美国国家公共电台 NPR Linda Cliatt-Wayman: What Can We Do To Empower Students Living In Poverty?

 

GUY RAZ, HOST:

So when it comes to rethinking education, sure, more inspired curricula could help and, of course, so could better technology. And, of course, flipping¹ the classroom structure could be transformational. But what about when school is the only place where a kid gets a meal or warmth during the wintertime?

Because for a lot of kids, kids whose daily lives are surrounded by violence and poverty, just getting through the front door is already a victory. And so teachers and principals have to be more than just educators. And this is what Linda Cliatt-Wayman discovered when she became principal of an inner city Philadelphia high school.

LINDA CLIATT-WAYMAN: I would get on the PA system every morning and every afternoon before my students went home. I would end and I would begin every message the same way - if nobody didn't tell you they love you today, you remember I do, and I always will.

RAZ: Linda grew up in North Philadelphia, where she became a high school principal in 2003. And on her very first day at a particularly challenging high school, within the first few minutes of her arrival, she broke up a fight in the hallway and called for a school-wide meeting.

CLIATT-WAYMAN: So I brought everybody into the auditorium² just to introduce myself. And it was mayhem in the auditorium. And I'm standing³ on stage. And I'm saying to the students, listen, listen, listen. Let me introduce myself. And the whole time I was doing that, this one young lady was trying to tell me something. And she kept screaming, Miss, Miss, why do you keep calling this a school? And I said to her, because it a school. And in a much softer nicer voice, she said, oh, Miss, oh, Miss, this is not a school.

And I just stood there on the stage. And I stared out into the audience. And I was watching the kids still not settled in the auditorium. And I kept saying to myself over and over again in my mind, this is not a school. This is not a school. And I said, oh, my God. How in the world could you expect students to come and really embrace learning when they didn't even see the school as a school? And so from that day on, I made a pledge to myself that as long as I was going to stay in education, and as long as I was going to serve kids in poverty, to always make the school seem like a school.

RAZ: Over the next several years, Linda built a reputation as the kind of leader that could turn around struggling schools. And then in 2012, she became principal of Strawberry Mansion⁴ high school, also in Philadelphia. And it was a school that was notorious for drugs, weapons and assaults. And her first day there, she couldn't help but remember those words from that young student.

(SOUNDBITE OF TED⁵ TALK)

CLIATT-WAYMAN: Shortly as I approached the door of my new school and attempted to enter, I found the door locked with chains.

RAZ: Linda picks up the story from the TED stage.

(SOUNDBITE OF TED TALK)

CLIATT-WAYMAN: The halls were dim and dark from poor lighting⁶. And there were tons of piles of broken, old furniture and desks in the classrooms. The students were just scared, scared to sit in rows in fear that something would happen, scared from all the fighting and all the bullying⁷. For far too many schools - for kids who live in poverty, their schools are really not schools at all. But this can change. Anybody who's ever worked with me will tell you I am known for my slogans.

So today, I am going to use three that have been paramount⁸ in our quest for change. My first slogan is if you're going to lead, lead. So I assembled a top-notch leadership team. And together, we tackled the small things like resetting⁹ every single locker¹⁰ combination by hand so that every student could have a secure locker. We decorated every bulletin board in that building with bright, colorful and positive messages. And, of course, we tackled the big stuff.

We rebuilt the entire school day schedule from scratch to add a variety of start and end times, remediation, honors courses and counseling - all during the school day. We created, then, a deployment¹¹ plan that specified¹² where every single support person and police officer would be every minute of the day. And our best invention ever - we devised a school-wide discipline program titled Non-negotiables. It was a behavior system designed to promote positive behavior at all times. The results? Strawberry Mansion was removed from the persistently¹³ dangerous list our first year after being...

(APPLAUSE)

CLIATT-WAYMAN: ...After being on the persistently dangerous list for five consecutive¹⁴ years. Leaders make the impossible possible.

(SOUNDBITE OF MUSIC)

RAZ: That's just incredible. I mean, how did the staff and the teachers react to all of these changes? I mean, were they like, finally someone is making a difference? Or were they kind of skeptical¹⁵?

