多视角研究生英语翻译

1 Marva was a striking woman with high cheekbones and strong angular features, 马文是一个引人注目的女人,她有着高高的颧骨，瘦而强健，which she inherited along with a love of jewelry from a great-grandmother who was a Choctaw Indian. 这都遗传自她那乔克托印第安人血统的曾祖母。

Slender though not willowy, Marva was immediately discernible(可辨别的) in a crowd——even without the visibility afforded by her height——for she had acquired a poise（体态，姿态）and sophistication（成熟，有教养的）that gave her appearance a deliberate（深思熟虑的）style. 马文老师瘦削而不软弱，就算她没有那么高，在人群中时还是一眼就能识别出来——因为她有着特别的镇静及教养，这些都使她有了一种严谨的风格。

2 Marva would rarely wear slacks, and she never wore loose-fitting shirts or casually（随意的）assembled（组合的）bloused and skirts. Sloppy （肥大的）dressing showed disrespect（无理）for oneself, for the children, and for the profession（同行）. From the first day of class Marva was teaching that self-respect is the most important thing a person can have. For herself and for
the children Marva dressed impeccably（无可挑剔的）, favoring cashmere sweaters, suits, and herring-bone tweeds. Her clothing was tailored（裁制）and stylishly simple, but she usually added an ornamental（装饰的）touch: a carved belt cinched over a sweater, a gold medallion on a chain （链条）, an organdy boutonniere, or perhaps a lace handkerchief fanned in pleats across a pocket and held in place by a beaded lion’s-head brooch. In Marva’s opinion, it was important to have a unique imprint（印记）给人留下独特的印象是很重要的. She felt she was different from most people and delighted in her difference. It was an attitude often mistaken for arrogance（自大）. 马文很少穿宽松衣服，也决不穿宽大的直筒连衣裙或不正式的短衫及裙子。

马文认为宽大的衣服是对自己、对学生、对教师这一职业的不敬。

从开学的第一天起，马文老师总会告诉设法让孩子们懂得：自尊是一个人最可宝贵的东西。

马文的着装总是无可挑剔，这既是为了自己，也是为了学生们：她爱穿开司米羊毛衫、套装以及人字形花呢服装。

她的衣服都剪裁得很合适，时髦而简单，但她常常会加上一个装饰品：在羊毛衫上配上一条雕有花纹的腰带，或一条有圆形浮雕的锁链，或玻璃纱襟花，抑或是一块用狮头胸针别在口袋上的花边手巾。

在马文老师看来，。

她欣然于自己的与众不同，但这有时也会引起一些误解，认为这是自大的表现。

3 “I am a teacher,”she said to the class on this first day. “A teacher is someone who leads. There is no magic here. Mrs. Collins is no miracle worker. I do not walk on water, I do not part the sea. I just love children and work harder than a lot of people, and so will you. 4 “Some teachers sit behind a big desk, like a king in a castle, and the children are like the poor peasants. The desk isolates them from the children. But I don’t sit behind a big desk in front of the class. I walk up and down the rows of desks every day and I hug each of you every day. “Have you ever been afra id to go up to the teacher’s desk? Did you think someone would laugh at you if you made a mistake?” Marva didn’t wait for an answer. She knew each child was following her closely. “Tell me when I’m wrong. You must never be afraid to tell a teacher if she is wrong. I’m not God. My mouth is no prayer（祈祷）book. We shall work together. How many of you have been afraid to ask other teachers questions?”Hands immediately went up. “一些老师坐在大大的桌子后面，就像一座城堡里的国王，而学生们则像是贫困的佃农——这桌子使老师和同学们分离开来。

