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Proactive Discipline
先發制人式的紀律運作
譯者: 吳清良 老師
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How do you feel at the end of your teaching day?
每一天教完書後，你感覺如何？
Do you feel tired, but good? Do you feel like you have put in a good day's work and you're ready to go home, relax a bit and then tackle the chores that wait you there?
你覺得雖勞累但卻不賴？你是否感覺你已很順利地度過一天的工作，而你準備回家，休息片刻，然後處理等在那兒的瑣事？
Or do you feel worn out, worn down and exhausted? Do you feel like you have battled your way through the day, “putting out fires” as they erupted in your classroom? Did you look forward to the end of each class, hoping that the next group of youngsters who walked through the door would behave better? Do you have a stack of infraction slips that you just can't wait to turn into the office on your way out the door? Are you ready to get home so you can raid the fridge, find some chocolate, or alcohol because “you really need it?”
或你覺得累壞了，情緒下沉 及精疲力盡？你是否感覺你好像已打了一天的仗，班上爆發事件時要滅火？期望每一堂課快快結束，希望下一批進來上課的學童會表現好一點？你有一疊的違規條恨不得趕快出門，送至行政處室？而你準備回家，以便你可掃光冰箱內的食物，找些巧克力或烈酒之類的，因你真的需要它來平息？
The difference in the way you answer these questions has a lot to do with whether or not you spent the day proactively, in control of when and how things happened in your classroom or reacting to one and then another and another situation as behavior problems interrupted your lessons again and again.
你對這些問題的回答會有不同的答案，其實與你的作法有關。你度過的這一天是「先發制人式」的方式來處理(預知班上什麼時候及會發生什麼事先加以控制)；或「後制於人式」的方式來處理(行為問題一再地打斷你的上課，而你被迫一件接一件的去處理)。
You can be sure that all of us have had both kinds of days. There are some teachers, however, who consistently experience the better days. These teachers have learned how to use proactive discipline to create a happy, healthy classroom setting. Their students feel comfortable and safe. Both the teacher and the students experience few surprises during the period. There are established routines for nearly every daily task. The students know what they are expected to do when they come into class.
其實這兩種好壞不同的日子我們都曾有過。然而，有些老師他們一直都體驗好日子。他們已學會如何利用「先發制人式」的紀律運作，來創造一個快樂及健康的班級情境，學生們感覺到舒適及安全。師生們於上課時少有驚訝的事發生。幾乎每天的作息都有既定的常規，學生們知道當他們進入教室後該做什麼。
Even though the period may vary from day to day, they know that it will always start the same way and that whatever the teacher has planned for this hour, he or she will lay it out for everyone at the beginning of class.
即使每天的節次不同，他們知道開始總是一樣的方式及老師為這一節所規劃的作業。老師於每節開始時，都會為每個人安排好要做的事。
PRO-ACTION is about being prepared and in control. It's about knowing what is going to happen and when. In contrast, REACTION is about doing “this”, because some kid did “that!” It's about dealing with problems as they come up. Soon you're finding that a second problem comes along while you're still dealing with the first.
「先發制人式」是先準備及掌控好，先預估什麼事會發生及何時發生。相對的，「後制於人式」則是因為一些孩子做了那檔事，所以我就這樣反制。是當問題發生時才來處理。不久，你發現第一個問題尚未處理完，第二個問題又跟著來。
Good preparation gives the teacher time to be proactive. This teacher doesn't have to scramble between classes setting up materials, printing copies in the office, and hurriedly writing instructions on the board. Instead, because she has handled these details earlier, she is standing outside her classroom, welcoming each of her students as they arrive at her door.
好的準備可使老師能先發制人。老師不必手忙腳亂地改變教室的情境佈置、印資料、然後又趕著到黑板處寫下上課內容。取而代之，老師事先處理好這些細節，就可站在教室外面，當學生進門時，歡迎每位學生。
Every child hears her call him by his own name. Before class begins she has good idea who is sad or happy today. She knows who is angry and likely to vent that anger soon. She knows who is going to need a little encouragement, who is going to need a little discouragement and who is going to need a lot of TLC.
