2009年10月29日 星期四

The New Haven Model

Editorial

The New Haven Model

Published: October 28, 2009

Education Secretary Arne Duncan is right to push the nation’s schools to develop teacher evaluation systems that take student achievement into account. The teachers’ unions, which have long opposed the idea, are beginning to realize that they can either stand on the sidelines or help develop these systems. We hope they will get involved and play a constructive role.

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Times Topics: Arne Duncan

The politically savvy American Federation of Teachers has decided that it is better to get in the game. In New Haven, the union has agreed in its new contract to develop an evaluation system in collaboration with the city. Secretary Duncan praised the agreement lavishly. But the accolades seem premature given that crucial details have yet to be worked out.

Mayor John DeStefano Jr. deserves credit for leading these negotiations and setting ambitious educational goals for the city, including halving the achievement gap between poor and wealthy students.

The new agreement gives the city important new tools, starting with significantly more authority to remake chronically failing schools.

System administrators will be able to remove the entire staff at a failing school and require teachers to reapply for their jobs. This should allow the new principals to build stronger teams.

(Teachers who are not rehired at these so-called turnaround schools will have the right to be placed elsewhere, at least until they are evaluated, which means that New Haven could still end up passing around teachers who should be ushered out of the system.)

School reformers were excited to hear that New Haven planned to take student performance into account in its teacher evaluations. But they uttered a collective “uh-oh” upon hearing that the details — including how much weight would be given to student performance — would be hashed out by a committee that includes teachers and administrators.

To be taken seriously, the evaluation system must be based on a clear formula in which the student achievement component carries the preponderance of the weight. It must also include a fine-grained analysis that tells teachers where they stand.

The New Haven contract represents a promising first step. But there is still a lot of room for politicking and shenanigans. Political leaders, school administrators, parents and everyone else who cares about improving education in this country will have to keep a close eye as this effort moves forward.

2009年10月26日 星期一

老師的十二樣見面禮 一個小男孩的美國遊學誌 (簡媜 )

老師的十二樣見面禮 一個小男孩的美國遊學誌
作者:簡媜
出版社:印刻
出版日期:2007年05月30日


 看到孩子進入一所校園氛圍親切、老師臉上掛著笑容的學校如沐春風(那個裝有十二件禮物的牛皮紙袋讓我眼眶微紅),展現了積極學習與主動閱讀。看到我們一家暫時脫離令人沮喪不斷紛擾的社會,卸除無力感之後,心情如在桃花源安頓一磚一瓦般愉悅。看到帶一個「家」一起出遊,分工合作,每一件記憶都顯得熱鬧珍貴。看到孩子在溫暖有禮的學校變得溫暖有禮,我們在文明的社會變得文明,處於微笑社會也時時在臉上掛出微笑。
  於是,我知道這趟旅行最特別是,展現了全家一起出遊的「短期租住」模式──非小留學生或母袋鼠帶小鼠型的移民行動,而是大人小孩共同體驗的「遊學」之旅──遊小學、遊生活、遊山川。旅遊,也是教育與學習的一部分,浸泡於他人社會藉以檢查自己社會之有所不足,或許就是這趟旅行漸漸跨過私體驗界線進入公眾思維之後,不得不負起的任務。
  我希望這趟旅行中關於小學教育的種種見聞實錄,能展現異於教育理論的親和力與臨場感,讓「小學部隊」同胞們──包括小朋友、老師與父母──從中獲取活力與熱能,即使是一點驚訝一絲遲疑也比麻木沮喪好。遇事我總想,為什麼別人做得到我做不到?這種想法意謂著還有改革的熱情與學習潛力。借他山之石或許能對照出我們根深柢固的某些觀念不只不是「學習」而是「反學習」,某些填鴨式教育技倆乃過去聯考的餘毒。這些觀念與作為雖然「保證」了孩子在成績單上的數字,卻可能逐步扼殺「閱讀食慾」與「學習的興奮感」使之從小就是個「投機客」──要考的才讀,不考的不讀。最後,變得像大多數的我們一樣:離開學校就不再看書了。
  當年那個頭大如丸,出生時折騰簡媜許久的「紅嬰仔」,讓她寫了一部育嬰小史。十年過去,因著丈夫的學術交流,帶著孩子(即書中的小男孩「姚頭丸」)遠赴美國科羅拉多州旅居四個月,又讓簡媜寫了一部《老師的十二樣見面禮── 一個小男孩的美國遊學誌》。  從美國的基礎建設、小學教育看到這個國家重視的品格、價值,流露出對台灣這塊土地因深情而生的怨懟;從異國廚房的「豪華」設備、超市的柴米油鹽,延伸出一連串飲食生活的喜怒哀樂;再從湖濱小徑的日常漫步,寫到遼闊的哲學問題,關於生死失去、創傷陰影、工作熱情和生命期許。自稱「不可救藥的散文愛好者」,簡媜的筆調犀利幽默又優美靈動,文字細膩婉約,卻總難掩澎湃熱情。  這一趟短期居留伴讀遊學記錄,除了疑問和省思(在那一塊土地成長會不會更好?),簡媜也再次透過書寫充分體現她「將生活的漫天煙塵化為思想朝露」的散文觀。
我希望 每個孩子都喜歡上學,像春風吹來,每一片樹葉以口哨響應。我希望 每位老師教學的青春永駐,即使白髮如霜亦不覺疲倦。我希望 那方小小講台是阿拉丁的魔毯,老師帶領一群孩子探索生命意義,遨遊知識殿堂……
「這些東西可能是多餘的。但老師希望當你看到這些東西時,想起他們象徵的訊息。」
第一樣牙籤。挑出別人的長處。第二件橡皮筋。保持彈性,每件事情都能完成。第三件OK繃。恢復別人以及自己受傷的感情。第四件鉛筆。寫下你每天的願望。第五件橡皮擦。everyone makes mistakes and it is OK 。每個人都會犯錯,沒關係的。第六件口香糖。堅持下去就能完成工作。而且當你嘗試時,你會得到樂趣。第七件棉花球。提醒你這間教室充滿和善的言語與溫暖的感情。第八件巧克力。當你沮喪時會讓你舒服些。第九件面紙。to remind you to help dry someone’s tears,幫別人擦乾眼淚。第十件金線。記得用友情把我們的心綁在一起。十一,銅板。to remind you that you are valuable and special。提醒你,你是有價值而且特殊的。十二,救生員(糖果代替,救生圈形),當你需要談一談時,你可以來找我。
「在新學期開始那天,你希望從老師那裡獲得怎樣的十二樣禮物呢……」
作者簡介簡媜一九六一年生,宜蘭人。台大中文系畢業。曾任職聯合文學、遠流出版公司、實學社,現專事寫作。曾獲中國文藝協會散文創作類文藝獎章、梁實秋文學獎、吳魯芹散文獎、中國時報散文獎首獎。自詡為「不可救藥的散文愛好者」。著有《水問》、《只緣身在此山中》、《月娘照眠床》、《私房書》、《下午茶》、《夢遊書》、《胭脂盆地》、《女兒紅》、《紅嬰仔》、《天涯海角──福爾摩沙抒情誌》、《好一座浮島》、《微暈的樹林》等。