而我不会坐在教室前那张大大的桌子后面。

我每天都会在教室里来回走动，我每天都会拥抱你们。

”“以前你们害怕走到老师的办公桌前吗？你们是否觉得如果犯了错，有人会嘲笑你们？”马文并没有留给孩子们回答的时间，她明白，大家此刻都在紧跟着她的思路。

“如果我犯了错，请你们告诉我。

如果老师错了，你们不要不敢告诉她。

我不是神，我的嘴也不是祈祷书。

我们将会一起努力。

你们中有多少人原来害怕向老师提问的？”孩子们立刻举起了手。

5 “Why were you afraid to ask, Michele?”“I was afraid the teacher would holler（抱怨）.”“Why were you afraid, Jerome?”“I was afraid I would get hit with a ruler,”he said flatly （直截了当的）, expecting the snickers（偷笑）that came from his classmates. “When you were afraid of a teacher, Bernette, what were you afraid of?”“I was afraid she would make everyone laugh at me. My other teacher used to act like she was perfect or something. She used to make me feel dumb（哑的）.”
6 “Sometimes I don’t like other grown-ups very much because they think they know everything. I don’t know everything.” Marva said. “I can learn all the time.” “You have a right to your opinion. You say what you think.” Marva told him. “Don’t care what anyone else thinks. What’s inside of you is important.”There was excitement building and Marva worked the momentum, like an entertainer（表演者）who felt the pulse脉搏of an audience. 马文老师触动了孩子们兴奋的神经，她就像是一个能够触到观众脉搏的表演者。

“Oh, I love to see your eyes dance, ”she said. “New children have such dull目无光彩的eyes, but yours are already coming alive.”“哦！我喜欢看你的眼睛起舞！”她说。

“新一届的学生总是两眼呆滞，但你的双眼看上去却充满了生机。

”
7 “I know most of you can’t spell your name. You don’t know the alphabet, you don’t know how to read, you don’t know homonyms or how to syllabicate. I promise you that you will. None of you has ever failed. School may have failed you. Well, goodbye to failure, children. Welcome to success. You will read hard books in here and understand what you read. You will write every day so that writing becomes second nature to you. You will memorize a poem every week so that you can train your minds to remember things. It is useless for you to learn something in school if you are not going to remember it. “But you must help me to help you. If you don’t give anyt hing, don’t expect anything. Success is not coming to you, you must come to it.”The Children looked puzzled. They were accustomed to warnings, threats, and rules of order on the first day of class. If nothing else, Marva vowed发誓she would get through to these children because she was so determined. Or just plain简单的stubborn顽固. 马文老师意志坚定—抑或仅仅是固执。

She was, in fact, more strong-willed than most, maybe even a bit too strong-willed for her own good. Over and over her mother used to warn her, “Marva, you’ll never come to any good ‘cause once your mind is set, there’s no telling you what to do.’”“我知道，你们中的大多数人都不会拼写自己的名字。

你们不认识字母表，不知道如何朗读那些字母，不知道同形同音异义词或者怎样读出各个音节。

但我向你们承诺，你们将会学会这些。

你们都不是失败的孩子，是学校辜负了你们。

现在，让我们对失败说再见吧，成功正在前面等着你们。

你们将在这里读到难读的书籍并充分理解它们。

以后你们每天都会写字，这样它就能变成你们的一种习惯。

你们每周要背诵一首诗，这样你们便能很好地训练你们的记忆力。

如果你们不设法将在学校所学的东西记住的话，一切都只是枉然。

”“但要达到这些目标，我还需要你们的帮助。

没有付出，便没有收获。

成功不会主动向你们走来，你们必须主动地迎向它。

”孩子们都听得一脸茫然。

开学的第一天里，他们受到的通常是警告、威胁或是规章制度的洗礼。

而如今，却是事实上，她的意志比绝大多数人都要坚定——甚至也许是坚定过度了。

她的母亲一再地警告她：“马文，你总是在做出决定后便听不进别人的建议，你这样是不会有好结果的。

”
8 It w as Marva Collins’ attitude that made children learn. What she did was brainwash them into suc ceeding. She was forever saying “You can do it,” convincing her students there wasn’t anything they could not do. There were no excuses for a child’s not learning. There was no pointin fixing the blame on television, or parents, or a child’s environment. T he decisive factor was the teacher up in front of the class. If a child sensed a teacher didn’t care, then all the textbooks and prepackaged lesson plans and audio-visual equipment and fancy, new, carpeted, air-conditioned building facilities weren’t going to get that child to learn. 正是马文•
科林斯的态度使学生们开始了真正的学习，她总是在给学生们灌输对于成功的渴望。

