翻译《课堂管理经验汇编》
CLASSROOM MANAGEMENT
课堂管理
SHINING STARS
闪亮的小星星
GRADES: K-6
年级：幼儿园至六年级
This gives the students a sense of belonging and also pride in their homeroom.
这可以让学生有归属感，在家里也很自豪。
MATERIALS:
材料：
* construction paper
* star tracers
* glitter
* pencils, crayons, markers
- 彩色吹塑纸
- 星星图章
- 金粉
- 铅笔、彩笔、记号笔
METHOD:
过程：
1. Have each child color and decorate a star with their first name printed across the middle.
1、让每个小孩子在自己姓名外面画上一个大星星并上色。
2. Hang just outside the classroom with a banner that reads "Stars of Room 3" or "Bright Stars of Room 3".
2、把星星都挂在教室外面的一个横幅上，横幅上写着“3班群星璀璨”之类的话。
3. Tell the students every single day, that they are your "stars". Tell them that you've never had a class of students who shine as brightly as they do. Make them proud to be in your classroom. Make them proud to be one of the classroom family.
3、每一天都告诉学生，他们是你的“小星星”。告诉他们你从没有哪个班像他们这样闪烁着灿烂的光芒。让他们为在你的班级而自豪。让他们为自己是班级大家庭的一分子而自豪。
4. I've noticed that students become very protective of their classroom family and take more pride in keeping the classroom neat and tidy. There are fewer 'put-downs' and fewer problems because they are all taking responsibility for being 'shining stars'. This activity works for all elementary grades K to 6. The older students will spend longer decorating their stars but they will all be very proud to have them displayed.
4、我注意到学生变得非常注意保护他们的教室大家庭，并且在维护教室整洁上愈发自豪。因为他们都要为“闪亮的小星星”负责，所以几乎不会发生任何冲突或问题。这个活动适用于幼儿园到六年级。年长一些的学生会将更多时间用在装饰他们的星星上，但他们也会为小星星更加自豪。
Submitted by,
提交者：
SHIRLEY BAKALA
谢莉·巴卡拉
Education Assistant, no school listed
教育助理，未列出学校
KAMLOOPS, BRITISH COLUMBIA, CANADA
加拿大卑诗省坎普卢斯
sabakala@hotmail.com
邮箱
SET-UP FOR A CENTERS-BASED EARLY ELEMENTARY CLASSROOM
在低年级小学课堂设置中心布局
GRADES: K-3
年级：幼儿园至三年级
MATERIALS:
材料：
* paper
* scissors
- 纸张
- 剪刀
METHOD:
过程：
1. If you have a center based classroom, as is my kindergarten class, I suggest first listing all of your centers on a piece of paper.
1、如果你的教室采用中心式布局，就像我的幼儿园教师那样，那我建议你首先在一张纸上列出你所有的中心。
2. Next, draw a sketch of the outline of your room on another sheet. Like redecorating a room in your own house, cut out little squares, label them and place them in your paper classroom. This way you won't forget anything, and it won't take any time to rearrange your room.
2、接下来，在另一张纸上画出教室的轮廓。就像在家里一样重新布置教室：剪出一些小纸片，贴上名称，放在纸上的教室里。用这个办法你不会忘记任何东西，也不会花费任何时间来重新整理教室。
3. Take note of things that block other things...does your room flow, can you see the children from all of the angles?
3、在整个过程中注意不要遮挡任何东西，你可以从任何角度看见孩子们么？
Believe me, I am not at all artistic. This can be done very simplistically...not to scale or anything elaborate like that. Try to use all sides of furniture as possibilities; for example, I turned an old bookshelf around to use the front shelf part as part of my home center and am corking the back of it to use as a makeshift, child accessible bulletin board that will act as the back wall of my writing center!
相信我，我并不是在追求完美。这可以非常简单……不需要测量或者精心绘制什么，只要尽可能用到家具的每一条边。比如，我用一个旧书架的前面作为我中心的一部分，背面则封住作为小朋友们临时的公告栏，同时也是写作中心的后墙！
Just like in a house, see where outlets are to use for computers and listening centers. This year, I will incorporate my listening center with my library. I am using my old love seat from home to act as the connecting piece of furniture to use in my new "quiet space" in my classroom.
就像在一座房子里，可以看到出口都用作计算机和听力中心。今年我将整合我的听力中心和图书馆。我打算从家里拿来一张心爱的旧椅子用在教室里新的“安静区”作为中间过渡。
Check where sinks are (if you have them) or floor space rather than carpet space is. Put your paint tables and sand and water tables where water is accessible for quick clean ups! Have your circle time space and your block center on or near carpeted space so that it will curb the noise!
检查下水道的位置（如果有的话），检查地板总面积而非可见面积。把颜料桌、沙子、水台放在可以让水快速流干的地方！在教学区域中或附近安排出巡视走动的空间和反省区，这样可以避免学生发出噪音。
submitted by
提交者：
BARBARA SHILLING
芭芭拉·西陵
ASSOCIATED HEBREW SCHOOLS
希伯来联合学校
THORNHILL, ONTARIO, CANADA
加拿大安大略省荆棘山县
shilling@idirect.com
邮箱
PARENT INVOLVEMENT
家长参与
GRADES: K-6
年级：幼儿园至六年级
The primary goal of this plan is to encourage and facilitate parental involvement in the elementary classroom. Since there is no one reason for nonparticipation I am advancing several approaches that seek to address a variety of obstacles that parents face in becoming involved in their child's education. I'm also interested in ideas that others may have on this topic, so please e-mail me with your feedback and ideas.
这一计划的主要目标是鼓励和协助家长参与小学课堂。由于没有不参与的理由，我使用几个途径寻求解决家长开始涉足孩子教育时面临的各种障碍。我对其他教师在此主题的其他想法也有兴趣，所以请写信告诉我你的反馈意见。
Start Up Calls
开学电话
Spend the week before school starts calling each parent to introduce your self, emphasize their importance from the start and open lines of communication. Invite them to a parent meeting and take this time to discuss scheduling a meeting for when the most parents can attend.
开学前一周给每位家长打电话介绍你自己，从一开始就强调他们的重要性，建立有效联络方式。邀请他们参加家长会并借此机会讨论安排一次绝大多数家长都有时间参加的家长会。
Calling Web
电话关系网
Establish a calling web in which each parent is responsible for calling two or three other parents to notify of special events or news. Attempt to set up so bilingual parents will call those that don't speak English well. This will help to address communication issues for those who don't read. Designate a neighbor to inform those with out phones.
建立一个电话关系网，让每个家长可以在有特殊事情或消息时能联络两三位其他家长。尝试安排一些双语家长联系那些英语说不好的家长，这将帮助那些不识字的家长解决通信问题。要求外出的家长指定一个邻居。
Beginning of the Year Questionnaire
年初问卷
Send a questionnaire home to parents on the first day of school. Ask them these kind of questions:
开学第一天让学生回家给家长一份调查问卷。询问他们以下问题：
* Tell me about your child, what are his or her interests?
* What do you think is important for your child learn this year?
* Is there anything you especially want me to know about your child?
* How would you like to be involved in your child's education this year?
- 请为我介绍你的孩子，他（她）有什么兴趣爱好？
- 你认为你孩子今年的学业什么最重要？
- 你还有什么关于你孩子的、又特别想让我知道的事情？
- 你今年打算如何参与到你孩子的教育当中？
Suggestion Box
建议箱
Have box mounted outside of class door for student or parent suggestions. Let it be known it is perfectly fine to make anonymous suggestions or to send them in envelopes with students.
在教室门外安放一个用来收集学生或者家长意见的箱子。让大家知道完全可以投匿名意见或者让学生用信封封好。
Thursday Folder Notes
周末家校联系本
Send home a folder on Thursdays with student work in one side, school communication on the other side. Have a sheet that is permanently included for hand written comments and communication between parent and teacher.
周末下午让学生带回家一个文件夹，学生活动写一边，学校意见写另一边。准备一张纸，专门记录老师和家长之间的评论和交流。
Monthly Calendar
每月安排
Each month send home a calendar that highlights times when parental participation would be encouraged on a school and class level. Include times in your daily schedule when parents are free to drop in, perhaps a study hall at the end of the day or a reading time when they can come listen to readers or read themselves. Invite parents to lunch, recess, library times, lab time and special activities. Try to schedule at least one thing a month that will occur in the evening (for working parents). Have an authors tea where students share works they've published. Set up an art museum for parents to come see. Have parents let you know if they have an idea to add. A calendar will give parents on a tight schedule an opportunity to plan in advance and give them a variety of options to choose from.
每月给家长一份日程表，突出显示需要家长参与的活动安排，家长能因此得到学校或班级的表扬。包含你每天安排的方便家长来访的时间，或者每天结束前的自习时间或者阅读时间，如果他们能来的话可以听学生读书或者让他们自己看书。邀请家长参加午餐、休假、读书周、科技周以及其他活动。试着每月将至少一件事情安排到晚上（方便双职工家长）。举行茶话会分享学生的写作作品。为参加的家长准备一个艺术展览。让家长们告诉你他们想到的新点子。日程表为家长提供一个紧迫的安排和提前计划的机会，并给予他们多种选择。
Office Hours
办公时间
Have one evening a week marked on calendar when you will either be available in the class room or available over the phone to speak with parents. Periodically change the time so you will be available to all parents at sometime.
在日程表上为每周安排一个晚上在教室或者电话中与家长交谈。定期更换时间使得你可以和所有家长交流。
Rotating Homeroom Parent
家长轮流带班
Have the homeroom parent position change each new nine week period. This will give more parents an opportunity to participate so that the work load will be less likely to fall on one or two persons.
每九个星期更换一次带班辅导家长的任务。这样可以让更多家长有机会参与，也可以让工作负担不会集中到一两个人身上。
Weekly News Letters
每周简报
Send home a news letter in Thursday folders. Try to incorporate the help of a bilingual parent or coworker if necessary. Use news letter to thank parents and acknowledge their contributions and inform them of any new developments.
在周末家校联系本中戴上一份简报。如果必要的话，尝试合并对双屿家长或双职工家长的帮助。使用简报来感谢家长并肯定他们的贡献，以及通知他们任何新的进展。
Teacher Calls
教师电话
In the case of parents who don't respond to written communication, periodically call them so they will know you are aware of them and care about their input. If they do not speak English enlist the help of their "web" caller or a member of the school staff who speaks their language.
在家长不愿意书面沟通的情况下，定期电话联系他们使他们知道你在关注他们并关心他们在孩子教育上的投入。如果他们不会说普通话，可以请他们电话关系网中的成员或者学校里会说他们语言的员工来帮助沟通。
Bulletin Board Feature
专题布告栏
Use a specific bulletin board to highlight individual students, their families, and cultural heritage on a one or two week rotating basis. Encourage the parents to help the student plan the board. Send each family a note about it with suggestions (that they aren't limited to) and a sign up schedule. Be prepared with plans to assist students that have parents who don't get involved.
使用专门的布告栏来凸显学生个体及其家庭以及文化遗产，每一两周更换一次。鼓励家长帮助学生规划布告栏。给每个家庭一份建议书（他们不必限制于此）和一份安排好了的日程表。家长可以帮助学生进行规划，但不能介入。
Homework Packets
家庭作业
Consider all family situations in homework assignments. Give weekly or monthly packets so a family can be flexible in designating time to work on it. Include activities that can be accomplished with parental input such as family histories, surveys, and projects.
