TED Talks Education
Pearl Arredondo: My story, from gangland daughter to star teacher
پرل آئدوندو: داستان من، از دختر سرزمين تبهكاران تا یک معلم برجسته
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Readability: 3
1,159,622 views
پرل آرئدوندو در شرق لوس‌‌آنجلس بزرگ شد، فرزند یک عضو باند تبهكارى قوی كه بين خانه و زندان در حال آمد و رفت بود. بيشتر معلمها نوشتند كه او با اولیای امور مشكل دارد. اما حالا كه خودش معلم شده است، مدرسه‌‌ى متفاوتى را ايجاد كرده است و براى دانش‌‌آموزان داستانش را تعريف مى‌‌كند تا آنها بدانند اگر گاهى تكاليفشان نخستين دغدغه ذهنيشان نيست این موضوع هیچ اشکالی ندارد.
Pearl Arredondo - Teacher
Pearl Arredondo helped establish a pilot middle school that teaches students to be good communicators in the 21st century. Full bio
Pearl Arredondo helped establish a pilot middle school that teaches students to be good communicators in the 21st century. Full bio
Double-click the English transcript below to play the video.
00:13
So I grew up in East Los Angeles,
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خوب من در شرق لوس آنجلس بزرگ شدم،
00:16
not even realizing I was poor.
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بى آنكه حتى فقير بودنم را تشخيص دهم.
00:18
My dad was a high-ranking gang member who ran the streets.
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پدرم عضو بلندبالاى باند تبهكارى بود كه خيابانها را اداره مى كرد.
00:22
Everyone knew who I was,
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همه مى‌‌دانستند من كى بودم،
00:23
so I thought I was a pretty big deal, and I was protected,
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براى همين فكر مى‌‌كردم براى خوم كسى هستم، و ازم محافظت مىشد،
00:27
and even though my dad spent most of my life
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و اگرچه پدرم بيشتر عمرم را در رفت و آمد به زندان گذراند،
00:29
in and out of jail,
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و اگرچه پدرم بيشتر عمرم را در رفت و آمد به زندان گذراند،
00:31
I had an amazing mom who was just fiercely independent.
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مادری فوق‌‌العاده‌‌اى داشتم كه بطرز وحشيانه‌‌اى مستقل بود.
00:35
She worked at the local high school
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در دبيرستان محلى كار مى‌‌كرد
00:37
as a secretary in the dean's office,
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بعنوان منشى در دفتر مدير،
00:39
so she got to see all the kids that got thrown out of class,
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به همين دليل مجبور بود بچه‌‌هايى را ببيند كه از كلاس بيرون انداخته شده بودند،
00:42
for whatever reason, who were waiting to be disciplined.
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به هر دليلى، منتظر بودند تا ادب شوند.
00:45
Man, her office was packed.
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عجيب دفترش غلغله مىشد.
00:48
So, see, kids like us, we have a lot of things to deal with
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بيرون از مدرسه، خب، مى‌‌دانيد بچه‌‌هايى مثل من، كلى كار براى انجام دادن
00:52
outside of school,
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در خارج مدرسه دارند،
00:54
and sometimes we're just not ready to focus.
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و گاهى وقتها ما هنوز براى تمركز كردن آماده نيستيم.
00:57
But that doesn't mean that we can't.
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اما اين به آن معنا نيست كه ما نمى‌‌توانيم.
00:59
It just takes a little bit more.
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فقط كمى بيشتر زمان مى‌‌برد.
01:01
Like, I remember one day I found my dad
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مثلاً، روزى را بخاطر مياورم كه پدرم را درحاليكه
01:04
convulsing, foaming at the mouth,
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تشنج كرده بود، با دهانى كف كرده
01:07
OD-ing on the bathroom floor.
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روى كف حمام پیدا کردم (بخاطر مصرف بیش از حد مواد مخدر ولو شده بود).
01:09
Really, do you think that doing my homework that night
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واقعاً، آيا فكر مى كنيد انجام دادن تكاليفم در آن شب
01:11
was at the top of my priority list?
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بايد در راس فهرست الويتهاى من قرار مى‌‌گرفت؟
01:14
Not so much.
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نه خيلى زياد.
