PD Day 教师职业发展日|为教师成长赋能
2023-12-27
发布于广东
PD Day
2023年12月21日,广州暨大港澳子弟学校(ASJ)的全体教师们度过了一个意义非凡的教师职业发展日(PD Day,Professional Develop Day)。教师们在这一天停下匆忙的脚步,通过中外专业讲师的培训以及与资深教师的案例探究,达到了自我提升、获得了专业赋能。
为充分了解教师的培训需求,增强培训的针对性,培训前人事部通过线上问卷的方式进行了摸查。调查问卷结果显示有72.58%的教师认为目前面临的主要心理压力和挑战在于对学生行为问题、学习困难以及心理问题等的管理。
基于教师们的需求,为了帮助教师们舒缓压力,增强用科学方式应对挑战的能力,进而提升自我,为自我赋能。学校特邀资深国家注册二级心理咨询师、红树林心理学院讲师高启铭先生,为全体中方教师带来一场主题为《教师心理疏导》的专题培训。培训由杨丽红教学总监主持。
首先,由中学部资深港籍教师林海丽老师分享了《港籍外籍学生与内地文化差异的学生课堂管理案例》。林老师结合她近三十年的香港及内地教学实践及在广州ASJ教学的实际案例深入浅出地进行分析与复盘。案例翔实丰富、分析直击要点,生动形象,教师们感同身受,深受启发。
接下来,特邀讲师高启铭先生开展了《教师心理疏导》的专题培训。高启铭先生通过四个方面展开此项培训。一、基于数字技术和学习模式的转变如何面对学生的真实困境。二、心理策略和方法来应对适应困难、社交障碍和叛逆等行为和学习问题。三、如何识别各种常见学生心理问题。四、如何提升教师的心理素质。每一部分内容都循循善诱,不断引发教师们的共鸣与思考。虽然学校后勤部为教师们准备了纯手工打造的圣诞节精美茶歇,但老师们都兴奋的在同讲师沟通交流,迟迟不愿散去。整个培训过程,教师们的表情从严肃到放松,最后露出来自信与满意的微笑。也许,这就是PD Day的真正意义,为教师赋能,助力教师们成长。
同时,为了让外教能更了解何适应中国文化,了解大湾区,融入广州生活,学校特邀广州国际友城大学联盟执行主任,Globalliance集团创始人Steve Farr先生,为全体外教带来一场主题为Cultural difference and cultural integration的专题培训。Steve Farr先生向老师们生动有趣地介绍了东西方之间沟通方式、肢体语言、思维方式等之间的差别,并幽默地跟老师们分享了他本人在中国生活多年经历的以及有关中国传统风俗文化的趣事,与老师们的互动中欢声笑语不断。Steve Farr先生的培训来到了尾声,老师们依依不舍的与他合影留念,并希望之后能有更深入的交流,Steve Farr先生让外教们更加深入地了解中国文化,今后能更好地融入中国、融入广州。
茶歇过后,李绮玲学术副校长给老师们进行了专项培训,内容主要分为两部分。首先是如何组织IB的探究式课堂,让老师们掌握了更多的IB课堂教学技巧及授课的新思路,举了很多生动例子来诠释老师需从学生的角度来思考问题。接着是健康与你我息息相关,教师们需时刻关注学生们的心理变化及心理健康,在课堂中教师需观察学生心理的变化并给出相对应的解决措施。
在欢快的讨论声中,本次培训圆满结束。本次教师专场培训亦是送给全体教师圣诞节的一份精神大礼。广州暨大港澳子弟学校尊重教师的职业发展,通过引进专家讲座、工作坊等途径,组织了多个场次的培训课程,从职业素养、课程融合、教学策略、心理疏导等多个角度,为教师们搭建职业发展平台。
教师感想
Teachers' Reflections
中学部 李雪松老师
我常常困惑:在国际学校里面的学生总是显得特立独行,与众不同。因此在课堂管理方面总是会有疑惑:怎么样才能更好的管好这群学生,从而有效的进行教学展开?在当今互联网的背景之下,怎么样和这群学生建立较好的关系?如何更深入的理解这群学生?一直有这些疑惑,也感谢学校给我们教学部的老师举办了今天这场培训,收获颇多。
首先,林老师分享的课堂管理的内容。林老师提到的一些课堂管理的方法让人受益匪浅。比方说建立积极的班级文化,让学生有归属感;制定规则,严慈相济;个性化一对一交流;科技软体校宝应用;家校合作;支援求助;以及灵活应对课堂上的情况包括记录、劝导、罚站等。
