TED演講：教老師如何創(chuàng)造魔力

　　Right now there is an aspiring teacher who is working on a 60-page paper based on some age-old education theory developed by some dead education professor wondering to herself what this task that she's engaging in has to do with what she wants to do with her life, which is be an educator, change lives, and spark magic. Right now there is an aspiring teacher in a graduate school of education who is watching a professor babble on and on about engagement in the most disengaging way possible.

　　現(xiàn)在 有一位有追求的老師 正在寫一篇60頁的論文 論文是基于一些古老教育理念， 它們都是由一些早已逝去的教育學(xué)教授所開發(fā)， 這位老師問她自己， 她正從事的這項(xiàng)任務(wù)-- 成為一個(gè)教育者， 改變生命并啟迪人生-- 和她的工作聯(lián)系呢。 有一位有理想的老師 正在一所教育研究生院 聽著一位教授 用一種最無聊的方式 不停地講述著教育中的互動(dòng)。

　　Right now there is an aspiring teacher who is working on a 60-page paper based on some age-old education theory developed by some dead education professor wondering to herself what this task that she's engaging in has to do with what she wants to do with her life, which is be an educator, change lives, and spark magic. Right now there is an aspiring teacher in a graduate school of education who is watching a professor babble on and on about engagement in the most disengaging way possible. Right now there's a first-year teacher at home who is pouring through lesson plans trying to make sense of standards, who is trying to make sense of how to grade students appropriately, while at the same time saying to herself over and over again, "Don't smile till November," because that's what she was taught in her teacher education program. Right now there's a student who is coming up with a way to convince his mom or dad that he's very, very sick and can't make it to school tomorrow.

　　現(xiàn)在 有一位一年級(jí)老師在家中 正檢查課程計(jì)劃， 試圖達(dá)到標(biāo)準(zhǔn)的感覺。 這位老師又在想如何才能合理為學(xué)生打分， 同時(shí)又對(duì)她自己 反復(fù)地說，"在11 月之前都不要笑，" 因?yàn)槟切┒际?她從教育課程學(xué)到的。 現(xiàn)在，有一位學(xué)生 正試圖想出一個(gè)主意 去說服他的父母， 他非常非常地不舒服， 明天不能上學(xué)了。

　　On the other hand, right now there are amazing educators that are sharing information, information that is shared in such a beautiful way that the students are sitting at the edge of their seats just waiting for a bead of sweat to drop off the face of this person so they can soak up all that knowledge. Right now there is also a person who has an entire audience rapt with attention, a person that is weaving a powerful narrative about a world that the people who are listening have never imagined or seen before, but if they close their eyes tightly enough, they can envision that world because the storytelling is so compelling. Right now there's a person who can tell an audience to put their hands up in the air and they will stay there till he says, "Put them down." Right now.

　　現(xiàn)在，在另一方面， 了不起地教育家們 傳授知識(shí)， 以一種最優(yōu)美地方式傳授知識(shí)， 以至于學(xué)生坐在他們邊緣 只是為了等待一滴甘甜的露珠 從老師的臉上掉下來， 并去汲取所有的知識(shí)。 現(xiàn)在，又有一位 讓所有觀眾全神貫注的人， 他編織生動(dòng)的語言 描繪著 一個(gè)聽眾們 聞所未聞地的世界， 但如果人們緊閉雙眼， 便能想像出那個(gè)世界， 因?yàn)槟莻€(gè)故事實(shí)在是太精彩。 現(xiàn)在，有一個(gè)人 叫觀眾將手放在空中 直到他說"放下來" 才可以放下來。 現(xiàn)在。

　　So people will then say, "Well, Chris, you describe the guy who is going through some awful training but you're also describing these powerful educators. If you're thinking about the world of education or urban education in particular, these guys will probably cancel each other out, and then we'll be okay."

