Nhà Giáo dục Kiran Bir Sethi | Trao cho trẻ quyền tự do thiết kế cuộc đời mình | TQKS #109

Key Concepts:

• Design Thinking in Education: Applying design principles to understand users (children) and co-create solutions.
• I Can Mindset: Empowering children to believe in their ability to make changes and solve problems.
• Feel, Imagine, Do, Share (FIDS): A simplified design thinking framework for children.
• Service, Agency, and Core Competencies: Riverside School's learning program framework.
• Active Listening: Paying attention to children's words, body language, and emotions.
• Negotiation: Engaging in discussions with children to reach mutually agreeable solutions.
• User-Centered Design: Placing the child at the heart of the solution-making process.
• Values-Based Education: Prioritizing values like empathy, ethics, and truth in the curriculum.
• School Leadership: The critical role of leaders in fostering a culture of change and innovation.

1. The Paradox of Parenting and Education:

• Kiran Bir Sethi highlights the "complete paradox of parenting and of education," where parents encourage children's abilities in their early years ("yes you can") but schools often stifle this with restrictive environments ("keep quiet for 15 years").
• She emphasizes the importance of trusting children and recognizing their capabilities, stating, "We don't trust our children as much as they deserve."
• Sethi advocates for avoiding patronizing behavior towards children, as they are "capable of just amazing things."

2. Kiran Bir Sethi's Journey and the Genesis of Riverside School:

• Sethi, originally a designer, was inspired to start Riverside School after her son, at age five, expressed that he "can't" do something because "teacher told me."
• This experience led her to question a system that prioritizes obedience over curiosity and critical thinking.
• Drawing on her design background, Sethi saw the opportunity to "do something" about the situation, leading to the founding of Riverside School 25 years ago.
• The school started in her home with the aim of providing an enriching educational experience for her son.

3. Design Thinking vs. Problem Solving:

• Sethi explains that design thinking differs from problem-solving by focusing on understanding the user rather than just the problem.
• She uses the analogy of baking a cake for a diabetic person to illustrate the importance of considering the user's needs.
• Design thinking is presented as a "solution discovery framework" that involves inviting the user into the solution, not designing for them.
• She argues that while it may seem longer, understanding the user leads to more sustainable and beneficial solutions.

4. Applying Design Thinking to School Building:

• Sethi shares examples of how design thinking was applied at Riverside School, starting with the name itself, which was chosen by the children.
• Other examples include designing the school uniform and timetable based on children's input and research findings (e.g., the importance of sleep for adolescents).
• She emphasizes the importance of listening to research and insights, even if they challenge conventional practices.
• Sethi states, "If you genuinely keep the user at the center, you will never be scared anymore," highlighting the confidence that comes from user-centered design.

5. Curriculum Design and the "Why" of Learning:

• Sethi argues that the "what" of learning (literacy, numeracy, science) is less of an issue than the "why" and the "how."
• She criticizes the tendency to compromise the "why" by focusing solely on exams and rote memorization.
• Riverside School emphasizes real-world learning through client projects, where children apply their skills to solve problems for organizations in the community.
• Sethi states, "Learning must not just be relevant. It must be real world," advocating for engaging children with life beyond the classroom.

6. Empowering Children Through Negotiation and Choice:

• Sethi emphasizes the importance of negotiating with children rather than simply instructing them.
• She describes how children at Riverside School are given choices in projects, such as selecting which committee to join (e.g., script writing, sound and light, documentation).
• She highlights the value of "negotiation," stating that "that little 40 minutes of negotiation makes 5 hours of better work."
• Sethi shares that age and gender have nothing to do with competency.

7. The Power of Listening and Respect:

• Sethi emphasizes that listening is her "greatest superpower as a teacher."
• She distinguishes between obedience and respect, arguing that respect is earned through active listening and engagement.
• Sethi states that if you need their respect and their trust, I must start with listening.
• She notes that in many Southeast Asian countries, obedience is often confused with respect.

8. Democratic Processes in School:

• Sethi describes how Riverside School uses democratic processes, such as voting and volunteering, to make decisions.
• She argues that democratic processes are easier to implement with more children, as they prevent a few vocal individuals from dominating.
• Sethi shares that they also have people apply for the committee and give feedback.

9. The Feel, Imagine, Do, Share (FIDS) Framework:

• Sethi explains that the design process was demystified into four simple steps: Feel, Imagine, Do, Share.
• Feel: Observing and understanding with empathy, starting with the heart.
• Imagine: Brainstorming and envisioning the best-case scenario, focusing on "what if."
• Do: Taking actions that align with and serve the imagined vision.
• Share: Inspiring others by sharing the story and solutions.
• She uses an example of a teacher from Ireland who wanted to energize the games.

