[转贴]《星洲日报》
一切以考試成績作導向
華小生變調童年
updated:2006-07-01 20:41:33 MYT
小學生涯，孩子的美麗童年？
談論華小課題，終究離不開歷史包袱，以及內外在環境的局限與困擾。暫時撇開這一切，回到教育本位，讓我們從孩子的角度出發，在理性與感性之間，到底可以看到了甚麼？
小學原本就是孩子童年成長的地方，還記得你的小學校園情景嗎？
“小學校園應該貫徹以學生為中心的理念。鄉村小學校園附近最好有山有水，市區學校應該要有一大片青蔥草地，有參天大樹、魚池、花圃、游樂場、乾淨的廁所，食堂的食物有營養；可能的話，要有一個藝術及科學角落，讓學生可以在其中思考和探索。總之，是一個以學生為中心的人文與大自然校園。”新紀元學院教育系主任張永慶如此描述理想的小學校園。
然而，看看我們城中的小學，已經漸漸失去青蔥草地和參天大樹，四周都被洋灰牆給包圍著，小孩喪失的不只是環境，還有心靈！
張永慶說：“我孩子的學校把校園裡的幾棵大樹砍了，孩子問我為甚麼要砍樹？樹沒了，那些小鳥怎麼辦？可見校園的樹木會在孩子心中留下印記。”
教育制度‧都是考試成績在做怪
獨立至今，大馬教革不曾間斷。然而，當全球教育觀轉向以學生為主體時，許多教育學者提出多元智能及開放式教育，我們的小學教育制度仍然偏重於知識灌輸與考試。
現今小學教育仍是以知識學習為中心，教師對學生進行知識灌輸，最終又以考試為評估手段，造成許多家長、校方、教育局官員都專注在考試成績與及格率，用成績和排名來定義優秀生。
教育部之前提出的卓越中心概念也是違反了現代教育理念。將優秀生集中，分配最優秀的教師來教導，這樣會對許多學生造成傷害，違反小學以培養孩子健全人格為目標的教育理念。
張永慶說：“以國家為中心和以兒童為中心並沒有矛盾和衝突，國家目標必須考慮教育原理和對兒童的教育規律，但是現今的情況卻是偏重於國家教育需求，而偏離了兒童為中心的教育理念，辛苦的只有孩子！”
小孩缺乏生活技能
從小學升上中學是青少年重要的成長期，心靈驛站專業輔導員李志祥認為，壓力與填鴨式教育影響青少年的身心發展，近來更影響青少年的價值觀，因為壓抑與壓力，使青少年急著找尋出口以滿足自己，宣泄情感。
李志祥說：“大馬的教育制度讓學生學到許多知識，書讀得很好，但是生活技能卻顯得較弱，不懂得處理人際關係，也不懂得面對和解決挫折。”
“整體來說，現有教育制度可培養出兩種極端的學生，一是溫室裡的書蟲，另一種是享樂主義者。當中對書蟲的認同比較大，讀工、商、法、醫就有成就和前途的觀念依然存在，讀書似乎就可決定一個人的價值。”經常參與巡迴演講及電台輔導節目的李志祥，發現到大馬青少年的這種現象。
“其實，我們正朝向香港和台灣曾走過的路，形成一個以功利及考試成績為導向的社會，而且這種情形越來越嚴重。”
心理影響‧脆弱的“草莓族”
80年代的中學生和90年代後的小學生都有一個共同點，都是在電視、電腦、電玩中長大，並且是由女傭帶大，跟家人的關係反而疏遠，而且在成長過程中，經濟條件與價值觀都產生變化。
“這其實是社會和家庭變化所帶來的警示，填鴨式教育培養出無法面對現實壓力的新一代，他們在不知所措的家庭中成長，抗壓能力弱，成為脆弱的“草莓族”。”
華小畢業生要面對更大的壓力，因為從小學升上中學，要面對環境、學生、教學制度、語言等轉變的壓力，一時無法適應卻又找不到協助而產生混亂或徬徨。
