How to be a failing teacher | Ismail Al-Jubbah | TEDxYPU
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0:23 - 0:24Hello.
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0:30 - 0:32Silence, please.
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0:35 - 0:36Where's the attendance sheet?
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0:38 - 0:41Tell your classmates
there are three grades for this lecture. -
0:42 - 0:43Students!
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0:44 - 0:46Pass the attendance sheet.
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0:49 - 0:51We're now on Chapter 4.
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0:53 - 0:54Introduction.
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0:55 - 0:58Communication between a teacher
and the students -
0:59 - 1:01inside and outside the classroom
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1:03 - 1:05is considered one
of the most important factors -
1:05 - 1:06in the educational process.\
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1:08 - 1:09A.
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1:13 - 1:15A. Inside the classroom
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1:16 - 1:20The teacher should make
appropriate eye contact with the students, -
1:20 - 1:23communicate orally
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1:23 - 1:27and try to create an interactive
atmosphere with them. -
1:28 - 1:32For example, the teacher
shouldn't read the lecture -
1:32 - 1:35from a book or slides.
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1:39 - 1:41B. Outside the classroom
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1:44 - 1:47You can read the rest
of the chapter on your own. -
1:47 - 1:48(Laughter)
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1:48 - 1:51(Applause)
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1:55 - 1:56Did you like that teacher?
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1:57 - 1:59I was a student before, and I didn't.
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1:59 - 2:02And when I became a teacher,
I decided not to be like him. -
2:04 - 2:05For my first lecture,
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2:05 - 2:08I tried very hard to prepare it well,
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2:09 - 2:11by focusing on the details
and organizing them. -
2:12 - 2:15Then I gave my first lecture
wholeheartedly. -
2:16 - 2:20And when I looked in my students' eyes,
they looked all like this. -
2:21 - 2:24Only one student seemed focused,
a guy with very messy hair. -
2:24 - 2:26I asked him: "Do you have any questions?"
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2:26 - 2:28He answered,
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2:28 - 2:30"What's the point
of everything you just said? -
2:30 - 2:31(Laughter)
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2:32 - 2:35I realized that good
preparation is not enough -
2:35 - 2:36to inspire students to study.
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2:38 - 2:42I have to motivate the students
from deep inside them. -
2:42 - 2:45I have to make them excited
and motivated to study. -
2:47 - 2:51The next lecture wasn't a normal
programming lecture. -
2:51 - 2:54Instead, I made it a lecture
about programming viruses. -
2:54 - 2:56Ta-da!
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2:56 - 3:00Students were excited to learn
how to program such a weird creature. -
3:02 - 3:05All of them paid attention to the lecture
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3:05 - 3:07and handed in their work at the end,
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3:07 - 3:08except for two students,
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3:08 - 3:13who didn't come to class
or hand in assignments. -
3:14 - 3:19I was motivated to encourage
even these two to hand in their project. -
3:19 - 3:23I called them and said
I was waiting for them in a café. -
3:24 - 3:26When they arrived,
I asked about the homework. -
3:26 - 3:29They couldn't answer since
they copied it from their classmates. -
3:29 - 3:31I explained the assignment,
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3:31 - 3:33and went over everything for three hours.
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3:33 - 3:35I offered them a drink,
but they were too ashamed. -
3:35 - 3:38They looked like they were thinking,
"Why does he care so much?" -
3:39 - 3:41But in the following semesters
and in my courses, -
3:41 - 3:43I noticed they were more
concerned about attendance -
3:43 - 3:45and handing in assignments.
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3:45 - 3:46They became good students.
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3:47 - 3:50I realized that giving
special attention to those students -
3:50 - 3:54helped them and pushed them
to care about the subject, too. -
3:55 - 3:59So I started communicating more
with the students through social media. -
4:00 - 4:03They started asking questions
about the assignments. -
4:04 - 4:09Over time, I worked to remove
the student-teacher barrier. -
4:09 - 4:13I tried to be not only their teacher,
but also their friend. -
4:13 - 4:16And because what mattered to me
was to benefit the students, -
4:16 - 4:21I created a website
to upload the lectures. -
4:21 - 4:25I also uploaded weekly homework for them.