　　這樣一來，人們會(huì)說， "克里斯，你描述了 正接受可怕訓(xùn)練的伙計(jì)， 但你還描述那些有感召力教育者。 如果你在想關(guān)于教育的世界， 或?qū)Ｗ⒂诔鞘薪逃?那些人可能會(huì)有相反的效應(yīng)并相互抵消， 也就沒什么事了。"

　　The reality is, the folks I described as the master teachers, the master narrative builders, the master storytellers are far removed from classrooms. The folks who know the skills about how to teach and engage an audience don't even know what teacher certification means. They may not even have the degrees to be able to have anything to call an education. And that to me is sad. It's sad because the people who I described, they were very disinterested in the learning process, want to be effective teachers, but they have no models. I'm going to paraphrase Mark Twain. Mark Twain says that proper preparation, or teaching, is so powerful that it can turn bad morals to good, it can turn awful practices into powerful ones, it can change men and transform them into angels.

　　事實(shí)上，我所描述 教育大師， 敘述大師， 講故事大師， 都離課堂很遙遠(yuǎn)。 那些掌握如何教學(xué)并 與觀眾互動(dòng)的人 甚至都不知道什么是教師資格證。 也許他們連可以 叫做教育的東西 都沒有。 對(duì)我來說，這是一件非常悲哀的事情。 之所以悲哀，是因?yàn)槲宜枋龅哪切┤?他們對(duì)學(xué)習(xí)的過程沒有興趣， 他們想成為高效的老師， 卻沒有范例。 我要概括一下馬克·吐溫說過的一句話。 馬克·吐溫說適當(dāng)?shù)臏?zhǔn)備或教學(xué)，是非常強(qiáng)大的， 可以將不好的品行變好， 將糟糕的實(shí)踐變得強(qiáng)有力， 將人們改變， 并將他們改造成為天使。

　　The folks who I described earlier got proper preparation in teaching, not in any college or university, but by virtue of just being in the same spaces of those who engage. Guess where those places are? Barber shops, rap concerts, and most importantly, in the black church. And I've been framing this idea called Pentecostal pedagogy. Who here has been to a black church? We got a couple of hands. You go to a black church, their preacher starts off and he realizes that he has to engage the audience, so he starts off with this sort of wordplay in the beginning oftentimes, and then he takes a pause, and he says, "Oh my gosh, they're not quite paying attention." So he says, "Can I get an amen?"

　　我之前所說的那些 有著適當(dāng)教學(xué)準(zhǔn)備的人， 他們不在大學(xué)里， 只在那些有同樣有著人們參與和互動(dòng)的地方。 猜猜看有哪些地方? 理發(fā)店， 說唱音樂會(huì)， 和最首要的黑人教堂。 我一直都在構(gòu)造這個(gè)叫做五旬節(jié)教學(xué)法的主意。 誰去過黑人教堂? 有幾個(gè)人。 你到一所黑人教堂， 他們的祭祀開始 并意識(shí)到他必須吸引觀眾的目光， 因此他一般 從文字游戲開始， 然后停頓一下， 說："哦，我的天，他們并沒有集中注意力。" 然后他說："你們可以說阿門么?"

　　Audience: Amen.

　　觀眾：阿門。

　　Chris Emdin: So I can I get an amen? Audience: Amen.

　　克里斯·艾姆丁：大家能一起說"阿門"么? 觀眾：阿門。

　　CE: And all of a sudden, everybody's reawoken. That preacher bangs on the pulpit for attention. He drops his voice at a very, very low volume when he wants people to key into him, and those things are the skills that we need for the most engaging teachers. So why does teacher education only give you theory and theory and tell you about standards and tell you about all of these things that have nothing to do with the basic skills, that magic that you need to engage an audience, to engage a student? So I make the argument that we reframe teacher education, that we could focus on content, and that's fine, and we could focus on theories, and that's fine, but content and theories with the absence of the magic of teaching and learning means nothing.