在布置家庭作业的时候要考虑所有家庭的状况。以周或月为单元布置作业，这样学生家庭在完成作业时可以在指定时间内灵活处理。作业应当是需要父母参与下载能完成的活动，比如家庭历史、家庭调查和家庭计划。
Parent Book Shelf
家长书架
Have books, even if only a few, available to parents on a specifically designated shelf in your room Include books on parenting, homework and study skills, and what ever the need is in the class.
在教室里一个专门书架上为家长准备一些哪怕是几本书籍，一些涉及到家庭教育、家庭作业以及学习技能的书籍，或者班上需要的其它书籍。
submitted by
提交者：
DEBORA MCDONNELL
德博拉·麦克唐纳德
JEFFERSON ELEMENTARY SCHOOL
杰弗逊小学
NORMAN, OK
俄克拉荷马州诺曼城
deb@ou.edu
邮箱
STANDARDS AND BENCHMARKS AND THE CLASSROOM TEACHER
标准、评测方法与教师
GRADES: K-12
年级：幼儿园至高三
First of all, you need an up-to-date copy of the curriculum for your grade or course
首先，你要有一本所任年级或课程的最新教材。
Standards, benchmarks, and indicators are becoming common in the world of educational jargon, but are we as teachers dealing well with the changes we are expected to make in the classroom. Many states are requiring state assessments based on the state curriculum. Here are six helpful hints in dealing with the new curriculum.
标准、评测、指标正在成为当今教育界的习语，但也是我们作为教师处理好我们在教室里期望的变化。许多省份都要求省份进行基于省内课程的评估。这里有六点提示有助于应对新课程。
1. Look at the curriculum you must teach. Group like benchmarks by looking for a common topic where such a group could be taught. For example map skills might include learning the vocabulary, creating and using of a variety of maps, and identification of symbols on a map. (Concept: There is a place for everything.)
1、看看这些你们必须教授的课程。评测方法里的分组是通过以能否一起教授来寻找一个共同主题进行划分的。例如地图技能可能包括词汇学习、绘制并使用各种地图、在地图上标注符号。（成语：因地制宜）
2. Next it would be beneficial to see if there is an overlapping with another subject. There is no need to teach the same concept twice. For instance, math might be covering scale drawing. Figuring the distance between two places might easily be taught at this time. (Concept: Kill two birds with one stone.)
2、接下来看是否有利于与另一主题重叠。并无必要将同一概念教授两次。例如，数学可能涵盖绘制比例尺，在这时候教授演算两地距离就很容易。（成语：一箭双雕）
3. Remember your activities MUST FIT INTO THE CURRICULUM. It is not effective to have a pet project that does not fit. One of the major obstacles to successful teaching is doing this backwards. (i.e., choosing an area of study and trying to "stick" the benchmarks into it). Be willing to let go of units that no longer fit the curriculum. (Concept: Only if the shoe fits, wear it.)
3、牢记你的活动必须适合课程。为课程套上一个你喜欢的却不合适的项目没有什么意义。成功教学的一个主要障碍就是教学观念落后（如选择一个学习领域然后试图把评价方法硬套进去）。要学会放弃不再适合课程的教学手段。（成语：量体裁衣）
4. Understand the depth that is to be taught at your grade level and teach for mastery of that level. Some teachers cannot find middle ground. If it is introductory, then teach for mastery of the introductory concepts. If it mastery, then teach for mastery of the entire concept. (Concept: Water seeks its own level.)
4、理解你所教课程的深度并在此深度上教授相关知识点。有些老师把握不好。如果只是介绍性的，就教授对简单概念的掌握。如果是重点，就教授对整个概念的掌握（成语：恰如其分）[这一段的意思是：如果课程标准只要求这个知识点是“知道”一级的，就只要让学生了解了解就行了，不要教得过深，反之如果是“掌握”层次的，则一定要教深入。]
5. Teach to the curriculum; do not teach to the test. If the testing genuinely tests the curriculum, then teaching the curriculum will make your students successful. Teaching the test gives limited understanding and is not responsible teaching. (Concept: Don't miss the boat.)
5、教授课程，而不是教授考试。如果考试真的能检测课程，那么教授课程也能让你的学生成功。应试教学只能给学生有限的知识，也不是一种负责任的教学。（成语：明辨是非）
6. Incorporate fun activities. Just because the curriculum is well defined does not mean it will not fit into fun units. I teach how to buy cars when I teach economic concepts--think about it--when you buy a car you pay all kinds of taxes; it requires licensing and fees; understanding of supply/demand is necessary, acquiring savings, obtaining loans,etc. Can you think of anything an 8th grader would love to study more? Well, there are a few. But the point is the fun unit fits the curriculum. It also put the level of understanding into immersion because we pretend to buy the car at the lot (salesmen meet with the students and fill out a contract), loan officers actually review loan applications, etc. (Concept: Learning is fun.)
6、将乐趣融入教学活动。因为课程好并不代表它就不适合生动有趣的活动。我在教经济概念时我教如何买车——想想吧——当你购买汽车时你要缴各种税、要办证缴费、必须了解供应/需求，申请储蓄贷款等。你能想象任何初二学生会有多么喜欢学习么？好吧，这只是一两个知识点。但关键是有趣的教学活动与课程相适应。因为完全投入到“买车”当中（推销员让学生填写合同，审贷人员复查贷款流程等），这就让学习更加专注。（成语：寓教于乐）
Okay, so are you tired of the cliches yet? Well, I stuck them in as reminders of the main points. If you work to do these things, teaching to standards and benchmarks won't be so bad. If fact, you know exactly what your responsibility is and that can make teaching easier.
好吧，你有没有厌烦这些陈词滥调？那么，我仍然坚持提醒大家这些要点。如果你在工作中这样去做了，教学水平和评测结果就不会太差。其实,你知道你的责任是什么，也知道这些能使教学更容易进行。
Submitted by,
提交者：
GINNY HOOVER
基尼·胡卫
ABE HUBERT MIDDLE SCHOOL
亚伯·休伯特中学
GARDEN CITY, KS
堪萨斯州花园城
hoover@pld.com
邮箱
A BEGINNER'S GUIDE TO FIGURING YOUR GRADES
教学工作新手指南
GRADES: 1-12
年级：小学一年级至高三年级
A new teacher at my school had a lot of trouble because she flunked an unusual number of middle school students. However, these weren't "bad" kids--in fact, her class was usually the only class in which these students received a poor grade. When I sat with her, she showed me typical student's test grades: 25, 80, 40, 95, 90. She then did a straight average of these grades to determine a final grade. Now, even though this student had received 2 A's, 1 B, and 2 F's, the final grade given by the teacher was a 66%, "D". The student and her parents could not understand how this was possible.
我校的一个新老师现在有了一堆麻烦，因为她班上不及格的学生达到了一个不寻常的数字。然而这些孩子并不是坏孩子——事实上她的班一直都是唯一有学生取得糟糕成绩的班级。我坐到她旁边时，她向我展示一个典型学生的考试成绩：25, 80, 40, 95, 90。然后她对这些成绩进行简单的求平均得到一个最终成绩。现在，即使这个学生得到过两个优秀、一个良好、两个差，但老师给出的最终成绩却是66，及格。学生和家长都不明白怎么搞成这样了。
One of the skills that are usually NOT taught in teacher education programs is "how to grade." Unfortunately, new teachers are expected to "pick this up on their own". However, it is also an area where new teachers are closely scrutinized by administrators and parents. The following are some basic tips that can be used by new teachers to guide them as they begin to develop their own grading systems:
在教师培训过程中没有教却经常用到的一项技能就是“如何算成绩”。不幸的是，新教师都被认为“他们自己能搞定这个”。不过，这也是新教师被领导和家长密切关注的一个领域。以下一些基本的提示，可以引导新教师开始建立自己的算分系统：
THE BASIC MIND-SET
基本原则
A teacher should always "role-play" as he/she formulates the grades. I role-play that every parent of a negative grade is going to come in to complain. I then ask myself if I can objectively justify the grade. If I can, if the numbers add up correctly so that it makes sense, then the grade stands and I go on.
教师要始终坚持用“角色扮演”来计算成绩。我扮演每一个要来抱怨的低分数家长。我问自己是否能客观评分。如果可以，如果加起来的分数是正确的、有道理的，那么我就继续这种评分标准。
GET A CALCULATOR
准备一个计算器
I know that this sounds VERY basic, but a calculator helps make your grading MUCH more "objective", more "defendable" (see the section directly above), and EASIER to figure.
我知道这听起来太简单，但是计算器可以帮你评分更“客观”、更“情有可原”（见上段）、更易于绘制图表。
USE A SYSTEM OF 100 (a percentage system)
使用百分制
Always convert all grades and numbers to a system of 100. It will not only be easier for you to figure out overall grades, but it will simplify your explanations to parents and administrators if they can see your grades in terms of percents.
始终都将所有登记和分数转换成百分制。它不但可以帮你轻松地计算出总分，也会简化你向家长和领导的解释——只要他们能看见你给出的百分数。
EXAMPLE:
举例：
You gave a quiz worth 30 points. The student received 27 points. 27/30 gives a percentage of 90%. A score of "90" is written in your grade book.
你安排一份30分的测验，学生得了27分。27/30得到一个百分数90%。你就可以在成绩册上写上"90"分。
FAILING GRADES BELOW "50" ALWAYS GET MARKED AS A SCORE OF "50"
低于50分的成绩按照50分计算
This was where the teacher in the anecdote above made her mistake. By averaging in any failing mark, as is, you unfairly weigh the mark in the overall grade. For instance, if a student takes 2 tests, scores a "0" on one (F) and a "100" on the other (A+) it would be logical that an "A" and "F" average out to a "C". However, by purely using their numerical values, the student's average with these two tests becomes a "50", which usually translates into an "F"! Let's once again look at the example of the new teacher above:
这就是上面那则故事中老师在哪儿犯的错。对于任何低分不作任何修正而直接求平均，就会给最终成绩引入不良权重。举例来说，如果一名学生进行了两次测试，一次得了0分（差），一次得了100分（优秀），“优”和“差”取平均得到“良好”是很符合逻辑的，然而单纯使用数字计算的话，学生两次测试的平均值就变成“50”，这一般还是被评定为“差”！让我们再看看上面那位新老师：
EXAMPLE:
举例：
The student in the example received: 25, 80, 40, 95, 90. Average = 66%, Grade = D
在例子中学生的分数：25, 80, 40, 95, 90。平均为66%，等级为：及格。
The student's grades should be converted to 50, 80, 50, 95, 90. Average = 73%, Grade = C, which is a better representation of grades of A, A-, B-, F, F.
