智慧的老师,能够带领一个幸福的班级。
A wise teacher leads a happy class.
新学期伊始,我们邀请到了资深正面管教讲师金君红老师,为学校班主任团队开展了为期两天的 “正面管教培训”,使老师们在充电后能更有智慧地带领 “幸福班级”。
Before the beginning of the semester, the school invited an experienced positive discipline coach – Ms Jin Junhong, who gave two full days of positive discipline training for the homeroom teachers, so that the teachers could lead classes with a more positive focus.
老师们在有趣的破冰活动中形成了分享小组。通过金老师的分享,感受到温柔而坚定的教育能为孩子提供一个支持性的环境,只有引导孩子了解自己行为背后的需求,运用启发式的语言激发孩子的内驱力,善用鼓励使孩子发现自己的点滴进步,才能让孩子积极探索、不断成长。
During the ice-breaker activity, teachers gathered in a sharing group. In Ms Jin’s sharing session, teachers learned that education that is gentle but firm could provide children with a supportive environment. Children are able to explore positively and grow continuously if teachers guide them to understand the needs revealed by their behaviors, and when teachers adopt heuristic language to stimulate children’s driven force and encourage students to find out that they are actually making progress little by little.
面对孩子们的不良情绪,老师们一一分享了安抚情绪的技巧:先接纳孩子的情绪,再教给孩子一些合理宣泄情绪的办法;带孩子照镜子,让他发觉这并不是自己喜欢的样子,从而快速平静下来;给孩子单独冷静的机会;分散注意力;深呼吸;写下自己的感受;给孩子留一个冷静角;用“我“句式表达自己的感受和需要。
Facing children’s unhappier emotions, the teachers shared skills to pacify them one by one: First accept the children’s emotions, and then teach them some reasonable ways to express their emotions; take the children to look in the mirror, so that they can quickly calm down when they examine themselves; give the children a chance to calm down alone; distract their attention; let them learn to take deep breaths; help them write down their feelings by themselves; have a “Calm Corner” in classrooms; let them express their feelings and needs with the “I” sentence pattern.
金老师从正面管教的角度,用“掌中的大脑”生动地解释了情绪产生的机制,使老师们更好地明白“积极暂停”的意义,以“镜像神经元”的方式更好地觉察、接纳学生的感受,并能在保证不伤害物品、不伤害自己、不伤害他人的原则基础上引导学生运用“情绪选择轮”找到合理的情绪调节方式。
From the perspective of positive discipline, Ms. Jin vividly explained the mechanism of emotion generation with the analogy of “brain in the palm”, so that teachers could better understand the meaning of “positive pause”, as well as perceive and accept students’ feelings in the way of “mirror neurons”. Teachers also learn how to guide students to find reasonable methods to regulate their emotion on the basis of the principle of ensuring that they do not hurt objects, themselves and others.
之后,通过“翻转课堂”,给老师们实践的机会。在角色扮演中,老师们尝试用“你感到(感受而非想法)……,是因为(事实而非评判)……,你希望(可行的解决方案或孩子气的愿望)……”的方式进行共情,并用“我感到(感受而非想法)……,是因为(事实而非评判)……,我希望(可行的解决方案)……”和学生尝试沟通、约定。
Then, teachers got the chance to put the theory intro practice through a flipped classroom model. Using role-play, teachers used the sentence patterns like “You feel (your feeling instead of your thoughts)… because (facts instead of judgement); You hope (solutions or children’s hope) …” to express their empathy with others. After that they used sentence patterns like “I feel (your feeling instead of your thoughts) … because (facts instead of judgement); I hope (solutions) … ” to communicate and make agreements with students.
最后,金老师分享了怎么通过班会课和学生一起建立、执行班级公约;怎么跟学生一起建立、执行班级惯例;怎么帮助学生尽快融入集体,激发同学间的互助、合作;怎么在教室中建立相互鼓励、相互尊重的班级氛围。
Finally, Ms. Jin shared with us how to establish and implement class conventions with students through class meetings with students. How to help students get along with classmates and encourage cooperation between students as soon as possible. How to establish a class atmosphere of mutual encouragement and mutual respect.
相信有了这些正面管教的法宝,我们的老师将更有智慧地面对教育中的挑战,帮助每一个孩子成为更好的自己!
We firmly believe that with these positive discipline tools, our teachers will be more sensible of the challenges posed by education, in order to help every child become a better person!