TOOK
  • 00:03:06.020 --> 00:03:09.070
  • STOCK OF TEACHING STUDENTS.
  • 00:03:09.090 --> 00:03:11.190
  • WHEN YOU LEAVE MY CLASS, YOU'RE GOING TO KNOW THIS
  • 00:03:11.210 --> 00:03:13.160
  • BECAUSE I TAUGHT YOU.
  • 00:03:13.180 --> 00:03:15.240
  • TEACHERS TODAY FACE SO MANY DIFFERENT ISSUES
  • 00:03:15.260 --> 00:03:18.210
  • BECAUSE PARENTING IS NOT THE SAME.
  • 00:03:18.230 --> 00:03:21.140
  • SCHOOL LEADERS ARE NOT THE SAME.
  • 00:03:21.160 --> 00:03:23.150
  • SOCIETY IS NOT THE SAME.
  • 00:03:23.170 --> 00:03:25.120
  • SO WE ARE WORKING IN A SYSTEM THAT'S NO LONGER
  • 00:03:25.140 --> 00:03:29.240
  • ALIGNED WITH THE REALITIES OUR
  • 00:03:29.260 --> 00:03:32.070
  • STUDENTS FACE.
  • 00:03:32.090 --> 00:03:33.230
  • - I WATCH KIDS TODAY, AND THEY SPIN BECAUSE
  • 00:03:33.250 --> 00:03:37.250
  • THEY'RE JUST TRYING TO FIND WORTH.
  • 00:03:37.270 --> 00:03:41.040
  • I WATCH THEM TODAY, AND THEY'RE TRYING TO COMPETE
  • 00:03:41.060 --> 00:03:44.060
  • FOR VALUE FOR THAT ILLUSIVE SELF-ESTEEM
  • 00:03:44.080 --> 00:03:48.070
  • INSTEAD OF THAT HIGH QUALITY OF SELF-WORTH,
  • 00:03:48.090 --> 00:03:51.120
  • AND WHEN WE'RE SPINNING TO TRY TO FIND AN
  • 00:03:51.140 --> 00:03:54.180
  • IDENTITY THAT WE USED TO GET AT HOME AND IN THE
  • 00:03:54.200 --> 00:03:57.140
  • COMMUNITY, A SENSE OF BELONGING, WE COULD COME
  • 00:03:57.160 --> 00:04:00.240
  • TO SCHOOL, LEARN OUR A, B, C'S, 1, 2, 3'S, HOW TO
  • 00:04:00.260 --> 00:04:03.130
  • WRITE, ALL THAT AND GO HOME AND LEARN THOSE
  • 00:04:03.150 --> 00:04:06.150
  • OTHER THINGS THAT GAVE US THE ABILITY TO WALK IN
  • 00:04:06.170 --> 00:04:10.080
  • WITH CONFIDENCE, TO WALK IN WITH IDENTITY, TO WALK
  • 00:04:10.100 --> 00:04:13.020
  • IN REALIZING THAT I'M VALUABLE, THAT I HAVE
  • 00:04:13.040 --> 00:04:16.240
  • WORTH, THAT NO MATTER WHAT HAPPENS YOU'RE AT
  • 00:04:16.260 --> 00:04:19.210
  • SCHOOL, MY MAJOR IDENTITY CAME FROM MY EXISTENCE
  • 00:04:19.230 --> 00:04:23.270
  • OUTSIDE OF THIS SCHOOL.
  • 00:04:23.290 --> 00:04:26.230
  • - TODAY'S GENERATION OF STUDENTS ARE UNLIKE ANY
  • 00:04:26.250 --> 00:04:29.210
  • GENERATION WE'VE EVER SEEN BEFORE.
  • 00:04:29.230 --> 00:04:32.080
  • THEY FACE MORE ISSUES, MORE PROBLEMS.
