TED Salon: Education Everywhere
Olympia Della Flora: Creative ways to get kids to thrive in school
Olympia Della Flora: Cara-cara kreatif agar anak-anak sukses di sekolah
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Supaya anak-anak muda sukses di sekolah, kita harus melakukan lebih daripada sekadar mengajarkan mereka calistung -- kita perlu mengajari mereka cara mengatasi emosi, menurut pendidik bernama Olympia Della Flora. Dalam pembicaraan praktis ini, dia membagikan strategi kreatif yang dia gunakan untuk membantu murid-murid yang kesulitan dan terkadang mengganggu murid lain -- seperti menerapkan waktu istirahat, bernyanyi, dan bahkan melakukan yoga -- semua dengan sumber daya dan dana yang ada. "Perubahan kecil berujung pada dampak yang besar, dan kita bisa mulai sekarang juga ... Anda hanya perlu cara berpikir yang lebih cerdas tentang cara menggunakan apa yang Anda miliki dan di mana Anda memilikinya," demikian katanya.
Olympia Della Flora - Educator
Olympia Della Flora wants schools to think differently about educating students -- by helping them manage their emotions. Full bio
Olympia Della Flora wants schools to think differently about educating students -- by helping them manage their emotions. Full bio
Double-click the English transcript below to play the video.
00:13
This is an elementary school
in Columbus, Ohio.
in Columbus, Ohio.
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Ini sebuah SD di Columbus, Ohio.
00:17
And inside of this school
there was a student named D.
there was a student named D.
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Dan di dalam sekolah ini
ada murid bernama D.
ada murid bernama D.
00:22
When D started school here
he was six years old:
he was six years old:
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D baru berumur enam tahun saat
mulai bersekolah di sini:
mulai bersekolah di sini:
00:24
cute as a button,
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sangat menggemaskan,
00:26
with a smile that brightened
the entire room.
the entire room.
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senyumnya mencerahkan seisi ruangan.
00:29
But after a few months in school,
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Tapi setelah beberapa bulan bersekolah,
00:31
D became angry,
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D menjadi sering marah-marah,
00:33
and that smile faded.
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dan senyuman itu memudar.
00:36
D began to do things like flip tables,
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D mulai melakukan hal
seperti membanting meja,
seperti membanting meja,
00:40
throw desks and chairs,
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melempar meja dan kursi,
00:42
yell at teachers,
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berteriak di hadapan guru-guru,
00:43
stand in windowsills,
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berdiri di pinggiran jendela,
00:45
run in and out of the classroom
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berlari keluar masuk ruang kelas
00:47
and even running out of the school.
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dan bahkan berlari dari sekolah.
00:51
Sometimes these fits of anger would put
the entire school into lockdown mode
the entire school into lockdown mode
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Terkadang amarah D memaksa
kami mengarantina satu sekolah
kami mengarantina satu sekolah
00:57
until D could get himself back together,
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sampai D bisa kembali tenang,
01:00
which could sometimes take over an hour.
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dan itu terkadang bisa
makan waktu lebih dari satu jam.
makan waktu lebih dari satu jam.
01:05
No one in the school knew how to help D.
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Tidak ada yang tahu cara membantu D.
01:09
I know this because
I was the principal at this school.
I was the principal at this school.
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Saya tahu masalah ini karena
saya kepala sekolah SD itu.
saya kepala sekolah SD itu.
01:14
And what I quickly and collectively
learned with my staff
learned with my staff
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Dan dari apa yang saya pelajari
sekilas bersama staf saya,
sekilas bersama staf saya,
01:18
was that this situation was more extreme
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situasi ini bertambah ekstrem
01:22
than anything we had ever
been trained for.
been trained for.
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lebih dari apa yang sudah
pernah kami pelajari.
pernah kami pelajari.
01:26
Every time that D lashed out,
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Setiap kali D mengamuk,
01:27
I kept thinking to myself:
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saya terus berpikir kepada diri sendiri:
01:30
what did I miss during
my principal prep coursework?
my principal prep coursework?
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apa yang saya lewatkan saat
pelatihan kepala sekolah?
pelatihan kepala sekolah?
01:33
What am I supposed to do
with a kid like D?
with a kid like D?
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Apa yang harus saya lakukan
dengan anak seperti D?
dengan anak seperti D?
01:37
And how am I going to stop him
from impeding the learning
from impeding the learning
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Dan bagaimana saya mencegahnya
agar tidak menghambat proses belajar
agar tidak menghambat proses belajar
01:41
of all the other students?
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murid-murid lainnya?
