You raise your children, I will teach them French | Rosalind Wiseman | TEDxTeachersCollege
-
0:08 - 0:10Rosalind Wiseman: Hi.
(Audience) Hi. -
0:11 - 0:13So, I'm Rosalind Wiseman.
-
0:13 - 0:16My job is to teach Ethical Leadership,
-
0:16 - 0:19Media Literacy and Bullying Prevention
-
0:19 - 0:20in schools.
-
0:20 - 0:22What that means
-
0:22 - 0:26is that I'm regularly working
with people who think that nothing I say -
0:26 - 0:30is going to make a difference
that will make their life better. -
0:30 - 0:32If you talk with kids
about bullying in schools, -
0:32 - 0:35they immediately start to roll their eyes.
-
0:35 - 0:37But it's not just the kids
who roll their eyes, -
0:37 - 0:40it's also the teachers.
-
0:40 - 0:42I want to share with you a letter
-
0:42 - 0:45that I received recently
from a French teacher, -
0:45 - 0:49that I think really shows
what we're up against. -
0:49 - 0:51"Dear Rosalind,
-
0:51 - 0:54while I do not advocate ignoring bullying,
-
0:54 - 0:57I can tell you
that while I'm sure it goes on, -
0:57 - 0:59I am not aware of it.
-
0:59 - 1:01I am busy teaching.
-
1:01 - 1:04I don't mean to sound unkind,
-
1:04 - 1:08but wading into the abyss
of teenage social cruelty -
1:08 - 1:11is just not on my agenda.
-
1:11 - 1:13I am a foreign language teacher,
-
1:13 - 1:17not a psychologist or a counselor.
-
1:17 - 1:20So, please stop asking me to assume roles
-
1:20 - 1:24for which I am unprepared,
and frankly, I am uninterested. -
1:24 - 1:28Stop wanting teachers to do
every job that comes down the pike, -
1:28 - 1:31and be all surprised
when instruction suffers. -
1:31 - 1:35You raise your children,
I will teach them French." -
1:37 - 1:40Now, when I finished reading this letter,
-
1:40 - 1:44I thought this person seriously
needs to stop teaching. -
1:44 - 1:46They are completely burnt out,
-
1:46 - 1:48seventh graders have taken their toll,
-
1:48 - 1:50it is time to go.
-
1:51 - 1:53But then, I had an experience
a couple of days later, -
1:53 - 1:56that I really want to share with you,
-
1:56 - 1:58that was extraordinarily profound for me.
-
1:58 - 2:02I regularly teach
professional development to teachers. -
2:02 - 2:04Large regions get together,
-
2:04 - 2:09I stand in front of hundreds,
a thousand teachers, -
2:09 - 2:11and I teach.
-
2:12 - 2:14So, like any day,
-
2:14 - 2:17I walked into the training beforehand,
-
2:17 - 2:21and I want to describe to you
what the auditorium was like. -
2:22 - 2:26The 70s made some very ugly schools.
-
2:27 - 2:30Everything was bunker-style, no windows,
-
2:30 - 2:34and this school had not been renovated,
since the 1970s. -
2:34 - 2:35So, there I was.
-
2:35 - 2:40It was bunkered, no windows,
the AV didn't work. -
2:40 - 2:44The carpet was frayed, it was dark,
it sort of smelled, sort of stale. -
2:44 - 2:47If you all can remember
and have a flashback maybe? To school? -
2:49 - 2:51It was not great.
-
2:51 - 2:54And then I watched the teachers walk in.
-
2:55 - 2:57Now, some of them came
and sat in the middle, -
2:57 - 2:58but not in the front row.
-
2:58 - 3:02No teacher, just like students,
are going to sit in the front row. -
3:02 - 3:04Some of them sat in the back,
-
3:04 - 3:05some scattered,
-
3:05 - 3:09but there was a part of the auditorium
where the lights weren't working. -
3:09 - 3:12And there was a group of teachers
and school resource officers -
3:12 - 3:15that sat in the back right corner
-
3:15 - 3:18where I couldn't see them.
