演講MP3+雙語文稿:如何讓孩子在學校健康成長？

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【演講者及介紹】Olympia Della Flora

奧林匹亞·德拉·弗洛拉——教育家，希望學校在教育學生方面采取不同的思路，比如幫助他們管理自己的情緒。

【演講主題】讓孩子在學校茁壯成長的創(chuàng)新方法

【中英文字幕】

Translation by 瑞婷 陳. Reviewed by psjmz mz.

00:19

This is an elementary school in Columbus,Ohio. And inside of this school there was a student named D. When D startedschool here he was six years old: cute as a button, with a smile thatbrightened the entire room. But after a few months in school, D became angry,and that smile faded. D began to do things like flip tables, throw desks andchairs, yell at teachers, stand in windowsills, run in and out of the classroomand even running out of the school. Sometimes these fits of anger would put theentire school into lockdown mode until D could get himself back together, whichcould sometimes take over an hour. No one in the school knew how to help D.

這里是美國俄亥俄州哥倫比亞地區(qū)的一間小學。在這間學校里，有過一個簡稱D的學生。他6歲時開始在這里上學：很可愛，臉上帶的燦爛的微笑仿佛可以點亮整個教室。但在學校待了一個月后，D開始變得易怒，那笑容也消失了。他開始做一些不好的事情，比如掀翻桌子，亂扔桌椅，對老師大吼大叫，站在窗沿，在教室亂跑亂竄甚至跑出學校。有時他這些憤怒的舉動會讓整個學校進入警備狀態(tài)，直到D可以自己控制情緒，這有時需要超過一小時。在這個學校里，沒人知道該如何幫助D。

01:15

I know this because I was the principal atthis school. And what I quickly and collectively learned with my staff was thatthis situation was more extreme than anything we had ever been trained for.Every time that D lashed out, I kept thinking to myself: what did I miss duringmy principal prep coursework? What am I supposed to do with a kid like D? Andhow am I going to stop him from impeding the learning of all the otherstudents? And yet after we did everything that we thought we knew, such astalking to D and taking away privileges and parent phone calls home, the onlyreal option we had left to do was to kick him out, and I knew that would nothelp him.

我清楚這些是因為我曾是這間學校的校長。我和我的同事們很快意識到這種情況比我們之前受訓(xùn)過的任何情況都還要極端。每當D做出過激行為時，我都不停地反思自己：我在校長培訓(xùn)課程中是不是錯過了什么？像D這樣的孩子，我應(yīng)該做什么？我怎么才能防止他干擾其他所有學生的學習？在我們做了我們認為能做的所有事情后，比如與他談話，撤銷對他的優(yōu)待，打電話給他的父母外，我們只剩下讓他退學這一個選擇了，我知道那樣并不能幫到他。

02:09

This scenario is not unique to D. Studentsall over the world are struggling with their education. And though we didn'tcome up with a fail-safe solution, we did come up with a simple idea: that inorder for kids like D to not only survive in school but to thrive, we somehowhad to figure out a way to not only teach them how to read and write but alsohow to help them deal with and manage their own emotions. And in doing that, wewere able to move our school from one of the lowest-performing schools in thestate of Ohio, with an F rating, all the way up to a C in just a matter of afew years.

這種情況不只出現(xiàn)在D身上。全世界的學生都為他們的教育困擾。雖然我們沒有想出萬全之策，但我們確實想出了一個簡單的主意：要讓像D這樣的孩子不僅可以在學校生存下去而且還能茁壯成長，我們必須要找出一種不僅教他們?nèi)绾稳ラ喿x和寫作，還能教他們?nèi)绾稳ヌ幚砗涂刂谱约呵榫w的方法。做了這些后，我們把我們學校的表現(xiàn)從俄亥俄州表現(xiàn)最差的學校之一，即被評為F級的學校，在幾年內(nèi)一路上升到C級。

02:50

So it might sound obvious, right? Of courseteachers should be focused on the emotional well-being of their kids. But inreality, when you're in a classroom full of 30 students and one of them'sthrowing tables at you, it's far easier to exclude that child than to figureout what's going on inside of his head. But what we learned about D, and forkids like D, was that small changes can make huge differences, and it'spossible to start right now. You don't need bigger budgets or grand strategicplans, you simply need smarter ways of thinking about what you have and whereyou have it. In education, we tend to always look outside the box for answers,and we rarely spend enough time, money and effort developing what we alreadyhave inside the box. And this is how meaningful change can happen fast.

