演讲MP3+双语文稿:我们如何支持教师的情感健康?

听力课堂TED音频栏目主要包括TED演讲的音频MP3及中英双语文稿，供各位英语爱好者学习使用。本文主要内容为演讲MP3+双语文稿:我们如何支持教师的情感健康?，希望你会喜欢！

[演讲者及介绍]Sydney Jensen

教育家- Sydney Jensen想要揭示教育经历过创伤的学生在情感和心理上的影响

[演讲主题]我们如何支持教师的情感健康?

[中英文字幕]

翻译者 Yanyan Hong校对者 Yolanda Zhang

00:14

Like many teachers, every year on the first day of school, I lead a sort of icebreaker activity with my students. I teach at Lincoln High School in Lincoln, Nebraska, and we are one of the oldest and most diverse high schools in our state. Also, to our knowledge, we're the only high school in the world whose mascot is the Links. Like, a chain.

像很多老师一样，每年在开学的第一天，我都会和我们的学生 做些"破冰"活动。我在内布拉斯加州林肯市的 林肯高中教书，我们是整个州里最古老，最多元的学校。而且，据我们所知，我们是世界上唯一一所 把链环当作吉祥物的学校，就像是，锁链。

00:38

(Laughter)

（笑声）

00:40

And with that being our mascot, we have a statue out front of our building of four links connected like a chain. And each link means something. Our links stand for tradition, excellence, unity and diversity.

正因为锁链是我们的吉祥物，在我们的教学楼前有一座雕塑，有四条似链子的东西链接而成，每一根链条都有所寓意。我们的锁链代表了传统、 卓越，团结和多样性。

00:59

So on the first day of school, I teach my new ninth-graders about the meaning behind those links, and I give them each a slip of paper. On that paper, I ask them to write something about themselves. It can be something that they love, something that they hope for -- anything that describes their identity. And then I go around the room with a stapler, and I staple each of those slips together to make a chain. And we hang that chain up in our classroom as a decoration, sure, but also as a reminder that we are all connected. We are all links.

所以在开学的第一天，我会教九年级的新生 关于这些锁链背后的含义，然后，我给了他们每人一张纸。在纸上，我让他们写下 一些关于他们自己的事情，可以是他们所爱的事情，他们所期望的事—— 任何能代表他们自己的事，然后我拿着订书机在教室四处走动，我把他们的纸片订在一起 做成了一条链子。然后我们把它们都串起来 挂在教室里做装饰，同时，也提醒着我们彼此间的联系。我们都是锁链。

01:37

So what happens when one of those links feels weak? And what happens when that weakness is in the person holding the stapler? The person who's supposed to make those connections. The teacher.

那么当我们其中的一环链子 变得脆弱时会怎么样呢？ 而且若变脆弱的人正是 手里拿着订书机的那位又会怎样？ 那位本该去建立那些联系的人。我们的老师。

01:55

As teachers, we work every day to provide support socially, emotionally and academically to our students who come to us with diverse and tough circumstances. Like most teachers, I have students who go home every day, and they sit around the kitchen table while one or both parents makes a healthy, well-rounded meal for them. They spend suppertime summarizing the story they read in ninth-grade English that day, or explaining how Newton's laws of motion work. But I also have students who go to the homeless shelter or to the group home. They go to the car that their family is sleeping in right now. They come to school with trauma, and when I go home every day, that goes home with me.

作为老师，我们每日工作，在社交上、心理上和学习上 为那些来自各种各样的艰苦背景，并寻求我们帮助的学生们提供支持。跟大多数老师一样，我也有那些每天回家 都能坐在餐桌上 享用一位家人或父母一起 准备的健康、丰盛的食物的学生。他们用晚餐时间总结 在当天九年级英文课里 读到的故事，或者解释牛顿的万有引力定律。但是，我也有很多学生 下课后要回到流浪者之家，或者回到教养院。他们会回到一家人所住的车里。他们带着创伤来到学校，当我每天回家时，也带着他们的创伤。

02:50

And see, that's the hard part about teaching. It's not the grading, the lesson-planning, the meetings, though sure, those things do occupy a great deal of teachers' time and energy. The tough part about teaching is all the things you can't control for your kids, all the things you can't change for them once they walk out your door. And so I wonder if it's always been this way.

这就是教书的艰难之处，这无关打分，备课，或者会议，当然，这些事情占据了 老师大量的时间和精力。教书的艰难之处，是那些你无能为力的事，是孩子们走出了你的这扇门，所有那些你无法为他们改变的事。所以，我在想是否 一直以来都是如此。

03:16

I think back to my undergraduate training at the University of Georgia, where we were taught in our methods classes that the concept of good teaching has changed. We're not developing learners who are going to go out into a workforce where they'll stand on a line in a factory. Rather, we're sending our kids out into a workforce where they need to be able to communicate, collaborate and problem-solve. And that has caused teacher-student relationships to morph into something stronger than the giver of content and the receiver of knowledge. Lectures and sitting in silent rows just doesn't cut it anymore. We have to be able to build relationships with and among our students to help them feel connected in a world that depends on it.

