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Compassion—the Elements of Teaching 8.2

Compassion makes approval enjoyable and correction palatable. The "carrot and stick" approaches to teaching must be carefully balanced. Compassionate teachers know to what extent approval and correction are to be used, and they ensure that the critique of the work of an individual student in no way discourages or intimidates either that student or listening classmates. This is a matter of ethics, and compassionate teachers will do their utmost to reprove students only in confidential settings. To be praised in the presence of peers is a rich reward, but to be rebuked in public adds humiliation to reprimand, often out of all proportion to the fault itself. Good teachers correct their students, but always in such a way as to protect the students' dignity and self-respect.

好的老师纠正学生,但是总是以一种保护学生尊严和自尊心的方式。

Compassion requires avoiding favoritism. A teacher's compassion must be general and must apply equally to all students; compassionate teachers single out no one student for particular favor or criticism. Compassion as well as ethics therefore makes teachers fair in dealing with their students. A responsible teacher cannot treat all members of a class in the same way; there will always be some students who require more attention than others if they are to have any success at all and others who can learn without special consideration. While compassion requires a uniform level of concern and interest, it does not demand a rigidly equitable division of teachers' time among all students. What it does require is that no member of a class should be or feel neglected or excluded.

同理心需要老师避免偏袒学生。这里具体解释了偏袒,不是说对学生关注的时间一样,而是要发现不同学生的不同需求,有的学生需要多关注,有的需要正常关注。

Often this means that a teacher will have to search out those students who, for various reasons, remove themselves from involvement with a class and its work. In almost every class there will be those students who desperately want to ask their teacher for more attention and help but are fearful of stepping forward. It is a teacher's duty to find and help those students. Similarly, there will always be objectionable, impertinent, and rude students whose behavior will tempt teachers to succumb to sarcasm or hostility. Handling these students-distinguishing between the students and their behavior-is among the truest tests of compassion.

Compassion moves teachers to acknowledge their students' struggles. This avowed and exemplified act of identification with students makes teachers' demands bearable to those who are trying to learn from them. Few things impede students' learning more than teachers who seem dismissive of their difficulties or who diminish or deride their achievements. Although criticisms are necessary ingredients of all teachers' methods, praise and empathy must fill each classroom. Success in learning invites celebration.

Most teachers are superior to their students in age, experience, and learning; but teachers must beware of allowing that superiority to dominate their attitudes toward those who study with them. Instead of saying, "I find this easy. Why do you find it so difficult?" good teachers will say, "Yes, this is difficult. I had an awful time with it when I was learning it. But let me see if I can explain it to you so that you can find it a bit easier than I did." Then, when the students have grasped the concept, it will be time for praise: "I remember spending three weeks grappling with that, and you've managed it in four days. Well done!"

多数老师都比学生年长,更有经验和学识,但是老师应该慎重表现自己的优越感。比如,老师不要对学生说,我觉得这个很容易,为啥你们觉得这么难?好的老师会说,是的,这有点难,以前我学的时候就花了很久时间,但是让我看一下我能否很你们解释清楚,这样你们就不会像我之前学的时候那么窘迫了。然后当学生知道一些概念后,老师要及时表扬学生“我记得我当时花了三周才搞定,你就用了四天,厉害了!”。(这段我觉得很好,也是做老师时很容易会有的情绪。有学识的人会想在不知道的人面前显摆。)

Compassion means acting as a whole person. This aspect of compassion distinguishes great teachers from merely effective ones. 1.Compassionate teachers bring their full personalities to class and do not act as if they have left significant parts of themselves at home. They are professionals sufficiently mature to have emotional lives that embrace, undergird, and strengthen professional engagement. Those teachers who check their emotions at the classroom door are usually dismissed by their students as "cold fish" or "phonies." These are the automata who wrongly believe that discipline and control can be established and maintained only if they behave in a mechanical and unfeeling way. There are no people without emotions; but many people in their professional lives, confusing rationality with lack of feeling, consider feelings obstructive, unprofessional, or threatening to their authority and thus dispense with them altogether. That is an error. Teachers who display no emotions often silence the already introverted, reticent students who speak only when comfortable with a teacher. 2.Teachers with no obvious signs of human feeling cannot establish that sense of comfort and security that is so necessary to creating a teaching environment that invites and encourages participation.

1.有同理心的老师会把自己的个性都呈现在教室,而不是好像留了很多重要的性格在家里一样。
2.没有人类感情呈现的老师不能建立舒适和安全的感觉给学生,去创造一个鼓励学生参与的教学环境。

Compassion is evident in a steady devotion to each student's future. It ought to be a concentration on each student's best interests that sustains teachers as they face resistance from their students, directives from their supervisors, complaints from parents, and criticism from the community at large. This desire to serve each student's interests guides the best teachers through such trials and gives them the fortitude to stick it out day after day.

Compassion is the foundation of this devotion, whose strength springs from acknowledgement of how the teacher's own life has been enriched through knowledge and by the hard labor needed to gain it. That devotion does not lie in seeking students' ease. It lies in challenging them to work-and then alleviating one's own concern for the pain involved in their working so hard by acknowledging what they are going through. "No pain, no gain" should be the motto of the classroom as much as the sports field, with the teacher seeking to ease the difficulties of learning with caring attentiveness and thus to encourage students to persevere.

老师应该用关注度来缓解学习的困难,因而去鼓励学生坚持下去。

Anyone contemplating teaching as a profession should consider compassion as a measure of suitability. The physical and emotional toll exacted by teaching will be too much for those lacking it; better by far that they leave the care of the ignorant multitudes to those who find their difficulties and their hunger to learn innately compelling. Those who experience difficulty in accepting the place of compassion in the classroom, who resist the idea of sympathetic emotions, or who prefer their working lives to be exclusively intellectual should avoid teaching altogether and probably consider devoting themselves to less demanding occupations, such as politics or crime.

那些觉得在教室表现同理心很困难以及拒绝同理心的人,应当避免教学,或许他们该考虑投入不那么需要同理心的行业,如政治或犯罪。(这句很毒舌了,但是不太明白这里的crime是啥,是让他们去犯罪还是从事犯罪相关的行业?)

Compassion—the Elements of Teaching 8.2
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