一小步 One Tiny Footstep
「家長們非常訝異，覺得在大學教書的人怎麼會到小學……在他們得知Hope妳甚至算是是離開國外的職場回到國內，而且又是小學，他們更是驚奇……」有人這樣跟我說。
“Students’
parents are very shocked, unable to believe that someone like you who used to
teach at colleges and/or universities would be teaching students of elementary
schools… They’re even more surprised after learning that you have literally
given up something you could have done overseas for the education of kids here
in Taiwan…” Someone told me.
Inside this drawing, a student, another one from the one described below in this work, claims that he's fallen in love with Teacher Hope, or me.
在這個學生所繪的圖畫當中，另一位和本文後半段所描述的學生不同的另一個學生，
說及：「我愛上了泡芙老師」。
可是說真的，我認為自己選擇再重回小學一段時間，其實是協助我自己，以更優質的視角，服務更多社會經濟地位不同、來自世界各地的人群。所以，雖然我個人不在場，但是聽說在一個目前所服務的學校中所辦的謝師會活動裡，學生們爭相搶答關於「泡芙老師」、也就是我本人的事情時，我相信，給自己最好的教師節禮物，就是知道多數學生喜悅於和我在同一個空間學習的事實，不論我身在何方、行至何處。
From my angle, after
teaching in the elementary schools on my own homeland for several years, I left
the primary education public school system for other adventures of mine. During
these past 3 years or so, I deliberately chose to spend time with younger
learners for the purposes of polishing my own teaching and service skills so I can
better serve all those who are in need, regardless of their social-economical
backgrounds, which is why I feel quite content upon learning that pupils from
all grade levels in the current elementary school where I work were extremely
hyper when my name was mentioned in an activity held under the purpose of
celebrating the pupils gratitude and appreciation for their beloved teachers. Personally,
I was not around; however, with hundreds of students shouting for their appreciation
towards me, I could have imagined that scene while others were describing it to
me. This means I am more than honored to have received such a token in life, of
knowing many students truly enjoy spending time with me at the same classroom
regardless where I am, for the purposes of education or humanitarian actions.
這種喜悅來自於我與他們的深度學習，讓自己可以真正了解學習者更多元的心態，以及在這個每一天、每一天都不再一樣的、挑戰於全人類更加艱鉅的世界裡面，讓自己的定位點可以更加明確。
Such honor is a
result of my acquisition of knowledge from my beloved students as well as their
family members no matter which age groups they fall into. Moreover, such an
honor is from the definition shaped by all the encounters taking place in my
life, generating my position in the world which is constantly evolving and
changing.
自然，這種定位點是為了能夠做更多有意義、有意思的事情。
Naturally, this
kind of positioning is for me to conduct matters that are more meaningful.
A 現場實境 Real Events
*********
教師節接到一通以前家長打來的電話：「Hope老師，教師節快樂! 謝謝老師之前開導我們家寶貝，現在他在……，已經不像以前那樣個性那麼衝動、容易想不開了……真的非常感謝!!! 老師什麼時候有空，我們夫妻想請老師吃個飯!!!」
*********
「泡芙老師，妳可以在我們學校多待幾年嗎? 我小孩現在在幼兒園，快上來了……那天開學聽到妳和家長們談話，我也好希望我的孩子可以上妳的課!!!」
*********
「我其實蠻想辦退休的，可是看到Hope妳的活力，我就打消了這個念頭……我是真的很好奇，妳那種完全無法造假的精神與活力，請問是怎麼來的?」一位也在教育界的前輩如此跟我說。當然，這後續引發了我們許許多多討論，包括我們彼此的歷程等等。
“I really would
like to apply for retirement; however, when I see you, Hope, I feel I should
not retire at all, for you are so energetic… Where is your energy from?”
This person
working in the field of education as well asks me this question, triggering our
other discussions regarding our respective career and so on…
*********
「為何學生們已經兩個學年沒有和妳一起上課，原本他們一片混亂，還會爆粗口，現在到了高年級，卻又安安靜靜與妳學習。妳到底用了什麼方式使他們變成這樣?」一位同事如此詢問著我……這樣的說法讓我們討論著學生們從進入小學的低年級時代、轉變為中年級、直到高年級的種種變化……
“Why is it that
these students have not learned from you for the past two school years in the
same classroom, they would even curse, but once they’ve met you again, they are
learning quietly once more. What did you do to make them like this?”