“除了暴風期所產生的叛逆反彈，更令人擔心的是精神病與憂鬱症問題。”精神病與憂鬱症年輕化是現今社會的悲哀，青少年憂鬱症有上升的現象，太大的壓力，除了學生，教師也受到衝擊。
“小學是孩子在成長摸索期中非常重要的一環，他們應該接觸和學習不同的事物，引發多方面的興趣。教育環境不該局限於文理面相，更應該開拓快樂學習的環境。”
台灣社會因發現到填鴨式教育及重考試的制度所帶來的弊病，因此開始減少聯考負擔，推行多元入學管道及人本教育，將更多課程下放給教師。
華小師生壓力大
吉隆坡崇文華小校長王仕發表示，跟以前相比，現今華小學生的確壓力很大。
“這是因為家長要求越來越高，各種制度偏差以及校方必須向各界交代，加上需要面對全日制、素質教育等挑戰，壓力真的越來越重。”
當了8年校長的王仕發坦承，華小發展不太健康，有時課業太多又加上填鴨式學習，連教師都倍感壓力。
除了學校課業，學生放學後還需要面對補習、才藝班等。現今考獲A的越來越多，家長要求也越來越多，補習班越開越多，孩子快樂學習時間就越來越少。
王校長認為，補習與否取決於家長的態度。“家長對分數太敏感，怕輸又喜歡比較，不補習也會呱呱吵！於是各方就一直在拼成績！”
恐身心健康受影響
王仕發擔心地說：“太小就給予壓力會造成孩子身心健康受影響，如現今孩子的憂鬱症有日愈嚴重的傾向。”
“學校不該成為一個終日趕功課的學習環境，希望教育部真的可以效仿一些國家，如中國、新加坡一樣去掉小學鑒定考試，以讓校方可以專注於照顧孩子的成長。”
王校長認為，華小辦校理念就是要育人，培養出品學兼優、有禮貌，不只會讀書，還有感恩的心。
“我們希望孩子可在快樂的校園中成長，所以美術與體育課都不該由其他課所取代。我們要孩子讀書，也要注重於陶冶孩子的心靈。” （星洲日報‧2006/07/01）
华小生变调童年
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閱星樓主
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- Location: 吉打双溪大年弘學佛教會
《論語》中所指出的“游於藝”，實有深意。
可惜眼下教育界對“寓教於樂”四字，願切身去理解的人並不多。
歸根究底，全在社會普遍的浮躁、淺陋之風已席捲入校久矣。
從小學、中學、大學，除了部分自覺者，中才以下者盡難免功名文章之荼毒。
今人對“書”的認識，其腦中概念每多只限於“教科書”而已。
部分校長、教師、家長口中所叨念、心上所迫求的，總離不開考試所需之所謂“有用”的書。
推到究極，一般之心態，其所孜孜不倦的勸讀書，無非止于謀份職業而已。
但求謀份職業，於是小時讀死書，長大死讀書，最終讀書死。
讀書不思，隨俗俯仰，求學時書包夢魘，教書時考卷催命，眼前所見無非一堆工具。然後機動取代神思，漸漸地原本活潑潑的赤子之心，在懦弱的苟同底下，被自圓其説的所謂“現實”給制服了。而身心更多的時候是被機心主宰著。
時下的許多校園無書香，只有油墨包裹的銅臭味。
當教書只是一份職業，當教育失去了志業，當師範不再問人生學業，而只顧零件組裝地去奢談教業，“老師”一稱將滿街汎濫地處處使用，娛樂圈不也許多“老師”稱呼？其實“老師”二字，早已挂牌式定義許久了。
禁不住想問，未來登上政治體系下的教育界高位的，會是哪些人？這些人又是從哪兒出來的？
學校離不開社會，但在社會還未變換氣質前，“社會”必須暫時遠離學校。或許應該明確地說，社會習氣應該被擋在校墻之外。或許學校足以師範天下、導引民衆時，人間會更美好些。
