How to teach kids to talk about taboo topics
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0:01 - 0:02So, a few years ago,
-
0:02 - 0:06I was beginning a new unit on race
with my fourth-graders. -
0:06 - 0:08And whenever we start a new unit,
-
0:08 - 0:12I like to begin by having all the students
list everything they know about it, -
0:12 - 0:15and then we also list questions we have.
-
0:15 - 0:19And I had the type of moment
that every teacher has nightmares about. -
0:19 - 0:22One of my students
had just asked the question, -
0:22 - 0:24"Why are some people racist?"
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0:24 - 0:27And another student, let's call her Abby,
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0:27 - 0:30had just raised her hand and volunteered:
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0:30 - 0:34"Maybe some people don't like black people
because their skin is the color of poop." -
0:36 - 0:37Yeah, I know.
-
0:37 - 0:42So, as if on cue,
my entire class exploded. -
0:42 - 0:44Half of them immediately started laughing,
-
0:44 - 0:46and the other half started yelling at Abby
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0:46 - 0:47and shouting things like,
-
0:47 - 0:49"Oh, my God, you can't say that,
that's racist!" -
0:49 - 0:53So just take a second
to freeze this scene in your mind. -
0:53 - 0:55There's a class
of nine- and ten-year-olds, -
0:55 - 0:57and half of them are in hysterics
-
0:57 - 1:01because they think
Abby has said something wildly funny, -
1:01 - 1:04and the other half are yelling at her
for saying something offensive. -
1:04 - 1:07And then you have Abby,
sitting there completely bewildered -
1:07 - 1:11because, in her mind, she doesn't
understand the weight of what she said -
1:11 - 1:14and why everybody is reacting this way.
-
1:14 - 1:15And then you have me, the teacher,
-
1:15 - 1:19standing there in the corner,
like, about to have a panic attack. -
1:19 - 1:20So as a classroom teacher,
-
1:20 - 1:24I have to make split-second
decisions all the time. -
1:24 - 1:26And I knew I needed to react, but how?
-
1:27 - 1:30Consider your fight-or-flight instincts.
-
1:30 - 1:36I could fight by raising my voice
and reprimanding her for her words. -
1:36 - 1:38Or flight -- just change the subject
-
1:38 - 1:41and quickly start reaching
for another subject, -
1:41 - 1:44like anything to get my students' minds
off the word "poop." -
1:45 - 1:50However, as we know, the right thing to do
is often not the easy thing to do. -
1:50 - 1:53And as much as I wanted
this moment to be over, -
1:53 - 1:57and that I knew both of these options
would help me escape the situation, -
1:57 - 2:01I knew that this was far too important
of a teachable moment to miss. -
2:02 - 2:05So after standing there
for what felt like an eternity, -
2:05 - 2:10I unfroze and I turned
to face my class, and I said, -
2:10 - 2:13"Actually, Abby makes a point."
-
2:14 - 2:17And my students kind of
looked at each other, all confused. -
2:17 - 2:19And I continued,
-
2:19 - 2:21"One reason why racism exists
-
2:21 - 2:25is because people with light skin
have looked at people with dark skin -
2:25 - 2:27and said that their skin was ugly.
-
2:27 - 2:32And even use this reason
as an excuse to dehumanize them. -
2:32 - 2:36And the reason why we're learning
about race and racism in the first place -
2:36 - 2:39is to educate ourselves to know better.
-
2:39 - 2:42And to understand
why comments like this are hurtful, -
2:42 - 2:44and to make sure
that people with dark skin -
2:44 - 2:48are always treated
with respect and kindness." -
2:48 - 2:51Now, this was a truly terrifying
teachable moment. -
2:51 - 2:54But as we moved forward
in the conversation, -
2:54 - 2:56I noticed that both Abby
and the rest of the kids -
2:56 - 2:58were still willing to engage.
-
2:58 - 3:02And as I watched the conversation
really marinate with my students, -
3:02 - 3:07I began to wonder how many of my students
have assumptions just like Abby. -
3:07 - 3:11And what happens when those assumptions
go unnoticed and unaddressed, -
3:11 - 3:12as they so often do?