One colleague at
the present work environment expresses this. From such a comment, we start to
discuss about how pupils change from Grade 1 and onward…
*********
我的外籍同事對我說：「妳知道妳最與眾不同的地方是哪裡嗎?其他的人也許談來談去就是雙語，可是妳是跨文化者，比所謂的雙語還要高級的一種境，而妳就是道地的跨文化者，因為妳竟然將不同文化的特質，全部融合在自己身上……」
My foreign
colleague states “Do you know which part of you is the most attractive? What
these other people are talking about would be BILINGUALISM. For you, Hope, you have
moved higher than bilingualism. You are yourself a fine product of biculturalism,
for you have mingled and merged elements of various cultures onto you as a
person.”
B
該如何解說生命、生涯當中的奇異旅程呢?
How do we explain the extraordinary
journeys taken place in our life, in our respective career?
今年夏天從國外服務行程結束返台後，陸陸續續因為原來既有的人脈、其他人的牽線等等，而認識了年齡層不一的學習者，各自在英語學習上面有不一樣的關卡。自從我開始再次、或者首度慢慢與他們接觸後，我們共同的發現是他們原本的迷失感或者憤怒心漸次消失，迎向相對光明燦爛的前景。
After my overseas journeys serving the
needed came to an end this summer, gradually, old students or new learners
introduced to me by the others surface. Each and every of such learners is face
to face with different challenges in their learning processes. After we’ve
discussed altogether, we have found that such learners’ senses of loss and
feelings of anger vanish; instead, they march towards their future with more
positive attitudes.
這段時間當中，過去曾經教過的學生們甚至這樣告訴我：
「（在與老師妳再接觸前，）已經久久不曾安下心來面對自己，更別說是學習英語了。」
During such a period of time, students
whom I have taught in the past even expressed that
“(Before getting in touch with you
again, Hope,) we’ve not settled our unsettled mind for facing ourselves, let
alone English acquisition.”
或者：
「從老師發表的文字或錄音字裡行間裡，找到存在的價值與意義，而不想繼續醉生夢死。」
Or, “From words you have written or
recorded, Hope, we have discovered the meaning and value of our life, which we
do not want to squander anymore.”
I don’t know
whether the other people also go through this part of my experiences, that by
and by, when people see me, they naturally would often express how many other
things they expect of me to do, or to do with them, or both. For example,
someone would inform me that “Hope, your teaching style has mingled with the
cultivation of a person’s positive mindset, joined with the development of
artistic touch in these learners. Is it possible I invest your talent in
teaching while you initiate a for-profit entity focusing on gearing the
learners to better grounds when it comes to cosmopolitan views, competitiveness,
and so on?”
我不是很清楚其他人士是否有與我雷同的經驗，不過在我的歷程中，慢慢地，有人會出現，接著他們會與我談論一些合作的可能，或者，他們會提及從我的身上所看到的特質，而引發出他們的想像空間。
例如，有人會這樣說：「我覺得Hope老師妳的教學已經變成是學習者人格和藝文能力的陶冶，是可以投資的右腦、甚至全腦開發，請問有沒有可能我們來經營一個教育方面的事業體，讓妳可以更有效地將競爭力、國際觀這些融入在科目的教學上呢?」
Such comment
would connect with someone whom I had the pleasure to meet lately, a senior
lady who went with me to Africa previously. When we chatted, there were two
things she mentioned that were about me. The first one would be that she has
observed based on the good deeds I have practiced, I’ll keep encountering
amazing people and things taking place in issues I will try to handle—her words
sounded like fortune telling.
這樣的觀點會與一位曾和我前往非洲的前輩所言，有些連結，因為在近日我們的談話過程裡面，這位前輩提及兩件令我印象深刻的事。其中一件是：
「Hope老師因為一直做一些好事，所以就會一直遇到一些很讚的人、事、物……過去如此、現在是這樣、未來也必定相同!!!」
另一件這位前輩所提及的則是：
「Hope老師的書寫字體非常特別而好看，字體本身甚至帶著笑容!!!」
Another thing
expressed by her would be that “Your handwriting looks so amazing that your
characters seem to be smiling!”
這讓我想到，是否如同學生所言，即便我由於他們的行為不端而指責他們，他們仍然「感覺老師對我們很溫和」呢? 是由於我的語氣當中也帶有笑意，所以上課時學生們常常笑到東倒西歪?