細細尋思，高官顯要有哪個是不從學校走出來的？眼前的無奈，是否可以通過當下的恆心，而扭轉未來的格局？
古人讀書除了貫以一“德”字，先講一“志”字，還有一“趣”字意縈繞始終。所謂“緊著課程，緩著期限”，能如此見書字，自覺鳶飛魚躍一片光明開闊，而樂趣無窮矣。
或問：如何是教書法？曰：但問如何是學。
嘗聽人師有一言，曰：“先有偉大之學業，然後有偉大之事業。”
有校風不一定就有學風。校風可以通過一群人的長期紀律來體現，這是比較容易看得見的。學風則需個個發自内心、自發自動地獨立求學，然後日積月累地逐漸醖釀而成。此非一聲令下之場面。
醉眼挑燈，螳螂指拙，故妄言之，看官諒之。
可惜眼下教育界對“寓教於樂”四字，願切身去理解的人並不多。
歸根究底，全在社會普遍的浮躁、淺陋之風已席捲入校久矣。
從小學、中學、大學，除了部分自覺者，中才以下者盡難免功名文章之荼毒。
今人對“書”的認識，其腦中概念每多只限於“教科書”而已。
部分校長、教師、家長口中所叨念、心上所迫求的，總離不開考試所需之所謂“有用”的書。
推到究極，一般之心態，其所孜孜不倦的勸讀書，無非止于謀份職業而已。
但求謀份職業，於是小時讀死書，長大死讀書，最終讀書死。
讀書不思，隨俗俯仰，求學時書包夢魘，教書時考卷催命，眼前所見無非一堆工具。然後機動取代神思，漸漸地原本活潑潑的赤子之心，在懦弱的苟同底下，被自圓其説的所謂“現實”給制服了。而身心更多的時候是被機心主宰著。
時下的許多校園無書香，只有油墨包裹的銅臭味。
當教書只是一份職業，當教育失去了志業，當師範不再問人生學業，而只顧零件組裝地去奢談教業，“老師”一稱將滿街汎濫地處處使用，娛樂圈不也許多“老師”稱呼？其實“老師”二字，早已挂牌式定義許久了。
禁不住想問，未來登上政治體系下的教育界高位的，會是哪些人？這些人又是從哪兒出來的？
學校離不開社會，但在社會還未變換氣質前，“社會”必須暫時遠離學校。或許應該明確地說，社會習氣應該被擋在校墻之外。或許學校足以師範天下、導引民衆時，人間會更美好些。
細細尋思，高官顯要有哪個是不從學校走出來的？眼前的無奈，是否可以通過當下的恆心，而扭轉未來的格局？
古人讀書除了貫以一“德”字，先講一“志”字，還有一“趣”字意縈繞始終。所謂“緊著課程，緩著期限”，能如此見書字，自覺鳶飛魚躍一片光明開闊，而樂趣無窮矣。
或問：如何是教書法？曰：但問如何是學。
嘗聽人師有一言，曰：“先有偉大之學業，然後有偉大之事業。”
有校風不一定就有學風。校風可以通過一群人的長期紀律來體現，這是比較容易看得見的。學風則需個個發自内心、自發自動地獨立求學，然後日積月累地逐漸醖釀而成。此非一聲令下之場面。
醉眼挑燈，螳螂指拙，故妄言之，看官諒之。
Last edited by 閱星樓主 on 20-04-08 Sun 2:14 am, edited 9 times in total.
慎重則必成，輕發則多敗。
慎重者始若怯，終必勇；輕發者始若勇，終必怯。
與其平時耗于不急之用，曷若留貯以待乏絕之供。~東坡居士
慎重者始若怯，終必勇；輕發者始若勇，終必怯。
與其平時耗于不急之用，曷若留貯以待乏絕之供。~東坡居士
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立敏
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上我的课还好,一到其他课任老师进班就不象样.
