[Music] hello everyone I am a you can’t do it
hello everyone I am a you can’t do it
hello everyone I am a you can’t do it survivor when I was 12 years old I
survivor when I was 12 years old I
survivor when I was 12 years old I taught to my English teacher then that I
taught to my English teacher then that I
taught to my English teacher then that I want to teach English she looked at me
want to teach English she looked at me
want to teach English she looked at me and she said you can’t do it
and she said you can’t do it
and she said you can’t do it you have very bad pronunciation long
you have very bad pronunciation long
you have very bad pronunciation long time after that I was very unsure of
time after that I was very unsure of
time after that I was very unsure of myself and I thought that she was right
myself and I thought that she was right
myself and I thought that she was right it’s amazing how one statement of phrase
it’s amazing how one statement of phrase
it’s amazing how one statement of phrase done by a person that we respect can
done by a person that we respect can
done by a person that we respect can influence our lives luckily I managed to
influence our lives luckily I managed to
influence our lives luckily I managed to overcome that insight and pursued my
overcome that insight and pursued my
overcome that insight and pursued my dream now I teach English and though
dream now I teach English and though
dream now I teach English and though that statement said by her was quite
that statement said by her was quite
that statement said by her was quite damaging it did some good things as well
damaging it did some good things as well
damaging it did some good things as well now I am self-confident I believe that
now I am self-confident I believe that
now I am self-confident I believe that what I am doing is my calling so that’s
what I am doing is my calling so that’s
what I am doing is my calling so that’s why I call myself you can’t do it
why I call myself you can’t do it
why I call myself you can’t do it survivor but not all people managed to
survivor but not all people managed to
survivor but not all people managed to overcome such statements that they heard
overcome such statements that they heard
overcome such statements that they heard in their lives and their true potential
in their lives and their true potential
in their lives and their true potential has never been brought out I am a
has never been brought out I am a
has never been brought out I am a pedagogists
pedagogists
pedagogists and if we look at this word pedagogy you
and if we look at this word pedagogy you
and if we look at this word pedagogy you will know that it comes from Greek agro
will know that it comes from Greek agro
will know that it comes from Greek agro means I lead by dos means child so if we
means I lead by dos means child so if we
means I lead by dos means child so if we join these two words together it means I
join these two words together it means I
join these two words together it means I lead a child and they love this word
lead a child and they love this word
lead a child and they love this word lead in the same sentence children come
lead in the same sentence children come
lead in the same sentence children come to this life with their potential
to this life with their potential
to this life with their potential genetically coded qualities and
genetically coded qualities and
genetically coded qualities and abilities which may be developed in
abilities which may be developed in
abilities which may be developed in their life and bring potential success
their life and bring potential success
their life and bring potential success and I believe that educators role is to
and I believe that educators role is to
and I believe that educators role is to help them develop these abilities to
help them develop these abilities to
help them develop these abilities to walk down their path we should not
walk down their path we should not
walk down their path we should not create unnecessary obstacles or share
create unnecessary obstacles or share
create unnecessary obstacles or share our judgments with them on the contrary
our judgments with them on the contrary
our judgments with them on the contrary we should help them we should support
we should help them we should support
we should help them we should support them we should teach them to learn from
them we should teach them to learn from
them we should teach them to learn from their victories and mistakes make them
their victories and mistakes make them
their victories and mistakes make them understand that their hard work
understand that their hard work
understand that their hard work we’ll definitely bring them where they
we’ll definitely bring them where they
we’ll definitely bring them where they belong now how can we educators help
belong now how can we educators help
belong now how can we educators help them to unlock potential I have three
them to unlock potential I have three
them to unlock potential I have three rules that I use in my work first of all
rules that I use in my work first of all
rules that I use in my work first of all I become their greatest fan I am the
I become their greatest fan I am the
I become their greatest fan I am the greatest fan of my students fans are
greatest fan of my students fans are