其次,心理咨询师高老师给我们带来了关于教师职业心理发展的培训。让我们全面了解了当今世界学生普遍存在的心理情况。由于全球化互联网的发展,学生心中的民主化思想、个人主义思想越来越明显,采用传统的威权主义的管教方式越来越显得不不合时宜。同时由于网络的发展,学生的专注力下降,延迟满足能力越来越不如以前。并且学生面对越来越多的困难和问题,比如说低自尊,情绪调节困难,社交困难,焦虑恐惧,过去的负面经历等等。
作为教师,我们应该不断的自我学习,终身学习,提升自我。了解东西方文化的差异,取其所长,综合运用,来提升自己的教学管理和心理素质,成为独当一面的专业化教师。有能力为自身疏导解压,并给学生的成长发展保驾护航。
小学部 全体
在新时代文化传承、发展、融合过程中,教育如何在保障传授知识效率的同时,对学生性格塑造、社交的培养、价值观的建立产生正向影响,良好的班级管理规划及专业的心理学认知,必不可缺。
林老师从认知上呼唤教师破除权威走向平等交流,又在方法上介绍了建立班级文化、明确的规则和期望、个性化关怀辅导的认知、学习和使用科学管理软件、定期的沟通合作、针对问题行为的灵活应对、善用支援服务等一个完整的班级管理系统。同时对学生鼓励轻拍、事无巨细公正记录、小天使计划、家长学堂、各阶段法理情的侧重这些方法,能在日常教学中以细节影响学生,创造优质整体环境,育人于无声。
高老师则是从学生现实困境、科技影响、学校家庭社会影响、叛逆心理、识别常见心理问题等角度展开,使教师对学生行为心理变化上有了预期准备。同时在使用不分析、不评价、不贴标签的交流方式以建立学生的信任感;透过划痕、咬指甲、肠胃状况等判断情绪焦虑问题等心理小技巧的介绍也拓宽了教师眼界。心理问题复杂多变,产生原因也多种多样,但唯有细心观察、耐心交流、及时寻求帮助才能有效解决难题。
“教育是一颗树摇动另一颗树,一朵云推动另一朵云,一个灵魂唤醒另一个灵魂。”任何科学的班级管理办法、心理知识运用、教育困难的克服、教师自我的调节,都是建立在教师对于学生的关怀心之上的。
教无定式,爱就是最好良方。
中学部 王龙飞老师
今天的两场教师培训,让我深刻体会到了教育工作的复杂性和重要性。第一场培训着重于学生管理,强调了建立积极班级文化的必要性。通过破冰活动、班旗设计比赛等,我们可以创造一个尊重、合作和积极互动的环境。面对霸凌问题,个别约见和全班教导是有效的应对策略。此外,与学生共同制定班规、引入奖赏制度,都是营造正面学习环境的关键。个性化关怀辅导,比如了解学生的个性差异、提供一对一辅导,对于学生的成长同样至关重要。
第二场心理辅导的主题更加深入,探讨了信息时代对学生心理健康的影响。学生面临的自律、自我调节和时间管理能力挑战更加严峻,社交媒体的使用也对他们的社交技能和自我认知产生了影响。中国传统文化与西方文化的融合,为学生的文化适应性带来了新的挑战。培训还提到了家庭、社会和学校对孩子的综合影响,以及如何通过心理策略应对社交障碍和叛逆行为。
这次的教师培训给我带来了深刻的启发和宝贵的教学策略。特别是关于个性化辅导,我深感其中的重要性和实用性。例如我会首先了解每位学生的个性特点、学习风格和兴趣爱好。除此之外,共同制定班级规则是另一个我将重点应用的策略。这不仅能提高学生的参与感,还能让他们感受到被珍视和尊重。在制定规则的过程中,我会鼓励学生们表达自己的观点和建议,让他们成为班级管理的积极参与者。在未来的教学中,我计划深入运用这一策略,以更好地满足我的学生们的不同需求。我期待着将这些新的策略和理念应用到我的教学实践中,帮助我的学生们在学习和生活中取得成功。
小学部 MBALI
ASJ professional Development Day kicked off with the training by Mr Steve Farr who is highly experienced in education and boasts over 40 years’ experience in of a variety of faculty, administrative and consultant roles. Mr Farr contributed to the establishment of a Confucius Institute in America.