CLIATT-WAYMAN: Well, the teachers were very interesting. You could just tell that I was going to have an uphill battle trying to get the teachers to understand that this was a situation we had to take hold of because everyone talked about excuses. Everybody talked about the kids are bad. They don't want to learn. The parents don't care. The community don't care. So it was all an excuse. And that's when I said to them, so what? So what, now what?

RAZ: Yeah.

CLIATT-WAYMAN: So now what are we going to do? If you can't take on this extra responsibility of motivating and encouraging kids to come to school and do their best, then this is the wrong environment for you.

RAZ: So when you use that slogan - so what, now what? - I mean, I guess you were basically saying to them this is what has to happen - like, I expect everybody to do this.

CLIATT-WAYMAN: Yes. And I use that same slogan with my students - so what, now what? - when they come to me and tell me about all of their challenges. And they have a lot. Some of them are dealing¹⁶ with homelessness. Some of them have a problem with eating a full meal every night. Some of them live in houses where there are several families living together, where they have to take care of the adults in the house.

And when they come to me with all of those problems, I say the same thing to them. So what, now what? Now, listen. There are many times that I would sit and cry with them, hug them while they're crying, but I also realize I can't change all of their individual situations.

RAZ: Yeah.

CLIATT-WAYMAN: And I cannot allow their situations to steal their future. I would tell my students, you've been dealt a terrible hand. Yes, you have - a terrible hand. And I can't change that. I cannot change your childhood. But if you listen to me, I can change your adulthood¹⁷.

RAZ: It's interesting because we often think that the power resides with teachers, or the school administrators¹⁸, or the district, or the federal government. And you're essentially¹⁹ saying, yes, that may be true. But actually, I'm going to empower you, student, you, child, to take some ownership and agency in your own future. And maybe all these other things are broken, but you have actual power to control this thing.

CLIATT-WAYMAN: And that's what I tell them. The system is exactly broken, guys. But there are a lot of us who've made it even though the system is broken. And so I expect you to make it even though the system is broken. And the only person that is really in charge of you making it fully²⁰ is yourself. And people ask me all the time, well, Ms. Wayman, can the kids actually make it without parental²¹ involvement? I say, of course, because they have to.

What kids need is a caring adult on any level. What they need is someone to say to them, I expect this from you. And when kids understand that that caring adult truly loves them and will hold them accountable for their actions, they will always rise to that expectation, whether it's from a parent or a caring adult.

RAZ: Which brings us back to that other slogan Linda tells her students all the time.

(SOUNDBITE OF TED TALK)

CLIATT-WAYMAN: If nobody told you they loved you today, you remember I do, and I always will. If someone asks me my real secret for how I truly keep Strawberry Mansion moving forward, I would have to say that I love my students. And I believe in their possibilities unconditionally²². When I look at them, I can only see what they can become. And that is because I am one of them.

I grew up poor in North Philadelphia, too. I know what it feels like to wonder if there's ever going to be any way out of poverty. But because of my amazing mother, I was - I got the ability to dream despite the poverty that's around me. So...

(APPLAUSE)

CLIATT-WAYMAN: ...If I'm going to push my students toward their dream and their purpose in life, I got to get to know who they are. So I managed the lunchroom every day.

(LAUGHTER)

CLIATT-WAYMAN: And while I'm there, I talked to them about deeply personal things. And when it's their birthday, I sing happy birthday even though I cannot sing at all.

(LAUGHTER)

CLIATT-WAYMAN: I often ask them, why do you want me to sing when I cannot sing at all?

(LAUGHTER)

CLIATT-WAYMAN: And they respond by saying, because we like feeling special. My reward for being non-negotiable in my rules and consequences is their earned respect. I insist on it. They are clear about my expectations for them. And I repeat those expectations every day over the PA system. I remind them every day how education can truly change their lives.

RAZ: You know, as we've been hearing, there are lots of ideas about how to transform education, right? But none of that can really happen without students feeling like they belong, without a feeling of security, without love.