  • 00:04:32.100 --> 00:04:35.030
  • SO THERE'S SO MANY SOCIAL ISSUES THAT WE FACE THAT
  • 00:04:35.050 --> 00:04:39.100
  • BY THE TIME THE STUDENT GETS INTO THE CLASSROOM,
  • 00:04:39.120 --> 00:04:42.110
  • YOU HAVE TO PEEL BACK THE LAYERS OF ALL THE ISSUES
  • 00:04:42.130 --> 00:04:45.070
  • THAT THEY'RE FACING TO GET TO THE MATH, THE
  • 00:04:45.090 --> 00:04:48.020
  • SCIENCE, THE ENGLISH, AND THE SOCIAL STUDIES.
  • 00:04:48.040 --> 00:04:50.110
  • WE HAVE TO RAISE CHILDREN NOW BEFORE WE'RE ABLE TO
  • 00:04:50.130 --> 00:04:53.270
  • TEACH THEM.
  • 00:04:53.290 --> 00:04:55.100
  • - MAYBE THEY DON'T HAVE FOOD AT HOME.
  • 00:04:55.120 --> 00:04:56.260
  • MAYBE THEY'RE NOT SAFE AT HOME BECAUSE THEY HAVE AN
  • 00:04:56.280 --> 00:04:59.030
  • ABUSIVE PARENT.
  • 00:04:59.050 --> 00:05:01.070
  • NO MATTER WHAT THE CHILD'S PLACE THEY
  • 00:05:01.090 --> 00:05:03.220
  • ORIGINATE FROM, THAT'S WHERE WE MUST TEACH
  • 00:05:03.240 --> 00:05:06.120
  • THEM FROM.
  • 00:05:06.140 --> 00:05:09.180
  • - IN RESEARCH, IT SHOWS LATE 1950'S, EARLY 60'S
  • 00:05:09.200 --> 00:05:12.240
  • THERE WERE FIVE MAJOR INFLUENCES ON SCHOOL AGE
  • 00:05:12.260 --> 00:05:17.170
  • CHILDREN IN AMERICA, HOME, SCHOOL, CHURCH,
  • 00:05:17.190 --> 00:05:20.000
  • PEER INFLUENCE, AND TELEVISION.
  • 00:05:20.020 --> 00:05:21.250
  • AND SO THE LATE 1980'S, EARLY 90'S THAT SHIFTED.
  • 00:05:21.270 --> 00:05:27.110
  • THOSE FIVE MAJOR INFLUENCES FLIPPED, AND
  • 00:05:27.130 --> 00:05:31.160
  • TODAY HOME IS THE LEAST OF FIVE MAJOR INFLUENCES
  • 00:05:31.180 --> 00:05:34.030
  • WITH MULTIMEDIA INFLUENCE BEING FIRST, PEER
  • 00:05:34.050 --> 00:05:37.060
  • INFLUENCE BEING SECOND, SCHOOL IS THIRD, CHURCH
  • 00:05:37.080 --> 00:05:40.130
  • IS FOURTH, AND SO THAT WHOLE DYNAMIC OF WHOSE
  • 00:05:40.150 --> 00:05:44.100
  • INFLUENCING OUR CHILDREN THEN IS DIRECTLY
  • 00:05:44.120 --> 00:05:48.000
  • CORRELATED TO THE SERVICES PROVIDED TO THEM.
  • 00:05:48.020 --> 00:05:52.170
  • - WE FLIP-FLOPPED IT.
  • 00:05:52.190 --> 00:05:53.290
  • THE MAJOR IDENTITY OF A CHILD NOW COMES FROM
  • 00:05:54.010 --> 00:05:55.240
  • UNFORTUNATELY SCHOOL OR SPORTS OR SOME OTHER
  • 00:05:55.260 --> 00:06:01.000
  • EXTRACURRICULAR TYPE OF ACTIVITY AND IF I'M GOOD
  • 00:06:01.020 --> 00:06:03.270
  • ENOUGH TO BE A PART OF IT, AND IF I'M AT THE
  • 00:06:03.290 --> 00:06:05.280
  • TOP OF IT.
