Teaching Tolerance

00:59:01
https://www.youtube.com/watch?v=H_P8CO8IlQ8

概要

TLDRDie video handel oor hoe Amerikaanse klaskamers dien as plekke waar konsepte soos regverdigheid, samewerking, respek en verdraagsaamheid onder jong kinders bevorder word. Verskeie opvoeders deel hul ervarings en strategieë om diversiteit te hanteer, soos die gebruik van 'n anti-vooroordeel kurrikulum, wat kinders leer om mekaar se verskille raak te sien en te waardeer. Die video illustreer ook hoe kulturele verskeidenheid 'n belangrike rol speel in die bou van 'n sterk nasionale eenheid. Daar word klem gelê op die kweek van empatie en die daarstelling van 'n vriendelike en insluitende leeromgewing. Opvoeders moedig kinders aan om gesprekke te voer oor andersheid en hoe almal belangrik en uniek is.

収穫

  • 🌍 Diversiteit is 'n sleutelkomponent van Amerikaanse klaslokale.
  • 👩‍🏫 Onderwysers speel 'n belangrike rol in die kweek van verdraagsaamheid.
  • 🤝 Empatie en respek is noodsaaklik vir harmonieuse samelewing.
  • 🌈 Kinders leer om verskille te waardeer deur spesifieke kurrikula.
  • 🧑‍🎨 Aktiwiteite soos rollespel help in die onderwys van verdraagsaamheid.
  • 🏫 Skole is mikro-kosmosse waar diversiteit getoets en waardeer word.
  • 👨‍👩‍👧‍👦 Amerikaanse diversiteit is ryk en 'n bron van krag.
  • 💬 Gesprekke oor verdraagsaamheid begin vroeg in klaskamers.
  • 📚 Die opstel van 'n gemeenskap van geleerdheid en respek is 'n prioriteit.
  • 🔑 Kleiner kinders verstaan verskille deur praktyk en betrokkenheid.

タイムライン

  • 00:00:00 - 00:05:00

    Die belangrikheid van hoop in klaskamers in die VSA en die idee van Amerika as 'n eksperiment van diversiteit. As ons dit in klaskamers kan doen, is ons goed op pad.

  • 00:05:00 - 00:10:00

    Amerika se unieke diversiteit is sy grootste krag en grootste bron van verdeeldheid. Klaskamers is waar hierdie ideale getoets word.

  • 00:10:00 - 00:15:00

    In skole leer kinders oor vryheid en geregtigheid en skep hulle gemeenskap. Elke kind is uniek maar almal is goed, ongeag voorkoms of vermoë.

  • 00:15:00 - 00:20:00

    By Happy Medium Primary School in Seattle word 'n anti-vooroordeel-kurrikulum geleer om kinders te help diversiteit waardeer en hond seuring te bou.

  • 00:20:00 - 00:25:00

    Onderwysers moedig kinders aan om verskille te respekteer en almal as ewe waardevol te sien, en leer hulle hoe om vriendskappe te eerbiedig en te bou.

  • 00:25:00 - 00:30:00

    Lourdes Ballesteros Peron gebruik die 'I Care Rules' om kinders te leer oor respek en omgee in North Miami Elementary, met die fokus op probleemoplossing en empatie.

  • 00:30:00 - 00:35:00

    Die belangrikheid van veiligheid en vriendelikheid in skole, waar kinders van diverse agtergronde leer dat elkeen van waarde is en dat hulle 'n rol in 'n vreedsame gemeenskap het.

  • 00:35:00 - 00:40:00

    Linda Alston se studente in Denver leer oor helde in die gemeenskap, waar onderwysers kinders inspireer om helde in hul eie lewens raak te sien.

  • 00:40:00 - 00:45:00

    Speel en verbeelde spel word gebruik om kinders van diversiteit te leer. Poppe help kinders om die konsep van regverdigheid in 'n kleuterskoolomgewing te verstaan.

  • 00:45:00 - 00:50:00

    In New Haven verken studente by Edgewood Elementary empatie en diversiteit deur interaksie met ander en leer hoe om drempels tussen verskillende soorte mense af te breek.

  • 00:50:00 - 00:59:01

    Diversiteit en respek word in die klaskamer geleer deur kinders aan te moedig om empatie en respek te ontwikkel. Almal het 'n rol om te speel in die bou van 'n regverdige wêreld.

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マインドマップ

Mind Map

よくある質問

  • What is the main theme of the video?

    The main theme is fostering diversity and understanding through education.

  • How does the video illustrate teaching diversity?

    It shows how teachers use activities and lessons to teach tolerance and diversity in classrooms.

  • What methods are used to teach children about tolerance?

    Methods include storytelling, role-playing, and emphasizing individual uniqueness.

  • What challenges are teachers facing in diverse classrooms?

    Challenges include addressing prejudice and creating inclusive environments.

  • Why is empathy important according to the video?

    Empathy helps students understand and appreciate differences in others.

  • How does the video describe American diversity?

    It describes America as a nation of different people, languages, and cultures.

