關於教育/我的態度

沒有一個孩子是該被忽視的

         在我的教育觀念當中，每個學生，哪怕是俗稱『學習成就低落』的孩子，很多時候他們只是在『學科學習』與『信心』當中不斷惡性循環而已。正如電視劇（想見你）說的：就是對現存眼前的世界有更多的期待，但卻因為現實而更失落。

        我不去定義何謂「優/劣」，沒有定義優劣學生與否的可能；但只求他們存有一份態度——盡力去學好眼前應學會的待人處事，然後進而去盡力去學那些『被要求學習』的知識。

（照/2018中大壢中歷史教學）

No Child Left Behind: Seeing the Person, Not the Grade

I believe that no child is meant to be ignored. Many students who are perceived as "underperforming" are merely caught in a difficult loop where a lack of confidence hinders their learning. It reminds me of a line from the drama Someday or One Day: they hold great expectations for the world before them, only to feel let down by reality.

I choose not to categorize students by "success" or "failure." To me, those definitions are impossible. My only hope is that they maintain a sincere attitude—trying their best to learn how to treat others with kindness and integrity, and then extending that same effort to the knowledge they are asked to acquire.

(Photo: 2018 History Teaching at National Central University City High School)

用傾聽的態度去看待，去教與學

        帶班與教學過程中，多年教學第一線實戰經歷，我發現，多半學子們會害怕學習或是被動學習，甚至對自己失望而造成憂鬱，某程度是因為學生長期對「師長」有過度『威權』的想像——他們擔心師長不懂、不願意去看看他們真正理解的世界與心靈。

        多年來，包括帶班的過程中，我試著與每一個學生找到『對話』的機會，不厭其煩地、想辦法去聽聽學生聊聊自己的心理情緒；接收來自學生各種視角、建議與日常生活所習慣的『梗』，了解他們面臨壓力的樣貌等等。用更生活而平易的態度帶領孩子們。

（照/2013台北華興中學人文科學競賽主持）

The Power of Listening: Bridging the Gap Between Hearts

I believe that true education begins with listening. On the frontlines, I've noticed that students often shy away from learning because they view teachers through a lens of rigid "authority." They fear that we don't understand, or won't bother to look at, the inner world they inhabit.

In my journey as an educator, I've made it my mission to find a "dialogue" with every child. I never tire of listening to their stories and emotions. I welcome their ideas, their feedback, and even the unique cultural "memes" that define their generation. By truly seeing the stress they carry, I can guide them not just as an instructor, but as a mentor who walks beside them in their daily lives.

(Photo: 2013, Hosting the Humanities and Science Competition at Taipei Huaxing High School)

讓學生同理自己是課堂要素的重要部分

        我不會用自己學習的經驗去推及至學生身上。我只相信，建立學生對課堂教師的基本同理理解，讓課堂氣氛維和，讓學生理解，每一個同學和師長，都是作為一個課堂教室的重要要素，同理臺上，就是讓老師同理自己。（照/2020桃市陽明高中）

The Reciprocity of Empathy in the Classroom

I choose not to impose my own past learning experiences upon my students. My philosophy is rooted in a simpler truth: building mutual empathy between students and the teacher. When we cultivate a peaceful environment where every individual—student and teacher alike—is recognized as an essential element of our shared space, something powerful happens. For students, to empathize with the teacher on stage is to invite the teacher to empathize with them. It is a dialogue of mutual understanding that defines the classroom.

(Photo: 2020, Taoyuan Municipal Yang Ming Senior High School)

管教是雙方互動建構的過程

        學生很多時候並不理解，為何師長總是很愛單方面管教他們行為；進而只有抗拒管教。我的方法是告訴他們最實在的管教理由，並試圖以他們可以設想的邏輯去教導他們。讓他們知道，老師的管教行為最真實的初衷。

（照/2019桃市陽明高中運動會班導師班）

Beyond Unilateral Rules: The Heart of Guidance

Resistance often stems from a lack of understanding. Rather than demanding blind obedience, I believe in explaining the honest "why" behind every rule. I strive to communicate through a logic my students can relate to, ensuring they see the true care and purpose behind my actions. To me, discipline is not a top-down command; it is a collaborative bridge built between teacher and student through mutual respect and clear communication.

(Photo: 2019, Class Teacher at Yang Ming Senior High School Sports Day)

學習從來都不是快樂的，但我願你們可以

快樂學習是標榜的，但必要的知識追求過程是必定艱辛，且絕對需要付出努力的。我會告訴學生，學習必經訓練與痛苦，但過程中，要能更積極理解學習知識的必要，和能讓生活周遭的每一個生命更好的關鍵。

（照/2020桃市陽明高中導師班歡送我）

Beyond the Myth of "Happy Learning"

True learning is rarely just about happiness; the journey toward deep knowledge is naturally demanding and requires absolute dedication. I am honest with my students: training can be painful and learning can be difficult. Yet, I want them to find meaning within that struggle. I want them to understand that acquiring knowledge is not just a requirement, but a vital mission—one that empowers them to make the lives of everyone around them better.

(Photo: 2020 Farewell by my homeroom class at Taoyuan Municipal Yang Ming Senior High School)

在球場與教室之間

        在歷史教學外，『打排球』是我陪伴孩子成長的另種語言。這幾年，在課餘時我會指導學生打排球。因自己也只是中階經驗，就從最基礎控球與步伐開始，協助想進一步學習排球的學生能夠有基礎控球和站在球場上處理球的能力。希望他們在揮灑汗水的過程中，學會的不只是球技，更是訓練個人的韌性與團隊合作的協調力。

近年也因為希望這些愛打球的孩子，不要取捨困難，練球之餘，也會利用部分休息時間，另外幫願意補強學科的幾個排球隊孩子補強學科、衝刺升學考試。

對我而言，教育不僅在知識的傳遞，更是一種觀望與陪伴。球場上的基本，學習也是種過程，更希望的是他們能有選擇未來的能力。也期許他們不論未來是在球場或是考場，都能穩健地走著。

（照/2013華興高中人文競賽主持一隅）

（照/惠文高中教書時期黑板授課板書）

（照/2020桃園市立陽明高中：帶領的108新課綱班級導師班）