2014 GT 观摩的反馈

下面是一位新的GT的观摩反馈，我提出来的重点是想再重申“procedures”课堂常规的重要性。常规在，小朋友的学习就是由内而发，老师可以省力很多。

每年教书都在发现可以改进的地方，一起努力！

首先，从教室布置来说，第一，在Marty老师的教师你找不到任何一个英文，并且在门口贴上警示牌，告诉大家过了这个门任何人不许讲英文，真正的做到了沉浸式汉语。第二，Marty老师的教室布置没有一处是多余的，没有一处是因为装饰而进行的装饰。她主要是把自己接下来一年要讲地内容按照层次贴在教师的角角落落；把所有的日常用品用中文标示出来，这既方便自己教学，而且也方便学生认读生活中常用的汉字，减少了以后在教学过程中，学生遇到不会的东西用英文讲得可能性。

其次，从教学方法来说，第一，Marty老师为了避免用英文讲课堂规则，做到全中文沉浸式，她和她的搭档商量好一致的课堂规则，然后请她的搭档用英文来告诉孩子们，这样就完全避免了在中文沉浸式的课堂讲英文，而且孩子们还了解了她们该遵守的规则。第二，Marty老师的教学procedure非常清晰明确，她的做法是把从星期一到星期五每天几点到几点的活动内容做成大的图片张贴出来，这样不仅使自己在教学的过程中明确教学内容，更重要的是让学生知道老师的教学流程，时间长了他们就会知道自己什么时候该做什么事儿，养成习惯。所以，Marty老师的课，条理非常清晰，孩子们在完全不懂汉语的情况下，也不会乱。第三，Marty老师一直告诉我们，在开学第一个星期甚至两三个星期都应该以教孩子们课堂规则和常规为主，不能急于教授新课。这不仅不会影响教学进度，反而一个良好的课堂秩序更会促进中文课的开展。第四，在教育小朋友的时候，要不厌其烦，要不断的重复。比如，Marty老师在教“眼睛—看、耳朵—听、嘴巴—微笑”的常规指令时，一直在重复，并且贯穿这一天授课的始终。最后孩子们都在愉快的气氛下掌握了指令的含义。

   再次，重视沟通。要努力和学生沟通，了解学生想法，关心爱护他们，得到孩子们的信任；还要和学校校长、同事进行有效的沟通，建立良好的人际关系，互相支持鼓励；还要和学生家长建立积极的沟通，理解家长的心情，得到他们的支持。

 很抱歉，因为时间仓促，能力有限，我不能把我所看到的全部用文字表现出来。最后我想说，Marty老师真的是一位特别亲切、教学经验丰富的好导师。能有幸去听她的课，我很感恩。这一路来有那么多的老师在我们左右陪伴我们，指导我们，我们真的没有理由不努力、不认真、不把中文沉浸式项目做好。虽然刚到美国我们都遇到了这样或那样的生活困境，但是我相信只要我们坚定信念，再大的困难也会迎刃而解的。

2014 GT 对话一

这位老师觉得班上纪律不好，这是二年级的班。小朋友按正常情况，应该是已经只说中文，不管实际执行仍有困难。
以下是我的回答：

我可以感受到你的焦虑，可是我更想说的是谢谢你真心关爱这些孩子，你从大老远的东方飞来到这里跟这群小娃儿朝夕相处，有缘！而你的孩子们有幸被你教到。我很开心你和我讨论，我们一起找出方法。你的问题很好，其他老师可能也会有一样的问题，你介意我把对话和大家分享吗？得到你同意之前，我先不做这个动作。

如果是和其他人讲述教室情况时，记得不要说出学生名字，叙述情况即可，这是保护你自己的措施。

第一点：很开心看到一个用心思考计划的老师。不过我要跟你分享我从其他老师身上学来的经验，尽量把教室的情况和规矩都朝正面的方向走。例子：“请你慢慢走”，而不是说“请不要跑”；“请小声”而不是“不要讲话”；“请做好朋友“而不是”请不要推／打人“；”请你说中文“而不是”不要说英文“。他们生长在美国，说英文是正常的，我跟搭档老师取得共识，跟学生沟通清楚，一个教室用英文学习，一个教室用中文学习，这就是游戏规则。

第二点：我和其他老师说的，也要和你分享我实习时期老师告诉我的话，“每天进教室要期待正面开心的一天。每天进教室要觉得学生和自己又要有快乐丰富的一天。” 小孩，如你所体会的很敏感。遭遇不好的小孩如果不敏感，身边的事情对自己是不会有影响。你的态度也会影响学生的态度。

