師說｜5 Categories Every Teacher Should Excel In.

　　“嚴(yán)謹(jǐn)篤學(xué)，與時俱進(jìn)，活到老，學(xué)到老”是力邁教師應(yīng)有的終身學(xué)習(xí)觀。新學(xué)期開始，力邁九華高中全體教師團(tuán)隊就“What is a good teacher”進(jìn)行了演講比賽，老師們積極參加，抒發(fā)己見。各學(xué)科組經(jīng)過首輪展示及演講，有七位老師脫穎而出。9月4日下午，老師們進(jìn)行了第二輪演講評比。在此過程中每位臺下的老師也從不同方面和角度進(jìn)行了學(xué)習(xí)，并對如何成為更好的老師有了深刻的認(rèn)識。

　　會后每個現(xiàn)場老師都進(jìn)行了投票，經(jīng)過激烈的角逐，最終英語組的Erica Sullivan老師榮獲演講季軍。

　　Erica Sullivan老師

　　力邁高中九華校區(qū)文學(xué)老師

　　《5 Categories Every Teacher Should Excel In.》

　　【演講稿摘要】

　　有些人可能認(rèn)為，成為一名老師意味著要掌握向?qū)W生傳授的內(nèi)容。但是，教師的作用不僅限于主題和學(xué)生理解。老師是他們自己教室里的研究人員。他們了解教室的動態(tài)，特別是哪些學(xué)生落后，哪些學(xué)生領(lǐng)先。老師也對學(xué)生可能遇到的任何行為和/或心理問題有一個大致的了解。為了幫助教師走向卓越，我創(chuàng)建了教師應(yīng)注意的5個主要類別。第一類：了解教室;第二類：組織技能;第三類：有效溝通;第四類：技術(shù)熟練度;第五類：進(jìn)行持續(xù)學(xué)習(xí)。

　　第一：了解教室

　　The first : Understanding the Classroom

　　看一看教室的布局。是否將課堂設(shè)置為集群以促進(jìn)協(xié)作和小組合作?辦公桌是否面向前方以強(qiáng)調(diào)以教師為中心的課堂?您的班級有座位安排嗎?Burda和Brooks(1996)的一項研究得出的結(jié)論是，坐在班上最前面的學(xué)生比離開更遠(yuǎn)的學(xué)生獲得更高的成就分?jǐn)?shù)。它進(jìn)一步得出結(jié)論，已有的人格特質(zhì)促使學(xué)生選擇教室前部附近的座位。老師可以注意坐在教室前面的學(xué)生，如果他們沒有動力或分心以提高整體學(xué)習(xí)成績，可以將他們中的一些與坐在后面的學(xué)生交換出去。一個分心或沒有動力的學(xué)生越靠近老師，學(xué)生越會從事非生產(chǎn)性行為，而從老師那里得到的幫助則越多。

　　Take a look of the layout of the classroom. Is the class set up in clusters to foster collaboration and group work? Are the desks facing the front to emphasize a teacher-centered class? Does your class have a seating arrangement? A study by Burda and Brooks (1996) concluded that students sitting near the front of the class received much higher achievement scores than students sitting farther away. It further concluded that pre-existing personality traits motivate students to select seats near the front of the classroom (Burda & Brooks, 1996; Edwards, 2000). Teachers can pay attention to the students sitting in the front of the room and swap some of them out with students sitting in the back if they are unmotivated or distracted to enhance overall student performance. The closer a distracted or unmotivated student sits towards the teacher the less that student will be likely to engage in unproductive behavior and the more assistance from the teacher that student will be likely to receive.

　　不同的教室座位安排會產(chǎn)生各種社交互動機(jī)會。例如，非線性座位布置(例如半圓形或U形)增加了學(xué)生和老師之間面對面交流的可能性(Sztejnberg&Finch，2006)。這樣的座位安排促進(jìn)了積極的學(xué)生-學(xué)生和老師-學(xué)生的互動。此外，諸如上述的非線性座位安排通常使學(xué)生能夠更好地使用學(xué)習(xí)資源，例如老師(Wannarka&Ruhl，2008)。

　　Different classroom seating arrangements create various social interaction opportunities. For example, non-linear seating arrangements such as semi-circles or a u-shape increase the possibility of face-to-face communication between students and teachers (Sztejnberg & Finch, 2006). Such seating arrangements promote positive student-student and teacher-student interaction. Furthermore, non-linear seating arrangements, such as those above mentioned, often allow for students to have better access to learning resources, such as the teacher (Wannarka & Ruhl, 2008).

