【TED演讲】启迪未来学子的教学方法
字幕摘录
| 时间 | 英文 | 中文 |
|---|---|---|
| 0:12 | I have one of the best jobs in the world because I get to work with people who | 我有世界上最好的工作之一 因为我可以和那些 |
| 0:16 | are fun, funny, energetic, creative, and insightful. | 有趣、有趣、精力充沛、有创意、有见地 |
| 0:22 | And they happen to be 14 to | 他们碰巧是14到 |
| 0:23 | 18 years of age. | 年十八岁. |
| 0:25 | I really do think kids keep a person young and I think that's | 我真的觉得孩子能保持年轻 我觉得 |
| 0:29 | probably why when I'm in the presence of adults I sometimes don't know how to act | 也许为什么当我在成年人面前 我有时不知道如何行动 |
| 0:35 | so you'll forgive me. | 所以,你会原谅我。 |
| 0:37 | So inspiring the students of the future. | 如此鼓舞未来学生. |
| 0:41 | What really works? | 什么真的有用吗? |
| 0:45 | 37 years of teaching experience have taught me that two things are needed. | 37年的教学经验教会了我需要两件事. |
展开字幕全文（316 条）
| 序号 | 英文 | 中文 |
|---|---|---|
| 1 | I have one of the best jobs in the world because I get to work with people who | 我有世界上最好的工作之一 因为我可以和那些 |
| 2 | are fun, funny, energetic, creative, and insightful. | 有趣、有趣、精力充沛、有创意、有见地 |
| 3 | And they happen to be 14 to | 他们碰巧是14到 |
| 4 | 18 years of age. | 年十八岁. |
| 5 | I really do think kids keep a person young and I think that's | 我真的觉得孩子能保持年轻 我觉得 |
| 6 | probably why when I'm in the presence of adults I sometimes don't know how to act | 也许为什么当我在成年人面前 我有时不知道如何行动 |
| 7 | so you'll forgive me. | 所以,你会原谅我。 |
| 8 | So inspiring the students of the future. | 如此鼓舞未来学生. |
| 9 | What really works? | 什么真的有用吗? |
| 10 | 37 years of teaching experience have taught me that two things are needed. | 37年的教学经验教会了我需要两件事. |
| 11 | Research-based teaching techniques and relationship. | 基于研究的教学技术和关系. |
| 12 | Relationship is huge but | 关系很大,但是 |
| 13 | we'll talk more about that later. | 我们稍后再谈这个 |
| 14 | What I'd like to look at first are the techniques. | 我想先看看这些技术。 |
| 15 | I think probably most of us remember the teacher-centered classroom. | 我想我们大部分人可能记得以教师为中心的教室。 |
| 16 | This is | 这是 |
| 17 | probably what we're familiar with from our youth. | 可能是我们从年轻时就熟悉的 |
| 18 | You remember the teacher was | 你还记得那个老师吗? |
| 19 | up front and center. | 在前面和中间。 |
| 20 | The students were in nice, neat rows, not allowed to talk to | 学生们排着整齐的排队 不准跟他们说话 |
| 21 | each other. | 彼此间. |
| 22 | And the teacher, the source of authority, downloaded information to | 老师 权威来源 下载信息 |
| 23 | the kids who regurgitated it back up on a test designed to measure how much | 那些重塑它的孩子 在一个测试 设计衡量多少 |
| 24 | content they could remember. | 他们可以记住的内容。 |
| 25 | Now I have to admit, I love lecturing but my students | 现在我不得不承认,我喜欢讲课,但我的学生 |
| 26 | don't always love it. | 不要总是喜欢它。 |
| 27 | It does not always inspire. | 它并不总是激励。 |
| 28 | So I was thinking, what really | 所以我在想 到底发生了什么 |
| 29 | inspires? | 灵感? |
| 30 | Years ago I was doing lunch duty at school, standing in the lunchroom, | 几年前我在学校做午餐 站在午餐室里 |
| 31 | being visible, watching kids go through the cafeteria line. | 看着孩子们走进食堂 |
| 32 | And as I watched the | 当我看着 |
| 33 | line it occurred to me, they love having choices. | 他们喜欢有选择 |
| 34 | And so I said to myself, self, | 所以我对自己说, |