greatest fan of my students fans are people who are enthusiastically devoted
people who are enthusiastically devoted
people who are enthusiastically devoted to someone or something
to someone or something
to someone or something they’re called supporters they notice
they’re called supporters they notice
they’re called supporters they notice little details of the object of their
little details of the object of their
little details of the object of their fandom and they support passionately and
fandom and they support passionately and
fandom and they support passionately and care with all their hearts fans presence
care with all their hearts fans presence
care with all their hearts fans presence at sports arenas enhances sportsmen
at sports arenas enhances sportsmen
at sports arenas enhances sportsmen performance you know that sports demand
performance you know that sports demand
performance you know that sports demand a lot from players both physically and
a lot from players both physically and
a lot from players both physically and mentally
mentally
mentally they are competing they are competing
they are competing they are competing
they are competing they are competing not only against their rivals they are
not only against their rivals they are
not only against their rivals they are competing against themselves performing
competing against themselves performing
competing against themselves performing under pressure is usually difficult for
under pressure is usually difficult for
under pressure is usually difficult for everyone but support of thousands of
everyone but support of thousands of
everyone but support of thousands of fans in the arena makes a big difference
fans in the arena makes a big difference
fans in the arena makes a big difference fans have no effect on sportsmen
fans have no effect on sportsmen
fans have no effect on sportsmen physical ability but they can build
physical ability but they can build
physical ability but they can build sportsmen psyche and they can enhance
sportsmen psyche and they can enhance
sportsmen psyche and they can enhance their concentration what about as
their concentration what about as
their concentration what about as educators how can we become the best
educators how can we become the best
educators how can we become the best fans of our students there are some
fans of our students there are some
fans of our students there are some viral videos on youtubes
viral videos on youtubes
viral videos on youtubes on YouTube about such teachers too they
on YouTube about such teachers too they
on YouTube about such teachers too they illustrate how they build bonds with
illustrate how they build bonds with
illustrate how they build bonds with their students on one video you can see
their students on one video you can see
their students on one video you can see a secondary school teacher who greets
a secondary school teacher who greets
a secondary school teacher who greets their his students every day before they
their his students every day before they
their his students every day before they enter the classroom and he created a
enter the classroom and he created a
enter the classroom and he created a special great greeting for every of the
special great greeting for every of the
special great greeting for every of the students on the other video you can see
students on the other video you can see
students on the other video you can see a special education teacher who invites
a special education teacher who invites
a special education teacher who invites in the morning every kid and tells them
in the morning every kid and tells them
in the morning every kid and tells them how wonderful they are what qualities he
how wonderful they are what qualities he
how wonderful they are what qualities he sees in them he appreciates what they do
sees in them he appreciates what they do
sees in them he appreciates what they do or achieve in the class
or achieve in the class
or achieve in the class so both these teachers show students
so both these teachers show students
so both these teachers show students that
that
that they see and appreciate them which in
they see and appreciate them which in
they see and appreciate them which in turn in turn boosts their feeling of
turn in turn boosts their feeling of
turn in turn boosts their feeling of acceptance and self-confidence and later
acceptance and self-confidence and later
acceptance and self-confidence and later enhances their learning results I also
enhances their learning results I also
enhances their learning results I also try to show my students that I am their
try to show my students that I am their
try to show my students that I am their biggest fan I show that I care and if I
biggest fan I show that I care and if I
biggest fan I show that I care and if I notice that my student has let’s say
notice that my student has let’s say
notice that my student has let’s say favorite pet I will remember the name of
favorite pet I will remember the name of
favorite pet I will remember the name of this pet and after two three days out of
this pet and after two three days out of
this pet and after two three days out of the blue I will ask how is your dog
the blue I will ask how is your dog
the blue I will ask how is your dog breed doing if they play some sports and
breed doing if they play some sports and
breed doing if they play some sports and they go on copy competition next day for