　　考慮到教師的需求，教學(xué)風(fēng)格也會影響為學(xué)生提供的座位安排。因此，盡管對學(xué)生有利，但活動類型通常并不決定座位安排。通常，講師的教學(xué)風(fēng)格決定了教室的座位安排。在成排或成排的學(xué)生座位上，通常很適合個人活動。如果教學(xué)風(fēng)格不能普遍促進(jìn)協(xié)作，那么排行或列座位的布置是理想的。另一方面，如果鼓勵協(xié)作或團(tuán)隊合作，則建議使用U形或成簇的座位。請記住您的主要教學(xué)風(fēng)格是什么，并相應(yīng)安排教室。

　　Keeping in mind teachers’ needs, teaching styles also influence the seating arrangement provided to the students (Betoret & Artiga, 2004; Sztejnberg & Finch, 2006). Therefore, though it would be beneficial for students, the type of activity often does not dictate the seating arrangement. Commonly, the instructor’s teaching style dictates the classrooms seating arrangement. With rows or columns of student seating, normally this lends well to individual activities. If teaching style is not one that generally promotes collaboration, then a row or column seating arrangement is ideal. If on the other hand, collaboration or team work is encouraged, then a U-shaped or clustering of seats is recommended. Keep in mind what your primary teaching style is and arrange the classroom accordingly.

　　除了教室布局之外，理解不同的教學(xué)理論也很重要，這樣您才能更好地進(jìn)行教學(xué)。五種主要的教育學(xué)習(xí)理論包括：行為主義，認(rèn)知主義，建構(gòu)主義，人本主義和連接主義。簡而言之，行為主義因獎勵或懲罰而學(xué)習(xí)。認(rèn)知主義被理解為發(fā)展學(xué)習(xí)。隨著孩子的成長，會有不同的發(fā)展階段，這些階段都會影響孩子的學(xué)習(xí)。建構(gòu)主義是一種理論，認(rèn)為每個學(xué)生都有獨(dú)特的能力在周圍構(gòu)筑意義，因此教師必須了解，學(xué)生并不會完全以相同的方式吸收和運(yùn)用材料。人文主義包括努力實(shí)現(xiàn)自我實(shí)現(xiàn)的學(xué)生。這意味著在教室中滿足了他們的身體，情感和基本需求，因此他們可以成為自己最好的版本。最后，連接主義是最新的學(xué)習(xí)理論，它規(guī)定學(xué)生通過建立聯(lián)系來學(xué)習(xí)和成長。這五種教育學(xué)習(xí)理論使教師了解學(xué)生之間在發(fā)展和理解方面的異同。老師負(fù)責(zé)指導(dǎo)學(xué)生和他們的個人一樣多的生活。

　　In addition to the classroom layout, it’s also important to understand the different teaching theories so that you are better equipped to teach. The five main educational learning theories include：behaviorism, cognitivism, constructivism, humanism, and connectivism. Briefly, behaviorism is known for learning by means of reward or punishment. Cognitivism, is understood as developmental learning. As a child grows up there are different developmental stages that can all influence a child’s learning. Constructivism is a theory that states that every student has a unique ability to construct meaning around them and so teachers must understand that students don’t all absorb and apply the materials the same way. Humanism includes students striving for self-actualization. What this implies is that their physical, emotional and basic needs are met in the classroom so that they can become the best versions of themselves. Lastly, Connectivism is the newest learning theory and it specifies that students learn and grow by forming connections. These five educational learning theories inform teachers about both the similarities and differences between their students in terms of their development and understanding. Teachers are responsible for instructing their students about life as much as their individual subjects.

　　同樣重要的是，老師區(qū)分學(xué)習(xí)的能力。課堂上的多樣性是一件很棒的事情，但是對于老師來說也可能是一個挑戰(zhàn)。了解教室是關(guān)于了解哪些學(xué)生領(lǐng)先，哪些學(xué)生落后以及使學(xué)習(xí)適應(yīng)學(xué)生的差異。

　　Equally as important, is the ability for the teacher to differentiate learning. Diversity in a classroom is a great thing, however it can also be a challenge for the teacher. Understanding the classroom is about knowing which students are ahead, which are behind and adapting learning to student differences.