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    [Music]
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    [Music]
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    the world out there
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    is to bizarrely on
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    we have to at least give some hope in
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    our classrooms
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    and
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    out say that this is what we're doing
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    [Music]
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    part of American democracy the hope is
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    to deal with all of these differences
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    because in one sense we're a grand
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    experiment I don't think there's another
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    nation that equals us with having this
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    kind of diversity and saying we all want
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    to come together in some kind of
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    American way and have a strong nation
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    [Music]
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    if it exists in our dreams it can exist
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    in the classroom
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    and as we know if we can't make it work
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    in a classroom of young children
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    we're in worse trouble than we thought
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    [Music]
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    there is no other country quite like
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    America our nation created by different
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    people from different lands languages
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    and cultures we are a nation of
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    difference and that is at once the
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    source of our greatest strength and the
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    root of our most divisive troubles
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    [Music]
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    in school the first plant we make is for
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    liberty and justice for all
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    memorizing by road to the ideals of
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    democracy
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    the classroom is also the first place
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    that these ideals are tested people from
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    varied backgrounds little people in this
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    case are thrown together and asked to go
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    beyond their differences and create
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    common ground
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    to live together in harmony not hatred
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    this is the story of some of the
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    classrooms across America where children
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    are learning to live the concepts of
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    fairness cooperation respect tolerance
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    that may sound like a tall order but
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    even the biggest ideas start small
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    [Music]
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    every face is a different color and the
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    shape to the people have black guys the
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    kids will have great to do for half are
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    us blueish the difference about people
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    cut is they have different faces and
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    different colors and they have different
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    languages the same about people is they
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    walk the same but not always because um
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    some people have broken legs some people
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    will have punches and some people have
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    to sit in the wheeling chair all people
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    are good but it doesn't matter what
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    color their skin are they're still good
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    [Music]
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    you know my family I didn't have to live
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    by culturally you know Norwegian either
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    go to this Norwegian church or that
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    Norwegian church that was you know it
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    but that's not going to be the way it is
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    for my grandson and for the children
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    after that
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    all children in America now we'll live
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    by culturally
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    happy medium primary school sits in the
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    heart of Seattle Central District a
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    working-class community close to
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    downtown
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    the school draws students from all over
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    the Seattle area and emphasizes what
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    educators call an anti bias curriculum
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    we look at diversity from a very broad
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    perspective we look at socio-economic
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    diversity we look at we look at
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    religious diversity we look at family
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    style diversity and we have all kinds of
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    families that come to the school
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    and those are their values they want
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    their children to have that kind of
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    experience this year several of Debra
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    Goldsberry students drawn to the class
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    midterm and missed the for community
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    building exercises the classroom unity
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    suffered and I started to have to yell
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    at them more and I heard myself saying
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    well you know that and it sort of hit me
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    suddenly that I was asking these
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    children who had not been a part of our
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    fall community building to be a part of
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    the community and so I decided to go
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    back to September and redo September
