TED英語演講：犯錯吧，我支持你
在學校學習知識的時候，老師擔心學生記住錯誤的東西，所以總是教給他們正確的知識。但其實，偶爾留有犯錯的機會，也許更能讓人領悟。下面是小編爲大家收集關於TED英語演講：犯錯吧，我支持你，歡迎借鑑參考。
犯錯吧，我支持你
I have been teaching for a long time, and in doing so have acquired a body of knowledge about kids and learning that I really wish more people would understand about the potential of students. In 1931, my grandmother -- bottom left for you guys over here -- graduated from the eighth grade. She went to school to get the information because that's where the information lived. It was in the books; it was inside the teacher's head; and she needed to go there to get the information, because that's how you learned. Fast-forward a generation: this is the one-room schoolhouse, Oak Grove, where my father went to a one-room schoolhouse. And he again had to travel to the school to get the information from the teacher, stored it in the only portable memory he has, which is inside his own head, and take it with him, because that is how information was being transported from teacher to student and then used in the world. When I was a kid, we had a set of encyclopedias at my house. It was purchased the year I was born, and it was extraordinary, because I did not have to wait to go to the library to get to the information. The information was inside my house and it was awesome. This was different than either generation had experienced before, and it changed the way I interacted with information even at just a small level. But the information was closer to me. I could get access to it.
我從事教師工作很長一段時間了， 而在我教書的過程當中 我學了很多關於孩子與學習的知識 我非常希望更多人可以瞭解 學生的潛能。 1931年,我的祖母 從你們那邊看過來左下角那位-- 從八年級畢業。 她上學是去獲取知識 因爲在過去,那是知識存在的地方 知識在書本里,在老師的腦袋裏， 而她需要專程到學校去獲得這些知識， 因爲那是當時學習的途徑 快進過一代： 這是個只有一間教室的學校,Oak Grove， 我父親就是在這間只有一個教室的學校就讀。 而同樣的,他不得不去上學 以從老師那兒取得知識， 然後將這些知識儲存在他唯一的移動內存,那就是他自己的腦袋裏， 然後將這些隨身攜帶， 因爲這是過去知識被傳遞的方式 從老師傳給學生,接着在世界上使用。 當我還小的時候， 我們家裏有一套百科全書。 從我一出生就買了這套書， 而那是非常了不起的事情， 因爲我不需要等着去圖書館取得這些知識， 這些信息就在我的屋子裏 而那真是太棒了。 這是 和過去相比,是非常不同的 這改變了我和信息互動的方式 即便改變的幅度很小。 但這些知識卻離我更近了。 我可以隨時獲取它們。
In the time that passes between when I was a kid in high school and when I started teaching, we really see the advent of the Internet. Right about the time that the Internet gets going as an educational tool, I take off from Wisconsin and move to Kansas, small town Kansas, where I had an opportunity to teach in a lovely, small-town, rural Kansas school district, where I was teaching my favorite subject, American government. My first year -- super gung-ho -- going to teach American government, loved the political system. Kids in the 12th grade: not exactly all that enthusiastic about the American government system. Year two: learned a few things -- had to change my tactic. And I put in front of them an authentic experience that allowed them to learn for themselves. I didn't tell them what to do or how to do it. I posed a problem in front of them, which was to put on an election forum for their own community.
