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John | 18th Sep 2009, 09:54 AM | 閱讀分享 | (380 Reads)

有非禮罪在身(再次上訴中)的田家炳小學校長蘇有恆又被廉署起訴,看到這段新聞,不禁搖頭嘆息。 

有些人外表道貎岸然,滿肚以權謀私。 

我很幸運,中學時的老師百分之九十五都盡責有愛心。或許純屬巧合,教導我的老師,年紀較大的都比年紀較輕的更關愛同學。

教導我英文的關老師很嚴格,Form 2時,關老師站在我書桌旁邊授課,我在玩一個駱駝形木鉛筆刨,鉛筆刨撞到木書桌上,不斷發出聲音,關老師突然將她手裡拿着的書大力拍在我頭上,大聲叱喝我。這種方法教育局今天是不鼓勵的(我倒覺得這一拍提醒了我不少道理,終生受用。)。關老師上課嚴謹,改功課嚴謹,是我最尊敬的老師之一。我們都知道,老師越是嚴謹,老師本人越是辛苦。 

教授聖經和世史的吳老師,英文和愛心都好得不得了,可惜,好人往往早逝。

教數學的小沈老師和教中史的大沈老師,蓋着課本就能教得很好,對科目內容精熟得不得了。(相反,Form 2時有位教中史的年青男老師,沒有心教,又沒有學問,上堂拿着書讀混飯吃,連魏晉南北朝的嬗遞也要照書讀才記得起,我也同樣記得他。) 

教授地理的司徒老師,引導我讀上地理。有次,他教我們海底等高線,我提了一個問題,他答了。我回到座位。他又再叫我上前,向我說:「我知你未明,道理是…」。 

教化學的馮老師人很好,我化學分數還可以,但有一次差數分才合格,他告誡了我,開恩給我合格了。 

小學時,有位教中文的黃老師,她後來沒有教我的班級,每次在學校的花園看見我,總是滿面笑容。一次,她問:「你快升Form One啦。」我說:「我想讀中文部中一。」黃老師詫異說:「你不要讀中一,你的成績是可以的。讀Form One一路讀上,日後一切都會好。」聽了她的話,我便讀了Form One 

譚老師是我Form Two的班主任,每天都比上課時間早十五分鐘進入教室,我今天才明白,這是一種沉默的額外盡職。 

還有梁主任,我需要一封推薦信升學,本來放假的他二話不說就在翌日回校替我寫好交給我。

預科時,教世史的是胡老師,他經常強調:「世界歷史很重視辯論,AL沒有model answer,言之有據言之成理的便有A。我在香港大學就是這樣學歷史的,同學互相辯論。」「A.J.P. TaylorStruggle for Mastery of Europe說,…另一位某某,quite an authority on German history則認為…這個Peacock的書不要讀,太淺…這個某某…His book contains his strange ideas on German history.David Thomson, his English is superb。」胡老師論議風生,我對世史的興趣,就因為他的課堂延續着,胡老師鼓勵我們多讀歷史書,世界歷史沒有固定答案,看重思辯,但論辯背後要求深刻的洞察力,這些,也在胡老師的指導下逐漸體會了。師者所以傳道授業解惑者也。」「道」就是「路」,從師,就是跟從他的「路」。

後來,在我教書的一段時間,我一點愛心都沒有,心中只想着如何把工作減至最少。誤人子弟笑呵呵。「一切都要還的」,後來每次想起,心中就慚愧。一次在街上碰見學生,她熱烈的叫我阿sir,我心中慚愧。我有一位同學,也是教書的。一次,在他家看到學生給他自製的一份精美手工禮物,我問他來歷,他淡淡的答:「D學生送啫。」。 

數月前,和一位中五女生攀談,她痛恨她的老師「們」,原話是:「她們人工就五萬幾個月,從來就唔想學生煩佢地,一放學教員室就無晒人。」 

好老師可以讓學生感激一生,不肯盡職的老師是誰,學生也心知肚明。 

據說,今天的老師要開很多會,要填很多沒有人看的表格,要寫很多沒有人查閱的報告,要做很多和教學無關的事情,否則,你就不用升級了。 下文轉載自網誌Alone in the Farthttp://aloneinthefart.blogspot.com/2009/09/blog-post_16.html,中文解釋是我加上的: 

話說朋友任教的中學有次要更換電腦,負責的老師按程序招標,誰知招標還未結束,竟然無故有一批電腦送到學校門口。該名老師追問之下,發現校長原來早已決定光顧某電腦商,並落下訂單。校長着該老師安排文件,令整個過程顯得合法,該名老師不為所動,曰「如果出事我唔想上身」。最後如何解決,我的朋友也不甚了了。