01:15
But I really needed a support network,
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اما واقعاً به يك افرادی برای حمایت از من نياز داشتم،
01:18
a group of people who were going to help me
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گروهى از آدمها كه مى‌‌خواستند كمكم كنند
01:21
make sure that I wasn't going to be
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مطمئن شوند كه من نمى‌‌خواستم
01:23
a victim of my own circumstance,
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قربانى شرايط محيطى خودم باشم،
01:26
that they were going to push me
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اينطورى كه من را به انجام دادن فراتر از آنچه
01:27
beyond what I even thought I could do.
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حتى فكرش را مى‌‌كردم بلدم انجام دهم سوق مى‌‌دادند.
01:30
I needed teachers, in the classroom, every day,
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معلمهايى لازم داشتم،كه در كلاس درس، هر روز،
01:33
who were going to say, "You can move beyond that."
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به من بگويند،" مى‌‌توانى بيشتر از اين پيش برى. "
01:37
And unfortunately, the local junior high
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و متاسفانه، مدرسه راهنمايى محلى
01:40
was not going to offer that.
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نمى‌خواست آن را ارائه دهد.
01:42
It was gang-infested, huge teacher turnover rate.
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من آلوده به خلاف بودم، با بيشترين ميزان تغيير معلم.
01:46
So my mom said, "You're going on a bus
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بنابراين مامانم گفت، " سوار اتوبوس مى‌‌شوى
01:49
an hour and a half away from where we live every day."
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به جايى كه يك ساعت و نيم با محل زندگى ما فاصله دارد مى‌‌روى. "
01:55
So for the next two years, that's what I did.
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در نتيجه براى دو سال، آن كارى بود كه كردم.
01:57
I took a school bus to the fancy side of town.
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با سرويس مدرسه به قسمت زيباى شهر مى‌‌رفتم.
02:02
And eventually, I ended up at a school
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و به تدريج، آخرش به مدرسه‌‌اى رسيدم
02:04
where there was a mixture.
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كه ملغمه‌‌اى بود از همه چيز
02:06
There were some people who were really gang-affiliated,
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كسانى بودند كه واقعاً وابسته به باندهاى تبهكارى بودند،
02:09
and then there were those of us
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و كسانى هم مثل ما بودند
02:10
really trying to make it to high school.
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كه واقعاً مى‌‌خواستند به دبيرستان بروند.
02:12
Well, trying to stay out of trouble was a little unavoidable.
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خب، تلاش براى بيرون ماندن از مشكل واقعاً اجتناب‌‌ناپذير بود.
02:16
You had to survive.
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بايد نجات پيدا مى‌كرديد.
02:17
You just had to do things sometimes.
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مجبور بوديد گاهى وقتها كارهايى را انجام دهيد.
02:20
So there were a lot of teachers who were like,
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بنابراين معلمان بسيارى بودند كه اينطورى فكر مى‌‌كردند،
02:22
"She's never going to make it.
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" هرگز موفق نمى‌‌شود. "
02:24
She has an issue with authority.
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با قدرت مساله دارد.
02:25
She's not going to go anywhere."
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قرار نيست جايى برود. "
02:27
Some teachers completely wrote me off as a lost cause.
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بعضى معلمها كلاً درباره‌‌ام بعنوان هدفى گمشده مى‌‌نوشتند.
02:31
But then, they were very surprised
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اما بعداً خيلى تعجب كردند
02:34
when I graduated from high school.
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وقتى از دبيرستان فارغ‌‌التحصيل شدم.
02:38
I was accepted to Pepperdine University,
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در دانشگاه پپردين قبول شدم،
02:40
and I came back to the same school that I attended
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و به همان مدرسه‌‌اى كه مى‌‌رفتم برگشتم
02:43
to be a special ed assistant.
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تا دستيار آموزشى ويژه باشم.
02:45
And then I told them, "I want to be a teacher."
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و بعد به آنها گفتم، " مى‌‌خواهم معلم شوم. "
02:50
And boy, they were like, "What? Why?
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واى پسر، قيافشون اين شكلى بود، "چى؟ چرا؟"
02:53
Why would you want to do that?"
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چرا بايد بخواهى اين كار را بكنى؟"
02:55
So I began my teaching career
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بنابراين من حرفه‌‌ى معلمى‌‌ام را آغاز كردم
02:57
at the exact same middle school that I attended,
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دقيقاً در همان مدرسه راهنمايى كه مى‌‌رفتم،
03:01
and I really wanted to try to save more kids
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و واقعاً مى‌‌خواستم بچه‌‌هاى بيشترى را نجات دهم
03:04
who were just like me.