| 35 | maybe that would work in the classroom. | 也许这在课堂上可行 |
| 36 | Let the kids have choices. | 让孩子们有选择 |
| 37 | And so that's | 这就是 |
| 38 | what I did. | и暗ㄆ |
| 39 | I converted my classroom to a situation where student choice was a big | 我把我的教室变成一个大学生选择的局面 |
| 40 | part of the room, along with four other C's. | 房间的一部分 还有其他四个C |
| 41 | Collaboration, communication, critical | 协作、沟通、关键 |
| 42 | thinking, and creativity. | 思考和创造力 |
| 43 | Actually, over 10 years ago, the National Education | 实际上,10多年前,国民教育 |
| 44 | Association identified those last four C's on the list as essential 21st century | 协会确认名单中最后四个C是21世纪必不可少的 |
| 45 | skills that kids should learn. | 孩子们应该学习的技能。 |
| 46 | And I agree wholeheartedly. | 我完全同意这一点。 |
| 47 | I've added choice | 我还有别的选择 |
| 48 | to the top of the list, not as a skill for kids to learn, but rather as a | 不是作为孩子们学习的技能 而是作为 |
| 49 | characteristic of the classroom. | 教室的特征。 |
| 50 | By choice I mean a situation where many | 选择是指 很多人 |
| 51 | learning activities are available to students, designed to meet the many | 学生可以参加各种学习活动,目的是满足许多学生的需要。 |
| 52 | diverse learning styles that they have. | 他们有各种各样的学习风格。 |
| 53 | And the kids love it as much as they | 孩子们也一样喜欢 |
| 54 | love choices in the cafeteria. | 在餐厅的爱情选择。 |
| 55 | Now, I think we're made for learning this way. | 现在,我认为我们是 学习这种方式。 |
| 56 | Imagine our early hominid ancestors out looking for food. | 想象一下我们早期的同父异母的祖先在外觅食 |
| 57 | Don't you know that | 难道你不知道 |
| 58 | Finding and tracking that wooly mammoth required critical thinking and problem | 寻找和跟踪羊毛毛猛毛需要批判性的思考和问题 |
| 59 | solving. | 解决。 |
| 60 | It definitely required collaboration, teamwork. | 这绝对需要合作和团队精神。 |
| 61 | I mean, you | 我是说,你 |
| 62 | wouldn't want to do this by yourself. | 不想一个人去 |
| 63 | No way. | 不会吧 |
| 64 | And collaboration required | 需要协作 |
| 65 | communication. | 交流。 |
| 66 | And then I imagine those people sitting around the campfire at | 然后我想象那些坐在营火周围的人 |
| 67 | night, reliving the adventures of the day's hunt, they must have had smiles on | 晚上,重温白天的冒险 他们一定笑了 |
| 68 | their faces when they were retelling the story of the hunt. | 当他们重述狩猎的故事时, |
| 69 | And I know they | 我知道他们 |
| 70 | smiled when they put those cave paintings up on the wall, because | 他们笑着把那些洞穴画放在墙上 因为 |
| 71 | creativity is a uniquely human, pleasurable, satisfying activity. | 创造力是一种独特的人类、令人愉快的、令人满意的活动。 |
| 72 | So I | 所以说 |
| 73 | believe our brains are wired for the five C's. | 相信我们的大脑是线 为五C's。 |
| 74 | And since they're wired for the | 而且由于他们有线 |
| 75 | five C's, that authentic learning will happen when kids are allowed to engage | 5C, 真正的学习会发生 当孩子们被允许参与 |
| 76 | in the five C's. | 在五个C。 |
| 77 | And not just learning, but I think kids will enjoy a classroom | 不只是学习,我想孩子们会喜欢上教室 |
| 78 | set up like this and even be inspired in this way. | 像这样建立,甚至被这样启发。 |
| 79 | Now, this requires a classroom | 现在,这需要一个教室 |
| 80 | set up based on the five C's requires a shift from a teacher-centered classroom | 基于五C的设置需要从以教师为中心的课堂上换班 |
| 81 | to a student-centered classroom. | 一个以学生为中心的教室。 |
| 82 | And this requires the teacher to remove him or | 这要求老师把他带走 |