01:44
And yet after we did everything
that we thought we knew,
that we thought we knew,
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Bahkan setelah melakukan
hal yang semula kami pikir benar,
hal yang semula kami pikir benar,
01:48
such as talking to D
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seperti berbicara kepada D,
01:50
and taking away privileges
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mencabut hak-haknya,
01:52
and parent phone calls home,
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dan menelepon orang tuanya,
01:55
the only real option we had left to do
was to kick him out,
was to kick him out,
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satu-satunya pilihan yang tersisa
adalah mengeluarkannya,
adalah mengeluarkannya,
01:59
and I knew that would not help him.
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dan saya tahu itu tidak akan membantunya.
02:03
This scenario is not unique to D.
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Kasus ini tidak hanya terjadi pada D.
02:06
Students all over the world
are struggling with their education.
are struggling with their education.
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Banyak murid di berbagai negara
bermasalah dengan pendidikan mereka.
bermasalah dengan pendidikan mereka.
02:10
And though we didn't come up
with a fail-safe solution,
with a fail-safe solution,
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Dan walaupun kami tidak menemukan
solusi yang 100% efektif,
solusi yang 100% efektif,
02:14
we did come up with a simple idea:
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kami menemukan satu ide sederhana:
02:17
that in order for kids like D
to not only survive in school
to not only survive in school
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agar anak-anak seperti D
tidak hanya bertahan di sekolah
tidak hanya bertahan di sekolah
02:21
but to thrive,
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tapi juga bisa sukses,
02:23
we somehow had to figure out a way
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kurang lebih kami harus mencari cara
02:25
to not only teach them
how to read and write
how to read and write
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di samping mengajarkan mereka calistung,
02:28
but also how to help them deal with
and manage their own emotions.
and manage their own emotions.
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yaitu membantu mereka berhadapan
dan mengatasi emosi mereka sendiri.
dan mengatasi emosi mereka sendiri.
02:33
And in doing that,
we were able to move our school
we were able to move our school
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Dengan demikian, kami dapat
meningkatkan performa sekolah kami
meningkatkan performa sekolah kami
02:36
from one of the lowest-performing schools
in the state of Ohio,
in the state of Ohio,
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dari yang terendah di negara bagian Ohio,
02:39
with an F rating,
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dengan peringkat F,
02:40
all the way up to a C
in just a matter of a few years.
in just a matter of a few years.
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sampai ke peringkat C
hanya dalam waktu beberapa tahun.
hanya dalam waktu beberapa tahun.
02:44
So it might sound obvious, right?
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Mungkin kedengarannya sudah jelas, 'kan?
02:46
Of course teachers should be focused
on the emotional well-being of their kids.
on the emotional well-being of their kids.
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Tentu saja guru harus fokus pada
kesejahteraan emosi murid-murid mereka.
kesejahteraan emosi murid-murid mereka.
02:51
But in reality,
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Tapi pada praktiknya,
02:53
when you're in a classroom
full of 30 students
full of 30 students
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saat kalian berada
di ruang kelas berisi 30 murid
di ruang kelas berisi 30 murid
02:55
and one of them's throwing tables at you,
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dan salah satunya
melempar meja ke arah Anda,
melempar meja ke arah Anda,
02:58
it's far easier to exclude that child
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lebih mudah untuk mengucilkan anak itu
03:00
than to figure out what's going on
inside of his head.
inside of his head.
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daripada mencari tahu
apa yang dirasakannya.
apa yang dirasakannya.
03:04
But what we learned about D,
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Dari pengalaman kami dengan D,
03:05
and for kids like D,
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dan untuk anak-anak seperti D,
03:07
was that small changes
can make huge differences,
can make huge differences,
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perubahan kecil dapat memicu
perbedaan yang signifikan,
perbedaan yang signifikan,
03:11
and it's possible to start right now.
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dan ini bisa dimulai dari sekarang.
03:14
You don't need bigger budgets
or grand strategic plans,
or grand strategic plans,
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Anda tidak butuh dana lebih
atau rencana strategis yang hebat,
atau rencana strategis yang hebat,
03:18
you simply need smarter ways
of thinking about what you have
of thinking about what you have
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Anda hanya perlu berpikir lebih cerdas
dengan apa yang dimiliki
dengan apa yang dimiliki
03:22
and where you have it.
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dan di mana memilikinya.
03:23
In education, we tend to always
look outside the box for answers,
look outside the box for answers,
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Dalam pendidikan, kita cenderung
mencari jawaban di luar pemikiran,
mencari jawaban di luar pemikiran,
03:28
and we rarely spend
enough time, money and effort
enough time, money and effort
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dan kita jarang menghabiskan waktu,
uang, dan tenaga yang cukup
uang, dan tenaga yang cukup
03:31
developing what we already have
inside the box.
inside the box.