　　第二：組織技能

　　The second : Organizing Skills

　　在了解了您的教室并了解了您的教學(xué)風(fēng)格和學(xué)生之后，就必須知道如何跟蹤所有事情。這將我們帶入下一類組織技能。為什么老師需要出色的組織能力?從本質(zhì)上講，它們是跟蹤成績，作業(yè)提交，截止日期，會議，考試日期，每個活動分配的時間等等。如果沒有組織好老師或不注意日常工作，重要的到期日或時間將無法有效分配。

　　After getting to know your classroom and understanding your teaching style and your students, it’s imperative to know how to keep track of everything. This brings us to our next category, Organizing Skills. Why do teachers need great organizing skills? Essentially they are the ones keeping track of grades, assignment submissions, deadlines, meetings, exam dates, time allocated per activity and much more. If a teacher is not organized nor keeps track of the daily routines, important due dates, or time will not be allocated effectively.

　　這種更大的有效利用時間的能力是眾所周知的，無論是在一個相對較大的文獻(xiàn)中，心理學(xué)和組織行為作為時間管理。文獻(xiàn)表明 更好的時間管理技能-包括制定可實(shí)現(xiàn)的目標(biāo)、確定優(yōu)先事項、監(jiān)測自己的進(jìn)展并保持有組織的能力(Claessens等人，2007年)-可以導(dǎo)致MO 在某些情況下，重新有效地利用時間，最終取得更積極的個人成果(例如，Britton&Tesser，1991年)。管理時間或有效利用時間需要技術(shù)和良好的計劃 英格的行為。過去的研究和許多如何操作的書籍表明，一個人可以有效和有效地利用時間，通過設(shè)定短期和長期目標(biāo)，保持時間日志，優(yōu)先安排任務(wù)，制造 待辦事項列表和調(diào)度，并組織一個人的工作空間。(Claessens等人，2007年;Macan，1994年)。

　　This greater capacity for using time effectively is known both colloquially and in a relatively large literature in psychology and organizational behavior as time management. That literature suggests that better time management skills — which include the ability to set achievable goals, identify priorities, monitor one’s own progress, and remain organized (Claessens et al., 2007) — can lead to more effective time use and ultimately more positive individual outcomes in some settings (e.g., Britton & Tesser, 1991). Managing time or making effective use of time requires techniques and good planning behaviors. Past studies and numerous how-to books suggest that one can use time efficiently and productively by setting short-term and long-term goals, keeping time logs, prioritizing tasks, making to-do lists and scheduling, and organizing one’s workspace. (Claessens et al, 2007; Macan,

　　1994).

　　以下是教師可以用來保持井井有條的一些出色資源和應(yīng)用程序。我個人最喜歡的包括Todoist，它是一個設(shè)置截止日期和優(yōu)先級并將其同步到任何設(shè)備以方便訪問的應(yīng)用程序。此外，Microsoft團(tuán)隊是一個很好的平臺，可將成績和作業(yè)都集中在一個地方。

　　Below are some great resources and apps that teachers can utilize to keep organized. My personal favorites include Todoist, which is an application that sets deadlines and priorities and syncs them to any device for easy access. Additionally, Microsoft teams is a great platform for keeping grades and assignments all in one place.

　　為學(xué)生著想，不僅要保持井井有條，而且要更好地管理時間，要減少情緒疲憊，這是工作倦怠的最重要方面，這對他們來說很重要(Peeters&Rutte，2005)。他們還報告了更高的總體工作滿意度(Macan等，1990)。參加時間管理培訓(xùn)的參與者還報告說，他們的工作/家庭平衡更高(Green&Skinner，2005年)。因此，下次您認(rèn)為計劃或時間管理浪費(fèi)時間時，請?zhí)嵝炎约核梢蕴峁┑乃泻锰幒颓逦浴?/p>

　　It’s not only important to keep organized for the student’s sake but also professionals who manage time better report lower emotional exhaustion, the most important dimension of job burnout (Peeters & Rutte, 2005). They also report higher overall job satisfaction (Macan et al., 1990). Participants in time management training also report greater work/home balance (Green & Skinner, 2005). So next time you think planning or time management is a waste of time, remind yourself of all the benefits and clarity it can provide.

　　第三：有效溝通

　　The third: Effective Communication

　　讓我也解釋一下成為老師的下一個非常重要的角色，即清晰有效地溝通的能力。作為老師，與學(xué)生交流是冰山一角。在演示過程中，還可以與父母，管理人員，同事進(jìn)行專業(yè)交流，有時還可以與其他人群進(jìn)行專業(yè)交流。交流還可以幫助其他人避免對您的誤解，甚至可以幫助解決工作場所中的誤解。

　　Let me also explain the next highly important role for being a teacher, the ability to communicate clearly and effectively. As a teacher, communicating with students is the tip of the iceberg. What lies beneath is also the ability to communicate professionally with parents, administrators, colleagues, and occasionally to large crowds during a presentation. Communication also helps others to avoid misunderstanding you and it can even help resolve misunderstandings in the work place.