they go on copy competition next day for
they go on copy competition next day for sure I will ask them how did it go and
sure I will ask them how did it go and
sure I will ask them how did it go and if they won I will say well done if they
if they won I will say well done if they
if they won I will say well done if they lost I will say don’t worry you will
lost I will say don’t worry you will
lost I will say don’t worry you will make it next time these little questions
make it next time these little questions
make it next time these little questions and remarks show kids that I care that
and remarks show kids that I care that
and remarks show kids that I care that things which I important to them are
things which I important to them are
things which I important to them are also important to me and they really are
also important to me and they really are
also important to me and they really are they feel this care and we establish
they feel this care and we establish
they feel this care and we establish special bonds which send the signals to
special bonds which send the signals to
special bonds which send the signals to them that they are appreciated and that
them that they are appreciated and that
them that they are appreciated and that I am accompanying them on their way in
I am accompanying them on their way in
I am accompanying them on their way in the academic setting I observe on areas
the academic setting I observe on areas
the academic setting I observe on areas where my students are good at and I
where my students are good at and I
where my students are good at and I always give them feedback about that and
always give them feedback about that and
always give them feedback about that and also I try to see at least three top
also I try to see at least three top
also I try to see at least three top three areas of difficulties and then I
three areas of difficulties and then I
three areas of difficulties and then I try to help them understand where their
try to help them understand where their
try to help them understand where their problem is and then after some time
problem is and then after some time
problem is and then after some time let’s say when they write an essay and
let’s say when they write an essay and
let’s say when they write an essay and don’t make that mistake I will always
don’t make that mistake I will always
don’t make that mistake I will always comment about that I highlight on their
comment about that I highlight on their
comment about that I highlight on their progress I teach students to see how
progress I teach students to see how
progress I teach students to see how they improve and grow I twist an angle
they improve and grow I twist an angle
they improve and grow I twist an angle from mistakes being negative to mistakes
from mistakes being negative to mistakes
from mistakes being negative to mistakes being positive and even inspiring
being positive and even inspiring
being positive and even inspiring inspiring to progress inspiring to move
inspiring to progress inspiring to move
inspiring to progress inspiring to move forward inspiring to go beyond limits
forward inspiring to go beyond limits
forward inspiring to go beyond limits and like a real fan I am always there
and like a real fan I am always there
and like a real fan I am always there there by their side
there by their side
there by their side number two what I do I see my students
number two what I do I see my students
number two what I do I see my students big to illustrate the magic of seeing
big to illustrate the magic of seeing
big to illustrate the magic of seeing something as big I will show you a
something as big I will show you a
something as big I will show you a little experiment with my dog Mars he’s
little experiment with my dog Mars he’s
little experiment with my dog Mars he’s really small his body weight is about
really small his body weight is about
really small his body weight is about 2.2 kilograms and if we speak about his
2.2 kilograms and if we speak about his
2.2 kilograms and if we speak about his brain I am Not sure but it should be
brain I am Not sure but it should be
brain I am Not sure but it should be about 58 60 grams look what happens to
about 58 60 grams look what happens to
about 58 60 grams look what happens to Mars when my husband tells him that he’s
Mars when my husband tells him that he’s
Mars when my husband tells him that he’s a big dangerous dog you will see their
a big dangerous dog you will see their
a big dangerous dog you will see their great boost in his self-confidence and
great boost in his self-confidence and
great boost in his self-confidence and he really believes that he’s a German
he really believes that he’s a German
he really believes that he’s a German Shepherd look at his posture look at his
Shepherd look at his posture look at his
Shepherd look at his posture look at his eyes
these figures dump all my target only aw
these figures dump all my target only aw oh good boy good for absorbing all big
oh good boy good for absorbing all big
oh good boy good for absorbing all big bomb – kill the dog German Shepherd
bomb – kill the dog German Shepherd
bomb – kill the dog German Shepherd boxer everything your good boy Oh
boxer everything your good boy Oh
boxer everything your good boy Oh big dog Mars behaves like this only when