  • 00:06:06.000 --> 00:06:07.170
  • - THE PUBLIC EDUCATION SYSTEM IS AN INSTITUTION
  • 00:06:07.190 --> 00:06:10.030
  • STEEPED IN TRADITION.
  • 00:06:10.050 --> 00:06:12.020
  • ADDITIONALLY, IT IS ALSO A BUREAUCRATIC
  • 00:06:12.040 --> 00:06:14.130
  • INSTITUTION, AND AS SUCH IS SLOW TO CHANGE, BUT
  • 00:06:14.150 --> 00:06:18.200
  • THE REST OF THE WORLD IS CHANGING MORE RAPIDLY
  • 00:06:18.220 --> 00:06:21.210
  • THAN EVER BEFORE, AND TODAY'S CHILDREN WELL,
  • 00:06:21.230 --> 00:06:25.050
  • THEY'RE PRODUCTS OF A VERY NEW WORLD.
  • 00:06:25.070 --> 00:06:27.140
  • AS A RESULT OF THIS, MANY EXPERTS BELIEVE THAT
  • 00:06:27.160 --> 00:06:31.040
  • TODAY'S PUBLIC EDUCATION SYSTEM IS USING
  • 00:06:31.060 --> 00:06:33.200
  • ANTIQUATED AND INCREASINGLY EFFECTIVE
  • 00:06:33.220 --> 00:06:36.210
  • TECHNIQUES THAT ARE OUT OF STEP WITH THE
  • 00:06:36.230 --> 00:06:39.120
  • REALITIES OF OUR MODERN STUDENTS.
  • 00:06:39.140 --> 00:06:43.070
  • - THERE ARE LOTS OF ELEMENTS OF EDUCATION
  • 00:06:43.090 --> 00:06:45.010
  • THAT WE DO BECAUSE IT'S THE WAY WE'VE ALWAYS
  • 00:06:45.030 --> 00:06:46.260
  • DONE THEM.
  • 00:06:46.280 --> 00:06:48.060
  • GRADING FOR EXAMPLE MAY NOT BE THE BEST WAY TO
  • 00:06:48.080 --> 00:06:53.050
  • ASSESS LEARNING.
  • 00:06:53.070 --> 00:06:54.220
  • WHEN I SAY GRADING, I MEAN A THROUGH F GRADES.
  • 00:06:54.240 --> 00:06:57.030
  • GIVING A KID AN A AND GIVING A KID A C DOESN'T
  • 00:06:57.050 --> 00:06:59.060
  • GIVE US A LOT OF INFORMATION ABOUT WHAT'S
  • 00:06:59.080 --> 00:07:01.150
  • ACTUALLY KNOWN OR NOT KNOWN.
  • 00:07:01.170 --> 00:07:03.110
  • SO WHEN THE PARENTS COMES IN, I SAY LOOK, YOUR
  • 00:07:03.130 --> 00:07:05.190
  • PARENT CAN ADD 2 FRACTIONS WITH A COMMON
  • 00:07:05.210 --> 00:07:07.210
  • DENOMINATOR, BUT IF THE 2 FRACTIONS HAVE DIFFERENT
  • 00:07:07.230 --> 00:07:11.110
  • DENOMINATORS THEY'RE STUCK.
  • 00:07:11.130 --> 00:07:13.110
  • SO THIS IS WHAT WE'RE GOING TO WORK ON.
  • 00:07:13.130 --> 00:07:15.130
  • THAT GIVES ME SO MUCH MORE INFORMATION THAN AN
  • 00:07:15.150 --> 00:07:17.190
  • A OR AN F OR A C.
  • 00:07:17.210 --> 00:07:19.080
  • IT'S ACTUAL KNOWLEDGE ABOUT WHAT MY KID DOES
  • 00:07:19.100 --> 00:07:22.040
  • AND DOESN'T KNOW.