　　克里斯·艾姆丁：頃刻間，人們都清醒了。 那個(gè)祭祀提高傳道的聲音吸引注意力。 當(dāng)他想鎖住人們的注意力時(shí)， 便將音量放得很低， 那些都是最鼓舞人心的老師 所需要的技能。 為什么教師培訓(xùn) 僅是不停地傳授理論 并告訴你教學(xué)標(biāo)準(zhǔn)， 告訴你那些與基本技能無關(guān)的 不能鼓舞觀眾 和激勵(lì)學(xué)生的，沒有魔力的東西呢? 所以我立論：我們應(yīng)該重塑師資培訓(xùn)， 我們可以專注于教學(xué)內(nèi)容， 我們可以專注于教學(xué)理論， 但是只有內(nèi)容和理論 卻沒有那教與學(xué)的魔力 那都是空談。

　　Now people oftentimes say, "Well, magic is just magic." There are teachers who, despite all their challenges, who have those skills, get into those schools and are able to engage an audience, and the administrator walks by and says, "Wow, he's so good, I wish all my teachers could be that good." And when they try to describe what that is, they just say, "He has that magic."

　　人們常說："魔力只是魔力罷了。" 有老師不畏挑戰(zhàn) 并擁有那些技能 在學(xué)校能夠激勵(lì)和鼓舞學(xué)生， 當(dāng)學(xué)校管理者路過時(shí)便說： "喔，他很會(huì)教學(xué)!我希望其他老師都可以和他一樣優(yōu)秀。" 但是當(dāng)他們描述他教學(xué)成功的原因時(shí)， 他們只說："他擁有魔力。"

　　But I'm here to tell you that magic can be taught. Magic can be taught. Magic can be taught. Now, how do you teach it? You teach it by allowing people to go into those spaces where the magic is happening. If you want to be an aspiring teacher in urban education, you've got to leave the confines of that university and go into the hood. You've got to go in there and hang out at the barbershop, you've got to attend that black church, and you've got to view those folks that have the power to engage and just take notes on what they do. At our teacher education classes at my university, I've started a project where every single student that comes in there sits and watches rap concerts. They watch the way that the rappers move and talk with their hands. They study the way that he walks proudly across that stage.

　　但是我想告訴你們 那種魔力是可以被教的。 魔力是可以被教的。 魔力是可以被教的。 但是怎么去傳授? 你可以通過允許人們參觀 那些魔力在發(fā)生的地方 教授他們這種技能。 如果你想成為城市教育中一位有抱負(fù)的老師 你得走出大學(xué)的限制 進(jìn)入到魔力發(fā)生的地方。 你得在理發(fā)店內(nèi)與人們交談， 你得去看看黑人教堂， 你還得去看看 那些有感召力的人 學(xué)習(xí)他們的做法。 在我大學(xué)的教師培訓(xùn)課堂中， 我開啟了一個(gè)項(xiàng)目， 讓每一個(gè)學(xué)生看說唱音樂會(huì)。 他們觀察說唱歌手 的步法與說話時(shí)的手勢(shì)。 他們研究說唱歌手在舞臺(tái)上自信走動(dòng)的姿態(tài)。

　　They listen to his metaphors and analogies, and they start learning these little things that if they practice enough becomes the key to magic. They learn that if you just stare at a student and raise your eyebrow about a quarter of an inch, you don't have to say a word because they know that that means that you want more. And if we could transform teacher education to focus on teaching teachers how to create that magic then poof! we could make dead classes come alive, we could reignite imaginations, and we can change education.

　　他們聽說唱歌手的暗示和比喻， 他們遍開始學(xué)習(xí)這些東西， 如果他們有足夠的練習(xí)， 這些將會(huì)成為掌握魔力的關(guān)鍵。 他們學(xué)到如果你凝視一個(gè)學(xué)生 并將你的眉毛抬高四分之一英寸， 你一個(gè)字都不用說 因?yàn)閷W(xué)生會(huì)知道你想要更多的答案。 如果我們可以將將是培訓(xùn)轉(zhuǎn)型， 專注于 對(duì)于魔力的教學(xué)， 我們可以將無趣的課堂變得生動(dòng)起來， 我們可以重新點(diǎn)燃想象力， 我們可以改變教育。

　　Thank you.

　　謝謝.

　　(Applause)

　　(掌聲)