Mr Farr’s focus was on acknowledgement and acceptance of foundational differences in communication between Chinese people as the hosts and the international teachers as guests in the country, regardless of how many years they have spent in the country.
The training focused on acceptance, an understanding that we are all different and all our cultures are different which means that no one is an expert, but we can each find a common ground from where to find things that make us more connected as human beings, instead of dwelling on judging the differences.
He shared some of the very common gestures which help ensure that the hosts do not feel disrespected and also in a humour filled way shared some of the culture shocks for international people based on his experiences and emphasizing that we all learn and grow with experience and can avoid frustrations by remaining open-minded and accepting of each other’s differences and showing respect towards what matters to each of us, especially the hosts, a courtesy we all expect from the countries we come from.
The late morning part was concluded by training by Ms. Elaine Lee who is the Vice-Principal and boasts both international and local experience and in-depth knowledge of the inquiry-based learning. Ms Lee’s training focused on the wellbeing of both the teachers and learners and was geared towards encouraging the teachers towards making the inquiry classes student centered while maintaining a professional standard. She emphasized the differences in expectations and goals between the teachers and students and encouraged teachers to always avail tools (do’s) for students, instead of focusing on the don’ts.
Ms Lee gave practical classroom tools which assist the teachers del with special cases, an exercise which helps the teachers connect better with their students and helps the students develop trust in their teachers, themselves, and the processes. Ms Lee’s expertise will go a long way towards creating an environment that is wholesome for all, an environment which ensures that everyone’s well-being is prioritized.
中学部 OWAIN
On Thursday 21, ASJ School invited Professor Steve Farr to give a talk to the school’s expat teachers on various cultural aspects relating to living and working in China, that often bewilder foreigners when they first arrive.
Rather than pontificate on practices foreigners must adhere to, if they plan to settle here, Professor Farr instead enlightened the teachers on matters relating to indirect in contrast to direct methods of communicating, non verbal methods of conveying messages such as body language, and the importance of not showing emotion such as anger; for to do so could indeed reveal a person’s weakness.
Professor Farr also covered other nuances relating to etiquette from the practice of exchanging business cards with two hands, to culturally allocated places at the dinner table; in particular where the most important person sits. He also gave tips on how to thank someone, but what was interesting was that Chinese people tend not to show appreciation in a way that westerners might take for granted. Therefore it could be said that if one naturally possesses a natural sense of delayed gratification , then he or she might find life working and living in China a more pleasurable experience than someone who would take things more for granted.
An important point that Professor Farr brought up was importance of the group as opposed to more a individualized psyche in the West. In a working environment, everyone is respected for what they bring to a group no matter what, whereas in a western office a member with a perceived weakness in the eyes of his or her colleagues might regarded in a negative or less than positive light. This was backed up by individual anecdotes by some of the teachers, as to their experience of working in a group environment in China.
Whenever one relocates to a different country and culture then respect of local practices from living to working is essential. From matters pertaining to legal issues to greeting and saying farewell, even body language or using parts of the anatomy for communication, then a reasonable understanding of these will most probably ensure that one’s experience of living here to be very pleasurable, as opposed to someone who comes with a fixed mind and makes minimal effort to assimilate. As they say , “When in Rome do as the Romans do”.
From my perspective, I thought that the presentation was very useful and further emphasized the need to appreciate Chinese culture and rather than solely adhere to local practices, instead embrace them and make the most of life in this Country. By doing so one will most definitely experience one of the most pleasurable periods in his or her lifetime.