  • 00:07:22.060 --> 00:07:24.040
  • - SO I THINK IT'S VERY IMPORTANT THAT THE
  • 00:07:24.060 --> 00:07:25.270
  • SCHOOLS IN THE EDUCATION SYSTEM TRY TO DESIGN
  • 00:07:25.290 --> 00:07:28.130
  • THEMSELVES IN SUCH A WAY THAT THEY ALLOW FOR
  • 00:07:28.150 --> 00:07:30.200
  • CHILDREN TO KNOW THAT LEARNING IS WHAT WE'RE
  • 00:07:30.220 --> 00:07:34.010
  • AFTER, NOT THE GRADE I'M GOING TO GET, NOT THE
  • 00:07:34.030 --> 00:07:36.120
  • CREDIT I'M GOING TO GET, BUT WHAT AM I GOING
  • 00:07:36.140 --> 00:07:38.260
  • TO LEARN?
  • 00:07:38.280 --> 00:07:40.040
  • WHAT DO I WANT TO LEARN?
  • 00:07:40.060 --> 00:07:42.090
  • AND HOW DO I PUT THINGS TOGETHER SO THAT I LEARN
  • 00:07:42.110 --> 00:07:46.260
  • AND HOLD ONTO IT, NOT JUST FOR A TEST BUT FOR
  • 00:07:46.280 --> 00:07:49.280
  • THE REAL SITUATION, THAT IS MY ADULTHOOD THAT I'M
  • 00:07:50.000 --> 00:07:53.160
  • GOING TO BE LIVING IN FOR MOST OF MY LIFE.
  • 00:07:53.180 --> 00:07:56.160
  • A NOUN IS A PERSON, PLACE, THING, OR IDEA.
  • 00:07:56.180 --> 00:07:59.100
  • - GRADING NEVER STARTED, A THROUGH F GRADES DIDN'T
  • 00:07:59.120 --> 00:08:04.020
  • START AS A WAY TO EVALUATE LEARNING.
  • 00:08:04.040 --> 00:08:06.160
  • A THROUGH F GRADING STARTED AS A SOCIO
  • 00:08:06.180 --> 00:08:09.010
  • ECONOMIC SORTING TOOL SO THAT AS A TEACHER IF I
  • 00:08:09.030 --> 00:08:12.010
  • HAVE A LOT OF KIDS IN FRONT OF ME, I WOULD PUT
  • 00:08:12.030 --> 00:08:15.250
  • MY A STUDENTS IN THE FRONT BECAUSE THEY HAVE
  • 00:08:15.270 --> 00:08:18.090
  • THE RICH FAMILIES THAT I NEED TO PLEASE AND I NEED
  • 00:08:18.110 --> 00:08:21.050
  • TO LOOK AT THOSE KIDS A LOT BECAUSE THEY'RE THE
  • 00:08:21.070 --> 00:08:24.240
  • KIDS WHO MIGHT DONATE TO THE SCHOOL OR WHO ARE
  • 00:08:24.260 --> 00:08:26.180
  • MORE IMPORTANT IN MY COMMUNITY.
  • 00:08:26.200 --> 00:08:28.200
  • AND THEN BEHIND THOSE KIDS ARE THE B'S, AND C'S
  • 00:08:28.220 --> 00:08:30.240
  • AND THE D'S AND THE F'S IN THE BACK, AND THE F'S
  • 00:08:30.260 --> 00:08:34.090
  • IN THE BACK I DON'T REALLY NEED TO PAY
  • 00:08:34.110 --> 00:08:35.130
  • ATTENTION TO THEM BECAUSE THEY'RE NOT
  • 00:08:35.150 --> 00:08:36.280
  • IMPORTANT TO ME.
  • 00:08:37.000 --> 00:08:38.260
  • THIS COMES FROM A BOOK OUT OF YALE UNIVERSITY
  • 00:08:38.280 --> 00:08:41.020
  • FROM THE EARLY 1900 'S ABOUT THE ORIGINS
  • 00:08:41.040 --> 00:08:43.140
  • OF GRADING.
