演講MP3+雙語文稿:我們?nèi)绾沃С纸處煹那楦薪】?

聽力課堂TED音頻欄目主要包括TED演講的音頻MP3及中英雙語文稿，供各位英語愛好者學習使用。本文主要內(nèi)容為演講MP3+雙語文稿:我們?nèi)绾沃С纸處煹那楦薪】?，希望你會喜歡！

[演講者及介紹]Sydney Jensen

教育家- Sydney Jensen想要揭示教育經(jīng)歷過創(chuàng)傷的學生在情感和心理上的影響

[演講主題]我們?nèi)绾沃С纸處煹那楦薪】?

[中英文字幕]

翻譯者 Yanyan Hong校對者 Yolanda Zhang

00:14

Like many teachers, every year on the first day of school, I lead a sort of icebreaker activity with my students. I teach at Lincoln High School in Lincoln, Nebraska, and we are one of the oldest and most diverse high schools in our state. Also, to our knowledge, we're the only high school in the world whose mascot is the Links. Like, a chain.

像很多老師一樣，每年在開學的第一天，我都會和我們的學生 做些"破冰"活動。我在內(nèi)布拉斯加州林肯市的 林肯高中教書，我們是整個州里最古老，最多元的學校。而且，據(jù)我們所知，我們是世界上唯一一所 把鏈環(huán)當作吉祥物的學校，就像是，鎖鏈。

00:38

(Laughter)

（笑聲）

00:40

And with that being our mascot, we have a statue out front of our building of four links connected like a chain. And each link means something. Our links stand for tradition, excellence, unity and diversity.

正因為鎖鏈是我們的吉祥物，在我們的教學樓前有一座雕塑，有四條似鏈子的東西鏈接而成，每一根鏈條都有所寓意。我們的鎖鏈代表了傳統(tǒng)、 卓越，團結和多樣性。

00:59

So on the first day of school, I teach my new ninth-graders about the meaning behind those links, and I give them each a slip of paper. On that paper, I ask them to write something about themselves. It can be something that they love, something that they hope for -- anything that describes their identity. And then I go around the room with a stapler, and I staple each of those slips together to make a chain. And we hang that chain up in our classroom as a decoration, sure, but also as a reminder that we are all connected. We are all links.

所以在開學的第一天，我會教九年級的新生 關于這些鎖鏈背后的含義，然后，我給了他們每人一張紙。在紙上，我讓他們寫下 一些關于他們自己的事情，可以是他們所愛的事情，他們所期望的事—— 任何能代表他們自己的事，然后我拿著訂書機在教室四處走動，我把他們的紙片訂在一起 做成了一條鏈子。然后我們把它們都串起來 掛在教室里做裝飾，同時，也提醒著我們彼此間的聯(lián)系。我們都是鎖鏈。

01:37

So what happens when one of those links feels weak? And what happens when that weakness is in the person holding the stapler? The person who's supposed to make those connections. The teacher.

那么當我們其中的一環(huán)鏈子 變得脆弱時會怎么樣呢？ 而且若變脆弱的人正是 手里拿著訂書機的那位又會怎樣？ 那位本該去建立那些聯(lián)系的人。我們的老師。

01:55

As teachers, we work every day to provide support socially, emotionally and academically to our students who come to us with diverse and tough circumstances. Like most teachers, I have students who go home every day, and they sit around the kitchen table while one or both parents makes a healthy, well-rounded meal for them. They spend suppertime summarizing the story they read in ninth-grade English that day, or explaining how Newton's laws of motion work. But I also have students who go to the homeless shelter or to the group home. They go to the car that their family is sleeping in right now. They come to school with trauma, and when I go home every day, that goes home with me.