PD Day
On the eve of Christmas, all the teachers of ASJ had a meaningful teacher professional development day.Teachers stopped their hurried steps on this day and achieved self-improvement and professional empowerment through the training of Chinese and foreign professional lecturers and case studies with senior teachers.
In order to fully understand the training needs of teachers and to enhance the relevance of training, the Personnel Department conducted a mapping by means of an online questionnaire before the training.The results of the questionnaire showed that 72.58% of the teachers believed that the main psychological stresses and challenges they are currently facing are the management of students' behavioral problems, learning difficulties, and psychological problems.
Based on the needs of the teachers, in order to help them relieve stress and enhance their ability to cope with challenges in a scientific way, and then to improve themselves and empower themselves.The school invited Mr. Gao Qiming, Senior National Registered Level II Psychological Counselor and Lecturer of Mangrove Psychological Institute, to bring a special training on the topic of "Psychological Diversion for Teachers" to all Chinese teachers.The training was led by Audrey, Director of Instruction.
First of all, Ms. Lam Hoi Lai, a senior Hong Kong teacher in the Secondary Section, shared a case study on "Student Classroom Management of Cultural Differences between Hong Kong Expatriate Students and Mainlanders".Ms. Lam gave an in-depth analysis and review based on her nearly 30 years of teaching practice in Hong Kong and Mainland China as well as actual cases of teaching in ASJ.The cases were informative, the analysis was to the point and vivid, and the teachers were deeply inspired by the experience.
Next, Mr. Gao Qiming, an invited lecturer, conducted a special training on "Psychological Diversion for Teachers".Mr. Gao Qiming started this training through four aspects.1. How shifts based on digital technologies and learning paradigms can confront students' real dilemmas.2. Psychological strategies and methods to cope with behavioral and learning problems such as adjustment difficulties, social disorders and rebellion.3. How to recognize various common student psychological problems.4.How to improve the psychological quality of teachers.Each part of the program is guided by a methodology that continues to resonate and provoke teachers to think.Although the school logistics department had prepared a handmade Christmas tea break for the teachers, they were all excited to communicate with the lecturers and were reluctant to leave.Throughout the training, the teachers' expressions changed from seriousness to relaxation, and finally revealed smiles of confidence and satisfaction. Perhaps this is the real meaning of PD Day, to empower teachers and help them grow.
At the same time, in order to let the foreign teachers know more about the Chinese culture, understand the Great Bay Area and integrate into the life in Guangzhou, the school invited Mr. Steve Farr, the executive director of Guangzhou International Friendship University Alliance and the founder of Globalliance Group, to bring a special training on the theme of Cultural difference and cultural integration for all the foreign teachers.Mr. Steve Farr introduced to the teachers the differences between the East and the West in communication style, body language, thinking style, etc., and humorously shared with the teachers his personal experience of living in China for many years and interesting stories about Chinese traditional customs and culture, and the teachers interacted with him with continuous laughter. Mr. Steve Farr made the teachers understand the Chinese culture more deeply, so that they could better integrate into China and Guangzhou in the future.
After the tea break, Ms. Elaine Lee, Vice Principal of Academic Affairs, gave a special training to the teachers, which was divided into two parts. Firstly, it was about how to organize the IB inquiry classroom, so that teachers could master more IB classroom teaching skills and new ideas, and gave many vivid examples to explain that teachers need to think from the perspective of the students. The next session was about how health is closely related to you and me, and how teachers need to pay attention to students' psychological changes and mental health, and how they need to observe students' psychological changes in the classroom and give corresponding solutions.
The training came to a successful conclusion amidst cheerful discussions. This special training for teachers is also a spiritual gift for all teachers at Christmas. Guangzhou JIU Hong Kong and Macao Children's School respects the professional development of teachers and organizes several training courses through introducing expert lectures and workshops to build a platform for teachers' professional development from various perspectives, such as professionalism, curriculum integration, teaching strategies and psychological guidance.
