班級管理系列分享
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Stages of Discipline
紀律發展階段
譯者: 吳清良老師
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You would never think of setting up a math or reading program in your building that treated every student exactly the same. You would not expect all students to use the same reader. You would not place an entire school in the same math book. If you did any of these things, your school board and your community would demand an immediate explanation. Yet, we set up discipline systems in our schools that treat all students exactly the same. In fact, everyone expects us to do just that!
你可能未曾想過於你的校園內設立一個數學或閱讀計劃，使得處理每位學生都是完全一樣的。你不可能期望每個學生都用同樣的讀本，你也不會使全校都用同一本數學課本。要是你這樣做了，你的學校當局及你的社區會要你立即說清楚。然而我們卻在校內設了紀律制度，使得處理每位學生都是一視同仁的。事實上，每個人也都期望我們這麼做。
Just as students function at different levels in reading and math, they also function at different levels, or stages, of discipline. It is possible to set up a consistent system for classroom discipline that will be appropriate for students functioning at all stages and at the same time encourage them to work their way up to higher stages.
正如學生們在閱讀及數學上表現出不同的程度，他們在紀律發展階段上也有不同程度的表現。為了班級紀律而設立一種一致的制度，適合所有階段的學生都可做到，並同時鼓勵他們向更高一階段邁進，這種作法是可行的。
There are many experts telling us how to handle discipline problems in our classrooms. Yet these experts do not always agree. Thomas Gordon, creator of Teacher Effectiveness Training staunchly opposes Lee Canter's Assertive Discipline concept. Yet, both have enjoyed a great deal of success all across America. Trying to decide who is right and who is wrong seems quite difficult. Instead, let us assume that both of them are right, that they just are not talking about the same students!
有許多專家告訴我們如何處理班級內的紀律問題，然而這些專家的看法卻無法一致。「教師效能訓練」的創始者Thomas Gordon堅決地反對Lee Canter的「鐵腕紀律」觀念，但是兩者在整個美國都享有許多成功的實績。想要區分出隨誰對誰錯似乎很難，到不如讓我們假設兩者均是對的，因他們所談論的是不同的學生。
If we look at the work of Lawrence Kohlberg, we find the piece that will put this puzzle together. For many years Kohlberg studied stages of moral and ethical reasoning in youngsters from the United States, Taiwan, Mexico, Turkey, and Yucatan. One important fact that surfaced in his research is that everyone, regardless of culture, race, or sex, goes through these stages. Although the progression from stage to stage is the same, the rate varies from person to person. It is for this reason that we need to be prepared to address discipline in our classrooms at different levels. Our students are functioning at different stages on the road to self-discipline. Let us look at these stages and see how youngsters behave.
如我們看Lawrence Kohlberg的研究，我們可把這個謎題整理出個蛛絲馬跡。多年來Kohlberg從事於幼童道德及倫理認知的發展階段研究，包括了:美國、臺灣、墨西哥、土耳其、猶加敦半島等地。在他的研究中，呈現了一個重要的事實:不論文化、種族或性別，每個人都必須經歷過這些階段。雖然由階段至階段的進化過程是一樣的，但其進化速率卻因人而異。正因如此，我們須準備好以不同的程度，來處理班級的紀律。我們的學生雖然正朝向自律(自我紀律的要求)的路上發展，但沿路上各種階段的學生都有。
Stage 1: Recalcitrant Behavior
階段 1: 頑逆行為
The Power Stage: Might Makes Right!
強權階段: 有權/力大的都是對的!
Students functioning at Stage 1, the lowest stage, are typically recalcitrant in their behavior. That is, they often refuse to follow directions. They are defiant and require a tremendous amount of our attention. Theirs is a heteronomous morality: they have few rules of their own, but out of fear of reprisal, may follow the rules of others. Most youngsters have progressed beyond this stage by age four or five, but a few older students still function at this level.
