TED Residency
Alvin Irby: How to inspire every child to be a lifelong reader
Alvin Irby: Kako potaknuti svako dijete da postane čitatelj kroz život
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Prema Odjelu za obrazovanje Sjedinjenih Američkih Država, više od 85 posto crnih maturanata nisu vješti u čitanju. Kakva bi iskustva čitanjatrebali stvoriti kako bi djeca dobro čitala? u razgovoru koji će vas natjerati da razmislite kako učimo čitati, nastavnik i autor Alvin Irby objašnjava čitateljske izazove s kojima se mnoga crna djeca suočavaju -- i kaže nam što kulturološki kompetentni nastavnici rade kako bi pomogli da sva djeca postanu čitatelji.
Alvin Irby - Educator, comedian, social entrepreneur, author
Whether speaking to barbers about early literacy, entertaining strangers at comedy clubs, or reading to kindergarteners at a local school, TED Resident Alvin Irby endeavors to make learning relevant and engaging. Full bio
Whether speaking to barbers about early literacy, entertaining strangers at comedy clubs, or reading to kindergarteners at a local school, TED Resident Alvin Irby endeavors to make learning relevant and engaging. Full bio
Double-click the English transcript below to play the video.
00:12
As an elementary school teacher,
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Budući da je bila učiteljica,
00:14
my mom did everything she could
to ensure I had good reading skills.
to ensure I had good reading skills.
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moja mama je dala sve od sebe kako bih
dobro naučio čitati.
dobro naučio čitati.
00:20
This usually consisted of weekend
reading lessons at our kitchen table
reading lessons at our kitchen table
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To je obično vikendom uključivalo satove
čitanja za kuhinjskim stolom
čitanja za kuhinjskim stolom
00:24
while my friends played outside.
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dok su se moji prijatelji igrali vani.
00:26
My reading ability improved,
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Moja sposobnost čitanja je napredovala,
00:29
but these forced reading lessons
didn't exactly inspire a love of reading.
didn't exactly inspire a love of reading.
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ali mi ovi prisilni sati čitanja nisu baš
usadili ljubav prema čitanju.
usadili ljubav prema čitanju.
00:35
High school changed everything.
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U srednjoj školi se sve promijenilo.
00:38
In 10th grade, my regular English class
read short stories and did spelling tests.
read short stories and did spelling tests.
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U drugom razredu, sat engleskog bio je
čitanje kratkih priča i testovi slovkanja.
čitanje kratkih priča i testovi slovkanja.
00:45
Out of sheer boredom, I asked
to be switched into another class.
to be switched into another class.
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Iz čiste dosade zatražio sam da me prebace
na drugi kolegij.
na drugi kolegij.
00:48
The next semester,
I joined advanced English.
I joined advanced English.
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Sljedećeg semestra prebacio sam se na
napredni engleski.
napredni engleski.
00:52
(Laughter)
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(Smijeh)
00:53
We read two novels and wrote
two book reports that semester.
two book reports that semester.
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Tog smo semestra pročitali dva romana
i napisali recenzije dviju knjiga.
i napisali recenzije dviju knjiga.
00:57
The drastic difference and rigor
between these two English classes
between these two English classes
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Jako me je nervirala velika razlika i
strogost između ta dva kolegija engleskog
strogost između ta dva kolegija engleskog
01:01
angered me and spurred questions like,
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te su mi se nametnula pitanja poput,
01:05
"Where did all these
white people come from?"
white people come from?"
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"Odakle su došli svi ovi bijelci?"
01:07
(Laughter)
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(Smijeh)
01:09
My high school was over
70 percent black and Latino,
70 percent black and Latino,
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70% učenika u mojoj srednjoj školi bili su
crnci i latinoamerikanci,
crnci i latinoamerikanci,
01:13
but this advanced English class
had white students everywhere.
had white students everywhere.
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ali na ovom naprednom engleskom kolegiju
posvuda su bili bijeli učenici.
posvuda su bili bijeli učenici.