第三点：身世可怜的孩子的确是可怜，可是她也可以遇到一个不管她出身背景的老师，今天你注意到了，你了解她行为背后的原因，我觉得她的运气好转了。碰到好老师关心自己，她也会感受到，眼神，语气，态度，都可以慢慢让她了解你在关心她。另一个重点是，学校的辅导老师有没有被告知，有些心理上协商的事情是要专业的老师来排解。如果可以，你和你的搭档老师可以2对一的跟她谈，搭档老师讲你和她商量后的话（我们会帮你，我们爱你，我们在乎你，我们希望你更好。。。）你只要在一旁点头微笑赞同。

第四点：在课堂上，如果她拿到尖锐的东西要吸引人注意时，我的做法可能是会故意说“谢谢你帮我把这个捡起来，你很爱你的小朋友，不要他们受伤，太好了。谢谢你帮我。”转移注意力，把一个容器放在桌子，告诉她只要发现尖锐的东西，都帮你收在这里。又是用正面引导负面的做法。

第五点：乱说话的小孩也是要吸引人注意。可是影响班上秩序，我也会和搭档老师商量然后跟他2对一的谈，没有效果再找父母和校长谈。行为的合约(behavioral contract)可以执行。

第六点：下课留堂处分是给你和搭档老师机会和这小孩沟通几分钟，如果真的整个下课都留下来，你也没有时间休息，小孩精力更无处发泄。

很多将来学习的基础是靠这几个星期的磨合和训练，代课老师的影响有限，你才是真的主人，真的如来佛，可以掌控这些齐天大圣！

请放轻松，记得深呼吸。你，可以做到的。

加油。

简单说工作站 A little bit about Station/Center

工作站：多元的设计，让学生每个人都有机会参与学习。

   小组的设计，所以学生不会被遗忘。小组的设计，老师可以针对小组的需要加强辅导。  自己动手，自己管理，学生的荣誉心强。
   当然执行工作站之前有大前提，那就是课堂常规已经奠定。老师一说话，学生就知道要做什么，一放手就知道规矩方圆在哪里。另外就是，每个工作站都应该有清楚的学习目标，而且老师示范，学生示范，然后才成为一个站供其他学生练习。（I do, we do, you do.) 一旦熟练的工作站，可以把内容汰换应付不同学科目标，程序不变。  做个简单的例子：（请自行依照年级增减难易度。）

•      假设一班有30个人，把这班分成五个组，一组里有6到8人是还可以执行的数目。当然6个人会好过8个人，可是如果时间不够让五个组尝试，也是可以改变。

•      墙上清楚标示这五组的名字和组别名称或号码。·    说明这个星期（或今天）五个工作站的学习和地点。反复几次，问学生“这个工作站要做什么？要怎么做？做完要做什么？”

•    一：听有声书。二：访问班上小朋友。三：数学游戏。四：数学练习。五：老师的桌子。（简单举出的例子，您的点子一定比我的要更好。）

•      每一个站10分钟。可以把五个站名写出来，用吸铁石吸在五个组的旁边。10分钟一到，整个换。比如有红，橙，黄，绿，蓝五组。第一轮开始时，红组有1，代表有声书。橙有2号，代表去走动访问记录。黄有3号，代表去玩游戏。绿有4号，代表去写数学练习。蓝有5号，代表去和老师做小组辅导。下一轮，红－2，橙-3，黄-4，绿-5，蓝-1。再到下一轮，红－3，橙-4，黄-5，绿-1，蓝-2。依此类推。

•   工作站内容可以全部是数学，也可以混杂其他学科。时间可能10分钟到20分钟。可能一天做完，也可能一个星期或更长做完。完全看学习的需要。

这是一个学生访问学生的例子。学生必须走谝教室，寻访每个人（全班28人，每个人都要问四个问题），然后把答案写在受访者的号码下面。不用一天完成，只要完成交给老师即可。

•   内容可以配合自己上课的需要。重点就是学生一定要训练完才做这个动作，不然很累。另外就是一年级一定要晚一点才尝试。中高年级要熟悉了才放手。

• 每个工作站的学习目标，学生行为和老师期待都需要事先沟通好。

  

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How often should the morning and afternoon classes switch?

The truth is, classroom teachers never have enough time to teach everything. Especially the 50/50 model Immersion teachers. 50/50 doesn’t mean using the target language in the Immersion classroom. It means students spend half of the day in English and the other half in the target language class.  To teach and to review in half of the regular teaching time is hard. All the Immersion teachers will agree on this.

To make the matter worse, the children often have a harder time focusing and learning in the afternoon (including adults). As teachers, we also feel tired in the afternoon, which is not fair to the students. In the fifth year of teaching, my partner teacher and I finally made a change that hopefully can reduce some struggles.