表現出第一階段(最低階段)的學生，他們的行為典型的是頑皮叛逆，就是說:他們常常拒絕服從命令，他們目中無人，需要我們花大量的心力。他們的道德觀與眾不同，他們少有自己的準則，或許會遵循別人的準則，但卻是出自於害怕受到報復。多數的幼童在四或五歲前已跨過此階段，但還是有些年紀較長的學生仍停留在此階段。
This is the power stage. What makes it work is the imbalance of power between the child and the person in authority. When the child is young, the imbalance of power between him and his parent is significant. If the child is never taught a higher stage, the imbalance of power diminishes as he grows up . The parent then tells us that she can no longer control her child. He will not mind. He challenges authority constantly.
這就是強權階段。使此階段能運作，是在於握有權勢的人與小孩之間的權勢不平衡。當孩子還小時，他與父母之間的權勢不平衡是非常顯著的。如此時小孩從未被教導往更高一階段邁進的話，當他長大時，此權勢不平衡的現象會縮小，那時你會聽到父母告訴我們:她不再能管得動她的小孩了。孩子跟本不在乎，他經常向權威挑戰。
Fortunately, very few of the students we see in our classrooms function at this stage. Those who do, follow rules as long as the imbalance of power tilts against them. Assertive teachers with a constant eye on these students can keep them in line. Turn your back on them, and they are out of control.
幸運地是，在我們的班級很少有學生還停留於此階段。或許有，只要權勢不平衡對他們不利時，他們會遵守規矩的。兇一點的老師，只要使個眼神就能使他們歸隊。但轉身背對他們時，他們又胡搞瞎搞。
If these students want something, they usually just take it. They show very little concern for the feelings of others. They seek out extensions of power. Pencils, scissors, and rulers become weapons in their hands.
如這些學生想要的東西，他們通常就直接拿走，他們幾乎不關心別人的感受。他們尋求擴權(使人受制於我)的快感， 鉛筆、剪刀、直尺如在他們手上就變成了武器。
Schools that use The Honor Level System find that the students who function mainly at this level are chronically on Honor Level Four.
採用榮譽分級制度的學校可發現，在此階段的學生是長期停留在榮譽第四階(最低階)而無什長進。
Stage 2: Self-Serving Behavior
階段 2: 利己的行為
The Reward/Punishment Stage: "What's in It for Me?"
獎懲階段 : "這對我有什麼利益或害處?"
Students functioning at Stage 2 are a little easier to handle in the classroom. They also represent only a small percent of the youngsters we teach. Kohlberg would classify them as having an individualistic morality. They can be very self-centered.
表現出第二階段的學生，在班上是較容易處置的，他們也僅代表我們所教幼童的一小部分。Kohlberg把他們歸類為:擁有個人的道德價值觀。他們可能是非常以自我為中心的。
This is the reward and punishment stage. These students behave either because they will receive some sort of reward such as candy, free time, etc., or because they do not like what happens to them when they do not behave. Most children are moving beyond this stage by the time they are eight or nine years old. Older students who still function at this stage do best in classrooms with assertive teachers.
這就是獎懲階段。這些學生表現好是因為他們將會受到某些獎勵，如糖果、自由時間等，或因為他們不喜歡當他們沒做好時會發生在他們身上的事。大多數的孩童在八或九歲前正要跨出此階段，年長一些的學生如仍停留於本階段時 ，最好放在較兇一點的老師班上，他們會表現好的。
There is very little sense of self-discipline at this stage. Like the power stage children, these youngsters need constant supervision. They may behave quite well in your classroom and then be out of control in the halls on the way to their next class.
於此階段，少有自律的觀念。像強權階段的孩童，這些幼童需長期的監督。他們或許在你的班上表現得很好，但在走廊通往上其它課的路上，又變得失控。
Because we expect so much more of our students, these children are often on Honor Level Three and Honor Level Four.
因我們對學生的期望很多，這些孩童通常是在榮譽階層的第三或第四階。
Stage 3: Interpersonal Discipline
階段 3: 人際間紀律
The Mutual Interpersonal Stage: "How Can I Please You?"
相互人際間的紀律階段: "我該如何做才能使你高興?"