在過去的這幾年間 從我還在念高中 到我開始教書的時候， 我們真的親眼目睹網絡的發展。 就在網絡開始 作爲教學用的工具發展的時候， 我離開威斯康辛州 搬到勘薩斯州,一個叫勘薩斯的小鎮 在那裏我有機會 在一個小而美麗的勘薩斯的鄉村學區 教書， 教我最喜歡的學科 "美國政府" 那是我教書的第一年,充滿熱情,準備教"美國政府" 我當時熱愛教政治體系。 這些十二年級的孩子 對於美國政府體系 並不完全充滿熱情。 開始教書的第二年,我學到了一些事情,讓我改變了教學方針。 我提供他們一個真實體驗的機會 讓他們可以自主學習。 我沒有告訴他們得做什麼,或是要怎麼做。 我只是在他們面前提出一個問題， 要他們在自己的社區設立一個選舉論壇。
They produced flyers. They called offices. They checked schedules. They were meeting with secretaries. They produced an election forum booklet for the entire town to learn more about their candidates. They invited everyone into the school for an evening of conversation about government and politics and whether or not the streets were done well, and really had this robust experiential learning. The older teachers -- more experienced -- looked at me and went, "Oh, there she is. That's so cute. She's trying to get that done." (Laughter) "She doesn't know what she's in for." But I knew that the kids would show up, and I believed it, and I told them every week what I expected out of them. And that night, all 90 kids -- dressed appropriately, doing their job, owning it. I had to just sit and watch. It was theirs. It was experiential. It was authentic. It meant something to them. And they will step up.
他們散佈傳單,聯絡各個選舉辦公室， 他們和祕書排定行程， 他們設計了一本選舉論壇手冊 提供給全鎮的鎮民讓他們更瞭解這些候選人。 他們邀請所有的人到學校 參與晚上的座談 談論政府和政治 還有鎮裏的每條街是不是都修建完善， 學生們真的得到強大的體驗式學習。 學校裏比較資深年長的老師 看着我說 "喔,看她,多天真呀,竟想試着這麼做。" (大笑) "她不知道她把自己陷入怎麼樣的局面" 但我知道孩子們會出席 而我真的這樣相信。 每個禮拜我都對他們說我是如何期待他們的表現。 而那天晚上,全部九十個孩子 每個人的穿戴整齊,各司其職,完全掌握論壇 我只需要坐在一旁看着。 那是屬於他們的夜晚,那是經驗,那是實在的經驗。 那對他們來說具有意義。 而他們將會更加努力。
From Kansas, I moved on to lovely Arizona, where I taught in Flagstaff for a number of years, this time with middle school students. Luckily, I didn't have to teach them American government. Could teach them the more exciting topic of geography. Again, "thrilled" to learn. But what was interesting about this position I found myself in in Arizona, was I had this really extraordinarily eclectic group of kids to work with in a truly public school, and we got to have these moments where we would get these opportunities. And one opportunity was we got to go and meet Paul Rusesabagina, which is the gentleman that the movie "Hotel Rwanda" is based after. And he was going to speak at the high school next door to us. We could walk there. We didn't even have to pay for the buses. There was no expense cost. Perfect field trip.
離開堪薩斯後,我搬到美麗的亞利桑納州， 我在Flagstaff小鎮教了幾年書， 這次是教國中的學生。 幸運的,我這次不用教美國政治。 這次我教的是更令人興奮的地理。 再一次,非常期待的要學習。 但有趣的是 我發現在這個亞歷桑納州的教職 我所面對的 是一羣非常多樣化的,彼此之間差異懸殊的孩子們 在一所真正的公立學校。 在那裏,有些時候,我們會得到了一些機會。 其中一個機會是 我們得以和Paul Russabagina見面， 這位先生 正是電影"盧安達飯店"根據描述的那位主人翁 他當時正要到隔壁的高中演講 我們可以步行到那所學校,我們甚至不用坐公共汽車 完全不需要額外的支出,非常完美的校外教學
The problem then becomes how do you take seventh- and eighth-graders to a talk about genocide and deal with the subject in a way that is responsible and respectful, and they know what to do with it. And so we chose to look at Paul Rusesabagina as an example of a gentleman who singularly used his life to do something positive. I then challenged the kids to identify someone in their own life, or in their own story, or in their own world, that they could identify that had done a similar thing. I asked them to produce a little movie about it. It's the first time we'd done this. Nobody really knew how to make these little movies on the computer, but they were into it. And I asked them to put their own voice over it. It was the most awesome moment of revelation that when you ask kids to use their own voice and ask them to speak for themselves, what they're willing to share. The last question of the assignment is: how do you plan to use your life to positively impact other people? The things that kids will say when you ask them and take the time to listen is extraordinary.