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    what I really want to talk about today
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    is how special each of you are and how
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    you're really different from anybody
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    else and the way I want to do that is
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    that I want to do a people colors
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    painting on paper now some of you have
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    done this before and some of you haven't
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    but the first thing that we're gonna do
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    is when I decide what color the people
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    in this room are children are very very
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    good observers and they do notice
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    differences very acutely and I think
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    that they very much get excited about
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    what color they're going to be which one
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    do you think is better this is cinnamon
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    and that's mahogany and then you have
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    these you know these big jars of paint
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    that have these wonderful labels on like
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    Gingerbread and mahogany and olive and
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    terracotta and peach and melon and toast
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    and almond and and they're sitting there
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    dying to know what color they're going
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    to be and then of course we end up
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    mixing colors and then let's add some
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    mahogany to toast
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    maybe that's pretty close no Jordan
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    doesn't what do you think I need to do
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    instead Jordan to redish okay cinnamon
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    and ginger bread together let's see if
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    that's closer to Jordan oh I think so I
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    really feel that children have to be
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    honored as individuals and have to be
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    noticed and we have to speak about
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    differences before children can move on
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    and build a community
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    talking about differences isn't always
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    easy it takes practice
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    darby is one of the students who came to
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    Deborah's class later in the year in the
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    school he came from really did not
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    engage in a lot of antibiotic cultural
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    activities and so when you know it was
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    his turn he just said I'm white and why
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    not he didn't have another name for it
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    yet
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    and the children's immediate reaction
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    was to sort of jump on him okay white
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    right nobody's white like the floor and
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    nobody's quite like okay so why can you
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    say he's not white what does that mean
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    to you when he says he's white he's like
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    wait like soft oh okay
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    Darby what do you mean when you say
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    you're white do you have light skin hold
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    your hand out next to Jordie okay
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    so let's let's compare your skin darby
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    to the lid of this paint is this lid
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    white is your arm that color no and
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    that's why Kenny says you're not white
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    he didn't mean that you didn't have like
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    skin because you do right so one of the
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    things we decided when we first did this
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    in the fall is that we were instead of
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    saying that any person was white we were
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    gonna actually call them the color of
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    the skin that they are so what we're
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    gonna do is find out what color your
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    skin is okay is that all right let's try
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    peach for for Darby we have at each kid
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    are you a peach what it does is it
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    focuses every eye on that child and it
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    makes them feel great for exactly who
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    they are
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    Darby especially and all the other
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    children were very excited for him and
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    of course so he felt part of the group
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    question for you yeah somebody says what
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    color's your skin what are you gonna say
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    yeah
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    these are the kids of the future and I
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    think it's our country's greatest work
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    right now is that we have to find out
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    how we belong together now what drives
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    us apart not what's irresponsible but
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    but who we are as a country
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    [Music]
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    the main modeling that teachers have to
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    demonstrate in that kind of environment
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    at multicultural environment is the show
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    respect and interest in differences I
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    think of a teacher behaves as if she's
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    afraid or indifferent to differences or
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    even rejecting of differences in her
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    behavior or in nonverbal communications
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    I think the children will pick up on the
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    teacher has to herself or himself
