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作者：Mr. David （英国外教/湖南澧县职业技术学校/来源：湖南省外国专家局网站） |
| （点击这里：看中文译文↓↓） | |
It is true to my opinion that teaching young adults aged between 14-18 years of age, is delightful. My experience at LiXian Vocational and Technical Institute was and still is a memorable one. In the beginning I was worried, especially my first day. I was confronted in the morning by my first class of over fifty students’faces quietly watching my every move. What they may have understood was near to nothing, I realised that very quickly, but they were well behaved and that made me confident to approach my
teaching with enthusiasm. My second experience in the afternoon
was very different; a class of very naughty younger students who were badly behaved and who
were to become my main class, and a class of students I was to grow to love deeply.
I remember the fear that I felt during the afternoon in class 371, so strong was it that I considered walking out almost running, from where I stood at the front of the class I was near to the door and all I had to do was move toward it and out and leave the terror behind.
Very few students in the class seemed to even notice I was there, other then for curiosity they didn’t seem to care. I think for them, I was a novelty and a reason to misbehave. I can’t remember all of the details except I felt very uncomfortable and felt I had lost control , it had been so easy in the morning a class of older students 343 second graders who clearly had respect , but this class 371 did not.
I was faced with many difficulties; for instance, how do I get to know fifty students names and personalities and how can I get them to hear me understand me and to respect me? And what support did I have to accomplish this impossible task?
As the first foreign teacher to teach at this school from England, how could I teach these students the language of English? Many questions and no answers make for much worry and work.
My first instinct was to find out what support I had by reporting my difficulties to my foreign affairs officer Cindy. She quickly acted and spoke to the class about their behaviour and day two they were better behaved, which gave me time to find solutions for the problems. I began by eliciting rules of the school and in the second lesson introducing question form words to see if they could construct a simple sentence. It was ok, but I needed to get to know them and to have them trust me.
It is strange to think that students who have studied English for about six years could not speak the language, but that is indeed the position of the average Chinese student at this school, students who had failed to get a place in middle school 1 because perhaps their parents could not afford to pay the fees, students who through no fault of their own had been unfortunate. As I was to find out later many had come from broken homes (divorced parents) and others had been treated unfairly by a system that doesn’t recognise individuality and the possibility of other teaching methods from the traditional.
The traditional method of teaching in a Chinese school is one of fear and discipline a method much used in western countries like England up unto the 1970s. Methods began to change when I was at school during this era to a much friendlier and humanistic approach, but it had and still has some way to go to become truly humanistic, which in turn helps children to want and enjoy learning in the majority of cases. And it is without doubt the majority that as teachers we want to influence. It is also through this experience of teaching at Lixian Vocational that I was to become aware of how to change some of the minority to become good and interested students too.
One of the most difficult tasks as a foreign teacher is to get attention from the students and
for the reasons pointed out earlier it is an awesome task. First the students need to be able to respect the foreign teacher and to achieve this, the teacher needs to get the trust of the students. This was done at Lixian by getting to know students on a personal level, by first knowing
them intimately by name. Each student needs to be an individual and to trust the teacher and not fear the teacher. In many cases students whom I go to know very well, became good students enjoying their lessons and constantly telling me that they loved me, this I shrugged off as a fond liking, but as for love I considered that is a thing that only family can do, I was wrong and the students were right a teacher can and should love the students with the love comes caring and that is good for both student and the teacher, for it encourages trust and respect and that is what is needed for both parties to learn about each other and the subject. It is called the humanistic
approach because it takes into consideration that the students and teacher are individuals and people rather then a cold distant oppressive method of old.
One of the mistakes I made before I learned otherwise, in the early period of teaching at the school was to become angry at the student who misbehaved by not paying attention or talking to other students in class and other bad behaviours, I soon learned that students do not respond well to anger, they just get frightened and this represses them. A better method I found was to threaten them with a much more loving thing … loving itself. Many, if not all students and especially Chinese students are terrified of closeness from an elder, so I soon discovered that a threat of a hug made them behave for it embarrassed them to their peers. Within a term I had control of almost all students in this once mischievous class and I had fallen in love with them all and them with me.
It matters of course on the support system that a school offers and I was lucky to have a great team helping me through almost all the time from the Master of the class to the Principal headmaster of the school and I would like to extend my thanks to all the teachers whom were all so helpful to me and listened to my suggestions and applied them when they could. One suggestion that was very helpful to me as a foreign teacher was that Chinese English teachers use as much English as possible in their lessons and less Chinese and force students to listen more to English, this made a huge difference to the speed and usage that eventually the students were able to improve and helped the teachers to I don’t doubt.
