TED Masterclass
Sydney Jensen: How can we support the emotional well-being of teachers?
Sydney Jensen: Što možemo učiniti za emocionalnu dobrobit učitelja?
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Učitelji pružaju emocionalnu podršku našoj djeci, no tko pruža podršku našim učiteljima? U svojem fascinantnom govoru, nastavnica Sydney Jensen istražuje kako su učitelji u opasnosti od "sekundarne traume" (posljedice uživljavanja u emocionalna stanja učenika s kojima rade) i pokazuje kako škole na kreativan način mogu pridonijeti svačijem psihičkom zdravlju.
Sydney Jensen - Educator
Sydney Jensen wants to shine a light on the emotional and mental impact of teaching students who have experienced trauma. Full bio
Sydney Jensen wants to shine a light on the emotional and mental impact of teaching students who have experienced trauma. Full bio
Double-click the English transcript below to play the video.
00:13
Like many teachers,
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Poput mnogih učitelja,
00:14
every year on the first day of school,
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svake godine prvoga dana škole
00:16
I lead a sort of icebreaker activity
with my students.
with my students.
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s učenicima provodim
aktivnosti za probijanje leda.
aktivnosti za probijanje leda.
00:20
I teach at Lincoln High School
in Lincoln, Nebraska,
in Lincoln, Nebraska,
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Predajem u Srednjoj školi
Lincoln u Lincolnu u Nebraski.
Lincoln u Lincolnu u Nebraski.
00:24
and we are one of the oldest
and most diverse high schools
and most diverse high schools
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Jedna smo od najstarijih
i najraznolikijih srednjih škola
i najraznolikijih srednjih škola
00:27
in our state.
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u toj saveznoj državi.
00:30
Also, to our knowledge,
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Koliko nam je poznato,
00:31
we're the only high school in the world
whose mascot is the Links.
whose mascot is the Links.
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jedina smo srednja škola
na svijetu čija su maskota karike.
na svijetu čija su maskota karike.
00:36
Like, a chain.
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Karike lanca.
00:37
(Laughter)
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(Smijeh)
00:39
And with that being our mascot,
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Budući da nam je to maskota,
00:41
we have a statue out front of our building
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ispred zgrade škole imamo skulpturu
00:43
of four links connected like a chain.
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četiri karike povezane u lanac.
00:47
And each link means something.
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Svaka karika predstavlja nešto.
00:50
Our links stand for tradition,
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Naše karike simboliziraju tradiciju,
00:53
excellence, unity and diversity.
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izvrsnost, ujedinjenost i raznolikost.
00:58
So on the first day of school,
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Prvog dana škole
01:00
I teach my new ninth-graders
about the meaning behind those links,
about the meaning behind those links,
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podučavam učenike prvih razreda
značenju koje se krije iza karika.
značenju koje se krije iza karika.
01:04
and I give them each a slip of paper.
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Podijelim im papiriće
01:07
On that paper, I ask them
to write something about themselves.
to write something about themselves.
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i kažem im da napišu nešto o sebi.
01:10
It can be something that they love,
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To može biti nešto što vole,
01:13
something that they hope for --
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nešto čemu se nadaju...
01:15
anything that describes their identity.
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BIlo što što opisuje njihovu osobnost.
01:19
And then I go around
the room with a stapler,
the room with a stapler,
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Onda prođem po razredu s klamericom
01:21
and I staple each of those slips together
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i zaklamam papiriće,
01:23
to make a chain.
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stvarajući tako lanac.
01:25
And we hang that chain up in our classroom
as a decoration, sure,
as a decoration, sure,
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Stavimo ga na zid kao dekoraciju,
01:29
but also as a reminder
that we are all connected.
that we are all connected.
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ali i podsjetnik da smo svi povezani.
01:33
We are all links.
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Svi smo mi karike.
01:36
So what happens when one
of those links feels weak?
of those links feels weak?
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Što se dogodi kad se jedna
od tih karika osjeća slabo?
od tih karika osjeća slabo?
01:41
And what happens when that weakness
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A što se dogodi kad se slabost krije
01:44
is in the person holding the stapler?