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    respect a multicultural environment and
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    transmit that message to their students
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    we must create the feeling that everyone
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    is equally a worthwhile individual
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    equally worthwhile and we do this by
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    constantly pointing out what is unique
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    about every child and what we all have
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    in common
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    [Music]
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    by sheer maturation you will learn how
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    to hold a pencil and you will learn how
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    to color inside of a line and you will
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    learn how to skip but the idea of
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    learning how to be a friend act like a
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    friend and teach someone else how to be
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    a friend
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    there is the basis of tolerance
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    to make friends I I i first asked on the
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    names all grab a Wonderbread then I mean
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    you want to be befriend I'm gonna play
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    hold their hand give them a hug I kind
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    of like him to sit with me and talk with
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    me for a while you have to help people
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    though I had peace candy I don't like
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    care of me but if I had a piece of candy
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    and you need to have money he would like
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    some I would share it with them that's
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    how you make friends when you share a
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    corroboree
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    I found this today
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    when I was looking through some stuff
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    and it's a really old picture how many
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    of you were in this picture it's a very
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    beginning of the eraser hand why do you
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    suppose that I no longer have this
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    picture up why do you think Matthew all
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    the keys
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    [Music]
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    one of the things I did at the beginning
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    of this week was I took everything off
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    the walls because I wanted everything to
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    be new because I wanted everything to be
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    something that the whole group had done
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    together you did something yesterday
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    that we could make our very own group
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    photo with and you know what that is
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    your pupil portraits
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    I love your face I wanna put it all
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    all
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    place your superstar just the way that
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    you are with your face
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    look at that face well I love your smile
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    I wanna hear you laugh for a long
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    Wow I'm stuck on you with all the things
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    that you do with that smile
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    it's your smile I'm talking about
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    [Music]
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    you're free
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    [Music]
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    reading writing and arithmetic everyone
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    knows that these are the basics of
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    Education but we sometimes forget that
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    the classroom is also the learning
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    ground for lessons even more fundamental
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    school teaches us how to behave in
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    society
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    and you don't need to learn the skills
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    of sharing public life
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    with everyone
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    [Music]
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    I like your pictures everybody's gonna
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    getcha like everybody's picture fidget
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    tell me was in your venture Lourdes
  • 00:14:34
    Ballesteros Peron teaches kindergarten
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    at North Miami elementary a public
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    school serving over 2,000 children when
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    she began teaching Lourdes found her
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    optimism challenged by the realities in
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    her students lives I have children that
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    come from broken homes that have been
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    abused so the children that I have come
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    you know with different feelings in
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    different ways of expressing their anger
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    I have one little boy that threw a rock
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    at a child and he was bleeding and he
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    was laughing at fact that you know he
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    thought that was funny
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    so I was surprised that such a young age
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    that could be so violent and it moved it
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    wouldn't it wasn't bothering them that
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    they were being that way so was my first
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    year teaching and then I was negative
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    and I was trying to be tough to to
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    overcome their toughness and it was kind
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    of like a war who was gonna be the
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    toughness and it wasn't getting me
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    anywhere that's a great picture so it
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    was kind of like first the transition
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    for me and my attitude the way I was