每個孩子都聽到老師唱點他們的名字，在開始上課前，已嗅出那個孩子悲傷、那個快樂，也知到那個在生氣，可能不久就會發怒、那個需要些鼓勵、那些需要節制、那些需要很多的「全面學習輔導」。
The proactive teacher has planned her lessons so that she has a few minutes at the end of each period to get things ready for her next class before passing time. If necessary, she enlists the aid of youngsters in this class to help her set up for the next one. When the bell rings she is at the door again, reminding students about work that is due and sending them off to their next destination with a warm farewell before her next batch of students start to arrive.
「先發制人式」的老師先計劃好他的課程，所以每節下課前幾分鐘，他會利用交接時間前，把下節課需用的東西準備妥當。他會徵召班上的學童幫其擺設好下堂課所需的東西。當鈴聲響時，他再度站在門口處，提醒學生作業何時交，並以溫暖的揮別送學生往下一站，同時迎接下一批學生的到來。
Proactive classroom control begins with setting the tenor in your room in the first few minutes, before behaviors can become problems. If you miss the opportunity for a smooth, controlled start, you will spend more of your time trying to calm things down and regain control.
「先發制人式」的班級管制，開始於前幾分鐘內說清楚常規，以免發生問題。如你錯失了一個平順、掌控下的開頭，你將會花很多時間來使擾動靜下來，並再度取回控制權。
By following a routine that the students can count on, the proactive teacher heads off many discipline problems that the reactive teacher faces daily. Students arrive to class over the course of several minutes during passing time, but the children go right to work on a daily start up activity when they enter the room. The reactive teacher is trying to get attention when the bell rings. He starts the period by interrupting "free time."
借由學生們遵行他們能理解的常規，「先發制人式」的老師可免去許多「後制於人式」的老師所需每天面對的紀律問題。學生們雖於交接時間時超過了正課時間幾分鐘後才進教室，但當孩子們進入教室，就立即按每日已設定好的作業開始工作。「後制於人式」的老師則當鈴聲響時，還正試圖使學生注意，他佔用了自由時間來上課。
When youngsters enter the proactive teacher's classroom they find their classmates already at work. As the reactive teacher's classroom fills up, students are talking, joking and waiting for class to start. Each period, each day the reactive teacher has to break their momentum, cut through the energy, and pull his students onto task. When the bell rings, the proactive teacher's class has been on task for some time, while her colleague is already in a reaction mode, trying to settle his students down.
當孩童進入「先發制人式」老師的教室，他們發現他們的同學已開始工作。而當「後制於人式」老師的教室坐滿時，學生們講話、開玩笑、等著開始上課。每一節、每一天，「後制於人式」老師必須打散孩童的動量，削減其能量，以把他的孩子拉回作業上。當上課鈴聲響時，「先發制人式」老師的班級已開始作業了一些時間。而此時他的同事已在「後制於人的模式」，試圖把他的學生靜下來。
While the youngsters work, the proactive teacher quietly takes roll, handles the start up chores of getting class going, and always announces her agenda for the period. Knowing this, the students are not excited by uncertainty and anticipation.
當孩童作業時，「先發制人式」老師則安靜地點名，處理使課務能順利進行的瑣事，同時總會宣布他這節課要上什麼。 學生知道以後，就不會因不確定及期待所產生的焦躁。
Her start up assignment provides practice in skills the students already know. It requires no instruction and very little explanation. Every student, regardless of ability, can complete the task in five to ten minutes. This routine has varied very little from the first days of the term when she took the time to walk them through the steps and practice her expectations. The children know where to find the assignment and what to do when they finish. Those who work quickly find time to talk quietly. Because the tone of the class has already been set, their voices are low and they rarely disrupt the others.