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u osobi koja drži klamericu?
01:48
The person who's supposed
to make those connections.
to make those connections.
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U osobi koja bi trebala povezivati.
01:52
The teacher.
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U učitelju.
01:54
As teachers, we work every day
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Mi, učitelji, svaki dan nastojimo
01:57
to provide support socially,
emotionally and academically
emotionally and academically
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pružati društvenu, emocionalnu
i akademsku podršku
i akademsku podršku
02:01
to our students who come to us
with diverse and tough circumstances.
with diverse and tough circumstances.
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svojim učenicima, od kojih se neki
nalaze u teškim životnim okolnostima.
nalaze u teškim životnim okolnostima.
02:08
Like most teachers,
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Kao i većina učitelja,
imam učenika koji se svaki dan vrate kući
02:09
I have students who go home every day,
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02:11
and they sit around the kitchen table
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i sjede za kuhinjskim stolom
02:14
while one or both parents makes a healthy,
well-rounded meal for them.
well-rounded meal for them.
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dok im jedan ili oba roditelja
pripremaju zdrav i hranjiv obrok.
pripremaju zdrav i hranjiv obrok.
02:20
They spend suppertime summarizing
the story they read
the story they read
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Za večerom im ispričaju priču
koju su taj dan pročitali na satu
02:23
in ninth-grade English that day,
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02:26
or explaining how Newton's
laws of motion work.
laws of motion work.
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ili im objasne kako funkcioniraju
Newtonovi zakoni gibanja.
Newtonovi zakoni gibanja.
02:30
But I also have students
who go to the homeless shelter
who go to the homeless shelter
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No imam i onih učenika koji odu
u prihvatilište za beskućnike,
u prihvatilište za beskućnike,
02:35
or to the group home.
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grupni dom
02:37
They go to the car that their family
is sleeping in right now.
is sleeping in right now.
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ili pak automobil u kojem
spavaju sa svojom obitelji.
spavaju sa svojom obitelji.
02:42
They come to school with trauma,
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U školu dolaze s traumama
02:45
and when I go home every day,
that goes home with me.
that goes home with me.
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koje ja svaki dan nosim sa sobom kući.
02:49
And see, that's the hard part
about teaching.
about teaching.
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To je teška strana poučavanja.
02:51
It's not the grading,
the lesson-planning, the meetings,
the lesson-planning, the meetings,
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Ne ocjenjivanje,
planiranje nastave ili sastanci,
planiranje nastave ili sastanci,
02:55
though sure, those things do occupy
a great deal of teachers' time and energy.
a great deal of teachers' time and energy.
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iako i te stvari zahtijevaju
mnogo vremena i energije.
mnogo vremena i energije.
03:01
The tough part about teaching
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Teška strana poučavanja
03:02
is all the things
you can't control for your kids,
you can't control for your kids,
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je sve ono na što nemate utjecaja,
03:06
all the things you can't change for them
once they walk out your door.
once they walk out your door.
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sve ono što ne možete promijeniti
jednom kad učenici napuste učionicu.
jednom kad učenici napuste učionicu.
03:12
And so I wonder
if it's always been this way.
if it's always been this way.
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Pitam se je li uvijek bilo tako.
03:15
I think back to my undergraduate training
at the University of Georgia,
at the University of Georgia,
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Sjećam se kako su nam
na Sveučilištu u Georgiji
na Sveučilištu u Georgiji
03:19
where we were taught
in our methods classes
in our methods classes
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na nastavi iz metodike govorili
da se koncept dobrog
poučavanja promijenio.
poučavanja promijenio.
03:21
that the concept
of good teaching has changed.
of good teaching has changed.
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03:25
We're not developing learners
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Ne razvijamo učenike
03:27
who are going to go out into a workforce
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koji će jednog dana
03:29
where they'll stand
on a line in a factory.
on a line in a factory.
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stajati na traci u tvornici.
03:32
Rather, we're sending our kids
out into a workforce
out into a workforce
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Danas svoju djecu šaljemo na tržište rada
03:34
where they need to be able to communicate,
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gdje će morati znati komunicirati,
03:36
collaborate and problem-solve.
