搜搜考试网英语作文(老师的鼓励)带翻译
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英语作文(老师的鼓励)带翻译
英文原文：《鼓励：教学改革的关键》
Encouragement: The Key to Reforming Classrooms
Encouragement training changes the way teachers run their classrooms and relate to students, resulting in students who are more involved, responsible, and academically successful.
Because of strides in school reform, schools are becoming more democratic organizations. Yet teachers are usually trained in stimulus-response psychology—a psychology of traditional classroom management that runs counter to the democratic principles of school reform (Graves 1991, Schaps and Lewis 1991). In short, what the reform movement has not addressed is the most critical aspect of educating: what happens in the classroom between teachers and students.
The encouragement model is designed to remedy this situation (Evans 1989, 1995). It reflects the belief that in order to transform schools successfully, we must give teachers the human relations skills they need to manage democratic, cooperative classrooms. That is, classrooms—and schools—in which people help one another out and enjoy one another's company; where no one is to blame and everyone contributes to finding solutions. Above all, we must train teachers to encourage their students. Toward these ends, we stress six practices (Carlson et al. 1992):
Making relationships a priority;
Carrying on respectful dialogue;
Practicing encouragement and affirmation daily;
Making decisions through shared involvement (for example, classroom meetings);
Resolving conflict; and
Having fun on a regular basis.
Of course we are not alone in viewing encouragement as central to learning. Psychologist Alfred Adler (1964), for example, believed that an educator's most important task—perhaps his or her holy duty—is to see to it that no child is discouraged at school and to influence any child who enters school discouraged. He believed that learning is only possible when children look hopefully and joyfully to the future. To equip teachers for this task, encouragement training is designed to bring about a fundamental change in how they view and relate to students in the classroom. The training addresses the human relations problems that teachers face daily—student discipline, responsibility, motivation, and their own isolation. We have found that this training must be introduced systematically at all levels of the school and that it is most effective as part of an ongoing improvement plan. In this way, training builds bridges between the teachers' daily work lives and their conceptual understanding (Goldenberg and Gallimore 1991). In Pinellas County, Florida, three programs exemplify how our model works in practice. Leaders of these programs are also involved in school restructuring using Deming's Total Quality Management approach (Bonstingl 1992):
Creativity in ChildCare, a community service program that operates 39 centers in the public schools, including full-day preschools and before-and after-school programs for elementary and middle school students.
Carwise Middle School, a Blue Print 2000 school—a demonstration school for integrated learning and Total Quality Management.
St. Petersburg Challenge, a school for 4th and 5th graders who became discouraged in traditional schools.
Involvement and Belonging
The more students are involved in a cooperative atmosphere, the more responsible they become; and the more responsible they become, the more they feel a sense of belonging. Conversely, their sense of belonging gives them the courage to contribute and participate, and the result is a more cooperative and democratic classroom (Meredith and Evans 1990). The teachers in the Florida programs invite their students into the learning process by asking them to evaluate their own coursework with portfolios, self-evaluations, and so on. They also train students to conduct parent-student conferences, which replace parent-teacher conferences. Students help create rubrics, and they often work in teams. They manage their own discipline problems through classroom meetings. John Leanes, the principal of Carwise Middle School, applied the principles of involvement and belonging to the selection of the school's cheerleaders. Traditionally, schools hold tryouts and judge winners and losers. Leanes, however, asked his students to develop a rubric for cheerleading. The students decided that cheerleaders must come to practice and the games; wear uniforms and no heavy makeup or jewelry; get along and be helpful; arrange their own transportation; and never eat, drink, or chew gum during the games. The result is that Carwise has 85 cheerleaders of every shape, size, and color. Everyone who met the criteria had the opportunity to belong.
To Encourage, Not Praise
To learn the language of encouragement, one must first distinguish it from praise. Praise flatters, rewards, compares, or includes superlatives ("you're the best"). To praise children is to commend their worth. Praise can easily lead to discouragement by fortifying the idea that unless work is praised, it has no value. The focus is on winning the reward rather than on doing the task for the satisfaction that comes with learning (Hitz and Driscoll 1988).
Research suggests that the common use of praise also works against a positive self-concept. Rowe (1974), for example, found that it lowered students' confidence in their answers and reduced the number of verbal responses they offered.
In contrast, encouraging statements are less judgmental and controlling. They help children appreciate their own work and behavior while separating their work from their worth. Instead of saying "Thomas, your writing is great," thus evaluating the finished product, the teacher points out some strength or improvement, such as, "Thomas, I noticed you worked hard on this last paragraph." The focus is now on specific behavior.