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    with
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    okay I'm gonna focus on the positive and
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    I'm gonna try to help children focus on
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    the phone the positive themselves how
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    did the duck end up helping her what'd
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    she do she said thank you wow that's
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    great
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    Lourdes discovered the Miami Peace
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    Education Foundation which offers
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    materials for teaching children respect
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    and caring one pillar of the program is
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    the I care rules they have five I care
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    rules and they're posted close to my
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    desk back there okay and we listen to
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    each other hands are for helping not
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    hurting we use I care language we care
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    about each other's feelings and we are
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    responsible for what we say and do and
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    those are the main five I care rule that
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    um yes good things they notice this
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    story so whenever there's a story that a
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    character has a problem that needs to be
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    solved we'll talk about how we could use
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    the I care rules we're learning in the
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    class to fix the book I think her
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    friends are gonna help her plant the
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    wheat who could give her some ideas what
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    are some things a little red hand could
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    say
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    can you help me no but then help me you
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    could eat the apple later once we start
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    talking about it and we role-playing I'd
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    give them situations and I read them
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    stories then they start getting the
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    understanding of what the whole concept
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    of that I care
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    rules are okay let's say you're gonna be
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    the little redhead
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    it's just helps them understand why we
  • 00:17:13
    could make things better
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    and it lets them know that even though
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    they're kindergarten they could think of
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    solutions for these problems I'm
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    finished painting I'll help you need
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    okay she's pinching you
  • 00:17:34
    do you want to go to the peace table and
  • 00:17:36
    talk to her would that make you feel a
  • 00:17:39
    little bit better okay Cassandra George
  • 00:17:42
    wants to talk to you at the peace table
  • 00:17:44
    because you were pinching him could you
  • 00:17:47
    go to the peace table talk over there
  • 00:17:49
    I put the peace table close to my desk
  • 00:17:52
    just because I think it'll make them
  • 00:17:54
    feel a little bit comfortable there it's
  • 00:17:55
    kind of a way from the rest of the class
  • 00:17:57
    but at the same time they're not felt
  • 00:17:59
    like if they're being put in a corner
  • 00:18:02
    the peace table is for small people what
  • 00:18:05
    international diplomacy is for adults
  • 00:18:07
    it's neutral ground for discussing
  • 00:18:10
    differences and resolving conflicts
  • 00:18:15
    [Music]
  • 00:18:22
    but loves it
  • 00:18:25
    I can't lie
  • 00:18:28
    [Music]
  • 00:18:30
    know that I hear language
  • 00:18:33
    I curse
  • 00:18:36
    Oh
  • 00:18:39
    by the end of the year they could go
  • 00:18:41
    through the whole stuff by themselves in
  • 00:18:44
    such a way that they don't need to be at
  • 00:18:45
    the peace table because the goal is that
  • 00:18:48
    no matter where you're at you could
  • 00:18:49
    solve your problem you could talk about
  • 00:18:51
    your problems in the cafeteria you could
  • 00:18:53
    talk about it in the playground
  • 00:18:56
    I don't want them to memorize and like
  • 00:18:58
    class rules I want it to be a way of
  • 00:19:01
    them to live
  • 00:19:03
    and I wanted to have a peaceful
  • 00:19:05
    classroom and that's how they start
  • 00:19:08
    understanding the whole concept of
  • 00:19:10
    caring because that's what it would
  • 00:19:11
    [Music]
  • 00:19:13
    peace means sharing you don't say bad
  • 00:19:19
    things of people say good things to
  • 00:19:22
    people
  • 00:19:23
    faith means don't hurt anybody i singing
  • 00:19:27
    peace means healthy
  • 00:19:37
    for many many children's a day
  • 00:19:40
    school is the place that makes the most
  • 00:19:44
    sense
  • 00:19:46
    school is the island of safety
  • 00:19:51
    the task of the teacher to put it in the
  • 00:19:54
    simplest terms is to be nice
  • 00:19:57
    to do everything possible to be nice to
  • 00:20:03
    all the children to set a model for
  • 00:20:07
    niceness
  • 00:20:10
    it allows the child to take the risk of
  • 00:20:14
    being nice himself or herself to someone
  • 00:20:18
    else
  • 00:20:18
    [Music]
  • 00:20:26
    good morning Charlotte
  • 00:20:30
    here
  • 00:20:31
    good morning bad
  • 00:20:33
    [Music]
  • 00:20:42
    good morning Ian my god
  • 00:20:46
    that morning is Shanthi
  • 00:20:51
    good morning again
  • 00:20:53
    [Music]
  • 00:21:01
    I see our young people who are getting
  • 00:21:04
    into gangs and who feel so disconnected
  • 00:21:07
    from everyone and everything and someone
  • 00:21:12
    said something to me once that really
  • 00:21:14
    struck me very deeply
  • 00:21:17
    young boy was asked who would be
  • 00:21:20
    disappointed if he joined the gangs and
  • 00:21:24
    he said he couldn't think of anyone
  • 00:21:26
    [Music]
  • 00:21:33
    in Denver Linda Alston introduces her
  • 00:21:36
    kindergarten class to the world beyond
  • 00:21:39
    the neighborhood of Mitchell Montessori
  • 00:21:41
    school I felt the more the children feel
  • 00:21:44
    began to feel connected to their
  • 00:21:48
    community that they could start to see
  • 00:21:51
    people around them as heroes and she
  • 00:21:55
    rose that they would feel safer that
  • 00:21:58
    they would feel more loved
  • 00:22:02
    they would start to think well just like
  • 00:22:05
    I met mr. Joe and look how much he loves
  • 00:22:10
    us maybe all these people are maybe you
  • 00:22:13
    know 10 more people out here really love
  • 00:22:15
    me and I just don't know that yet
  • 00:22:21
    what do you think a hero is what is a
  • 00:22:24
    hero it's somebody that um keep you away
  • 00:22:31
    or something bad somebody let's save
  • 00:22:34
    your life yes
  • 00:22:36
    now when we talk about heroes I'd like
  • 00:22:39
    to say heroes and Shiro's because that
  • 00:22:43
    lets us know that we can include boys
  • 00:22:45
    and who else boys and girls as well very
  • 00:22:49
    good
  • 00:22:50
    now who can name someone that you think
  • 00:22:54
    a hero would be a hero to you please
  • 00:22:58
    Catherine
  • 00:23:01
    President Clinton you think he's a hero
  • 00:23:04
    okay let's see what they out dr. Martin
  • 00:23:10