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كسانى كه واقعاً مثل من بودند.
03:06
And so every year, I share my background with my kids,
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و بنابراين هر سال، سابقه‌‌ام را با شاگردانم قسمت كردم،
03:09
because they need to know that everyone has a story,
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چون آنها لازم بودند بدانند كه هر كسى داستانى دارد،
03:12
everyone has a struggle,
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هر كسى جنگ خودش را دارد
03:15
and everyone needs help along the way.
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و همه در طول اين راه نياز به كمك دارند.
03:18
And I am going to be their help along the way.
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و من مى‌‌خواهم كمك آنها در طول اين راه باشم.
03:23
So as a rookie teacher, I created opportunity.
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بهمين دليل بعنوان يك معلم تازه‌‌كار، موقعيتى را ايجاد كردم.
03:29
I had a kid one day come into my class
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يك روز شاگردى در كلاسم داشتم
03:31
having been stabbed the night before.
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كه شب قبلش چاقو خورده بود.
03:34
I was like, "You need to go to a hospital,
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اينطور به او گفتم،" تو بايد بيمارستان،جايى برى،
03:37
the school nurse, something."
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يا پيش پرستار مدرسه. "
03:40
He's like, "No, Miss, I'm not going.
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جوابش اين بود،" نه، خانم، نمى‌‌روم.
03:42
I need to be in class because I need to graduate."
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من لازم است توى كلاس باشم چون لازم است كه فارغ‌‌التحصيل شوم. "
03:45
So he knew that I was not going to let him be a victim
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بنابراين او مى‌‌دانست كه من به او اجازه نخواهم داد تا بخاطر
03:49
of his circumstance,
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شرايط محيطى‌‌اش قربانى باشد،
03:50
but we were going to push forward and keep moving on.
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اما ما مى‌‌خواستيم رو به جلو رفته و به حركتمان ادامه دهيم.
03:54
And this idea of creating a safe haven for our kids
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و اين ايده خلق بهشتى ايمن براى بچه‌‌هايمان
03:58
and getting to know exactly what they're going through,
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و دانستن اين كه آنها دقيقاً به كجا مى‌‌رفتند،
04:02
getting to know their families -- I wanted that,
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و شناختن خانوادههايشان -- چيزى بود كه من مى‌‌خواستم،
04:06
but I couldn't do it in a school with 1,600 kids,
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اما نمى‌‌توانستم در مدرسه‌‌اى با ١٫٦٠٠ بچه اين كار را انجام دهم،
04:11
and teachers turning over year after year after year.
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و معلمها هى هر سال منتقل مى‌‌شدند.
04:15
How do you get to build those relationships?
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چطور مى‌‌خواهيد آن روابط را بسازيد؟
04:19
So we created a new school.
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پس مدرسه جديدى را ايجاد كرديم.
04:22
And we created
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و ما موسسه سن فرناندو
04:24
the San Fernando Institute for Applied Media.
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را در رشته رساناهاى كاربرى ايجاد كرديم.
04:27
And we made sure that we were still attached
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و مطمئن شديم كه هنوز براى تامين سرمايه و
04:31
to our school district for funding, for support.
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پشتيبانى به منطقه مدرسه‌‌مان متصل بوديم.
04:35
But with that, we were going to gain freedom:
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اما با اين كار، مى‌‌خواستيم آزادى به دست آوريم:
04:38
freedom to hire the teachers
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آزادى استخدام كردن معلمانى
04:40
that we knew were going to be effective;
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كه مى‌‌دانستيم قرار است ،موثر باشند؛
04:43
freedom to control the curriculum
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آزادى در تنظيم برنامه آموزشى
04:46
so that we're not doing lesson 1.2 on page five, no;
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تا مجبور به انجام دادن ١/٢ درس از صفحه پنج نباشيم، بهيچ وجه؛
04:52
and freedom to control a budget,
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و آزادى در تنظيم بودجه،
04:55
to spend money where it matters,
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تا پول را جايى كه اهميت داشت صرف كنيم،
04:57
not how a district or a state says you have to do it.
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نه اينكه منطقه يا ايالت به شما بگويد كه با آن بايد چكار كنيد.
05:01
We wanted those freedoms.