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untuk mengembangkan
yang sudah kita miliki sejak awal.
yang sudah kita miliki sejak awal.
03:34
And this is how meaningful change
can happen fast.
can happen fast.
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Inilah caranya perubahan yang berarti
dapat terjadi dengan cepat.
dapat terjadi dengan cepat.
03:38
So here's what I learned about D.
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Jadi, inilah yang saya pelajari dari D.
03:42
I was wanting to dig a little bit deeper
to figure out how he had become so angry.
to figure out how he had become so angry.
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Saya selalu ingin menggali lebih dalam
terkait mengapa dia jadi suka marah.
terkait mengapa dia jadi suka marah.
03:47
And what I learned was
his father had left the home
his father had left the home
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Dan yang saya tahu
ayahnya sudah minggat dari rumah
ayahnya sudah minggat dari rumah
03:50
and his mother was working long shifts
in order to support the family,
in order to support the family,
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dan ibunya bekerja siang malam
untuk menyokong keluarga,
untuk menyokong keluarga,
03:54
which left no adult
for D to connect with --
for D to connect with --
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sehingga D tidak memiliki
hubungan dengan orang dewasa --
hubungan dengan orang dewasa --
03:58
and he was in charge of taking care
of his younger brother
of his younger brother
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dan dia ditugaskan
menjaga adik laki-lakinya
menjaga adik laki-lakinya
04:00
when he got home from school.
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setelah pulang dari sekolah.
04:02
Might I remind you
that D was six years old?
that D was six years old?
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Perlu saya ingatkan umur D
hanya enam tahun?
hanya enam tahun?
04:08
Can't say that I blame him
for having some trouble
for having some trouble
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Saya tidak bisa menyalahkannya
yang bermasalah
yang bermasalah
04:10
transitioning into the school environment.
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dengan transisi ke lingkungan sekolah.
04:12
But yet we had to figure out a way
to help him with these big emotions
to help him with these big emotions
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Tapi kami tetap harus mencari cara
membantunya mengatasi emosi besar ini
membantunya mengatasi emosi besar ini
04:17
all while teaching him core skills
of reading and math.
of reading and math.
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sambil mengajarinya kemampuan dasar
seperti membaca dan matematika.
seperti membaca dan matematika.
04:21
And three things helped us most.
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Ada 3 hal yang sangat membantu.
04:23
First, we had to figure out
where he was struggling the most.
where he was struggling the most.
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Pertama, kami harus menyelidiki
dia paling bermasalah dengan apa.
dia paling bermasalah dengan apa.
04:27
And like most young kids,
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Dan seperti kebanyakan anak,
04:29
arrival at school
can be a tough transition time
can be a tough transition time
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tiba di sekolah dapat menjadi
waktu transisi yang sulit
waktu transisi yang sulit
04:32
as they're moving from
a less structured home environment
a less structured home environment
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karena mereka berpindah dari
lingkungan rumah yang kurang terstruktur
lingkungan rumah yang kurang terstruktur
04:35
to a more structured school environment.
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menuju lingkungan sekolah
yang lebih terstruktur.
yang lebih terstruktur.
04:38
So what we did for D was
we created a calming area for him
we created a calming area for him
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Jadi, kami menciptakan area
menenangkan untuk D
menenangkan untuk D
04:41
in our time-out room,
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di ruang khusus kami,
04:43
which we had equipped with rocking chairs
and soft cushions and books,
and soft cushions and books,
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yang sudah kami isi dengan kursi goyang,
bantal empuk, dan banyak buku,
bantal empuk, dan banyak buku,
04:47
and we allowed D to go
to this place in the morning,
to this place in the morning,
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dan kami memperbolehkan D
ke tempat ini setiap pagi,
ke tempat ini setiap pagi,
04:50
away from the other kids,
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bebas dari anak-anak lainnya,
04:51
allowing him time to transition
back into the school environment
back into the school environment
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agar dia bisa beradaptasi
kembali dengan lingkungan sekolah
kembali dengan lingkungan sekolah
04:56
on his own terms.
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senyamannya.
04:58
And as we began to learn more about D,
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Dan saat kami tahu lebih banyak tentang D,
05:01
we learned other strategies
that helped him calm down.
that helped him calm down.
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kami mempelajari strategi lain
yang membantu menenangkan dirinya.
yang membantu menenangkan dirinya.