Kind thanks to Cindy my FAO and to Vice-Principal’s Mr.Wu, Mr.Peng, Mr.Zhu, Mr.Zhang and Mr.Ren and especially to the Headmaster Mr. Lu (Louis) ■
Mr David Schendel
schendel.co.uk/dave
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| Mr.David 夫妇（右二、三）与巴克兰海外教育集团、澧县职业技术学校领导合影 |
【汉 语 译 文】
给那些在14-18岁年龄段的青少年教学是一件充满欢乐的事情， 这是我真实的看法。我在澧县职业中专学校的经历不仅是我过去最难忘的记忆之一，现在也仍然是的。一开始我很担心很忧虑，尤其是我要去上课的第一天，在早上，我初次面对一个班级，一个有着50多个学生密切注意着我的一举一动的班级。尽管他们所懂得的接近于零，并且我也知道讲得很快，但是他们都表现得很好，这使我很有自信心去热衷于教学，然而我在下午的第二次经历却是截然不同，那个班级有着非常调皮的学生，刚开始，他们的表现非常不如人意，后来他们却成为了我最重视的班级，最后我深深地爱上了他们。
我还记得那个下午我在371班所感受到的害怕，它是如此的强烈，以至于我很想从所站之地——教室的前部走开，严重点说是跑开，其实前门近在咫尺，我可以做的所有事就是慢慢地朝它移动，然后走出去，离开这个令人不安的地方。但似乎没有几个学生注意到我就站在那儿，而且即使有令人好奇之事，他们也漠不关心。我因为他们而陷入深思，我是一个外国人，我认为有理由我的举止出人意料。我没能记住所有细节，只是感觉特别不舒服，感觉已经失去了控制。而早上在高二343班——那群年长点的孩子班上上课却是如此的简单，他们都非常尊敬我，但是在371班却是与之如此截然不同。
我曾面对过许多困难，例如，我该怎样知道这50多个学生的名字和性格呢？我该如何让他们听我的话，理解我并且尊重我呢？而且我究竟拥有什么东西来支持我自己去完成这项不可能办到的任务呢？因为我是第一个给这所学校上课的英格兰外籍教师，我该怎样教这些学生学习呢？许多像这样没有答案的问题导致我在工作上的许多担忧。
我的第一反应是通过把困难报告给我的外事办主任辛迪，来找出我究竟有什么来支持我自己。她迅速采取行动并对那个班级说了他们的行为举止。两天后，他们班级便好多了，这给了我时间来寻找解决问题的方法。在第二节课，我通过引出学校规章制度初次以提出问题的方式来看他们是否能造简单句。当然，他们可以，但是我需要慢慢了解他们，并让他们信任我。
那真的很奇怪，我不相信一个已经学习英语将近六年的学生却不能说这门语言。这不应该是这所学校学生所应有的水平。这些没能进入县第一中学的学生可能是因为父母负担不起学费，因此在我看来这些没有过错的学生是不幸的。我后来开始找那些父母离异了的学生和其它被现存教学法——没有认识到因材施教和采取其它传统的教学方法的可能性——不公平对待的学生。
在我看来，中国学校的传统教学方法是让学生惧怕，惩罚是教育学生的手段之一。这些方法大部分都曾被应用于西方国家（像20世纪70年代的英国），但这些做法在我还呆在学校的时期就发生了趋于和谐化和人道化方向的重大改变。
但是这次改变直到现在还是有需要改进的地方，以趋于真正的人道化，这样才会增加孩子们学习兴趣。毫无疑问，作为老师，我们都要对孩子起一定影响，通过我在澧县职业中专的经历，我知道了该如何使那些少数不听话的学生脱胎换骨，变得既懂事又对我的课堂充满兴趣。
作为一名外籍教师，最大的难度要去引起学生的注意。第一点，学生应该要尊重外籍教师。老师需要得到学生的信任，在澧县职业中专，我做到这一点。每个学生都需要一点个人空间来信任老师并且不怕老师，通过许多实例，那些我很了解的学生总是课堂活跃份子，他们会喜欢我的课程，并且他们会忠实地告诉你，他们有的爱你，刚开始我并不是很在意这种深情的喜欢。但是至于爱，我认为那是家人才拥有的东西。我错了，并且那些可爱的学生才是对的，一个老师可以并且应该去关爱他们的学生，在师生情谊产生之时，那对学生和老师都很好，因为它能鼓励信任与尊重，并且那也是双方了解对方所需要的东西——爱，爱叫做人性化的接近。因为它深刻诠释了一个道理，学生与老师都是非常重要的，而不像以前，他们现在每个人都扮演着一个重要的角色。
另外，在我理解这些之前，我所犯的错误之一是，刚刚在这所学校时，我会对那些上课不认真听讲或讲小话的学生生气。很快我意识到学生对于生气不会有好的回应，他们只会感到害怕并且这样会抑制他们的情绪，后来，我发现了一个更好的方法，用心交流去感染他们。有很多这样的情况发生，并不是所有的学生尤其是中国学生会害怕与年长的人太亲近，因此，我很快发现一个紧紧的拥抱会拉近彼此的距离。在一个学期内，我便能让这个淘气的班级的大多数学生非常听我的话了，并且深深地爱上了他们，他们也爱上了我。
当然，学校所提供的支持也是非常重要的，我很幸运身后有一个强大的队伍一直都在帮助我，从班主任到学校副校长都是如此。我很想要向所有的老师表达我的谢意，老师都乐于帮助我，都乐于倾听我的建议，只要他们能够做到，他们会应用到实际中去。作为一个外国人，我特别想提一个建议的是，中国英语老师应尽可能多的在他们课堂上使用英语，少用汉语，使学生听英语，这样会在英语的语速上和应用上有巨大的影响，学生最终能够有所提高，并且毫无疑问对老师有所帮助。
非常感谢我的外事办主任Cindy (辛迪)、副校长吴先生、彭先生、朱先生、张先生以及任先生，特别是校长陆先生（路易斯）。 ■
作者姓名（中英文）:大卫 David
国 籍：英国
聘请单位：湖南澧县职业中专
来自湖南澧县职业学校的外教事迹报道：“Natty 妈妈，您的女儿们爱您！”
图片：湖南新田一中喜迎巴克兰外教 | ▲ 回获奖征文目录页
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