她一直在说“你能做到”，使学生们相信世界上没有他们做不到的事情。

一个孩子不愿学习没有任何的理由，责怪电视、父母或是成长环境都没有丝毫意义。

真正的决定性因素在于讲台前的那个老师。

如果一个孩子察觉到老师并不在意他，那么，所有的课本、预先准备好的教案、视听设备以及昂贵的铺上地毯并装有空调的新建筑设施也不会让这个孩子产生想要学习的欲望。

9 “Children,”she began, “today will decide whether you succeed or fail tomorrow. I promise you, I won’t let you fail. I care about you. I love you. You can pay people to teach, but not to care. 10 She liked to begin the school year with “Self Reliance自力更生.”Marva believed that it was one of the most important things a student, especially a black student, could ever learn. “Now, she said, “self-reliance means to believe in yourself. What does self-reliance mean? To be ——.”“To believe in yourself,”echoed a few faint虚弱的voices. “Everybody, in big outdoor voices, what does it mean?”“To believe in yourself,”the children said, more boldly. 11 “The author of ‘Self Reliance’was a man named Ralph Waldo Em erson,” she continued. “Ralph Waldo Emerson was born in Boston, Massachusetts, and his father was a minister. when Ralph was not quite eight years old, as old as some of you, his father died. The family was so poor that Ralph and his brother had to share the same winter coat. Yet Ralph and all of his three brothers studied hard and they all went to Harvard College when they grew up.”She move around the room as she spoke, patting a head of caressing爱抚的an arm. “When he graduated, Ralph Waldo Emerson became a teacher for a while to help pay for his brother William’s college educa tion, and then he became a minister. Mr. Emerson was always questioning life, and he didn’t always agree with the church or the other ministers. How many of you question life? How many of you wonder why things happen the way they do?” 12 Two students imme diately raised their hands. The rest watched curiously, surprised by their classmates’ willingness to respond. “Do you mean to tell me that only a few of you question the way things are?”Marva asked, exaggerating夸张的her amazement “Well, I guess most of you think life is wonderful. Everyone always has enough to eat, a good place to live. There is no suffering, no poverty…”Her words were muffled听不清的by the children’s groans and giggles轻笑. “Every time you say ‘That’s not fair’or you wonder why something is the way it is, you are questioning life, just as Mr. Emerson did. He believe that every person has a free will and can choose to make his life what he wants it to be. I believe that. I believe that you can make your life anything you want it to be.”Mr. Emerson is telling us to trust our own thoughts, to think for ourselves and not worry about what other people tell us to think. 两名学生立即举起了手，其他人于是好奇地看着他们，为两名同学回应老师的意愿而感到吃惊。