05:04
For example, D loved to help
younger students,
younger students,
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Contoh, D suka membantu
murid-murid yang lebih muda,
murid-murid yang lebih muda,
05:07
so we made him a kindergarten helper,
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sehingga kami menjadikannya
asisten anak TK,
asisten anak TK,
05:10
and he went into
the kindergarten classroom
the kindergarten classroom
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dan dia pergi ke ruang kelas TK
05:12
and taught students
how to write their letters.
how to write their letters.
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untuk mengajari mereka
cara menulis huruf abjad.
cara menulis huruf abjad.
05:15
And he was actually
successful with a few of them
successful with a few of them
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Dan sebenarnya dia sukses
membantu beberapa dari mereka
membantu beberapa dari mereka
05:17
that the teacher was unable to reach.
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yang tidak bisa diajar guru aslinya.
05:20
And believe it or not,
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Kalian boleh percaya atau tidak,
05:22
D actually helped calm some of those
kindergarten students down,
kindergarten students down,
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D juga membantu beberapa murid TK
berkebutuhan khusus itu agar tenang,
berkebutuhan khusus itu agar tenang,
05:27
signalling to us that the influence
of peers on behavior was far greater
of peers on behavior was far greater
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dan itu mengajarkan kami pengaruh
rekan seusia terhadap perilaku lebih besar
rekan seusia terhadap perilaku lebih besar
05:31
than anything we adults could ever do.
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daripada yang bisa dilakukan
orang dewasa.
orang dewasa.
05:34
We used humor and song with him.
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Kami menghiburnya dengan
lagu dan humor.
lagu dan humor.
05:37
Yes, I know it sounds really silly
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Ya, saya tahu kedengarannya konyol
05:39
that the principal and the teachers
would actually laugh with kids,
would actually laugh with kids,
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kepala sekolah dan guru malah
tertawa bersama anak-anak
tertawa bersama anak-anak
05:42
but you can imagine the shock on D's face
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tapi kalian bisa bayangkan
wajah terkejut D
wajah terkejut D
05:46
when the principal's cracking a joke
or singing a song from the radio station,
or singing a song from the radio station,
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saat kepala sekolahnya melawak
atau ikut menyanyikan lagu dari radio,
atau ikut menyanyikan lagu dari radio,
05:50
which almost always ended in a laugh,
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dan itu hampir selalu berakhir dengan tawa
05:53
shortening the length of his outburst
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yang mengurangi durasi amarahnya
05:55
and helping us to connect
with him in his world.
with him in his world.
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dan membantu kami mengenal keunikannya.
05:59
So I know some you are like,
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Saya tahu beberapa dari kalian berpikir,
06:01
"It's really not practical
to lay on this kind of special treatment
to lay on this kind of special treatment
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"Perlakuan khusus ini tidak begitu
praktis untuk diterapkan,
praktis untuk diterapkan,
06:05
for every student,"
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apalagi untuk setiap murid,"
06:06
but we actually made it happen.
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tapi kami berhasil mewujudkannya.
06:09
Because once we figured out
the tools and tactics that worked for D,
the tools and tactics that worked for D,
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Karena setelah kami menemukan
alat dan taktik yang manjur untuk D,
alat dan taktik yang manjur untuk D,
06:13
our teachers were able to roll that out
and use them with other students.
and use them with other students.
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guru-guru kami mampu
menerapkannya dengan murid lain.
menerapkannya dengan murid lain.
06:17
We began to proactively address
student behavior
student behavior
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Kami mulai mengatasi
perilaku murid secara proaktif
perilaku murid secara proaktif
06:20
instead of simply react to it.
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ketimbang hanya bereaksi.
06:23
Our teachers actually took time
during the lesson plan
during the lesson plan
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Guru-guru kami repot-repot
merancang silabus ajaran
merancang silabus ajaran
06:25
to teach kids how to identify
their feelings
their feelings
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untuk mengajari anak-anak
cara mengetahui perasaan mereka
cara mengetahui perasaan mereka
06:28
and appropriate, healthy
coping strategies for dealing with them,
coping strategies for dealing with them,
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dan cara mengatasinya dengan
sehat dan wajar,
sehat dan wajar,
06:32
such as counting to 10,
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seperti berhitung sampai 10,
06:34
grabbing a fidget spinner
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mengambil fidget spinner
06:35
or taking a quick walk.
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atau jalan-jalan sebentar.
06:38
We incorporated brain breaks
throughout the day,
throughout the day,
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Kami menerapkan rehat sejenak
sepanjang hari,
sepanjang hari,
06:40
allowing kids to sing songs,
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agar anak-anak bisa bernyanyi,
06:42
do yoga poses
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melakukan yoga
06:43
and participate in structured
physical activities.
physical activities.
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dan terlibat dalam kegiatan
olahraga terstruktur.
olahraga terstruktur.