CLIATT-WAYMAN: Exactly. Believe it or not, a majority of my students do not even live with a mother or father. A lot of these students just don't feel loved. And that is a reason why I found it to be very, very important for me to tell them every day, if nobody did not love you, I do. And I remember I got a letter from one of my students who went to prison and one who was giving me a college graduation invitation on the same day that ended the same way - Ms. Wayman, if nobody didn't tell you I love you today, you remember I do, and I always will.

So I know it's important. I know it's important how every child needs to be loved, and every child needs to hear from someone, I love you. I don't know any other way to get through to them, or to make it possible in their eyes to do better for themselves without me telling them that I love them and I believe in them. I've never found another way to do it.

(SOUNDBITE OF MUSIC)

CLIATT-WAYMAN: That's Linda Cliatt-Wayman. She recently left her post as principal of Strawberry Mansion High School. She's working on starting an organization that will support and coach under-served Philadelphia students from high school through college. You can see her entire talk at ted.com.

(SOUNDBITE OF SONG, "DON'T BE A DROPOUT")

JAMES BROWN: (Singing) Now, a good friend of mine sat with me and he cried. He told me a story. I know he hadn't lied. He said he went for a job. And Mr. Man said, without an education, you might as well be dead.

RAZ: Hey, thanks for listening to our show on rethinking education this week. Our production staff at NPR includes Jeff Rogers, Sanaz Meshkinpour, Jinae West, Neva Grant, Rund Abdelfatah and Rachel Faulkner with help from Daniel Shukin and Ramtin Arablouei. Our intern²³ is Tony Liu. Our Our partners at TED are Chris Anderson, Colin Helms, Anna Phelan and Janet Lee. I'm Guy Raz, and you've been listening to ideas worth spreading right here on the TED Radio Hour from NPR.

1 flipping   

讨厌之极的

参考例句：

• I hate this flipping hotel! 我讨厌这个该死的旅馆！
• Don't go flipping your lid. 别发火。

2 auditorium   

n.观众席，听众席；会堂，礼堂

参考例句：

• The teacher gathered all the pupils in the auditorium.老师把全体同学集合在礼堂内。
• The stage is thrust forward into the auditorium.舞台向前突出，伸入观众席。

3 standing   

n.持续，地位；adj.永久的，不动的，直立的，不流动的

参考例句：

• After the earthquake only a few houses were left standing.地震过后只有几幢房屋还立着。
• They're standing out against any change in the law.他们坚决反对对法律做任何修改。

4 mansion   

n.大厦，大楼；宅第

参考例句：

• The old mansion was built in 1850.这座古宅建于1850年。
• The mansion has extensive grounds.这大厦四周的庭园广阔。

5 ted   

vt.翻晒，撒，撒开

参考例句：

• The invaders gut ted the village.侵略者把村中财物洗劫一空。
• She often teds the corn when it's sunny.天好的时候她就翻晒玉米。

6 lighting   

n.照明，光线的明暗，舞台灯光

参考例句：

• The gas lamp gradually lost ground to electric lighting.煤气灯逐渐为电灯所代替。
• The lighting in that restaurant is soft and romantic.那个餐馆照明柔和而且浪漫。

7 bullying   

v.恐吓，威逼( bully的现在分词 )；豪；跋扈

参考例句：

• Many cases of bullying go unreported . 很多恐吓案件都没有人告发。
• All cases of bullying will be severely dealt with. 所有以大欺小的情况都将受到严肃处理。 来自《简明英汉词典》

8 paramount   

a.最重要的，最高权力的

参考例句：

• My paramount object is to save the Union and destroy slavery.我的最高目标是拯救美国，摧毁奴隶制度。
• Nitrogen is of paramount importance to life on earth.氮对地球上的生命至关重要。