“你们是想告诉我你们中仅有极少数人质疑过事物的本质吗？”马文老师发问道，并且还夸大了自己的惊讶。

“好吧，我想，在座的大多数人都认为生活是美好的。

所有人都总有足够的食物果腹并有好居所。

这个世界上没有苦难，没有贫困……”她的话被孩子们的抱怨声及咯咯的笑给掩住了。

“当然，你们不会这样想，”她缓缓地继续着。

“每当你们说‘这不公平’或思考事情为何会如此时，你们就是在叩问生活——就像爱默生先生那样。

他相信每个人都有自由的意志，并且可以选择去过自己想要的生活。

我相信这一点。

我相信你们都能过上自己想要的生活。

”13 Tanya, what does Emerson tell us to do?”“Trust ourselves,”replied Tanya. Freddie, tell me what you learned from Mr. Emerson’s essay.”Freeddie looked attentively专心的at Marva but didn’t answer. “You have a right to your opinion. You sa y what you think.” Marva told him. “Don’t care what anyone else thinks. What’s inside of you is important.” “I learned about self-reliance.” Freddie whispered. “Speak in a big voice, peach. What does self-reliance mean? Believing in——.”
“Believing in yourself?” “Of course it does, but say it with confidence so we all know you believe in what you’re saying. Let us all know how bright you are.” Marva said, nodding. “Chris, what did you learn from Mr. Emerson?” 14 “If you don’t think for yourself, other peo ple will tell you what to think.”Marva’s eyes glistened闪烁. She laughed, sweeping her arm dramatically 引人注目的to her brow as she held herself up against the window sill, feigning a swoon昏迷. “Oh, I just can’t stand it. You’re all so bright. You’re all so sagacious睿智的. Sagacious means smart and wise. What does sagacious mean, children?”“Smart and wise,”they chanted. “And who is sagacious?”“We are,”they shouted. 马文老师突然间两眼放光：她笑了；靠着窗台，她戏剧般地抬起手扫了一下额头，佯作晕厥。

“啊，我再也忍受不了了！你们都是如此聪明，如此睿智。

睿智的意思是聪明而有智慧。

孩子们，现在由你们来告诉我，睿智是什么意思？”15 “You certainly are.”Marva put a throaty emphasis on certainly as she walked the rows of desks ruffling hair, pinching a cheek, squeezing挤压a shoulder. It was a beginning. The skills would come later with the daily drills of sounds and words over and over until Marva was tired of the litany冗长的故事. First she had to convince the children she cared about them, convince them to trust her, and make them believe they could do anything they wanted to do.“你们当然都是睿智的。

”马文老师用低沉洪亮的声音强调了“当然”二字。

她一边说着，一边在学生们的桌椅间穿梭，弄弄这个孩子的头发，捏捏那个孩子的脸蛋儿，或是压压另一个孩子的肩膀。

这还仅仅是个开始。

日后，这间教室里还会有反复念诵单词的日常训练——直到马文老师都觉得重复得厌烦了为止。

首先，她必须让学生们确信她真的关心他们，说服他们相信她，并让孩子们坚信他们可以做到任何他们想做的事情。

Why Tough Teachers Get Good Results为什么严厉的教师得到好的结果
I had a teacher once who called his students 'idiots' when they screwed up弄砸了. He was our orchestra conductor指挥, a fierce凶的Ukrainian immigrant named Jerry Kupchynsky, and when someone played out of tune走调, he would stop the entire group to yell, 曾经有一位老师，他把那些将事情搞砸了的学生称为“白痴”。

这位老师名叫杰里，是一位令人望而生畏的乌克兰移民，他当时担任我们的乐队指挥。

当有人在演奏中音调不准时，他会让整个乐团停下来，然后大吼'Who eez deaf in first violins!?' He made us rehearse排演until our fingers almost bled 流血的. He corrected our wayward hands and arms by poking刺at us with a pencil.道：“第一小提琴声部哪个人聋了？！”他让我们一直排练、直到每个人的手指几近流血。

他还会用铅笔戳我们以此来纠正我们不标准的双手和臂膀姿势。

Today, he'd be fired. But when he died a few years ago, he was celebrated: Forty years' worth of former students and colleagues flew back to my New Jersey hometown from every corner of the country, old instruments乐器in tow, to play a concert in his memory. I was among them, toting（tote手提）my long-neglected viola. When the curtain rose on our concert that day, we had formed a symphony orchestra the size of the New York Philharmonic.如果换做是在今天，他准会被解雇。

但在几年前他去世之际，他得到的却是众人的敬仰：40年来他教过的学生和曾经的同事都从全国各地飞回新泽西我的家乡，大家拖着老乐器一起举办了场音乐会悼念他。

我也提着好久都没摸的中提琴参与到其中。

那一天，当我们音乐会的幕布升起时，我们所组成的是一支与纽约爱乐乐团(New York Philharmonic)规模相当的交响乐团。

I was stunned（stun震惊）by the outpouring for the gruff 粗暴的old teacher we knew as Mr. K. But I was equally struck by the success of his former students. Some were musicians, but most had distinguished themselves in other fields, like law, academia and medicine. Research tells us that there is a positive correlation正相关between
music education and academic achievement. But that alone didn't explain the belated迟来的surge of gratitude for a teacher who basically tortured（tortured折磨）us through adolescence 青春期.大家对K先生这位坏脾气故师的真情流露让我震惊。

