ABOUT THE SPEAKER
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.

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.

More profile about the speaker
Alvin Irby | Speaker | TED.com
TED Residency

Alvin Irby: How to inspire every child to be a lifelong reader

艾文·爾比: 如何激發每一個孩子成為終生讀者

Filmed:
1,312,731 views

根據美國教育部的數據,超過 85% 的四年級黑人男孩不擅長閱讀。 我們應該創造什麼樣的閱讀體驗來確保所有的孩子都能閱讀? 在這個讓你重新思考我們如何教導閱讀的演講中,教育家和作家艾文·爾比解釋了許多黑人孩子所面對的閱讀挑戰,並告訴我們文化上有能力的教育者如何能幫助所有的孩子認同自己是讀者。
- 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

Double-click the English transcript below to play the video.

00:12
As an elementary初級 school學校 teacher老師,
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我是一位小學老師,
00:14
my mom媽媽 did everything she could
to ensure確保 I had good reading skills技能.
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我母親竭盡所能確保
我有很好的閱讀能力。
00:20
This usually平時 consisted of weekend週末
reading lessons教訓 at our kitchen廚房 table
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她通常在週末時
在餐桌上教我閱讀,
00:24
while my friends朋友 played發揮 outside.
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而我的朋友在外面玩。
00:26
My reading ability能力 improved改善,
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我的閱讀能力改善了,
00:29
but these forced被迫 reading lessons教訓
didn't exactly究竟 inspire啟發 a love of reading.
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但是這種強迫式的閱讀課程
沒有激發我對閱讀的熱愛。
00:35
High school學校 changed everything.
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高中改變了一切。
00:38
In 10th grade年級, my regular定期 English英語 class
read short stories故事 and did spelling拼字 tests測試.
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在十年級時,我上的一般英文課
要讀短篇故事和考拼音。
00:45
Out of sheer絕對 boredom無聊, I asked
to be switched交換的 into another另一個 class.
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因為很無聊,我要求調到另一班。
00:48
The next下一個 semester學期,
I joined加盟 advanced高級 English英語.
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下一個學期,我就被調到高階英語課。
00:52
(Laughter笑聲)
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(笑聲)
00:53
We read two novels小說 and wrote
two book reports報告 that semester學期.
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那學期,我們要讀兩本小說
以及寫兩個讀書報告。
00:57
The drastic激烈 difference區別 and rigor嚴格
between之間 these two English英語 classes
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這兩個英語課之間的
巨大差異和嚴謹程度
01:01
angered激怒 me and spurred刺激 questions問題 like,
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讓我很生氣,也引發了像這類的問題,
01:05
"Where did all these
white白色 people come from?"
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「這些白人是從哪裡來的?」
01:07
(Laughter笑聲)
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(笑聲)
01:09
My high school學校 was over
70 percent百分 black黑色 and Latino拉丁美洲人,
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我的高中有 70% 黑人
和拉丁美洲人,
01:13
but this advanced高級 English英語 class
had white白色 students學生們 everywhere到處.
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但是那個高階英語課幾乎都是白人。
01:18
This personal個人 encounter遭遇
with institutionalized制度化 racism種族主義
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這個制度化種族主義的個人遭遇
01:22
altered改變 my relationship關係
with reading forever永遠.
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永遠改變了我與閱讀的關係。
01:25
I learned學到了 that I couldn't不能 depend依靠
on a school學校, a teacher老師 or curriculum課程
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我發現我無法依賴一個學校、
一個老師或課程
01:29
to teach me what I needed需要 to know.
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來教我我需要知道的。
01:31
And more out of like, rebellion暴動,
than being存在 intellectual知識分子,
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主要是由於叛逆,而非做為知識分子,
01:35
I decided決定 I would no longer allow允許
other people to dictate聽寫
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我下定決心我不會再讓其他人決定
01:39
when and what I read.
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我應該在何時閱讀以及閱讀什麼。
雖然我沒有意識到,
01:41
And without realizing實現 it,
I had stumbled迷迷糊糊 upon a key
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但我在偶然間發現了
一把幫助孩子閱讀的鑰匙。
01:45
to helping幫助 children孩子 read.