This remarks
reminds me of my students’ comment of me, that even when I am accusing them of
something back they have done, they feel that “Teacher Hope is very patient.”
Or is it due to the fact that when I talk, in my expressions, there are such
tones with smiles that students would have to laugh inside their sessions with
me?
思考這些事情的當下，前輩的話語一如某種預言般，因為幾天之後從開學不到一個月的小學低年級學生們所書寫的作品裡面，我看到了那些他們令我本身感到驚奇的想法，即便不是第一次如此接收到學生們的反饋，我還是訝異於他們如波浪而來的一波又一波與我上課之時，他們的開心、歡喜、愉悅之情，而透過這些情感的表達，他們表述著對我的關照與愛護。「教學相長」，在我的步履之中，一絲不假—學生們總讓我有無限的機會重新回溯某個階段的成長過程、或者先行來到自己沒有經歷過的年歲，而我揣想著，是否每位教學者最終都不免步上「生命導師」的道途呢?
While I am much
amused by this kind of comment, this elderly friend’s words serve as prophesy,
for just a few days later, with the new school year beginning for not even a
month, a lot of the Grade two pupils whom I have taught currently already
express they are fond of me. Their words truly shock me all over again, though
it would not be the first time I have received compliments from students who
are as generous as they can be. I wonder whether every educator would end up
becoming mentors whom the others would praise or respect. Moreover, I wonder
why I am so lucky that since I have decided to be an educator, it seems I have
reached the status where even learners with issues inside them, in front of me,
they become peaceful and serene, as if they have become a part of me and I a
part of them, knowing by my heart and mind what difficulties they are tackling
while, naturally, solutions derive from the deepest part of my soul to provide
them with the best ways out possible.
有鑑於此，我也非常好奇為何在希望成為教學者的初始，我會期許自己成為一個不同的教學者，以及時至今日，我發現不論怎樣燥動的學習者，在與我面對面時竟然都可以將那份燥動之心壓抑住，取而代之的是他們良善的內裡在我面前閃閃發光，而尋著那樣的光線，我竟就好像走入他們的生命深處一般，可以對他們在學習上的成就與苦惱，感同身受。
這些到底該怎麼解釋呢?
究竟是我的生命歷程中的哪一段準備了我，使我成為這樣的一名教育者、一個小學生們在看到我的時候，會一群人衝過來熱情對我大叫：
「泡芙老師好」、其他學生會發現「這個老師懂我」的為人師表者呢?
Which part(s) of
my journey have I taken to be entering the most fundamental worries, doubts,
and aspirations of those whom I am face to face with?
Why am I given
such strengths to do such things that I am doing like teaching, conducting
humanitarian actions, learning, investigating and so on?
為什麼我能夠在自己的專業領域上，有足夠的力量進行教學、服務、學習、探索……等等事宜呢?
Is it really just
a coincidence that I need to return back to the elementary school levels to
meet a lot of teachers, parents, and students, or is such coincidence with
certain coding needed to be interpreted so I am equipped with more skills to
make people’s wishes more grand and possible?
決定在職業生涯中「再次」回到小學教書的這件事情，使我在兩岸各地結識了無以計數的教職人員、學生群、家長群，這一切的一切，難道都是偶然嗎?
或者，這種種遭逢，確然如我自己所設定的，可以有效協助我在服務各地人群及物種上的力道，更為之甚?
誠然，做任何事情都有其風險存在，一如人們與我來到世界上不同的角落，體驗讓他們暖心的旅程時，或者偶遇緊急狀況而必須處理，但有更多個人或群體透過這些國際旅程，而發可供抒展、發揮、療癒的空間，自旅遊中觀望自我與所謂存在的意義和築夢踏實的意涵，於是想跟著我一起進行這些國際旅程，在旅途中一同洽訪當地公、私立機構（尤其是國民教育普及的公立學校亦有城鄉差距)，進行交流活動與實踐服務學習時，我發現自己必須一再調整自己所處位置的視角……
像是，從一開始自己一個人的服務行動變成現在這樣的模樣時，我要如何解讀這整件「本身就充滿生命力」的行動呢?
