學童在教室裡面…… Inside A Class, Pupils...
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學童在教室裡面，或許就像我享受他們在教室裡面與我一同學習一般，在(他們的)內心中都像影像檔中的學生，要把教師如我「神」「畫」一般，也享受學習。
Inside my classes where pupils learn, I imagine that all of them have enjoyed the good sides of me just as I do to them.
Someone whom I never knew whose name is Karl A. Menninger used to say that "Love cures people--both the ones who give it and the ones who receive it."
一位我所不認識的人名為Karl A. Menninger曾經說過：
「愛心具有療癒力，對於施受雙方均是如此。」
I tend to feel that through the years, with so many students of varioius backgrounds and skin colors coming into my life, I have learned more about loving the others than I could have imagined, due to their love sent to me.
我可以感覺到這些年來在台及海外與種種不同人士相逢，與學生們在教室相處，都造成我從別人關愛我的言行舉止當中，更加學會如何溫暖施受。
I have learned to handle students' emotions when they are upset. 我學會如何面對受挫或沮喪的學生們。
I have practiced facing students who are hyper. 我練習著面對情緒過度興奮的學生們。
Once, someone broke a piece of glass in my classroom because a bottle unrelated to our class was brought inside to the classroom by the same person breaking it. After such a situation, I have learned how students handle matters in relation to their responsibilities.
一次，一位學生把上課無所需要的玻璃瓶帶到教室，並且弄破，觀察這樣的一位學生和其同儕處理此事，對我而言是種學習。
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許多我們所學到的事務，無法測量，正由於如此，學得多、學得少，看似見人見智；不過我還是常常發現願意用心體會，事事皆有能學習之境、人人皆有可師法之處。
There are many things which we cannot measure as whether we can learn more or less. Nevertheless, I have found that with such devotion and/or dedication in life, we may find many issues and people in life worthy learning and discovering!
More than my own classroom where I am the teacher, when I am inside this new environment where I am earning a Master's degree now, I noticed the following words. 超越我自己的授課教室，來到另一個領域的另一個氛圍中，我注意到別人看待我的目光……「晧璞同學，真的很謝謝妳在我們上這樣的混和年段課程時，不斷代表提問，炒熱現場氣氛，不然，這些我們所邀請而來的講者其實站在台上，也真的很累!」現在修習課程時的系主任與我說及。
"Hey, Hope, thanks for raising questions inside such a class with many students from different classes all the time. The lecturers would expect some interactions, yet it is so hard for our students to be active enough to express what their thoughts are." The Chairperson of the Master's degree program I currently involve commented.
這樣的第二個碩士學位取得過程，和我的第一個碩士的取得，中間有著時間及空間的差異性質、國外及國內的文化和語言不同，在在挑戰著我自己的種種神經元。
Earning my second Master's degree, I am observing differences between my first and this learning enviornment at this very university and my first Master's degree overseas. Such differences may mark things like the gaps between gaining a degree in Taiwan or overseas. In so many aspects, they are completely dislike.
第一個碩士取得的地理位置和學校排名全球前五強，人人欣羨，不過我卻不認為一個世界頂尖學府如我所曾經就讀，就勢必有傑出的講學者在該學術殿堂教育學生、全然優秀的學生在該學術殿堂學習知識。一如目前我所遇見的其中一位教授老師所言：
「藝術創作端視人本身的歷程所在，而非技法上的追求而已。一個人的作品要有生命力，就要有所歷練才有可能。」
所以我慢慢體會到的，是一個人的教學之所以受到學生的擁戴，靠的恐怕亦並非僅僅在某種科目上的成就非凡……而返轉在歷程中「再度實驗接觸大量幼齡」學生的我自己，所學，只能用「甚深」二字形容，但我也發現，沒有用心，也學之不到……人生裡面的遊戲，非常公平。
When I was on my way to earn the first Master's degree, I was in one of the top five universities in the world. Through the years, though, I do not believe that the best educators are from the best institutions. Like what one of the professors I have met recently remarked,
"Creative art depends on a person's experiences, not the skills attained. When a person's artworks show some vitality, it is based on this person's experiences."
