BC教师作品

    发布时间:2014-03-31 08:09:39责任编辑:管理员点击次数:1864

    跨越障碍:圆形和方形

    Beyond barriers: Circles and squares

    BC教师 Faustus Salvador 

    When I was five years old and in kindergarten class, I managed to wedge the square peg in the round hole of a pegboard.

    5岁上幼儿园的时候,曾试图把方楔子放在圆形的小钉板上。

    You probably know the objective of the game: in as short amount of time as possible, place different shaped pegs into their appropriate spaces on the pegboard. Not the most stringent of tasks, I agree. And yet, in the period between first recess and orange juice time, I had faced the bitter reality that all that was left was a square peg and a round hole.

    你可能知道这个游戏的目的,即在最短的时间内,将不同形状的楔子放在对应形状的小钉板上。我知道这不是高难度任务。但是,第一节课的快下课了,我无奈的发现,我只剩下了一个方楔子和一个圆形小钉板。

    It took hours –– or, more probably, days – of continuous twisting to get that peg to fit.

    在接下来的几个小时甚至可能是几天内,我一直试着把方楔子拧进圆形小钉板上,最后终于成功了。

    You did it wrong,” the kindergarten teacher told me afterwards. “And you broke the game, too.”

    后来老师告诉我:“你弄错了,还把玩具弄坏了。”

    I watched as she strained to remove the peg from the board. “I don’t think it wants to come out,” I said.

    我看着老师费力的想把方楔子拔出来。“我认为方楔子不愿意出来。”我说。

    Not anymore it won’t,” she snapped.

    “对,再也出不来了。”老师呵斥道。

    Of course, I didn’t think that the square peg might have belonged to a different pegboard game and had gotten mixed into my set. Those are not the thoughts of a kindergarten-trained mind. But the activity did teach me about perseverance.

    当然,我当时没想到这个木楔子是别人的,只是混在了我的玩具里。幼儿园的小孩想不了这么多。但这个游戏确实教会了我坚持的力量。

    Fast-forward to my first class as a teacher of English literature to Chinese students in an offshore school. It didn’t take long to figure out that I was the square peg in this setting. After seventy-five minutes, a collection of reticent writing samples, and a somewhat awkward conversation with one student about Lady Gaga’s meat dress, the reality of my situation became obvious: whatever I had gleaned from my B.Ed. program would be put to the test here.

    时光快进到我在一所海外学校教书的时候,澳门永利:那是我第一次教中国学生英国文学。75分钟的课堂,几个循规蹈矩的写作范例,一段和学生讨论Lady Gaga肉片装的尴尬谈话,我的处境显而易见:我师范本科教育的成果在这里即将得到检验。

    It’s a trial by fire,” a veteran teacher explained to us new arrivals. “The students will surprise you. And just when you think you understand them – poof! – they show you something else.”

    一位前辈对我们这帮新人说:“这是一场火之考验,学生会让你惊奇不断。每当你认为你已经了解他们了,他们又会展示出新的一面。”

       Is the language barrier the obstacle?” someone asked.

    有人问:“是因为语言障碍吗?”

    No,” replied the veteran. “It runs deeper than that.”

    前辈回答到:“不是,是更深层次的东西。”

    That was years ago. He was right, though. It’s more than just words. You notice it in the student desk arrangement (always in pairs), the easy camaraderie in the hallways, the genuine euphoria outside at lunch time. The students are connected here in ways that seemed alien to me at first.

    那是几年前的事情了。其实,他说的对,不只是语言。从学生课桌椅的摆放(总是成对的),他们在教学楼里那简单的友情,他们在外面吃饭时流露出的自然的幸福感,你就能感受到。学生的联结方式起初对我来说异常陌生。

    I’ve added to my arsenal of strategies since then. Most of my students come into the English classroom with some notion of character, plot, setting. They also bring with them behavioural baggage from other classes and teachers. (The star student of one math class, for instance, becomes the pesky chatterbox of her English class.) .

    自此,我的策略装备库不断扩充。大多数上我英语课的学生对人物、情节和背景设置有一定的了解,但是他们把在其他课堂和老师前的行为表现也带到了我的课堂。(一个班的数学明星在英语课上成了讨厌的话匣子)

    But everything seems to come back to squares and circles for me. I’ve been using discussion circles in my classes for years now. There are different names for these sorts of groupings: literature circles, book clubs, discussion groups, student-centered cooperative learning. I prefer think-tank. I want my students to start thinking of themselves as experts – separate but connected – if only for this story or that article or those poems.