01:18
This personal encounter
with institutionalized racism
with institutionalized racism
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Ovaj osobni susret s institucionalnim
rasizmom
rasizmom
01:22
altered my relationship
with reading forever.
with reading forever.
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zauvijek je promijenio moj
odnos prema čitanju.
odnos prema čitanju.
01:25
I learned that I couldn't depend
on a school, a teacher or curriculum
on a school, a teacher or curriculum
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Shvatio sam da ne smijem ovisiti o školi,
učitelju ili školskom programu
učitelju ili školskom programu
01:29
to teach me what I needed to know.
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da me nauči onome što trebam znati.
01:31
And more out of like, rebellion,
than being intellectual,
than being intellectual,
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I ne zato što sam bio intelektualac,
više iz nekog buntovništva,
više iz nekog buntovništva,
01:35
I decided I would no longer allow
other people to dictate
other people to dictate
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odlučio sam više ne dozvoljavati drugim
ljudima da mi diktiraju
ljudima da mi diktiraju
01:39
when and what I read.
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kada i što čitam.
01:41
And without realizing it,
I had stumbled upon a key
I had stumbled upon a key
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I bez da sam to shvatio,
naletio sam na ključ
naletio sam na ključ
01:45
to helping children read.
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kako djeci pomoći u čitanju.
01:47
Identity.
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Identitet.
01:49
Instead of fixating on skills
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Umjesto fiksiranja na vještinu
01:52
and moving students
from one reading level to another,
from one reading level to another,
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i pomicanja učenika s jedne razine
čitanja na drugu,
čitanja na drugu,
01:55
or forcing struggling readers
to memorize lists of unfamiliar words,
to memorize lists of unfamiliar words,
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ili prisiljavanja čitatelja da se bore s
pamćenjem popisa nepoznatih riječi,
pamćenjem popisa nepoznatih riječi,
02:01
we should be asking ourselves
this question:
this question:
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moramo se upitati:
02:05
How can we inspire children
to identify as readers?
to identify as readers?
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Kako možemo inspirirati djecu da se
prepoznaju kao čitatelji?
prepoznaju kao čitatelji?
02:10
DeSean, a brilliant first-grader
I taught in the Bronx,
I taught in the Bronx,
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DeSean, briljantni učenik prvog razreda
kojem sam predavao u Bronxu,
kojem sam predavao u Bronxu,
02:15
he helped me understand
how identity shapes learning.
how identity shapes learning.
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pomogao mi je shvatiti kako identitet
oblikuje učenje.
oblikuje učenje.
02:18
One day during math,
I walk up to DeSean, and I say,
I walk up to DeSean, and I say,
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Jednog dana sam mu prišao na matematici ,
i rekao mu,
i rekao mu,
02:22
"DeSean, you're a great mathematician."
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"DeSean, ti si sjajan matematičar."
02:25
He looks at me and responds,
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Pogledao me je i rekao,
02:27
"I'm not a mathematician,
I'm a math genius!"
I'm a math genius!"
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"Ja nisam matematičar, ja sam
matematički genije!"
matematički genije!"
02:29
(Laughter)
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(Smijeh)
02:31
OK DeSean, right?
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U redu, DeSean, stvarno?
02:34
Reading?
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Čitanje?
02:35
Completely different story.
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Potpuno druga priča.
02:37
"Mr. Irby, I can't read.
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"Gospodine Irby, ja ne mogu čitati.
02:39
I'm never going to learn
to read," he would say.
to read," he would say.
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Nikada neću naučiti čitati," rekao je.
02:42
I taught DeSean to read,
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Naučio sam DeSeana čitati,
02:44
but there are countless black boys
who remain trapped in illiteracy.
who remain trapped in illiteracy.
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ali postoje bezbrojni crni dječaci koji su
ostali zarobljeni u zamci nepismenosti.
ostali zarobljeni u zamci nepismenosti.