　　交流既可以接受，也可以表達(dá)。教師必須熟練聽取學(xué)生的意見，并清楚地說明事情。老師需要思路清晰，以介紹材料。他們必須能夠?qū)?fù)雜的想法分解為更簡單的部分和更小的步驟，以傳遞給學(xué)生。無論能力或?qū)W習(xí)方式如何，他們都必須能夠適應(yīng)所有學(xué)生的交流方式。他們能夠“閱讀”他們的學(xué)生并適應(yīng)個人的需求。有效的溝通包括將無聊變成有趣的并具有良好的表達(dá)能力。(銀，2018)。

　　Communication is both receptive and expressive. Teachers must be skilled at listening to their students as well as explaining things clearly. Teachers need clarity of thought to present the material. They must be able to break down complex ideas into simpler parts and smaller steps to transmit to their students. They must be able to adapt their methods of communication to all students regardless of ability or learning style. They are able to “read” their students and adapt to the needs of the individual. Effective communication includes transforming the boring into the interesting and having good presentation skills. (Silver, 2018).

　　圖|Interpersonal Skills (CFI, 2018).

　　有效溝通可以簡化為所謂的“人際交往能力”。上面的圖像指出了具有良好人際交往能力的人所具有的一些素質(zhì)。為了與學(xué)生，父母和教職員工保持良好的聯(lián)系，必須學(xué)習(xí)和掌握人際交往能力。人際關(guān)系技巧包括;沖突管理，同理心，領(lǐng)導(dǎo)力，傾聽，談判，積極態(tài)度和團(tuán)隊合作精神。

　　Communicating effectively can be simplified into what is called “Interpersonal skills”. The image above points out some of the qualities people with good interpersonal skills have. In order to have a good connection with students, parents, and staff it’s imperative that we learn and master interpersonal skills. Interpersonal skills include; Conflict management, Empathy, Leadership, Listening, Negotiation, Positive Attitude, and Team Work.

　　第四：技術(shù)熟練度

　　The fourth : Technological Savviness

　　成為技術(shù)精明的人是當(dāng)今教師需要在其武器庫中使用的另一種工具。技術(shù)變化如此之快，以至于教師需要能夠適應(yīng)快速發(fā)展的環(huán)境。

　　Being Technological Savvy is another tool teachers of today need to have in their arsenal. Technology changes so rapidly that teachers need to be able to adapt to the fast paced environment.

　　在許多方面，技術(shù)深刻地改變了教育。首先，技術(shù)極大地擴(kuò)大了受教育的機(jī)會。在中世紀(jì)，書籍很少見，只有少數(shù)精英能夠獲得教育機(jī)會。個人必須前往學(xué)習(xí)中心接受教育。如今，可通過Internet觸手可及的地方可以獲得大量信息(書籍，音頻，圖像，視頻)，并且可汗學(xué)院，MOOC，播客，傳統(tǒng)的在線學(xué)位課程等在世界范圍內(nèi)都可以在線獲得正式學(xué)習(xí)的機(jī)會。借助技術(shù)，今天獲得學(xué)習(xí)機(jī)會的范圍是空前的。這種作為“舞臺上的圣人”的教師模式已經(jīng)在教育中使用了很長時間，并且今天仍然有很多證據(jù)。但是，由于技術(shù)帶來的信息訪問和教育機(jī)會，今天，在許多教室中，我們看到老師的角色轉(zhuǎn)移到了“邊路指導(dǎo)”上，因為學(xué)生對使用技術(shù)收集相關(guān)信息的學(xué)習(xí)承擔(dān)了更多責(zé)任。(普渡大學(xué)，2020年)。

　　In many ways, technology has profoundly changed education. For one, technology has greatly expanded access to education. In medieval times, books were rare and only an elite few had access to educational opportunities. Individuals had to travel to centers of learning to get an education. Today, massive amounts of information (books, audio, images, videos) are available at one’s fingertips through the Internet, and opportunities for formal learning are available online worldwide through the Khan Academy, MOOCs, podcasts, traditional online degree programs, and more. Access to learning opportunities today is unprecedented in scope thanks to technology. This model of the teacher as the “sage on the stage” has been in education for a long time, and it is still very much in evidence today. However, because of the access to information and educational opportunity that technology has enabled, in many classrooms today we see the teacher’s role shifting to the “guide on the side” as students take more responsibility for their own learning using technology to gather relevant information.(Purdue University, 2020).

