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A Safe and Orderly Environment
安全及有序的環境(言語暴力防止篇)
Chick Moorman 著
吳清良老師 譯
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"I don't allow students to beat one another up with their fists, and I'm not going to let them do it with their words either. If I don't provide an environment where students are safe emotionally, how much learning do you think will occur?"
-- John Ash
John Ash老師說：『我不允許學生們用他們的拳頭互毆，我也不准用語言互損對方。如我不能提供一個情緒上能有安全的環境，你想他們到底能學得多少呢？』
John Ash teaches eighth-grade social studies in a Michigan public school. His students are similar to other students around the country. They talk about clothes, video games, and the opposite sex. They also put each other down. "Klutz," "homo," and "retard" are a few of the more popular words they used to ridicule one another.
John Ash在密西根公立學校教八年級的社會科。他的學生跟這國家其他的學生一樣，他們談論衣飾、電玩及異性，他們也互損對方。「笨蛋」、「 同性戀 」、「智障」 是他們常用來相互揶揄對方的若干流行語句中的一些話。
Tired of battling the verbal violence, John recently created a plan to eliminate put-downs in his classroom. In each of his six classes, he taught his students about put-downs. He instructed them to take notes as he placed a definition of "put-down" on the board. He lectured about what put-downs were and what they were not. He shared and solicited examples of put-downs. He led a discussion on what it felt like to both send and receive pit-downs.
對打擊語言暴力感到乏力，John最近弄了個計畫以減少他課堂上互損的現象。在他教的六個班每一班中，他教導學生什麼是互損。當他把互損的定義寫於黑板上時，他要學生抄筆記，他教導：『什麼算是互損，什麼不是。』他分享及徵求同學舉出互損的例子，他帶領一場討論有關說出及聽到互損的語言其感受如何？
Twenty minutes into each class, a pop quiz was announced. Students were instructed to number their papers from one to ten. The first question required students to define "put-down." The remaining nine questions were true or false, requiring students to decide whether or not the examples John provided were put-downs. Following the quiz, papers were exchanged, corrected, and turned in.
每班20分鐘，之後宣佈來個隨堂的簡測。要求學生們於紙上寫上1至10的數字，第一題需學生定義出何謂互損語言 。剩餘的九個問題即用來回答John所提供的例子是否為互損。是寫"T"，不是寫"F"。簡測完後，測驗卷相互交換、 更正、並繳卷。
To begin the second half of each class period, John passed out a handful of paper slips to each student. He instructed them to use the slips to write put-downs about classmates, about themselves, and even about him. He assured them that these put-downs would be anonymous and would never be seen by anyone. He also explained that this was their last chance to get put-downs out of their systems, because beginning the next day verbal violence would no longer be allowed in the classroom. John allowed five minutes' writing time and then collected the slips in a large paper grocery sack.
每堂課的後半段時間，John發給每位學生一些紙條。他要學生用這些紙條寫下想給同學、他們自己、甚至給John老師損貶的語言。他保證這些損貶的語言都是匿名的，也決不會讓任何人看到。他也解釋：這次是他們最後的機會，來把貶損的行為趕出班上。因為從明天開始，在班級內不允許有言語暴力。John給他們五分鐘的時間來寫，然後將紙條收齊，裝入一個買雜貨的大紙袋內。
Students watched as John stapled the bag shut. He then led them out the door, down the hall, and outside to where the cooks emptied the garbage. With his students standing in a circle, John held the bag of put-downs over a burn barrel and set it on fire. Students watched as their put-downs went up in smoke.
學生們觀看John把袋子用釘書機封死，然後他把學生帶出門，下走廊，走到外面，到廚師倒垃圾的地方。學生們繞個圓圈，他把那有貶損字條的紙袋，放到燃燒筒上並點火燃燒，學生們看著他們的貶損字條燒成煙霧裊裊上昇。
After everyone returned to the classroom, John told his students that they had just witnessed a "Viking funeral." Since the put-downs were now dead, he explained, they would no longer make an appearance in the classroom.
在每個人都回教室後，John告訴他的學生：他們剛才都見證了「維京族式的葬禮」。他解釋：『既然所有的貶損都已死掉，那些損語不可在班級上再借屍還魂。』
The Viking funeral helped reduce put-downs among John's eighth graders. It did not eliminate them. So in the days that followed, he employed a Teacher Talk skill designed to reduce put-downs even further. When he heard a put-down, he called it by name.
「維京族式的葬禮」協助John的八年級學生，減少了貶損他人的語句，但並未完全根除。所以，往後的日子，他用了「老師說」的技巧，來更進一步減少貶損行為。當他聽到貶損語句時，他逐字重複該句。
"That's a put-down," he would say. "We don't use put-downs in eighth grade. What we do here is tell the other person how we feel and what we want to have happen. Use that pattern when speaking to the person you want to put down. What do you really want to tell that person? Do you need help saying it?"
