我们班的“小老师”
添加时间:2014-10-28        浏览次数:

现场一:

“朵朵!你为什么要推娜娜?”

“朵朵,你怎么可以推她呢?”

“朵朵!娜娜是我们的小妹妹,要保护她的!”

“朵朵!你推娜娜是不对的!”

“朵朵!我告诉你!我生气了!”

饮水机前传来一阵阵严厉的指责声,伴随着指责声的还有越来越大的哭声,老师走过去一看,一群小女孩正围着哭泣的朵朵,“发生什么事情啦?”“朵朵推娜娜!”“朵朵打人!”“朵朵欺负娜娜!”……“朵朵,请你告诉我是怎么回事好吗?”朵朵哽咽地说起了事情的经过:娜娜(班上一位能力教弱的小女孩)在洗手间玩了很久水了,朵朵让她别玩水了,想叫娜娜去喝点水,可是娜娜不听,朵朵于是拉了娜娜一下,其他女孩子以为朵朵想抢娜娜的洗手台而故意推娜娜。于是这帮女孩子开始为娜娜不平,发生了前面争吵的一幕。老师对女孩子们说:“朵朵并没有推娜娜,朵朵是想帮助娜娜,你们看娜娜的袖子全湿了,小朋友们看见了是不是应该阻止娜娜继续玩水呀!”女孩子们说:“是的!”老师又对朵朵说:“朵朵,你帮助了娜娜!”朵朵脸上露出了笑容,“小朋友们误会你了,因为她们没有问清楚是怎么回事,下回她们肯定会先问发生了什么事。”老师继续说:“老师知道大家都是想帮助娜娜,但是帮助娜娜的方法有很多种,我们还可以用哪些不吵架地方式帮助她?——“先要问清楚!”“用商量的办法!”“告诉老师!”……孩子七嘴八舌地回答。

现场二:

区域活动中,绘画小组发生了激烈的争吵:

“哼!豆豆你怎么能打人呢?”

“豆豆,不可以说打死别人的话!”

“豆豆,你为什么打莉莉?”

“她她她不让我用红色!”不擅表达的豆豆吞吞吐吐的说。

“莉莉!彩笔应该是大家一起用的!你为什么不让豆豆用红色?”

莉莉小声地说:“他要从我手里抢,可是我还没有用完!”

 “豆豆,莉莉没有用完,你就等一下嘛!”

“抢别人的东西还打人,你不乖!”

“对!你不乖!我们不喜欢你!”

豆豆哭了,抱着手趴在桌子上。

“你问一下莉莉要不要原谅你吧!”

豆豆抬头看看旁边的莉莉,小声说:“原谅我吗?”莉莉点头说:“原谅!你下次还这样吗?”豆豆说:“我不这样了!”一旁的乐乐说:“你还没有说对不起呢!”“对不起!”“没关系!”

类似的现场每天都在班级上演,班上的每个孩子都自觉充当起了维持秩序、维护公正的“小老师”,有时候他们会出现处理不当,当然老师会及时出现引导他们拿出合适的办法,有时候他们轻轻松松就能把矛盾解决了,告状声越来越少。

 中班孩子的意识里早已经有了是非对错的标准,不如放手让孩子们自己解决他们的小矛盾,给他们学习并实践与他人交往技巧的机会,给他们慢慢内化对错标准的平台。一笑而过的结局是不是比严厉的批评更完满一些呢?


The “Little Teachers” in My Class


 

The first scene:
"Duo Duo! Why did you push Na Na?"
"Duo Duo, how can you push her?"
"Duo Duo! Na Na is our little sister, and we need to protect her!"
"Duo Duo! Pushing Na Na is not right!"
"Duo Duo! I tell you! I am angry!"

 

A burst of harsh criticism came from near the water bubbler, along with accusations and loud crying. The teacher went over and saw Duo Duo was crying and surrounded by many girls. "What happened?" "Duo Duo pushed Na Na!" "Duo Duo hit her!" "Duo Duo bullied Na Na!"...

"Duo Duo, please tell me what happened?" the teacher asked. Duo Duo choked up and told the details: Na Na (the weakest girl in the class) had been playing with water for a long time in the bathroom, so Duo Duo told her not to play with water, and suggested she go drink water. But Na Na did not listen to her. Then Duo Duo pulled Na Na, and the other girls thought that she wanted to take Na Na's sink and had deliberately pushed Na Na. Thus, the girls wanted to protect Na Na, and the previously described quarrel took place.

The teacher told the girls: "Duo Duo did not push Na Na, instead she wanted to help Na Na. You see, Na Na's sleeves were completely wet.  Should other children prevent her from playing with water?" The girls said: "Yes!" The teacher continued: “Duo Duo, you helped Na Na!" Duo Duo smiled. "The kids misunderstood you, because they did not get a clear picture of what was going on. I believe they will see it clearly next time." The teacher continued: “I know that many children want to help Na Na. Rather than quarrel, there are many methods to help her, so can you tell me some examples?"-- "Get things straight first." "Consult!" "Tell the teacher!" The children enthusiastically shared their opinions.

 

The second scene:
In the art area, the drawing team had a heated argument:
"Humph! Dou Dou, how can you hit others?"
" Dou Dou, you mustn’t say you like hitting others to death!"
" Dou Dou, why did you hit Lily?"
"She, she, she does not allow me to use red!" Dou Dou, who wasn’t good at expressing himself, spoke in a halting way.
"Lily! Children should share the colored pencils! Why didn’t you let Dou Dou use red?"
Lily whispered: "He grabbed it from my hand, and I’m not finished!"
 "Dou Dou, Lily hasn’t finished, and you should wait!"
"Taking others’ things and hitting them?  You are not well-behaved!"
"Yes! You are naughty! We do not like you!"
Dou Dou cried, and bent over the desk with his hands over his face.
"You can ask Lily to see if she will forgive you!"
Dou Dou looked at Lily and whispered: "Can you forgive me?"

Lily nodded and said: "OK! Will you do that again?"

Dou Dou said: "I won’t!"

Le Le reminded him: "You haven’t said I'm sorry yet!"

"Sorry!"

"Never mind!"

 

Similar scenes play out in class every day. Each child in the class conscientiously acts as "little teacher" to maintain order and justice, and sometimes they will handle improper behavior. Of course, the teacher will appear in time and guide them to come up with appropriate methods, but often the children can easily resolve conflicts, and they complain less and less.    

   Children in the middle classes have already established their standards of right and wrong. It is better to let the children solve their own small disagreements by themselves, provide them chances to practice and learn communication skills, and offer them a platform to gradually internalize standards. Isn’t a smile a more successful outcome than harsh criticism?

 




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