他開始的作業，提供了學生們已習得技巧的練習(不須加以解說的那種)。每個學生，不論能力如何，都可在五至十分鐘內完成該作業。從開學第一天，他就按步就班的帶著練習，以符合他的期望。此常規少有改變。孩子們知道那裡可找到作業，當他們完成時，接下來該做什麼，先做完的可有時間小聲講話。因班級的氣氛已事先設好，他們的聲音很低，少有打擾到別人。
Across the hall, the reactive teacher has finally settled his class down. Less than five minutes into the period, he has already lost his temper. Now his students are waiting while he calls out roll. As he works his way down the list, casual talking begins. A student doesn't hear her name called because she is trying hard to go unnoticed as she continues a conversation the teacher "interrupted" when the bell rang. Again he has to react to misbehavior. His anxiety and frustration build. Class still hasn't started and he is reaching for the pad of infraction slips.
於此時，走廊另一邊，「後制於人式」老師終於把他的班級安靜下來。上課不到五分鐘，他已開始冒火了。現在當點名時，學生也等著。當他把名冊往下唸時，閒聊開始，學生並未聽到點她的名字。她試圖不想讓老師發現她在講話，老師按鈴制止。再次，老師必須對此違規有所反制，他的焦慮與挫折因而累積起來。課還未開始上，而他正要到達開違規條的境地了。
When problems do occur in the proactive teacher's room, she uses a series of discipline steps designed to help the student change his behavior. In her classroom, a simple reminder is usually all that it takes. If that doesn't work, she hands an infraction slip to the student. She doesn't threaten to turn it into the office. Instead she says, “If you still have this at the end of the period you may throw it away.”
當問題真的發生，在「先發制人式」老師的教室，他用一系列的紀律步驟，以改變學生的行為。在他的教室，通常他所做就是一句簡單的提醒。如那不管用，他把違規條交給學生，他不威嚇學生說要送處室處罰。取而代之，他說 ：『如你下課前仍有這張條子，你可把它丟掉。』
She controls the situation by putting the student in control of the infraction slip. He doesn't have to see his name on the board. He doesn't have to wait to see if she is going to put a check after his name. This child doesn't worry about what the teacher is going to do next. He only has to worry about what he is going to do next.
他借由學生控制違規條，來掌控情況。學生並未看到他的名字列於黑板上，學生不須等著看是否老師會在他名字後面打勾，孩子不用擔心老師下一步要做什麼，學生只要擔心他自己下一步要做什麼。
At the beginning of the term the proactive teacher has carefully explained these steps. They are posted on the wall of her classroom. The student has just been given the opportunity avoid a detention or some other consequence. The slip sits right on his desk as a reminder that if he stays on task, all will be fine. Usually no further intervention is required.
在學期開始時，「先發制人式」老師已仔細地解釋這些步驟，且掛在他教室的牆上。學生已被給予機會，避免被留置或受一些其他的處罰。違規條放於學生桌上只當提醒用。如他能保持正常作息，就都沒事。通常，不需更進一步的介入。
On those rare occasions, when a student continues to have difficulty making appropriate choices, the proactive teacher takes the slip back to be turned into the office. Even now she is still helping the student understand that he owns his own behavior. She is not giving him a detention; he has forced her to take the slip away. It is easier for him to see that this is not something that she is doing to him. Someday he may even realize it is something she has done for him.
在很少的場合，當學生一直持續有困難來做正確的選擇的話，「先發制人式」老師則取回違規條準備送往處室。即使如此，他仍幫學生去瞭解到要對自己的行為負責。他不是要給學生留置的處罰，而是學生迫使他取回違規條。那很容易讓學生瞭解，老師如此做非其本意。有一天，學生或許會明瞭，老師所做的事都是為了他(學生)。
The final step in her discipline plan is to send the student to the office if the behavior doesn't change in the classroom. The proactive teacher may need to use this step only a few times a year with the more extreme cases.