A previous partner teacher, who now has retired, and I used to switch the classes every month. We still could see the struggle but were too overwhelmed to come up with a solution. This year’s new partner teacher and I decided to switch every two weeks.  Then eventually we switched every week.

We both like the change very much and feel the change has helped most of the students.  Teachers have asked if it was too much trouble for the kids; the answer is no. The students basically remember it better than the teachers do. They know where to go in the morning. A few children forgot, but the others will remind them where to go.

The benefits of switching weekly are many. Due to the busy schedule and extra curricula classes such as library, computer, PE, music or art through out the week, students normally will miss some target language and English instruction time.  By switching every week, the students can miss the instruction equally in the afternoon or in the morning instead of the same students missing it all the time.

Sometimes there will be volunteers or aides who come in to assist.  Often their schedule is limited and they can only be there at certain times.  If the classes switch only once a month or even longer, one of the classes will miss this extra help for as long as it takes to switch.

The afternoon is harder for students to learn and for teachers to teach. Too exhausted students trapped in the same time for a month or longer, it is not fair. Both English learning and target language learning suffer in the afternoon. By switching classes weekly, the students can get instructions equally.

I have learned that some Immersion schools never switch morning and afternoon classes. Some switch once a year and some switch every quarter. However, every teacher who talks about this all has the same complaint: “afternoon class is so hard to teach.” Then they will add that schools won’t allow them to switch classes often enough.

I believe if everyone looks at the benefit to the students, and the help it provides teachers,  classes will be switched more often.

Marty Chen

Don't be afraid of changes

Don’t be afraid of changes

So the seating arrangement doesn’t work? Change it.  Use actions and simple words to let students understand what you want. Demonstrate it first; of course, and then show them what your intension is.  Physically help them move so they understand. Always say thank you when they listen. When students are not listening during whole group instruction time, change their carpet seating arrangement right away.

座位安排有问题？马上换。用简单的词汇和动作来让学生了解你的意思。示范一下动作，让他们知道你要他们跟着做什么。实际上帮他们搬移座位上的东西也可以让他们了解。记得说谢谢。如果学生在地毯讲课区吵闹说话，马上换。让他们知道每一个行为都会有特定的结果。

Take lining up as an example.  Give clear directions.  Count to three; a quiet line should form.  If it doesn’t happen the first time, ask the students to come back and do it again.  Keep doing it until a quiet line is formed.  There will be students who are obedient and know how to be quiet. Walk up to them and say “thank you for being quiet.” Ask the whole class to go back and form the line again. Pretty soon, the children will understand that you are expecting a quiet line and nothing else. They will start reminding each other so they don’t have to repeat this action too many times.

拿排队做例子。清楚说明要学生安静迅速的排队，数到3 然后看这队伍是否安静。不安静？回去再排一次，再一次，再一次，直到队伍安静为止。不用大声说话，只要轻声跟听话的学生道谢，然后要全部的学生继续努力排队。很快的，学生就会知道并提醒彼此安静排队，免得要再多跑几次。

Good learning habits need to be created and practiced so a teacher’s can be effective.  When fostering good habits, don’t worry about spending time on it because language will be reinforced and behavior will be molded.  Henceforth, teaching will happen.

好的学习习惯需要被创造也需要持续练习，如此老师的教导才会有效果。养成好的 学习习惯时，不要在乎花费的时间因为语言也会被学习到，好习惯养成后，教书的工作才可以真正开始。

Teachable moment

Teachable moment

Any moment is a teachable moment.  When a teacher only has three hours or less a day to teach all subjects, it is a challenge.  So, any tiny moment can’t be wasted. When choosing lunch, math can be added to the counting. Gradually, a comparison can be made.

Do students yell out things in English? Instead of telling them not to use English, just repeat it in Chinese and put it in a sentence.  The language comes from the students, and it’s in a context they can understand.  They will remember it better. 

I often make a crazy laugh to the kids during early October and expect them to scream “Witch!” at me.  “How perfect” I will tell myself, and I will point at myself and keep repeating “巫婆”.  Now, they learn a word that is useful during Halloween but has never appeared in the textbook. The best part is that they won’t forget about it due to the context and the way they acquired this new vocabulary.