Encouragement: The Key to Reforming Classrooms
Encouragement training changes the way teachers run their classrooms and relate to students, resulting in students who are more involved, responsible, and academically successful.
Because of strides in school reform, schools are becoming more democratic organizations. Yet teachers are usually trained in stimulus-response psychology—a psychology of traditional classroom management that runs counter to the democratic principles of school reform (Graves 1991, Schaps and Lewis 1991). In short, what the reform movement has not addressed is the most critical aspect of educating: what happens in the classroom between teachers and students.
The encouragement model is designed to remedy this situation (Evans 1989, 1995). It reflects the belief that in order to transform schools successfully, we must give teachers the human relations skills they need to manage democratic, cooperative classrooms. That is, classrooms—and schools—in which people help one another out and enjoy one another's company; where no one is to blame and everyone contributes to finding solutions. Above all, we must train teachers to encourage their students. Toward these ends, we stress six practices (Carlson et al. 1992):
Making relationships a priority;
Carrying on respectful dialogue;
Practicing encouragement and affirmation daily;
Making decisions through shared involvement (for example, classroom meetings);
Resolving conflict; and
Having fun on a regular basis.
Of course we are not alone in viewing encouragement as central to learning. Psychologist Alfred Adler (1964), for example, believed that an educator's most important task—perhaps his or her holy duty—is to see to it that no child is discouraged at school and to influence any child who enters school discouraged. He believed that learning is only possible when children look hopefully and joyfully to the future. To equip teachers for this task, encouragement training is designed to bring about a fundamental change in how they view and relate to students in the classroom. The training addresses the human relations problems that teachers face daily—student discipline, responsibility, motivation, and their own isolation. We have found that this training must be introduced systematically at all levels of the school and that it is most effective as part of an ongoing improvement plan. In this way, training builds bridges between the teachers' daily work lives and their conceptual understanding (Goldenberg and Gallimore 1991). In Pinellas County, Florida, three programs exemplify how our model works in practice. Leaders of these programs are also involved in school restructuring using Deming's Total Quality Management approach (Bonstingl 1992):
Creativity in ChildCare, a community service program that operates 39 centers in the public schools, including full-day preschools and before-and after-school programs for elementary and middle school students.
Carwise Middle School, a Blue Print 2000 school—a demonstration school for integrated learning and Total Quality Management.
St. Petersburg Challenge, a school for 4th and 5th graders who became discouraged in traditional schools.
Involvement and Belonging
The more students are involved in a cooperative atmosphere, the more responsible they become; and the more responsible they become, the more they feel a sense of belonging. Conversely, their sense of belonging gives them the courage to contribute and participate, and the result is a more cooperative and democratic classroom (Meredith and Evans 1990). The teachers in the Florida programs invite their students into the learning process by asking them to evaluate their own coursework with portfolios, self-evaluations, and so on. They also train students to conduct parent-student conferences, which replace parent-teacher conferences. Students help create rubrics, and they often work in teams. They manage their own discipline problems through classroom meetings. John Leanes, the principal of Carwise Middle School, applied the principles of involvement and belonging to the selection of the school's cheerleaders. Traditionally, schools hold tryouts and judge winners and losers. Leanes, however, asked his students to develop a rubric for cheerleading. The students decided that cheerleaders must come to practice and the games; wear uniforms and no heavy makeup or jewelry; get along and be helpful; arrange their own transportation; and never eat, drink, or chew gum during the games. The result is that Carwise has 85 cheerleaders of every shape, size, and color. Everyone who met the criteria had the opportunity to belong.
To Encourage, Not Praise
To learn the language of encouragement, one must first distinguish it from praise. Praise flatters, rewards, compares, or includes superlatives ("you're the best"). To praise children is to commend their worth. Praise can easily lead to discouragement by fortifying the idea that unless work is praised, it has no value. The focus is on winning the reward rather than on doing the task for the satisfaction that comes with learning (Hitz and Driscoll 1988).
Research suggests that the common use of praise also works against a positive self-concept. Rowe (1974), for example, found that it lowered students' confidence in their answers and reduced the number of verbal responses they offered.
In contrast, encouraging statements are less judgmental and controlling. They help children appreciate their own work and behavior while separating their work from their worth. Instead of saying "Thomas, your writing is great," thus evaluating the finished product, the teacher points out some strength or improvement, such as, "Thomas, I noticed you worked hard on this last paragraph." The focus is now on specific behavior.