　　那么老師如何將技術(shù)融入他們的課堂中并吸引學(xué)生呢?他們可能對材料的游戲化感興趣。課堂游戲化是一種新近出現(xiàn)的新技術(shù)，可從本質(zhì)上幫助學(xué)生激發(fā)對某個主題的興趣。

　　So how can teachers incorporate technology into their classrooms and engage students? They might be interested in gamification of their materials. Gamification of the classroom is a recent and new technique that helps intrinsically motivate students about a subject.

　　以下模型也展示了教育技術(shù)。通過收集和分析參與者數(shù)據(jù)，可以出現(xiàn)一個持續(xù)改進(jìn)的周期(Zuckerman，2013)。隨著嬰兒潮一代離開工作場所，千禧一代接任，可以預(yù)期將越來越多的技術(shù)納入課堂。做好準(zhǔn)備。

　　Technology in Education is also showcased in the model below. Through the collection and analysis of participant data, a cycle of continuous improvement can occur (Zuckerman, 2013). As boomers step out of the workplace, and millennials take over, more and more technology can be expected to be incorporated in the classrooms. Be prepared.

　　圖|Fig. From (Zuckerman, 2013).

　　師生周圍有很多工具。老師不再需要成為所有知識的主要持有者。使用您周圍的工具。如果學(xué)生需要進(jìn)一步的語法練習(xí)，則可以嘗試可汗學(xué)院。如果學(xué)生需要理解莎士比亞，并獲得信息支架以更好地理解每一條線，那么該資源也是可用的。書籍摘要，主要思想都可以在線搜索。但是，不能有批判性思考的能力。盡管技術(shù)為我們提供了使我們的教室具有多模式，互動性和差異性的方式，但也取決于老師來建立可信的網(wǎng)站。它需要教師引導(dǎo)學(xué)生獲取可靠的信息，并鼓勵學(xué)生之間的合作，發(fā)展社區(qū)意識，并提供真實(shí)的學(xué)習(xí)方式，從而更好地為學(xué)生提供適應(yīng)瞬息萬變的世界的能力。

　　Teachers and students have many tools around them. A teacher no longer needs to be the primary holder of all knowledge. Use the tools around you. If a student needs further practice in grammar, he or she can try khan academy. If a student needs to understand Shakespeare–and get information scaffolded to better understand each line–that resource is also available. Book summaries, main ideas, they can all be searched online. However, what can’t is the ability to think critically. While technology gives us ways to make our classrooms multi-modal, engaging and differentiated, it also up to the teacher to enforce credible websites. It needs teachers to lead students towards credible information, and to encourage collaboration between students, develop a sense of community, and to provide authentic learning that will better equip students for our rapidly changing world.

　　第五：持續(xù)性學(xué)習(xí)

　　the fifth : Exercising Continuous Learning

　　除了教師會熟悉的這些類別之外，教師的品格對他或她的學(xué)生具有最大的影響。充滿激情的老師可以盡其所能影響學(xué)生的敬業(yè)度。這種類型的老師可能會在工作時間以外參加研討會，社區(qū)活動或個人項目，從而為課堂提供新鮮的經(jīng)驗和知識。歸根結(jié)底，一位優(yōu)秀的老師通過展示和表現(xiàn)他們對學(xué)習(xí)的熱愛，并允許他們探索自己的思想和好奇心，對他或她的學(xué)生產(chǎn)生影響。學(xué)習(xí)無所不在，在學(xué)術(shù)上被稱為無處不在的學(xué)習(xí)。教師可以使用互聯(lián)網(wǎng)，圖書館，同行和社區(qū)提供的工具來協(xié)助學(xué)習(xí)過程，因為學(xué)習(xí)無處不在且持續(xù)不斷。

　　In addition to these categories that a teacher will be familiar with, the character of a teacher, is of utmost influence to his or her students. A teacher who is passionate, may give their all which influences student engagement. This type of teacher may dedicate out-of-work hours to attend workshops, community activities, or personal projects that can in-turn provide fresh experiences and knowledge into the classroom. Ultimately, a great teacher makes an impact on his or her students by demonstrating and acting on their love for learning, and by allowing them to explore their own thoughts and curiosities. Learning happens everywhere and anytime, the academic term for it, is called ubiquitous learning. Teachers can use the tools presented by the internet, libraries, peers, and the community to aid in the learning process– because learning is ubiquitous and continuous.