教师感想
Teachers' Reflections
中学部 李雪松老师
我常常困惑:在国际学校里面的学生总是显得特立独行,与众不同。因此在课堂管理方面总是会有疑惑:怎么样才能更好的管好这群学生,从而有效的进行教学展开?在当今互联网的背景之下,怎么样和这群学生建立较好的关系?如何更深入的理解这群学生?一直有这些疑惑,也感谢学校给我们教学部的老师举办了今天这场培训,收获颇多。
首先,林老师分享的课堂管理的内容。林老师提到的一些课堂管理的方法让人受益匪浅。比方说建立积极的班级文化,让学生有归属感;制定规则,严慈相济;个性化一对一交流;科技软体校宝应用;家校合作;支援求助;以及灵活应对课堂上的情况包括记录、劝导、罚站等。
其次,心理咨询师高老师给我们带来了关于教师职业心理发展的培训。让我们全面了解了当今世界学生普遍存在的心理情况。由于全球化互联网的发展,学生心中的民主化思想、个人主义思想越来越明显,采用传统的威权主义的管教方式越来越显得不不合时宜。同时由于网络的发展,学生的专注力下降,延迟满足能力越来越不如以前。并且学生面对越来越多的困难和问题,比如说低自尊,情绪调节困难,社交困难,焦虑恐惧,过去的负面经历等等。
作为教师,我们应该不断的自我学习,终身学习,提升自我。了解东西方文化的差异,取其所长,综合运用,来提升自己的教学管理和心理素质,成为独当一面的专业化教师。有能力为自身疏导解压,并给学生的成长发展保驾护航。
小学部 全体
在新时代文化传承、发展、融合过程中,教育如何在保障传授知识效率的同时,对学生性格塑造、社交的培养、价值观的建立产生正向影响,良好的班级管理规划及专业的心理学认知,必不可缺。
林老师从认知上呼唤教师破除权威走向平等交流,又在方法上介绍了建立班级文化、明确的规则和期望、个性化关怀辅导的认知、学习和使用科学管理软件、定期的沟通合作、针对问题行为的灵活应对、善用支援服务等一个完整的班级管理系统。同时对学生鼓励轻拍、事无巨细公正记录、小天使计划、家长学堂、各阶段法理情的侧重这些方法,能在日常教学中以细节影响学生,创造优质整体环境,育人于无声。
高老师则是从学生现实困境、科技影响、学校家庭社会影响、叛逆心理、识别常见心理问题等角度展开,使教师对学生行为心理变化上有了预期准备。同时在使用不分析、不评价、不贴标签的交流方式以建立学生的信任感;透过划痕、咬指甲、肠胃状况等判断情绪焦虑问题等心理小技巧的介绍也拓宽了教师眼界。心理问题复杂多变,产生原因也多种多样,但唯有细心观察、耐心交流、及时寻求帮助才能有效解决难题。
“教育是一颗树摇动另一颗树,一朵云推动另一朵云,一个灵魂唤醒另一个灵魂。”任何科学的班级管理办法、心理知识运用、教育困难的克服、教师自我的调节,都是建立在教师对于学生的关怀心之上的。
教无定式,爱就是最好良方。
中学部 王龙飞老师
今天的两场教师培训,让我深刻体会到了教育工作的复杂性和重要性。第一场培训着重于学生管理,强调了建立积极班级文化的必要性。通过破冰活动、班旗设计比赛等,我们可以创造一个尊重、合作和积极互动的环境。面对霸凌问题,个别约见和全班教导是有效的应对策略。此外,与学生共同制定班规、引入奖赏制度,都是营造正面学习环境的关键。个性化关怀辅导,比如了解学生的个性差异、提供一对一辅导,对于学生的成长同样至关重要。
第二场心理辅导的主题更加深入,探讨了信息时代对学生心理健康的影响。学生面临的自律、自我调节和时间管理能力挑战更加严峻,社交媒体的使用也对他们的社交技能和自我认知产生了影响。中国传统文化与西方文化的融合,为学生的文化适应性带来了新的挑战。培训还提到了家庭、社会和学校对孩子的综合影响,以及如何通过心理策略应对社交障碍和叛逆行为。
这次的教师培训给我带来了深刻的启发和宝贵的教学策略。特别是关于个性化辅导,我深感其中的重要性和实用性。例如我会首先了解每位学生的个性特点、学习风格和兴趣爱好。除此之外,共同制定班级规则是另一个我将重点应用的策略。这不仅能提高学生的参与感,还能让他们感受到被珍视和尊重。在制定规则的过程中,我会鼓励学生们表达自己的观点和建议,让他们成为班级管理的积极参与者。在未来的教学中,我计划深入运用这一策略,以更好地满足我的学生们的不同需求。我期待着将这些新的策略和理念应用到我的教学实践中,帮助我的学生们在学习和生活中取得成功。
小学部 MBALI
ASJ professional Development Day kicked off with the training by Mr Steve Farr who is highly experienced in education and boasts over 40 years’ experience in of a variety of faculty, administrative and consultant roles. Mr Farr contributed to the establishment of a Confucius Institute in America.