但让我同样震惊的是他这些学生的成就。

有一些人成为了音乐家，但大多数人都在其他领域脱颍而出，像法律界、学术界还有医学界。

研究表明，在音乐教育与学术成就之间存在着一种正相关性。

但仅仅只有这些，无法解释我们对一位曾在整个青少年期折磨过我们的老师姗姗来迟的、澎湃的感恩之情。

We're in the midst of a national wave of self-recrimination自我谴责over the U.S. education system. Every day there is hand-wringing绝望over our students falling behind the rest of the world. Fifteen-year-olds in the U.S. trail落后students in 12 other nations in science and 17 in math, bested打败by their counterparts not just in Asia but in Finland, Estonia and the Netherlands, too. An entire industry of books and consultants has grown up that capitalizes资本化on our collective集体的fear that American education is inadequate不充分的and asks what American educators are doing wrong.我们正处于对美国教育体系的全国性自责浪潮当中。

我们的学生落后于世界其他地方的学生，这一点让我们每天都感到痛心疾首。

美国15岁的学生在自然学科上被其他12个国家的同龄人甩在身后，而在数学科目上则落后于17个国家的学生，超越美国学生的同龄人不仅仅在亚洲，而且还有一些来自芬兰、爱沙尼亚和荷兰。

我们的这种集体性恐慌──即对美国教育不足的恐慌──被资本化，与之相关的书籍与咨询业务已成长起来，整个业界都在追问：当今的美国教育者做错了什么？I would ask a different question. What did Mr. K do right? What can we learn from a teacher whose methods fly in the face of everything we think we know about education today, but who was undeniably不可否认的effective?我将提出一个不同的问题。

K先生的为师之道对在哪里？他的教育方法与我们今天笃信的教育法公然相抗、背道而驰，但人们不能否认其成效性，我们能从这样一位老师身上学到什么？As it turns out, quite a lot. Comparing Mr. K's methods with the latest findings in fields from music to math to medicine leads to a single, startling令人吃惊的conclusion: It's time to revive是复兴old-fashioned education. Not just traditional but old-fashioned in the sense that so many of us knew as kids, with strict discipline and unyielding不屈的demands需求. Because here's the thing: It works.事实证明，我们能从他的身上学到许多东西。

将K先生的教育法与各领域──从音乐到数学再到医学界──最新的发现相比较，会得出一个统一的、惊人的结论：现在是时候该重振老式教育法了。

不仅仅是传统教育，而是老式教育。

从这个意义上讲，也就是我们多数人在孩童时期所熟知的、带有严明纪律与严苛要求的教育方法。

这么说是因为：它真的管用。

Now I'm not calling for abuse虐待; I'd be the first to complain if a teacher called my kids names. But the latest evidence backs up支持my modest proposal提议. Studies have now shown, among other things, the benefits of moderate适量的childhood stress; how praise kills kids' self-esteem; and why grit勇气决心is a better predictor of success than SA T scores.我不是在这里呼吁虐待；如果有一位教师辱骂我的孩子，我会第一个站出来投诉。

但最新的证据对我这一小小的建议给予了支持。

诸多研究现已表明，除了别的以外，适度的童年压力还能使人受益；赞美会如何挫杀孩子们的自尊；以及为何与美国高中毕业生的学术能力评估测试(SAT)分数相比，决心勇气是更佳的成功先兆。

All of which flies in the face of the kinder, gentler philosophy哲学that has dominated American education over the past few decades. 所有这些都与更友善、更温和的理念背道而驰，在过去的几十年中，后者一直主宰着美国教育界。

The conventional传统的wisdom holds that teachers are supposed to tease取笑，梳理knowledge out of students, rather than pound it into their heads. Projects and collaborative合作的learning are applauded; traditional methods like lecturing and memorization -- derided as被嘲笑为'drill and kill' -- are frowned upon不赞成, dismissed辞退as a surefire一定会发生的way to
suck young minds dry of creativity and motivation. 人们普遍认为，教师应该帮学生们梳理知识，而不是将要点硬敲进他们的脑袋。