Students functioning at Stage 3 make up most of the youngsters in our middle and junior high schools. These kids have started to develop a sense of discipline. They behave because you ask them. This is the mutual interpersonal stage. They care what others think about them, and they want you to like them.
階段 3的學生佔了大部分的國高中青少年，這些孩子開始發展出紀律的觀念。他們表現好是因為你要求他們，這是個相互人際間的紀律階段。他們在乎別人對他們的想法，且他們想要你喜歡他們。
These children need gentle reminders. You ask them to settle down and they do. Assertive discipline works with these students because they understand it, but they rarely need such a heavy handed approach to classroom discipline.
這些孩子需要溫和的提醒，你要求他們靜下來，他們就靜下來。對這些學生用嚴格的紀律是可行的，因他們會瞭解。但他們甚少需要用如此重手段來維持班級紀律。
Quite often you find students in your classroom that are in transition from Stage 2 to Stage 3. Perhaps you will know of a student that gets into lots of trouble in other classrooms but not in yours. This child is just learning to trust others and build the interpersonal relationships that are more common with his classmates. You need to let him know that his good behavior is important to you not only in your classroom, but in others as well. Nurture this youngster and you will see quick progress. Be unnecessarily assertive and he will slip back to Stage 2.
通常你會發現你班級的學生由階段二過渡至階段三，或許你知道有一位學生上別的課製造許多麻煩，但在你的課卻不會。這孩子正在學習信賴別人，且與班上同學建立更普遍的人際關係。你需讓他知道，他的好行為不僅對你的班級重要，對上其它的課也是重要的。耐心教導該幼童，你會發現他進步很快。如你對他嚴苛(兇)得莫名其妙，他就會退回至第二階段。
These students are almost always on Honor Level One and Honor Level Two.
這些學生幾乎總是在榮譽第一及第二階。
Stage 4: Self-Discipline
階段 4: 自我紀律要求
The Social Order Stage: "I Behave Because it is the Right Thing to Do."
社會秩序階段 : "我表現好是因為我在做對的事。"
Students functioning at Stage 4 rarely get into any trouble at all. They have a sense of right and wrong. Although many middle school and junior high school students will occasionally function at this level, only a few consistently do. These are the youngsters we enjoy working with so much. You can leave these kids alone with a project and come back 20 or 30 minutes later and find them still on task. They behave because, in their minds, it is the right thing to do.
階段4的學生幾乎不產生麻煩。雖然許多國高中學生有時會在此階段運作，但只有少數人會持續如此做。我們很享受跟這些青少年一起工作，你可放手讓這些孩子單獨做一個專題作業，離開20或30分鐘後回來，發現他們仍在做。他們表現好，是因為他們認為他們在做對的事。
This is the social order stage. These students are almost always on Honor Level One.
這就是社會秩序階段。這些學生幾乎總是在榮譽第一階。
Even though they may never tell you, students who function at this level do not appreciate assertive discipline. They are bothered by the fact that other students force teachers to use so much class time dealing with discipline problems.
即使或許他們從未告訴過你:此階段的學生不喜歡嚴苛的紀律。他們會對其他的學生迫使老師花很多的課堂時間來處理紀律問題而感到厭煩。
Although most of our students do not usually operate at this stage, they are near enough to it that they understand it. Cooperative Learning activities encourage students to function at this level. The teacher who sets up several groups within the classroom gives students a chance to practice working at this level while he waits close by, ready to step in when needed.
雖然大多數我們的學生通常都不屬這階段的，但他們瞭解他們已十分靠近了。「合作學習活動」可鼓勵學生於此階段運作。老師把班級分幾組，讓學生有機會於此階段練習運作。而老師在一旁等著，準備好當有需要時介入。
Working Through the Stages
帶學生渡過不同的階段
Kohlberg describes additional stages of morality and ethical reasoning that go beyond what we discuss here, but they are not usually seen in school age children. In fact, many adults do not progress much further than these.