06:46
And for those kids that struggle
with sitting for long periods of time,
with sitting for long periods of time,
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Dan untuk anak-anak yang
kesulitan duduk dalam waktu lama,
kesulitan duduk dalam waktu lama,
06:51
we invested in flexible seating,
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kami membeli tempat duduk fleksibel,
06:53
such as rocking chairs and exercise bikes,
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seperti kursi goyang dan sepeda statis,
06:56
and even floor elliptical machines,
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bahkan hingga alat elips lantai,
06:58
allowing kids to pedal
underneath their desks.
underneath their desks.
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sehingga mereka bisa
mengayuh di bawah meja sendiri.
mengayuh di bawah meja sendiri.
07:02
These changes encouraged kids
to stay in the classroom,
to stay in the classroom,
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Perubahan ini membuat
mereka tetap betah di kelas,
mereka tetap betah di kelas,
07:06
helping them to focus and learn.
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dan membantu mereka fokus belajar.
07:09
And when less kids are disrupting,
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Saat semakin sedikit anak yang mengganggu,
07:11
all kids do better.
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semuanya belajar lebih baik.
07:14
And here's the magical thing:
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Dan ini hal ajaibnya:
07:16
it didn't cost us
a whole lot of extra money.
a whole lot of extra money.
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Uang yang kami keluarkan
tidak terlalu banyak.
tidak terlalu banyak.
07:19
We simply thought differently
about what we had.
about what we had.
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Kami hanya melihat apa yang
kita punya secara berbeda.
kita punya secara berbeda.
07:23
For example, every public school
has an instructional supply line.
has an instructional supply line.
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Contoh, setiap sekolah negeri punya
pemasok bahan ajar.
pemasok bahan ajar.
07:29
An instructional supply could be a book,
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Bahan ajar bisa jadi sebuah buku,
07:31
it could be a whiteboard,
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sebuah papan tulis spidol,
07:33
it could be flexible seating,
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tempat duduk fleksibel,
07:34
it could be a fidget spinner,
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fidget spinner,
07:36
it could even be painting the walls
of a school a more calming color,
of a school a more calming color,
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atau mungkin mengecat dinding
sekolah dengan warna menenangkan,
sekolah dengan warna menenangkan,
07:40
allowing students to thrive.
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agar murid-murid merasa nyaman.
07:44
It's not that we didn't invest
in the academic tools --
in the academic tools --
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Bukan berarti kami tidak membeli
alat-alat akademis --
alat-alat akademis --
07:46
obviously --
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jelas kami melakukannya --
07:48
but we took the social tools
seriously, too.
seriously, too.
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tapi kami juga menyeriusi
pentingnya alat-alat sosial.
pentingnya alat-alat sosial.
07:51
And the results speak for themselves.
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Dan hasilnya bisa dilihat sendiri.
07:53
By taking the emotional development
of our kids seriously
of our kids seriously
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Dengan memedulikan perkembangan
emosi anak-anak kita,
emosi anak-anak kita,
07:57
and helping them manage their emotions,
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dan membantu mereka mengatasi emosi,
07:59
we saw huge growth
in our reading and math scores,
in our reading and math scores,
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kami melihat perkembangan pesat
dalam nilai bahasa dan matematika,
dalam nilai bahasa dan matematika,
08:02
far exceeding the one year
of expected growth
of expected growth
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bahkan melebihi jauh ekspektasi
perkembangan setahun kami
perkembangan setahun kami
08:05
and outscoring many schools
with our same demographic.
with our same demographic.
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dan mengalahkan nilai banyak sekolah yang
demografisnya sama dengan kami.
demografisnya sama dengan kami.
08:10
The second thing we did
to help our kids manage their emotions
to help our kids manage their emotions
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Strategi kedua kami untuk membantu
anak-anak meregulasi emosi
anak-anak meregulasi emosi
08:13
was we used leverage.
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adalah memanfaatkan dukungan.
08:15
As a not-so-funded public school,
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Karena sekolah kami tidak banyak didanai,
08:18
we didn't have the support staff
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kami tidak punya divisi khusus
08:20
to address the chaos that our kids
might be facing at home,
might be facing at home,
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untuk memecahkan masalah yang
dihadapi murid kami di rumah,
dihadapi murid kami di rumah,
08:23
and we certainly weren't trained
or funded to address it directly.
or funded to address it directly.
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dan kami tidak dilatih atau didanai
untuk langsung menghadapinya.
untuk langsung menghadapinya.
08:27
So we started to reach out
to local groups,
to local groups,
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Jadi kami mengontak komunitas lokal,
08:29
community agencies,
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agensi komunitas,
08:31
and even the Ohio State University.