02:50
According to the US
Department of Education,
Department of Education,
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Prema podacima Odjela za edukaciju SAD-a,
02:53
more than 85 percent
of black male fourth graders
of black male fourth graders
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više od 85% crnih muških maturanata
02:57
are not proficient in reading.
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nisu vješti u čitanju.
02:59
85 percent!
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85 posto!
03:02
The more challenges
to reading children face,
to reading children face,
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Što više izazova s kojima
se djeca susreću u čitanju,
se djeca susreću u čitanju,
03:07
the more culturally competent
educators need to be.
educators need to be.
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to i nastavnici moraju biti
kulturološki kompetentniji.
kulturološki kompetentniji.
03:11
Moonlighting as a stand-up comedian
for the past eight years,
for the past eight years,
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Radeći na crno zadnjih osam godina
kao stand-up komičar,
kao stand-up komičar,
03:15
I understand the importance
of cultural competency,
of cultural competency,
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shvatio sam važnost
kulturološke kompetencije,
kulturološke kompetencije,
03:18
which I define as the ability to translate
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koju definiram kao sposobnost prenošenja
03:20
what you want someone else
to know or be able to do
to know or be able to do
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onoga što želiš da netko drugi zna ili
je sposoban učiniti
je sposoban učiniti
03:25
into communication or experiences
that they find relevant and engaging.
that they find relevant and engaging.
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u komunikaciju ili iskustva koja će oni
prihvatiti kao važna i privlačna.
prihvatiti kao važna i privlačna.
03:30
Before going on stage,
I assess an audience.
I assess an audience.
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Prije izlaska na pozornicu,
procjenjujem publiku.
procjenjujem publiku.
03:33
Are they white, are they Latino?
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Jesu li su bijelci,
jesu li latinoamerikanci?
jesu li latinoamerikanci?
03:36
Are they old, young,
professional, conservative?
professional, conservative?
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Jesu li stari, mladi,
profesionalci, konzervativci?
profesionalci, konzervativci?
03:40
Then I curate and modify my jokes
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Tada biram i prilagođavam šale
03:43
based on what I think
would generate the most laughter.
would generate the most laughter.
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prema onome što mislim da će
izazvati najviše smijeha.
izazvati najviše smijeha.
03:46
While performing in a church,
I could tell bar jokes.
I could tell bar jokes.
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Nastupajući u crkvi,
mogao bih ispričati barske šale.
mogao bih ispričati barske šale.
03:50
But that might not result in laughter.
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Ali moguće ja da to ne bi izazvalo smijeh.
03:52
(Laughter)
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(Smijeh)
03:54
As a society, we're creating
reading experiences for children
reading experiences for children
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Kao zajednica, djeci stvaramo
čitateljska iskustva
čitateljska iskustva
03:59
that are the equivalent
of telling bar jokes in a church.
of telling bar jokes in a church.
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ekvivalentna pričanju barskih šala
u crkvi.
u crkvi.
04:03
And then we wonder
why so many children don't read.
why so many children don't read.
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I onda se čudimo zašto tako puno
djece ne čita.
djece ne čita.
04:07
Educator and philosopher Paulo Freire
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Nastavnik i filozof Paulo Freire
04:10
believed that teaching and learning
should be two-way.
should be two-way.
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vjerovao je da predavanje i učenje mora
biti dvosmjerno.
biti dvosmjerno.
04:13
Students shouldn't be viewed
as empty buckets to be filled with facts
as empty buckets to be filled with facts
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Učenike se ne bi smjelo gledati kao prazne
kante koje treba ispuniti činjenicama
kante koje treba ispuniti činjenicama
04:18
but as cocreators of knowledge.
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nego kao su-stvaratelje znanja.
04:21
Cookie-cutter curriculums
and school policies
and school policies
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Neinventivni kurikulumi i školske politike
04:25
that require students to sit statue-still
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koje zahtjevaju od učenika da
sjede kao kipovi
sjede kao kipovi
04:28
or to work in complete silence --
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ili da rade u potpunoj tišini --
04:30
these environments often exclude
the individual learning needs,
the individual learning needs,
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takva okruženja često isključuju
individualne potrebe u učenju,
individualne potrebe u učenju,
04:35
the interest and expertise of children.