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01:47
Identity身分.
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那就是認同。
01:49
Instead代替 of fixating注視 on skills技能
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不是以閱讀技能
01:52
and moving移動 students學生們
from one reading level水平 to another另一個,
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來將學生從一個閱讀級別
升到另一級,
01:55
or forcing迫使 struggling奮鬥的 readers讀者
to memorize記憶 lists名單 of unfamiliar陌生 words,
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或是強迫閱讀有困難的學生
去背不熟悉的單字,
02:01
we should be asking ourselves我們自己
this question:
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我們應該問自己這個問題:
02:05
How can we inspire啟發 children孩子
to identify鑑定 as readers讀者?
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我們如何啟發孩子們
認同自己是閱讀者?
02:10
DeSeanDeSean, a brilliant輝煌 first-grader一年級
I taught in the Bronx布朗克斯,
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迭翔,我在布朗克斯區教過的
一位很聰明的一年級學生,
02:15
he helped幫助 me understand理解
how identity身分 shapes形狀 learning學習.
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他幫助我了解到身分認同塑造學習。
02:18
One day during math數學,
I walk步行 up to DeSeanDeSean, and I say,
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有一天上數學課時,
我走向迭翔,對他說:
02:22
"DeSeanDeSean, you're a great mathematician數學家."
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「迭翔,你是很棒的數學家。」
02:25
He looks容貌 at me and responds響應,
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他看著我,回答說:
02:27
"I'm not a mathematician數學家,
I'm a math數學 genius天才!"
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「我不是數學家,我是數學天才。」
02:29
(Laughter笑聲)
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(笑聲)
02:31
OK DeSeanDeSean, right?
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好,迭翔,對!
02:34
Reading?
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閱讀呢?
02:35
Completely全然 different不同 story故事.
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完全相反。
02:37
"Mr先生. Irby厄比, I can't read.
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他會說:「爾比先生,我不會閱讀。
02:39
I'm never going to learn學習
to read," he would say.
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我永遠學不會閱讀。」
02:42
I taught DeSeanDeSean to read,
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我教他閱讀,
02:44
but there are countless無數 black黑色 boys男孩
who remain trapped被困 in illiteracy文盲.
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但是無數的黑人男孩仍然是文盲。
02:50
According根據 to the US
Department of Education教育,
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根據美國教育部門的統計,
02:53
more than 85 percent百分
of black黑色 male fourth第四 graders平地機
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超過 85% 的四年級黑人男孩
02:57
are not proficient精通 in reading.
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不擅長閱讀。
02:59
85 percent百分!
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85%!
03:02
The more challenges挑戰
to reading children孩子 face面對,
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孩子們面對的閱讀挑戰越多,
03:07
the more culturally文化 competent勝任
educators教育工作者 need to be.
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教育工作者所需要的文化能力越高。
03:11
Moonlighting兼職 as a stand-up站起來 comedian喜劇演員
for the past過去 eight years年份,
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在過去的八年裡我兼職做喜劇演員,
03:15
I understand理解 the importance重要性
of cultural文化 competency能力,
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我了解到文化能力的重要,
03:18
which哪一個 I define確定 as the ability能力 to translate翻譯
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我認為那是一種
能夠把你要別人知道或能夠做到的,
03:20
what you want someone有人 else其他
to know or be able能夠 to do
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03:25
into communication通訊 or experiences經驗
that they find relevant相應 and engaging.
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翻譯成他們認為與他們有關
和願意參與的交流或經驗的能力。
03:30
Before going on stage階段,
I assess評估 an audience聽眾.
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每次在上台前,我會評估聽眾。
03:33
Are they white白色, are they Latino拉丁美洲人?
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他們是白人、拉美人?
03:36