进行项目与协作性学习会受到人们的称赞；而像讲课灌输及死记硬背这样的传统方法则被嘲笑为“训练与扼杀”──会令人不悦，会被当成吸干年轻头脑创造性与积极性的一种方式而遭到人们唾弃。

But the conventional wisdom is wrong. And the following eight principles -- a manifesto宣言if you will, a battle cry inspired激发，启示，鼓舞by my old teacher and buttressed支持by new research -- explain why.但这一普遍观念并不正确。

而下面提及的八项原则──你可以将之称为宣言，受我的故师启发形成、并受到新兴研究支持的号召──解释了背后的原因。

1. A little pain is good for you.1. 一点点痛对你有好处。

Psychologist K. Anders Ericsson gained fame名望for his research showing that true expertise requires about 10, 000 hours of practice, a notion概念popularized by Malcolm Gladwell in his book 'Outliers.' But an often-overlooked finding from thesame study is equally important: True expertise requires teachers who give 'constructive, even painful, feedback, ' as Dr. Ericsson put it in a 2007 Harvard Business Review article. He assessed research on top performers in fields ranging from violin performance to surgery to computer programming to chess. And he found that all of them 'deliberately故意的picked unsentimental实事求是的coaches老师who would challenge them and drive them to higher levels of performance.' 心理学家K·安德斯·埃里克森(K. Anders Ericsson)进行的研究表明，要成为某方面真正的专家需要大约一万小时的实践，这一概念因被马尔科姆·格拉德威尔(Malcolm Gladwell)在其著作《异类》(Outliers)中提及而推广开来，而埃里克森本人也因此名声大噪。

但来自同一研究、同样重要却常常被人忽略的结论是：真正的专家需要老师给出“建设性的、甚至是令人痛苦的反馈”，埃里克森博士在2007年刊发于《哈佛商业评论》(Harvard Business Review)的一篇文章中写到了这一点。

他对诸多领域中──从小提琴演奏到外科手术、电脑编程再到国际象棋──数一数二的从业者进行了研究评估。

结果发现，所有这些佼佼者“专门挑选了那些不易动情的导师，这些老师将对他们提出挑战，并促使他们的表现更上一层楼。

”2. Drill, baby, drill.2. 灌输知识，严苛训练。

Rote learning, long discredited, is now recognized as one reason that children whose families come from India (where memorization is still prized) are creaming their peers in the National Spelling Bee Championship. 死记硬背机械性学习法长期以来都遭到质疑，但如今却被认为是那些来自印度（死记硬背在那里仍然很受重视）家庭的孩子在全美拼字比赛(National Spelling Bee Championship)中能将同龄人远远甩在身后的一个原因。

This cultural difference also helps to explain why students in China (and Chinese families in the U.S.) are better at math. Meanwhile, American students struggle with complex math problems because, as research makes abundantly clear, they lack fluency in basic addition and subtraction加减法-- and few of them were made to memorize their times tables.这一文化差异也有助于解释为何中国（以及在美的华人家庭）的学生数学更好。

与此同时，有研究明确地显示，美国学生却在复杂的数学问题中挣扎，他们对基本的加减法运算掌握得不够熟练──而且几乎没有人被要求去背乘法表。

William Klemm of Texas A&M University argues that the U.S. needs to reverse the bias against memorization. Even the U.S. Department of Education raised alarm bells, chastising American schools in a 2008 report that bemoaned the lack of math fluency (a notion it mentioned no fewer than 17 times). It concluded that schools need to embrace the dreaded 'drill and practice.' 德州农工大学(Texas A&M University)的威廉·克莱姆(William Klemm)称，美国需要纠正反对记背的偏见。

甚至连美国教育部(U.S. Department of Education)都拉响了警铃，他们在2008年的一份报告中斥责美国学校，为学生缺少数学运算流利度（这一概念在报告中提及的次数不少于17次）而感到悲哀。