2009年10月2日 星期五

家婆/陷眠/好佳哉/壓霸、有孝、狡怪

台語很多人會說,不過每個人的寫法都不一樣,教育部現在要統一閩南語用字,像是作夢,應該要寫成陷眠,也就是陷 入睡眠的意思,另外大家常講的雞婆,不是公雞的雞,而是家庭的家,影射管家婆,教育部考慮字義來統一閩南語用字,不過對小朋友來說,會唸台語可能比會寫台 語,來得更重要。 中翻英【Powered by Google AJAX Language API】,翻譯內容僅供參考。
雞婆大家都會說,那會不會寫呢? 多管閒事跟小雞有什麼關係?還真讓人想不透,而另一題就更奇怪了。 中翻英【Powered by Google AJAX Language API】,翻譯內容僅供參考。
好加在,大家都是這樣寫的,那到底對不對呢? 其實應該寫成好佳哉才對,佳作的佳代表好的意思,而哉就是語助詞﹔至於多管閒事的雞婆,應該是家庭的家,愛管東管西的管家婆,才是家婆。 中翻英【Powered by Google AJAX Language API】,翻譯內容僅供參考。
教育部統一閩南語用字,像是壓霸、有孝、狡怪還有陷眠,都對應含意類似的國語字,用意雖然好,只是不少閩南語用字的寫法,已經約定俗成,鄉土教學除了讀和寫之外,應該更重視聽和說的能力,才不會造成孩子混淆。

M.I.T. Taking Student Blogs to Nth Degree /小六女生學擠奶

小六女生學擠奶老師批瑤瑤

自由時報 - ‎4小時之前‎
〔本報訊〕擁有豪乳的瑤瑤(郭書瑤)又惹非議,媒體報導,有自稱國小教師的網友前天在批踢踢,以「她的殺很大,讓我很火大」為題留言,批評瑤瑤製造社會亂象,不但有小一學生做題目時,竟想在填空題上寫「殺很大」,甚至有小六女生在個人部落格放上擠奶照。對此,瑤瑤無奈 ...


M.I.T. Taking Student Blogs to Nth Degree

Mark Wilson for The New York Times

At M.I.T., from left, Paul Baranay, Jess Kim and Chris Mills write blogs for its admissions site.


Published: October 1, 2009

CAMBRIDGE, Mass. — Cristen Chinea, a senior at M.I.T., made a confession in her blog on the college Web site.

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Ms. Kim said she read the M.I.T. blogs in high school. “They painted a picture of what life would be like here.”

“There’ve been several times when I felt like I didn’t really fit in at M.I.T.,” she wrote. “I nearly fell asleep during a Star Wars marathon. It wasn’t a result of sleep deprivation. I was bored out of my mind.”