    Luther King jr. yes dr. Martin Luther
  • 00:23:12
    King jr. then God is Pocahontas okay
  • 00:23:18
    then thank you and finally did you know
  • 00:23:22
    that a hero or Shiro could be someone in
  • 00:23:25
    your own family did you know that
  • 00:23:29
    yes exactly Katherine like your mom or
  • 00:23:32
    your dad this is my aunt is someone that
  • 00:23:36
    he or she can trust can be honest with
  • 00:23:41
    can be authentic with she loved all
  • 00:23:44
    people is someone who's always there for
  • 00:23:48
    them as they see it
  • 00:23:49
    Abbi who is a hero or Shiro for you make
  • 00:23:53
    covenant your cousin why
  • 00:23:57
    so Matt all of my friends they're all
  • 00:24:00
    your friends okay anybody else think of
  • 00:24:02
    a hero
  • 00:24:03
    hey Ashanti my daddy my daddy he
  • 00:24:11
    protects me from ghosts because he boxes
  • 00:24:16
    the doors and
  • 00:24:18
    well I'm scared I'm scared dreams but I
  • 00:24:23
    can't hide under my covers
  • 00:24:26
    [Music]
  • 00:24:34
    mr. Joe is a hero for them because mr.
  • 00:24:37
    Joe is kind the first time we met him
  • 00:24:40
    I'll never forget it he was he was so
  • 00:24:42
    approachable and so gentle and so kind
  • 00:24:47
    and he's always that way and so for them
  • 00:24:51
    mr. Joe meets every criteria for for a
  • 00:24:56
    hero for them and for me good morning I
  • 00:25:00
    would like to introduce you to another
  • 00:25:04
    one of our heroes in the community this
  • 00:25:08
    is brother nan Tom boo can you say his
  • 00:25:12
    name children this is my great-grandma
  • 00:25:18
    and her name is Catherine and she's 19
  • 00:25:21
    years old I would like to introduce you
  • 00:25:24
    to a friend we all know her from the
  • 00:25:27
    Ford Warren library children
  • 00:25:30
    this is mr. Jerry Brown of the Lakota
  • 00:25:33
    tribe would you acknowledge him and
  • 00:25:35
    welcome him free teaching multicultural
  • 00:25:39
    education if you will is something that
  • 00:25:42
    I never let up on it's not something
  • 00:25:45
    well this is Black History Month list
  • 00:25:47
    study about Harriet Tubman and then
  • 00:25:50
    that's all right this is an everyday
  • 00:25:52
    situation for us the muwah bee tree is
  • 00:25:58
    in your heart the Montessori philosophy
  • 00:26:02
    has it is it's an international
  • 00:26:04
    philosophy and we're really interested
  • 00:26:06
    in having children of the world be
  • 00:26:09
    together and that's our that's our
  • 00:26:12
    curriculum it's an international
  • 00:26:14
    curriculum what language will you count
  • 00:26:16
    in our keys blankies okay so you want us
  • 00:26:20
    to count with you or will you count
  • 00:26:22
    alone
  • 00:26:25
    countless fellas Moshe Rosa and Billy
  • 00:26:31
    time to touch more aware and the more
  • 00:26:35
    familiar they are with different ways of
  • 00:26:38
    speaking different languages they will
  • 00:26:43
    start to understand that there is
  • 00:26:46
    nothing innately superior about one
  • 00:26:49
    language compared to another one but
  • 00:26:52
    they're just in fact different languages
  • 00:26:55
    [Music]
  • 00:27:02
    [Music]
  • 00:27:08
    me how was China and hello in English is
  • 00:27:13
    hello well sure that's in French we need
  • 00:27:17
    two others in Japanese I could speak
  • 00:27:20
    Spanish Oh big German my favorite ones
  • 00:27:25
    India my favourite country
  • 00:27:33
    China
  • 00:27:39
    at mucho
  • 00:27:40
    the world comes into the classroom and
  • 00:27:43
    the children are encouraged in their
  • 00:27:44
    curiosity about other people's lives
  • 00:27:47
    they want to know and they're not afraid
  • 00:27:50
    they have not learned yet you see that
  • 00:27:54
    it's it's not politically correct to ask
  • 00:27:57
    this question yes I'm gonna show you
  • 00:28:04
    right now
  • 00:28:08
    they don't blink
  • 00:28:11
    yeah it's made of blankie yeah it's made
  • 00:28:14
    from yarn okay because we're a lot of
  • 00:28:20
    Buffalo where there wasn't a lot of
  • 00:28:21
    water any question for the monk what did
  • 00:28:24
    he eat
  • 00:28:25
    Marcy what do the moms eat let me ask
  • 00:28:28
    this path is question to the monk but
  • 00:28:31
    how ma personalizes
  • 00:28:34
    one cow
  • 00:28:36
    things like rice we enhance our salad by
  • 00:28:39
    partaking of music and dance and a
  • 00:28:42
    perspective of other groups of people as
  • 00:28:45
    well as makes it more comfortable for us
  • 00:28:47
    in a workplace and our jobs and I think
  • 00:28:50
    that the people in the future who master
  • 00:28:53
    those kinds of skills to work with a
  • 00:28:54
    variety of type of people to appreciate
  • 00:28:57
    them are going to be the people who are
  • 00:28:59
    going to sub be selected for leadership
  • 00:29:00
    positions because we're going to need
  • 00:29:02
    people with those kinds of skills to
  • 00:29:04
    make it all work
  • 00:29:12
    Linda also teaches the children that
  • 00:29:15
    they are curiosity must come with
  • 00:29:17
    respect for difference
  • 00:29:19
    [Applause]
  • 00:29:30
    what virus's funny I didn't say anything
  • 00:29:33
    right then when mr. brown concluded his
  • 00:29:36
    presentation I called all the children
  • 00:29:39
    to me now the reason we're having this
  • 00:29:41
    talk has become trust when Mr Brown was
  • 00:29:44
    speaking some people were making
  • 00:29:46
    comments that something was funny that
  • 00:29:49
    he was saying or when he was dancing if
  • 00:29:53
    you were going to visit at another
  • 00:29:56
    school or at a place let's say you went
  • 00:30:00
    to another country and you speak English
  • 00:30:03
    how would you feel if somebody said oh
  • 00:30:07
    that girl talks funny
  • 00:30:10
    oh that boy sounds funny how would that
  • 00:30:13
    make you feel that would make you feel
  • 00:30:16
    sad wouldn't it so what's another word
  • 00:30:19
    we could use instead of saying that
  • 00:30:21
    something sounds funny
  • 00:30:24
    [Music]
  • 00:30:26
    around tonight you have a pretty boy you
  • 00:30:30
    can say yeah it sounds pretty you know
  • 00:30:32
    now sometimes we're not used to
  • 00:30:35
    different things what's another word we
  • 00:30:38
    could use instead of saying that
  • 00:30:40
    something sounds funny new bin that's a
  • 00:30:45
    good words you like that words because
  • 00:30:47
    it's new and maybe we didn't hear it
  • 00:30:49
    before
  • 00:30:50
    that's excellent Thank You Ben it's not
  • 00:30:54
    enough just to say okay we're just
  • 00:30:57
    collecting facts about Native Americans
  • 00:31:00
    or about african-american people but to
  • 00:31:04
    really create something that comes from
  • 00:31:06
    the heart and really honored to have you
  • 00:31:15
    as one of our elders to come to our
  • 00:31:18
    luncheon in our classroom and I will
  • 00:31:20
    definitely be there honestly the bees
  • 00:31:24
    that I love cheering and
  • 00:31:27
    one masseur
  • 00:31:30
    three
  • 00:31:34
    around the tables for generations and a
  • 00:31:37
    dozen cultures share a meal for their
  • 00:31:40
    guests the children sing a new song
  • 00:31:42
    Asante meaning thank you I'm constantly
  • 00:31:55
    working on that so that they can value
  • 00:31:59
    all people is just that sentence
  • 00:32:05
    [Music]
  • 00:32:16
    ideas like cooperation and respect are
  • 00:32:19
    abstract ones for young minds
  • 00:32:23
    how can a teacher or a parent make these
  • 00:32:26
    concepts real for a child it helps to
  • 00:32:29
    use the tools of a child
  • 00:32:33
    pretend pretend that you're doing this
  • 00:32:37
    and I'm doing this play it's the
  • 00:32:41
    original abstract thinking
  • 00:32:45
    it is what every child comes in the
  • 00:32:48
    school the earliest age knowing how to
  • 00:32:50
    do by virtue of being a human being
  • 00:32:54
    how to play how to imagine stories
  • 00:32:59
    it is in fact the way children learn
  • 00:33:07
    [Music]
  • 00:33:10
    [Applause]
  • 00:33:10
    [Music]
  • 00:33:16
    in Aptos California teacher Eric Hoffman
  • 00:33:19
    uses puppets and play-acting to explore
  • 00:33:22
    diversity and enlarges preschool
  • 00:33:24
    communities the children really think of
  • 00:33:32
    the puppets is alive and is other
  • 00:33:35
    members of the classroom and the
  • 00:33:37
