當出色的學生遇上沉悶的教師

英華小學林浣心校長說:「當我還是學生時,已感到課堂很沉悶。這種強烈的感覺,使我成為老師後,一直思考如何能夠引起孩子的學習動機。」

無獨有偶,台灣翻轉教學大師張輝誠小時候老師只會填鴨,不鼓勵思考,不准許發言。多年後他成為老師,發展出台灣版的翻轉教學:「學思達」,思就是思考,達就是表達。

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How best should teachers be spending their time?

A former student shared her frustrations about the endless repetitive non-teaching chores that she has to deal with . Although this could be a start-of-school-year flurry, it begs an important question: How best should our teachers be spending their time?
 
Of course, in every fulltime job, there will be a monontonous and repetitive aspect which nonetheless has to be attended to. But if this eats too deeply into staff’s time for productive and meaningful work, they will be disillusioned, and in the long run, their work passion will be eroded.
 
We all acknowledge that teaching is a profession that requires work passion. But are we paying enough attention to how to design the work of teaching and how to prioritize teachers’ work duties so that teachers can see the purpose of what they are doing? A teacher’s duty list can keep expanding indefinitely. But how best should teachers be spending their time?

教育是一份訓練慈悲心的工作

在舊學生的臉書看見這句說話:「教育是一份訓練慈悲心的工作。」此刻我特別有感受。

昨天就一項校本教學計劃認識了幾位充滿熱誠和專業精神的老師,我們討論計劃內容,臨走時他們告訴我他們頗多學生都是來自基層家庭,領綜緩的也大有人在,SEN 學生更不在話下;他們的一個使命, 就是要幫助這些學生也能跟得上學業。

下午較後時間和另一舊學生見面,她先前教過的學校都是傳統名校,學生大多來自中產家庭,父母給予充足的支持。她最近𨍭職做校本支援,有機會探訪一些學生主要來自基層家庭的學校,發覺這些學校內不少教師為了幫助學生學業,做了很多額外的工作,作了不少犧牲,令她大為感動。

我們當教師的都是教育制度的勝出者,我們也許也來自基層以上的階層,如果教的學生家境淸貧,乏人照顧,我們以什麼心態看待他們?覺得他們不值得自己的努力,他們只好自生自滅?還是以慈悲之心,盡其在我,幫助他們成材?

These connections are possible, because we are teachers

Yesterday morning while I was presenting certificates and awards to the graduating students at Bishop Ford Memorial School on the stage, Miss Winnie was watching intently from among the audience. She had been their teacher and was content to see her students reach this milestone of their education.

About 2 months ago on April 29, I attended Miss Winnie’s wedding at Chung Chi Chapel on CUHK campus. I had been Miss Winnie’s PGDE teacher, and was content to see her reach this milestone of her life.

Back in 2003, one day while I was thumbing through the timetables of the teachers on the PGDE programme, in preparation for the upcoming Teaching Practice visits, I saw that Miss Winnie was a teacher at Bishop Ford Memorial School, the school that I went to as a primary kid.

The next week, when I saw Miss Winnie in class, I said proudly to her, “Winnie, did you know that I went to Bishop Ford Memorial School as a student many years ago?”

Miss Winnie replied, even more proudly, “Paul, did you know that I also went to this school as a student some years ago?”

All these miraculous connections are made possible, because we are teachers.

 

Character and passion for teaching

Yesterday, I met up for lunch with a former education student, Jenny. Jenny was as exuberant as ever. When I asked her how she managed to keep up her passion for teaching after all these years, she replied, without a moment of thought, “As long as it is something that students will benefit from, I will totally pour myself into it.”

Jenny has taught for some years already, but she is even more zesty than a first-year teacher. She has inexhaustible energy for her work. She possesses a wide array of professional competencies, and has taken on a variety of curriculum leadership roles, but she will jump at the first opportunity to try something new. On top of serving her own school, she is now part of a Hong Kong University’s project providing school-based support for teachers teaching non-Chinese-speaking students.

When I probed further and asked her what gave her all that drive, she attributed it to her own character. I was not totally content with this answer, which is a purely innate quality. I wanted to look for some generalisable factors that can be applied in other work contexts and across people whatever their character. So I pushed Jenny to think harder. At last, Jenny came up with this example. If after going through some school-based planning with teachers, she sees that the teaching design works well in the classroom so that the students learn happily and effectively, this will give her a great sense of satisfaction.

This indirectly supports the current view of many writers on motivation who highlight 3 external factors that give people drive: autonomy (having the space to decide on how to go about one’s work); mastery (the possibility to get better and better at what one is doing); and purpose (being able to see the meaning of one’s work). For me, Jenny’s example is saying that if on top of these factors, you also have the right character – that will give you the lifelong passion.

Lesson planning can be rewarding

I enjoy planning new workshops from scratch. This is a highly creative activity. At the same time, it enables me to make full use of my professional knowledge, and experience. The process of planning, however, is not always straightforward. It’s often messy, with hundreds of ideas floating in your mind, and dozens of practical considerations to make. But it gives me a great sense of satisfaction as gradually, the workshop design takes shape, and the ideas become more concrete. I hope that all teachers can share a similar satisfaction, and that’s why we must ensure they have sufficient time to do lesson planning.

百般武藝

昨晚和兩位小學老師閒談,他們告訴我這陣子各式各樣的duties, 我邊聽邊想,今天做小學教師真不簡單啊,應付排山倒海的工作量不在話下,除了學科知識和課室技巧外,還要懂得百般武藝,例如:

要有美術修養以製作美麗的壁報,識唱歌跳舞演戲以便訓練學生演出variety show和參加各式比賽, 教英文又要對STEM 有一點認識,要懂得接力跑步以便在運動會娛樂學生,要有公關技巧以便和一眾家長週旋,要有旅行社領隊的技能以便帶學生往外地比賽或交流,要有救傷證書以便急救學生,要對TECHNOLOGY 有相當認識以便推展電子教學……。想到這裏,更加敬佩他們。今天還有一些人以為教小學很容易,他們是大錯特錯。