-
3:13 - 3:16But first, I think it's important
to take a step back -
3:16 - 3:18and even consider
what makes a topic taboo. -
3:18 - 3:21I don't remember receiving
an official list of things -
3:21 - 3:23you're not supposed to talk about.
-
3:23 - 3:26But I do remember hearing,
over and over, growing up: -
3:26 - 3:30there are two things you do not talk about
at family get-togethers. -
3:30 - 3:34And those two things
are religion and politics. -
3:35 - 3:37And I always thought this was very curious
-
3:37 - 3:42because religion and politics
often are such huge influencing factors -
3:42 - 3:45over so many of our
identities and beliefs. -
3:45 - 3:47But what makes a topic taboo
-
3:47 - 3:52is that feeling of discomfort that arises
when these things come up in conversation. -
3:52 - 3:58But some people are extremely fluent
in the language of equity, -
3:58 - 4:00while other people fear being PC-shamed
-
4:00 - 4:04or that their ignorance will show
as soon as they open their mouths. -
4:04 - 4:08But I believe that the first step
towards holding conversations -
4:08 - 4:09about things like equity
-
4:09 - 4:11is to begin by building a common language.
-
4:11 - 4:13And that actually starts
with destigmatizing topics -
4:13 - 4:16that are typically deemed taboo.
-
4:16 - 4:19Now, conversations
around race, for example, -
4:19 - 4:21have their own specific language
-
4:21 - 4:24and students need
to be fluent in this language -
4:24 - 4:27in order to have these conversations.
-
4:27 - 4:29Now, schools are often the only place
-
4:30 - 4:32where students can feel
free and comfortable -
4:32 - 4:34to ask questions and make mistakes.
-
4:34 - 4:39But, unfortunately, not all students
feel that sense of security. -
4:39 - 4:41Now, I knew that day
in front of my fourth-graders -
4:41 - 4:46that how I chose to respond
could actually have life-long implications -
4:46 - 4:50not only for Abby, but for the rest
of the students in my class. -
4:50 - 4:53If I had brushed her words aside,
-
4:54 - 4:58the rest of the class could actually infer
that this type of comment is acceptable. -
4:58 - 5:00But if I had yelled at Abby
-
5:00 - 5:03and embarrassed her
in front of all of her friends, -
5:03 - 5:07that feeling of shame associated with one
of her first conversations on race -
5:07 - 5:11could actually prevent her
from ever engaging on that topic again. -
5:12 - 5:19Now, teaching kids about equity in schools
is not teaching them what to think. -
5:19 - 5:22It is about giving them the tools
and strategies and language -
5:22 - 5:25and opportunities
to practice how to think. -
5:25 - 5:28For example, think about
how we teach kids how to read. -
5:28 - 5:30We don't start by giving them books.
-
5:30 - 5:33We start by breaking down words
into letters and sounds -
5:33 - 5:37and we encourage them to practice
their fluency by reading every single day, -
5:38 - 5:40with a partner or with their friends.
-
5:40 - 5:43And we give them
lots of comprehension questions -
5:43 - 5:46to make sure that they're
understanding what they're reading. -
5:46 - 5:49And I believe that teaching
kids about equity -
5:49 - 5:52should be approached
in the exact same way. -
5:52 - 5:56I like to start by giving my students
a survey every year, -
5:56 - 5:59about different issues
around equity and inclusion. -
5:59 - 6:02And this is a sample survey
from one of my kids, -
6:02 - 6:05and as you can see,
there's some humor in here. -
6:05 - 6:07For under the question, "What is race?"
-
6:07 - 6:10she has written, "When two or more
cars, people and animals -
6:10 - 6:13run to see who is fastest and who wins."