前天，与数位科学老师开会，提到我班的小瓜，我班的科学老师竟然抛出一句让我感到惊讶的话：“进你的班，我一定用藤鞭的，才那两三个交簿子，他们真得很懒！所以，我希望其他教你班的各位老师必须与我合作打压他们，如果只是我一个人在鞭打他们，效果没这么理想的。”
其中一位老师就说：“你那班，我鞭到都没力了。打不的那么多。”
我就说：“我是没用藤鞭鞭打学生，我的作业也是有学生交不齐的(但是心中还是感到欣慰，因为大部分的同学都有交我的功课，只是后进生无法准时承上功课而已)”
我用的方法是站在孩子的立场去思考及用了些心理学解决问题。鞭打是不行的，鞭打久了，孩子习惯性有个概念/想法：“反正不交功课，最多不是被鞭几鞭，没关系。”
昨天就发生了一位科任老师罚我班的其中一位后进生下课得做完功课，才能去吃东西，结果这孩子错过了下课的时间，没吃东西，下课后的第一节就在班上哭哭啼啼了。
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橘子
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要是鞭了之后仍不懂得反省，那岂不是养成一种习惯?就像吃饭睡觉那样自然的事情。有时还真束手无策啊！
所以，藤鞭在我眼中只不过是奢侈品。如果说真的要体罚，我的双手比藤鞭还更有威力呢！
对学生而言，我应该是最“仁慈”的老师吧~
所以，藤鞭在我眼中只不过是奢侈品。如果说真的要体罚，我的双手比藤鞭还更有威力呢！
对学生而言，我应该是最“仁慈”的老师吧~
Last edited by 橘子 on 21-04-08 Mon 12:59 pm, edited 1 time in total.
碧云天，黄叶地。秋色连波，波上寒烟翠。山映斜阳天接水。芳草无情，更在斜阳外。黯乡魂，追旅思。夜夜除非，好梦留人睡。明月楼青休独倚，酒入愁肠，化作相思泪。——范仲俺
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橘子
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嘻嘻~不好意思~我突然有个想法~立敏 wrote:上我的课还好,一到其他课任老师进班就不象样.
前天，与数位科学老师开会，提到我班的小瓜，我班的科学老师竟然抛出一句让我感到惊讶的话：“进你的班，我一定用藤鞭的，才那两三个交簿子，他们真得很懒！所以，我希望其他教你班的各位老师必须与我合作打压他们，如果只是我一个人在鞭打他们，效果没这么理想的。”
其中一位老师就说：“你那班，我鞭到都没力了。打不的那么多。”
我就说：“我是没用藤鞭鞭打学生，我的作业也是有学生交不齐的(但是心中还是感到欣慰，因为大部分的同学都有交我的功课，只是后进生无法准时承上功课而已)”
我用的方法是站在孩子的立场去思考及用了些心理学解决问题。鞭打是不行的，鞭打久了，孩子习惯性有个概念/想法：“反正不交功课，最多不是被鞭几鞭，没关系。”
昨天就发生了一位科任老师罚我班的其中一位后进生下课得做完功课，才能去吃东西，结果这孩子错过了下课的时间，没吃东西，下课后的第一节就在班上哭哭啼啼了。
“这里的畜生，我杀不了那么多。手都软了，换你来！”
和屠夫没两样。。。
碧云天，黄叶地。秋色连波，波上寒烟翠。山映斜阳天接水。芳草无情，更在斜阳外。黯乡魂，追旅思。夜夜除非，好梦留人睡。明月楼青休独倚，酒入愁肠，化作相思泪。——范仲俺
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老黄
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这篇文章是针对所有失去童年的儿童写的，虽然不是针对华小，但是值得参考：
[转贴]Malaysia Today
http://www.malaysia-today.net/2008/content/view/6551/1/
Children without childhood
——By Stan Yee, Kota Kinabalu
Posted by Raja Petra
Thursday, 24 April 2008
If we can turn our attention away from politics for a moment, there is a lot for us to worry about elsewhere. The state of our education, for instance. Our exam-oriented system is cause for grave concern because it has got the whole nation fixated on a concept of “academic excellence” as defined by exam results. The students’ scholastic performance is no longer a function of what the school can produce, but rather largely a result of performance enhancing private tuition.