| 83 | herself from front and center, becoming more of a guide on the side rather than | 自己从前面和中间, 成为更多的向导 在侧而不是 |
| 84 | a sage on the stage. | 舞台上的贤者。 |
| 85 | But this opens up opportunities to not merely teach, but to | 但是,这创造了机会 不仅教学,而且 |
| 86 | coach, to mentor, to nurture, and inspire. | 教练,导师,培养,激励. |
| 87 | And that's why I love it so much. | 所以我才这么喜欢它 |
| 88 | Now, | 现在, |
| 89 | time out. | 暂停。 |
| 90 | It's important for me to mention these are not my original ideas. | 重要的是,我提到这些 不是我的最初想法。 |
| 91 | I stand on the shoulders of giants. | 我站在巨人的肩膀上。 |
| 92 | Remember Plutarch? | 记得普鲁塔克吗? |
| 93 | He said it a long time | 他说了很久了 |
| 94 | ago, the mind is not a vessel that needs filling, but wood that needs igniting. | 大脑不是需要填充的容器 而是需要燃烧的木材 |
| 95 | And | 还有 |
| 96 | more recently, Albert Einstein, education is not the learning of facts, but the | 最近,阿尔伯特·爱因斯坦,教育不是学习事实,而是 |
| 97 | training of the mind to think. | 训练思想思考。 |
| 98 | Alright, you're gonna have to bear with me. | 好吧,你必须忍受我。 |
| 99 | I'm | и琌 |
| 100 | gonna get real goose-bumply for a minute. | 会得到真正的鹅 充分一分钟。 |
| 101 | One of the absolute most exciting | 绝对最刺激的 |
| 102 | moments of my life, my professional life, was meeting Albert Einstein just a few | 我生命中的一些时刻,我的职业生涯, 只是遇到了阿尔伯特·爱因斯坦而已 |
| 103 | years ago. | 数年前. |
| 104 | Changed my life bumping into him in that wax museum. | 改变了我在蜡像馆遇到他的生活 |
| 105 | What a | 这算什么 |
| 106 | moment it was. | 当它是。 |
| 107 | So I stand on the shoulders of giants, giants like Montessori and | 所以我站在巨头的肩膀上 像蒙特索里和 |
| 108 | Piaget和Sam Postlewaite博士 他经常做这些事情 | |
| 109 | biology classes at Purdue University back in the 1960s. | 1960年代在普杜伊大学上生物学课. |
| 110 | I'm a product of the | 我是一个产品 |
| 111 | Purdue biology department. | 普杜伊生物学系. |
| 112 | That's where I fell in love with biology. | 那是我爱上生物学的地方 |
| 113 | I stand on | 我站着 |
| 114 | the shoulders of giants like Tom Watts and Steve Randak, who were doing this | 汤姆·瓦兹和史提夫·兰达克等巨头的肩膀 |
| 115 | back in the 1970s in their high school biology classes. | 回到1970年代的高中生物课 |
| 116 | I stand on the | 我站在这 |
| 117 | shoulders of many giants called elementary school teachers and special | 许多巨头的肩膀 被称为小学教师和特殊 |
| 118 | ed teachers. | 教师。 |
| 119 | So I'm a product of all of those mentors. | 所以我是所有这些导师的产物。 |
| 120 | So collaboration, | 所以合作, |
| 121 | communication, critical thinking, creativity, and student choice. | 沟通、批判性思维、创造力和学生的选择。 |
| 122 | What's it | 这是什么 |
| 123 | look like? | 看起来像? |
| 124 | If I could just share with you briefly the experiences that I've tried | 如果我能和你们简单分享一下 我尝试过的经验 |
| 125 | with this. | 用这个 |
| 126 | I've taken my ninth grade biology classes and divided the school | 我上过九年级生物课 分了学校 |
| 127 | year up into two to three week units. | 长到两到三周 |
| 128 | At the beginning of each unit, the students | 每个单元开始时,学生 |
| 129 | 提供所有 smorgasbord 活动菜单 | |
| 130 | menu. | 菜单。 |
| 131 | Now this has been challenging because I've had to write all of these | 这很困难 因为我不得不写这些 |
| 132 | activities so that no matter what combination of activities a student | * 不论学生的活动组合如何; |
| 133 | chooses to do based on their learning styles and no matter what order they | 选择根据他们的学习风格做,无论顺序如何 |