该报告总结道，学校需要接受令人生畏的“灌输知识与实践练习”的教育之道。

3. Failure is an option.失败是学习过程中的一个必然因素
Kids who understand that failure is a necessary aspect of learning actually perform better. In a 2012 study, 111 French sixth-graders were given anagram problems that were too difficult for them to solve. One group was then told that failure and trying again are part of the learning process. On subsequent tests, those children consistently outperformed their peers. 意识到这一点的孩子实际上表现更佳。

在2012年的一项研究中，111名法国六年级学生被布置了一些难度超出其能力的回文构词法问题。

然后，有一组学生被告知，失败与再尝试是学习过程的一部分。

在接下来的测试中，这些学生一直都比其他参与者表现更佳。

The fear, of course is that failure will traumatize our kids, sapping them of self-esteem. 当然了，我们担心的是：失败将令我们的孩子在精神上受到创伤、使其自尊心尽失。

Wrong again. In a 2006 study, a Bowling Green State University graduate student followed 31 Ohio band students who were required to audition for placement and found that even students who placed lowest 'did not decrease in their motivation and self-esteem in the long term.' The study concluded that educators need 'not be as concerned about the negative effects' of picking winners and losers. 这个想法，又错了。

在2006年的一项研究中，鲍林格林州立大学(Bowling Green State University)的一位研究生追踪调查了31名被要求参加试音并接受排名的俄亥俄州各乐队的学生，结果发现就算是那些排名最低的人“从长期来看，也并未减少其积极性与自尊心”。

该研究得出结论称，教育者在选出赢家和输家时，“无需担忧那些消极影响”。

4. Strict is better than nice.4. 严厉比和善更好。

What makes a teacher successful? To find out, starting in 2005 a team of researchers led by Claremont Graduate University education professor Mary Poplin spent five years observing 31 of the most highly effective teachers (measured by student test scores) in the worst schools of Los Angeles, in neighborhoods like South Central and Watts. Their No. 1 finding: 'They were strict, ' she says. 'None of us expected that.' 是什么造就了一位教师的成功？为了找到答案，从2005年开始，在克莱蒙研究大学(Claremont Graduate University)教育学教授玛丽·波普兰(Mary Poplin)的带领下，一组研究人员花了五年时间观察了31位教学最高效的老师（根据学生考试分数衡量挑选出来的）。

这些老师都在洛杉矶最差的学校教书，他们就职的校区分布在诸如中南区(South Central)和沃茨(Watts)这样的街区。

研究人员最大的发现是：“他们都是严师。

”波普兰教授说：“这个结论出人意料。

”The researchers had assumed that the most effective teachers would lead students to knowledge through collaborative learning and discussion. 研究人员曾认为，大多数教学最高效的老师是通过协作学习与讨论来使学生掌握知识的。

Instead, they found disciplinarians who relied on traditional methods of explicit instruction, like lectures. 'The core belief of these teachers was, 'Every student in my room is underperforming based on their potential, and it's my job to do something about it -- and I can do something about it, '' says Prof. Poplin.但结果相反，他们发现那些依赖传统显性教学方式（如讲课）的纪律严明者教学效果最佳。

波普兰教授说：“这些老师的核心理念是，‘从孩子们的潜力上来看，我班上的每个学生都表现欠佳，所以我的工作是就此做点什么──而且我也可以为此做点什么。

’”She reported her findings in a lengthy academic paper. But she says that a fourth-grader summarized her conclusions much more succinctly this way: 'When I was in first grade and second grade and third grade, when I cried my teachers coddled me. When I got to Mrs. T's room, she told me to suck it up and get to work. I think she's right. I need to work harder.' 波普兰教授在一份长篇幅的学术论文中发表了她的结论。

但她称，一名四年级学生用一种更简洁明了的方式总结了她的发现：“在我上一年级、二年级和三年级的时候，当我哭泣的时候，我的老师总会纵容我。

当我进了T太太的班级，她告诉我，别抱怨了，去学习。

我觉得她说得对，我得更努力地学习。

” 5. Creativity can be learned.5. 创造性也可后天习得。

The rap on traditional education is that it kills children's' creativity. But Temple University psychology。