big dog Mars behaves like this only when
big dog Mars behaves like this only when he is encouraged by my husband so my
he is encouraged by my husband so my
he is encouraged by my husband so my husband sees him as a German Shepherd
husband sees him as a German Shepherd
husband sees him as a German Shepherd Mars behaves like a German Shepherd he
Mars behaves like a German Shepherd he
Mars behaves like a German Shepherd he behaves like this only when he is
behaves like this only when he is
behaves like this only when he is encouraged and I believe that this magic
encouraged and I believe that this magic
encouraged and I believe that this magic works on humans too
works on humans too
works on humans too child’s brain by the age 5 is very close
child’s brain by the age 5 is very close
child’s brain by the age 5 is very close to the size of adult and two-volume as
to the size of adult and two-volume as
to the size of adult and two-volume as well and weighs about 1.2 kilograms
well and weighs about 1.2 kilograms
well and weighs about 1.2 kilograms which is 20 brains of my dog imagine the
which is 20 brains of my dog imagine the
which is 20 brains of my dog imagine the power of any word which we say to kids
power of any word which we say to kids
power of any word which we say to kids in a twenty times bigger brain if you
in a twenty times bigger brain if you
in a twenty times bigger brain if you say to a student you cannot that it’s
say to a student you cannot that it’s
say to a student you cannot that it’s not for you what will you do if you fail
not for you what will you do if you fail
not for you what will you do if you fail that escalates in their brain and does
that escalates in their brain and does
that escalates in their brain and does not make them anything better that makes
not make them anything better that makes
not make them anything better that makes them smaller I started sailing last
them smaller I started sailing last
them smaller I started sailing last summer and if you want to go from point
summer and if you want to go from point
summer and if you want to go from point A which is in the West to point B which
A which is in the West to point B which
A which is in the West to point B which is in the East and you have a crosswind
is in the East and you have a crosswind
is in the East and you have a crosswind coming from the north
coming from the north
coming from the north you never head to the point B you had
you never head to the point B you had
you never head to the point B you had somewhere above because you will drift
somewhere above because you will drift
somewhere above because you will drift and you will end up at point B if you
and you will end up at point B if you
and you will end up at point B if you head to point B you will end up below
head to point B you will end up below
head to point B you will end up below the same works when we look at the man
the same works when we look at the man
the same works when we look at the man we should see our students much bigger
we should see our students much bigger
we should see our students much bigger as they are or even as they could be if
as they are or even as they could be if
as they are or even as they could be if we take an individual as he is we make
we take an individual as he is we make
we take an individual as he is we make him smaller but if we take the man as he
him smaller but if we take the man as he
him smaller but if we take the man as he should be
should be
should be we make him capable of becoming what he
we make him capable of becoming what he
we make him capable of becoming what he can be and that was not said by me that
can be and that was not said by me that
can be and that was not said by me that was said by Goethe two centuries ago
was said by Goethe two centuries ago
was said by Goethe two centuries ago by Victor Franco who repeated that fifty
by Victor Franco who repeated that fifty
by Victor Franco who repeated that fifty years ago
years ago
years ago Franco said that we have to be
Franco said that we have to be
Franco said that we have to be idealistic and over estimating and over
idealistic and over estimating and over
idealistic and over estimating and over rating the man looking at him from high
rating the man looking at him from high
rating the man looking at him from high above and then we promote him to what he
above and then we promote him to what he
above and then we promote him to what he can really be so when we are idealistic
can really be so when we are idealistic
can really be so when we are idealistic we will end up at being realistic so
we will end up at being realistic so
we will end up at being realistic so this gives a chance to an individual to
this gives a chance to an individual to
this gives a chance to an individual to unlock the potential in my work I
unlock the potential in my work I
unlock the potential in my work I sometimes get students who have really
sometimes get students who have really
sometimes get students who have really low self-esteem and they do not believe
low self-esteem and they do not believe
low self-esteem and they do not believe that could they could ever pass any
that could they could ever pass any
that could they could ever pass any examination and so on and we work with
examination and so on and we work with