這聽起來很明顯，對吧？老師當然要注重他們學生的情緒健康。但實際情況中，當你在一間有著滿滿 30個學生的教室里，并且其中一個學生正在向你扔桌子，開除那個孩子會比起設(shè)法明白他心里在想些什么要簡單得多。但我們從D身上，以及所有像他一樣的孩子身上學到的是，小小的改變也可以產(chǎn)生大大的不同，并且現(xiàn)在就開始是可能的。你不需要多大的預(yù)算以及宏大的戰(zhàn)略計劃。你僅僅需要更聰明的方法去思考你現(xiàn)在擁有的東西以及它們在哪里。在教育領(lǐng)域，我們往往習慣從外界尋找答案，我們很少花足夠的時間，金錢與精力去挖掘我們自身擁有的東西。這正是為什么有意義的改變可以發(fā)生得如此之快的方法。

03:44

So here's what I learned about D. I waswanting to dig a little bit deeper to figure out how he had become so angry.And what I learned was his father had left the home and his mother was workinglong shifts in order to support the family, which left no adult for D toconnect with -- and he was in charge of taking care of his younger brother whenhe got home from school. Might I remind you that D was six years old? Can't saythat I blame him for having some trouble transitioning into the schoolenvironment. But yet we had to figure out a way to help him with these bigemotions all while teaching him core skills of reading and math. And threethings helped us most.

以下是我從D身上學到的。我很想搞清楚他是如何開始變得如此暴躁的。然后我了解到他的父親拋棄了家庭，他的母親不得不做長時間的工作來養(yǎng)家糊口。這使得D缺乏家長的照料——并且當他從學?；氐郊液?，他還要負責照顧他年幼的弟弟。我可能跟大家提過D才6歲？我不能責怪他在適應(yīng)學校環(huán)境方面遇到了一些困難。但我們必須想辦法在教他閱讀與數(shù)學的核心技巧時，同時也幫助他克服這些情緒。有三件事對我們幫助最大。

04:29

First, we had to figure out where he wasstruggling the most. And like most young kids, arrival at school can be a toughtransition time as they're moving from a less structured home environment to amore structured school environment. So what we did for D was we created acalming area for him in our time-out room, which we had equipped with rockingchairs and soft cushions and books, and we allowed D to go to this place in themorning, away from the other kids, allowing him time to transition back into theschool environment on his own terms. And as we began to learn more about D, welearned other strategies that helped him calm down. For example, D loved tohelp younger students, so we made him a kindergarten helper, and he went intothe kindergarten classroom and taught students how to write their letters. Andhe was actually successful with a few of them that the teacher was unable toreach. And believe it or not, D actually helped calm some of those kindergartenstudents down, signalling to us that the influence of peers on behavior was fargreater than anything we adults could ever do.

第一，我們必須找出他在什么地方感到最困難。像大多數(shù)小孩子一樣，初來學校有段艱難的過渡期，因為他們從比較自由的家庭環(huán)境來到了一個更制度化的學校環(huán)境。所以我們?yōu)镈所做是，在我們的休息室里創(chuàng)造一個安靜的地方給他，在那里我們裝了搖椅，柔軟的靠墊還有書籍，我們允許D早上去這個地方，遠離其他孩子，這使他有時間以他自己的方式去適應(yīng)學校環(huán)境。隨著我們對D的了解越來越多，我們知道了其他可以幫助他安靜的方法。比如，D樂于幫助比他小的學生，所以我們讓他當幼兒園的小助手，去幼兒園的教室教學生寫字母。他很成功的教會了一些連老師都教不會的學生。不管你相信與否，D確實幫助一些幼兒園的學生安靜了下來，向我們表明同伴之間對彼此行為的影響要遠遠超過大人對他們的影響。

05:40

We used humor and song with him. Yes, Iknow it sounds really silly that the principal and the teachers would actuallylaugh with kids, but you can imagine the shock on D's face when the principal'scracking a joke or singing a song from the radio station, which almost alwaysended in a laugh, shortening the length of his outburst and helping us toconnect with him in his world.