What is intended to benchmark our educational standard relative to comparable countries abroad, and a means of gauging our teachers’ level of competence, the public exams have now become annual inter-school high-jump contests in which doing well is not good enough. The quest is for the highest number of ‘A’ passes.
To achieve the optimum performance many students go to private tuition classes that cumulatively add up almost as much time as the school hours they spend at school every day. On their part some schools pick and choose their students to make sure that the weak ones will not spoil their percentages. The old idea about going to school to learn to be a well rounded person seems to have been thrown out the window.
Each time our public exams turn out brilliant results the crossbar of the standard of excellence is moved yet another notch higher, never mind that these results have been induced by the tuition steroids that have been pumped into our children.
Some kids attend one tuition class after another after school everyday. As if that is not bad enough, now their time is going to be even more constricted by the new national programme known as the Integrated Time-table for Secondary School (Jadual Bersepadu Sekolah Menengah or JBSM) in which some selected schools operate from 7am to 3pm to integrate the normal curriculum with co-curriculum periods.
If I understand the situation correctly the proposed integrated school time-table is still at its pilot stage to test the system and the reaction of the school community throughout the country. As such the programme will only serve its trial purpose if the local directors of education understand its trial nature and provide an honest feed-back to the Education Ministry, and not a glowing report unrelated to the true situation just to please the bosses in KL who conceived the JBSM idea.
At first glance, two days in the week for such an integrated school schedule should suffice. Anything more will overburden both the students and teachers alike. We should not emulate Japan whose schools finish at 3 every afternoon. They have all manner of facilities and extra-curricular programmes to engage a wide range of interests among the students. Even so the rat race there has driven many a young person to desperation. We do not want that to happen here. Already, we have had an increasing number of suicides in this country. Just recently one child jumped off the 5th floor of his school building here in Kota Kinabalu, which partly prompted this article.
Many fear that if the new schedule is accepted it will intensify an already suffocating daily regime for our children, and will lead to even more stresses and strains and a worsening mental health situation. There is a real fear that for some this may well be the last straw.
Apropos the exams, one wonders what good it will do to our education system when the authorities read more than they should into exam results that have been artificially enhanced by factors with little to do with what our schools are capable of producing.
The escalating pressure on the school population is exacting a heavy price on our children and begs many questions.
Is getting a good number of ‘As’ so important that we can disregard everything else that children enjoy doing, like being with friends, playing sports, spending time with the family or just ‘stand and stare’ and be children?
Will the exam results that benchmark our educational standard serve the purpose to the extent they are touted to represent? And what glory can our schools honestly derive from the high percentages that their students achieve when they know that without tuition the results may have been very different?
What price do our children have to pay to satisfy this standard of excellence to which their schools do not measure up but which they have to forfeit their short, priceless childhood to win for the glory of the school and perhaps to satisfy their parents’ ego?
How many hours can we expect children to work in a day and how many days a week?
We bemoan that our young people do not read. How can they when they get stuck all day with those boring textbooks that they lug around in their school bags? How can they not be sick to death of books?
What about character and personality development? Character does not grow out of a massive dose of maths or science or BM or English or loads of textbooks or even religious or moral instruction classes. If anything these can even stifle character development.
There is something quite ridiculous about the way moral instruction is made an examination subject. Kids swat up the moral values presented in a cut and dried fashion to pass the tests. They do not necessarily live up to or even believe in the values that they are taught. They swat up whatever they think the examiner wants. Few think things through for themselves and relate them to real life situations where right or wrong does not always present itself in black and white clarity. They memorise words but do not necessarily internalise skills and values.