| 134 | choose to do them in, they'll still achieve the required objectives for the | 选择在,他们仍然会 达到要求的目标 |
| 135 | unit. | 单位。 |
| 136 | It's been fun, it's been a challenge, but the kids love it. | 这很有趣,一直是一个挑战, 但孩子们喜欢它。 |
| 137 | They love having | 他们喜欢有 |
| 138 | the choice and there are many times when they forget that I'm even in the room | 当他们忘记我在房间里的时候 就会有很多次 |
| 139 | and that's okay. | 没关系 |
| 140 | One of the things that is not required, there are two activities | 一件不需要的事 有两个活动 |
| 141 | normally in every unit that are not required. | 通常在不需要的每个单位。 |
| 142 | One is the test at the end of | 一个是最后的测试 |
| 143 | the unit and the other one is the computer tutorial. | 单元,另一个是计算机辅导。 |
| 144 | I've taken several | 我吃了几个 |
| 145 | summers and written these self-paced interactive computer tutorials that the | 夏令时写这些自定时速的交互式计算机教程 |
| 146 | kids work through. | 孩子们工作通过。 |
| 147 | They're designed to take the place of the stuff that I used | 它们是为了取代我用的东西 |
| 148 | to lecture on. | 来讲课 |
| 149 | Kids have told me in private, Mr. Ruhl, we like the tutorials | 孩子们私下告诉我,鲁尔先生 我们喜欢教书 |
| 150 | better than your lectures, and that's okay. | 比你的讲座好, 没关系。 |
| 151 | That's perfectly okay because it's | 没关系,因为... |
| 152 | all about them. | 所有关于他们。 |
| 153 | And so if you came to visit my class on a typical day, you | 所以如果你在典型的一天来看我的课 |
| 154 | would see some kids working through the computer tutorials. | 会看到一些孩子工作 通过计算机辅导。 |
| 155 | You would very likely | 你会很可能会 |
| 156 | see some kids working on some website activities online. | 请查看一些孩子在网上从事一些网站活动。 |
| 157 | It's very possible you | 这很有可能是你 |
| 158 | would see some kids in a corner of the room with headphones on watching a video | 会看到一些孩子在房间里的角落 有耳机在看视频 |
| 159 | related to the unit, writing out answers to questions that accompany the video. | 与该单位有关,写出对视频附带问题的答复。 |
| 160 | I'm sure would see students doing laboratory activities. | 我肯定会看到学生进行实验室活动。 |
| 161 | You would probably | 你可能会 |
| 162 | {\fn黑体\fs22\bord1\shad0\3aHBE\4aH00\fscx67\fscy66\2cHFFFFFF\3cH808080}我明白 {\fn黑体\fs22\bord1\shad0\3aHBE\4aH00\fscx67\fscy66\2cHFFFFFF\3cH808080}我明白 {\fn黑体\fs22\bord1\shad0\3aHBE\4aH00\fscx67\fscy66\2cHFFFFFF\3cH808080}你应该知道 | |
| 163 | for sure you would probably find a group of kids off in another corner around an | 肯定你会找到一群孩子离开 在另一个角落周围 |
| 164 | educational game designed to teach them about some biological concept related to | 教育游戏,旨在教他们一些生物学概念 |
| 165 | the unit. | 单位。 |
| 166 | And you would likely see some kids doing some hands-on, minds-on | 你会看到一些孩子 做一些亲手,头脑 |
| 167 | simulations, learning about some other biological phenomena. | 模拟,学习其他一些生物现象. |
| 168 | I know you would | 我知道你会 |
| 169 | see some kids off in a corner filling out what are called reflection sheets | 在角落里给一些孩子 填上所谓的反省表 |
| 170 | that are designed to get them to think about their learning, self-evaluate their | 让他们思考他们的学习 自我评价他们的 |
| 171 | efforts, take past knowledge and connect it to new knowledge. | 努力将过去的知识与新知识联系起来。 |
| 172 | And there's one other | 还有一个 |
| 173 | activity on the menu that a lot of kids really enjoy. | 很多孩子喜欢的菜单上的活动 |