Still, in other ways, Ms. Chinea feels right at home at the institute — she loves the anime club, and that her hall has its own wiki Web site and an Internet Relay for real-time messaging. As she wrote on her blog, a hallmate once told her that “M.I.T. is the closest you can get to living in the Internet,” and Ms. Chinea reported, “IT IS SO TRUE. Love. It. So. Much.”

Dozens of colleges — including Amherst, Bates, Carleton, Colby, Vassar, Wellesley and Yale — are embracing student blogs on their Web sites, seeing them as a powerful marketing tool for high school students, who these days are less interested in official messages and statistics than in first-hand narratives and direct interaction with current students.

But so far, none of the blogs match the interactivity and creativity of those of the Massachusetts Institute of Technology, where they are posted prominently on the admissions homepage, along with hundreds of responses from prospective applicants — all unedited.

Not every admissions office has been so ready to welcome uncensored student writing.

“A lot of people in admissions have not been eager for bloggers, mostly based on fears that we can’t control what people are saying,” said Jess Lord, dean of admissions at Haverford College, which posted student bloggers’ accounts of their summer activities this year, and plans to add bloggers this spring to help admitted students hear about campus life. “We’re learning, slowly, that this is how the world works, especially for high school students.”

M.I.T.’s bloggers, who are paid $10 an hour for up to four hours a week, offer thoughts on anything that might interest a prospective student. Some offer advice on the application process and the institute’s intense workload; others write about quirkier topics, like warm apple pie topped with bacon and hot caramel sauce, falling down the stairs or trying to set a world record in the game of Mattress Dominos.

Posting untouched student writing — and comments reacting to that writing — does carry some risks. Boring, sloppily written posts do nothing to burnish an institutional image, college admissions officials say, and there is always the possibility of an inflammatory or wildly negative posting.

Pomona has considered having student bloggers, but so far has felt that the risks outweigh the benefits, said Art Rodriguez, senior associate dean of admissions.

“Blogs can certainly help humanize the process,” Mr. Rodriguez said. “The flip side is that a few anxious high school students may think and worry too much about what someone wrote on their blog, and present themselves in a slightly different way than who they really are. And there’s always the concern about the political ramifications, that bloggers may open up an issue or topic that starts something negative.”

But Mr. Lord of Haverford said prospective students’ interest in the summer bloggers calmed his worries.

“High school students read the blogs, and they come in and say ‘I can’t believe Haverford students get to do such interesting things with their summers,’ ” he said. “There’s no better way for students to learn about a college than from other students.”

Many high school seniors avidly follow student blogs at the colleges they are interested in, and post comments. Luka, one of dozens responding to Ms. Chinea, for example, wrote: “I didn’t know about the anime club. I would have never guessed that people at M.I.T. are interested in anime. Oh well ... +1 on my ‘Why should I go to M.I.T.’ list.”

M.I.T.’s student bloggers said they had read the blogs when they were applying, posted comments and connected with other applicants.

“I was blogging myself, almost every day, when I was in high school, and I read the M.I.T. blogs all the time,” said Jess Kim, a senior blogger. “For me they painted a picture of what life would be like here, and that was part of why I wanted to come.”

Ben Jones, the former director of communications at M.I.T.’s admissions office, began with a single blog by a student five years ago, at the dawn of the Facebook era, and noticed high school students responding right away. “We saw very quickly that prospective students were engaging with each other and building their own community,” said Mr. Jones, who now works at Oberlin College, where he has added blogs to the Web site.

The M.I.T. student bloggers have different majors, ethnicities, residence halls and, particularly, writing styles. Some post weekly or more; others disappear for months. The bloggers are sought out as celebrities during the annual “Meet the Bloggers” session at Campus Preview Weekend.

M.I.T. chooses its bloggers through a contest, in which applicants submit samples of their writing. “The annual blogger selection is like the admissions office’s own running of the bulls,” said Dave McOwen, Mr. Jones’s successor in the admissions office, in his message inviting applications.

This year, 25 freshmen applied for four new spots, and, Mr. McOwen said, it was hard to choose.

“You want people who can communicate and who are going to be involved in different parts of campus life,” he said. “You want them to be positive, but it’s not mandatory.”

And not all posts are positive. Ms. Kim once wrote about how the resident advising system was making it impossible for her to move out of her housing — expressing enough irritation that the housing office requested that the admissions office take her post down. Officials refused, instead having the housing office post a rebuttal of her accusations; eventually, the system was changed.

But most of the blogs are exuberant, lyrical expressions of the joys of M.I.T. life, like last month’s post on returning as a sophomore:

“Something’s changed,” wrote Chris Mills. “Now you know what you’re in for, you know the sleepless nights and frustrations are never far away, but this knowledge can’t seem to remove the exhilarating smile on your face. And it’s in that masochistic moment that you realize who you are. That this is what you’re made for.”