Children learn to relate to the world from social interactions with other children, from lessons learned in normal conflicts and perhaps a fight or two, from adults around them, from literature and good movies, from sports and some of the foolish things that adults look back on and laugh about. Anything short of these may turn children into insipid introverts with very little imagination, personal initiative or drive and ability to work independently.
While some children do need tuition to help them catch up on weak subjects, it should not be a substitute for the normal learning at school. They should receive their staple diet of education at school. Tuition is just a supplement to make up for the shortfall at school.
Unfortunately as the demand for tuition increases so will the likelihood of some teachers’ ethical standard and professionalism going the other way.
But, all said, the main culprit is our over-emphasis on using exam results as the yardstick for our schools’ scholastic worth. Periodically we should re-calibrate the benchmark to accord with what the system can produce unaided by extraneous factors.
As matters stand, the present one-size-fits-all approach is woefully out of sync with the realities on the ground. It gives the Ministry of Education a bloated idea of the country’s educational standard.
Stan Yee is a retired government officer and a columnist
[转贴]Malaysia Today
http://www.malaysia-today.net/2008/content/view/6551/1/
Children without childhood
——By Stan Yee, Kota Kinabalu
Posted by Raja Petra
Thursday, 24 April 2008
If we can turn our attention away from politics for a moment, there is a lot for us to worry about elsewhere. The state of our education, for instance. Our exam-oriented system is cause for grave concern because it has got the whole nation fixated on a concept of “academic excellence” as defined by exam results. The students’ scholastic performance is no longer a function of what the school can produce, but rather largely a result of performance enhancing private tuition.
What is intended to benchmark our educational standard relative to comparable countries abroad, and a means of gauging our teachers’ level of competence, the public exams have now become annual inter-school high-jump contests in which doing well is not good enough. The quest is for the highest number of ‘A’ passes.
To achieve the optimum performance many students go to private tuition classes that cumulatively add up almost as much time as the school hours they spend at school every day. On their part some schools pick and choose their students to make sure that the weak ones will not spoil their percentages. The old idea about going to school to learn to be a well rounded person seems to have been thrown out the window.
Each time our public exams turn out brilliant results the crossbar of the standard of excellence is moved yet another notch higher, never mind that these results have been induced by the tuition steroids that have been pumped into our children.
Some kids attend one tuition class after another after school everyday. As if that is not bad enough, now their time is going to be even more constricted by the new national programme known as the Integrated Time-table for Secondary School (Jadual Bersepadu Sekolah Menengah or JBSM) in which some selected schools operate from 7am to 3pm to integrate the normal curriculum with co-curriculum periods.
If I understand the situation correctly the proposed integrated school time-table is still at its pilot stage to test the system and the reaction of the school community throughout the country. As such the programme will only serve its trial purpose if the local directors of education understand its trial nature and provide an honest feed-back to the Education Ministry, and not a glowing report unrelated to the true situation just to please the bosses in KL who conceived the JBSM idea.
At first glance, two days in the week for such an integrated school schedule should suffice. Anything more will overburden both the students and teachers alike. We should not emulate Japan whose schools finish at 3 every afternoon. They have all manner of facilities and extra-curricular programmes to engage a wide range of interests among the students. Even so the rat race there has driven many a young person to desperation. We do not want that to happen here. Already, we have had an increasing number of suicides in this country. Just recently one child jumped off the 5th floor of his school building here in Kota Kinabalu, which partly prompted this article.
Many fear that if the new schedule is accepted it will intensify an already suffocating daily regime for our children, and will lead to even more stresses and strains and a worsening mental health situation. There is a real fear that for some this may well be the last straw.
Apropos the exams, one wonders what good it will do to our education system when the authorities read more than they should into exam results that have been artificially enhanced by factors with little to do with what our schools are capable of producing.