我們又如何解釋那些過去曾經與我一同前往落後國度，但現在已然更加成熟、並從事著他們不同職場中的優秀工作人士，仍然希望返回這些溫馨之處，並且藉由這樣的旅程重新思考他們的過往，甚至已然經由這樣的旅程，再次獲得生命中幾乎人人必要的充電及意義的追尋呢?
Certainly there
are always risks involved in doing anything, including people traveling
alongside me with some more understanding of this world, something warmhearted
lightening up their life; however, when there are more and more individuals or
family members wishing to join suit, for they find such trips taken overseas to
be more meaningful, the kind of journey mingling the element of sightseeing and
truly understanding about the locals, how do I place myself in the picture
where I literally began all by myself? Furthermore, how do we explain that
those who have joined me years ago would be prosperous in their respective
career, and simultaneously they would like to return back to the essences of
such journeys by taking part in them again and again, finding more purposes and
meaning in life?
(For more details
of such journeys mentioned here, kindly refer to this link. 上開所述旅程之細節，節錄如下：
https://morerayofhope.blogspot.com/2024/09/our-proposed-heartwarming-project-in.html
)
When I was
learning from them, with them, when we took the journeys to foreign, exotic
lands many years ago, what have I done right or wrong to make them think of
such places from time to time? How do we make more people see more values in
connecting with the others?
多年前當我們共同踏上國際行程，讓我充滿了與這些學習者學習的契機時，到底是什麼觸動了他們當中的某些人，使得他們願意常常想起這些落後地區?
又是什麼地方使得這些人群，願意相信「人我相連」的緊密關係，從而更進一步產生其他作為?
When I look at my
students’ words to me, words written by the younger ones, I laugh, inside out,
and ponder about all these trainings I have received as an individual, a human
being, a soul with independent thinking and planning abilities. Soon, I am
reminded of how many parents, how many students of mine are voicing their wish
to join me for the journey in the winter (of north hemisphere) of 2025 to Bali
Island, Indonesia, and I would begin imagine how much I will help these
participants to grow into better individuals no matter where they are from,
which kinds of age groups they are at and so on.
當我望向這些學生們所書寫的字眼時，我總是會心一笑，並且思考著所有在我的生命、生涯歷程中所經驗過的訓練，如何成為今日的、當下的我。
同時，我也提醒著自己，就會是在二○二五年前往東南亞的寒假中，我也會全力協助不同背景及年齡層的參與者一同向陽發展!!!
The curve of
learning and inspirations are so volatile that I am in awe of such overwhelming
forces making our joint future.
這種向陽的力量和動機如此強烈，著實讓我感到驚心動魄。
Did I believe I
would be able to make the world a better place when I began visiting those
poorest regions of the world many years ago?
當我一個人開始踏上這種所謂「服務之旅」，面對世上極度窮困、生活在無水無電的區塊的人口時，我就有這樣的信念，認為自己可以改變世界嗎?
Do I hold more
hopes now for the world to be better when more are done even just from my part?
我是否因為自己經年有餘下來而進行更多相關的深度脫貧及救助工作，而感到未來充滿希望呢?
C
當我決定「重回」初等教育、即小學教育階段再做為一位小學教師時，這樣的實驗歷程，對我本身而言是利大於弊的，尤其在兩岸不同城市間、再到國際社會的不同大洲間去做更進一步與學習者之間的接觸、並且在近年來重回到小朋友的學習場域中，看著他們的發展，是一件令人由衷到喜悅的事情。
After returning
back to the elementary education level, as an educator, such an experimental
stage is quite beneficial, esp. working at different cities in Asia, or
focusing on more humanitarian, voluntary actions by interacting with learners
from other parts of the world like Africa. When I observe how learners are
developing themselves, I usually sense that to be able to guide people for
their better tomorrows is something as magnificent as it can be.
在這個學年，我所任教到的部份五年級學生，在他們於二年級下學期的後面幾個月課程中，英語課正好由我所接手；由於他們在三、四年級的過程中，我不再任教於他們，但是在他們進入五年級的當下，又再次遇到時，看著他們經過兩年時間的轉變，使我極為讚嘆人類無窮的潛力。
During this
school year, certain Grade 5 students taught by me have become my students once
more after we met each other during the last few months of their Grade 2 school
life for English as a subject. When they were in Grade 3 and 4, they were never
taught by me. At present, when they become Grade 5, when I formally meet them
again in Grade 5, I am more than impressed by the potentials of each and every
individual.