他會說：『那是貶損語句。在八年級，我們不用貶損語句。在此，我們所作即是：告訴別人我們的感受，並說出我們希望別人該怎麼對我。當你想貶損某人時，先改成下面的句型：什麼是你真正想告訴那個人的心裡話？你需要幫忙該怎麼說嗎？』
Without exception, John responded to put-downs identically: "That's a put-down. We don't use put-downs in eighth grade. What we do here is tell the other person how we are feeling and what we want to have happen. Can you handle that, or do you need help?"
沒有例外，John對貶損行為的反應始終如一：『 那是貶損語句。在八年級，我們不用貶損語句。在此，我們所作即是：告訴別人我們的感受，並說出我們希望別人該怎麼對我。你會做到嗎？或你需要幫忙？』
In less than a month, John had drastically reduced the incidents of verbal violence in his classroom. Instead of "Hey retard, you belong in Mrs. Olson's room with the other retards!," he soon had his students saying, "I'd appreciate it if you didn't bump my desk on the way to the pencil sharpener. It's irritating and I'd like it if you were more careful." "Knock it off, dog breath" was replaced by "I don't like it when you put your foot on my desk."
不到一個月的時光，John很顯著地減少他班上的語言暴力。不使學生說：『 嘿，智障的！你跟其他的智障都屬【八珍老師資源班】同一夥的。』他使學生改口說：『如你往削鉛筆機的路上不要碰到我的桌子，我會很感激的。那種被碰的感覺是很不舒服的。如你能更加小心，我會很喜歡的。』『去死啦！還狗(茍)延殘喘個什麼勁兒？(像病狗哈氣似的。)』 改換成：『我不喜歡你把腳放在我桌上。』
I was intrigued when I heard this story. Obviously, it took a major commitment in terms of time and effort on John's part to affect student behavior in this area -- time taken away from the social studies curriculum. Why was he willing to do it, I wondered. So I called him and asked him. His answer surprised me.
當我聽到這故事我很好奇，顯然，花了John份內的時間及心力作一重要的大事，以影響學生這方面的行為 -- 佔用了社會課程的部分時間。我在想：為什麼他願意去做。所以，我去拜訪並問他，他的回答另我驚訝。
"I did it because of the effective-schools research," he informed me. "Are you aware of the number one tenet in the effective-schools literature?"
他告訴我：『我如此做是源自於一份名為【有效能的學校研究報告】。你知道有效能的學校文獻中提到其準則第一條是什麼嗎？』
I was aware of it: The number one tenet is creating a safe and orderly environment.
我想起來了：『準則第一條是創造一個安全及有序的環境。』
"Some people think 'safe' refers only to physical safety," he said. "Partly it does mean that. I have to provide a safe physical environment, or only minimal learning will take place. But it also means emotional safety. I don't allow students to beat one another up with their fists, and I'm not going to let them do it with their words either. If I don't provide an environment where students are safe emotionally, how much learning do you think will occur?"
他說：『有人認為安全是指身體上的安全，只對了一部分。我必須提供一個身體上能感覺安全的環境，否則學習怎麼進行呢？但它也表示要有情緒上的安全。我不允許學生們用他們的拳頭互毆，我也不讓他們用語言互損對方。如我不能提供一個情緒上能有安全的環境，你想他們到底能學得多少呢？』
John Ash still teaches eighth grade. His students still talk about clothes, video games, and the opposite sex, but they no longer put one another down. Instead, they have learned to communicate honestly and openly. They risk saying what they really mean. They can afford to take risks because they feel safe. After all, they are learning in a safe and orderly environment.
John Ash仍在教八年級，他的學生仍舊談論衣飾、電玩及異性，但不會再互損對方。取而代之，他們已學會了誠實及坦然地溝通。他們不顧忌說出真正的意思。他們能不顧忌是因為他們感受到安全。畢竟，他們是在一個安全及有序的環境中學習。
About the Author
作者簡述
Chick Moorman holds bachelors and master's degrees in education from Western Michigan University. A former classroom teacher, he is the author of Spirit Whisperers: Teachers Who Nourish A Child's Spirit and Parent Talk: How to Talk to Your Children in Language That Builds Self-Esteem and Encourages Responsibility. For more information about Moorman, or to order a book, subscribe to one of his free e-newsletters, or learn more about his seminars and workshops for parents and teachers, visit his Web site at www.chickmoorman.com.
Chick Moorman 擁有西密西根大學教育學士及碩士、前級任導師。他是「氣質呼喚」一書(孕育學生氣質的老師)及另一書「父母經」(如何用建立自尊及激發責任的語言來與你的孩子對話)的作者。想知更多有關Moorman的資訊、 或訂書、訂免費的電子報、或參加他有關家長及老師的研討會及工作坊，請上其網站 www.chickmoorman.com
◎ 僅供網上流通閱覽，原著有版權，書商請勿逕自集冊付梓。 2006