作為老師，我們每日工作，在社交上、心理上和學習上 為那些來自各種各樣的艱苦背景，并尋求我們幫助的學生們提供支持。跟大多數(shù)老師一樣，我也有那些每天回家 都能坐在餐桌上 享用一位家人或父母一起 準備的健康、豐盛的食物的學生。他們用晚餐時間總結 在當天九年級英文課里 讀到的故事，或者解釋牛頓的萬有引力定律。但是，我也有很多學生 下課后要回到流浪者之家，或者回到教養(yǎng)院。他們會回到一家人所住的車里。他們帶著創(chuàng)傷來到學校，當我每天回家時，也帶著他們的創(chuàng)傷。

02:50

And see, that's the hard part about teaching. It's not the grading, the lesson-planning, the meetings, though sure, those things do occupy a great deal of teachers' time and energy. The tough part about teaching is all the things you can't control for your kids, all the things you can't change for them once they walk out your door. And so I wonder if it's always been this way.

這就是教書的艱難之處，這無關打分，備課，或者會議，當然，這些事情占據(jù)了 老師大量的時間和精力。教書的艱難之處，是那些你無能為力的事，是孩子們走出了你的這扇門，所有那些你無法為他們改變的事。所以，我在想是否 一直以來都是如此。

03:16

I think back to my undergraduate training at the University of Georgia, where we were taught in our methods classes that the concept of good teaching has changed. We're not developing learners who are going to go out into a workforce where they'll stand on a line in a factory. Rather, we're sending our kids out into a workforce where they need to be able to communicate, collaborate and problem-solve. And that has caused teacher-student relationships to morph into something stronger than the giver of content and the receiver of knowledge. Lectures and sitting in silent rows just doesn't cut it anymore. We have to be able to build relationships with and among our students to help them feel connected in a world that depends on it.

回想我在佐治亞大學接受本科 教學方法的培訓時，關于何為好的教育的概念已經(jīng)改變。我們不是在培養(yǎng) 為了能要躋身工人行列，在工廠的流水線上工作的學習者。相反，我們要把我們的 孩子送進一個工作環(huán)境，在那里他們能夠彼此交流、 互相合作，并解決問題。這也使得師生關系變得 比內(nèi)容的給予者 和知識的接受者更強大。僅僅只是有講師在授課，學生在安靜聆聽是遠遠不夠的，我們需要與學生 建立某種關系，幫助他們 在這個依賴彼此聯(lián)系的世界里 感受到這種聯(lián)系。

04:11

I think back to my second year teaching. I had a student who I'll call "David." And I remember feeling like I'd done a pretty good job at teaching that year: "Hey, I ain't no first-year teacher. I know what I'm doing." And it was on the last day of school, I told David to have a great summer. And I watched him walk down the hall, and I thought to myself, I don't even know what his voice sounds like. And that's when I realized I wasn't doing it right. So I changed almost everything about my teaching. I built in plenty of opportunities for my students to talk to me and to talk to each other, to share their writing and to verbalize their learning. And it was through those conversations I began not only to know their voice but to know their pain.

回想我開始教學的第二年，我遇到了一位叫“大衛(wèi)”的學生，我記得在那一年里，我覺得我的教學進展 非常順利： “嘿，我不再是個新人老師，我知道我在做什么?！?那是學期的最后一天，我祝大衛(wèi)有一個愉快的暑假。我看著他走出大廳，我心里想，我甚至都沒聽過他的聲音。那一刻我忽然覺得 有什么事我做錯了，所以我開始改變我的教學方法，我給予了學生很多與我交談的機會，同時也與彼此交談，分享他們的作品，用語言表達他們所學，這樣的對話起初不只是 為了聽到他們的聲音，但也是為了聽到他們的創(chuàng)傷。

05:06

I had David in class again that next year, and I learned that his father was undocumented and had been deported. He started acting out in school because all he wanted was for his family to be together again. In so many ways, I felt his pain. And I needed someone to listen, somebody to provide support for me so that I could support him in this thing that I could not even comprehend.