我可以看得出那些曾經被我教過的學生們的轉變，不論在心智成熟度上、外表上、言行舉止上，也透過精心設計的課堂活動，在給他們的課題之中，重新認識他們—畢竟，當時我並沒有教到全部同一個年段的學生，僅有部份。不過，即便是部份的學生，他們願意努力的程度與用心，都讓我非常佩服。
I can tell how
different those Grade 5 students, even just merely a part of them who were
taught by me when they were Grade 2, have become nowadays in terms of their
interpersonal skills, English proficiency, dedication to their school work and
so on. For those who are industrious, I am very much in awe of their
performances.
當學生們對於自己有所要求，而表現頗佳，這樣的學生們自然而然感覺在我的課程當中，是享受於學習的、也十分歡樂；相反的，有些學生對自己的要求不高，不願意花費額外的時間用心吸收英語，反而比較享受於遊戲時的歡樂時光者，就很不容易感覺得到上課的輕鬆與快感，因為他們或者必須面對身為老師的我，對他們在英語程度進步上的要求。
When students
have demanded themselves more, they naturally perform better. Such students
would enjoy learning in my class sessions, in which they’ve discovered the
pleasure to learn and understand more. On the contrary, for those who enjoy
spending time to have more fun, they cannot find such pleasure in learning, as
they would feel the stress derived from me as their teacher who would demand
their performances.
When in Taiwan, students
do not perform well because of their lack of hard work, or their misunderstanding
of English as a foreign language, what should I do? I reason with them,
informing them how important English is, and try to imbue more activities that
inspire their desire to “be friendly” with English. In reality, though, it will
be their decision to be dedicated in learning more English or not, as I do not
see it is constructive to get cross with them simply due to their lack of
motivation. Moreover, I am aware that everybody has different paths to walk
upon. When a person’s learning attitude is passive or unhealthy habits are
brooded, it does not mean we can always see the solutions right away.
How did I learn I
was to teach them for the schoolyear beginning from this September until June
2025? Well, I did not become aware that they’d be part of my curriculum until I
flied back from my overseas journeys aiming at assisting the needed.
Furthermore, I learned that by teaching them, I should also actively link them
with foreign students who would like to exchange ideas with them, on-line or not:
the category falls into “International Education.” Based on this, it seems that
those whom I have worked at some parts of the world have become significant in
other terms and conditions, aside from our exchanges of ideas or actions taken
in the past, ideas or actions guiding me to view how industrious most of their
learners are.
D
I am taking these
second graders downstairs so they can go home. Though I am not a homeroom
teacher, this is the practice here where I currently work that the subject
teacher, in my case as an English teacher, should bring the students
downstairs.
我正帶著一群二年級學生到校門口去，讓他們可以順利放學回家。雖然目前在小學教書的我，並不是導師，但是在這所目前我所服務的學校裡面，帶領學生放學也會是科任教師的課題，尤其當科任教師的課程是在學生們只有半天課的最後一節時。
A student who is
naughty in the classroom and is complained by many, including his homeroom
teacher, has decided to walk very slowly, behind all his classmates, with the
speed as slow as that of mine, so that he is able to walk next to me before we
reach the gate.
一位在教室裡面相對調皮的學生，在同樣受到他的同學們及其他老師的大小眼的情況下，決定在這種放學的時刻，放慢步伐，走到習慣步行在放學路隊後方的我的旁邊。感覺上，他希望與我在抵達校門、他被家長接走之前，非常靠近。
Earlier before we
leave the classroom, he tells me in person that
“Teacher Hope, I love you very much.” His eyes are so transparent that I find
them to be as deep as any of the adults.
在我們離開教室之前，他則是用他清澈的眼眸看著我，告訴我說：
「泡芙老師，我真的非常愛妳!!!」
From this student, I feel that the UNIVERSE is
talking to me. I am aware that I am much loved. Also, I am aware regardless of
the challenges I can face or will need to tackle, I am embracing the future
with more hopes than ever.
從這個學生與我說話、以及他與我互動的過程裡面，我感到宇宙與我說著話……這種話語讓我無比安心、讓我知道自己受到珍視。
於是，自然而然，與過去一樣，我仍必須面對諸多挑戰，然而在面對這些挑戰的同時，我知道自己將有更加充沛的信念，面對可能發生的一切的一切。
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