    children start to care about them and
  • 00:33:40
    think of them as friends we've got our
  • 00:33:42
    story with Mickey so one of the things
  • 00:33:47
    that does is it allows me to bring in
  • 00:33:48
    people into the classroom that may not
  • 00:33:50
    really be here and representatives of
  • 00:33:52
    different groups or people with
  • 00:33:54
    different kinds of families I've got two
  • 00:33:56
    characters that are brother and sister
  • 00:33:57
    one that lives some of the times with
  • 00:34:00
    the father some of the times of the mom
  • 00:34:01
    I'll be introducing a new character soon
  • 00:34:05
    that has two moms and then the goal of
  • 00:34:07
    course is to get the children talking
  • 00:34:09
    about what happens within their families
  • 00:34:11
    too it also allows me to have the
  • 00:34:21
    puppets say things that want the
  • 00:34:24
    children to hear it so we can talk about
  • 00:34:26
    it so Harvey for example I use him a lot
  • 00:34:30
    to break the rules and to do things that
  • 00:34:33
    are not fair
  • 00:34:39
    you don't think that's a good idea I
  • 00:34:40
    think that there is a feeling of
  • 00:34:43
    injustice that they get but it's
  • 00:34:46
    important for the adults to come in and
  • 00:34:48
    you give it some labels dog cuz she
  • 00:34:50
    doesn't think it's fair for preschoolers
  • 00:34:53
    the secret to getting along is very
  • 00:34:55
    simple it all centers on what's fair you
  • 00:35:04
    want to play a trick on one your friends
  • 00:35:07
    one is glasses and I can hide them think
  • 00:35:14
    I should do that
  • 00:35:16
    no you don't think I should do that
  • 00:35:19
    Gabriel says no to them why do you why
  • 00:35:23
    do you think you don't think it's fair
  • 00:35:26
    but this is fair and unfair are kind of
  • 00:35:29
    the things that they can understand that
  • 00:35:32
    can be built on two really talking about
  • 00:35:34
    justice in the world on a preschool
  • 00:35:40
    level we're not gonna take them out and
  • 00:35:41
    talk to them about the history of the
  • 00:35:43
    country and all that it's just not
  • 00:35:45
    appropriate for the age but what's
  • 00:35:47
    appropriate is that issue of fairness
  • 00:35:49
    and unfairness because that comes from
  • 00:35:53
    there yeah it's good when I buy two
  • 00:36:02
    things and I give it to my friend that
  • 00:36:04
    means it's fair
  • 00:36:06
    it means if something else does
  • 00:36:08
    something for you you you you do
  • 00:36:12
    something else for example fair that's
  • 00:36:15
    doing and fairness beautiful and that
  • 00:36:20
    fair that's wonderful here is when
  • 00:36:23
    everybody gets a sticker
  • 00:36:28
    and what's not fair is when someone
  • 00:36:31
    doesn't kill sticker and everybody else
  • 00:36:34
    gets us together
  • 00:36:37
    [Music]
  • 00:36:43
    for young children fairness begins with
  • 00:36:46
    the self but it's a concept that can be
  • 00:36:49
    built upon and extended outward as they
  • 00:36:53
    get older you begin to then have a
  • 00:36:56
    capacity to teach them a little bit
  • 00:36:58
    about empathy that is what does it feel
  • 00:37:02
    like to the other person in fact in a
  • 00:37:05
    lot of anti violence prevention programs
  • 00:37:08
    what they try to help to teach even
  • 00:37:11
    older children is feelings of empathy
  • 00:37:15
    [Music]
  • 00:37:25
    in early childhood some children saw
  • 00:37:28
    having gotten past themselves you know
  • 00:37:30
    into empathy we push empathy a lot
  • 00:37:32
    because a lot of students need help with
  • 00:37:35
    skills in those areas
  • 00:37:39
    in New Haven Connecticut the students at
  • 00:37:42
    Edgewood Elementary have the benefit of
  • 00:37:44
    a rich mix of classmates
  • 00:37:46
    [Music]
  • 00:37:47
    but there are always new faces
  • 00:37:49
    encountered for the first time
  • 00:37:51
    [Music]
  • 00:37:54
    for teacher Mary Stewart the secret to
  • 00:37:57
    harmony is building a common bond the
  • 00:38:00
    single most important thing I feel it
  • 00:38:02
    with teaching tolerance is getting right
  • 00:38:05
    kind of a very basic thing to be able to
  • 00:38:08
    speak to each other if you can get them
  • 00:38:12
    to that point to talk to each other well
  • 00:38:16
    all of a sudden there's similarities
  • 00:38:18
    there differences become interesting
  • 00:38:21
    Terence Michelle you're gonna be the
  • 00:38:24
    first to to work with Jose today Jose
  • 00:38:27
    came from a work program and happened to
  • 00:38:29
    wear hearing aids I happen to use a cane
  • 00:38:32
    so they became parts of our discussion
  • 00:38:37
    he's just an aide in my room who worked
  • 00:38:41
    small groups
  • 00:38:42
    George you guys to follow me all right
  • 00:38:43
    [Music]
  • 00:38:44
    he volunteered come as an aide to work
  • 00:38:48
    with music with my students and that's
  • 00:38:50
    who he is he's talented at it he's
  • 00:38:53
    wonderful at it along the way they've
  • 00:38:54
    learned a lot also with all of this you
  • 00:39:00
    take work home they had to go home and
  • 00:39:02
    blindfold all their people on their
  • 00:39:03
    family and talk about what was like to
  • 00:39:06
    walk around that way that's why today we
  • 00:39:08
    have small groups like doing a blind
  • 00:39:09
    dart but they do that every week it's
  • 00:39:12
    not like one day you do blind dart I
  • 00:39:14
    don't work that way
  • 00:39:17
    a snowman we need every kind of
  • 00:39:25
    difference to give us confidence in
  • 00:39:30
    being able to live with every kind of
  • 00:39:32
    difference k3 do you if you remember my
  • 00:39:37
    friend that I told you is gonna visit
  • 00:39:39
    this week this week can you show me yes
  • 00:39:42
    my friend Rebecca sent us a present and
  • 00:39:46
    I'm going to bring the present in right
  • 00:39:51
    now seems like some reason in early
  • 00:39:57
    childhood you don't see people that have
  • 00:40:00
    special needs a wheelchair I am happy
  • 00:40:05
    when someone that maybe signs or someone
  • 00:40:08
    that has that because unless special
  • 00:40:09
    need is in my room I'm happy for it
  • 00:40:12
    because it's a great learning experience
  • 00:40:14
    for them they may never speak to someone
  • 00:40:16
    who raises a family who works who's
  • 00:40:19
    living in a wheelchair
  • 00:40:20
    dear k3 I cannot wait to visit your
  • 00:40:26
    school please let me know which door is
  • 00:40:31
    wheel chair accessible guess what
  • 00:40:35
    Rebecca sits in
  • 00:40:37
    a wheelchair but if Rebecca is in a
  • 00:40:41
    wheelchair can she go upstairs let's see
  • 00:40:46
    if there's a clue in this package to how
  • 00:40:50
    to get Rebecca in our building look what
  • 00:40:56
    is it oh yeah is it as big as this one
  • 00:41:00
    okay we'll see Rebecca's not gonna fit
  • 00:41:03
    in there is she what's that what is this
  • 00:41:10
    if this little guy can go on a ramp to
  • 00:41:12
    get somewhere
  • 00:41:13
    could we put Rebecca on this ramp yeah
  • 00:41:15
    no we need her get her over once up so
  • 00:41:20
    she can't get up you're a world war and
  • 00:41:23
    a war a long one a big one a real one
  • 00:41:27
    okay where can we get a big ramp for
  • 00:41:29
    Rebecca I don't know where they are any
  • 00:41:31
    Isaac
  • 00:41:33
    and we can bring a piece of wood in
  • 00:41:38
    [Music]
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    despite the excitement there are still
  • 00:41:43
    some misunderstandings and it's usually
  • 00:41:46
    misunderstanding that makes differences
  • 00:41:48
    frightening
  • 00:41:49
    how come Breanna my mother or something
  • 00:41:52
    she died did that the wheelchair make
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    you think no she did that make you think
  • 00:41:58
    of someone dying she was in a wheelchair
  • 00:42:00
    she was she she was in her bed she died
  • 00:42:04
    are you worried I'm saying it's making
  • 00:42:06
    you scared about this people sometimes
  • 00:42:09
    think if they see someone in a
  • 00:42:10
    wheelchair they sometimes think like a
  • 00:42:14
    big one like this that they're very sick
  • 00:42:15
    do you have to be very sick to be in a
  • 00:42:17
    wheelchair yes Shawn why because if you
  • 00:42:21
    if you sit in the Willis ship too long
  • 00:42:24
    enough you'll die guess what they don't