-
3:18 - 3:21Now if you were a teacher,
you know that is a problem. -
3:22 - 3:25I could see that they
had already taken out their phones, -
3:25 - 3:28and everybody in the room
had taken out their work. -
3:28 - 3:32To do their homework, during
my professional development training. -
3:32 - 3:34Now, this is a problem.
-
3:34 - 3:37Because they expect us
to be at best so mediocre -
3:37 - 3:39that it is a complete waste of their time.
-
3:39 - 3:41I wanted to share with them this letter,
-
3:41 - 3:44because I thought
this was a great example of: -
3:44 - 3:47"Wow! Isn't this person burnt out,
we need to do better!" -
3:47 - 3:49Ok, so, I said the letter.
-
3:50 - 3:53I was completely wrong.
-
3:53 - 3:57I have worked in education for 15 years,
I was completely wrong. -
3:57 - 3:58I read the letter.
-
3:58 - 4:00There was silence.
-
4:01 - 4:03Then there was anxious laughter.
-
4:04 - 4:06And then there was laughing,
-
4:06 - 4:09and clapping from the back corner.
-
4:09 - 4:12And everybody in this room
-
4:12 - 4:16felt like this teacher was saying
something that they felt, -
4:16 - 4:19but had never thought
they could say out loud. -
4:19 - 4:22Now, one of the things
that I do when I teach, -
4:22 - 4:24is I talk about
the definition of listening. -
4:24 - 4:29Listening is to be prepared
to be changed by what you hear. -
4:29 - 4:32So, there I was, in this room,
-
4:32 - 4:36mortified that these teachers
were laughing and clapping, -
4:36 - 4:39and then I had to listen.
-
4:39 - 4:41What was happening
-
4:41 - 4:45that these teachers would feel
like this was speaking to them? -
4:46 - 4:48What was happening?
-
4:48 - 4:51Because I know that those teachers
did not start teaching -
4:51 - 4:54feeling totally disconnected from kids.
-
4:54 - 4:55And having this attitude of:
-
4:55 - 5:00"I don't want to wade into the abyss
of teenage social drama." -
5:01 - 5:02What was happening?
-
5:02 - 5:05We have to listen to this.
-
5:05 - 5:08Because these teachers are disengaged
-
5:08 - 5:10and they're feeling
like they can't do anything. -
5:10 - 5:12And I want to explain why,
-
5:12 - 5:16then I want to explain
how I think we can get out of it. -
5:16 - 5:20In the last decade we have spent
a tremendous amount of time -
5:20 - 5:22talking about the failure of education.
-
5:22 - 5:26Teachers hear
about failing schools all the time. -
5:27 - 5:30We also have talked about bullying.
-
5:30 - 5:33In the last several years
-
5:33 - 5:3648 states have passed bullying laws.
-
5:36 - 5:41Only one of them has connected
appropriations with the funds -
5:41 - 5:45to train teachers
to implement those bullying laws. -
5:45 - 5:47Only one.
-
5:47 - 5:49I don't want to disrespect
any of the people -
5:49 - 5:51who have put together some of these laws,
-
5:51 - 5:54but it is not hard for a politician
-
5:54 - 5:57to put a button on his suit
that says, "No Bullying," -
5:57 - 6:01when he is not the person
who actually has to enforce it. -
6:01 - 6:03It's not fair.
-
6:03 - 6:04And then, not to be able
-
6:04 - 6:08to give the resources
to the teachers to help them, -
6:08 - 6:10is basically like a parent
who sets down the rules, -
6:10 - 6:13and then expects
somebody else to do the work. -
6:13 - 6:16It's not fair.
They're receiving no training. -
6:16 - 6:18Maybe this teacher,
this French teacher, -
6:18 - 6:22is not the best teacher in the world,
maybe she never was. -
6:22 - 6:24But she still needs training.
-
6:26 - 6:28Now, let me say to you,
this was hard for me -
6:28 - 6:32because I have worked
for 18 years, 18 years, -
6:32 - 6:34since I was 22,
-
6:34 - 6:37on the two concepts that are dear to me.
-
6:37 - 6:39One is about dignity.
-
6:39 - 6:42The dignity is not negotiable.