  • 00:08:43.160 --> 00:08:44.280
  • - WE'RE MEASURED BY STANDARDIZED TEST SCORES
  • 00:08:45.000 --> 00:08:47.000
  • WHEN IN FACT THE THINGS THAT REALLY MATTER TO THE
  • 00:08:47.020 --> 00:08:50.070
  • CORE OF A CHILD TODAY CAN'T BE MEASURED.
  • 00:08:50.090 --> 00:08:53.120
  • YOU CAN'T MEASURE CHILD GIVING UP AND NOT FEELING
  • 00:08:53.140 --> 00:08:56.240
  • LIKE GOING TO SCHOOL, BUT THEY GO BECAUSE THERE'S A
  • 00:08:56.260 --> 00:08:59.020
  • CARING TEACHER IN THAT CLASS ROOM.
  • 00:08:59.040 --> 00:08:59.280
  • IN THAT CLASSROOM.
  • 00:09:00.020 --> 00:09:01.130
  • THAT'S NOT MEASURED ON THE STANDARDIZED TEST SCALE.
  • 00:09:01.150 --> 00:09:04.100
  • 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
  • 00:09:10.170 --> 00:09:12.280
  • WE SERVE SUCH A DIVERSE POPULATION OF STUDENTS.
  • 00:09:13.000 --> 00:09:16.210
  • WE HAVE STUDENTS WHO ARE READY TO GO TO DUKE
  • 00:09:16.230 --> 00:09:20.090
  • UNIVERSITY. I MEAN, THEY ARE SAILING.
  • 00:09:20.110 --> 00:09:23.030
  • THEN WE HAVE STUDENTS WHO ARE IN THE MIDDLE WHO ARE
  • 00:09:23.050 --> 00:09:25.060
  • STUDENTS LIKE ME, YOUR AVERAGE STUDENT, YOU
  • 00:09:25.080 --> 00:09:27.270
  • NEVER GET IN TROUBLE, YOU DO YOUR HOMEWORK.
  • 00:09:27.290 --> 00:09:30.120
  • AND THEN HAVE YOU THE STUDENTS AT THE
  • 00:09:30.140 --> 00:09:31.200
  • BOTTOM CORE WHO STRUGGLE.
  • 00:09:31.220 --> 00:09:34.060
  • WE HAVE STUDENTS WHO ARE IN SECOND, THIRD GRADE
  • 00:09:34.080 --> 00:09:36.100
  • WHO ARE READING ON A KINDERGARTEN LEVEL.
  • 00:09:36.120 --> 00:09:38.230
  • SO IF THERE IS A FEDERAL OR STATE MANDATE THAT
  • 00:09:38.250 --> 00:09:42.150
  • SAYS THAT IF YOU ARE NOT READING ON GRADE LEVEL BY
  • 00:09:42.170 --> 00:09:45.110
  • THE END OF THIRD GRADE, YOU HAVE TO BE RETAINED,
  • 00:09:45.130 --> 00:09:48.110
  • SO WHAT HAPPENS IF THAT CHILD GETS TO THE END OF
  • 00:09:48.130 --> 00:09:51.140
  • THIRD GRADE AND IS NOT READING?
  • 00:09:51.160 --> 00:09:53.150
  • WILL YOU PROVIDE MORE FEDERAL DOLLARS FOR US TO
  • 00:09:53.170 --> 00:09:58.030
  • 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
  • 00:10:19.090 --> 00:10:22.200
  • HAPPEN, WE WILL PROVIDE ADDITIONAL RESOURCES,
  • 00:10:22.220 --> 00:10:25.280
  • TRAINING, PEOPLE, MANPOWER TO OFFSET THOSE DEFICIENCIES.
  • 00:10:26.000 --> 00:10:32.010
  • - THE WAY WE'VE ALWAYS EVALUATED KIDS HAS BEEN
  • 00:10:32.030 --> 00:10:34.230
  • 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