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hingga Universitas Negeri Ohio.
08:34
Our partnership
with the Ohio State University
with the Ohio State University
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Kerjasama kami dengan
Universitas Negeri Ohio
Universitas Negeri Ohio
08:36
afforded us college students
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memberi kami mahasiswa yang tidak
08:38
not only studying education
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hanya mempelajari ilmu pendidikan,
08:40
but also school psychology
and school social work.
and school social work.
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tetapi juga psikologi sekolah dan
ilmu sosial sekolah.
ilmu sosial sekolah.
08:43
These students were paired
with our teachers
with our teachers
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Para mahasiswa ini dipasangkan
dengan guru-guru kami
dengan guru-guru kami
08:46
to help our most struggling students.
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untuk membantu murid-murid
paling bermasalah.
paling bermasalah.
08:48
And everyone benefitted
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Dan semua orang diuntungkan
08:50
because our teachers got access
to the latest college-level thinking,
to the latest college-level thinking,
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karena guru-guru kami mengetahui
pemikiran tingkat kuliah terkini,
pemikiran tingkat kuliah terkini,
08:54
and those college students
got real-world, life experiences
got real-world, life experiences
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dan mahasiswa tersebut mendapat
pengalaman kerja nyata
pengalaman kerja nyata
08:57
in the classroom.
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di ruang kelas kami.
09:00
Our partnership with our local
Nationwide Children's Hospital
Nationwide Children's Hospital
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Kerjasama kami dengan RS anak
nasional daerah kami
nasional daerah kami
09:03
afforded us -- they're building us
a health clinic within our school,
a health clinic within our school,
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juga memberi kami klinik
kesehatan dalam sekolah
kesehatan dalam sekolah
09:07
providing health and mental health
resources for our students.
resources for our students.
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untuk mendukung kesehatan fisik
dan mental murid-murid kami.
dan mental murid-murid kami.
09:11
And our kids benefitted from this, too.
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Dan murid-murid kami juga
mendapat manfaatnya.
mendapat manfaatnya.
09:14
Our absences continued to go down,
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Angka ketidakhadiran terus berkurang,
09:17
and our kids had access to counseling
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dan murid-murid kami
mampu menerima konseling
mampu menerima konseling
09:20
that they could access
during the school day.
during the school day.
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yang ada sepanjang hari sekolah.
09:23
And perhaps the biggest change
was not in D or in the kids at all.
was not in D or in the kids at all.
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Dan mungkin perubahan terbesar
bukan dalam D atau murid-murid.
bukan dalam D atau murid-murid.
09:28
It was in the adults in the room.
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Justru orang dewasa di sana.
09:31
Teachers are typically good
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Guru-guru biasanya jago
09:32
at planning for and delivering
academic instruction,
academic instruction,
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dalam merencanakan dan mengajarkan materi,
09:35
but when you throw in disruptive behavior,
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tapi kalau ada perilaku mengganggu,
09:38
it can feel completely outside
the scope of the job.
the scope of the job.
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rasanya seperti di luar ranah
pekerjaan guru.
pekerjaan guru.
09:41
But by us taking the emotional development
of our kids seriously,
of our kids seriously,
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Tapi setelah kami menyeriusi perkembangan
emosional murid-murid kami,
emosional murid-murid kami,
09:45
we moved from a philosophy of exclusion --
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kami meninggalkan pemahaman mengucilkan --
09:48
you disrupt, get out --
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kalau kamu mengganggu, keluar --
09:49
to one of trust and respect.
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demi pemahaman penuh
rasa hormat dan percaya.
rasa hormat dan percaya.
09:52
It wasn't easy,
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Selama ini tidak mudah,
09:53
but we felt at heart,
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tapi kami merasa,
09:54
it was a positive way to make change,
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itu adalah cara positif untuk
membuat perubahan,
membuat perubahan,
09:57
and I'm in awe at the teachers
that took that leap with me.
that took that leap with me.
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dan saya mengagumi guru-guru lain
yang ikut bersama saya.
yang ikut bersama saya.
10:01
As part of our personal
professional development plan,
professional development plan,
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Sehubungan dengan rencana
pengembangan profesional kami,
pengembangan profesional kami,
10:04
we studied the research of Dr. Bruce Perry
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kami mempelajari riset Dr. Bruce Perry
10:08
and his research on the effects
of different childhood experiences
of different childhood experiences
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dan risetnya tentang efek dari
beragam pengalaman masa kecil
beragam pengalaman masa kecil
10:12
on the developing child's brain.
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terhadap perkembangan otak anak.