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surađivati i rješavati probleme.
03:40
And that has caused
teacher-student relationships
teacher-student relationships
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Odnos između učitelja i učenika
03:44
to morph into something stronger
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pretvorio se u nešto veće
03:46
than the giver of content
and the receiver of knowledge.
and the receiver of knowledge.
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od davatelja sadržaja i primatelja znanja.
03:51
Lectures and sitting in silent rows
just doesn't cut it anymore.
just doesn't cut it anymore.
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Predavanja i sjedenje u
nečujnim redovima više nije dovoljno.
nečujnim redovima više nije dovoljno.
03:58
We have to be able to build relationships
with and among our students
with and among our students
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Moramo znati graditi odnose
sa i između naših učenika,
sa i između naših učenika,
04:03
to help them feel connected
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pomažući im tako da se osjećaju povezanima
04:05
in a world that depends on it.
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u svijetu koji o tome ovisi.
04:10
I think back to my second year teaching.
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Druge godine kako sam predavala
04:12
I had a student who I'll call "David."
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imala sam učenika kojeg ću nazvati David.
Sjećam se da sam mislila da sam
odradila prilično dobar posao
odradila prilično dobar posao
04:15
And I remember feeling like
I'd done a pretty good job
I'd done a pretty good job
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04:18
at teaching that year:
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te godine u školi.
"Hej, nisam više nova.
04:19
"Hey, I ain't no first-year teacher.
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04:22
I know what I'm doing."
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Znam što radim."
04:26
And it was on the last day of school,
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Zadnjeg dana nastave
04:27
I told David to have a great summer.
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rekla sam Davidu da se
dobro provede na praznicima.
dobro provede na praznicima.
04:31
And I watched him walk down the hall,
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Gledala sam ga kako odlazi niz hodnik.
04:34
and I thought to myself,
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Pomislila sam:
04:35
I don't even know
what his voice sounds like.
what his voice sounds like.
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"Ne znam ni kako mu glas zvuči."
04:40
And that's when I realized
I wasn't doing it right.
I wasn't doing it right.
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Tada sam shvatila da nisam
dobro obavljala svoj posao.
dobro obavljala svoj posao.
04:43
So I changed almost everything
about my teaching.
about my teaching.
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Promijenila sam gotovo sve
u načinu na koji predajem.
u načinu na koji predajem.
04:46
I built in plenty of opportunities
for my students to talk to me
for my students to talk to me
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Dala sam učenicima pregršt prilika
da razgovaraju sa mnom
da razgovaraju sa mnom
04:50
and to talk to each other,
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i jedni s drugima,
04:52
to share their writing
and to verbalize their learning.
and to verbalize their learning.
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da podijele svoje tekstove i
izraze svoje spoznaje.
izraze svoje spoznaje.
04:56
And it was through those conversations
I began not only to know their voice
I began not only to know their voice
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Na taj način upoznala
sam ne samo njihov glas,
sam ne samo njihov glas,
05:02
but to know their pain.
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već i njihovu bol.
05:05
I had David in class again that next year,
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David je bio moj učenik i naredne godine.
05:08
and I learned that his father
was undocumented
was undocumented
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Saznala sam da njegov
otac nije bio prijavljen
otac nije bio prijavljen
05:11
and had been deported.
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i da su ga deportirali.
05:15
He started acting out in school
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Počeo je praviti probleme u školi.
05:16
because all he wanted
was for his family to be together again.
was for his family to be together again.
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Samo je želio da mu
obitelj opet bude na okupu.
obitelj opet bude na okupu.
05:21
In so many ways, I felt his pain.
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Suosjećala sam s njim na toliko načina.
05:26
And I needed someone to listen,
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Bio mi je potreban
netko da me posluša,
netko da me posluša,
05:29
somebody to provide support for me
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netko da me podupre
05:32
so that I could support him in this thing
that I could not even comprehend.
that I could not even comprehend.
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pa da ja mogu poduprijeti njega
u situaciji koju nisam mogla ni zamisliti.
u situaciji koju nisam mogla ni zamisliti.