我們用幽默與歌曲與他交流。是的，我知道聽起來這很蠢，校長跟老師能真正的跟孩子一起歡笑，但是你可以想象得到D臉上的驚訝，當校長在電臺講笑話或者唱歌，并且?guī)缀醵际且孕β暯Y(jié)束時，這些做法減少了他暴躁的時間，幫助我們與他的世界連接起來。

06:05

So I know some you are like, "It'sreally not practical to lay on this kind of special treatment for everystudent," but we actually made it happen. Because once we figured out thetools and tactics that worked for D, our teachers were able to roll that outand use them with other students. We began to proactively address studentbehavior instead of simply react to it. Our teachers actually took time duringthe lesson plan to teach kids how to identify their feelings and appropriate,healthy coping strategies for dealing with them, such as counting to 10,grabbing a fidget spinner or taking a quick walk. We incorporated brain breaksthroughout the day, allowing kids to sing songs, do yoga poses and participatein structured physical activities. And for those kids that struggle withsitting for long periods of time, we invested in flexible seating, such asrocking chairs and exercise bikes, and even floor elliptical machines, allowingkids to pedal underneath their desks. These changes encouraged kids to stay inthe classroom, helping them to focus and learn. And when less kids aredisrupting, all kids do better.

我知道你們有人會想“這種特殊對待不是很實用，起碼不是對每個學生。“但是我們確實做到了。因為一旦我們找到了適合D的方式和策略，我們的老師就可以把它用到其他學生身上。我們開始積極應(yīng)對學生的表現(xiàn)而不是簡單應(yīng)對。在備課時，我們的老師會花時間去教孩子們?nèi)绾?認清他們的感受，教他們用合適、健康的 應(yīng)對策略去處理情緒，比如數(shù)到十，抓住旋轉(zhuǎn)的陀螺 或者散個步。我們把讓大腦放松 環(huán)節(jié)融入一天中，讓孩子們唱唱歌，做瑜伽動作，參加有規(guī)劃的體育活動。對那些無法長時間坐著的孩子們，我們投入靈活的坐椅，比如搖椅和運動單車，甚至是地板橢圓機，這可以讓孩子們在書桌下蹬腳。這些改變鼓勵孩子們呆在教室里，幫助他們集中注意力學習。當比較少的孩子搗亂時，所有的孩子都做得更好。

07:20

And here's the magical thing: it didn'tcost us a whole lot of extra money. We simply thought differently about what wehad. For example, every public school has an instructional supply line. Aninstructional supply could be a book, it could be a whiteboard, it could beflexible seating, it could be a fidget spinner, it could even be painting thewalls of a school a more calming color, allowing students to thrive. It's notthat we didn't invest in the academic tools -- obviously -- but we took thesocial tools seriously, too. And the results speak for themselves. By takingthe emotional development of our kids seriously and helping them manage theiremotions, we saw huge growth in our reading and math scores, far exceeding theone year of expected growth and outscoring many schools with our samedemographic.

神奇的是：這樣做并沒有花費我們很多額外的資金。我們只是用不同的方式去思考我們擁有的資源。比如，每間公立學校都有指導(dǎo)性的教學供應(yīng)?？梢允且槐緯?，可以是一個白板，可以是靈活的座位，可以是旋轉(zhuǎn)陀螺，甚至可以把學校的墻壁涂成更平和的顏色，使學生們茁壯成長。我們并非沒在學術(shù)工具上投資——很明顯—— 我們只是同樣認真采取了社交手段。效果顯而易見。通過認真對待孩子們的情緒發(fā)展和幫助他們管理情緒，我們看到了閱讀與數(shù)學分數(shù)上的巨大進步，遠遠超過預(yù)期的年度增長，且超過了同地區(qū)的許多學校。