    一切似乎都归结到了方形和圆形。多年来在我的课堂里,我一直使用讨论圈子教学法。对于这种分组,有很多不同的名称:文学小组,读书会,讨论小组,以学生为中心的合作学习。我倾向于智囊团。我希望我的学生把自己想象为某个故事、某篇文章或是某些诗歌的专家,他们相互独立又相互联系。

    The classroom seating arrangement is set up so that when I ask everyone to “transform”, a quick ninety-degree turn of each desk has students face-to-face with their own group. Now they’re not one of many. Nor are they one of the same. They’re individual and collective at the same time – a vital part of a machine that functions better because they have each other.

    课桌椅的摆放也有不同的阵型。我一告诉学生们“变形”,每个桌椅就会转动90度,每个小组成员都面对面坐着。他们既不单独存在,又不人云亦云。他们既是个体,又是集体。他们是一个集体的重要组成部分,因为拥有彼此,所以这个集体更加强大。

    The groups look randomly assigned, but that’s my deception. Each circle contains a set of roles with exotic names – a microcosm, actually, representing Gardener’s Multiple Intelligence Theory. For the language arts, there are roles for a discussion director, a word watcher, a summarizer, an illustrator, an illuminator, a connector. For mathematics, a circle is composed of a model maker, a situation summarizer, a vocabulary master, an idea generator, a computation whiz, a connector, and a path finder.

    分组看似偶然,其实是我刻意为之。每个小组包含一系列角色,好像一个微观世界,每个角色都有奇异的名字,运用的是Gardener的多元智能理论。语言艺术讨论组的角色有导演,语言监督者,总结人,插图画家,解说人,联系人。数学讨论组的角色有模型制作者,情况分析者,语言大师,理论生成者,计算大师,联系人和开拓者。

    Students choose their own roles at the start of a discussion circle. Once chosen, they cannot play that role again until everyone has had a turn at it in the weeks to come. Sometimes the circles come together to process and analyse a text or situation. At other times, they are there to produce instead – a report presentation, a graphic novella, a movie trailer for a story they’re read, a booklet of interrelated math problems. The works are epic. They are often as surprised as I am with their productions.

    分组讨论前,每个学生会选择自己的角色。一旦选择了某个角色,他们便不能再次充当那个角色, 直到所有的人都轮流充当过每个角色。有时,组员聚到一起分析一篇文章或一个场景。有时,他们会有成果产出,如报告展示,生动的短篇小说,他们阅读的小说的电影预告片,或者是一系列相关数学难题的小册子。

    Although it appears to be group work, students are assessed individually on their written work (based on daily “missions”) and their ability to discuss what they have discovered on their own.

    虽然是小组活动 ,但是我会根据学生的书面完成情况(每日任务)以及就自我发现的信息、进行探讨的能力给学生们评分。

    The best part happens at the end of a long discussion circle: students face their own trials by fire in a “Socratic Seminar” of like-roles debating a given topic in an arena surrounded by their peers. With circles applauding and encouraging the arguments made by their teammates, it’s thrilling stuff (to a teacher anyway).

    最精彩的部分是讨论小组的最后环节,学生们要面对自己的火之考验。在“苏格拉底研讨会”上,学生就某一话题,以不同的角色进行讨论,观众就是他的同学们。看到学生们为了自己战友的精彩演讲而鼓励和喝彩,作为一个老师,我感到无比兴奋。

    By the end of the semester, the transformation is complete. Students now know what it’s like to be a leader and a follower, an artist and a lexicographer, a realist and a visionary. The students are still themselves, and yet they’re also something more. More than just English or math.

    学期结束的时候,学生们的转变彻底完成。学生已经了解到领导和追随者的角色,艺术家和词典编纂者的角色,现实家和理想家的角色。学生还是他们自己,只是他们变得更加丰富,而不仅仅关乎英语或是数学。

    The square pegs are still square, you see, but in the circular spaces, they’ve found they can manage those, too

    编辑:管理员

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