05:39
And we recognize that need
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Svjesni smo toga
05:42
for police officers who've witnessed
a gruesome crime scene
a gruesome crime scene
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kad se radi o policajcima koji
su se susretali s jezivim zločinima
su se susretali s jezivim zločinima
05:46
and nurses who have lost a patient.
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ili pak medicinskim sestrama
koje su izgubile pacijenta.
koje su izgubile pacijenta.
05:50
But when it comes
to teaching professionals,
to teaching professionals,
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No kad je riječ o učiteljima,
05:53
that urgency is lagging.
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ne doživljavamo ozbiljno tu potrebu.
05:57
I believe it's paramount
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Smatram da je iznimno važno
06:00
that students and teachers,
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učenicima i učiteljima,
06:03
administrators, paraprofessionals
and all other support staff
and all other support staff
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rukovoditeljima, asistentima
i ostalom pomoćnom osoblju
i ostalom pomoćnom osoblju
06:08
have convenient and affordable access
to mental wellness supports.
to mental wellness supports.
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omogućiti prikladnu
i povoljnu psihičku podršku.
i povoljnu psihičku podršku.
06:14
When we are constantly serving others,
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Kad stalno stojimo na usluzi drugima,
06:17
often between 25
and 125 students each day,
and 125 students each day,
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a često se radi o 25 do
125 učenika dnevno,
125 učenika dnevno,
06:22
our emotional piggy banks
are constantly being drawn upon.
are constantly being drawn upon.
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stalno posežemo za svojom
emocionalnom kasicom prasicom.
emocionalnom kasicom prasicom.
06:27
After a while, it can become so depleted,
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Nakon nekog vremena
kasica se toliko isprazni
kasica se toliko isprazni
06:30
that we just can't bear it anymore.
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da više jednostavno nemamo snage.
06:35
They call it "secondary trauma"
and "compassion fatigue,"
and "compassion fatigue,"
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Taj fenomen poznat je i kao "sekundarna
trauma" ili "zamor sažaljenja".
trauma" ili "zamor sažaljenja".
06:39
the concept that we absorb the traumas
our students share with us each day.
our students share with us each day.
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Radi se o tome da svaki dan upijamo
traume koje naši učenici dijele s nama.
traume koje naši učenici dijele s nama.
06:46
And after a while,
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Nakon nekog vremena
06:48
our souls become weighed down
by the heaviness of it all.
by the heaviness of it all.
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teret postaje pretežak.
06:55
The Buffett Institute
at the University of Nebraska
at the University of Nebraska
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Znanstvenici na Institutu Buffett
Sveučilišta u Nebraski
Sveučilišta u Nebraski
06:57
recently found that most teachers --
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nedavno su otkrili da je većina učitelja,
07:00
86 percent across
early childhood settings --
early childhood settings --
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86 posto kad je riječ o nižim uzrastima,
07:04
experienced some depressive symptoms
during the prior week.
during the prior week.
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doživjela neki simptom depresije.
07:09
They found that approximately one in 10
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Od toga je otprilike
jedan od deset učitelja
jedan od deset učitelja
07:12
reported clinically significant
depressive symptoms.
depressive symptoms.
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naveo klinički značajne
simptome depresije.
simptome depresije.
07:17
My interactions with colleagues
and my own experiences
and my own experiences
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Na temelju razgovora s kolegama
i iz svojeg osobnog iskustva,
i iz svojeg osobnog iskustva,
07:20
make me feel like
this is a universal struggle
this is a universal struggle
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zaključila sam da je
riječ o sveopćoj borbi,
riječ o sveopćoj borbi,
07:24
across all grade levels.
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neovisno o uzrastu učenika.
07:28
So what are we missing?
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Što nam to promiče?
07:31
What are we allowing to break the chain
and how do we repair it?
and how do we repair it?
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Čemu to dopuštamo da prekida lanac
i kako ga možemo popraviti?
i kako ga možemo popraviti?