08:16

The second thing we did to help our kidsmanage their emotions was we used leverage. As a not-so-funded public school,we didn't have the support staff to address the chaos that our kids might befacing at home, and we certainly weren't trained or funded to address itdirectly. So we started to reach out to local groups, community agencies, andeven the Ohio State University. Our partnership with the Ohio State Universityafforded us college students not only studying education but also schoolpsychology and school social work. These students were paired with our teachersto help our most struggling students. And everyone benefitted because ourteachers got access to the latest college-level thinking, and those collegestudents got real-world, life experiences in the classroom. Our partnershipwith our local Nationwide Children's Hospital afforded us -- they're buildingus a health clinic within our school, providing health and mental health resourcesfor our students. And our kids benefitted from this, too. Our absencescontinued to go down, and our kids had access to counseling that they couldaccess during the school day.

第二件我們幫助孩子們管理情緒的事情 是利用杠桿原理。作為一間資金不足的公立學校，我們沒有支持人員去解決孩子們在家里的糟糕情況，我們當然也沒經(jīng)過訓(xùn)練，也缺乏資金支持去直接解決這些情況。所以我們開始與當?shù)亟M織，社區(qū)中心，甚至俄亥俄州大學接觸。我們與俄亥俄州大學的合作不僅為學校的大學生提供學習教育學的機會，還有學校心理學與學校社工的機會。這些學生與我們的老師一起去幫助我們在學習上最困難的學生。每個人都受益匪淺，因為我們的老師可以接觸到最新的大學思想，那些大學生則可以獲得教室中的實踐經(jīng)驗。我們與當?shù)貒覂和t(yī)院的合作，——他們在我們的學校里建立了1個健康診所，為學生提供健康與心理健康資源。我們的孩子也從中受益良多。我們的缺席率持續(xù)下降，孩子們在教學日可以獲得咨詢服務(wù)。

09:29

And perhaps the biggest change was not in Dor in the kids at all. It was in the adults in the room. Teachers are typicallygood at planning for and delivering academic instruction, but when you throw indisruptive behavior, it can feel completely outside the scope of the job. Butby us taking the emotional development of our kids seriously, we moved from aphilosophy of exclusion -- you disrupt, get out -- to one of trust and respect.It wasn't easy, but we felt at heart, it was a positive way to make change, andI'm in awe at the teachers that took that leap with me.

可能發(fā)生了最大改變的還不是D，或者其他孩子，而是在房間里的大人。老師們非常擅長備課和灌輸學術(shù)教導(dǎo)，但當你面對破壞性行為時，往往會覺得這項工作超出了你的能力范圍。但通過認真地對待孩子的情緒發(fā)展，我們從排斥的原則——誰搗亂，誰出去——轉(zhuǎn)變成一種信任與尊重的方式。這并不容易，但我們真心覺得，這是一種引領(lǐng)改變的積極方式，我很敬畏那些與我一起改變的老師們。

10:07

As part of our personal professionaldevelopment plan, we studied the research of Dr. Bruce Perry and his researchon the effects of different childhood experiences on the developing child'sbrain. And what we learned was that some of our students' experiences, such asan absent parent, chaotic home life, poverty and illness, create real trauma ondeveloping brains. Yes, trauma. I know it's a very strong word, but it helpedus to reframe and understand the behaviors that we were seeing. And thosedifficult home experiences created real barbed-wire barriers to learning, andwe had to figure out a way over it. So our teachers continued to practice withlesson plans, doing shorter lesson plans with a single focus, allowing kids toengage, and continued to incorporate these movement breaks, allowing kids tojump up and down in class and dance for two minutes straight, because welearned that taking breaks helps the learner retain new information. And mightI add that the "Cha-Cha Slide" provides a perfect short dance party.