接下來的一年，大衛(wèi)又出現(xiàn)在了班上，我得知了他的父親 因為沒有合法文件，已經(jīng)被驅(qū)逐出境。他在學校發(fā)泄他的不滿，但這不過是形式，因為他想要的 是家人能再次團圓。從多方面，我感受到了他的傷痛。我也渴望有人來傾聽，有人能給予我一些支持，這樣我就可以在這件我都 無法完全領悟的事上去支持他。

05:40

And we recognize that need for police officers who've witnessed a gruesome crime scene and nurses who have lost a patient. But when it comes to teaching professionals, that urgency is lagging. I believe it's paramount that students and teachers, administrators, paraprofessionals and all other support staff have convenient and affordable access to mental wellness supports. When we are constantly serving others, often between 25 and 125 students each day, our emotional piggy banks are constantly being drawn upon. After a while, it can become so depleted, that we just can't bear it anymore. They call it "secondary trauma" and "compassion fatigue," the concept that we absorb the traumas our students share with us each day. And after a while, our souls become weighed down by the heaviness of it all.

我們認識到同樣的需求 也存在于那些目睹 犯罪慘案現(xiàn)場的警察身上，還有那些眼睜睜看著 病人離世的護士身上。但是當考慮到教師崗位時，其緊迫性還很滯后，我相信，讓學生和老師，行政管理人員、輔助性專業(yè)人員，以及所有其他支持教職工 得到便捷和可負擔的 心理健康支持尤其必要。當我們在不斷地為他人服務，每天大概要管理 25 到 125 名學生時，我們自己的情感儲蓄罐 也在不斷地被提取，過一段時間，它終會耗盡，我們或許再也受不了了。人們把它稱之為“二次創(chuàng)傷” 和“同情疲勞”，即每天在分擔學生的痛苦時，自己也受到了情感影響。再過一些日子，我們的靈魂將 不能承受生命之沉重，

06:55

The Buffett Institute at the University of Nebraska recently found that most teachers -- 86 percent across early childhood settings -- experienced some depressive symptoms during the prior week. They found that approximately one in 10 reported clinically significant depressive symptoms. My interactions with colleagues and my own experiences make me feel like this is a universal struggle across all grade levels. So what are we missing? What are we allowing to break the chain and how do we repair it?

內(nèi)布拉斯加州大學 巴菲特研究所 在最新的研究中發(fā)現(xiàn)，大多數(shù)老師—— 孩童早期教育行業(yè)中 86% 的老師—— 在早期經(jīng)歷過不同程度的抑郁癥狀。他們發(fā)現(xiàn)大約十位里面就有一位 報告稱有臨床抑郁癥狀。我和同事們的交流 以及我自身的經(jīng)歷 讓我覺得這是一個跨越所有年級 的普遍斗爭。那我們?nèi)鄙倭耸裁矗?我們該用什么打破這樣的鎖鏈，又該如何修復它？

07:37

In my career, I've experienced the death by suicide of two students and one amazing teacher who loved his kids; countless students experiencing homelessness; and kids entering and exiting the justice system. When these events happen, protocol is to say, "If you need someone to talk to, then ..." And I say that's not enough. I am so lucky. I work in an amazing school with great leadership. I serve a large district with so many healthy partnerships with community agencies. They have provided steadily increasing numbers of school counselors and therapists and support staff to help our students. They even provide staff members with access to free counseling as part of our employment plan. But many small districts and even some large ones simply cannot foot the bill without aid.