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6:13 - 6:17However, if you look
at her question, "What is racism?" -
6:17 - 6:21it says, "When somebody says or calls
someone dark-skinned a mean name." -
6:21 - 6:24So, she's young, but she's showing
that she's beginning to understand. -
6:24 - 6:26And when we act
-
6:26 - 6:30like our students aren't capable
of having these conversations, -
6:30 - 6:33we actually do them such a disservice.
-
6:34 - 6:38Now, I also know
that these types of conversations -
6:38 - 6:41can seem really, really intimidating
with our students, -
6:41 - 6:43especially with young learners.
-
6:43 - 6:46But I have taught
first through fifth grades, -
6:46 - 6:48and I can tell you, for example,
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6:48 - 6:50that I'm not going to walk
into a first-grade classroom -
6:50 - 6:54and start talking about things
like mass incarceration. -
6:54 - 6:58But even a six-year-old first-grader
can understand the difference -
6:58 - 7:04between what is fair --
people getting what they need. -
7:04 - 7:07We identified a lot
of these things in class together. -
7:07 - 7:10And the difference
between fair and equal -- -
7:10 - 7:13when everybody gets the same thing,
-
7:13 - 7:15especially goody bags at birthday parties.
-
7:16 - 7:19Now, first-graders can also
understand the difference -
7:19 - 7:22between a punishment and a consequence.
-
7:22 - 7:24And all of these things
are foundational concepts -
7:24 - 7:26that anyone needs to understand
-
7:26 - 7:28before having a conversation
-
7:28 - 7:31about mass incarceration
in the United States. -
7:31 - 7:34Some people might think
that kindergarteners or first-graders -
7:34 - 7:36are too young to have
conversations around racism, -
7:36 - 7:39but also tell you that young kids
-
7:39 - 7:41understand that there are
many different components -
7:41 - 7:42that make up our identities
-
7:42 - 7:45and how people are similar and different,
-
7:45 - 7:49and what it means to have power
when other people don't. -
7:49 - 7:52When we have these conversations
with students at a young age, -
7:52 - 7:54it actually takes away
some of that taboo feeling -
7:54 - 7:57when those topics come up at a later age.
-
7:58 - 8:00I also know that teaching
about these things in schools -
8:00 - 8:03can feel like navigating a minefield.
-
8:03 - 8:06For example, what happens
if parents or families -
8:06 - 8:10aren't on board with having
these conversations in schools? -
8:10 - 8:12But to these people, I can say:
-
8:12 - 8:16these are some examples of things
that students have said to me -
8:16 - 8:18and brought to my attention.
-
8:18 - 8:21For example, I had a student come in
and whisper to me, -
8:21 - 8:25"I've heard all these people
use the term LGBTQ, -
8:25 - 8:29but I don't know what it means
and I'm too embarrassed to admit it." -
8:29 - 8:33I had a student come in over a weekend
and come up to me and say, -
8:33 - 8:35"You know, I just watched
this movie about Australia, -
8:35 - 8:38and it made me wonder
if they have racism there, too." -
8:39 - 8:43And I always want my students to be
comfortable having these conversations -
8:43 - 8:47because when they're comfortable
talking about it and asking questions, -
8:47 - 8:50they also build comfort in bringing in
their own lives and experiences -
8:50 - 8:53in how they relate to these big topics.
-
8:53 - 8:57Also, some teachers might be
kind of nervous -
8:57 - 8:59if a student brings up a topic
or asks a question -
8:59 - 9:02and they don't know the answer to it.