07:36
In my career,
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Otkako predajem,
07:38
I've experienced the death
by suicide of two students
by suicide of two students
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doživjela sam samoubojstvo dvaju učenika
07:41
and one amazing teacher
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i jednog nevjerojatnog učitelja
07:45
who loved his kids;
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koji je volio svoju djecu,
07:48
countless students
experiencing homelessness;
experiencing homelessness;
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nebrojene učenike bez krova nad glavom
07:52
and kids entering and exiting
the justice system.
the justice system.
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i djecu s kaznenim prekršajima.
07:58
When these events happen,
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U takvim slučajevima
07:59
protocol is to say, "If you need
someone to talk to, then ..."
someone to talk to, then ..."
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protokol nalaže fraze poput:
"Ako trebate razgovarati s nekim, onda..."
"Ako trebate razgovarati s nekim, onda..."
08:04
And I say that's not enough.
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To nije dovoljno.
08:07
I am so lucky.
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Stvarno imam sreće.
08:09
I work in an amazing school
with great leadership.
with great leadership.
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Predajem u sjajnoj školi
s izvrsnim vodstvom.
s izvrsnim vodstvom.
08:13
I serve a large district
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Radim u velikom okrugu
08:15
with so many healthy partnerships
with community agencies.
with community agencies.
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koji ostvaruje brojne
suradnje s lokalnim agencijama.
suradnje s lokalnim agencijama.
08:19
They have provided steadily
increasing numbers
increasing numbers
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One pružaju stalno rastući broj
08:23
of school counselors and therapists
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školskih savjetnika, terapeuta
08:26
and support staff to help our students.
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i pomoćnog osoblja za pomoć učenicima.
08:31
They even provide staff members
with access to free counseling
with access to free counseling
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Pružaju pristup besplatnom
savjetovanju čak i osoblju
savjetovanju čak i osoblju
08:34
as part of our employment plan.
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kao dio ugovora.
08:38
But many small districts
and even some large ones
and even some large ones
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Ipak, mnogi mali, ali i veliki okruzi
08:41
simply cannot foot the bill without aid.
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ne mogu podmiriti račun bez pomoći.
08:48
(Exhales)
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(Uzdah)
08:53
Not only does every school need
social and emotional support staff,
social and emotional support staff,
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Svaka škola treba osoblje
za društvenu i emocionalnu podršku,
za društvenu i emocionalnu podršku,
08:58
trained professionals who can navigate
the needs of the building --
the needs of the building --
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obučene stručnjake koji
mogu zadovoljiti njezine potrebe,
mogu zadovoljiti njezine potrebe,
09:03
not just the students,
not just the teachers, but both --
not just the teachers, but both --
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dakle potrebe i učenika i učitelja.
09:08
we also need these trained professionals
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No potrebni su nam i zato
09:10
to intentionally seek out
those closest to the trauma
those closest to the trauma
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da dopru do onih najbližih traumi
09:14
and check in with them.
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i provjere kako su.
09:18
Many schools are doing what they can
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Mnoge škole čine sve u svojoj moći
09:20
to fill in the gaps,
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da popune praznine,
09:22
starting with acknowledging
that the work that we do
that the work that we do
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počevši s time da priznaju da
je posao kojim se bavimo
je posao kojim se bavimo
09:24
is downright hard.
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uistinu težak.
09:27
Another school in Lincoln,
Schoo Middle School,
Schoo Middle School,
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Jedna druga škola u Lincolnu,
Schoo Middle School,
Schoo Middle School,
09:30
has what they call "Wellness Wednesdays."
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ima takozvane "srijede dobrobiti".
09:33
They invite in community yoga teachers,
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Pozovu lokalne instruktore joge,
09:35
they sponsor walks around
the neighborhood during lunch
the neighborhood during lunch
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organiziraju šetnje po
četvrti u vrijeme ručka
četvrti u vrijeme ručka
09:38
and organize social events
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i društvena događanja
09:40
that are all meant
to bring people together.
to bring people together.
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kojima je cilj približiti
ljude jedne drugima.
ljude jedne drugima.