Are they old, young年輕,
professional專業的, conservative保守?
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他們是年長、年輕、
專業人士、保守派?
03:40
Then I curate策劃 and modify修改 my jokes笑話
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然後我策劃和修改我的笑話
03:43
based基於 on what I think
would generate生成 the most laughter笑聲.
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基於我認為會產生最多笑聲的想法。
03:46
While performing執行 in a church教會,
I could tell bar酒吧 jokes笑話.
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當我在教堂表演時,
我不能說酒吧的笑話。
03:50
But that might威力 not result結果 in laughter笑聲.
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因為可能不會有人笑。
03:52
(Laughter笑聲)
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(笑聲)
03:54
As a society社會, we're creating創建
reading experiences經驗 for children孩子
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在社會裡,我們為孩子們
創造的閱讀經驗
03:59
that are the equivalent當量
of telling告訴 bar酒吧 jokes笑話 in a church教會.
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就像在教堂講酒吧的笑話。
04:03
And then we wonder奇蹟
why so many許多 children孩子 don't read.
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然後我們想知道
為什麼這麼多孩子不愛閱讀。
04:07
Educator教育家 and philosopher哲學家 Paulo聖保羅 Freire弗萊雷
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教育家和哲學家保羅·弗雷勒
04:10
believed相信 that teaching教學 and learning學習
should be two-way雙向.
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相信教學和學習應該是雙向的。
04:13
Students學生們 shouldn't不能 be viewed觀看
as empty buckets水桶 to be filled填充 with facts事實
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學生不應該被看成
需要被填滿事實的空桶,
04:18
but as cocreatorscocreators of knowledge知識.
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而是被視為知識的共同創作者。
04:21
Cookie-cutter曲奇刀 curriculums課程
and school學校 policies政策
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一成不變的課程和學校政策
04:25
that require要求 students學生們 to sit statue-still雕像-仍然
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要求學生如雕像般坐著學習,
04:28
or to work in complete完成 silence安靜 --
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或是上課時保持安靜──
04:30
these environments環境 often經常 exclude排除
the individual個人 learning學習 needs需求,
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這種環境通常不符合
個人的學習需求、
04:35
the interest利益 and expertise專門知識 of children孩子.
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興趣和孩子們的專長。
04:39
Especially特別 black黑色 boys男孩.
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特別是黑人男孩。
04:41
Many許多 of the children's兒童 books圖書
promoted提拔 to black黑色 boys男孩
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給黑人男孩讀的兒童書籍
04:44
focus焦點 on serious嚴重 topics主題, like slavery奴隸制度,
civil國內 rights權利 and biographies傳記.
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許多都是嚴肅的主題,
如奴隸、公民權利和傳記。
04:50
Less than two percent百分 of teachers教師
in the United聯合的 States狀態 are black黑色 males男性.
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少於 2% 的美國老師是黑人男性。
04:54
And a majority多數 of black黑色 boys男孩
are raised上調 by single mothers母親.
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大多數的黑人男孩由母親獨自扶養。
04:58
There are literally按照字面 young年輕 black黑色 boys男孩
who have never seen看到 a black黑色 man reading.
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實際上,黑人男孩幾乎
從未見過成年黑人男子閱讀。
05:04
Or never had a black黑色 man
encourage鼓勵 him to read.
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或是從來沒有一位成年的
黑人男性鼓勵他們閱讀。
05:09
What cultural文化 factors因素,
what social社會 cues線索 are present當下
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有什麼文化因素和社會誘因
05:14
that would lead
a young年輕 black黑色 boy男孩 to conclude得出結論
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來讓黑人男孩覺得
05:16
that reading is even
something he should do?
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閱讀是他應該做的事?
05:19
This is why I created創建 Barbershop理髮店 Books圖書.
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這是我成立理髮店書籍
(Barbershop Books) 的理由。
05:24
It's a literacy讀寫能力 nonprofit非營利性
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這是一個掃盲非營利組織,
05:26
that creates創建 child-friendly兒童友好
reading spaces空間 in barber理髮師 shops商店.