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4:26 - 4:30That helped the students
to stop waiting for the last lecture -
4:30 - 4:32or last two weeks of the semester
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4:32 - 4:34to hand things in, or cram for finals.
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4:34 - 4:38Education needs to be progressive,
not intensive in the last two weeks, -
4:38 - 4:40so that the student doesn't forget it.
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4:40 - 4:43That's why all the students
handed in their assignments. -
4:43 - 4:46But I faced a problem -- they all
started asking me questions on Facebook. -
4:46 - 4:51And when I'd return home to get some rest,
there would be tons of questions: -
4:51 - 4:52"Teacher, how do I do this?"
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4:52 - 4:54"Teacher! I don't get this problem!"
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4:54 - 4:57"Teacher, it didn't work!"
"Teacher, I swear, it's too complicated!" -
4:58 - 5:01I had to make double the effort
to answer them all. -
5:02 - 5:04To reduce the number of questions,
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5:04 - 5:07I recorded the lecture
in a 90-minute video, -
5:07 - 5:10then uploaded it so the students
could review it themselves. -
5:12 - 5:15However, it continued:
"Teacher, how can I solve this?" -
5:15 - 5:18"Teacher, I don't know what to do."
"Teacher! Teacher!" -
5:19 - 5:23I found out the reason why
when I told a student to review a video, -
5:23 - 5:26and the student replied, "It's too long!"
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5:28 - 5:29That was true.
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5:30 - 5:32The problem lay
in the length of the video. -
5:33 - 5:35It was too long.
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5:35 - 5:38A student had to continually adjust
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5:38 - 5:41between concentration and distraction.
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5:42 - 5:46So I reviewed the online courses,
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5:46 - 5:49and noticed that the lecture
comprised many short videos, -
5:49 - 5:52with every video explaining
one idea from the lecture, -
5:52 - 5:55meaning that the lecture
contained fragmented videos. -
5:55 - 5:59So I did that, I fragmented
the lecture into separate videos. -
5:59 - 6:03At home, I divided the lecture
into ideas and organized them. -
6:03 - 6:07I shortened each of the ideas
so they didn't exceed six to nine minutes. -
6:07 - 6:10Then I recorded and uploaded them.
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6:10 - 6:15That was beneficial to me,
first, because as a teacher, -
6:15 - 6:17I could see myself
in the eyes of my students. -
6:18 - 6:22I noticed the ideas that needed
to be explained in a different way, -
6:22 - 6:24or that needed to be shortened,
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6:24 - 6:26or that I could use better examples for.
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6:26 - 6:28And that helped me to improve myself
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6:28 - 6:31and organize the lectures in a better way.
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6:32 - 6:36Conversely, the students
cared more and more, -
6:36 - 6:40because they were understanding
the lectures better, and therefore, -
6:40 - 6:42had fewer questions.
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6:42 - 6:47And they made fewer calls asking
about the assignments and quizzes. -
6:51 - 6:55To motivate the students more,
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6:55 - 6:58to show them my appreciation
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6:58 - 7:01and let them feel how much I care
about how hard they work, -
7:01 - 7:03I gave them awards -
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7:03 - 7:05whoever solves this problem
wins this award, -
7:06 - 7:08whoever solves that one wins that award -
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7:08 - 7:10even if it was a nominal one.
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7:10 - 7:13I didn't expect them to care
about the awards, -
7:13 - 7:19so I was surprised they were motivated
to compete for them. -
7:19 - 7:22To them, it was a sign of respect
from their teacher - -
7:22 - 7:25an expression of appreciation
for their efforts, -
7:25 - 7:26regardless of their grades.
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7:29 - 7:33Based on my work at the university
and at a programming company, -
7:33 - 7:39I saw that there was still a gap
between academic life -
7:39 - 7:40and practical life.