-
6:42 - 6:45The dignity means
that every person is worthwhile, -
6:45 - 6:47and that when you walk into a school
-
6:47 - 6:52your voice is heard, and you matter,
and you are visible. -
6:52 - 6:56The second is that conflict is inevitable,
-
6:56 - 6:59and that probably,
abuse of power is likely. -
6:59 - 7:00And that children and all of us
-
7:00 - 7:03need to have social competence
to deal with that, -
7:03 - 7:08but that we must do it with dignity
and tact, of ourselves and others. -
7:08 - 7:10And here I am,
with a group of teachers -
7:10 - 7:14who I know are so burnt out
that they seem like they don't care. -
7:15 - 7:20Let me give you a moment to realize
what a typical teacher's day is like. -
7:21 - 7:23Seven periods a day,
-
7:23 - 7:2548 minutes each,
-
7:25 - 7:29maybe a five minute break
between those seven periods. -
7:29 - 7:32In that class there are 30 students,
-
7:32 - 7:34at least 80% of those have smart phones,
-
7:34 - 7:3720% of the kids who don't have
cell phones and smartphones -
7:37 - 7:41are looking over their shoulder
and contributing to what's going on. -
7:41 - 7:44If you were a parent,
you'd know that it's very difficult -
7:44 - 7:47to get your kid off of games
and cell phones; you know it. -
7:47 - 7:51This teacher has 30 kids, you have one.
-
7:51 - 7:54The teacher hasn't been trained.
-
7:54 - 7:58Then she decides, during her break,
that she wants to get a cup of coffee. -
7:58 - 8:00She has five minutes.
-
8:00 - 8:01She walks down the hallway
-
8:01 - 8:05and she sees something
that teachers see every single day -
8:05 - 8:08that contributes profoundly
to the climate and culture of a school. -
8:08 - 8:13If the climate and culture of a school
are the unwritten rules -
8:13 - 8:16that we know matter,
for better or for worse. -
8:17 - 8:21She walks down the hallway
and she sees something uncomfortable. -
8:21 - 8:22Her stomach tenses.
-
8:22 - 8:24She sees a group of kids
-
8:24 - 8:27that she thinks might be playing,
might be bullying, she doesn't know. -
8:27 - 8:30All of these kids, all of these boys,
-
8:30 - 8:33are six inches taller than she is
and she doesn't know them. -
8:33 - 8:35They're not her students.
-
8:35 - 8:38She walks by, her stomach's clenching
and she hears one of them say: -
8:38 - 8:40"Don't be a faggot,"
"Don't be retarded," -
8:40 - 8:44or " Dude, I'm going to call the INS,
I'm going to deport you." -
8:44 - 8:46They laugh.
-
8:46 - 8:47She doesn't like it.
-
8:47 - 8:50She knows they have
this bullying policy in place. -
8:50 - 8:52What's she going to do?
-
8:52 - 8:56What she does is she goes and talks
to the target and she says, -
8:56 - 8:58"Are they bothering you?"
-
9:00 - 9:03There's only one answer
that that child can say in that moment, -
9:03 - 9:06and it completely reinforces
the bully's power, -
9:06 - 9:08"I'm fine, don't worry about it."
-
9:09 - 9:10In that moment,
-
9:10 - 9:13she has completely contributed
to the problem. -
9:13 - 9:17She hasn't been trained,
she doesn't know what to do. -
9:17 - 9:21And by the way, she has 30 kids
back in her classroom, -
9:21 - 9:24and if she doesn't get there,
something else could happen. -
9:24 - 9:27This is what we give teachers.
-
9:27 - 9:29This is what I would suggest that we do.
-
9:29 - 9:32When she's walking down
the hallway, and she sees this, -
9:32 - 9:35she knows that she can't talk
to the target. -
9:35 - 9:38There is no point in asking
what is going on. -
9:38 - 9:41She gets the kids on task,
-
9:41 - 9:44gets them to the class, tells them to go.
-
9:44 - 9:46She assesses them as they walk away.
-
9:46 - 9:51Because teachers can figure out anything
when you discipline and send kids off, -
9:51 - 9:53by who talks badly about you walking away.