该学生的分数将被转换成：50, 80, 50, 95, 90。平均73%，等级为：一般，这就比“优秀、优秀、良好、差、差”要好看一些。
CONVERT LETTER GRADES TO NUMBERS
将字符等级转换为分数
It is always easier to average numbers; it is always more understandable for other adults to see a percentage/number total. There are two ways to work with the numbers, a percentage system (based on 100) and a grade-point system (based on 4.0 points, as done in high school and college). Here are how they work:
数字求平均更容易操作；其他人看到百分数/总分也更容易理解。有两种转换到数字的办法，一种是百分制，一种是学分系统（基于4个学分点数，大学高中常用）以下为操作方法：
PERCENTAGE SYSTEM
百分制
All letter grades are converted to a numerical equivalent, equi-spaced from each other, based on a 100 point system. Then they are averaged as you would with other grades. Here is a chart you can use:
所有字符等级都被转换成相当的数值，两级之间间隔相同，满分一百分。然后你就可以将它们转换成其他任何等级。这里有一个表：
A++ = 100 （完美的试卷加上额外的荣誉）
A+ = 98
A = 95
A- = 92
B+ = 88
B = 85
B- = 82
C+ = 78
C = 75
C- = 72
D+ = 68
D = 65
D- = 62
F = 55
GRADE POINT SYSTEM
学分系统
All letter grades are converted to a grade equivalent, based on the 4.0 system. Then they are averaged and converted back into a letter grade (as is done in high school and college GPA's). Here is a chart you can use:
所有字符等级都被转换成相当的数值，基于4个学分点数系统。求平均后就可以转换回字符等级（一般在高中和大学GPA 平均学分中使用）。这里有一个表：
A+ = 4.3
A = 4.0
A- = 3.7
B+ = 3.3
B = 3.0
B- = 2.7
C+ = 2.3
C = 2.0
C- = 1.7
D+ = 1.3
D = 1.0
D- = 0.7
F = 0.0
After the point values are averaged, they are converted back into a letter grade. Here is a chart you can use ("borderline" grades are of course up to the discretion of the teacher):
在对学分求平均以后，将它们转换回字符等级。这里有一个表（课程的临界等级[似乎是指多少分算及格，中国老师没有这个权力]由老师自行决定）：
4.0-4.3 = A+
3.7-4.0 = A
3.5-3.7 = A-
3.3-3.5 = B+
2.7-3.3 = B
2.5-2.7 = B-
2.3-2.5 = C+
1.7-2.3 = C
1.5-1.7 = C-
1.3-1.5 = D+
0.7-1.3 = D
0.5-0.7 = D-
0.0-0.5 = F
ESTABLISH YOUR FINAL GRADING FORMULA NUMERICALLY
确定你最终的等级计算公式
Determine ahead of time the weight given to each of the sections of your grade book. Here's an example:
提前为成绩册的各学段赋予权重。这里有一个例子：
TESTS 50%
QUIZZES 25%
PROJECT 25%
期末考试：50%
平时测验：25%
作业成绩：25%
Using these percentages, this is how I would figure out a student's grade:
利用这些百分比，我如下求出学生的等级：
TESTS = 86% = 86 X 2 = 172 (Tests are worth twice as much as the other two, therefore, doubled)
QUIZZES = 79% = 79 X 1 = 79
PROJECT = 92% = 92 X 1 = 92
172 + 79 + 92 = 343 divided by 4 (4 parts, Tests twice, Quizzes, Project) = 85.75 = 86 = "B"
期末考试 = 86% = 86 / 2 = 43
平时测验 = 79% = 79 / 4 = 19.75
作业成绩 = 92% = 92 / 4 = 23
43 + 19.75 + 23 = 85.75 = 86 = “B” = “良好”
[为什么不直接用除法而要先用乘法再用除法呢？美国人的数学思维方式实在和我们大不同啊。突然想到美国人发明的计算机也是擅长加法乘法不擅长除法的……]
Here's a much more complicated example, using possible percentages and an imaginary student's grades:
这儿有一个更复杂的例子，使用了假设的百分比和虚构的学生等级：
TESTS 30%: student score of 80% = 80 X 3 parts = 240
QUIZZES 30%: student score of 90% = 90 X 3 parts = 270
PROJECT 20%: student score of 75% = 75 X 2 parts = 150
HOMEWORK 10%: student score of A- = 92% = 92 X 1 part = 92
CLASS PARTICIPATION 10%: student score of C = 75% = 75 X 1 part = 75
TOTAL = 240 + 270 + 150 + 92 + 75 = 827 divided by 10 parts = 82.7 = 83 = "B"
期末考试 30%：学生分数 80% = 80 X 3 = 240
平时测验 30%：学生分数 90% = 90 X 3 = 270
作业成绩 20%：学生分数 75% = 75 X 2 = 150
家庭作业 10%：学生分数 A- = 92% =92 X 1 = 92
班级活动 10%：学生分数 C = 75% = 75 X 1 = 75
总分 = 240 + 270 + 150 + 92 + 75 = 827 除以 10 = 82.7 = 83 = “B” = “良好”
[你赢了。的确用乘法要快那么一点点……]
It may be a little extra work, but it'll go fast once you get used to it. More important it will be FAIR and DEFENDABLE! And those are the two most important components to grading, especially for new teachers!
也许要多费点功夫，但只要你习惯了就会更快。更重要的是它公平、情有可原！这是对于评分最重要的两个工具，特别是对新教师。
Submitted by,
提交者：
DR. SCOTT MANDEL
斯科特·曼戴尔博士
PACOIMA MIDDLE SCHOOL
帕克马中学
LOS ANGELES, CA
加利福尼亚州洛杉矶市
mandel@pacificnet.net
邮箱
CLASSROOM MANAGEMENT MONOPOLY
课堂管理游戏
GRADES: 3-9
年级：小学三年级至初中三年级
This is a fun way to encourage students to have a monopoly on great behavior!
这是一个鼓励学生利用大富翁游戏养成正确举止的有趣方式。
MATERIALS:
材料：
* an old monopoly board
* velcro
* token to move around board
* blank die
- 一个没用的大富翁游戏盘
- 尼龙搭扣
- 游戏角色标识物
- 空白色子
METHOD:
过程：
1. I use an old monopoly board, but any game board with squares or sections that have a beginning and an ending would work fine. Our school is using a "on the right track" theme with trains and train whistles, so I incorporated that theme with my monopoly board. I glued "train tracks" around the outer edge of the monopoly board. I attached velcro on each space of the board and on a train token, so that the train can "move" around the board. I took a blank die and used a marker to put a 1 or a 2 on each side of the die. I made a sign to place on the center of the board, titling it "We're on the Right Track Monopoly".
1、我这里用大富翁游戏盘，其实任何一个有格子或者有一条有开始结尾的道路的游戏盘都可以用。我们学校用火车和哨子开展“我们在进步”活动，所以我把这一主题用在我的大富翁游戏中。我把“火车轨”粘在游戏盘的外缘。把尼龙搭扣贴在游戏盘的每一个空白处和火车标志物上，这样火车就可以围绕游戏盘“开动”。我用图章在空白色子的每一面都印上1或者2。在游戏盘中央写上一个题目“我们在进步游戏”。
2. When my class receives a compliment, every student turns in homework on time, does something special, etc, then they get a roll of the die. We'll move the train either 1 or 2 spaces, depending on what we roll.
2、当班上受到表扬，或者每个学生都按时交功课，或者做了其他什么了不起的事情，他们就可以滚动色子。我们按照滚动得到的数字让火车前进一到两格。
3. If they land directly on "free parking" they'll get a small reward for making it halfway around the board. I'm planning on giving them a Hershey Kiss or a couple of M&M's.
3、如果他们直接停在“免费停车”处，就会得到一个中途的小奖励。我打算给他们一块圣塔吻巧克力或者两个M&M巧克力。
4. If they land on "go to jail" rather than making them go all the way back to the jail section, they'll be penalized by having to run a lap around the playground at recess or do 10 jumping jacks - a fun and healthy penalty!
4、如果他们停在“坐牢”，而非让他们一路回监狱节点。他们会受到惩罚，休息的时候围绕操场跑一圈或者原地跳十下——开心而健康的惩罚！
5. We will draw a reward card from community chest to start the game, so the class will know what they are working toward. It may be a popcorn party or an extra recess - something they'll work for. Once they pass "go" they've won the reward - BUT - will have the option of trading in the community chest reward for a chance reward! If they choose to trade the known community chest reward for the unknown chance reward - then that is what the receive instead. Of course, the chance rewards are also true rewards that the students will enjoy - it's just the surprise of the unknown - and adds to their interest and enthusiasm!
5、在开始游戏之前我们利用班费准备奖励卡，班上学生都将知道他们努力的目标是些什么。它可能是一个爆米花聚会或者额外的休息——这就是他们努力的目标。一旦走到“终点”他们就能获得奖励——但是——可以在班费奖励和运气奖励之间选择！如果他们用已知的班费奖励换取未知的运气奖励——这并非什么替代物品。当然运气奖励也是学生喜欢的真实奖励，一份未知的惊喜，一份增加他们兴趣和热情的惊喜！
6. After winning their reward, we start out a new game with new rewards and continue using the monopoly board for classroom management throughout the school year.
6、在赢得奖励之后，我们继续在大富翁游戏盘上开始一次新游戏，当然也有新的奖励。整个学年的课堂管理都是如此。
Submitted by,
提交者：
RYLA POLLAN
瑞拉·坡兰
HENRIETTA ELEMENTARY SCHOOL
亨里埃塔小学
HENRIETTA, NY
纽约州亨里埃塔市
ryla_ann@sbcglobal.net
邮箱
THREE LETTERS FROM TEDDY
泰迪的三封信
GRADES: K-12
年级：幼儿园至高三
The following is the most requested, and probably the most moving piece I've run in the 10+ years of Teachers Helping Teachers. It is one of the most powerful pieces that I've ever read. It reminds all of us of our power as teachers. I've often maintained, that the most important thing that elementary, and to a point, middle school teachers teach is self-esteem and self-concept. This submission only strengthens that conviction. With the year almost over, and all of us counting the days until vacation, it's good for all of us to read again, and to pass on to our teaching staffs.
以下也许是我十多年教师辅导生涯中最感人的、最激动的材料。它是我读过的最震撼人心的作品之一。它提醒我们所有人我们作为教师的力量之所在。我常常坚持认为，小学或许还有初中教师最重要的是教给孩子们自尊、自观。谦虚只会强化这种信念。一年即将结束，我们所有人都在计算离放假还有多少天。重新阅读这三封信对我们所有人都有好处，让我们把这好处也传授给我们所有教育工作者。
Dr. S. Mandel
曼戴尔博士：
Teddy's letter came today, and now that I've read it, I will place it in my cedar chest with the other things that are important in my life.
今天收到泰迪的信，我已经读过了。我将把它和我生命中其他最重要的东西一起放在我的檀木箱子里。
"I wanted you to be the first to know."
“我希望应该先让你第一个知道。”
I smiled as I read the words he had written and my heart swelled with a pride that I had no right to feel.
我读着他写的话，微微一笑。心里不由自主地涌起一阵自豪。
I have not seen Teddy Stallard since he was a student in my 5th grade class, 15 years ago. It was early in my career, and I had only been teaching two years.
泰迪·斯托拉德是我十五年前刚参加工作时的五年级学生。那时我刚教两年书。之后我再也没有见过他。
From the first day he stepped into my classroom, I disliked Teddy. Teachers (although everyone knows differently) are not supposed to have favorites in a class, but most especially are not supposed to show dislike for a child, any child.
从他走进我教室的第一天起，我就不喜欢泰迪。教师（虽然大家都知道小孩子各有不同）不应该在班级中有所偏爱，尤其不应该显示出讨厌某个孩子，任何一个。
Nevertheless, every year there are one or two children that one cannot help but be attached to, for teachers are human, and it is human nature to like bright, pretty, intelligent people, whether they are 10 years old or 25. And sometimes, not too often, fortunately, there will be one or two students to whom the teacher just can't seem to relate.