| 174 | It's called Arts and | 这叫做艺术和 |
| 175 | Entertainment. | 娱乐. |
| 176 | It's on the menu in every unit. | 每个单元的菜单上都有 |
| 177 | And this is where the students take any | 学生们就在这里 |
| 178 | concept they've learned in the unit and at home develop some kind of a project | 他们在这个单位学到的概念 在家里开发出某种项目 |
| 179 | presentation and then present it to the rest of the class on the last day of the | 演示文稿,然后在最后一天向班上其他人展示 |
| 180 | unit. | 单位。 |
| 181 | Arts and Entertainment has to be non-traditional. | 艺术与娱乐必须是非传统的. |
| 182 | It's only limited by | 它只是受限制 |
| 183 | their imagination. | 他们的想象力。 |
| 184 | So they can come in and perform a song, a skit, present a | 所以他们可以进来表演一首歌,一首滑稽, 呈现一个 |
| 185 | movie, present a model that they've built, poetry, any non-traditional way of | 电影,呈现他们建造的模型 诗歌,任何非传统的 |
| 186 | demonstrating their knowledge of something they've learned in the unit. | 证明他们对本单位所学知识的了解. |
| 187 | For example, these two young ladies in our biochemistry unit took it upon | 举个例子,我们生物化学系的两位年轻女士 接受了这个 |
| 188 | themselves to build a model of a chlorophyll molecule using gumdrops to | 来构建叶绿素分子的模型 用口香糖滴到 |
| 189 | represent the atoms. | 代表原子。 |
| 190 | These two young ladies, their sisters, they happen to | 这两个年轻的女士,他们的姐妹, 他们碰巧 |
| 191 | decide to demonstrate in a very creative way the fact that they each inherited | 决定以非常有创意的方式展示他们各自继承的事实 |
| 192 | half of their genes from mom and half of their genes from dad. | 他们一半的基因来自妈妈 一半的基因来自爸爸 |
| 193 | Gotta love them. | 一定要爱他们 |
| 194 | This method of teaching for me, I have found, 37 years experience, is not only | 我发现37年的经验 不仅如此 |
| 195 | effective but it's fun because it allows me to sit down with small groups of | 有效,但很有趣 因为它允许我坐下 与小群 |
| 196 | students while I'm team teaching with that fleet of ten computers. | 学生们,而我队用十台电脑教学。 |
| 197 | It gives | 它给 |
| 198 | me the opportunity to sit down with a group of two, three, or four, or five kids | 我有机会和两个,三个,四个,五个孩子坐在一起 |
| 199 | and respond to questions that they initiate. | 并回答他们提出的问题。 |
| 200 | It allows me the opportunity to | 让我有机会 |
| 201 | listen to their thinking. | 听他们的想法。 |
| 202 | And teachers, when you do this, if you do this, the | 老师,当你这样做, 如果你这样做, |
| 203 | whole situation creates somewhat of a teacher paradox because by removing | 整个情况造成了某种教师悖论,因为通过删除 |
| 204 | yourself from front and center, you seem to become less important but | 从头到尾 你似乎变得不重要了 |
| 205 | paradoxically, in reality, you become more important because when working as a | 矛盾的是,在现实中,你变得更加重要 因为当做一个 |
| 206 | guide on the side, you're freed up to use the most powerful teaching techniques I | 向导一边,你被解放出来 使用最强大的教学技巧I |
| 207 | have ever run across in 37 years. | 已经37年了 |
| 208 | They're as old as the hills. | 其岁如山. |
| 209 | It doesn't matter | 没关系 |
| 210 | what techniques are used, these two always work. | 使用什么技术, 这两个总是工作。 |
| 211 | I'm talking about two loves. | 我说的是两个爱 |
| 212 | First, the teacher's love for the subject and passion for the subject. | 首先,老师对题材的热爱和对题材的激情. |
| 213 | And secondly, | 第二,我们... |
| 214 | the teacher's genuine love for the kids. | 老师对孩子们的真爱 |