  • 00:42:28
    some people are born and their legs
  • 00:42:31
    don't work like a machine and the
  • 00:42:33
    wheelchair just helps them get around it
  • 00:42:35
    doesn't mean they'll get hurt that
  • 00:42:38
    they're hurt it doesn't mean how did
  • 00:42:41
    they get up you want to know something
  • 00:42:43
    mom you can you can ask for Becca that
  • 00:42:46
    when she comes I don't know how Rebecca
  • 00:42:48
    gets up
  • 00:42:49
    that's the next big question where do we
  • 00:42:53
    build the ramp
  • 00:42:58
    how about after lunch we walk around
  • 00:43:00
    with our wheelchair
  • 00:43:03
    and we try all the doors where do you
  • 00:43:06
    think Terrence prefer to live
  • 00:43:09
    Terrence thinks we should try the front
  • 00:43:10
    door Nathaniel
  • 00:43:14
    backdoor Timna the side door
  • 00:43:19
    Shawn Wicca build a ramp over there
  • 00:43:23
    you mean to work to the playground
  • 00:43:26
    okay so so far which is the shortest
  • 00:43:29
    place to get it over is it so where
  • 00:43:32
    would you like to build the ranch yeah
  • 00:43:34
    okay these cones are gonna be on the Ox
  • 00:43:37
    of course you have to drive around them
  • 00:43:39
    in your wheelchairs but can you use your
  • 00:43:42
    legs
  • 00:43:43
    think about what would it be like if you
  • 00:43:47
    couldn't use your legs do you think your
  • 00:43:50
    arms are strong enough to do this no
  • 00:43:54
    okay we're gonna find out today the
  • 00:43:56
    dictionary defines empathy as the action
  • 00:43:59
    of understanding when Rebecca does visit
  • 00:44:03
    k3 we'll have experiences to bring to
  • 00:44:06
    the conversation Kevin Larry what was it
  • 00:44:10
    like to be in the wheelchairs to him
  • 00:44:15
    you think it was fun Kevin a little is
  • 00:44:17
    hard for me so I'm not area night that
  • 00:44:21
    like I was
  • 00:44:22
    [Music]
  • 00:44:24
    now you stuck what would you do if you
  • 00:44:27
    were really stuck here
  • 00:44:32
    so you have to yell help okay let me
  • 00:44:36
    hear ya all right now come on well say
  • 00:44:39
    excuse me what's wrong I get stuck okay
  • 00:44:44
    do you want me to help you move okay
  • 00:44:46
    then I'm gonna help you
  • 00:44:48
    you take over when you think it's time
  • 00:44:51
    can you take over
  • 00:44:52
    hey Briana how do you think some would
  • 00:44:56
    feel gonna scream for help every time I
  • 00:44:57
    got stuff would they like it good
  • 00:45:03
    signing I found out that the numbers of
  • 00:45:08
    people that sign are incredible I knew
  • 00:45:11
    some sign it was a great technique it
  • 00:45:13
    was fun
  • 00:45:13
    I had students who you know
  • 00:45:16
    developmentally they don't go around
  • 00:45:19
    their physical and when I started
  • 00:45:20
    signing like see me
  • 00:45:22
    see my hands moved all of a sudden you
  • 00:45:25
    know they focused it on me
  • 00:45:27
    excellent but it was great because one
  • 00:45:30
    day someone was walking down the block
  • 00:45:31
    here and they were signing and an older
  • 00:45:34
    students like they went up like you know
  • 00:45:36
    flats yeah what's with those people and
  • 00:45:40
    my my little eyes they came up and said
  • 00:45:42
    well what's wrong
  • 00:45:44
    she's signing to him and they said what
  • 00:45:48
    he said she is she's talking to him and
  • 00:45:51
    the kid said oh I didn't know it's not
  • 00:45:58
    always an issue of skin tones it's not
  • 00:46:01
    always economics male/female you know I
  • 00:46:05
    tell them I was in the army they go no
  • 00:46:07
    way I'm like yes way like you you're too
  • 00:46:11
    little
  • 00:46:12
    you do this you're too that I said oh
  • 00:46:14
    yeah they say wow you can handle tools
  • 00:46:17
    as a why couldn't I handle the tool well
  • 00:46:19
    your mom moms can't do that so yeah my
  • 00:46:22
    mom and you know what I can use
  • 00:46:32
    you know he's laughing though someone
  • 00:46:35
    said you could pre-drill those holes for
  • 00:46:37
    the kid so it's easier I said I don't
  • 00:46:38
    want to be easier I want to know how
  • 00:46:40
    hard it is to put that one little nail
  • 00:46:43
    in that ramp and they have a whole new
  • 00:46:45
    appreciation no job is alone every job
  • 00:46:50
    it's a pendant on the person behind so
  • 00:46:52
    everyone is just as important
  • 00:46:56
    [Music]
  • 00:47:03
    [Music]
  • 00:47:06
    let's see if how Rebecca uses what we
  • 00:47:09
    made for her we have a son
  • 00:47:13
    stand around around for anything and we
  • 00:47:16
    board a sign that says
  • 00:47:25
    [Music]
  • 00:47:26
    I've never had a decorated ramp before
  • 00:47:29
    and it is beautiful thank you so much
  • 00:47:32
    [Music]
  • 00:47:41
    the children have a new friend and
  • 00:47:43
    conversation strengthens the bond
  • 00:47:48
    well I looked all over New Haven for an
  • 00:47:53
    office that had a ramp there really
  • 00:47:57
    wasn't great office space in New Haven
  • 00:47:59
    with good parking but what I decided to
  • 00:48:03
    do was to turn a room in my house into
  • 00:48:05
    an office so my patients come to my
  • 00:48:08
    house and come to my office in my house
  • 00:48:11
    [Music]
  • 00:48:13
    I could wish something on every child in
  • 00:48:15
    the world maybe feel good enough about
  • 00:48:19
    themselves in their environment to have
  • 00:48:21
    the confidence just to talk to the
  • 00:48:23
    person in front of them because what is
  • 00:48:25
    tolerance kids care about that person
  • 00:48:29
    care enough to say I want you to be a
  • 00:48:32
    part of what we are
  • 00:48:33
    [Music]
  • 00:48:39
    well let's be different if we were all
  • 00:48:42
    the same we would think the same we
  • 00:48:44
    would do the same way but the bathroom
  • 00:48:46
    at the same time we have to say mother
  • 00:48:48
    we went it would be kinda boring
  • 00:48:52
    [Music]
  • 00:48:58
    we are a people and a nation of infinite
  • 00:49:02
    variety
  • 00:49:03
    [Music]
  • 00:49:04
    and the hope that unites us is that from
  • 00:49:07
    all of our splendid difference we may
  • 00:49:10
    come together as equals and friends
  • 00:49:15
    there is no one way to teach tolerance
  • 00:49:17
    there are as many possibilities as there
  • 00:49:20
    are children teachers and parents and
  • 00:49:23
    communities what matters is that we
  • 00:49:26
    start and everything is easier when you
  • 00:49:29
    start small
  • 00:49:33
    the teacher I think is in the preeminent
  • 00:49:38
    position more so than the doctor the
  • 00:49:42
    lawyer or any other profession I can
  • 00:49:46
    think of two
  • 00:49:48
    vent a kind of society
  • 00:49:52
    in my short lifespan I have seen
  • 00:49:54
    enormous changes so I think we've moved
  • 00:49:57
    a long way in one sense but we haven't
  • 00:50:00
    broken down all of the barriers and
  • 00:50:02
    that's why I think this whole movement
  • 00:50:05
    multiculturalism and people working
  • 00:50:07
    together has not begun any moment too
  • 00:50:09
    soon
  • 00:50:12
    the classroom it's probably the only
  • 00:50:15
    place left small enough ideal enough
  • 00:50:20
    circumstances
  • 00:50:21
    where you can actually pretend a good
  • 00:50:26
    safe fair world
  • 00:50:30
    we'd better not forget how this kind of
  • 00:50:34
    a world
  • 00:50:35
    is made and what it looks like
  • 00:50:38
    and do it
  • 00:50:40
    it can be done
  • 00:50:47
    I had the perfect world ads I would have
  • 00:50:50
    sunny day some blue sky clean air clean
  • 00:50:54
    earth and clean grass if it was a
  • 00:50:58
    perfect call there shouldn't be dodge
  • 00:51:04
    not that tough no fight
  • 00:51:09
    maybe I should tell them to get along
  • 00:51:12
    each other somehow and be good to each
  • 00:51:16
    other and love each other
  • 00:51:18
    treat everybody fair I would say no no
  • 00:51:23
    don't fight cuz that's not how the way I
  • 00:51:28
    posed to be
  • 00:51:31
    nice things posed to be
  • 00:51:34
    get out totally people you went out
  • 00:51:37
    doing drugs
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    it wouldn't happen and without hate
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タグ
  • diversiteit
  • verdraagsaamheid
  • onderwys
  • klaskamer
  • Amerikaanse kultuur
  • empatie
  • integrasie
  • kinders
  • regverdigheid
  • samewerking