尽管如此，每年都有那么一两个孩子，忍不住让人喜欢。教师也是人，是人就天生喜欢开朗的、漂亮的、聪明的人，不论是十岁还是二十五岁。同样，有时候——幸好不是经常，也有那么一两个学生跟老师处理不好关系。
I had thought myself quite capable of handling my personal feelings along that line until Teddy walked into my life. There wasn't a child I particularly liked that year, but Teddy was most assuredly one I disliked.
我曾经以为自己能够控制好自己的感情，直到泰迪走进我的生活。那年没有我特别喜欢的小孩，但泰迪绝对是我最不喜欢的一个。
He was dirty. Not just occasionally, but all the time. His hair hung low over his ears, and he actually had to hold it out of his eyes as he wrote his papers in class. (And this was before it was fashionable to do so!) Too, he had a peculiar odor about him which I could never identify.
他很脏，不是偶尔，而是一直都脏。他的头发已经长过耳朵，事实上他在做作业的时候也在撩头发不让挡住眼睛（他不是因为流行才这么做的！）。另外，他有一种我说不清的奇怪气味。
His physical faults were many, and his intellect left a lot to be desired, also. By the end of the first week I knew he was hopelessly behind the others. Not only was he behind; he was just plain slow! I began to withdraw from him immediately.
他的身上有很多缺点，他的智力也不尽人意。第一周结束时，我知道他无可救药地掉在别人后面。他不仅是落后，他是真的比别人慢一拍！我开始决定放弃他。
Any teacher will tell you that it's more of a pleasure to teach a bright child. It is definitely more rewarding for one's ego. But any teacher worth her credentials can channel work to the bright child, keeping him challenged and learning, while she puts her major effort on the slower ones. Any teacher can do this. Most teachers do it, but I didn't, not that year.
任何老师都会告诉你，教一个聪明孩子会更有乐趣。这肯定更有益于人的自我满足感。任何教师给予的信任都能引导聪明孩子进行学习，并保持他接受挑战和学习的状态，然后自己把主要精力放在差生身上。任何教师都能做到这一点。大多数教师这样做了，但我没有，那一年没有。
In fact, I concentrated on my best students and let the others follow along as best they could. Ashamed as I am to admit it, I took perverse pleasure in using my red pen; and each time I came to Teddy's papers, the cross marks (and they were many) were always a little larger and a little redder than necessary.
事实上，我致力于我最优秀的学生，并让其他学生尽量跟上他们。现在我承认我很害臊，我当时在改作业的时候有种扭曲的快感：每次我改到泰迪的作业时，大把大把的红叉总是划得又大又长。
"Poor work!" I would write with a flourish.
“作业太糟糕了！”我的批语龙飞凤舞。
While I did not actually ridicule the boy, my attitude was obviously quite apparent to the class, for he quickly became the class "goat", the outcast -- the unlovable and the unloved.
当我不切实际地挖苦这个男孩时，我的态度在班上表露无遗，他很快就被全班孩子放羊了——不可爱也没人爱。
He knew I didn't like him, but he didn't know why. Nor did I know -- then or now -- why I felt such an intense dislike for him. All I know is that he was a little boy no one cared about, and I made no effort in his behalf.
他知道我不喜欢他，但他不知道原因。我也不知道——不论当时还是现在——为什么我会讨厌他到如此程度。我只知道他是一个没人关心的小男孩，我没有为他争取过什么。
The days rolled by. We made it through the Fall Festival and the Thanksgiving holidays, and I continued marking happily with my red pen.
日子一天天的过去。我们安然度过秋收节和感恩节，我继续利用我的红色标记笔寻找快乐。
As the Christmas holidays approached, I knew that Teddy would never catch up in time to be promoted to the sixth grade level. He would be a repeater.
随着圣诞假期的临近，我知道泰迪永远不会按时升上六年级。他会留级。
To justify myself, I went to his cumulative folder from time to time. He had very low grades for the first four years, but not grade failure. How he had made it, I didn't know. I closed my mind to personal remarks.
为了证明给自己看，我一期一期的翻动他的成长档案。他前四年的评定等级非常低，但都没有不及格。我不知道他怎么做到的。我停止了恶意猜测，我看到了他的评语。
First grade: Teddy shows promise by work and attitude, but has poor home situation. Second grade: Teddy could do better. Mother terminally ill. He receives little help at home. Third grade: Teddy is a pleasant boy. Helpful, but too serious. Slow learner. Mother passed away at end of year. Fourth grade: Very slow, but well-behaved. Father shows no interest.
一年级：泰迪的学习和态度表现不错，但是他家里条件不好。二年级：泰迪可以做到更好。他妈妈身患绝症。家里没人帮他。三年级：泰迪是一个友善的男孩。乐于助人，但过于严肃。学习比较慢。年终母亲过世。四年级：学习非常慢，但是表现很好。父亲不关心他。
Well, they passed him four times, but he will certainly repeat fifth grade! "Do him good!" I said to myself.
哇，他们放了他四次，但他肯定要重读五年级！“这是为他好！”我告诉我自己。
And then the last day before the holiday arrived. Our little tree on the reading table sported paper and popcorn chains. Many gifts were heaped underneath, waiting for the big moment.
圣诞节的前一天到了。书桌上的小圣诞树上挂满了纸片和爆米花。底下还有许多礼物。大家都在等待着关键时刻的到来。
Teachers always get several gifts at Christmas, but mine that year seemed bigger and more elaborate than ever. There was not a student who had not brought me one. Each unwrapping brought squeals of delight, and the proud giver would receive effusive thank-you's.
老师们在圣诞节总能得到许多礼物，但那年我的礼物似乎比以往更大更精致。每个学生都给我送了礼物。每次打开礼物时快乐的尖叫，学生在我表达谢意时的自豪，充满整个教室。
His gift wasn't the last one I picked up; in fact it was in the middle of the pile. Its wrapping was a brown paper bag, and he had colored Christmas trees and red bells all over it. It was stuck together with masking tape.
他的礼物不是我拿起的最后一个，它放在大堆礼物中间。外面包着一个棕色纸袋，他在上面用胶带缠满圣诞树和红色铃铛。
"For Miss Thompson -- From Teddy" it read.
“献给唐老师——泰迪敬上”上面写着。
The group was completely silent, and for the first time, I felt conspicuous, embarrassed because they all stood watching me unwrap that gift.
一下子全班完全安静下来，我感到比较突兀、尴尬，因为他们都站在那儿注视着我拆开礼物包装。
As I removed the last bit of masking tape, two items fell to my desk; a gaudy rhinestone bracelet with several stones missing and a small bottle of dime store cologne -- half empty.
在我去掉最后一块胶带的时候，两样东西落到桌子上。一根花哨的假水晶手链——还缺了几块水晶、一小瓶一元店里的古龙香水——还空了一半。
I could hear the snickers and whispers, and I wasn't sure I could look at Teddy.
我能听到有人在窃笑，有人在嘀咕，我不知道我还能看着泰迪。
"Isn't this lovely?" I asked, placing the bracelet on my wrist. "Teddy, would you help me fasten it?"
“这是不是很可爱？”我问泰迪，同时把手链搭在手腕上，“泰迪，你帮我扣上？”
He smiled shyly as he fixed the clasp, and I held up my wrist for all of them to admire.
他给我固定搭扣时害羞的笑了。我举起手腕让学生们欣赏。
There were a few hesitant oohs and aahs, but as I dabbed the cologne behind my ears, all the little girls lined up for a dab behind their ears.
在孩子们表示羡慕时还有些犹豫，但当我在耳后点上几滴古龙香水的时候，所有的小女孩已经开始排队等着洒香水了。
I continued to open the gifts until I reached the bottom of the pile. We ate our refreshments and the bell rang.
我继续打开剩下的礼物。我们吃着茶点直到铃声响起。
The children filed out with shouts of "See you next year!" and "Merry Christmas!" but Teddy waited at his desk.
孩子们叫喊着“明年再见！”和“圣诞快乐”鱼贯而出，但泰迪守候在他课桌上。
When they had all left, he walked toward me, clutching his gift and books to his chest.
当他们都离开后，他包着礼品和书本走到我跟前。
"You smell just like Mom," he said softly. "Her bracelet looks real pretty on you, too. I'm glad you liked it."
“你的味道很像我妈妈。”他温柔的说，“你戴上她的手链非常漂亮。我很高兴你能喜欢它。”
He left quickly. I locked the door, sat down at my desk, and wept, resolving to make up to Teddy what I had deliberately deprived him of -- a teacher who cared.
他迅速离开。我锁上大门，坐到我的书桌上痛哭，决定为泰迪弥补我故意剥夺的老师应该给他的关怀。
I stayed every afternoon with Teddy from the end of the Christmas holidays until the last day of school. Sometimes we worked together. Sometimes he worked alone while I drew up lesson plans or graded papers. Slowly but surely he caught up with the rest of the class. Gradually, there was a definite upward curve in his grades.
从圣诞节过后一直到放假，我每天下午都和泰迪在一起。有时我们一起做功课，在我备课或准备试卷的时候他就自己一个人做功课。慢慢的他在赶上班上同学。渐渐地，在他的成绩上能看出明显的进步。
He did not have to repeat the fifth grade. In fact, his final averages were among the highest in the class, and although I knew he would be moving out of the state when school was out, I was not worried for him. Teddy had reached a level that would stand him in good stead the following year, no matter where he went. He enjoyed a measure of success, and as we were taught in our teacher training courses, "Success builds success."
他没有重读五年级。事实上，他最后平均成绩位居班上前列。尽管我知道他毕业后会迁到省外，但我不替他担心。泰迪已经达到这样一个水准，不论他走到哪里，都能在新的一年里更加出色。他享受度量成功，就像我们在教师培训班上所学的，“成功带来更多成功”。
I did not hear from Teddy until seven years later, when his first letter appeared in my mailbox:
我再也没有泰迪的消息，直到七年后他的第一封信出现在我的邮箱里：
Dear Miss Thompson,
敬爱的唐老师：
I just wanted you to be the first to know. I will be graduating second in my class next month.
我只是希望应该先让你第一个知道。下个月我将要以班上第二的名次毕业。
Very truly yours,
你最真挚的
Teddy Stallard
泰迪·斯托拉德
I sent him a card of congratulations and a small package, a pen and pencil gift set. I wondered what he would do after graduation.
我寄给他一张贺卡和一个小包裹：一套文具。我很想知道他毕业后打算干什么。
Four years later, Teddy's second letter came:
四年后，泰迪的第二封信来了：
Dear Miss Thompson,
敬爱的唐老师：
I wanted you to be the first to know. I was just informed that I'll be graduating first in my class. The university has not been easy, but I liked it.
我希望应该先让你第一个知道。我刚刚得知我是班上第一个毕业的。这所大学很苦，但是我喜欢。
Very truly yours,
你最真挚的
Teddy Stallard
泰迪·斯托拉德
I send him a good pair of sterling silver monogrammed cuff links and a card, so proud of him I could burst!
我送他一双上好的白银花纹袖链和一张贺卡。我太为他骄傲了！
And now today -- Teddy's third letter:
今天，泰迪的第三封信：
Dear Miss Thompson,
敬爱的唐老师：
I wanted you to be the first to know. As of today, I am Theodore J. Stallard, M.D. How about that?
我希望应该先让你第一个知道。就在今天，我，成了医学博士西奥多·J·斯托拉德。怎么样？不错吧。
I'm going to be married in July, the 27th, to be exact. I wanted to ask if you could come and sit where Mom would sit if she were here. I'll have no family there as Dad died last year.
