朋友们：
如果今天早上你们在等本系列文章，那么很抱歉，让你们失望了！昨天晚上我一直忙着回复朋友们的消息，所以没能及时审读今天要发的文章内容，以至于今天早上没能打响这一炮。当然，这要好过勉强发出来，那样意思不大，你们说是不是。
今天发的是一篇关于教师类型的选文，其中谈到“讲授型”、“组织型”和“激活型”三个类型的不同特点。因为我最近在做在线课程，那我就在想，我是这几种类型中的哪一种？不巧，我的结论是，我在提供在线课程的时候，只是做了一名“讲授型”教师。如果要进展到“组织型”教师，那就得利用微信群等组织形式，设计能够让学生充分参与进来的教学、学习活动并加以严密实施。要是想成为一名“激活型”教师，那就更困难了，需要的是跟每一位学生成为朋友，成为人格上平等、学业上互助、情感上共鸣的朋友。
我扪心自问，能做到吗？很难，因为在线课程教学目前的环境很不友好，收费极低，除了极个别坚持高价路线的机构以外，基本上都在以低价吸引学生，九块九一节课、甚至九毛九一节课的都有。这样一来，就必须有招生规模。地面班一个学生学习新概念英语一册书，课程可能需要大几千元甚至上万，在线课是不太可能收到这么高的价格的。为了维系下去，就必须多招生。多招生，就不太可能在教师和学生之间形成那种密切的师生关系。
当然，这只是其中的一方面，固有的教学思路、对教学的认知，都需要更新、打破、重建。这一点如何破局，我也在不断思考中。朋友们如果有好的办法，也不妨在本文留言区说一说！
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本篇起，我在作业中增加了一项，“选段朗读”。我想，我们还是要诚实地面对自己，不管读音是否准确，来测一测，以期后面继续提高。至于说读得好不好，我想说，只要敢读，愿意改进，那就是值得点赞的好老师。
这世上还有比真诚的人更可爱的人吗？
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下文选自上海外语教育出版社出版的《学习教学：英语教师指南（Learning Teaching: A Guidebook for English language teachers）》（作者Jim Scrivener）第一章“Working with people”（和人打交道）。
选文、翻译：武太白
（接上期《什么样的教学，才是有效的教学，才更高效？（下）两个假设 - 英语教学法著作选读201901（总第0138）》）
Three kinds of teacher
三种教师
Teacher A: the explainer
教师A：讲解型
Many teachers know their subject matter very well, but have limited knowledge of teaching methodology. This kind of teacher relies mainly on ‘explaining’, or ‘lecturing’ as a way of conveying information to the students. Done with style or enthusiasm or wit or imagination this teacher's lessons can be very entertaining, interesting and informative. The students are listening, perhaps occasionally answering questions and perhaps making notes, but are mostly not being personally involved or challenged. The learners often get practice by doing individual exercises after one phase of the lecture has finished.
许多老师对他们所教的内容非常精通，但对于教学法却所知有限。这种老师主要依靠“讲解”来把信息传递给学生。如果有自身的风格，热情四溢，讲解风趣，想像力强，这种老师的课有可能也是非常令人愉快的，有趣的，也能提供有益的信息。学生们在听，也许偶尔还会回答问题、做做笔记，但总的来说他们没有亲身参与进去，也没有受到考验。这样的课结束后，学习者经常以个别完成习题的形式进行练习。
Teacher B: the involver
教师B：组织型
This teacher also knows the subject matter that is being dealt with. (In our case this is essentially the English language and how it works.) However, she is also familiar with teaching methodology; she is able to use appropriate teaching and organizational procedures and techniques to help her students learn about the subject matter. 'Teacher explanations’ may be one of these techniques, but in her case it is only one option among many that she has at her disposal. This teacher is trying to involve the students actively and puts a great deal of effort into finding appropriate and interesting activities that will do this, while still retaining clear control over the classroom and what happens in it.
这位老师对于所需处理的内容同样精通。（我们所谈的基本上就是英语语言及其运行规律。）然而，她对教学法也很熟悉；她能够使用恰当的教学与组织环节和技艺来帮助学生学习教学内容。“教师讲解”可能是这些技艺中的一种，但对她来说这仅仅是手头握有的多种选择之一。这位老师尝试着积极地把学生组织起来，并花费很大的气力去找到合适的、有趣味性的活动来达成这样的目的，与此同时，对课堂教学及其间发生的一切，她仍然保持着明晰的控制。
Teacher C: the enabler
教师C：激活型
Essentially teaching is about working with other human beings. This teacher knows about the subject matter and about methodology, but also has an awareness of how individuals and groups are thinking and feeling within her class. She actively responds to this in her planning and working methods and in building effective working relationships and a good classroom atmosphere. Her own personality and attitude are an active encouragement to learning.