作為我們個人專業(yè)發(fā)展計劃的一部分，我們學習了布魯斯·佩里博士針對不同童年經(jīng)歷對孩子大腦發(fā)育影響的研究。我們所學習到的是學生的一些經(jīng)歷，比如單親家庭，混亂的家庭生活，貧窮與疾病，會給正在發(fā)育的大腦造成真正的創(chuàng)傷。是的，創(chuàng)傷。我知道這是一個很嚴重的詞，但是這幫助了我們重新構(gòu)建和理解我們所看到的行為。那些糟糕的家庭經(jīng)歷給學習造成了真正的障礙，我們必須找出克服的辦法。所以我們的老師繼續(xù)改善課程計劃，縮短單方面講解的課程計劃，允許孩子們參與進來，繼續(xù)融入課間運動休息時間，給予孩子們兩分鐘的時間，在教室里上躥下跳和跳舞，因為我們了解到休息有助于學習者獲取新知識。順便提一下，"Cha-Cha slide" (歌名） 真是完美的廣場舞曲。

11:16

(Laughter)

(笑聲）

11:18

I saw teachers say, "What happened toyou?" instead of "What's wrong with you?" or "How can Ihelp you?" instead of "Get out." And this investment in our kidsmade huge differences, and we continue to see rises in our academic scores.

我聽到老師們說：“你怎么了？”而不是 “你有什么毛病？” 或者“我可以怎么幫你？” 而不是“出去?！?在我們孩子身上的投資 取得了巨大的成功，我們持續(xù)地看到成績的好轉(zhuǎn)。

11:36

I'm happy to say that when D got to fourthgrade, he rarely got into trouble. He became a leader in the school, and thisbehavior became contagious with other students. We saw and felt our schoolclimate continue to improve, making it a happy and safe place not only forchildren but for adults, despite any outside influence.

我可以很開心地告訴你們當D升到四年級時，他幾乎沒有惹過麻煩。他在學校里成為了小領(lǐng)導(dǎo)，這種行為開始影響其他學生。我們看到也感受到我們的學風正在持續(xù)改進，這讓它成為了一個令孩子們開心和保障他們安全的地方。對大人來說也是一樣，盡管有各種外界影響。

11:59

Fast-forward to today, I now work with analternative education program with high school students who struggle tofunction in traditional high school setting. I recently reviewed some of theirhistories. Many of them are 17 to 18 years old, experimenting with drugs, inand out of the juvenile detention system and expelled from school. And what Idiscovered was that many of them exhibit the same behaviors that I saw insix-year-old D. So I can't help but wonder: if these kids would've learnedhealthy coping strategies early on when times get tough, would they now be ableto survive in a regular high school? I can't say for sure, but I have to tellyou I believe that it would've helped.

快進到今天，我現(xiàn)在正著手針對高中生的另一個相似的教育項目，這些高中生在傳統(tǒng)的高中環(huán)境中過得非常艱難。最近我剛了解完他們的一些情況。他們大多數(shù)都是17到18歲，有過吸毒，進出少年拘留所，被學校開除等經(jīng)歷。我發(fā)現(xiàn)他們許多人都表現(xiàn)出了我在6歲的D身上看到的類似行為。所以我忍不住思考：如果這些孩子早點學到當日子變得艱難時的健康應(yīng)對方法，他們現(xiàn)在還會在普通高中掙扎嗎？我不能保證，但我必須說我相信這應(yīng)該會有幫助的。

12:47

And it's time for all of us to take thesocial and emotional development of our kids seriously. The time is now for usto step up and say what we need to do for our kids. If we teach kids how toread and write, and they graduate but yet they don't know how to manageemotions, what will our communities look like?

是時候開始認真重視我們孩子的社會與情感發(fā)展了?，F(xiàn)在是我們站出來說需要為我們的孩子做些什么的時候了。如果我們教孩子們讀書寫字，他們畢業(yè)了，但卻不知道如何控制情緒，我們的社區(qū)會變成什么樣子?

13:08

I tell people: you can invest now or youwill pay later. The time is now for us to invest in our kids. They're ourfuture citizens, not just numbers that can or cannot pass a test.

我告訴人們：你可以現(xiàn)在投資，也可以以后付出代價。現(xiàn)在是時候給我們的孩子投資了。他們是我們未來的公民，能不能通過測試不能只取決于分數(shù)。

13:22

Thank you.

謝謝。

13:24

(Applause and cheers)

（掌聲與歡呼）