9 resetting   

v.重新安放或安置( reset的现在分词 )；重拨（测量仪器指针）；为（考试、测试等）出一套新题；重新安置，将…恢复原位

参考例句：

• Range represents the maximum strain which can be recorded without resetting or replacing the strain gage. 量程表示无需重调或重装应变计就能记录到的最大应变。 来自辞典例句
• Adding weight to the puddle jumper by resetting its inertial dampeners. 通过调节飞船的惯性装置来增加重量。 来自电影对白

10 locker   

n.更衣箱，储物柜，冷藏室，上锁的人

参考例句：

• At the swimming pool I put my clothes in a locker.在游泳池我把衣服锁在小柜里。
• He moved into the locker room and began to slip out of his scrub suit.他走进更衣室把手术服脱下来。

11 deployment   

n. 部署,展开

参考例句：

• He has inquired out the deployment of the enemy troops. 他已查出敌军的兵力部署情况。
• Quality function deployment (QFD) is a widely used customer-driven quality, design and manufacturing management tool. 质量功能展开(quality function deployment,QFD)是一个广泛应用的顾客需求驱动的设计、制造和质量管理工具。

12 specified   

adj.特定的

参考例句：

• The architect specified oak for the wood trim. 那位建筑师指定用橡木做木饰条。
• It is generated by some specified means. 这是由某些未加说明的方法产生的。

13 persistently   

ad.坚持地；固执地

参考例句：

• He persistently asserted his right to a share in the heritage. 他始终声称他有分享那笔遗产的权利。
• She persistently asserted her opinions. 她果断地说出了自己的意见。

14 consecutive   

adj.连续的，联贯的，始终一贯的

参考例句：

• It has rained for four consecutive days.已连续下了四天雨。
• The policy of our Party is consecutive.我党的政策始终如一。

15 skeptical   

adj.怀疑的，多疑的

参考例句：

• Others here are more skeptical about the chances for justice being done.这里的其他人更为怀疑正义能否得到伸张。
• Her look was skeptical and resigned.她的表情是将信将疑而又无可奈何。

16 dealing   

n.经商方法，待人态度

参考例句：

• This store has an excellent reputation for fair dealing.该商店因买卖公道而享有极高的声誉。
• His fair dealing earned our confidence.他的诚实的行为获得我们的信任。

17 adulthood   

n.成年，成人期

参考例句：

• Some infantile actions survive into adulthood.某些婴儿期的行为一直保持到成年期。
• Few people nowadays are able to maintain friendships into adulthood.如今很少有人能将友谊维持到成年。

18 administrators   

n.管理者( administrator的名词复数 )；有管理（或行政）才能的人；（由遗嘱检验法庭指定的）遗产管理人；奉派暂管主教教区的牧师

参考例句：

• He had administrators under him but took the crucial decisions himself. 他手下有管理人员，但重要的决策仍由他自己来做。 来自辞典例句
• Administrators have their own methods of social intercourse. 办行政的人有他们的社交方式。 来自汉英文学 - 围城

19 essentially   

adv.本质上，实质上，基本上

参考例句：

• Really great men are essentially modest.真正的伟人大都很谦虚。
• She is an essentially selfish person.她本质上是个自私自利的人。

20 fully   

adv.完全地，全部地，彻底地；充分地

参考例句：

• The doctor asked me to breathe in,then to breathe out fully.医生让我先吸气，然后全部呼出。
• They soon became fully integrated into the local community.他们很快就完全融入了当地人的圈子。

21 parental   

adj.父母的；父的；母的

参考例句：

• He encourages parental involvement in the running of school.他鼓励学生家长参与学校的管理。
• Children always revolt against parental disciplines.孩子们总是反抗父母的管束。

22 unconditionally   

adv.无条件地

参考例句：

• All foreign troops must be withdrawn immediately and unconditionally. 所有外国军队必须立即无条件地撤出。
• It makes things very awkward to have your girls going back unconditionally just now! 你们现在是无条件上工，真糟糕！ 来自子夜部分

23 intern   

v.拘禁，软禁；n.实习生

参考例句：

• I worked as an intern in that firm last summer.去年夏天我在那家商行实习。
• The intern bandaged the cut as the nurse looked on.这位实习生在护士的照看下给病人包扎伤口。