然後接着的問題是 你要怎麼和七八年級的學生談論種族屠殺 用怎麼樣的方式來處理這個問題 纔是一種負責任和尊重的方式， 讓學生們知道該怎麼面對這個問題。 所以我們決定去觀察Paul Rusesabagina是怎麼做的 把他當作一個例子 一個平凡人如何利用自己的生命做些積極的事情的例子。 接着,我挑戰這些孩子,要他們去找出 在他們的生命裏,在他們自己的故事中,或是在他們自己的世界裏， 找出那些他們認爲也做過類似事情的人。 我要他們爲這些人和事蹟製作一部短片。 這是我們第一次嘗試製作短片。 沒有人真的知道如何利用電腦製作短片。 但他們非常投入,我要他們在片子裏用自己的聲音。 那實在是最棒的啓發方式 當你要孩子們用他們自己的聲音 當你要他們爲自己說話， 說那些他們願意分享的故事。 這項作業的最後一個問題是 你打算怎麼利用你自己的生命 去正面的影響其他人 孩子們說出來的那些話 在你詢問他們後並花時間傾聽那些話後 是非常了不起的。
Fast-forward to Pennsylvania, where I find myself today. I teach at the Science Leadership Academy, which is a partnership school between the Franklin Institute and the school district of Philadelphia. We are a nine through 12 public school, but we do school quite differently. I moved there primarily to be part of a learning environment that validated the way that I knew that kids learned, and that really wanted to investigate what was possible when you are willing to let go of some of the paradigms of the past, of information scarcity when my grandmother was in school and when my father was in school and even when I was in school, and to a moment when we have information surplus. So what do you do when the information is all around you? Why do you have kids come to school if they no longer have to come there to get the information?
快進到賓州,我現在住的地方。 我在科學領導學院教書， 它是富蘭克林學院 和費城學區協同的合辦的。 我們是一間9年級到20xx年級的公立高中， 但我們的教學方式很不一樣。 我起初搬到那裏 是爲了親身參與一個教學環境 一個可以證實我所理解孩子可以有效學習方式的方式， 一個願意探索 所有可能性的教學環境 當你願意放棄 一些過去的標準模式， 放棄我祖母和我父親上學的那個年代 甚至是我自己唸書的那個年代，因爲信息的稀缺， 到一個我們正處於信息過剩的時代。 所以你該怎麼處理那些環繞在四周的知識? 你爲什麼要孩子們來學校? 如果他們再也不需要特意到學校獲得這些知識?
In Philadelphia we have a one-to-one laptop program, so the kids are bringing in laptops with them everyday, taking them home, getting access to information. And here's the thing that you need to get comfortable with when you've given the tool to acquire information to students, is that you have to be comfortable with this idea of allowing kids to fail as part of the learning process. We deal right now in the educational landscape with an infatuation with the culture of one right answer that can be properly bubbled on the average multiple choice test, and I am here to share with you: it is not learning. That is the absolute wrong thing to ask, to tell kids to never be wrong. To ask them to always have the right answer doesn't allow them to learn. So we did this project, and this is one of the artifacts of the project. I almost never show them off because of the issue of the idea of failure.