examination and so on and we work with them to make them big again let’s say
them to make them big again let’s say
them to make them big again let’s say they have some goal they want to pass
they have some goal they want to pass
they have some goal they want to pass IELTS examination which is English
IELTS examination which is English
IELTS examination which is English language testing examination at a
language testing examination at a
language testing examination at a certain score this is the first thing
certain score this is the first thing
certain score this is the first thing what we discover is their goal what they
what we discover is their goal what they
what we discover is their goal what they want to have and when they want to have
want to have and when they want to have
want to have and when they want to have let’s say they want to have 6.5 score in
let’s say they want to have 6.5 score in
let’s say they want to have 6.5 score in five months
five months
five months great next thing with what we do we
great next thing with what we do we
great next thing with what we do we assess the level and let’s say the level
assess the level and let’s say the level
assess the level and let’s say the level is five point zero five point five so we
is five point zero five point five so we
is five point zero five point five so we then understand what is the gap between
then understand what is the gap between
then understand what is the gap between what the student knows and where the
what the student knows and where the
what the student knows and where the student wants to be and we assess this
student wants to be and we assess this
student wants to be and we assess this gap and let’s say to jump from five
gap and let’s say to jump from five
gap and let’s say to jump from five point five to six point five the student
point five to six point five the student
point five to six point five the student needs to learn about two and a half
needs to learn about two and a half
needs to learn about two and a half thousand words and do at least two three
thousand words and do at least two three
thousand words and do at least two three practice tests per day so I give the
practice tests per day so I give the
practice tests per day so I give the study plan to a student that you have to
study plan to a student that you have to
study plan to a student that you have to learn seventeen eighteen words daily and
learn seventeen eighteen words daily and
learn seventeen eighteen words daily and in five months you will be there where
in five months you will be there where
in five months you will be there where you want to be and a student starts to
you want to be and a student starts to
you want to be and a student starts to see that I see them big I see that they
see that I see them big I see that they
see that I see them big I see that they can achieve this result I believe that
can achieve this result I believe that
can achieve this result I believe that they can and they start to believe that
they can and they start to believe that
they can and they start to believe that they can this becomes a very strong
they can this becomes a very strong
they can this becomes a very strong motivation they are free there are no
motivation they are free there are no
motivation they are free there are no limits they know the goal they they know
limits they know the goal they they know
limits they know the goal they they know how to approach it and
how to approach it and
how to approach it and responsibilities in their hands and that
responsibilities in their hands and that
responsibilities in their hands and that really empowers students they feel in
really empowers students they feel in
really empowers students they feel in control of their lives
control of their lives
control of their lives and many of them achieve everything that
and many of them achieve everything that
and many of them achieve everything that they have planned but the most important
they have planned but the most important
they have planned but the most important miracle which happens is that they start
miracle which happens is that they start
miracle which happens is that they start to believe that they can and I always
to believe that they can and I always
to believe that they can and I always tell students if you believe that you
tell students if you believe that you
tell students if you believe that you cannot you’re right if you believe that
cannot you’re right if you believe that
cannot you’re right if you believe that you can you’re right too and
you can you’re right too and
you can you’re right too and understanding of these live truth takes
understanding of these live truth takes
understanding of these live truth takes them beyond their limits and the last
them beyond their limits and the last
them beyond their limits and the last thing that I want to tell you and share
thing that I want to tell you and share
thing that I want to tell you and share with you is that I try to scare my
with you is that I try to scare my
with you is that I try to scare my students fears off fears we all have
students fears off fears we all have
students fears off fears we all have myriad of mental and emotional concerns
myriad of mental and emotional concerns
myriad of mental and emotional concerns that influence our choices in life and
that influence our choices in life and