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ما اين آزاديها را مى‌‌خواستيم.
05:04
But now, shifting an entire paradigm,
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اما حالا، اين به معناى تغيير كامل در نمونه بود.
05:06
it hasn't been an easy journey, nor is it even complete.
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اين سفرى آسان نبوده است، نه اينكه حتى كامل هم باشد.
05:10
But we had to do it.
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اما بايد آن كار را انجام مى‌‌كرديم.
05:13
Our community deserved a new way of doing things.
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جامعه ما سزاوار روش نوينى در انجام دادن كارها بود.
05:17
And as the very first pilot middle school
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و بعنوان نخستين مدرسه پيشرو
05:20
in all of Los Angeles Unified School District,
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در كليه منطقه مدارس يك شكل لوس‌‌آنجلس
05:24
you better believe there was some opposition.
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بهتر است باور كنيد كه مقدارى مخالفت وجود داشت.
05:27
And it was out of fear --
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و از ترس عارى بود--
05:29
fear of, well, what if they get it wrong?
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ترس از اينكه خوب چطور مى‌‌شود اگر آن را غلط بفهميم؟
05:32
Yeah, what if we get it wrong?
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آره، اما چطور مى‌‌شود اگر آن را غلط بفهميم؟
05:34
But what if we get it right?
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اما چطور مى‌‌شود اگر آن را درست بفهميم؟
05:36
And we did.
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و آن كار را كرديم.
05:38
So even though teachers were against it
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با اينكه معلمها عليه آن بودند
05:41
because we employ one-year contracts --
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چون ما با قراردادهاى يك ساله استخدام مى‌‌كنيم--
05:44
you can't teach, or you don't want to teach,
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نمى‌‌توانيد درس دهيد، يا نمى‌‌خواهيد درس دهيد،
05:48
you don't get to be at my school with my kids.
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پس نبايد تو مدرسه من با بچه‌‌هاى من باشيد.
05:51
(Applause)
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(تشويق حضار)
05:58
So in our third year, how did we do it?
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بنابراين در سال سوم كارمان، چطور آن را انجام داديم؟
06:01
Well, we're making school worth coming to every day.
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خب، ما كارى مى‌‌كنيم مدرسه ارزش هر روز آمدن را داشته باشد.
06:05
We make our kids feel like they matter to us.
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ما باعث مى‌‌شويم كه بچه‌‌هاى ما احساس كنند كه براى ما اهميت دارند.
06:07
We make our curriculum rigorous and relevant to them,
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ما برنامه آموزشى را برايشان مناسب و سخت مى‌‌كنيم،
06:11
and they use all the technology that they're used to.
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و از هر نوع فناورى كه آنها به آن عادت داشتند، استفاده مى‌‌كنند.
06:14
Laptops, computers, tablets -- you name it, they have it.
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لپ تاپ، كامپيوترو تبلت-- هر چه كه اسم ببريد، آنها دارند.
06:17
Animation, software, moviemaking software, they have it all.
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انيميشن، نرم افزار، نرم افزار فيلمسازى، آنها همه‌‌اش را دارند.
06:21
And because we connect it to what they're doing —
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و چون ما آن را با هر آنچه كه انجام مى‌‌دهند ربط مى‌‌دهيم--
06:25
For example, they made public service announcements
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براى مثال، آنها آگهى هاى خدماتى عمومى
06:28
for the Cancer Society.
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را براى جامعه سرطانى انجام دادند.
06:29
These were played in the local trolley system.
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اينها در سيستم قطار محلى پخش شدند.
06:32
Teaching elements of persuasion,
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عناصر ترغيب كننده تدريس،
06:34
it doesn't get any more real than that.
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از اين واقعى‌‌تر نمى‌‌تواند باشد.
06:37
Our state test scores have gone up
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امتيازات امتحانات ايالت ما ٨٠ نمره بالا رفته است
06:39
more than 80 points since we've become our own school.
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از موقعيكه ما مدرسه خودمان را دایر کردیم
06:42
But it's taken all stakeholders, working together --
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اما اين مستلزم كار كردن همه سرمايه گذارها با
06:45
teachers and principals on one-year contracts,
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معلمان و مديران در قراردادهايى يك ساله بوده است
06:49
working over and above and beyond their contract hours
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كه بيشتر و فراتر از ساعتهاى قراردادشان كار مى‌‌كنند
06:52
without compensation.