-
9:53 - 9:56The kid who talks badly
about you has the social power. -
9:56 - 9:58The kids who are agreeing with that person
-
9:58 - 10:01are the bystanders
who are agreeing with the bully. -
10:01 - 10:04And the kids who don't say anything
are either the victim -
10:04 - 10:08or the silent bystanders
who want to do something but can't. -
10:08 - 10:12The other part is that she waits to see
if she can find that one kid, -
10:12 - 10:14that target.
-
10:14 - 10:16She says:
"Can I talk to you for a second?" -
10:16 - 10:19She maybe even fibs, and says,
-
10:19 - 10:22"Come here and help me with something."
-
10:22 - 10:23Then she says:
-
10:23 - 10:25"I saw that thing in the hallway,
-
10:25 - 10:28I'm not sure if that was OK or not,
-
10:28 - 10:30but you can always talk to me."
-
10:30 - 10:34There might not be
the hallmark moment right then. -
10:34 - 10:37But he knows that [she sees him].
-
10:37 - 10:40In the classroom, what does she do?
-
10:40 - 10:44She says to any kind of, "You're so gay,"
"You're so retarded" [that] comes up, -
10:44 - 10:48she says: "If you use those words
to put somebody down, is not acceptable." -
10:48 - 10:50She moves on.
-
10:50 - 10:52If a kid comes to her with a problem,
-
10:52 - 10:56she doesn't say
what adults almost always say, -
10:56 - 10:58which is, "Just ignore it,"
-
10:58 - 11:01"You're going to be stronger
for getting through the process," -
11:01 - 11:05"They didn't really mean it that way,"
"Be the better person." -
11:05 - 11:08What she says is:
"I'm really sorry this happened to you, -
11:08 - 11:10thank you for telling me.
-
11:10 - 11:12We're going to figure this out.
-
11:12 - 11:16If you tell me something that is too much
for me to handle on my own, -
11:16 - 11:18that I don't know,
-
11:18 - 11:22we're going to think of who
is the counselor who can help you, -
11:22 - 11:23because I'm the bridge,
-
11:23 - 11:28I'm not the counselor, but I'm the bridge
to getting you the help that you need." -
11:29 - 11:32Now, it can't all be
on the teacher's shoulders. -
11:32 - 11:35So, there are two things
that I want to really emphasize -
11:35 - 11:38for people who are in positions
of leadership in schools. -
11:38 - 11:43Number one, when things are
really bad in that teachers' room, -
11:43 - 11:45and that we have
a target who feels unsafe, -
11:45 - 11:48one of the things
we've consistently done in schools, -
11:48 - 11:51just like in that hallway
to reinforce the bully's power, -
11:51 - 11:56is [that] we move and control
the motions and movements of the victim. -
11:56 - 11:59So, if you are the victim,
and you feel unsafe, -
11:59 - 12:02five minutes before class begins
there's a knock on the door, -
12:02 - 12:05and your school resource officer,
or the counselor, -
12:05 - 12:09comes and gets you out of class
and takes you to your next class. -
12:09 - 12:11Because we're focused,
with good intention, -
12:11 - 12:13on trying to protect the target.
-
12:13 - 12:18But when we do this,
we reinforce the power of the bully. -
12:18 - 12:23If anybody is going to be controlled
it is the movement of the bully. -
12:24 - 12:27So, an adult who will treat
the bully with dignity, -
12:27 - 12:31knocks on the door
five minutes before class is to end, -
12:31 - 12:36and says: "Come with me,
we're going to your next class." -
12:36 - 12:39So, not only is the victim safe
-
12:39 - 12:42but that all of the other kids realize
-
12:42 - 12:47that the adults are competent at handling
this complex, difficult problem. -
12:47 - 12:50The second thing
that I think administrators need to do -
12:50 - 12:53is that when you walk into a school,
-
12:53 - 12:57--and I'd ask you to do this
the next time you're in a high school-- -
12:57 - 13:01is see who is represented in the hallway.
-
13:01 - 13:03Because in most schools, what you'll see,
-
13:03 - 13:07are these vicious, horrible mascots,
like the panthers, and the jaguars, -
13:07 - 13:11and they're reaching out
to destroy you, right? -
13:12 - 13:13OK.
-
13:14 - 13:18Also, there are pictures
of championship sports teams, -
13:19 - 13:22trophies line the walls.