确切的说，我就要在七月27号结婚了。如果你能来的话，我想请你坐在母亲席位上。去年爸爸过世后我就没有亲人了。
Very truly yours,
你最真挚的
Teddy Stallard
泰迪·斯托拉德
I'm not sure what kind of gift one sends to a doctor on completion of medical school and state boards. Maybe I'll just wait and take a wedding gift, but my note can't wait:
我不知道该给对一个在医科大学完成学业、达到了国家委员会标准的博士送什么礼物才好。也许我可以等一等，准备一份结婚礼物，但是我的祝福不能等：
Dear Ted,
亲爱的泰迪：
Congratulations! You made it, and you did it yourself! In spite of those like me and not because of us, this day has come to you.
恭喜你！你做到了，你凭自己的力量做到了！尽管有那些像我一样的教师，但并没有影响到你，你的这一天还是到来了。
God bless you. I'll be at that wedding with bells on!
上帝保佑你。我很乐意参加你的婚礼！
Elizabeth Silance Ballard
伊丽莎白·西兰斯·波拉德
submitted by,
提交者：
PATTI PENNINGTON
帕蒂·盆宁顿
no school listed
学校未列出
no city listed
城市未列出
pjpbb@penn.com
邮箱
CLASSROOM SET-UP
教室布置
GRADES 3-12
年级：小学三年级至高中三年级
It is typical for classrooms to be set up in rows, or lately, in groups of 3-4 tables (which allow for easier cooperative learning). However, there are fundamental problems for each:
将教室按行列布置或者按三四张桌子一个小组（有利于合作学习）安排都很典型。然而它们都有一些很根本的问题：
In rows, studies have shown that the further back you go, the more discipline problems there are. The visual, aural and physical stimulation from the teacher is increasingly diminished as you move further back. This allows boredom to set in, and as a result, potential disruption.
按行列布置，进一步的研究显示，你的走动会导致更多的纪律问题。随着你走动的增多，对学生视觉、听觉及触觉的刺激组建减少。这会令学生无聊，最终干扰课堂秩序。
In groups, the opposite is true. Students are over stimulated--by the peers that are now not only next to him/her, but across the table! There is now MORE to distract the student, leaving it harder for the teacher to keep the student focused on any frontal instruction.
按小组布置，则相反。学生得到更多的刺激——现在同学不仅仅在他边上，更在他的对面！现在学生更加分心，老师难以将学生的注意力保持在任何正面教学上。
An alternative is to arrange the chairs/tables into a three-sided "box"shape (|_|), (with an occasional second row if room demands). In this fashion, EVERY STUDENT IS IN THE FIRST ROW! The teacher can freely move around the room while talking, and therefore giving "personal"contact with each student. The result: greater attention and fewer discipline problems. Desks/tables can be moved into cooperative learning groups as needed usually within two-three minutes!
另一种安排是把所有桌椅布置成一个“匚”型（如果需要可以布置两行）。至此，每个学生都是在第一排！老师可以在说话的时候在教室里自由走动，同时也允许每个学生之间“私下”接触。结果：更多的注意力，更少的纪律问题。如果需要，书桌也可以在两三分钟内组合成合作学习小组！
submitted by
提交者：
DR. SCOTT MANDEL
斯科特·曼戴尔博士
PACOIMA MIDDLE SCHOOL
帕克马中学
LOS ANGELES, CA
加利福尼亚州洛杉矶市
mandel@pacificnet.net
邮箱
A LIST OF THINGS TO DO BEFORE SCHOOL STARTS
开学之前需要做的事情清单
GRADES K-12
年级：幼儿园至高三年级
ROOM ENVIRONMENT
教室环境
* Decide on a theme for your classroom
* Prepare/purchase bulletin board materials
* Decide where to post notices/materials
* Make a classroom welcome sign
* Set up learning centers, display tables, and student work areas
- 为教室决定一种风格
- 准备好展示板及工具
- 决定在哪儿张贴公告/消息
- 制作一个教室欢迎标识
- 安排好学习中心、展示桌、学生活动区
SUPPLIES
准备好以下物品
* Writing, drawing, and construction paper
* Pencils/Pens
* Crayons
* Paste/glue
* Stapler/staples
* Paper clips
* Rubber bands
* Straight and safety pins
* Transparent tape
* Manila folders
* Marking pens
* Rulers
* Art supplies
* Grade book
* Lesson plan book
* Attendance materials
* Textbooks/workbooks
* Boxes for keeping units
- 写作、绘画、和手工用纸
- 铅笔、钢笔
- 蜡笔
- 胶水/浆糊
- 订书机、订书针
- 回形针
- 橡皮筋
- 别针
- 透明胶带
- 文件袋
- 记号笔
- 直尺
- 美术用品
- 成绩册
- 教案本
- 入学材料
- 作业本
- 储物箱
FIND OUT ABOUT
准备资料
* Fire drills
* Tornado drills
* Lunch procedure
* Staff handbook
* Dismissal procedure
* Your colleagues
- 消防演习
- 龙卷风演习
- 午饭流程
- 学生手册
- 开除流程
- 有关你同事的资料
STUDENT PREP
学生准备
* Make student name tags
* Prepare first-day materials to send home (emergency cards, school/classroom rules, bus regulations/info, letter to parents, classroom schedule)
* Prepare class list
* Decide on your seating procedure
* Check records for students with special needs
- 学生姓名标签
- 编写需要第一天带回家的材料（紧急联络卡、学校/教室规则、校车规定/安排、致家长函、课堂时间表）
- 编写课表
- 确定自己的座位
- 有特殊需要的学生检查记录
GETTING ORGANIZED
组织好……
* Brainstorm class expectations
* Arrange desks
* Pin up bulletin boards, notices, etc.
* Write lesson plans for the first week
* Duplicate materials for first week
* Write daily schedule, date, and your name on the board
* Prepare files for parent correspondence, school bulletins, and sub teachers
- 对班上的头脑风暴的期望
- 安排书桌
- 把展板、公告等贴上墙
- 为第一周准备教学计划
- 为第一周准备两套教学素材
- 在黑板上撰写每日工作安排、日期和你的姓名
- 为家长信件、学校简讯和教室助手准备文件
THINK ABOUT PROCEDURES FOR...
考虑以下流程：
* Book distribution
* Turning in work, format of work
* Handing back assignments
* Homework
* Grading--recording grades, extra credit, portfolios
* Housekeeping procedures--clean up, supply storage
* Rewards and incentives
* Communicating with parents
* Signals for students' attention
* Daily routines--beginning of day, transition times, independent and group work
* Agenda use and motivators
- 分发图书
- 进入工作和工作方式
- 交作业
- 做家庭作业
- 评定等级——记录等级、额外学分、组合
- 整理内务——打扫卫生、准备器材
- 奖励与鼓励
- 吸引学生注意力的信号
- 日常工作——每天开始、过渡时间、独立学习和小组学习
- 提出及如何开会
submitted by
提交者：
TERESA WASINGER
特瑞沙·瓦辛格
PLEASANT VALLEY MIDDLE SCHOOL
宜人山谷中学
WICHITA, KS
堪萨斯州维奇塔城
Gibsongal1@aol.com
邮箱
MEETING THE PARENTS--1ST DAY JITTERS
会见家长——紧张的第一天
GRADES: K-3
年级：幼儿园至三年级
Ease everyone's 1st Day jitters by inviting students and parents to visit your room together for an Open House the evening BEFORE school starts. This gives you a chance to greet each family individually, and to collect requested items (like tissues) and information (how is your child getting home tomorrow?).
在开学前一个晚上举行招待会邀请学生和家长一起参观你的教室，以缓解学生们的不安情绪。这让你有机会单独迎接每一个家庭，并收集你需要的东西（像卫生纸之类的）和信息（你的孩子明天准备怎么回家？）。
Instead of putting together a formal program, simplify your life by creating a simple "Scavenger Hunt" in which the child and family can become familiar with his/her new room (parents can read the items to pre-readers). Use easily located items such as the clock, the bathroom, student's name in 3 places, a poem, etc. Include yourself as the last item to be found. This gives you an opportunity to talk once again with your new student. This is also a great time to take a photo of the student with their family (this really helps put a name to a face later at conferences!). Send students off with a cheerful goodbye - make sure you tell them at least 1 activity that you have planned for the next day to give them something to look forward to.
不需要弄出一套正式流程，只需在学生与其家庭中进行一个简单的“寻宝活动”，让他们更熟悉新教室（家长可以预先阅读规则）就可以让你的工作大为简化。使用易于寻找物品，如时钟、浴室、学生全名、一首诗等，甚至你自己就是最后一个待寻找的事物。这给了你一个再次与新学生交谈的机会。这也是给学生及其家人照相的一个好时机（这的确有助于在随后的交流中把名字和人对上号！）。让学生乘兴而归——确保你已经告诉他们你为明天的至少策划了一项足够值得期待的活动。
With primary children, it's also helpful to wear something bright at Open House. If you wear the same outfit the next day, younger children will be able to easily recognize you on the playground, or at the door, or wherever you collect your group!
对于小学生，你在招待会上穿一件漂亮衣服也会特别有用。如果你第二天穿同样的外衣，小孩子们能够很容易在游乐场、大门口或者其他任何你整队的地方认出你来！
Students and teachers will feel so much more confident when they know exactly where they are going and what to expect the first day, and everyone will be reassured enough to get a good night,s sleep!
当学生和老师都确切知道第一天他们将要去哪儿、将要做些什么的时候，他们都会感到很有信心，每个人都将足够放心的睡个好觉！
submitted by
提交者：
MARILYN WESTERN
马瑞兰·韦斯顿
KINNEY ELEMENTARY SCHOOL
金尼小学
MT. PLEASANT, MI
密歇根州不利人山市
mwestern@edcen.ehhs.cmich.edu
邮箱
GUIDELINES FOR GOOD CLASSROOM MANAGEMENT PRACTICE
优秀课堂管理实践指南
GRADES 3-12
年级：小学三年级至高三年级
[12年级应该是高中四年级，国内没有，故翻译成高三年级。1-5是小学，6-8初中，9-12高中]
Editor's note: There are many different practices that are used for good classroom management. Here is one teacher's opinion. As with all classroom management practices, adapt what you like to your classroom, taking account the age, ethnicity, and personality of the class as a group, and of you as a teacher.S.M.
编者按：实现良好的课堂管理，有很多不同的途径。这里是一个教师的意见。对于各种教室管理办法，改编你喜欢的以适应你的教室，考虑到年龄、种族以及班级作为一个团体产生的特殊性、以及你作为教师。s.m.
Maintaining good order in classrooms is one of the most difficult tasks facing young inexperienced teachers. The task has become more difficult over the past few decades as young people's attitudes to people in authority have changed dramatically. Some of the changes have led to greater self-confidence in students. Others--such as the acceptance of violence to achieve ends, attitudes to substance abuse and an increasing lack of respect for authority--have made classroom management and life in school generally more difficult, and more demanding, on those who are charged with maintaining a positive learning environment.
保持教室良好秩序是没有经验的年轻教师面临的最艰巨的任务。任务变得更加困难，因为在过去几十年里青年人对管理人员的态度发生了巨大变化。有些变化为学生带来更大的自信。而其它变化，诸如接受通过暴力达到目的、对待滥用药物和愈来愈不尊重权威的态度，已经让教室管理和学校日常工作更难、更艰巨，尤其对那些被要求保持一个积极的学习环境的教师而言。
Many disruptive behaviors in the classroom can be alleviated before they become serious discipline problems. Such behaviors can be reduced by the teacher's ability to employ effective organizational practices. Such practices are at the heart of the teaching process and are essential to establishing and maintaining classroom control.