在我的職業(yè)生涯，我經(jīng)歷過兩位學生的自殺，以及一位了不起的老師的自殺。他很愛他的孩子們； 無數(shù)的學生經(jīng)受著無家可歸的折磨； 還有那些進出司法系統(tǒng)的孩子們。當這些事情發(fā)生時，我們總是禮貌性的說，“如果你需要和某人談談，那么……” 我認為這遠遠不夠，我很幸運，我在一所有著出色領導力的 優(yōu)秀的學校里工作，我服務于一個很大的地區(qū)， 與社區(qū)機構有很多 健康的合作關系。他們?yōu)閷W生們提供了 越來越多的學校輔導員、 治療師和輔助人員。他們甚至為教職工提供了 免費咨詢服務，作為我們就業(yè)合約的一部分。但是還有很多小的地區(qū)，甚至是一些較大的地區(qū)，沒有援助根本無法負擔這些服務。

08:49

(Exhales)

（呼氣）

08:53

Not only does every school need social and emotional support staff, trained professionals who can navigate the needs of the building -- not just the students, not just the teachers, but both -- we also need these trained professionals to intentionally seek out those closest to the trauma and check in with them. Many schools are doing what they can to fill in the gaps, starting with acknowledging that the work that we do is downright hard.

不僅是每一個學校 需要社會和心理支持職工，訓練有素的專業(yè)人員，能夠滿足教學的需要—— 不僅是學生或者老師需要，而是兩者都需要—— 我們需要這些訓練有素的專業(yè)人員 去發(fā)現(xiàn)那些最接近創(chuàng)傷的人們，并與他們會診。很多學校正盡其所能 來填補空缺，首先，要承認我們所做的工作 是非常艱苦的。

09:28

Another school in Lincoln, Schoo Middle School, has what they call "Wellness Wednesdays." They invite in community yoga teachers, they sponsor walks around the neighborhood during lunch and organize social events that are all meant to bring people together. Zachary Elementary School in Zachary, Louisiana, has something they call a "Midweek Meetup," where they invite teachers to share lunch and to talk about the things that are going well and the things that are weighing heavy on their hearts. These schools are making space for conversations that matter. Finally, my friend and colleague Jen Highstreet takes five minutes out of each day to write an encouraging note to a colleague, letting them know that she sees their hard work and the heart that they share with others. She knows that those five minutes can have an invaluable and powerful ripple effect across our school.

林肯的另一所學校，斯克中學，有一項他們稱之為 “健康星期三”的倡議。他們邀請社區(qū)瑜伽老師，他們也邀請大家 在午餐時去周圍散心，和組織社交活動，為了把所有人連結在一起。路易斯安那州 扎卡里的扎卡里小學，想出了他們稱之“周中會議”計劃，他們邀請老師共進午餐，談論所有進展順利的事情，以及讓他們倍感壓力的事情。這些學校為 有價值的交流提供了空間，最后，我的朋友和同事 珍·海爾斯崔特，每天都會花五分鐘 給同事們留下鼓舞人心的便條，告訴我們她看到了他們的付出，以及他們與人分享的真心。她明白這五分鐘 可以在整個學校產(chǎn)生無價的、強大的漣漪效應。

10:28

The chain that hangs in my classroom is more than just a decoration. Those links hang over our heads for the entire four years that our students walk our halls. And every year, I have seniors come back to my classroom, room 340, and they can still point out where their link hangs. They remember what they wrote on it. They feel connected and supported. And they have hope. Isn't that what we all need? Somebody to reach out and make sure that we're OK. To check in with us and remind us that we are a link. Every now and then, we all just need a little help holding the stapler.

掛在我們教室里的鏈條 遠遠不只是裝飾品。在我們的學生們走過的整個四年里，這些鎖鏈一直縈繞在我們的頭上。而每年，都會有高年級學生回到 我所在的 340 班，指著掛著他們自己鎖鏈的地方，他們記得自己在上面寫下的內(nèi)容。他們感受到了彼此的聯(lián)系和支持，因而擁有了希望。這不就是我們所需要的嗎？ 有人能來問問我們是否都好，來關心我們，并提醒我們都是一環(huán)鎖鏈。時不時，我們都需要一點點幫助 來握住那個訂書機。

11:24

Thank you.

謝謝大家。

11:25

(Applause)

（掌聲）