Mr Farr’s focus was on acknowledgement and acceptance of foundational differences in communication between Chinese people as the hosts and the international teachers as guests in the country, regardless of how many years they have spent in the country.
The training focused on acceptance, an understanding that we are all different and all our cultures are different which means that no one is an expert, but we can each find a common ground from where to find things that make us more connected as human beings, instead of dwelling on judging the differences.
He shared some of the very common gestures which help ensure that the hosts do not feel disrespected and also in a humour filled way shared some of the culture shocks for international people based on his experiences and emphasizing that we all learn and grow with experience and can avoid frustrations by remaining open-minded and accepting of each other’s differences and showing respect towards what matters to each of us, especially the hosts, a courtesy we all expect from the countries we come from.
The late morning part was concluded by training by Ms. Elaine Lee who is the Vice-Principal and boasts both international and local experience and in-depth knowledge of the inquiry-based learning. Ms Lee’s training focused on the wellbeing of both the teachers and learners and was geared towards encouraging the teachers towards making the inquiry classes student centered while maintaining a professional standard. She emphasized the differences in expectations and goals between the teachers and students and encouraged teachers to always avail tools (do’s) for students, instead of focusing on the don’ts.
Ms Lee gave practical classroom tools which assist the teachers del with special cases, an exercise which helps the teachers connect better with their students and helps the students develop trust in their teachers, themselves, and the processes. Ms Lee’s expertise will go a long way towards creating an environment that is wholesome for all, an environment which ensures that everyone’s well-being is prioritized.
中学部 OWAIN
On Thursday 21, ASJ School invited Professor Steve Farr to give a talk to the school’s expat teachers on various cultural aspects relating to living and working in China, that often bewilder foreigners when they first arrive.
Rather than pontificate on practices foreigners must adhere to, if they plan to settle here, Professor Farr instead enlightened the teachers on matters relating to indirect in contrast to direct methods of communicating, non verbal methods of conveying messages such as body language, and the importance of not showing emotion such as anger; for to do so could indeed reveal a person’s weakness.
Professor Farr also covered other nuances relating to etiquette from the practice of exchanging business cards with two hands, to culturally allocated places at the dinner table; in particular where the most important person sits. He also gave tips on how to thank someone, but what was interesting was that Chinese people tend not to show appreciation in a way that westerners might take for granted. Therefore it could be said that if one naturally possesses a natural sense of delayed gratification , then he or she might find life working and living in China a more pleasurable experience than someone who would take things more for granted.
An important point that Professor Farr brought up was importance of the group as opposed to more a individualized psyche in the West. In a working environment, everyone is respected for what they bring to a group no matter what, whereas in a western office a member with a perceived weakness in the eyes of his or her colleagues might regarded in a negative or less than positive light. This was backed up by individual anecdotes by some of the teachers, as to their experience of working in a group environment in China.
Whenever one relocates to a different country and culture then respect of local practices from living to working is essential. From matters pertaining to legal issues to greeting and saying farewell, even body language or using parts of the anatomy for communication, then a reasonable understanding of these will most probably ensure that one’s experience of living here to be very pleasurable, as opposed to someone who comes with a fixed mind and makes minimal effort to assimilate. As they say , “When in Rome do as the Romans do”.
From my perspective, I thought that the presentation was very useful and further emphasized the need to appreciate Chinese culture and rather than solely adhere to local practices, instead embrace them and make the most of life in this Country. By doing so one will most definitely experience one of the most pleasurable periods in his or her lifetime.
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