Elisheva Schwartz
speaker
307 appearances
1 recordings
1 series
first heard Aug 2018
last heard Aug 2018
Elisheva Schwartz’s voice in public audio — every appearance, attributed to the second.
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Appearances
They say, you don't need to fit into this box, but fit into that box.
You should be an entrepreneur.
There are a lot of dyslexic entrepreneurs, or you should be a creative individual.
And some children feel this pressure of, I need to prove that I'm a successful dyslexic, or I need to prove that all my bad spelling was worth it because really I have these other skills and these other talents.
And the irony in that is that a lot of these skills and these talents come from not a prescribed art.
It's not about like being successful in art class that you copy exactly what the teacher does.
Often it comes from breaking away from the box and tuning into your own intuition and finding your own creative voice, not trying to copy or mimic or copy.
be successful in another cultural stereotype.
I don't know if that makes sense.
But I'm hearing this from the younger people that are growing up in kind of this like rah-rah dyslexia world that they kind of feel like, well, if I'm not doing well in another way, I need to be a nine-year-old that has a business or like I'm in high school and I haven't
started my own entrepreneurial venture yet and like stress about like, well, maybe I'm not really, you know, a creative individual, or maybe I'm not really entrepreneurial, or I don't have like a YouTube show or a podcast.
And it becomes this whole other area of like stress and anxiety of like, my parents want me to be Richard Branson or Gary Vaynerchuk or whatever.
Yeah, sure.
I would say the biggest roadblock is, I would say, first, second, third, fourth grade.
Those school years, especially one through three, very often in the traditional school system, is so focused on procedural learning and getting the quote unquote foundations down that very often...
dyslexic students that struggle with that kind of learning, there's not opportunity for more kind of big picture conversations and creativity and sharing their thoughts and sharing their feedback.
Like very often, it's so focused on getting the literacy down that it's really only until fourth and fifth grade where you have more conversations about what you're learning.
And when I was studying education and I was studying Bloom's taxonomy of skill acquisition, which is this basic theory that first students
need to get the procedures down and then they can go on to higher order processing and kind of higher order thinking about it.
But I think that that is definitely not true for many students.
Showing 241–260 of 307 · page 13 of 16
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