圖片來源：攝圖網(wǎng)

祖國生日這天，Penni & Lady Lion 為大家?guī)韲鴳c連載特輯。來信人是芬蘭Hermanni學(xué)校校長Lisa Paavilainen。剛收到我們邀請時(shí)，她說給她點(diǎn)時(shí)間思考，因?yàn)樾胖刑峒暗膯栴}不是一兩句話就能說清楚的。大約過了一周，她給我們回復(fù)了一封長郵件。今天，先從她的教育故事開始看起。

請讀：

我從來沒打算成為一個教育者。相反地，我還對自己說，永遠(yuǎn)不要成為一名老師，因?yàn)槲也徽J(rèn)為自己能當(dāng)好老師。生活就是這樣，我學(xué)會了永遠(yuǎn)不要說“永遠(yuǎn)”。后來，我成了一名老師，開始教英語和德語，教特殊兒童，最后成了一名校長。

進(jìn)入教育領(lǐng)域之后，我開始質(zhì)疑標(biāo)準(zhǔn)化的學(xué)習(xí)材料、教材和考試，以及“每個人都應(yīng)該在同樣的時(shí)間、以同樣的方式、學(xué)習(xí)同樣的課程”這個觀念。我不再專注于教授學(xué)科知識，而是根據(jù)每個學(xué)生的不同特點(diǎn)進(jìn)行教學(xué)，并且努力幫每個人尋找適合他們發(fā)展的道路。

我意識到，如果能夠給學(xué)生啟迪、讓他們充滿干勁，他們就能真正地從學(xué)習(xí)中受益。他們會更理解學(xué)習(xí)的價(jià)值，從而充滿熱情地學(xué)習(xí)。出于這些考慮，我不再直接把答案告訴我的學(xué)生，而是提出問題，向他們尋求答案。當(dāng)他們遇到難題感到困惑，嘗試著找出解決方法時(shí)，我會鼓勵他們繼續(xù)思考，并且適時(shí)地提出其他問題，讓他們接受更多的思維挑戰(zhàn)。我讓學(xué)生去收集他們真正感興趣的信息，用他們自己的語言寫作，在此基礎(chǔ)上教他們文法知識。他們的進(jìn)步也特別明顯。

這種教學(xué)方法非常成功，適用于從小學(xué)到初高中的不同年齡段學(xué)生。然而，對老師來講，這卻絕非易事。作為老師，我必須改變傳統(tǒng)的教學(xué)方式，跳出自己的“舒適區(qū)”，允許同一個班級的學(xué)生做各種各樣“紛繁雜亂”的事情。不過這也有好處。我有機(jī)會坐在任何一個遇到困難的學(xué)生旁邊，提供個性化的、有針對性的幫助。我看到學(xué)生的眼睛亮起來了，這就是對我最大的獎賞，無價(jià)的獎賞。

I never planned on becoming an educator. The opposite, actually. I promised myself NEVER to become a teacher because I didn’t think I would be any good at it. Life happens, though, and I learned never to say ‘never’. I became an English and German teacher and later on a Special teacher and eventually a principal.

Once in the field, I found myself doubting standardized material, textbooks and tests, and the notion that everyone should learn the same material in the same way in the same given time. I changed my focus from teaching subject matter to teaching my students and opening doors for each of them individually. I realized that if I can motivate my students and inspire them, they would indeed learn. They would learn meaningfully and with passion. I started asking them questions instead of giving them answers. I started challenging their thinking and cheering them on when they were solving problems and puzzling ideas. I had them searching for information that really interested them and then I started teaching them language patterns through their own language productions. And they started making progress with leaps and bounds. So far the same method has been successful with all different age groups from elementary to secondary education. However, for the teacher it means jumping outside of any kind of comfort zone and living with a seemingly chaotic scene of students doing different things within the same class setting. On the other hand, it gives me the opportunity to sit next to anyone struggling and to offer individual and targeted help. The reward is seeing ‘a(chǎn) light bulb’ light up in the student’s eyes. It’s priceless.

感謝堆堆志愿者YinYin的翻譯。

你有教育故事或教育觀點(diǎn)與大家分享嗎？

歡迎來信：lei.peng@jmdedu.com 或 chuying.liang@jmdedu.com.