许多课堂中的捣乱行为在变成严重违纪问题之前就可以缓解。这些行为可以通过教师使用有效的管理实践活动来加以解决。这些实践活动处在教学过程的中心，对建立和维持对课堂的控制必不可少。
The following set of organizational practices should help to establish effective control of the classroom by the teacher:
以下活动应有助于教师在课堂上建立有效的组织管理：
1. Get off to a good start.
1、开好头，起好步。
The first "honeymoon" encounter between the teacher and the students is when they formulate their impressions of the teacher. Students sit quietly, raise their hands to respond and are generally well behaved. The teacher is easily misled into thinking that this is an ideal class and may relax their vigilance. Students within a week will begin to test the waters to see what they can "get away with". It is during this period that the effective teacher will establish the expected ground-rules for classroom behavior.
2. Learning School Policies.
2、学习学校政策
Prior to meeting the class for the first time, the teacher should become familiar with school policies concerning acceptable student behavior and disciplinary procedures. The teacher should definitely know what the school expects from both student and teacher in regard to discipline.
在第一次接触班上之前，教师应熟悉学校有关学生适当行为的政策和训练步骤。老师一定要清楚学校对于学生和老师在纪律方面的期望是什么。
3. Establishing Rules.
3、建立规则
Establish a set of classroom rules to guide the behavior of students at once. Discuss the rationale of these rules with the students to ensure they understand and see the need for each rule. Keep the list of rules short. The rules most often involve paying attention, respect for others, excessive noise, securing materials and completion of homework assignments.
立即建立一套指导学生行为的课堂规则。与学生讨论这些规则的理念，以确保学生理解和认同每一条规则。保证规则简洁。规则最常涉及到注重力、对他人的尊重、发出过分的噪音、获取材料和完成教庭作业。
4. Overplaning Lessons.
4、超前计划课程
"Overplan" the lessons for the first week or two. It is important for the teacher to impress on the students from the outset that he or she is organized and confident of their ability to get through the syllabus.
为第一二周“超前计划”课程。这很重要，这能使教师从一开始就让学生确信他们只要规划好就有能力完成学业的深刻印象。
5. Learning Names.
5、记住姓名
Devise a seating arrangement whereby students' names are quickly learned. Calling a student by his or her name early in the year gives the student an increased sense of well being. It also gives a teacher greater control of situations. "JOHN, stop talking and finish your work" is more effective than "Let us stop talking and finish our work".
快速记住学生姓名并依照学生姓名来安排座位。越早叫出学生姓名就越能让学生保持良好状态。它还让老师更好的控制局面。“小强，不要说话，继续作业。”远比“让我们住嘴，完成功课。”更有效果。
6. Be Firm and Consistant.
表现强势并坚持下去
A teacher can be firm yet still be supportive and friendly with students. A firm teacher can provide an environment where the students feel safe and secure. Many teachers report that it is easier to begin the year in a firm manner and relax later, than to begin in a lax manner and then try to become firm.
一个强势的教师仍然可以予以学生以支持和友好。一个强势的教师可以提供让学生感到安全稳定的环境。许多老师报告，在开学初表现强势然后慢慢放松，远比开学放松以后要变坚强要容易得多。
submitted by
提交者：
TONY MURPHY
托尼·墨菲
CATHOLIC BOYS HIGH SCHOOL
天主教男子高中
DUBLIN CITY, IRELAND
爱尔兰都柏林市
guest@gpo.iol.ie
邮箱
SUPPLY LIST/GIFT BASKETS
支持列表/礼品篮
GRADES: K-12
年级：幼儿园至高三年级
This list was developed through the contributions of THT Guest Book readers. Thank you to all who helped develop this list!
这份名单是由THT访客留言簿的读者倾力制作。谢谢所有曾参与制作这份名单的朋友！
MATERIALS:
材料：
See below
见下
METHOD:
过程：
If you are a new teacher, use this list to help you compile the supplies you need. Ask first if any of these items are available from your school before you spend personal money on supplies.
If you are an experienced teacher, consider making a gift basket of some or all of these supplies to help out your new colleagues. Each person in your department might contribute a few items to make a new teacher much more prepared for his or her first day!
如果你是一名经验丰富的老师，考虑将这些物品中的一部分或全部制作成一个礼品篮，以帮助新同事走出困境。在你部门的每个人都可以贡献一两样物品，让新老师为他的第一天准备的更好！
ESSENTIALS
必需品：
a box each of ink pens & pencils
pens for grading in a variety of colors - not red
calculator
post-it notes
file folders
Kleenex
hole punch
pencil sharpener
paper clips
a stapler & box of staples
lined & blank paper
scissors
a grade-book (MS Wizard also has some good PC grade-sheets)
erasers
一盒钢笔、一盒铅笔
计算器
可贴便条
文件夹
手纸
打孔机
卷笔刀
回形针 订书机、一盒订书针
信笺纸、白纸
剪刀
评分册（或者评分软件）
橡皮擦
VERY HELPFUL
很有用的：
headache medicine
apple or a candy bar
a bottle of waterless hand cleaner
markers
12" and 3' rulers
gummed reinforcements for 3-holed paper
pencil erasers
a pencil holder
a small clip board
a key ring
a tote bag
a personal a coffee cup or beverage mug
5x8 index cards
hanging files
push tacks
calendar
头疼药
一瓶无水清洁液
记号笔
直尺
什么什么纸？
铅笔擦
铅笔筒钥匙环
手提包
一个自己的咖啡杯或饮料杯
索引卡
可以悬挂的档案本
图钉
日历
NICE EXTRAS
额外推荐：
small size legal pads
small screwdriver for glasses repair
safety pins
small sewing kit and tool kit
show boxes to contain things on shelves
a list of teacher websites
pins
teacher-tack (sticky stuff for bulletin boards- can be found at Longs or Albertsons)
card stock scraps (found at PIP or Kinko's-bindles for $1)
a counter-bell (for getting class attention)
scalloped bulletin-board borders
two or three sets of punch-out letters for displays
袖珍法律书
用于修理眼镜的小螺丝
安全别针
小针线包、工具箱
货架上用来装东西的展示盒教师网站列表
大头针
教师-别针（用于公告栏上张贴东西）
纸卡片的废纸料
秒表
有波纹的公告栏边框
展示用的两三套镂空字母
different lesson-plan formats to photocopy or change to meet needs
planner labels that say "PERSONAL PROPERTY OF____",
book-ends
in/out stackable trays
diary
Koosh balls-great stress relievers and can motivate students by tossing
around class to encourage answers etc.
Tic-Tac Candy
Post-it flag tags
thank you notecards
little index tabs to put on the edge of a grade book
根据影印或其他需要而准备的不同格式的教学计划
镇纸
多层可推拉托盘
日记
什么球——极好的减压物品，通过投掷来调动学生积极性
在班级周围鼓励答案之类的
糖果
小红旗
感谢卡
成绩册边上的索引标签
[有些物品都是什么玩意儿啊！]
supply list compiled and submitted by
支持列表整理及提交者：
Gwen Smith
戈文·斯密斯
Fairfax, VA
弗吉尼亚州费尔法克斯
gsmith@pen.k12.va.us
邮箱
Other contributors:
其他贡献者：
rlane@spideyweb.net, MGoudie@aol.com, drhoffman@sk.sympatico.ca, randchune@cyberportal.net, emaxwell@ils.net, steele@odsgc.net, jljsw@iocc.com, hoover@pld.com, debras@mindspring.com, jmklein@as.net
一堆邮箱
Special idea from Jill Klein:
来自吉尔·可冷的特别建议：
An idea for a teacher friend is to buy some of those clear plastic envelopes that hold an 8 1/2 by 11 piece of paper. These have 3 holes to put in a 3 ring binder that you can also buy for him. Have him put his seating charts in the individual envelopes. Then, with the vis-a-vis pens you buy him, he can mark down each period who is absent (with an A that's circled), put tally marks on it for those who have been asked to speak that day. When I taught jr. high, I had 3 rules: Cooperate, Anticipate, and Participate. If a child didn't have homework, pencil, paper, etc., they
got an "A" (no circle) for not anticipating. (If they asked someone else for a pencil, not me, I didn't mark it down, but if it was flagrant (yelling "Who's got _________?", I did.) If they didn't cooperate in a small group, they got a "C", and if they didn't answer a question I asked, or couldn't because they were goofing off, they got a "P" written on the seating chart where their name was. If they got all 3 that day, they got a note home. If they didn't, they didn't, and I could write the attendance in my grade book before wiping the envelope with a damp rag. It was an easy way of keeping cool and it didn't take up time or leave any student feeling embarrassed because their name wasn't up on the board.
一位老师朋友的办法是买一些透明塑料信封，可以装下11张活页纸。纸上有三个孔，可以放进三个活页夹，这也可以买到的。他把自己的座位图表放在这些信封里。那么，使用你给他买的钢笔，他可以记下每个人的缺席时间（用一个带圈的A表示），用骑缝号标记那些当天被提过问题并发言的学生。我在JR高中教书的时候，我有三天规则：合作、预习、参与。如果孩子没有作业、铅笔、纸张等，他们会因为没有预习而得到一个没有圈的“A”。（如果他们问别人，而不是我要铅笔，我不会做此标记，但如果有人公然叫喊“谁有____么？”，我就会标记下来。）。如果他们在小组内部合作，他们将得到 “C”，如果他们不回答我的提问，或者因为走神而不能回答，他们将在作为标他们姓名处被记上一个“P”。如果一天之内他们集齐三个标记，他们将会带回家一份说明。反之则不必，我会在用湿抹布擦掉之前将活动记录在我的评分册上。这是一个保持冷静的简单办法，也不需要花费时间，也不会让任何学生感到不安，因为他们的名字并未出现在公告栏上。
I also wrote a thought-provoking open-ended question that had to do with our subject or our topic of the day on the board, and they got 10 minutes (out of the 90) to write down their thoughts about the question. I took attendance then. Then, I called 5 or 6, and made a check mark on the seating chart, so I knew who I had called on for the question. I did not erase the checks (which I placed next to the name), so I'd be sure to get everyone before I erased all of the checks. If someone did not write on the day I called them, and they hadn't written anything, I'd mark an "AP", because they hadn't anticipated being called upon, and a "P" because they couldn't participate! It rarely happened, but one student is all it takes for everyone to jump in and write those first few minutes! I also would not give a check, because they would have to still speak up on another day (maybe the next)...they can't get out of public speaking in my class!