10:14
And what we learned was that
some of our students' experiences,
some of our students' experiences,
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Dan kami mempelajari bahwa
pengalaman beberapa murid kami,
pengalaman beberapa murid kami,
10:18
such as an absent parent,
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seperti minimnya kontak dengan orang tua,
10:20
chaotic home life,
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rumah tangga yang kacau,
10:22
poverty and illness,
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kemiskinan dan penyakit,
10:23
create real trauma on developing brains.
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menciptakan trauma nyata bagi
perkembangan otak anak.
perkembangan otak anak.
10:27
Yes, trauma.
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Iya, trauma.
10:29
I know it's a very strong word,
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Saya tahu itu kata yang sangat kuat,
10:30
but it helped us to reframe and understand
the behaviors that we were seeing.
the behaviors that we were seeing.
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tapi itu membantu kami memahami ulang
perilaku-perilaku yang sering kami lihat.
perilaku-perilaku yang sering kami lihat.
10:35
And those difficult home experiences
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Pengalaman keluarga sulit seperti itu
10:38
created real barbed-wire
barriers to learning,
barriers to learning,
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menciptakan kawat berduri yang
menghalangi pembelajaran,
menghalangi pembelajaran,
10:42
and we had to figure out a way over it.
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dan kami harus mencari cara melewatinya.
10:45
So our teachers continued
to practice with lesson plans,
to practice with lesson plans,
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Jadi guru-guru kami terus
belajar mempraktikkan silabus,
belajar mempraktikkan silabus,
10:48
doing shorter lesson plans
with a single focus,
with a single focus,
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menerapkan silabus yang lebih singkat
dengan satu tujuan,
dengan satu tujuan,
10:51
allowing kids to engage,
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agar anak-anak lebih terlibat,
10:53
and continued to incorporate
these movement breaks,
these movement breaks,
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dan terus menerapkan waktu
rehat untuk bergerak
rehat untuk bergerak
10:56
allowing kids to jump up and down in class
and dance for two minutes straight,
and dance for two minutes straight,
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supaya murid kami bisa melompat
dan menari di kelas selama 2 menit,
dan menari di kelas selama 2 menit,
11:01
because we learned that taking breaks
helps the learner retain new information.
helps the learner retain new information.
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karena kami mengetahui waktu istirahat
membantu mempertahankan informasi baru.
membantu mempertahankan informasi baru.
11:06
And might I add that the "Cha-Cha Slide"
provides a perfect short dance party.
provides a perfect short dance party.
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Dan harus saya katakan lagu Cha-Cha Slide
cocok untuk pesta dansa singkat.
cocok untuk pesta dansa singkat.
11:10
(Laughter)
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(tertawa)
11:12
I saw teachers say,
"What happened to you?"
"What happened to you?"
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Saya lihat guru lain bertanya,
"Kamu kenapa?"
"Kamu kenapa?"
11:15
instead of "What's wrong with you?"
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ketimbang "Apa masalahmu?"
11:17
or "How can I help you?"
instead of "Get out."
instead of "Get out."
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atau "Ada yang bisa kubantu?"
ketimbang "Keluar."
ketimbang "Keluar."
11:20
And this investment in our kids
made huge differences,
made huge differences,
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Investasi terhadap murid-murid kami
membawa perubahan signifikan,
membawa perubahan signifikan,
11:25
and we continue to see rises
in our academic scores.
in our academic scores.
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dan kami terus melihat peningkatan
dalam nilai akademis.
dalam nilai akademis.
11:30
I'm happy to say that when D
got to fourth grade,
got to fourth grade,
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Saya senang saat D naik kelas empat,
11:33
he rarely got into trouble.
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dia jarang terlibat masalah.
11:34
He became a leader in the school,
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Dia menjadi pemimpin di sekolah,
11:37
and this behavior became contagious
with other students.
with other students.
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dan perilakunya menular
kepada murid lain.
kepada murid lain.
11:41
We saw and felt our school climate
continue to improve,
continue to improve,
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Kami melihat dan merasa iklim
sekolah kami terus meningkat,
sekolah kami terus meningkat,
11:45
making it a happy and safe place
not only for children
not only for children
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menjadikannya tempat bahagia dan aman
tidak hanya untuk anak-anak,
tidak hanya untuk anak-anak,
11:49
but for adults,
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tapi juga orang dewasa,
11:50
despite any outside influence.
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terlepas dari pengaruh luar apa pun.
11:53
Fast-forward to today,
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Kembali lagi ke hari ini,
11:55
I now work with an alternative
education program
education program
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Saya sekarang bekerja dengan
program pendidikan alternatif
program pendidikan alternatif
11:58
with high school students
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untuk murid-murid SMA
11:59
who struggle to function
in traditional high school setting.
in traditional high school setting.