Kohlberg描述道德倫理認知發展尚有更深的二階段，但那已超出我們此處所討論的。且此二階段通常不存在於學齡孩童身上。事實上，許多成人也沒超越過這些。
Keep in mind that all of us work our way through these stages in this order as we grow up. When you identify the stage at which a student is functioning, you can then help that youngster work to the next stage. It is a mistake to try and skip stages. Insisting that a Stage 1 student “straighten up and start acting right” (like a Stage 4 student) is not a reasonable expectation. It simply isn't going to happen! Instead, set your goal on Stage 2 and you will be less frustrated. You may be pleasantly surprised when you start to notice improvement.
記住，當我們年歲漸長，我們均會循此順序，按我們的方法，渡過這些階段。當你找出你的學生在那一階段，你就可協助他邁向另一更高的階段。不循序漸進而試圖跳躍階段是錯誤的。堅持第一階段的學生要 "立刻改正並馬上做對"(像第四階段的學生) 是個不合理的期望，根本不會達到此期望的。而你應把目標設在第二階段，如此你將會有較少的挫折感。當你注意到學生有進步時，你會很驚訝及欣慰。
It is important to remember that for many reasons, any child is fully capable of regressing every now and then. When you really get to know your students and are used to them functioning at a stage, it is important to look for a reason when one of your students regresses. Problems with family members, friends, alcohol, or drugs may be behind a shift in behavior. It simply might be tiredness or the onset of illness. Whatever the cause, it is worth taking the time to talk with the student and see what's going on.
很重要，得記住。有許多的理由讓學生有時會退步至較低的階段。你知道你的學生們，也已習慣他們所屬的階段，但當有一位學生退步了，那很重要，你得找出原因:可能是與家庭成員或朋友間產生的問題、酗酒、嗑藥，而使得他的行為上產生變化。那也有可能只是單純的勞累或有疾病的徵兆。無論原因為何，此事值得花些時間與學生談談，並看看該採取何種後續行動。
Picking Up the Pieces
化整為零(化整體為零星)
You may feel that you do not have the time to walk these kids from stage to stage. You may be concerned about covering the material in the book or getting to all the objectives, but what do you teach? Is it English? Math? Science? Such a response is the one others expect of us, but the real answer is: “I teach children.” When you get used to thinking of your job in that way, it is easier to find the time needed to help a youngster with behavior problems.
你或許覺得沒那麼多美國時間，來陪孩子由一個階段接另一階段的走過。你或許關心的為:是否涵蓋了課本的教材或達到了教學目標? 但是你在教什麼? 英語? 數學? 自然? 如此的回答是別人希望我們這樣。但真正的答案是:「我在教孩子們全人」。 當你開始慣於以此方式思考你的職業時，就會很容易找到時間來協助問題兒童。
Learning self-discipline is just like learning anything else. Your students aren't always going to get it right the first time. So, you find yourself “picking up the pieces.” You help them some more, and when you think they are ready you give it another try.
學習自律就像學其它的事情一樣，你的學生總不會第一次就做對，所以你自己要把它化整為零，分許多小段。你先給他們一小段來做，並予協助。當你認為他們已經妥當了，再給他們另一段來嘗試。
If you have a math student who is not quite ready to handle long division, you spend more time on subtraction and multiplication. If you have a student that isn’t ready for Stage 3 or Stage 4, you spend more time working on Stage 2. Where other teachers may see a kid who is still a discipline problem, you may be able to see one who is making progress. Seeing that progress, as slow as it might be, makes greeting that youngster each day a pleasure that his other teachers may never enjoy. Soon you will be opening the doors to the mutual inter-personal stage and really make a difference in his life.
如你的學生對數學中，長串式的除法不熟，你得花更多的時間在練習減法及乘法上。如你的學生尚未準備好要進入第三或第四階段，你得花更多的時間在第二階段學習。如此當其他的老師看這孩子仍是有紀律的問題時，你或許看到他已有進步了，看到他長進，即使很慢，至少你可每天喜悅地迎接他，而這是其他老師無法享受到的。不久你將為他開啟一扇門，通往相互人際間的紀律階段，且真的會使他的人生有改變。