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بدون اينكه جبران شود.
06:55
And it takes a school board member
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و آن مستلزم داشتن عضوى در هيات مديره مدرسه است
06:58
who is going to lobby for you and say,
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كه مى‌‌خواهد براى شما مذاكره كند و بگويد،
07:00
"Know, the district is trying to impose this,
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"مى‌‌دانيد، منطقه سعى مى‌‌كند اين را تحميل كند،
07:02
but you have the freedom to do otherwise."
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اما شما اين آزادى را داريد كه جور ديگر عمل كنيد. "
07:05
And it takes an active parent center
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و اين مستلزم داشتن يك مركز والدين فعال است
07:08
who is not only there, showing a presence every day,
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كه نه تنها آنجا هست، و حضورش را هر روز آنجا نشان مى‌‌دهد،
07:12
but who is part of our governance,
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بلكه بخشى از نهاد كنترل كننده ماست،
07:15
making decisions for their kids, our kids.
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كه براى بچه خودشان و بچه‌‌هاى ما تصميم‌‌گيرى مى‌‌كند.
07:20
Because why should our students have to go
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چون چرا بايد دانش آموزان ما مجبور به رفتن
07:22
so far away from where they live?
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به جايى دور از محلى شوند كه زندگى مى‌‌كنند؟
07:25
They deserve a quality school in their neighborhood,
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آنها شايسته داشتن مدرسه‌‌اى با كيفيت در همسايگى‌‌شان هستند،
07:29
a school that they can be proud to say they attend,
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مدرسه‌‌اى كه بتوانند با افتخار بگويند در آن حضور يافتند
07:32
and a school that the community can be proud of as well,
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و مدرسه‌‌اى كه جامعه هم بتواند به آن مفتخر باشد،
07:36
and they need teachers to fight for them every day
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و آنها به معلمهايى نياز دارند تا همه روزه برايشان بجنگند
07:40
and empower them to move beyond their circumstances.
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و به آنها براى رفتن وراى شرايط محيطشان قدرت دهند.
07:45
Because it's time that kids like me
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چون وقت آن است كه بچه‌‌هايى مثل من
07:48
stop being the exception, and we become the norm.
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استثنا بودن نباشند، و ما عادى شويم.
07:53
Thank you.
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متشكرم از شما.
07:54
(Applause)
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(تشويق حضار)
ABOUT THE SPEAKER
Pearl Arredondo - TeacherPearl Arredondo helped establish a pilot middle school that teaches students to be good communicators in the 21st century.
Why you should listen
Pearl Arredondo grew up in the impoverished East Los Angeles neighborhood of Boyle Heights. She was raised by a single-mother, a long time Los Angeles Unified School District office secretary, who saw firsthand the challenges facing students in public schools. To ensure that she got the best education in the district, Arredondo was bussed to schools almost an hour away from home.
Arredondo graduated and moved on to Pepperdine University, where she received both a Bachelor of Arts and a Master of Arts in Education and Instructional Leadership. She was the first in her family to graduate from college and began her teaching career at San Fernando Middle School (SFMS) -- the very middle school she attended eight years prior.
At SFMS, she embraced the mission of enhancing educational opportunities for historically underserved students. To do so, she launched the school’s Multimedia Academy, which serviced 350 low-income students. After three successful years, the Multimedia Academy faculty decided it was time to make a full split and become a separate school. In 2010, she helped lead an ambitious reform agenda, through a pilot reform model, that focused on technology development, improving outcomes for children and strengthening families. The team founded San Fernando Institute for Applied Media (SFiAM), the first pilot school established in the Los Angeles Unified School District at the middle school level.
Arredondo is passionate about increasing student access to technology and closing the digital divide, and is a tireless advocate for technology-based curriculum that prepare students to enter a global economy. Her goal is to make SFiAM a model of educational reform.
Currently, Arredondo is pursuing a Master of Science in Educational Administration and is a 2013 National Board Certified Teacher candidate. She is also part of the 2013 Teach Plus Teaching Policy Fellowship and serves as the Vice President of SFiAM’s Governing Council. She is featured in the short documentary film TEACHED Vol.1: “The Blame Game,” and is a role model for young Latinas seeking to make a difference in their communities.
Pearl Arredondo | Speaker | TED.com