我也每天在公告栏上写一篇发人深省的开放式议题，涉及到我们当天的主题或话题，他们用十分钟（九十分钟以外的时间）写下他们对这个问题的思考。然后我抽查。我点到五六个孩子，并在座位表上做上标记，这样我可以知道对于这个问题我已经抽查哪些人了。我不会擦去我写在姓名旁边的标记，在我擦去所有标记之前我就能确定点到每一个学生。如果某天某人被我点到却不写，什么都不写，我将其标记为“AP”，因为他们被点名之后不预习，也不参与！这很少发生。开始几分钟里一位学生动笔写，会让大家都参与其中并开始写作！我也还不作标记，因为他们会在其他几天里（也许就是第二天）继续讨论这个问题……他们不能在班级以外公开谈论！
TEACHER SURVIVAL KITS & STUDENT WELCOME BAGS
教师的生存装备，学生的欢迎礼包
GRADES: K-6
年级：幼儿园至六年级
SURVIVAL KITS
生存装备
Have a student teacher or a secret pal? Give him/her this little survival kit. Place all items in a brown lunch bag along with this handout:
有一名学生老师或秘密伙伴？给他/她这个小小的生存装备，将他们和宣传资料一起放在一个棕色午餐袋中：
1. When it spills, wipe it (paper towel)
2. When it cries or sneezes, dry it (tissue)
3. When it bleeds bandage it (Band-Aid)
4. When it needs a hug and a kiss, give it (candy kiss)
5. When it rips, pin it (safety pin)
6. When it's sour, sweeten it (pack of sugar)
7. When it's wrong, erase it (eraser)
8. When it pounds, soothe it (aspirin)
9. When it hurts, grin and "bear" it (bear sticker)
10. When it's important, write it down (note pad sheet)
11. When it's a good day, chalk it up (piece of chalk)
12. When it's a bad day, ask God for strength and hope for a better day tomorrow (nothing is found in the survival kit for this need - it comes only from the heart and soul of the teacher).
13. When it's gossip, cut it out and dispose of it (word gossip on a sheet of paper with cutting dashes around it)
- 当水溢出时，擦干它（纸巾）
- 当他哭或喷嚏时，擦擦（餐巾纸）
- 当出血时，扎上（创可贴）
- 当需要一个拥抱一个亲吻时，给他（糖果、亲吻）
- 当有撕裂时，别住（安全别针）
- 当他酸溜溜时，让他变甜（一包糖）
- 当他错误时，改正它（橡皮擦）
- 当他暴躁时，安抚他（阿司匹林）
- 当受伤时，笑一笑，忍住（小熊不干胶）
- 当他很重要时，写下来（活页备忘录）
- 当心情不错时，写在黑板上（一支粉笔）
- 当心情不好时，打起精神，然后祈求明天会更好（生存装备不能为这项需要提供任何东西，它只存在于教师的内心和灵魂）
- 当闲聊时，住嘴并终止它（在纸上闲聊？？？？）
WELCOME BAGS
欢迎礼包
Place the items described below in a brown lunch bag and include this handout:
将以下说明的物品和宣传资料一起放在一个棕色午餐袋中：
The items in this bag have special meaning:
包中每样物品均有特定意义：
The cotton ball is to remind you that this room is full of kind words and warm feelings.
The chocolate kiss is to comfort you when you are feeling sad.
The tissue is to remind you to help dry someone's tears.
The sticker is to remind you that we all stick together and help each other.
The star is to remind you to shine and always try your best.
The gold thread is to remind you that friendship ties our hearts together.
The rubber band is to remind you to hug someone.
The penny is to remind you that you are valuable and special.
The toothpick is to remind you to "pick out" the good qualities in your classmates.
The bandage is to heal hurt feelings in your friends and in yourself.
The eraser is to remind you that we all make mistakes, and that is O.K.
The life saver is to remind you that you can come to me if you need someone to talk to.
棉球提醒你，这个房间充满友好与温暖。
纸巾提醒你，帮助某个小朋友擦干眼泪。
不干胶提醒你，我们是一个大家庭，我们相互帮助。
小星星提醒你，坚持努力并做到最好。
金丝线提醒你，友谊把我们的心联系在一起。
橡皮筋提醒你，拥抱别人。
硬币提醒你，你是有价值的，你是唯一的。
牙签提醒你，“提取出”你的同学们的优秀品质。
绷带无法弥补你和朋友之间的以及你自己心灵上的伤害。
橡皮擦提醒你，我们都会犯错误，改正就好。救生员提醒你，你可以找我，如果你需要找人倾诉。
submitted by
提交者：
ROCHELLE CHENOWETH
罗谢尔·前挪位子
ELKINS MIDDLE SCHOOL
埃尔金斯中学
WV
西弗吉尼亚州
rchenoweth@neumedia.net
邮箱
IDEAS FOR NEW MIDDLE SCHOOL TEACHERS
给初中新教师的建议
GRADES: 6-9
年级：六至九年级
1. In order to teach, you must have control over your classroom. This does not mean you should act like a dictator. If you try to teach without establishing control, then the quality of teaching will suffer.
1、为了搞好教学，你必须控制住你的课堂。这并不表示你需要做一个独裁者。如果你在没有建立控制的情况下尝试教学，教学质量将会受到损害。
2. In order to have true respect, you must give it. This does not mean that you accept undesirable comments in the classroom nor does it mean that you can run a classroom without some consequences.
2、为了得到学生的真正尊重，你必须尊重学生。这并不意味着你可以在教室接受不良评论，也不意味着你可以不计后果的管理课堂。
3. In order to have discipline there will be consequences for bad decisions. This does not mean that consequences must be harsh to accomplish its job. Harsh consequences do not accomplish much except for breeding hatred. Consequences should fit the offense. Often the natural consequence is the best.
3、为了保证纪律，对不良决定必须惩戒。这并不意味着为完成任务就必须严厉。严厉只能培养仇恨。后果与伤害是成正比的。往往自然的就是最好的。
4. In order to be the authority figure in a classroom, there is an imaginary line that you shouldn't cross. Does that mean you cannot be a friend to your students? No, it means that if the friendship gets in the way of education, then it has crossed the imaginary line. (For instance, others may see such conduct as playing favorites and it could undermind your relationships with them.)
4、为了在教室树立权威，有一条你不能踏过的底线。是否意味着你不能和学生交朋友么？不，这是说如果师生友谊妨碍了教育，这就是越过了底线（比如，别的学生会看见你的偏爱，这会损害你和他们之间的关系）。
5. A teacher cannot always be fair, but should strive to fairly apply the rules.
5、老师不可能总是公平的，但是可以力争做到规则上的公平。
6. A positive classroom will accomplish much more than a classroom that is filled with negativism--don't threaten your students.
6、一个积极的课堂远比消极的课堂大有所为——不要威胁你的学生。
7. If you discipline in anger, your judgment can be in error. Learn to be calm in the face of problems. It will be a healthier approach for you, and your students will learn from your problem solving abilities. Don't take your students' remarks personally--students at this age may hate a teacher one day and love him/her then next. It is a sign of their age, not their overall opinion of the teacher.
7、如果你愤怒时作出惩罚，你的判断很可能是错误的。要学习冷静面对问题。这对你将是一个更加健康的方式，你的学生也会从你解决问题的能力中得到学习。不要为学生打上主观烙印——这个年龄的学生可能今天恨老师而第二天就喜欢老师，这是他们这个年龄的特征，而不是他们对老师的真正看法。
8. It is important to act, not react. Give students choices--for example: 1. You may leave the room and go to . . . . .(a pre-selected place--maybe another teacher can provide a time out corner if you don't have a time out room). 2. You may stay here and make changes in your personal choices. 3. You may stay in the room, but change your seat to an area where you agree there will be fewer problems.---When you give students choices, they have power--power to make a good choice and continue receiving instruction.
8、主动比被动更重要。让学生选择——例如：1. 你可以离开房间去……（一预先选定的地方——如果你没有反省室的话，也许其他老师可以提供一个反省区）。 2. 你可以留在这里，改变你个人的选择。 3. 你可留在教室内，但是要把你的桌椅搬到一边去，在那儿你没有更多问题。当你给学生以选择，他们就有了能力——作出正确选择并继续接受教学的能力。
9. If the emotional and/or physical well being of a student is at risk, then the offender should be removed from the room--no choices.
9、如果某个学生的情感和/或身心健康受到威胁，那么威胁者必须离开教室——绝无选择。
10. If teachers copy the discipline style of another, it may not fit them or their classroom. Classroom control, like teaching, requires personalization--what works best for your is what you should do.
10、如果教师照搬别班的纪律作风，可能会与课堂或学生不相适应。课堂控制，就像教学一样，需要个性——对你的工作最有帮助的才是你应该做的。
The above list is generalities that work. Think about using them.... Whatever you choose, keep a positive atmosphere in the classroom.
上述列表描述得很粗略。思考如何利用它们……不管你如何选择，请保持积极的课堂气氛。
submitted by
提交者：
GINNY HOOVER
金妮·胡佛
ABE HOOVER MIDDLE SCHOOL
亚伯·胡佛初中
GARDEN CITY, KS
堪萨斯州花园城
hoover@pld.com
邮箱
PROMOTING POSITIVE SELF-ESTEEM: MARKING PAPERS
增强自尊：批改作业
GRADES K-12
年级：幼儿园至高三年级
Many of the things teachers do to promote, or inhibit, positive self-esteem, comes from unintended actions. There are obvious things teachers do, such as who is called on in the class, who's papers are posted on the bulletin boards...but there are less obvious things that are done; actions which directly affect the students positive self-esteem. The most frequent area where this is the case is with marking student papers.
老师做的事情很多，推动或抑制意外举动产生的自尊。有些事情很明显，例如班上谁被点名回答问题，谁的作业被张贴在布告栏……但有一些事情不那么明显，这些事情直接影响到学生的自尊心。最频繁的地方就是批改学生作业。
The following are some quick tips which any teacher can immediately use in improving the positive self-esteem in the classroom:
以下是一些快速提示，任何老师都可立即使用，以期在教室改善学生自尊心：
1. NEVER GRADE IN RED INK. Red is a "negative" color. Think: stop signs and lights, warning labels, poisen, etc. Our society has conditioned us to immediately view red as something negative. Subconsciously, (and often conscientiously), a paper that is handed back full of red marks tells the student that he or she is a "dummy". A "self-fulfilling prophesy" often results with these students!
1、绝不用红墨水批改。红色是一种“否定的”颜色。想一想：停止符号和红灯、警告标签、有毒提示等。我们的社会使得我们一看到红色就像到负面东西。不自觉地（常常自觉地）认为，退还一份打满红叉的作业会告诉学生他或她很“愚蠢”。一个“被认定会实现的预言”会导致学生真的变成那样！
2. USE GREEN OR BLUE INK. Green, on the other hand, is a "positive" color, as is blue to a lesser extent. When green is used, corrections, or markings, become more of a "constructive criticism" type of comment.
2、使用绿色或蓝色墨水。绿色，相对的，是一种“积极的”色彩，蓝色的使用范围稍微窄一些。当用绿色来更正或批改，会使评论更富有“建设性的批评”。
3. USE A SLASH "/" RATHER THAN AN "X" WHEN MARKING A WRONG ANSWER. Again, for the same reasons one does not use red ink. The "X" is a negative symbol.
3、在标记错误答案的时候使用删除线“/”而不是“X”。与不使用红墨水的理由是相同的。“X”也是一种消极的符号。
4. MARK NUMBER RIGHT OUT OF THE TOTAL, VERSUS MINUS THE NUMBER WRONG. Do you accentuate the positive, or the negative? 2/20 still looks better than -18.
4、打所得分数而不是错误分数。你打算强调积极的还是消极的？2/20总比 -18要好看一些。
Also be aware of cultural differences. For instance, NEVER write a Korean student's name using red ink (even if it's a friendly note to the child). In the Korean culture, writing someone's name in red is a sign of death! Korean parents are often horrified when papers come home with their child's name written in red!