09:44
Zachary Elementary School
in Zachary, Louisiana,
in Zachary, Louisiana,
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Osnovna škola Zachary
u Zacharyju u Louisiani
u Zacharyju u Louisiani
09:47
has something they call
a "Midweek Meetup,"
a "Midweek Meetup,"
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srijedom organizira druženja
09:49
where they invite teachers to share lunch
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gdje učitelji zajedno ručaju
09:52
and to talk about the things
that are going well
that are going well
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i razgovaraju o stvarima koje idu dobro,
09:54
and the things that are weighing
heavy on their hearts.
heavy on their hearts.
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ali i o onima koje ih tište.
09:59
These schools are making space
for conversations that matter.
for conversations that matter.
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Ove škole omogućuju važne razgovore.
10:05
Finally, my friend
and colleague Jen Highstreet
and colleague Jen Highstreet
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Konačno, moja prijateljica
i kolegica Jen Highstreet
i kolegica Jen Highstreet
10:08
takes five minutes out of each day
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svaki dan odvoji pet minuta
10:10
to write an encouraging
note to a colleague,
note to a colleague,
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da napiše poticajnu
poruku nekome od kolega,
poruku nekome od kolega,
10:13
letting them know
that she sees their hard work
that she sees their hard work
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dajući im tako do znanja da primjećuje
10:15
and the heart that they share with others.
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koliko se daju u svoj težak posao.
10:18
She knows that those five minutes
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Zna da tih pet minuta
10:21
can have an invaluable
and powerful ripple effect
and powerful ripple effect
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mogu izazvati neprocjenjivu
lančanu reakciju
lančanu reakciju
10:24
across our school.
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po cijeloj školi.
10:27
The chain that hangs in my classroom
is more than just a decoration.
is more than just a decoration.
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Lanac koji visi u mojoj učionici
više je od puke dekoracije.
više je od puke dekoracije.
10:35
Those links hang over our heads
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One karike vise iznad naših glava
10:37
for the entire four years
that our students walk our halls.
that our students walk our halls.
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svih četiriju godina koliko naši
učenici hodaju školskim hodnicima.
učenici hodaju školskim hodnicima.
10:41
And every year,
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Svake godine
pozovem maturante natrag
u svoj razred, učionicu 340,
u svoj razred, učionicu 340,
10:42
I have seniors come back
to my classroom, room 340,
to my classroom, room 340,
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10:47
and they can still point out
where their link hangs.
where their link hangs.
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gdje mogu jedni drugima
pokazati svoje karike.
pokazati svoje karike.
10:51
They remember what they wrote on it.
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Sjete se što su napisali na njima.
10:55
They feel connected and supported.
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Osjete se povezanima
i kao da ih netko podržava.
i kao da ih netko podržava.
10:59
And they have hope.
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I dobiju nadu.
11:01
Isn't that what we all need?
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Nije li to ono što nam svima treba?
11:04
Somebody to reach out
and make sure that we're OK.
and make sure that we're OK.
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Netko tko će nam prići
i pobrinuti se da smo u redu,
i pobrinuti se da smo u redu,
11:09
To check in with us
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provjeriti kako smo
11:11
and remind us that we are a link.
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i podsjetiti nas da je
svatko od nas karika.
svatko od nas karika.
11:16
Every now and then,
we all just need a little help
we all just need a little help
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Svako toliko svima nam
je potrebna pomoć
je potrebna pomoć
11:20
holding the stapler.
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u držanju klamerice.
11:23
Thank you.
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Hvala vam.
11:24
(Applause)
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(Pljesak)
ABOUT THE SPEAKER
Sydney Jensen - EducatorSydney Jensen wants to shine a light on the emotional and mental impact of teaching students who have experienced trauma.
Why you should listen
Sydney Jensen is a ninth-grade English teacher at Lincoln High School in the epicenter of America's heartland: Lincoln, Nebraska. Lincoln is one of the nation's top cities for refugee resettlement, and students at Lincoln High speak more than 30 languages.
Jensen also serves as an instructional coach working with new and veteran teachers to provide instructional support and mentorship. In recognition of her work in the classroom and the school community, Jensen is the 2019 Nebraska Teacher of the Year. She is a passionate advocate for increased mental and emotional wellness supports for both students and the teachers who serve them. You can read more from her here.
Sydney Jensen | Speaker | TED.com