To me, this also means that when a person is loved by the students, it is not merely the exquisit side of the person's ability in that particular subject matter the person teaches. Returning back experimentally to the elementary school level to expose myself to a large number of students, I have found I am learning things I previously was unaware of; nonetheless, shall I never put my mind into this matter, I'd never have learned anything, either. Life is a fair game!
這位教師不認為技法追求該被視為圭臬，這樣的話和那天系主任評論我在來訪講者演講過程中的發言踴躍一事，有異曲同功之妙，講的都是「熱力」、「活力」的歷練。
Both the Chairperson and the professor talked about the same thing, identical to what a lecturer invited to give us a talk, for they all stress upon the cultivation of enthusiasm and passion. That visiting lecturer even mentioned "Without passion, nothing can be created. The foundation of a business created is from passion."
這也回到那天來訪的講者所談的「沒有熱情，什麼都創造不出來，所以，創業的根基在於熱情。」
換言之，當我身為一位教師，將每一堂學生進到教室要上的課，主動而積極作為我與他們的學習時，我們可以開出的花朵，也許就染上了另一層不同的意涵。
In other words, as an educator, when my students arrive, when I am actively and positively learn from them when I teach, the flowers we can grow may be spread with more philosophical aspects.
這樣不同的花朵，也許恰恰回到我的某個教學場景，因為這個教學場景裡面，學生及家長都當「上泡芙老師的課程像在為孩子療癒。」原來上我的英語課程還可以很療癒耶……
Such flowers happen to return back to one teaching setting our mine where the student and parent treat my lessons to this student as "a cure for the student's wound." I never expect my English courses can be HEALING or THERAPEUTIC...
什麼原因呢? Why would such a student be wounded?
原來學生碰到的是給學生挫折感甚深的公校教師……那麼，如果我是個情緒失控的教師呢? 面對小二學生在我的教室裡面「所做所為」，應該也會當場抓狂?!
This student happened to be taught by teachers in the public school system who get angry easily. Just think about such teachers: wouldn't they freak out or act angrily when a 2nd grader pees her pants in the session of a class?
Should I go nuts as well when this student of mine did something which "SHE's NOT SUPPOSED TO DO?"
可是我完全沒有抓狂。我還偏偏正在動腦筋，如何「啟用」目前在教授的高年級、但學習成就低落的學生，來做為我的「小幫手」……
I stayed composed. Moreover, I am working on a project to invite those slow learners who are at higher grade level to be my "assistants" for their peers' matters regarding English as a foreign language acquisition.
我不知道這樣的事情、出自我的思維，是否造成我的創作和別人不一樣，也造究我自己本身的生命力，弄到後來學生要「大方」在教室現場於我們進行國際教育的片片斷斷後，「努力」發表出對於國際社會中不同現象的觀察點。
I am uncertain whether this kind of issues would be result of my thoughts and actions taken being different from the others. Somehow these kinds of results have led the students to openly work harder and pinpoint their constructive opinions on issues we would like to cover for international education.
只是他們不知道的，是我在深切觀察著他們，學習從他們的視角，看到為何現在接近期中考週，我們相處大約半學期之後，判逆而有意見的高年級學生，開始在任何時間點呈現出「愛極了這位泡芙老師」到讓我幾乎有點害羞的地步。
What the students are unware of would be my observations towards them have led to my own learning process of comprehending reasons for their behavioral patterns. So far, the mid-term is approaching. Within this period of time after the school started in Sep. this year, those in the higher grade level students who showed signs of adolence rebellions have expressed their love towards me in an astonishing way making me a bit shy.
這些學習來學習去的化學反應，威力驚人?! I guess this would be the result of some chemical reaction of learning back and forth from my side as a teacher?!
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