在老師紀律運作計劃的最後階段，如在班級內該壞行為還無法改變時，則把學生送往處室處置。「先發制人式」老師一年之內，僅少數幾次用到該階段，況且是在很極端的案子才用得到。
In addition to posting these steps and going over them with each class, this proactive teacher has a short list classroom rules posted on the wall:
除了每一班宣布這些步驟，並逐條帶他們看過外，「先發制人式」老師還把這些教室規則，列一短表掛於牆上。
1. Follow directions
1. 遵從指令。
2. Come to class prepared and on time
2. 來上課時該備妥的都不可少，且要準時。
3. Leave gum, food and beverages in your locker
3. 把口香糖、食物、及飲料放於你的置物櫃內。
4. Keep your hands, feet and other objects away from others
4. 保持你的手、腳、及其它物品，遠離別的同學。
During class she may feel a need to remind a student by whispering, “Debbie, do you see this list on the wall? Look at number 1. Are you doing that right now? … But you can, though, can't you?”
在上課當中，他覺得需要提醒學生時，用輕聲耳語：『Debbie，妳看到牆上的那張表嗎？看看第一條，妳現在這樣做對嗎？但妳也可以做到，可不是嗎？』
Her students rarely feel threatened by these reminders. This teacher has learned to spot problems even before the student knows he is headed that way.
他的學生不會把這提醒當成是一種威嚇。老師已先預料到，在學生正在醞釀問題前，先找出問題。
The reactive teacher sends students to the office time and again. Usually this is the result of confrontational escalation. Too often we see a youngster sitting in the office, upset and confused. When asked what he did, he says, “I don't know.”
「後制於人式」老師不斷地把學生送往處室處置，通常這都是衝突升高的結果。常常我們可見到孩童坐於處室內，一幅苦瓜臉及迷惑的樣子。問他到底做了什麼？他說：『我不知道。』
Then after talking it through we find out at that something very minor progressed to a major problem in no time at all. The teacher asks a student to go pick up a crumpled paper that was thrown towards the wastebasket. Five seconds later they are arguing and the teacher reacts: “Get yourself to the office, now!”
然後跟他細談，發現原只是「芝麻小事」很快就變成「代誌大條」。老師要求學生去撿起一團揉過的紙，那團紙是丟往垃圾桶但未命中而掉在地上。五秒鐘後起爭執，老師後制反應道：『現在，要你馬上去處室！』
The teacher scolds Jimmy, “Stop talking, turn around and do your work.” Jimmy tosses his head and snaps, “I wasn't talking!”
老師斥責Jimmy：『不要講話！轉過身來做你的事。』Jimmy搖搖頭並嗆聲道：『我沒講話！』
“Don't tell me you weren't talking!” Like a trap spring releasing, another minor offense has just escalated into a major discipline problem. Another student will soon be headed for the office.
『別告訴我你沒講話！』： 像一個被壓抑的彈簧被釋放後反彈。另一件小頂嘴已升高成一件重大紀律問題。不久，另一位學生又前往處室報到。
The proactive teacher, on the other hand, focuses on the behavior she wants from the very beginning, without drawing attention to the misbehavior. “Jimmy, the rest of the class is working quietly now. You need to turn around and get going with your assignment, too.”
另一方面，「先發制人式」老師打一開始，就鎖定於他期望的行為，不過份著墨於壞行為。而改說：『Jimmy，班上其他同學現在都很安靜地工作，你也須要轉過身來做自己的作業。』
There is not a lot there for Jimmy to challenge. He doesn't feel threatened or rebuffed. If he becomes a bit obstinate and attempts to argue, the proactive teacher sees where this is headed before he does. She calmly repeats what he says before telling him again what he needs to do.