回想我在佐治亚大学接受本科 教学方法的培训时，关于何为好的教育的概念已经改变。我们不是在培养 为了能要跻身工人行列，在工厂的流水线上工作的学习者。相反，我们要把我们的 孩子送进一个工作环境，在那里他们能够彼此交流、 互相合作，并解决问题。这也使得师生关系变得 比内容的给予者 和知识的接受者更强大。仅仅只是有讲师在授课，学生在安静聆听是远远不够的，我们需要与学生 建立某种关系，帮助他们 在这个依赖彼此联系的世界里 感受到这种联系。

04:11

I think back to my second year teaching. I had a student who I'll call "David." And I remember feeling like I'd done a pretty good job at teaching that year: "Hey, I ain't no first-year teacher. I know what I'm doing." And it was on the last day of school, I told David to have a great summer. And I watched him walk down the hall, and I thought to myself, I don't even know what his voice sounds like. And that's when I realized I wasn't doing it right. So I changed almost everything about my teaching. I built in plenty of opportunities for my students to talk to me and to talk to each other, to share their writing and to verbalize their learning. And it was through those conversations I began not only to know their voice but to know their pain.

回想我开始教学的第二年，我遇到了一位叫“大卫”的学生，我记得在那一年里，我觉得我的教学进展 非常顺利： “嘿，我不再是个新人老师，我知道我在做什么。” 那是学期的最后一天，我祝大卫有一个愉快的暑假。我看着他走出大厅，我心里想，我甚至都没听过他的声音。那一刻我忽然觉得 有什么事我做错了，所以我开始改变我的教学方法，我给予了学生很多与我交谈的机会，同时也与彼此交谈，分享他们的作品，用语言表达他们所学，这样的对话起初不只是 为了听到他们的声音，但也是为了听到他们的创伤。

05:06

I had David in class again that next year, and I learned that his father was undocumented and had been deported. He started acting out in school because all he wanted was for his family to be together again. In so many ways, I felt his pain. And I needed someone to listen, somebody to provide support for me so that I could support him in this thing that I could not even comprehend.

接下来的一年，大卫又出现在了班上，我得知了他的父亲 因为没有合法文件，已经被驱逐出境。他在学校发泄他的不满，但这不过是形式，因为他想要的 是家人能再次团圆。从多方面，我感受到了他的伤痛。我也渴望有人来倾听，有人能给予我一些支持，这样我就可以在这件我都 无法完全领悟的事上去支持他。

05:40

And we recognize that need for police officers who've witnessed a gruesome crime scene and nurses who have lost a patient. But when it comes to teaching professionals, that urgency is lagging. I believe it's paramount that students and teachers, administrators, paraprofessionals and all other support staff have convenient and affordable access to mental wellness supports. When we are constantly serving others, often between 25 and 125 students each day, our emotional piggy banks are constantly being drawn upon. After a while, it can become so depleted, that we just can't bear it anymore. They call it "secondary trauma" and "compassion fatigue," the concept that we absorb the traumas our students share with us each day. And after a while, our souls become weighed down by the heaviness of it all.

我们认识到同样的需求 也存在于那些目睹 犯罪惨案现场的警察身上，还有那些眼睁睁看着 病人离世的护士身上。但是当考虑到教师岗位时，其紧迫性还很滞后，我相信，让学生和老师，行政管理人员、辅助性专业人员，以及所有其他支持教职工 得到便捷和可负担的 心理健康支持尤其必要。当我们在不断地为他人服务，每天大概要管理 25 到 125 名学生时，我们自己的情感储蓄罐 也在不断地被提取，过一段时间，它终会耗尽，我们或许再也受不了了。人们把它称之为“二次创伤” 和“同情疲劳”，即每天在分担学生的痛苦时，自己也受到了情感影响。再过一些日子，我们的灵魂将 不能承受生命之沉重，

06:55

The Buffett Institute at the University of Nebraska recently found that most teachers -- 86 percent across early childhood settings -- experienced some depressive symptoms during the prior week. They found that approximately one in 10 reported clinically significant depressive symptoms. My interactions with colleagues and my own experiences make me feel like this is a universal struggle across all grade levels. So what are we missing? What are we allowing to break the chain and how do we repair it?

