我們不必害怕老師家訪(fǎng)
出國(guó)留學(xué)網(wǎng)訊 美國(guó)很多學(xué)校都強(qiáng)調(diào)與家長(zhǎng)溝通的重要性，然而傳統(tǒng)的溝通方式只限于電話(huà)或者家長(zhǎng)會(huì)，但現(xiàn)在一些學(xué)校已經(jīng)開(kāi)始采取家訪(fǎng)這種形式。然而也有學(xué)校對(duì)這種形式感到擔(dān)憂(yōu)，家訪(fǎng)的效果真的好嗎?
Dave Levin thought he was going to be fired from his Houston school the day he picked up a huge, unruly sixth-grader and dropped him in his seat. He had touched a kid. That was a big no-no. He felt so bad that he went to the boy’s small wood-frame home after school — another thing he had been told never to do — and apologized to the boy’s mother.
Devin Levin以為自己會(huì)被休斯敦學(xué)校解雇，因?yàn)樗岩粋€(gè)不守規(guī)矩的學(xué)生從座位上拽起來(lái)然后在扔回座位上，學(xué)校是絕對(duì)不允許老師這樣做的。他感覺(jué)很抱歉，于是去了那個(gè)學(xué)生的家和那個(gè)孩子的媽媽道歉，而這也是他不被允許做的事情。
To his surprise, the woman seemed pleased by his visit.
“Listen,” she said, “you’re the first teacher that ever came to the house. Do whatever you have to do to my son. He doesn’t listen to me. Do whatever you have to do.”
讓他驚訝的是，學(xué)生的媽媽對(duì)他的到來(lái)似乎很歡迎。她對(duì)他說(shuō):“你是第一個(gè)到這兒來(lái)的老師，你可以用任何方式教育我的孩子，他也不聽(tīng)我的話(huà)?！?BR> Meeting the mother caused the boy to behave a bit better. Levin and his friend Mike Feinberg, another teacher, began to do home visits regularly, making them part of the KIPP charter school network they founded. Two decades later, several other charters and even some regular public schools have begun to reject the traditional view that parent contacts should be confined to the phone or meetings at the school. The District’s new Family Engagement Partnership?has just led to a $20,000 award for history and reading support teacher Kristen Whitaker, the catalyst behind more than 200 home visits by Columbia Heights Education Campus faculty this school year.
家訪(fǎng)后，那個(gè)孩子表現(xiàn)得要好一點(diǎn)了，Levin和另一個(gè)老師也開(kāi)始定期給學(xué)生做家訪(fǎng)。20年后，其他學(xué)校的老師也開(kāi)始放棄與家長(zhǎng)聯(lián)系的傳統(tǒng)方式，即只限于打電話(huà)或在學(xué)校的會(huì)面，家訪(fǎng)的形式越來(lái)越流行。
Schools often say they are trying to involve parents, but that usually translates into stiff, arms-length gestures such as sending notes home or holding back-to-school nights. Whitaker and the other D.C. home-visiting teachers are trained and paid with funds from the D.C. public schools and the Flamboyan Foundation. Using a model developed by educators in Sacramento, the teachers visit in pairs after school or on weekends. They don’t do surprise visits. They don’t make assumptions about kids or parents. They don’t take notes. They listen more than talk. The idea is to visit every family.
學(xué)校總是強(qiáng)調(diào)與家長(zhǎng)之間的溝通但常常只是以發(fā)信息或開(kāi)家長(zhǎng)會(huì)這樣的形式。而現(xiàn)在華盛頓一些老師會(huì)在下班后或者周末做家訪(fǎng)，他們的拜訪(fǎng)不會(huì)很突然，也不會(huì)對(duì)學(xué)生和家長(zhǎng)做出任何主觀假設(shè)，比起發(fā)表觀點(diǎn)他們更注重傾聽(tīng)。
Very few other public schools are trying?this. Principals say they fear what might happen to teachers visiting certain neighborhoods. Yet it appears, at least in the case of Whitaker and the other Columbia Heights teachers, that what the visitors find is nothing more than gratified parents willing to help them create better lives for their children.
然而公立學(xué)校很少會(huì)采取這種做法。校長(zhǎng)們說(shuō)他們對(duì)家訪(fǎng)的效果感到擔(dān)憂(yōu)，至少?gòu)哪承┘以L(fǎng)經(jīng)歷來(lái)看，老師去了之后沒(méi)感覺(jué)有任何發(fā)現(xiàn)，除了看到家長(zhǎng)都表示愿意他們幫孩子創(chuàng)造更好的生活。
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