that influence our choices in life and our behavior we do things we’re
our behavior we do things we’re
our behavior we do things we’re comfortable with and avoid doing certain
comfortable with and avoid doing certain
comfortable with and avoid doing certain things just because we are afraid of and
things just because we are afraid of and
things just because we are afraid of and I have seen many brilliant people who do
I have seen many brilliant people who do
I have seen many brilliant people who do not do what they meant to do just
not do what they meant to do just
not do what they meant to do just because they are afraid I believe that
because they are afraid I believe that
because they are afraid I believe that our greatest personal development lies
our greatest personal development lies
our greatest personal development lies in the direction of our biggest fears by
in the direction of our biggest fears by
in the direction of our biggest fears by letting go one fear we open doors for
letting go one fear we open doors for
letting go one fear we open doors for new opportunities which bring us to
new opportunities which bring us to
new opportunities which bring us to places we never thought we might be
places we never thought we might be
places we never thought we might be because of my fear of water and depth I
because of my fear of water and depth I
because of my fear of water and depth I learned to swim only five years ago
learned to swim only five years ago
learned to swim only five years ago but already one year ago I became a
but already one year ago I became a
but already one year ago I became a certified open water diver so overcoming
certified open water diver so overcoming
certified open water diver so overcoming one fear opened an amazing underwater
one fear opened an amazing underwater
one fear opened an amazing underwater world for me with picturesque sites
world for me with picturesque sites
world for me with picturesque sites colorful plants and fishes one an
colorful plants and fishes one an
colorful plants and fishes one an important fear of water heed such
important fear of water heed such
important fear of water heed such beauties from me the majority of
beauties from me the majority of
beauties from me the majority of students have fears and you will be
students have fears and you will be
students have fears and you will be surprised that if you ask them do you
surprised that if you ask them do you
surprised that if you ask them do you really will answer and I made a small
really will answer and I made a small
really will answer and I made a small research a survey and surprisingly many
research a survey and surprisingly many
research a survey and surprisingly many of them have very typical fears primary
of them have very typical fears primary
of them have very typical fears primary school pupils are afraid to be laughed
school pupils are afraid to be laughed
school pupils are afraid to be laughed at teenagers are afraid to be rejected
at teenagers are afraid to be rejected
at teenagers are afraid to be rejected and if and
and if and
and if and also to fail University students are
also to fail University students are
also to fail University students are afraid of unknown so basically all their
afraid of unknown so basically all their
afraid of unknown so basically all their fears fall either to someone’s
fears fall either to someone’s
fears fall either to someone’s disapproval or failure so if I hear from
disapproval or failure so if I hear from
disapproval or failure so if I hear from my student that they are afraid I always
my student that they are afraid I always
my student that they are afraid I always take time to speak about their fears and
take time to speak about their fears and
take time to speak about their fears and tell them that the fears are like little
tell them that the fears are like little
tell them that the fears are like little monsters which exist only in our heads
monsters which exist only in our heads
monsters which exist only in our heads and they take our energy we think of
and they take our energy we think of
and they take our energy we think of these monsters we listen to them we
these monsters we listen to them we
these monsters we listen to them we follow to their advice we change our
follow to their advice we change our
follow to their advice we change our life according to their them isn’t that
life according to their them isn’t that
life according to their them isn’t that ridiculous I disagree with that I want
ridiculous I disagree with that I want
ridiculous I disagree with that I want to manage my life myself so take time
to manage my life myself so take time
to manage my life myself so take time with your students to speak about fears
with your students to speak about fears
with your students to speak about fears because fears don’t really exist if we
because fears don’t really exist if we
because fears don’t really exist if we let them go and I really wish you to
let them go and I really wish you to
let them go and I really wish you to unlock your own potentials and
unlock your own potentials and
unlock your own potentials and potentials of your students thank you
potentials of your students thank you
potentials of your students thank you [Applause]
[Applause]
[Applause] [Music]
[Music]
[Music] you
”
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