10. The Importance of "Feel" (Empathy):

• Sethi emphasizes that the "feel" step is crucial for understanding each other and removing blame and complaining.
• She uses the example of a mother-in-law and daughter-in-law relationship to illustrate the importance of understanding each other's perspectives.

11. The Power of "Imagine" (Vision):

• Sethi describes the "imagine" step as a "bold statement of change" that involves brainstorming and envisioning the best-case scenario.
• She suggests writing the headline of a newspaper to describe what the change would look like.
• Sethi states that the "imagine" statement is a "very powerful lighthouse" that guides actions and keeps them aligned with the vision.

12. The Significance of "Share" (Inspiration):

• Sethi explains that the "share" step is unique to Design for Change and involves inspiring others by sharing the story and solutions.
• She emphasizes the importance of seeing children as change makers and connecting them with each other to amplify their impact.

13. Challenges in Understanding Children:

• Sethi identifies time as the greatest challenge in understanding children, noting a "poverty of conversations" and an "abundance of material" in many homes.
• She also emphasizes the importance of listening not just to words but also to body language and emotions.
• Sethi shares that children often advise her to tell their parents that they just want a little time.

14. Engaging with Teenagers:

• Sethi acknowledges the difficulty of communicating with teenagers, who may rely on online sources for support.
• She emphasizes the importance of building trust and establishing rituals from a young age.
• Sethi suggests that children imitate their parents, so parents should strive to be worthy of imitation.
• She recommends negotiation and situation modification (e.g., removing devices) to create space for conversation.

15. Riverside School's Learning Program: Service, Agency, and Core Competencies:

• Sethi explains that Riverside School's curriculum is structured around three buckets: service, agency, and core competencies.
• Service: Children engage in service projects for around 8 hours a month, running their own organizations and addressing community needs.
• Agency: Children undertake client projects, applying their design skills to solve problems for organizations in the community.
• Core Competencies: Academic learning is integrated with service and agency, allowing children to learn in their own way through self-directed learning.
• Sethi emphasizes that this approach allows children to build both character and content, outperforming top schools in academic outcomes.

16. Addressing Resistance to Change:

• Sethi acknowledges that applying the I Can mindset in traditional education systems can be challenging.
• She emphasizes that the Riverside model has been proven to work in diverse contexts, including public schools in India.
• Sethi suggests starting small and enriching existing practices rather than attempting a complete overhaul.

17. The Role of School Leadership:

• Sethi identifies school leadership as the "bridge or barrier for change."
• She emphasizes the importance of brave and thoughtful leaders who prioritize what is right for the child.
• Sethi states that leaders set the tone for a school and create space for change and voice.

18. Preparing Children for the Future:

• Sethi argues that in an uncertain world, values are more important than content.
• She suggests prioritizing values like empathy, ethics, and truth in the curriculum.
• Sethi states that schools should be places where children learn about themselves, how to work in space, and how to add good to another's life.

19. An Inspiring Story: The Identity Curriculum:

• Sethi shares a story about a group of seventh graders who designed the "identity curriculum" after being disturbed by the number of children committing suicide after exam results.
• The curriculum aimed to build a strong sense of self-worth and help children understand that they are "remarkable" rather than just "markable."
• Sethi emphasizes the importance of trusting children to do what is right and acting on their ideas when they are excited.

20. The Importance of Negotiation and Balance:

• Sethi emphasizes the importance of balancing excitement with expectations and providing a safety net for children.
• She shares an example of negotiating with students about the school prom, finding a compromise that met both their needs and the school's concerns.
• Sethi states that it is important to hold the space to ensure that they are empowered.

21. Conclusion:

• Sethi concludes by emphasizing the importance of active listening, negotiation, and empathy in co-creating meaningful changes for children.
• She encourages parents and educators to give children the trust and ability to take part in the changing process, preparing them for the future starting now.
• Change doesn't need to come from policy papers. It could come from the way we treat our children.

Main Takeaways:

• Empowering children to believe in their ability to make changes and solve problems is crucial for their development and well-being.
• Design thinking provides a valuable framework for understanding children's needs and co-creating solutions with them.
• Active listening, negotiation, and empathy are essential skills for parents and educators.
• School leadership plays a critical role in fostering a culture of change and innovation.
• Values-based education is essential for preparing children for an uncertain future.
• It is important to trust children, give them opportunities to contribute, and act on their ideas when they are excited.
• Start small, enrich existing practices, and build confidence through incremental changes.
• The I Can mindset can be applied in diverse contexts and can lead to significant improvements in children's engagement, well-being, and academic outcomes.