任何时候都是教学的时刻。当一个老师只有3个或不到3个小时来教所有学科，是个极大的挑战，一分一秒都不能浪费掉。

选午餐，数数可以加进来，等学生熟练数字后，可以趁此机会来比较多少和多几个，少几个。

学生大声喊出英文，无须浪费时间来纠正，顺势把中文词汇丢给他们，这是学生自己提供的语文，用在情境上，他们比较不会忘记这个词也不会忘记用法。

十月初，我会故意对学生奸笑，他们往往会喊出“witch”，正合我意，我总是指着自己反复再说几次“巫婆”，要他们跟着说“陈老师是巫婆”.一个万圣节有用的词汇就简单学会了。

Once, several students talked about one student being a “smarty-pants”.  How exciting! I asked the student to come to the front. I asked him questions, and then expect his “smart” pants to answer me after putting the microphone to his pants. Of course, there was no sound from his pants. I asked him the same questions, and he could answer everything. I turned to the students and asked in Chinese “who is smart, he or the pants?” Everyone laughed and learned to say, “pants are not smart,” “he is smart” in Chinese. Of course, there will be students trying to answer for the pants.  Ignore this naughty behavior and reward positive behavior and let the students know your expectations.

一次，几个学生形容另一个学生是个 “smarty-pants”。机不可失，我请这学生站到前方, 把麦克风放到学生膝盖附近问了几个简单的问题，当然裤子不会回答，我问学生同样的 问题，这个学生回答了每个问题，接着我问所有学生，是裤子聪明还是他聪明，笑得开怀的学生大声回答“他很聪明，裤子不聪明。”当然会有几个调皮的学生想替裤子回答，故意忽略，然后表扬听话认真的小孩就可以让学生知道老师的态度和期许。

When something drops, say it out loud.  When thinking of something, say it out loud. When you can’t find something, say it out loud.  When you find something, say it out loud.

When the students match your actions with words, everything makes sense to them and they have a better chance to remember the words.

东西掉了，大声的说出来 “啊，掉下去了。”在想事情的时候，也说出来 “我想。。。。” 找不到东西时，也说出来，“我的东西在哪里？”找到了，也大声说找到了或是在这里，学生自然可以从你的行为和言辞找到连贯，由此知道也学会一些课本上不容易教到的词汇。

Students need social language; they need to hear it in daily life and in the most natural setting in order to remember and reuse the language.  So, when to teach these social languages? Any moment is a teachable moment. Students are learning all the time. Look for these teachable moments.

学生需要知道生活上的用语，他们从自然的环境，生活周遭听到这些语文时是最容易记住的。何时教才对？任何时候都可以教，学生无时不刻都在学习。善用这些时刻。

Teaching starts now! (And some free templates for classroom.)

After the mind is prepared, the actual work starts.

Immersion teachers have so much to do it’s not funny. However, don’t expect to teach alone. Here are some suggestions on how to start teaching.

Talk to your teaching partner and grade team, which means every teacher in your grade, and have the whole year curriculum mapped out. Don’t worry about the detailed lesson plans yet, just the big picture.  Map out the year’s plan for every subject.  Here is the simple template to spread the subjects throughout the year. Think about the holidays and the different months while planning.

At the beginning of the school, the pace of teaching should be slow. Procedures are really important. Set the rules while teaching subjects slowly. Often, it appears the children don’t understand the subject, but actually, it is because they don’t understand the language well yet.

If the plan isn’t complete at the beginning of the year, it can always be done later. Then it can be recycled for the next year, with your changes that can improve the next year’s plan.

After the year map is complete, think about the monthly plan.  Then a weekly plan should follow, and finally, a daily schedule. There are several reasons for planning curriculum this way. First, we should have an end goal in mind. Backward design is the key.  When we see the goal or destination, we can adjust our steps and walk toward the goal. Second, simplify the whole year and make it more manageable.  We want to see the whole year curriculum as a big beautiful cookie: it’s better to cut it into bite sizes so we don’t choke and we can enjoy the cookie elegantly.

Immersion teachers know how short instruction time is everyday. No matter how short the time is, all the required subjects need to be taught. The best way to teach them all is to have a good plan and well thought out steps. Integrate subjects together. When you have the whole year’s map done, you can see what language to use for each lesson to better prepare the students and integrate subjects while teaching. Math lessons need Chinese language for support. Chinese language can be combined with math concepts. Science lessons also need Chinese language support.  

We can’t expect students to understand the new language and the new concepts simultaneously. Gradually introduce the language and teach the meanings before asking students to master the learning.  

Everything needs to have a meaning so the students can remember and maintain the language.

I am sharing some templates here and hope they can be of some help in your teaching. 

The first and second ones are for the year map. You can easily make one for science or change the name.  Third one is what I used for first grade table top. It comes in handy when I ask students to do math on their own. The money reward sheet is for good behavior. Mark one cent for good behavior and the children get to practice money concept at the same time.  The last two are daily schedule I made. Very top part is for time then below it is for the daily teaching subjects. Under each day, I can quickly list objectives or important events on that day to remind myself. 

Hope these help some new teachers out there.