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yang kesulitan beradaptasi
dengan latar sekolah tradisional.
dengan latar sekolah tradisional.
12:03
I recently reviewed
some of their histories.
some of their histories.
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Belum lama ini saya mempelajari
latar belakang mereka.
latar belakang mereka.
12:06
Many of them are 17 to 18 years old,
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Kebanyakan berusia 17-18 tahun,
12:09
experimenting with drugs,
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mencoba-coba narkoba,
12:11
in and out of the juvenile
detention system
detention system
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keluar masuk penjara anak-anak dan
12:13
and expelled from school.
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dikeluarkan dari sekolah.
12:15
And what I discovered was that many
of them exhibit the same behaviors
of them exhibit the same behaviors
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Dan saya menemukan bahwa perilaku
kebanyakan dari mereka sama seperti
kebanyakan dari mereka sama seperti
12:21
that I saw in six-year-old D.
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D waktu berusia 6 tahun.
12:23
So I can't help but wonder:
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Jadi saya pun bertanya-tanya:
12:26
if these kids would've learned
healthy coping strategies early on
healthy coping strategies early on
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kalau anak-anak ini sudah belajar
strategi bertahan dengan sehat sejak awal
strategi bertahan dengan sehat sejak awal
12:30
when times get tough,
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saat mengalami masa sulit,
12:32
would they now be able to survive
in a regular high school?
in a regular high school?
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apa sekarang mereka bisa bertahan
di sekolah umum?
di sekolah umum?
12:36
I can't say for sure,
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Saya tidak bisa terlalu yakin,
12:38
but I have to tell you
I believe that it would've helped.
I believe that it would've helped.
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tapi saya harus bilang, saya percaya
itu akan membantu mereka.
itu akan membantu mereka.
12:41
And it's time for all of us to take
the social and emotional development
the social and emotional development
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Dan sekarang waktunya kita
memedulikan perkembangan sosial dan
memedulikan perkembangan sosial dan
12:44
of our kids seriously.
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emosional anak-anak kita.
12:47
The time is now for us to step up
and say what we need to do for our kids.
and say what we need to do for our kids.
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Sekarang waktunya kita mengatakan
apa yang perlu dilakukan untuk anak-anak.
apa yang perlu dilakukan untuk anak-anak.
12:53
If we teach kids how to read
and write, and they graduate
and write, and they graduate
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Kalau kita mengajari mereka calistung,
dan pada akhirnya mereka lulus sekolah,
dan pada akhirnya mereka lulus sekolah,
12:57
but yet they don't know
how to manage emotions,
how to manage emotions,
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tapi masih tidak tahu cara mengatasi
perasaan mereka,
perasaan mereka,
12:59
what will our communities look like?
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masyarakat kita akan seperti apa?
13:02
I tell people:
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Saya suka bilang ke orang:
13:03
you can invest now or you will pay later.
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kamu bisa investasi sekarang
atau merugi nanti.
atau merugi nanti.
13:07
The time is now
for us to invest in our kids.
for us to invest in our kids.
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Waktu untuk berinvestasi
bagi anak-anak kita adalah sekarang.
bagi anak-anak kita adalah sekarang.
13:10
They're our future citizens,
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Mereka adalah masa depan kita,
13:12
not just numbers
that can or cannot pass a test.
that can or cannot pass a test.
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bukan hanya angka yang
lulus atau gagal ujian.
lulus atau gagal ujian.
13:16
Thank you.
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Terima kasih.
13:18
(Applause and cheers)
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(sorak sorai dan tepuk tangan)
ABOUT THE SPEAKER
Olympia Della Flora - EducatorOlympia Della Flora wants schools to think differently about educating students -- by helping them manage their emotions.
Why you should listen
Olympia Della Flora wants to seek solutions versus focusing on problems. This is why she became a principal at one of the lowest performing schools in Ohio. She believes that it takes a village to improve schools and has found ways to engage multiple stakeholders in this work including students, staff, parents and community members. Through focusing on this philosophy, Della Flora was able to successfully lead efforts to move her elementary school in Ohio out of failing status with the state. She attributes this success to collaborating with community partners and providing ongoing professional development for staff around social and emotional learning supports for students. She believes that schools should seek ways to address and support the whole child when it comes to learning, addressing not only academics but also social and emotional outcomes. She's now expanding this work through supervising and supporting principals in Connecticut, where she serves as the Associate Superintendent for School Development for Stamford Public Schools.
Olympia Della Flora | Speaker | TED.com