内布拉斯加州大学 巴菲特研究所 在最新的研究中发现，大多数老师—— 孩童早期教育行业中 86% 的老师—— 在早期经历过不同程度的抑郁症状。他们发现大约十位里面就有一位 报告称有临床抑郁症状。我和同事们的交流 以及我自身的经历 让我觉得这是一个跨越所有年级 的普遍斗争。那我们缺少了什么？ 我们该用什么打破这样的锁链，又该如何修复它？

07:37

In my career, I've experienced the death by suicide of two students and one amazing teacher who loved his kids; countless students experiencing homelessness; and kids entering and exiting the justice system. When these events happen, protocol is to say, "If you need someone to talk to, then ..." And I say that's not enough. I am so lucky. I work in an amazing school with great leadership. I serve a large district with so many healthy partnerships with community agencies. They have provided steadily increasing numbers of school counselors and therapists and support staff to help our students. They even provide staff members with access to free counseling as part of our employment plan. But many small districts and even some large ones simply cannot foot the bill without aid.

在我的职业生涯，我经历过两位学生的自杀，以及一位了不起的老师的自杀。他很爱他的孩子们； 无数的学生经受着无家可归的折磨； 还有那些进出司法系统的孩子们。当这些事情发生时，我们总是礼貌性的说，“如果你需要和某人谈谈，那么……” 我认为这远远不够，我很幸运，我在一所有着出色领导力的 优秀的学校里工作，我服务于一个很大的地区， 与社区机构有很多 健康的合作关系。他们为学生们提供了 越来越多的学校辅导员、 治疗师和辅助人员。他们甚至为教职工提供了 免费咨询服务，作为我们就业合约的一部分。但是还有很多小的地区，甚至是一些较大的地区，没有援助根本无法负担这些服务。

08:49

(Exhales)

（呼气）

08:53

Not only does every school need social and emotional support staff, trained professionals who can navigate the needs of the building -- not just the students, not just the teachers, but both -- we also need these trained professionals to intentionally seek out those closest to the trauma and check in with them. Many schools are doing what they can to fill in the gaps, starting with acknowledging that the work that we do is downright hard.

不仅是每一个学校 需要社会和心理支持职工，训练有素的专业人员，能够满足教学的需要—— 不仅是学生或者老师需要，而是两者都需要—— 我们需要这些训练有素的专业人员 去发现那些最接近创伤的人们，并与他们会诊。很多学校正尽其所能 来填补空缺，首先，要承认我们所做的工作 是非常艰苦的。

09:28

Another school in Lincoln, Schoo Middle School, has what they call "Wellness Wednesdays." They invite in community yoga teachers, they sponsor walks around the neighborhood during lunch and organize social events that are all meant to bring people together. Zachary Elementary School in Zachary, Louisiana, has something they call a "Midweek Meetup," where they invite teachers to share lunch and to talk about the things that are going well and the things that are weighing heavy on their hearts. These schools are making space for conversations that matter. Finally, my friend and colleague Jen Highstreet takes five minutes out of each day to write an encouraging note to a colleague, letting them know that she sees their hard work and the heart that they share with others. She knows that those five minutes can have an invaluable and powerful ripple effect across our school.

林肯的另一所学校，斯克中学，有一项他们称之为 “健康星期三”的倡议。他们邀请社区瑜伽老师，他们也邀请大家 在午餐时去周围散心，和组织社交活动，为了把所有人连结在一起。路易斯安那州 扎卡里的扎卡里小学，想出了他们称之“周中会议”计划，他们邀请老师共进午餐，谈论所有进展顺利的事情，以及让他们倍感压力的事情。这些学校为 有价值的交流提供了空间，最后，我的朋友和同事 珍·海尔斯崔特，每天都会花五分钟 给同事们留下鼓舞人心的便条，告诉我们她看到了他们的付出，以及他们与人分享的真心。她明白这五分钟 可以在整个学校产生无价的、强大的涟漪效应。

10:28

The chain that hangs in my classroom is more than just a decoration. Those links hang over our heads for the entire four years that our students walk our halls. And every year, I have seniors come back to my classroom, room 340, and they can still point out where their link hangs. They remember what they wrote on it. They feel connected and supported. And they have hope. Isn't that what we all need? Somebody to reach out and make sure that we're OK. To check in with us and remind us that we are a link. Every now and then, we all just need a little help holding the stapler.

挂在我们教室里的链条 远远不只是装饰品。在我们的学生们走过的整个四年里，这些锁链一直萦绕在我们的头上。而每年，都会有高年级学生回到 我所在的 340 班，指着挂着他们自己锁链的地方，他们记得自己在上面写下的内容。他们感受到了彼此的联系和支持，因而拥有了希望。这不就是我们所需要的吗？ 有人能来问问我们是否都好，来关心我们，并提醒我们都是一环锁链。时不时，我们都需要一点点帮助 来握住那个订书机。

11:24

Thank you.

谢谢大家。

11:25

(Applause)

（掌声）