-
9:02 - 9:05But if a student ever brings
something to my attention -
9:05 - 9:06and I don't know the answer,
-
9:06 - 9:08I will always admit it and own it
-
9:08 - 9:11because I'm not going to pretend
to be an expert in something -
9:11 - 9:15that I don't have experience in
or I'm not an authority on. -
9:15 - 9:17That same year, I had a student come in
-
9:17 - 9:20and ask a question
about the LGBTQ community. -
9:20 - 9:23And I just didn't know enough
to give them an appropriate answer. -
9:23 - 9:25So instead, I encouraged that student
-
9:25 - 9:29to reach out and ask that question
to a representative of a nonprofit -
9:29 - 9:32who had come to speak to our class
about that very same issue. -
9:32 - 9:36When we admit to our students
that we don't have all the answers, -
9:36 - 9:38not only does it humanize us to them,
-
9:38 - 9:41it also shows them that adults
have a long way to go, too, -
9:41 - 9:43when it comes to learning
about issues of equity. -
9:45 - 9:49Now, a little while back,
I wrote a lesson about consent. -
9:49 - 9:51And, to some people,
this was very exciting -
9:51 - 9:55because I took this topic
that seemed very taboo and scary -
9:55 - 9:59and I broke it down into a way
that was accessible for young learners. -
9:59 - 10:00However, to other people,
-
10:00 - 10:04the idea of consent
is so strongly tied to sex, -
10:04 - 10:06and sex is often considered
a taboo subject, -
10:06 - 10:09that it made them very uncomfortable.
-
10:09 - 10:11But my students are third-graders,
-
10:11 - 10:13so we're not talking about sex in class.
-
10:13 - 10:15Rather, I wanted them to understand
-
10:15 - 10:18that everybody has different
physical boundaries -
10:18 - 10:19that make them feel comfortable.
-
10:20 - 10:22And the social and emotional
intelligence it takes -
10:22 - 10:25to read somebody's words
and tone and body language -
10:25 - 10:28are skills that often need
to be explicitly taught, -
10:28 - 10:31the same way we teach things
like reading and math. -
10:31 - 10:35And this lesson is not reserved
for students of one single demographic. -
10:35 - 10:37Things like questioning
and making observations -
10:37 - 10:39and critical thinking
-
10:39 - 10:41are things that any student
of any race or ethnicity -
10:41 - 10:46or background or language or income
or zip code should be learning in schools. -
10:47 - 10:52Also, deliberate avoidance
of these conversations -
10:52 - 10:54speaks volumes to our students
-
10:54 - 10:59because kids notice when their teachers,
when their textbooks -
10:59 - 11:03leave out the voices and experiences
of people like women or people of color. -
11:03 - 11:06Silence speaks volumes.
-
11:07 - 11:09I recently asked my class of third-graders
-
11:09 - 11:12what they would say to adults
who think they're too young -
11:12 - 11:14to learn about issues of equity.
-
11:14 - 11:19And while this is a small sample
of my 25 students, -
11:19 - 11:21all of them agreed
-
11:21 - 11:24that not only are they capable
of having these conversations, -
11:24 - 11:30but they view it, the right to learn it,
as a right and not as a privilege. -
11:30 - 11:32And, in their words:
-
11:32 - 11:34"We're big enough
to know about these things -
11:34 - 11:37because these problems
are happening where we live. -
11:37 - 11:39And we have the right to talk about them
-
11:39 - 11:42because it will be our life
in the future." -
11:42 - 11:44Thank you.
-
11:44 - 11:48(Applause)
- Title:
- How to teach kids to talk about taboo topics
- Speaker:
- Liz Kleinrock
- Description:
-
When one of Liz Kleinrock's fourth-grade students said the unthinkable at the start of a class on race, she knew it was far too important a teachable moment to miss. But where to start? Learn how Kleinrock teaches kids to discuss taboo topics without fear -- because the best way to start solving social problems is to talk about them.
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDTalks
- Duration:
- 12:01
Oliver Friedman edited English subtitles for How to teach kids to talk about taboo topics | ||
Oliver Friedman edited English subtitles for How to teach kids to talk about taboo topics | ||
Oliver Friedman approved English subtitles for How to teach kids to talk about taboo topics | ||
Oliver Friedman edited English subtitles for How to teach kids to talk about taboo topics | ||
Joanna Pietrulewicz accepted English subtitles for How to teach kids to talk about taboo topics | ||
Joanna Pietrulewicz edited English subtitles for How to teach kids to talk about taboo topics | ||
Joanna Pietrulewicz edited English subtitles for How to teach kids to talk about taboo topics | ||
Ivana Korom edited English subtitles for How to teach kids to talk about taboo topics |