在賓州,我們有一個人人有筆記本的項目， 所以這些孩子每天帶着他們筆記本電腦， 帶着電腦回家,隨時學習知識。 有一件事你需要學着適應的是 當你給了學生工具 讓他們可以自主取得知識， 你得適應一個想法 那就是允許孩子失敗 把失敗視爲學習的一部分。 我們現在面對教育大環境 帶着一種 迷戀單一解答的文化 一種靠選擇題折優的文化， 而我在這裏要告訴你們， 這不是學習。 這絕對是個錯誤 去要求孩子們永遠不可以犯錯。 要求他們永遠都要有正確的解答 而不允許他們去學習。 所以我們實施了這個項目， 這就是這個項目中一件作品。 我幾乎從來沒有展示過這些 因爲我們對於錯誤與失敗的觀念。
My students produced these info-graphics as a result of a unit that we decided to do at the end of the year responding to the oil spill. I asked them to take the examples that we were seeing of the info-graphics that existed in a lot of mass media, and take a look at what were the interesting components of it, and produce one for themselves of a different man-made disaster from American history. And they had certain criteria to do it. They were a little uncomfortable with it, because we'd never done this before, and they didn't know exactly how to do it. They can talk -- they're very smooth, and they can write very, very well, but asking them to communicate ideas in a different way was a little uncomfortable for them. But I gave them the room to just do the thing. Go create. Go figure it out. Let's see what we can do. And the student that persistently turns out the best visual product did not disappoint. This was done in like two or three days. And this is the work of the student that consistently did it.
我的學生們製作了這些信息圖表 結果是我們決定以這個彙報作爲我們學年的總結報告 內容是迴應漏油事件。 我要求他們拿 他們看過的資訊圖表當做範例 就是在媒體裏展示的那些信息圖表， 仔細看看那裏頭什麼是有趣的， 然後自己設計一個 以美國曆史中其他的人爲災難爲主題。 我爲這項作業設了一些其他的條件 他們覺得這個作業有些困難， 因爲我們從來沒有出過這樣的作業,而他們不完全知道要怎麼進行。 他們可以談論這議題,相當順暢， 他們也能寫得非常非常得好， 但當被要求要用一種其他的方式來表達想法的時候 他們有點無所適從。 但我給了他們空間去做這個作業。 去創造,去自己發現該怎麼做。 讓我們拭目以待我們可以完成些什麼。 最後那些總是 呈現最佳視覺效果作品的學生,這次也沒有讓人失望 這個作品大概花了兩三天的時間 而這是來自一個經常很棒得完成作業的學生。
And when I sat the students down, I said, "Who's got the best one?" And they immediately went, "There it is." Didn't read anything. "There it is." And I said, "Well what makes it great?" And they're like, "Oh, the design's good, and he's using good color. And there's some ... " And they went through all that we processed out loud. And I said, "Go read it." And they're like, "Oh, that one wasn't so awesome." And then we went to another one -- it didn't have great visuals, but it had great information -- and spent an hour talking about the learning process, because it wasn't about whether or not it was perfect, or whether or not it was what I could create. It asked them to create for themselves, and it allowed them to fail, process, learn from. And when we do another round of this in my class this year, they will do better this time, because learning has to include an amount of failure, because failure is instructional in the process.
然後當我要所有學生坐下來,我問他們"誰交出了最好的作品?" 他們立刻指着這個作品回答"這件" 他們並沒有細讀其中的內容,就回答了"這件" 然後我說,"那麼,是什麼因素讓這個作品這麼好?" 他們回答說,"喔,設計得很好,他用了很好的顏色組合,還有一些..." 他們分別說了想法,我們一起討論了之後 我說,"現在去讀讀內容" 接着他們說"喔,現在看起來好像其實沒有那麼好" 後來我們談到另外一個作業-- 那個作品沒有很好的視覺設計,但是有非常好的資訊內容-- 我們接着花了大概一個小時來討論這個學習過程， 因爲那並不是關於哪個作品比較完美， 或是我能或不能創造出這樣的東西; 這作業是要他們爲自己創作。 這作業也讓他們有失敗的可能， 消化思考之後,從失敗中學習。 今年,當我們又再一次嘗試類似的作業， 他們都將會比去年做的更好。 因爲學習 必須包含一定程度的失敗， 因爲失敗具有教學意義 在學習的過程中。
There are a million pictures that I could click through here, and had to choose carefully -- this is one of my favorites -- of students learning, of what learning can look like in a landscape where we let go of the idea that kids have to come to school to get the information, but instead, ask them what they can do with it. Ask them really interesting questions. They will not disappoint. Ask them to go to places, to see things for themselves, to actually experience the learning, to play, to inquire. This is one of my favorite photos, because this was taken on Tuesday, when I asked the students to go to the polls. This is Robbie, and this was his first day of voting, and he wanted to share that with everybody and do that. But this is learning too, because we asked them to go out into real spaces.