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interes i stručnost djece.
04:39
Especially black boys.
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Posebno crnih dječaka.
04:41
Many of the children's books
promoted to black boys
promoted to black boys
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Mnoštvo se dječjih knjiga predstavljenih
crnim dječacima
crnim dječacima
04:44
focus on serious topics, like slavery,
civil rights and biographies.
civil rights and biographies.
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fokusira na ozbiljne teme, poput ropstva,
ljudskih prava i biografija.
ljudskih prava i biografija.
04:50
Less than two percent of teachers
in the United States are black males.
in the United States are black males.
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Manje od 2 posto učitelja u Sjedinjenim
Državama su crni muškarci.
Državama su crni muškarci.
04:54
And a majority of black boys
are raised by single mothers.
are raised by single mothers.
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I većinu crnih dječaka podižu
samohrane majke.
samohrane majke.
04:58
There are literally young black boys
who have never seen a black man reading.
who have never seen a black man reading.
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Oni su doslovno mladi crni dječaci koji
nikad nisu vidjeli crnog muškarca da čita.
nikad nisu vidjeli crnog muškarca da čita.
05:04
Or never had a black man
encourage him to read.
encourage him to read.
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Ili ih nikada crni muškarac nije potaknuo
na čitanje.
na čitanje.
05:09
What cultural factors,
what social cues are present
what social cues are present
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Koji kulturološki faktori, koji to
postojeći društveni znakovi
postojeći društveni znakovi
05:14
that would lead
a young black boy to conclude
a young black boy to conclude
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bi vodili mladog crnog dječaka
da zaključi
da zaključi
05:16
that reading is even
something he should do?
something he should do?
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kako je čitanje nešto što bi i on
trebao činiti?
trebao činiti?
05:19
This is why I created Barbershop Books.
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Zato sam napravio Barbershop Books.
05:24
It's a literacy nonprofit
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To je neprofitna pismenost
05:26
that creates child-friendly
reading spaces in barber shops.
reading spaces in barber shops.
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koja stvara djeci ugodne prostore za
čitanje u brijačnicama.
čitanje u brijačnicama.
05:31
The mission is simple:
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Misija je jednostavna:
05:33
to help young black boys
identify as readers.
identify as readers.
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pomoći mladim crnim dječacima da se
prepoznaju kao čitatelji.
prepoznaju kao čitatelji.
05:37
Lots of black boys go to the barber shop
once or twice a month.
once or twice a month.
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Mnogo crnih dječaka ide u brijačnice
jednom ili dva puta mjesečno.
jednom ili dva puta mjesečno.
05:41
Some see their barbers
more than they see their fathers.
more than they see their fathers.
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Neki vide svoje brijače češće nego
svoje očeve.
svoje očeve.
05:46
Barbershop Books connects reading
to a male-centered space
to a male-centered space
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Barbershop Books povezuje čitanje
s muškim prostorom
s muškim prostorom
05:50
and involves black men
and boys' early reading experiences.
and boys' early reading experiences.
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i uključuje crne muškarce i rano dječačko
čitateljsko iskustvo.
čitateljsko iskustvo.
05:55
This identity-based reading program
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Ovaj čitateljski program utemeljen
na identitetu
na identitetu
05:57
uses a curated list of children's books
recommended by black boys.
recommended by black boys.
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koristi probranu listu dječjih knjiga
koje su preporučili crni dečki.
koje su preporučili crni dečki.
06:01
These are the books
that they actually want to read.
that they actually want to read.
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To su knjige koje oni stvarno
žele pročitati.
žele pročitati.
06:06
Scholastic's 2016 Kids and Family Report
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Izvještaj za djecu i obitelji koji je
objavio Scholastic 2016.
objavio Scholastic 2016.
06:10
found that the number one thing
children look for when choosing a book
children look for when choosing a book
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kaže da je prva stvar koju djeca traže kod
odabira knjige
odabira knjige
06:16
is a book that will make them laugh.