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我們創造孩子們喜歡的
理髮店閱讀空間。
05:31
The mission任務 is simple簡單:
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我們的任務很簡單:
05:33
to help young年輕 black黑色 boys男孩
identify鑑定 as readers讀者.
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幫助黑人男孩認同自己為閱讀者。
05:37
Lots of black黑色 boys男孩 go to the barber理髮師 shop
once一旦 or twice兩次 a month.
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許多黑人男孩每個月
會去理髮店一、二次。
05:41
Some see their barbers理髮師
more than they see their fathers父親.
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有些孩子見到理髮師的次數
比見到他們的父親還多。
05:46
Barbershop理髮店 Books圖書 connects所連接 reading
to a male-centered以男性為中心 space空間
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理髮店書籍將閱讀與
男性為中心的空間連結起來,
05:50
and involves涉及 black黑色 men男人
and boys'男孩 early reading experiences經驗.
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讓成年黑人男子參與
男孩早期的閱讀經驗。
05:55
This identity-based基於身份的 reading program程序
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這個基於認同的閱讀計畫
05:57
uses使用 a curated策劃 list名單 of children's兒童 books圖書
recommended推薦的 by black黑色 boys男孩.
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使用由黑人男孩
推薦的兒童書籍清單。
06:01
These are the books圖書
that they actually其實 want to read.
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這些是他們會想要讀的書。
06:06
Scholastic's學術的 2016 Kids童裝 and Family家庭 Report報告
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學者出版社 (Scholastic)
2016 年的兒童和家庭報告
06:10
found發現 that the number one thing
children孩子 look for when choosing選擇 a book
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發現孩子們選書時,
首先會找能讓他們發笑的書。
06:16
is a book that will make them laugh.
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06:19
So if we're serious嚴重 about helping幫助
black黑色 boys男孩 and other children孩子 to read
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所以如果我們很認真要幫助
黑人男孩和其他孩子主動閱讀,
06:24
when it's not required需要,
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而不是強迫他們閱讀,
06:26
we need to incorporate合併
relevant相應 male reading models楷模
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我們需要將相關的男性閱讀模型
06:29
into early literacy讀寫能力.
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融入早期識字學習。
06:31
In exchange交換, some of the children's兒童 books圖書
that adults成年人 love so much
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其實,一些兒童書籍
大人們也都非常喜歡。
06:36
for funny滑稽, silly愚蠢 or even gross books圖書,
like "Gross Greg格雷格".
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那些有趣、愚蠢甚至是噁心的書籍
像《噁心的格雷》(Gross Greg)。
06:41
(Laughter笑聲)
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(笑聲)
06:45
"You call them boogers鼻 屎.
Greg格雷格 calls電話 them delicious美味的 little sugars."
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「你稱它為鼻屎。
格雷稱它為美味的小糖。」
06:50
(Laughter笑聲)
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(笑聲)
06:52
That laugh, that positive reaction反應
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那個笑聲、正面的反應、
06:56
or gross reaction反應 some of you just had,
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或是你們有些人覺得很噁心的反應,
06:58
(Laughter笑聲)
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(笑聲)
06:59
black黑色 boys男孩 deserve值得
and desperately拼命 need more of that.
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黑人男孩應該要有,
並迫切地需要更多。
07:05
Dismantling拆除 the savage野蠻人 inequalities不平等
that plague鼠疫 American美國 education教育
116
413082
4414
消除困擾著美國教育的野蠻不平等
07:09
requires要求 us to create創建 reading experiences經驗
117
417520
3630
需要我們創造閱讀體驗
07:13
that inspire啟發 all children孩子
to say three words:
118
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3381
來激發所有的孩子說三個字:
07:17
I'm a reader讀者.
119
425501
1150
我閱讀。
07:19
Thank you.
120
427175
1182
謝謝!
07:20
(Applause掌聲)
121
428381
5618
(掌聲)
Translated by Melody Tang
Reviewed by Helen Chang

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ABOUT THE SPEAKER
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.

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.

More profile about the speaker
Alvin Irby | Speaker | TED.com

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