The Power Of Words | Coral Ortiz | TEDxYouth@BeaconStreet

Summary

The speaker reflects on their educational journey, contrasting their hopeful middle school aspirations with the harsh realities of high school, where inequality and low expectations from educators often hindered success. Despite these challenges, the speaker's belief in their potential, supported by mentors and family, led them to pursue higher education at Yale University. Their experience inspired advocacy for education reform, highlighting the power of belief and words in shaping student success. The speaker emphasizes the need for educators to foster a culture of high expectations and for policy-makers to invest in equitable education for all students.

Takeaways

• 😀 The importance of believing in one's potential is a central theme of the narrative, as it highlights how powerful self-belief and external encouragement can be in shaping success.
• 😀 The stark contrast between the speaker's middle school and high school experiences underscores the impact of systemic inequality and lack of support in certain educational environments.
• 😀 The speaker's ambitious goals in middle school, including becoming a valedictorian and meeting Leonardo DiCaprio, reflect a time of hope and optimism before facing the challenges ahead.
• 😀 A motivational speech by the high school principal, which predicts a high dropout rate and grim outcomes, contributes to feelings of hopelessness and confusion for the speaker.
• 😀 The lack of resources in the new high school environment, combined with the loss of a classmate to gun violence, creates a sense of despair and challenges the speaker's belief in success.
• 😀 The speaker reflects on a teacher's harsh words, which almost deterred their confidence in pursuing academic success, highlighting how educators' beliefs can profoundly affect students.
• 😀 The turning point comes when the speaker recognizes that self-belief and encouragement can significantly impact a student's performance and outcomes.
• 😀 The speaker's involvement in educational boards, such as the New Haven and Connecticut State Boards of Education, is driven by a desire to create change and improve the educational experience for others.
• 😀 The success of Lincoln Bassett School in New Haven, which improved its data through a focus on high expectations and creating a supportive culture, is presented as a model for educational reform.
• 😀 The narrative calls for educators, policymakers, and students to use their words intentionally, advocating for better funding for public education, cultural competency training, and an inclusive, supportive environment for all students.

Q & A

What was the assignment given to the speaker in eighth grade?

The speaker was tasked with writing a letter to themselves, describing their expectations for the next four years, which would be sent to them at the end of high school graduation.

What were some of the ambitious goals the speaker set in their letter?

The speaker set high goals, including getting into college, becoming valedictorian, meeting the love of their life, becoming an international supermodel, and potentially meeting and marrying Leonardo DiCaprio.

How did the environment in the speaker's middle school differ from their high school experience?

In middle school, the speaker was in a mostly high-income, predominantly white school with abundant resources. In contrast, their high school was made up of minority, low-income students, with limited resources and a sense of hopelessness about their future.

What was the principal’s motivational speech about during the first high school assembly?

The principal asked the students how many had family members who were incarcerated, had died due to gun violence, or had attended college. He then predicted that a third of the students would not graduate, due to dropping out, going to jail, or dying.

How did the speaker react to the principal's speech?

The speaker felt shocked, confused, and angry. They began to question whether they would be able to graduate and whether their peers would face tragic outcomes, such as dropping out or dying.

How did the speaker's high school experience reflect inequities in education?

The speaker experienced a lack of resources, including textbooks, and was in a school where students were not provided the necessary support. They also encountered teachers who did not believe in the potential of their students.

What impact did a specific teacher have on the speaker’s belief in their abilities?

A math teacher made the speaker feel inadequate by saying that their parents had wasted resources on their education. This moment made the speaker question their potential and abilities.

What insight did the speaker gain when speaking to their classmate about not trying harder in school?

The speaker learned that their classmate did not try because no one had ever told him that he could succeed. This highlighted the importance of belief in oneself for academic success.

What was the key factor behind the success of Lincoln Bassett school in New Haven?

The principal of Lincoln Bassett school focused on creating a culture of high expectations for both students and educators. She used the acronym SOAR (Safe, On-task, Accountable, Respectful) to instill a sense of accountability and empowerment, and emphasized professional development on race and class issues.

What is the speaker's main message to educators, policymakers, and students?

The speaker urges educators to be mindful of the words they use, as they have the power to impact a student's life. Policymakers are called to fund public education equally, and students are encouraged to support and encourage one another. Additionally, the speaker stresses the importance of not making assumptions based on someone's background.