我有上百萬個照片 可以展示， 可我得小心的選擇--好,這是我最喜歡的一張-- 學生正在學習的照片， 學習可以是什麼樣子 在一個我們放棄傳統觀念的環境中 學生非得來學校以獲得知識這樣的想法， 取而代之,問他們,他們可以利用這些知識來做些什麼? 問他們真正有趣的問題。 他們不會讓人失望。 要求他們去不同的地方， 去親眼見識不同的事情， 去真正的體驗學習， 去玩,去查詢。 這是我最喜歡的照片之一 因爲這是一張星期二照的照片， 當我要求學生們去投票。 這是Robbie,這是他第一次投票， 而他想要和大家分享這個投票的經歷。 但這也是學習， 因爲我們要他們到外頭真實的世界去。
The main point is that, if we continue to look at education as if it's about coming to school to get the information and not about experiential learning, empowering student voice and embracing failure, we're missing the mark. And everything that everybody is talking about today isn't possible if we keep having an educational system that does not value these qualities, because we won't get there with a standardized test, and we won't get there with a culture of one right answer. We know how to do this better, and it's time to do better.
重點是 如果我們繼續把教育 當作是要來學校 取得知識 而不是體驗學習的過程， 傾聽學生的聲音,接納錯誤和失敗， 我們將會誤解上學的意義。 而今天每個人在談論的每件事情 都將不可能達成,如果我們繼續這樣的教育系統 而不重視這些價值， 因爲我們是不可能依靠標準化測試， 一種只有一個標準答案的文化是沒有辦法引領我們達到目標的。 我們知道怎麼樣可以做得更好， 而現在,需要做得更好的時刻到了。
《犯錯吧，我支持你》觀後感
人無完人。當媽媽您望女成風，要求孩子做個完美的人時，是否想過我還是個孩子。媽媽，每個人都會不小心做錯事，所以請允許我犯錯。
當別人的孩子犯錯時，媽媽都會在我面前說：如果我的孩子也犯這樣的錯，我一定會狠狠的打他。雖說您是在恐嚇我，但也如您所願，我的確被嚇倒了。但您是否想過您的成就之後就是我和您的距離越來越遠了。
在剛上四年級時，我第一次當寄宿生，以前還在您手掌心遊戲，不管在哪兒，都能看到您的關心和照顧。但此時都獨立了，感覺什麼都不對勁，在稀裏糊塗之中，到了週三，所有的生活費都花光了，我去食堂老闆藉手機打電話給爸爸，叫他錢送進來。果然，就在中午，錢就寄別人進來了。我以爲這件事就完了，但等我週五回家時，迎來的不是您心疼的慰問，而是一頓臭罵。到晚飯時，就是您的長篇大論。由這一件小事講到了將來，講到了您的苦，講到了如果沒有您我會怎樣，但您沒注意到我擠在眼睛裏的淚水，已經無法控制了。爲了不讓您看到我的樣子，我放下碗筷，起身就走，還沒走兩三步，我的淚水已經劃過了鼻間。我躲到房間裏，抹乾了淚水，裝作無事，打算與您長期作戰，只爲證明這是一件小事。但您也不屈服，奉陪到底。於是我們就這樣吵吵鬧鬧過了三四天，不知怎麼回事，我們就和好了。但您仍說了一句讓我痛心的話：以後再這樣，可不是現在這麼簡單了。
我是小孩，我會犯錯，但我也會改正，我需要的是您的體諒，朝暮相處的母親啊，您是否聽到您女兒多年的吶喊?