沒留給Jimmy太多的空間來挑釁，他不會感到受威嚇或責備。如他變得頑固及企圖爭辯時，先發制人式老師要早先料到他會這麼做。在老師要告訴學生該怎麼做之前，他先輕聲地重複學生所說。
It is very difficult to argue with someone who repeats everything you say. If Jimmy is getting upset and anxious, if his voice tenses up and gets louder, she repeats his own words slowly and calmly. Instead of taking the confrontation up a notch, she brings it back down.
你很難跟一位重複你剛說過每句話的人來爭辯。如Jimmy開始不耐煩及焦躁時，如他的聲音緊繃及上揚時，老師緩慢地、輕聲地重複他說過的話，不使衝突升高成尖銳的對峙，老師把它安靜下來。
A proactive teacher doesn't deliver ultimatums. During a classroom discussion, Mary is repeatedly turning around to speak with the students around her. “Mary, “ her teacher directs, “I think it would be better if you come sit over here for the rest of the period.”
「先發制人式」老師並不下最後通牒。在班級討論時，Mary不斷地轉身與周圍的同學說話。老師便指導她：『Mary，如你這節課剩下的時間，過來坐在這裡，我想會好一些。』
Mary's face darkens and she folds her arms across her chest. “I don't want to sit over there!”
Mary臉色為之一沉，把雙手叉疊於胸前：『我不想坐在那兒！』
Calmly, but firmly, her teacher repeats Mary's challenge. “You don't want to sit over here. I can understand that. I know you would rather sit with your friends, but I think we can help you stay out of trouble if you move over here.”
老師輕聲而堅定地重複Mary的挑釁：『你不想坐在這兒，我能瞭解。我知道你很想跟你的朋友們坐一起。但你如能移過來這邊，我想我們可幫忙你遠離麻煩。』
Mary becomes a little more anxious. She is reluctant to get up and move in front of her peers. “Why do I have to move?”
Mary變得有些焦躁，她不願在同學面前起身及移動。『為什麼我就得移動？』
“Why do you have to move?” her teacher rephrases the question. “I have tried to give you the opportunity to make things work where you are sitting. You are leaving me with fewer and fewer choices. I would like you to come sit over here. Remember our first classroom rule, Mary. I expect you to follow directions.”
『為什麼你就得移動？』老師重複這個問題：『我已嘗試給你機會，讓你在現坐的地方可做好，但你卻留給我越來越少的選擇。我要你過來坐在這兒。記得，我們的班級規則第一條。Mary，我希望你能遵從指令。』
Mary reluctantly makes her way across the room. “This isn't fair.”
Mary很不甘願地走過去：『那不公平。』
“I'm sorry you don't think this is fair. We can talk about this later when you're less upset. Thank you for moving now.”
『我很抱歉你認為這是不公平。日後，你不那麼氣躁時，我們再來討論此事。謝謝你現在就移動。』
As always, the proactive teacher is hoping to see a change in behavior. She hopes that there is a way her student can stay in the classroom and not be sent somewhere else. Her principal knows that if and when she does send a student to the office, that she has really made an effort to make things work in the classroom. He is quick to follow up on the problem and support the teacher.
始終如一，「先發制人式」老師是希望看到行為的改變。他希望有個法子讓他的學生能留在教室，而非送到別的地方去。他的校長知道，如他鐵了心要把學生往處室送時，他一定真的已在班級裡盡力試過各種方法。校長很快地去追蹤問題，並支援老師。
Once a teacher gets caught in the reactive mode, classroom problems seem to multiply. The stress builds and his patience drops. Switching from a reactive mode to a proactive one is not easy, but it can be done. The first step can be as simple as greeting the students with a warm and friendly smile as they walk through the door.
一旦老師陷入「後制於人的模式」，班級問題似乎迅速擴大，老師的壓力積高而耐心下降。要從「後制於人模式」切換成「先發制人模式」不是一件容易的事，但卻是可以做到的。第一步可簡單到像，當學生走進門時，以溫暖和友善的微笑來迎接他們。
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