本质上，教学就是与其他人协作。这位老师对教学内容和教学方法都很熟悉，但同时还清楚个体和团体在她的课堂上的思考和感受都是怎样的。对此，她积极地作出回应，在备课、上课方法方面，在营造有效的教学关系和良好的课堂氛围等方面，都是如此。她自身的个性和态度对学习就是一种积极的鼓励。
This kind of teacher is confident enough to share control with the learners, or to hand it over entirely to them. Decisions made in her classroom may often be shared or negotiated. In many cases she takes her lead from the students; seeing herself as someone whose job is to create the conditions that enable the students to learn for themselves. Sometimes this will involve her in less traditional ‘teaching’; she may become a ‘guide’ or a ‘counsellor’ or a ‘resource of information when needed’. Sometimes, when the class is working well under its own steam, when a lot of autonomous learning is going on, she may be hardly visible.
这种教师非常自信，能够和学习者共享控制权，甚至完全把课堂的控制权移交给他们。在她课堂教学中所做出的决定，经常是双方的共识，或是经双方议定的。在很多情况下，她从学生手里接过课堂的领导权；她认为自己的职责就是创造条件，使学生能够自主学习。有时这需要她进行不那么传统的“教学”；她可能要成为一名“向导”或“参谋”，或是“需要时的信息来源”。有时，当班级在自身的动力下就能运转良好的时候，当大量自主学习正在进行的时候，这位老师可能几乎是隐身的。
These three descriptions of teachers are, of course, very broadly painted. There is no way to categorize all teaching under three headings; many teachers will find elements of each category that are true for them, or that they move between categories depending on the day and the class and the aims of a lesson. However, this simple categorization may help you to reflect on what kind of teaching you have mostly experienced in your life so far and may also help you to clarify what kind of teacher you see yourself as being now or in the future.
对于教师类型的这三种描述，当然，是非常粗略的。完全无法把所有的教学都归类在这三个标题之下；许多教师会发现，每一种类中的若干因素，对他们来说都是正确的，或者他们在不同日子、不同班级、为着不同的教学目的，会在这些种类之间变动。然而，这个简单的归类，仍然有可能帮助你反思一下，在你至今的教学生涯中，所经历过的教学都是怎样的，也有可能帮你明确，现在或未来你是把自己看作怎样的人。
On teacher training courses I have come across many participants whose initial internal image of a teacher is based on the ‘explainer’ but who are keen to move to becoming an ‘involver’. Such a move may be your aim in reading this book - and the book is mainly geared towards giving you information, ideas, options and starting points that may help you reach that goal. Essentially, therefore, this is a book about methodology. Throughout the book I have also tried to keep in mind the important skills, qualities, values and techniques associated with the ‘enabling’ teacher and to give guidance and information that may influence your role and relationships in the classroom.
在教师培训课程中，我遇到过许多参与者，他们最初对于教师形象的内在构想都是基于“讲授型”的，但都很渴望进而成为“组织者”。这样一个进步可能就是你读本书的目标——而本书主要就是如此配置，能够为你提供信息、想法、选项和出发点，能够帮助你达成这一目标。因而，基本上，这是一本关于教学法的书。本书通篇，我都在试图记得与“激活型”教师相联系的哪些重要技能、品质、价值观和技艺，并提供指导与信息，这些可能对你在课堂教学中的角色与关系发生影响。
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长按下面图片，在弹出的菜单中选择“识别图中的二维码”，会先引导您关注“武太白英语学习”微信公众号，然后通过这个公众号给您发去一个小程序链接，就是本系列文章的公益作业课程。本篇是0139，请选择对应的作业。
从本期开始，小程序作业只进行文章理解的检查。教法的探讨，还是在留言区进行。敬请朋友们多打卡（打卡勤快、答题认真的朋友，会有比较高的积分，后面有用处——课程有排行榜，大家可以随时查看）！
为了这个系列继续下去，我花了不小的功夫。走过路过的朋友，请都给点赏钱。如果能来个“点赞、转发、赞赏”的三连击，那就最好了。
感谢你们，亲爱的朋友！
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