The escalating pressure on the school population is exacting a heavy price on our children and begs many questions.
Is getting a good number of ‘As’ so important that we can disregard everything else that children enjoy doing, like being with friends, playing sports, spending time with the family or just ‘stand and stare’ and be children?
Will the exam results that benchmark our educational standard serve the purpose to the extent they are touted to represent? And what glory can our schools honestly derive from the high percentages that their students achieve when they know that without tuition the results may have been very different?
What price do our children have to pay to satisfy this standard of excellence to which their schools do not measure up but which they have to forfeit their short, priceless childhood to win for the glory of the school and perhaps to satisfy their parents’ ego?
How many hours can we expect children to work in a day and how many days a week?
We bemoan that our young people do not read. How can they when they get stuck all day with those boring textbooks that they lug around in their school bags? How can they not be sick to death of books?
What about character and personality development? Character does not grow out of a massive dose of maths or science or BM or English or loads of textbooks or even religious or moral instruction classes. If anything these can even stifle character development.
There is something quite ridiculous about the way moral instruction is made an examination subject. Kids swat up the moral values presented in a cut and dried fashion to pass the tests. They do not necessarily live up to or even believe in the values that they are taught. They swat up whatever they think the examiner wants. Few think things through for themselves and relate them to real life situations where right or wrong does not always present itself in black and white clarity. They memorise words but do not necessarily internalise skills and values.
Children learn to relate to the world from social interactions with other children, from lessons learned in normal conflicts and perhaps a fight or two, from adults around them, from literature and good movies, from sports and some of the foolish things that adults look back on and laugh about. Anything short of these may turn children into insipid introverts with very little imagination, personal initiative or drive and ability to work independently.
While some children do need tuition to help them catch up on weak subjects, it should not be a substitute for the normal learning at school. They should receive their staple diet of education at school. Tuition is just a supplement to make up for the shortfall at school.
Unfortunately as the demand for tuition increases so will the likelihood of some teachers’ ethical standard and professionalism going the other way.
But, all said, the main culprit is our over-emphasis on using exam results as the yardstick for our schools’ scholastic worth. Periodically we should re-calibrate the benchmark to accord with what the system can produce unaided by extraneous factors.
As matters stand, the present one-size-fits-all approach is woefully out of sync with the realities on the ground. It gives the Ministry of Education a bloated idea of the country’s educational standard.
Stan Yee is a retired government officer and a columnist
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villytan
- Posts: 4
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其实去年我用鞭策对6J班(已毕业)很有效.今天惩罚后大约会乖一两个星期.后来因为他们很合作,会自律,所以就不用鞭策.
我和他们的感情也很好,记得有一次他们问我:老师,你今年不凶,还会跟我们开玩笑.我听了觉得好笑,现在常常想念他们.
但今年这班5C班就不同了.虽然也是鞭策,但最多只能乖一两个小时.国语老师老是投诉我,道德老师也投诉我,地方研究老师也投诉我...
后来我就不鞭策,只是警告然后给他们机会,若再犯我就罚他们抄书,有时就威胁他们吓他们,有时就好好跟他们解释,有时还有赞同他们...但好象无效...连副班长都被投诉没礼貌...我真的好累,好想一眼睁一眼闭...
我和他们的感情也很好,记得有一次他们问我:老师,你今年不凶,还会跟我们开玩笑.我听了觉得好笑,现在常常想念他们.
但今年这班5C班就不同了.虽然也是鞭策,但最多只能乖一两个小时.国语老师老是投诉我,道德老师也投诉我,地方研究老师也投诉我...
后来我就不鞭策,只是警告然后给他们机会,若再犯我就罚他们抄书,有时就威胁他们吓他们,有时就好好跟他们解释,有时还有赞同他们...但好象无效...连副班长都被投诉没礼貌...我真的好累,好想一眼睁一眼闭...
我曾也是mptaa的一分子