实战口语情景对话：Sizing Up Students 评价学生

Note: This is a continuation of a conversation about student learner types from conversation 1289.注：本期内容是上期讨论学生类型的对话的第二部分。

Todd: Yeah, but next time you teach, when you look at your students, think about it.

托德：下次你教学生的时候，可以看着学生们想想这些。

Julia: I will, yeah.

朱莉亚：我会的。

Todd: Who's a player, who's a pupil, who's a participant, who's a prisoner.

托德：看看谁是玩家，谁是学生，谁是参与者，谁是囚禁者。

Julia: Who's a prisoner. And do you find that you have like an even distribution of those four types within any one class or...?

朱莉亚：谁是囚禁者。那你认为每个班的学生类型是平均分布的还是……?

Todd: No, usually you'll a couple players, like let's say if you have a class of 20, if you have a class of 20 students you might have one or two players, one or two pupils, about 12-14 participants and maybe two or three prisoners.

托德：不是，通常有几名玩家，假设一个班级有20名学生，假设你教的班级有20名学生，那其中可能有一两名玩家，一两名学生，约12到14名参与者，可能两到三名囚禁者。

Julia: Well, it's interesting, as you were giving those definitions, student's names and faces were coming to mind. Oh yeah, he's just described... Oh yeah, that's her, yeah. I could see how they would fit into the categories.

朱莉亚：这很有意思，依据你进行的描述，学生的名字和面孔已经浮现在我的脑海里。哦，他刚形容的是哪个人，哦，他刚说的应该是她。我可以看到他们属于哪个分类。

Todd: See, it works.

托德：你看，这有用吧。

Julia: It does. But how does it help you teach them?

朱莉亚：没错。可是这对你的教学工作有什么帮助呢?

Todd: I think it does help you teach, like you know how to deal with everyone differently, right. So like a prisoner for example, you just have to have a lot of empathy, you know, you have to understand that they don't want to be there so you shouldn't expect that they have a great attitude about the class. You know, a participant, you should make it really highly interactive, you should make it very social, as much as you can. A pupil, you know, you give them the extra feedback when you write, you know, comments on their papers and stuff and you give them the encouragement like, "Oh wow, you did a really good job on your test." A player, you, you know, because I'm a language teacher, I try to talk with them a lot, like almost cordial, like a friend so that they have a lot of personal interaction. So, yeah, I think it's, you know you just kind of ... you have to adjust to each one. Yeah, and the thing about this is, I've thought about these four types a lot and I think they apply to any subject and the person can change, like one person isn't automatically a player in every subject, so for some subjects you're a player, for other subjects you're a prisoner, maybe other subjects you're a participant. Okay, so what subjects were you a player?

托德：我认为这对教学很有帮助，因为你知道如何区别应对不同学生的情况。比如囚禁者，你要有同理心，你要理解他们为什么不想上学，所以你不能期待他们在上课时表现出积极态度。对于参与者来说，你应该让课堂具有高度互动性，尽你所能让课堂充满社交性。至于学生，你要对他们的写作给出额外的反馈，在他们的论文上写评语时要鼓励他们，你应该这样写：“哇哦，你在测验中的表现好极了。”而玩家，因为我是语言老师，我会试图多和他们沟通，要诚恳地和他们交流，就像朋友聊天一样，这样他们就能进行很多人际互动了。我认为，你要……你要去适应不同的学生。关于这点，我思考了很多与这四种类型的学生有关的事情，我认为依据他们对每个科目的适应情况不同，他们可能会发生改变。一个人不是在所有科目上都会自动成为玩家的，你可能在一些科目上是玩家，在一些科目上是囚禁者，在其他科目上是参与者。你在哪个科目上是玩家?

Julia: Language, definitely, foreign language, loved French. I did Latin at school as well which was quite unusual but enjoyed it.

朱莉亚：当然是语言了，外语，我喜欢法语。我在学校时拉丁语的成绩很不错，这其实很罕见，不过我很享受。

Todd: And a prisoner?

托德：那囚禁者呢?

Julia: A prisoner, at the time, music. When I was at school I was a prisoner in music and I don't think it was just my response to the subject, it was also my response to the teacher. Didn't have a good relationship with the teacher but nothing I could do, couldn't escape, had to be there and that affected my learning I think. Being a prisoner's not a good ... I don't think it's a good learning situation.

朱莉亚：我在音乐课上是囚禁者。我上学的时候，在音乐课上是囚禁者，我认为这不仅仅是我对这个科目的反应，我对那门课的老师也是这种反应。我和那个老师关系不太好，不过我什么都做不了，我不能逃走，我只能待在那里，我认为那影响了我的学习。我认为囚禁者这种状态并不是好的学习环境。

Todd: No, definitely not.

托德：当然不是。

Julia: No.

朱莉亚：不是。

Todd: How about, were you ever a participant? You just did something to be with your friends and you really didn't care what it was?

托德：那你什么时候是参与者?你只是和朋友们一起，并不在乎那是什么课?

Julia: Yeah, there were some subjects like that I think. Like history and geography, those kind of subjects, humanities subjects, they were mildly engaging but I liked, yeah ... I didn't have an aversion to them because I was hanging out with my friends. I didn't love them, I didn't excel in them, I wasn't particularly interested in them.

朱莉亚：我想有一些科目是这样的。比如历史、地理和人文这种课，这些课不太吸引人，我并不是讨厌这类课，因为我只是和朋友们一起去上的。我不喜欢这些课，我也不擅长这些科目，我对这类课不是特别感兴趣。