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da knjiga bude smiješna.
06:19
So if we're serious about helping
black boys and other children to read
black boys and other children to read
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Ako stvarno želimo pomoći crnim dječacima
i drugoj djeci s čitanjem
i drugoj djeci s čitanjem
06:24
when it's not required,
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u slobodno vrijeme,
06:26
we need to incorporate
relevant male reading models
relevant male reading models
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moramo uvesti relevantne muške primjere
06:29
into early literacy.
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u počecima čitanja.
06:31
In exchange, some of the children's books
that adults love so much
that adults love so much
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Isto tako, postoje dječje knjige koje
odrasli toliko vole
odrasli toliko vole
06:36
for funny, silly or even gross books,
like "Gross Greg".
like "Gross Greg".
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jer su smiješne, luckaste, čak i odvratne
knjige, poput "Odvratnog Grega".
knjige, poput "Odvratnog Grega".
06:41
(Laughter)
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(Smijeh)
06:45
"You call them boogers.
Greg calls them delicious little sugars."
Greg calls them delicious little sugars."
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"Vi ih zovete šmrklji.
Greg ih zove ukusnim malim šećerima."
Greg ih zove ukusnim malim šećerima."
06:50
(Laughter)
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(Smijeh)
06:52
That laugh, that positive reaction
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Taj smijeh, ta pozitivna reakcija
06:56
or gross reaction some of you just had,
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ili odvratna reakcija koju su neki imali,
06:58
(Laughter)
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(Smijeh)
06:59
black boys deserve
and desperately need more of that.
and desperately need more of that.
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crni dječaci zaslužuju i očajnički
trebaju više takvih stvari.
trebaju više takvih stvari.
07:05
Dismantling the savage inequalities
that plague American education
that plague American education
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Rasturanje divljačkih nejednakosti koje
muče američko obrazovanje
muče američko obrazovanje
07:09
requires us to create reading experiences
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zahtjeva od nas kreiranje
čitateljskog iskustva
čitateljskog iskustva
07:13
that inspire all children
to say three words:
to say three words:
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koje će inspirirati svu djecu da
kažu tri riječi:
kažu tri riječi:
07:17
I'm a reader.
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Ja sam čitatelj.
07:19
Thank you.
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Hvala.
07:20
(Applause)
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(Pljesak)
ABOUT THE SPEAKER
Alvin Irby - Educator, comedian, social entrepreneur, authorWhether speaking to barbers about early literacy, entertaining strangers at comedy clubs, or reading to kindergarteners at a local school, TED Resident Alvin Irby endeavors to make learning relevant and engaging.
Why you should listen
Alvin Irby is a former kindergarten teacher turned social entrepreneur. He is founder and chief reading inspirer at Barbershop Books, a nonprofit organization that creates child-friendly reading spaces in barbershops and provides early literacy training to barbers. His work connecting reading to male-centered spaces and involving men in boys’ early reading experiences earned him the National Book Foundation's 2017 Innovations in Reading Prize.
As a cultural competency specialist, Irby trains educators and administrators to translate learning objectives for children or adults into relevant and engaging communication and experiences. Irby's nationally recognized keynotes and workshops excavate his eclectic professional and personal life to better understand and address one of American education’s greatest challenges - cultivating children’s intrinsic motivation to read.
Irby's debut children’s book, Gross Greg, combines his passion for early literacy and comedy; it is a laugh-out-loud story that captures the hilariously gross behavior of kids everywhere. His clever social commentary and astute observations shine through in his 2012 comedy album They Know Too Much. One of the highlights of Irby's comedy career was being selected as a 2015 StandUp NBC national finalist and performing at the legendary Hollywood Improv in Los Angeles, CA.
Irby holds a Masters in Childhood Education from the Bank Street Graduate School of Education, a Masters in Public Administration from the Wagner School of Public Service at New York University, and a Bachelors in Sociology from Grinnell College.
Alvin Irby | Speaker | TED.com