以我個人有點偏頗的眼光來看,十個中學校長之中,起碼有九個是罪犯或變態。朋友每次向我吐苦水,都提起以下這篇原刊於南華早報的文章。雖然我覺得比起校長的問題,自以為是的教育官員及教育制度的崩壞更值得關注,不過也是時候讓不屬於教育界的讀者聽聽教育工作者的心聲了。 

Principals from hell

Behind school gates, something is eating away
(腐蝕)at the teaching profession. In the hands of manipulative and controlling principals (愛操縱和控制別人的校長), the life of teachers has become pure, unadulterated misery(純屬悲慘). Throughout 10 years of reform, teachers have been working like dogs (十年教改,一直做得像狗一樣), and are not treated much better. The job has become alarmingly bureaucratic (工作官僚化的程度令人震驚) - with piles of papers to complete, reports to write that nobody reads and all manner of meetings to stretch the working day (令工作時間越來越長). At the heart of the crisis is the proliferation of non-teaching duties (和教學風馬牛的工作越來越多) that are spreading like an unstoppable cancer (像無法遏止的癌細胞在蔓延).

Far from fighting the bureaucratisation of teaching, many principals have made it worse. Some seem to measure their leadership by the number of meetings they call or chair
(像要用開會的多寡來衡量本身的領導才能). Hardly a day goes by without teachers being sucked into long-winded, time-wasting talkfests (浪費時間的冗長談話)where the same cliched ideas are rehashed to death (極盡將陳腐想法翻新翻炒的能事). Ultimately, the principals pursue what they please anyway. If teachers are lucky, considerate (體諒的)principals may hold meetings during school hours by cutting back on class time. More often than not, meetings are held after school, lengthening the day and draining their energy (令老師筋疲力盡). Those with young children feel guilty about neglecting them. There is a quip (妙語)among teachers: "If you are not married, you will never be. And, if you are married, you won't stay so for long." Their long hours and heavy workload have made them poor parents and lousy partners(糟糕的男/女朋友)
.

The proliferation of non-teaching duties is mind-boggling
(令人大惑不解). Almost every teacher has been finagled into doing outlandish or unrelated chores(受騙去做離奇而無關的雜務)preparing tendering documents(擬備招標文件), hunting for construction materials for school renovations(為學校裝修搜購建築材料), painting walls and supervising renovation workers, plus the humiliation of handing out promotional materials to passers-by. The more compliant a teacher, the more chores are heaped on him or her(越是服從的老師,越多雜務堆到身上)
.

People used to be attracted to teaching because of long summer holidays. Not any more. Instead of giving teachers much-needed time to recuperate
(充電), some principals call them back to meetings in mid-summer. The growing trend is to prolong their in-school duties and presence(延長校內工作和須要回校的時間), useful or otherwise (有用與否不在考慮之列). Previously summoned back to meetings (應召回校開會) 
in late August, teachers are now back in school 10 days before it opens. For panel heads, their summer holidays can be as short as 20 days.

Every meeting that takes place, however casual or small, must be recorded. And guess who writes the minutes? This frivolous use of teachers' time has reached epidemic proportions
 (對老師時間的無聊佔用已經到了大流行的級數). No school activity goes undocumented (學校沒有一項活動可以不用文件記錄), yet most of these reports sit gathering dust on shelves(塵封)
, unread.

All this is taking a toll on the quality of teaching
 (要教學質素付出代價). Exhausted teachers make poor mentors(老師精疲力歇就教不好), simply because there is little energy left for the business of teaching. Catering to the demands of educationally benighted (未開化的)principals takes precedence over (比…得到更優先的考慮)intellectually replenishing activities such as reading. No wonder bright and better-qualified teachers with occupational alternatives are deserting the profession in droves(紛紛轉行)
. Others flock to tutoring.

By now, you may be wondering: "Isn't there supposed to be a School-Based Management Committee to get things done democratically?" Well, yes, but certain cunning
(狡猾的)principals have developed an uncanny ability to bypass the system (繞過制度的異能). Teacher representatives might sit on this high-sounding (高調的)and well-meaning (意願良好的)committee. But, to ensure things go their way, some principals are known to call "pre-meeting" meetings of teacher representatives to assign and rehearse what they will say at the committee. Teachers are moulded into docile creatures (被模製成順嫂). Those who dare to differ with their principals are eased out(誰敢立異誰就要靠邊站)
.

Principals are supposed to have undergone training before assuming their post. But it seems that someone has forgotten to tell them that their primary duty is to assist teachers to perform better as teachers, not to treat them as their personal appendages
(個人的附庸)
.

A poor teacher can ruin a class
(差劣的教師可以毀掉整班學生). A misguided (誤入歧途的)principal who thrives on being a creature of committees (以做委員會怪物為樂的、走錯路的校長)
rather than a leader of teachers can ruin an entire school and all those who pass through.

Philip Yeung is a Hong Kong-based university editor. philipkcyeung2@yahoo.com

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