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7:41 - 7:43In an attempt to shrink this gap,
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7:43 - 7:46I talked to the dean
and to the company's manager -
7:46 - 7:49about offering some students
training in the company. -
7:49 - 7:51The surprising thing was,
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7:52 - 7:58some students were better workers
than the company's own employees, -
7:58 - 8:00and the company kept them as employees.
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8:01 - 8:02In addition to that,
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8:02 - 8:05a student did a project for the company
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8:05 - 8:08that could then be counted
toward academic credit. -
8:08 - 8:10That motivated me even more.
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8:10 - 8:13It was a very beneficial
experience for me. -
8:13 - 8:16The idea is we have to encourage this;
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8:16 - 8:19we should encourage universities
to set up special offices -
8:19 - 8:21to collaborate with companies,
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8:21 - 8:26in order to reduce the gap
between student and academic life. -
8:27 - 8:31There's another
important point to focus on: -
8:31 - 8:34it's not just about teachers
caring for students. -
8:34 - 8:36It's also about students
caring for each other. -
8:36 - 8:39I tried to grow the spirit
of cooperation between students, -
8:39 - 8:43and motivate them to work with each other.
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8:43 - 8:46So I turned the projects,
assignments and even the exams -
8:46 - 8:48into group projects.
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8:49 - 8:53That helped students to teach
and motivate one another. -
8:55 - 9:00Also, good students will help
the weaker ones to improve themselves. -
9:01 - 9:07We also have a lot of initiatives
for cooperation between the students, -
9:07 - 9:10like Wikilogia and For New Hamak,
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9:10 - 9:14where students volunteer
to teach and help each other, -
9:14 - 9:16and organize free lectures and workshops.
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9:16 - 9:18That doesn't imply a lack in universities,
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9:18 - 9:22but a maturation in our community
that leads to the students' growth, -
9:22 - 9:25in both academic and social aspects.
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9:26 - 9:27And I'm standing here today
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9:27 - 9:29because my students
think I'm a good teacher. -
9:29 - 9:30Thank you!
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9:30 - 9:36(Applause)
- Title:
- How to be a failing teacher | Ismail Al-Jubbah | TEDxYPU
- Description:
-
How can we change traditional university education and transform it into a process that serves all students, regardless of performance level? Ismail Al-Jubbah has some ideas on the matter.
Ismail Al-Jubbah is a teacher in Yarmouk Private University. He graduated from Arab International University with a bachelor's degree in informatics engineering. Ismail provides an open course in Arabic on his Youtube channel and the Udemy website about programming languages and operating systems. He specializes in system architecture, artificial intelligence, Linux management and many programming languages.
Ismail has an interest in open-source projects like Linux and Mozilla Firefox, and he actively participates in development for both of those. Ismail is also working hard on finding success factors for education.
This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
- Video Language:
- Arabic
- Team:
- closed TED
- Project:
- TEDxTalks
- Duration:
- 09:47
Camille Martínez approved English subtitles for كيف تكون أستاذاً فاشلاً | Ismail Al-Jubbah | TEDxYPU | ||
Camille Martínez edited English subtitles for كيف تكون أستاذاً فاشلاً | Ismail Al-Jubbah | TEDxYPU | ||
Camille Martínez edited English subtitles for كيف تكون أستاذاً فاشلاً | Ismail Al-Jubbah | TEDxYPU | ||
Camille Martínez edited English subtitles for كيف تكون أستاذاً فاشلاً | Ismail Al-Jubbah | TEDxYPU | ||
Camille Martínez edited English subtitles for كيف تكون أستاذاً فاشلاً | Ismail Al-Jubbah | TEDxYPU | ||
Camille Martínez edited English subtitles for كيف تكون أستاذاً فاشلاً | Ismail Al-Jubbah | TEDxYPU | ||
Abd Al-Rahman Al-Azhurry accepted English subtitles for كيف تكون أستاذاً فاشلاً | Ismail Al-Jubbah | TEDxYPU | ||
Abd Al-Rahman Al-Azhurry edited English subtitles for كيف تكون أستاذاً فاشلاً | Ismail Al-Jubbah | TEDxYPU |