| 215 | First, let's talk about the passion. | 首先,让我们谈谈激情。 |
| 216 | You | 你们 |
| 217 | know what I remember about third grade? | 知道我记得什么 关于三年级? |
| 218 | I remember Jenny on the bus. | 我记得Jenny在巴士上 |
| 219 | I'm not | 我没有 |
| 220 | kidding. | 开玩笑。 |
| 221 | Third grade. | 三年级 |
| 222 | No, the thing I remember most about the classroom in | 不,我记得最关于教室的事 |
| 223 | third grade is I remember our teacher every day after lunch would read to us | 三年级的时候,我记得我们老师每天吃午饭 都会给我们念书 |
| 224 | for 10 to 15 minutes. | 10到15分钟 |
| 225 | She would read to us, Tom Sawyer, what an adventure. | 她会读给我们听 汤姆·索伊尔 真是冒险 |
| 226 | Oh, we | 哦,我们 |
| 227 | had black-and-white TV, we had cartoons on TV, but this was different. | 有黑白的电视,我们有漫画 在电视上,但这是不同的。 |
| 228 | It was | 这是 |
| 229 | obvious to us that Miss Hershey loved reading and she was passionate about | 很明显赫希小姐喜欢看书 她热衷于 |
| 230 | reading to us. | 读给我们听 |
| 231 | Tom Sawyer, what an adventure. | 汤姆·索伊尔 多么冒险啊 |
| 232 | At the end of the 10-minute | 10分钟后 |
| 233 | reading period, I couldn't wait until the next day to find out what would happen | 我无法等到第二天才知道会发生什么 |
| 234 | to Tom and his friends. | 给汤姆和他的朋友 |
| 235 | I don't know if Miss Hershey realized it or not. | 我不知道赫希小姐是否意识到了这一点。 |
| 236 | I | 一、导 言 |
| 237 | should have written her a letter a long time ago. | 早就该给她写信了 |
| 238 | She inspired me to be a reader. | 她激励我成为一名读者。 |
| 239 | But you see, she wasn't saddled with state-mandated standards and state-mandated | 但是你看,她没有被国家规定的标准和国家规定的 |
| 240 | high-stakes standardized testing, and so she was free to teach and inspire. | 高考的标准化测试,因此她可以自由地进行教学和启发. |
| 241 | I will | 我会的 |
| 242 | never forget her. | 永远不要忘记她 |
| 243 | She means the world to me. | 她对我意味着世界 |
| 244 | I should have written her a long time | 我早就该给她写信了 |
| 245 | ago. | 刚才 |
| 246 | Then for that other love, teachers love for the kids. | 老师喜欢孩子的爱 |
| 247 | If there are any | 如果有的话 |
| 248 | teachers in the audience, don't get nervous. | 老师在观众,不要紧张。 |
| 249 | I'm not talking about warm, fuzzy, | 我不是在说温暖 模糊 |
| 250 | emotional love. | 情感爱 |
| 251 | I'm talking about genuine, decisional, put the other person | 我说的是真正的,决定性的, 把另一个人 |
| 252 | first kind of love. | 第一种爱。 |
| 253 | It motivates. | 它激励。 |
| 254 | It inspires in a powerful way. | 它以强大的方式激励人们。 |
| 255 | I'm talking | 我在说话 |
| 256 | about the kind of love that C.S. | 关于那种爱的C. S. |
| 257 | Lewis wrote about it in his book, The Four | 刘易斯在他的书《四人帮》中写道 |
| 258 | Loves. | 爱 |
| 259 | He described it as agape love, the highest level of love known, a | 他把它描述为阿伽波爱, 已知的最高爱度,a |
| 260 | self-sacrificial kind of love, a love that's passionately committed to the | 自我神圣的爱 这种爱充满激情 |
| 261 | well-being of the other. | 彼众生安乐. |
| 262 | This kind of love is not always emotional, but it is | 这种爱并不总是感情上的,而是 |
| 263 | always decisional. | 总是决定。 |
| 264 | So teachers, great news! | 老师们,好消息! |
| 265 | This means you can love your kids | 这表示你可以爱孩子 |
| 266 | even when they're not likable. | 即使他们不可爱。 |
| 267 | Does that ever happen? | 这种事发生过吗? |
| 268 | Because this kind of love is | 因为这种爱是 |