还应当看到文化差异。比如，绝不能用红色墨水写朝鲜族学生的名字（即便向孩子示好）。在朝鲜文化中，用红色书写姓名表示死亡！朝鲜族家长往往在成绩单上看到自己孩子红色的姓名时大为惊恐！
submitted by
提交者：
DR. SCOTT MANDEL
斯科特·曼戴尔博士
帕克马中学
LOS ANGELES, CA
加利福尼亚州洛杉矶市
mandel@pacificnet.net
邮箱
WHY YOU SHOULD NEVER GRADE FOR CLASSROOM PARTICIPATION: AN IMPORTANT LESSON FOR TEACHERS
你为什么不给班级参与情况评分：教师的重要一课
GRADES: K-12
年级：幼儿园至高三年级
Recently, a number of teachers have written to me asking about grading for classroom participation. I have conducted a good deal of research which showed that this is a tremendous disservice and unfair situation to a great many of your students.
近来，有不少老师写信给我询问有关评定课堂参与情况的事宜。我进行的大量研究表明，对于大部分学生而言都存在有巨大的伤害和不公正的处境。
Students participate as a result of their leadership personality traits. Think about your class--students who have a strong leadership personality enjoy raising their hand (even if they consistently have the incorrect answer). Those who have a weak leadership personality trait are extremely reluctant to raise their hand--even if they know the correct answer. This does not mean that these students are less on-task than those who continually raise their hand. Therefore, if you give points for classroom participation, are are really rewarding those with a strong leadership personality style and punishing those with a weak one.
学生参与与否由其领导力个性特征所决定。回想一下你的班上——有着旺盛领导力的学生喜欢举手（即便他们一贯都拿不出一个正确答案）。而没有什么领导力的学生非常不情愿举手——哪怕他们知道正确答案。这并不意味着这些学生就比那些不断举手的学生在学习任务上要做得少。因此，如果你要为课堂参与情况给分，请扎实做到奖励那些领导力强的学生，处罚领导力弱的那些。
The following is a summary of my research in this area, if you want to know more about leadership in students. It comes from my work with cooperative learning groups, but the concepts of leadership are directly applicable to student participation in the classroom. The following material is adapted from my book The New-Teacher Toolbox: Strategies for a Great First Year.
如果你想知道更多关于学生领导力的资料，可以参考下面我在这一领域研究的一些总结。这些资料来自我和合作学习小组的工作，而非来自于直接用于课堂上的学生参与情况的领导力观念。下列材料改编自我的书《新教师工具箱：最重要的第一年的战略》。
THE STUDENT LEADERSHIP VARIABLE
学生领导力变数
Leadership is a personality trait. All of us are on a "leadership" continuum. At one end, there are those that thoroughly enjoy and search out leadership roles. At the other end, there are those that actively seek a non-participatory status when forcibly involved with a group. Think back to your group work experiences in college courses, or your association with committees in your own school. Did you naturally "take over" the leadership of the group? Did you take an active, but participatory role? Did you sit back and take an absolute minimal role in the discussions of the group? It was your personal leadership style that served as the greatest determining factor as to amount of your group participation.
领导力是一种人格特质。大家都处在一个“领导力”连续体中。在一端，是找到并彻底享受领导力规则；在另一端，是为在被强迫加入某个团体时积极寻求一 种不合作状态。回忆一下你在大学课程或者学校社团委员会的小组工作体验。你是否很自然地“接管”小组领导权？或者主动积极，却不合作？或者在小组讨论中坐 扮演一个一味休息、可有可无的角色？这是你个人的领导力风格，将在最大程度上决定你在小组中的参与程度。
To briefly explain this phenomenon, during a study of Cooperative Learning in the classroom, I videotaped small group work during four different Cooperative Learning units. The videotapes were then analyzed, and the types of leadership shown within the various small working groups was explored. Each student was classified by predetermined criteria as either a "Leader," a "Follower" or a "Non-participant." The following are an explanation of the categories of leadership and leadership roles:
为了简单解释这一现象，我在对课堂内的合作学习的研究中，摄录下了一个小组在四种不同的合作学习单元中的工作。随后分析录像带，探索多种工作小组中的不同类型的领导力的表现。每个学生都可以归类到预定的“领导者”、“跟随者”或“不合作者”分类中去。以下是对领导力及其角色的解释：
STUDENTS SHOW FOUR TYPES OF LEADERSHIP:
学生有四类领导力：
*TASK LEADERSHIP--The student is concerned with the process--keeping others on task, getting supplies, etc.
*INTELLECTUAL LEADERSHIP--The student offers a new idea to the group (versus simply answering someone's question with a research result).
*SOCIAL/EMOTIONAL LEADERSHIP--The student gives praise or encouragement to a member of the group.
*COERCIVE LEADERSHIP--A student gives negative feedback, or creates off-the-topic humor to disrupt the process, even momentarily.
- 任务领导力：这类学生关心流程——可以让其他学生保持进度、得到支持等。
- 智力领导力：这类学生为小组提供新思路（相对于简单回答别人有研究价值的问题的人）。
- 社会/情感领导力：这类学生能给予小组成员以表扬或鼓励。
- 强制领导力：这类学生只会帮倒忙，甚至会随时弄出一个与主题无关的滑稽事件来扰乱进程。
STUDENTS TAKE THREE DIFFERENT LEADERSHIP ROLES:
学生扮演三种不同的领导力角色：
*LEADERS--These students "run" all facets of the group, and initiate virtually all dialogue between members.
*FOLLOWERS--These students readily answer questions and participate, but usually only at the instigation of one of the leaders.
*NON-PARTICIPANTS--These students never offer information unless asked; they never volunteer for anything. However, they normally will do whatever task is assigned to them.
- 领导者：这些学生“经营”小组的各个方面，能与所有成员都有共同话题。
- 跟随者：这些学生随时回答问题，也能参与其中，但通常只在领导者的指引下活动。
- 不合作者：这些学生不推不走，他们从不主动做任何事情。不过，他们通常都肯做分配给他们的任何任务。
Amazingly, it was discovered that the only students who ever took significant leadership roles within the group, were those students who had been categorized as "leaders." "Followers" sometimes showed some leadership characteristics, and always at the instigation of the leaders. "Non-participants" never took any leadership roles; they answered questions when asked while using the shortest possible answers, and they quietly did their work without any interaction with others.
神奇的是，研究发现只有在小组中扮演重要角色的学生被当作“领导者”。“跟随者”有时会展示出一些领导者的特质，但始终处在领导者的带领下。“不合作者”不会发挥任何领导作用，他们回答询问时都采用最简短的方式回答，他们静静地做他们自己的工作，不与其他人有任何互动。
What was fundamentally interesting, and most important when determining Cooperative Learning group roles, was that a student leader might show leadership in "task" areas one day, or "intellectual" or "social" areas the next. The leaders varied in their leadership roles depending on what other leader happened to be in their group on that particular day. However, in all cases, all leadership roles were fulfilled by those students previously characterized as leaders. A student classified as a "follower" or a "non-participant" never took a leadership role within the group.
在决定在合作学习小组中扮演何种角色时，弄清楚什么是根本有趣，什么是最重要的，可以帮助学生领袖在某一天展示“任务”型领导力，或者在其他日子展示“智力”或“社会”型领导力。因领导力角色不同而形成何种领导者取决于当天小组中其他领导者的行为。但是，在任何情况下，所有领导力角色都会被那些之前就担任领导者的学生所实现。被当作“跟随者”或者“不合作者”的学生在小组中不会发挥任何领导作用。
The repercussions of these findings are central to the development of a good Cooperative Learning lesson or unit. For if only those students with personality styles that enjoy and seek leadership take leadership roles, then the previous espoused concept of passing around group leadership becomes increasingly problematic. For if you make a student with a "non-participant" personality style into the group leader for that session, at least one of three possibilities will probably result:
这些发现的影响，对开发良好的合作学习课程或单元极为重要。因为如果只有具有个性的学生享受并寻求领导力、发挥领导力作用，那么以前散发小组领导力信奉的观念会变得越来越成问题。因为如果你在一次任务中令某个具有“不合作者”个性的学生成为小组领导者，至少会导致三种可能性结果：
*The students with leadership personalities will take over the group process.
*The students with leadership personalities will exert their internal need for leadership by sabotaging the group in some way, often unconsciously. (See the description of "Coercive Leadership" above )
*The non-participant student forced into leadership will be so uncomfortable and distressed at this role, that either nothing will get accomplished, or he will allow those who enjoy leadership to take over the group.
- 具有领导力个性的学生会接管整个小组的工作进程。
- 具有领导力个性的学生将常常不自觉地在某种程度上对其小组领导力的内部需求造成破坏性影响（见以上“强制领导力”说明）。
- 该被迫加入的不合作学生在这个位置上显得如此的苦恼和不安，他要么什么都没有完成，要么允许那些享受领导力的学生接管小组。
In all situations, if a "non-participant" type of student is artificially forced into a leadership position, the group will not function in the way that you originally planned.
在任何情况下，如果一个“不合作者”型学生被迫处在领导者位置上，小组将不会按照你原来计划的那样运作。
Rather than incorporating predetermined group "leaders," a potential solution to this problem is to list tasks, or jobs, for the group to fill, and then let the natural group dynamics sort them out. For instance, you may tell a group that they need a spokesperson, a runner, a secretary, et cetera, and let them figure out who will do what job. You will find that in most cases, the group will distribute its leadership and task roles within minutes.
相对于事先决定小组“领导者”，一种潜在的解决方案是为小组列出所有任务、工作，然后让小组动态自然产生领导者。例如，你可以告诉小组，他们需要一位发言人、一位联络员和一位秘书等等，让他们自己决定出谁做什么工作。你会发现在大多数情况下，小组将在几分钟内分配好它的领导者和任务。
As an additional anecdote to this issue of group leadership, I had fun with the results of an extra cooperative learning lesson, one not included in the above study. In this lesson, among the various groups constructed, I ensured that three strictly homogeneous leadership groups were formed: one of all leaders, one of all followers, and one of all non-participants. The results were at times, humorous. The leaders group argued vehemently about who was going to do what task and cover what area. Finally, the students picked sections of the project out of a hat, and each worked on his own material--with no group cooperation or interaction. Since they were told that there was to be a group grade, many of the members covered areas assigned to other students, in addition to their own, figuring that they could do a better job! The followers had the best functioning unit, for within their own group, some had more leadership traits than others, and a natural hierarchy developed of leaders and followers. The non-participants each worked on the entire task, each on their own, with no feedback or discussion among the members of the group.
作为研究小组领导力的小插曲，我在一次额外的合作学习课程，一个未列入上述研究中找到乐趣。在这个课程中，在构造各种小组的过程中，我确保构建出三种完全相同领导力类型的小组：一个小组全都是领导者，一个全都是跟随者，一个全都是不合作者。有时候结果很滑稽。领导者小组激烈争论谁该做什么工作、负责哪块任务。最后，学生们将任务分段并随意抽取，各自利用手头资源进行工作——没有小组合作或互动。一旦他们获悉存在小组评价，许多成员除了完成自己的工作之外还会涉足其他学生的工作领域，最终显示他们能够做得更好！跟随者拥有最佳运作单元，在他们自己的小组内部，一些人比其他人拥有更多的领导者特质，于是很自然的分化出领导者和跟随者。每一个不合作者都在独立完成整个任务，在小组成员之间没有交流没有反馈。
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提交者：
DR. SCOTT MANDEL
斯科特·曼戴尔博士
帕克马中学
LOS ANGELES, CA
加利福尼亚州洛杉矶市
mandel@pacificnet.net
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