-
13:22 - 13:24I was at a high school
like this two days ago. -
13:24 - 13:28If there's anything else, there's
the marching band trophies in the corner, -
13:28 - 13:32but that's helping out
the athletic guys, right? -
13:32 - 13:36There's nothing wrong at all
with celebrating athletic achievement -
13:36 - 13:41but all children need to be represented
in the public space of the school. -
13:41 - 13:44If a child walks in,
-
13:45 - 13:46I mean into the school,
-
13:46 - 13:51underneath those pictures of kids,
who are bullying them, -
13:51 - 13:53the school is saying,
-
13:53 - 13:57in the unwritten rules of the school,
of the culture and climate, -
13:57 - 13:58who matters.
-
13:58 - 14:00If you're bullied by kids like these,
-
14:00 - 14:03if they go after you for who you are,
-
14:03 - 14:06your race, you ethnicity,
your sexual orientation, your gender, -
14:06 - 14:10if you go up against
one of these kids, you will lose. -
14:11 - 14:14That is what we say when we celebrate
-
14:14 - 14:18only certain children
on the walls of the school. -
14:19 - 14:23I work at a school called
Potomac Falls High School, in Virginia. -
14:23 - 14:25One of the reasons
why I knew I liked this school -
14:25 - 14:27is because when I walked in
-
14:27 - 14:31there was a huge picture
of the championship basketball team, -
14:31 - 14:34next to a huge,
equally prominent-placed picture -
14:35 - 14:40of the theater kids, of the debate kids,
of all different kinds of kids. -
14:40 - 14:43I knew this was a good school.
-
14:43 - 14:45And this Is a school
that deals with different problems, -
14:45 - 14:49just like every other school
in the country does. -
14:50 - 14:52So, when we do this,
-
14:52 - 14:53when we educate,
-
14:53 - 14:55no matter what we're doing,
-
14:55 - 14:5821st century learning,
technology, teaching engineering, -
14:58 - 15:01School has always been about understanding
-
15:01 - 15:04our rights and responsibilities
with the social contract of each other. -
15:04 - 15:07It has always been about understanding
-
15:07 - 15:10how to create civil discourse
and democratic principles, -
15:10 - 15:12that our children
literally embody and learn, -
15:12 - 15:15and then they can take
that into the world. -
15:15 - 15:18That is what it has always been about.
-
15:19 - 15:23So, what I'm asking all of us
to do is to step in. -
15:23 - 15:27I'm asking us that there are
things at stake here that are so large, -
15:27 - 15:31from a child who feels safe
walking into a school, -
15:31 - 15:34to feeling there are adults in their life
-
15:34 - 15:39who care and are competent
to help them and advocate for them. -
15:39 - 15:42When children know
that we are there for them, -
15:45 - 15:49--and we don't need to know about
the social abyss of teenage cruelty-- -
15:49 - 15:53that we care enough to understand
the power of those dynamics, -
15:53 - 15:56and that we will step in
when it is necessary, -
15:58 - 16:00our children will meet us
more than half way. -
16:00 - 16:02They will engage, they will care,
-
16:02 - 16:05they will think that we know
what we are doing, -
16:05 - 16:06they'll trust us
-
16:06 - 16:12to take leaps and risks of faith,
to do new things, try new things, -
16:12 - 16:15and to reach out when they need help.
-
16:15 - 16:19Often, one of the things we say
to kids is, "You're our future." -
16:20 - 16:23But what I want to ask
all of us is to recognize -
16:23 - 16:26that we are their here and now.
-
16:27 - 16:31And when that happens,
when we really think about that, -
16:31 - 16:33as teachers and parents
and administrators in kids, -
16:33 - 16:37people who care
deeply about our communities, -
16:38 - 16:42our schools can be the place
that, for all of us, deserve to be.
- Title:
- You raise your children, I will teach them French | Rosalind Wiseman | TEDxTeachersCollege
- Description:
-
This talk was given at a local TEDx event, produced independently of the TED conferences.
In this talk, Rosalind Wiseman addresses the complex problem of bullying in schools and how administrators and parents need to support kids to make schools the safe places they should be. - Video Language:
- English
- Team:
- closed TED
- Project:
- TEDxTalks
- Duration:
- 16:48