| 269 | not emotional, it's decisional, and it motivates and inspires in a powerful way, | 不是感情上的,而是决定性的, 它激励和激励以强大的方式, |
| 270 | and it's as old as the hills. | 和丘陵一样古老 |
| 271 | So teachers, an airtight lesson plan is | 老师们,一个保守的教学计划是 |
| 272 | important. | 这很重要 |
| 273 | A well-organized, consistent discipline plan is important. | 组织周密,始终如一的纪律计划很重要. |
| 274 | Effective | 有效 |
| 275 | use of technology is important. | 使用技术很重要。 |
| 276 | The standards are important, but please don't | 标准很重要,但请不要 |
| 277 | let them stifle your creativity. | 让他们扼杀你的创造力 |
| 278 | All these things are important. | 所有这些事情都很重要。 |
| 279 | What the kids | 什么孩子们 |
| 280 | are going to remember most of all is you. | 最重要的是你会记得的 |
| 281 | Don't forget that sixth C, caring. | 别忘了第六C,关心。 |
| 282 | That is | 这是 |
| 283 | most effective, most powerful, most inspiring way of teaching. | 最有效、最有力、最鼓舞人心的教学方式。 |
| 284 | Getting their | 获得他们的 |
| 285 | attention, motivating them, inspiring them. | 注意 激励他们 激励他们 |
| 286 | What they're going to remember most | 他们最记得的是什么 |
| 287 | is that you look them in the eye and ask them about their extracurricular | 你看着他们的眼睛 问他们课外的事 |
| 288 | activities and their part-time jobs. | 工作及其非全时工作。 |
| 289 | What they're going to remember most is that | 他们最记得的就是 |
| 290 | you just ask them in the hall how they were doing. | 你只是问他们 在大厅里 他们在做什么。 |
| 291 | What they're going to | 他们要做什么? |
| 292 | most is that you worked really hard in the first couple weeks of school to | 大部分是,你真的很努力 在最初的几个星期的学校 |
| 293 | learn their names in the first couple days. | 在头几天学会他们的名字。 |
| 294 | What they're going to remember most | 他们最记得的是什么 |
| 295 | is that you went to their athletic events and their concerts. | 你去过他们的体育赛事和音乐会 |
| 296 | What they're | 他们是什么 |
| 297 | going to remember most is that you led the class in loud off-key choruses of | 最能记住的是 你领导了班级 在响亮的离音合唱 |
| 298 | Happy Birthday. | 生日快乐 |
| 299 | What they're going to remember most is that when they made the | 他们最会记得的是 当他们做了 |
| 300 | newspaper, you put their newspaper clippings up on the wall in the | 报纸 你把他们的报纸剪报贴在墙上 |
| 301 | classroom and you told them to autograph them and you told them to do that so | 你告诉他们给他们签名 你告诉他们这样做 |
| 302 | that someday when their autographs were worth lots of money, it would fund your | 有一天当他们的签名值很多钱时 它会资助你 |
| 303 | retirement. | 退休。 退休。 |
| 304 | What they're going to remember is that you were transparent and | 他们会记得你很透明 |
| 305 | that you were real and that you had the ability to laugh at yourself and laugh | 你是真实的,你有能力 笑自己和笑 |
| 306 | with them. | 与他们。 |
| 307 | So what's really important? | 那么,什么是真正重要的吗? |
| 308 | How do we motivate? | 我们如何激励? |
| 309 | How do we inspire? | 我们如何激励? |
| 310 | Allow | 允许 |
| 311 | kids to involve themselves in the classroom in student choice, | 孩子们在课堂上参与学生的选择, |
| 312 | collaboration, communication, critical thinking, and creativity. | 合作、沟通、批判性思维和创造力。 |
| 313 | But don't forget | 但别忘了 |
| 314 | that sixth C. It's probably the most important one because the greatest of | 第六场C 这可能是最重要的一个 因为最伟大的 |
| 315 | these is love. | 这是爱。 |
| 316 | Thank you. | 谢谢 |
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