275: Two Steps Back - This American Life
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00:00 00:00 Transcript Share This American Life Life Partners How to Listen Episodes Recommended About Overview Staff Announcements Fellowships Jobs Music Make Radio On The Road FAQ Submissions Merch Contact Us Our Other Shows Merch Follow Us Life Partners Subscribe to our newsletter Full episode Toggle Audio and Transcript Sync Transcript | Episode #275 | October 15, 2004 275: Two Steps Back Note: This American Life is produced for the ear and designed to be heard.
00:00 00:00 文字记录 分享此 美国生活 生活伙伴 如何收听 剧集 推荐 关于 概述 员工公告 奖学金 工作 音乐 在路上制作电台 常见问题解答 提交 商品 联系我们 我们的其他节目 商品 关注我们 生活伙伴 订阅我们的时事通讯 整集 切换音频和文字记录同步 文字记录 | 内容第 275 集 | 2004 年 10 月 15 日 275：退两步 注意：《美国生活》是为耳朵而制作的，旨在让人们听到。
If you are able, we strongly encourage you to listen to the audio, which includes emotion and emphasis that's not on the page.
如果可以的话，我们强烈建议您收听音频，其中包括页面上没有的情感和重点。
Transcripts are generated using a combination of speech recognition software and human transcribers, and may contain errors.
文字记录是使用语音识别软件和人工转录员结合生成的，可能包含错误。
Please check the corresponding audio before quoting in print.
请在印刷版引用前检查相应的音频。
Prologue Ira Glass At the end of last school year, I got some surprising news, that a public school teacher that I knew named Cathy La Luz, was thinking of quitting teaching.
序言 Ira Glass 在上学年末，我得到了一些令人惊讶的消息，我认识的一位名叫 Cathy La Luz 的公立学校老师正在考虑放弃教学。
It's This American Life .
这就是美国生活。
I'm Ira Glass, by the way.
顺便说一句，我是艾拉·格拉斯。
I knew Cathy because before This American Life started, I was a reporter for NPR's news programs, Morning Edition and All Things Considered .
我认识凯茜，因为在《美国生活》开始之前，我是 NPR 新闻节目《早间版》和《万事考量》的记者。
And the thing that I reported on more than anything was education.
我报道的最重要的事情就是教育。
Back in the 1990s, Chicago was going through the most ambitious school reform in the country.
早在 20 世纪 90 年代，芝加哥正在进行全国最雄心勃勃的学校改革。
And as a reporter based out of Chicago, I spent lots of years in lots of classrooms all around the city.
作为一名驻芝加哥的记者，我在城市各地的许多教室里呆了很多年。
And I can say, hands down, that Cathy La Luz was the single best classroom teacher that I ever witnessed, and she taught at a great school.
我可以毫无疑问地说，凯茜·拉卢兹是我见过的最好的课堂老师，她在一所很棒的学校任教。
So last Spring, when I heard that she might quit, and that she might quit out of frustration, frustration with changes at her school, I visited her classroom.
所以去年春天，当我听说她可能会退学，而且她可能会因为沮丧而退学，对学校的变化感到沮丧时，我参观了她的教室。
It was the day after school ended.
那是放学后的第二天。
She was packing up.
她正在收拾行李。
Seven, eight.
七、八。
There you go.
就这样吧。
Ira Glass And I barely walked into her room and turned on the tape recorder when this happened.
当这件事发生时，我几乎走进了她的房间并打开了录音机。
I was saying that I told all my students that I might not be here next year, so if they wanted a letter of recommendation, they have to give me a letter now.
我是说我告诉我所有的学生，明年我可能不会来了，所以如果他们想要推荐信，他们现在就必须给我一封信。
So few of them took advantage of this.
所以很少有人利用这一点。
But what's funny is a domino effect, is they did it for every teacher.
但有趣的是多米诺骨牌效应，他们对每个老师都这样做。
Just in case.
万一。
They went to my partner.
他们去找我的伙伴。
They went to the writing teacher.
他们去找写作老师。
It was cute.
很可爱。
It was cute.
很可爱。
Excuse me.
打扰一下。
I'm sorry.
对不起。
I'm really sorry.
我真的很抱歉。
Give me a minute.
给我一分钟。
I know.
我知道。
I know.
我知道。
I know.
我知道。
Ira Glass Is it just the thought of just not being back at all?
艾拉·格拉斯（Ira Glass）只是因为根本不回来的想法吗？
It is the thought of not being back, because I really love teaching.
想到不再回来，因为我真的很喜欢教学。
And then the other thing is I'm sad because I don't understand really how this could happen, in just a year, nine months.
另一件事是我很伤心，因为我真的不明白这怎么会在短短一年零九个月内发生。
I don't see how this could happen so fast.
我不明白这怎么会发生得这么快。
For the changes this past year, Cathy's school, Washington Irving Elementary, was special in a couple ways.
就去年的变化而言，凯茜所在的学校华盛顿欧文小学在几个方面很特别。
They weren't a magnet school, or charter school, or anything fancy like that.
他们不是磁石学校，也不是特许学校，或者类似的学校。
The staff at Irving wanted to prove that you could make school reform work at just a regular neighborhood school.
欧文学校的工作人员想要证明，仅仅在一所普通的社区学校就可以进行学校改革。
At the start of reform, in fact, Irving was one of the worst schools in the system.
事实上，在改革之初，欧文是系统中最差的学校之一。
But they moved into a brand new building, got an energetic new principal, and it doesn't get more symbolic than this, in 1988 the governor of Illinois signed school reform into law in the Irving gymnasium.
但他们搬进了一座全新的大楼，迎来了一位精力充沛的新校长，没有比这更具象征意义的了，1988 年，伊利诺伊州州长在欧文体育馆签署了学校改革法案。
TV coverage that night showed him under the unflattering fluorescent lights of the gym with a stack of pens and the thick legal document that was the school reform law.
那天晚上的电视报道显示，他在体育馆里不讨人喜欢的荧光灯下，拿着一叠钢笔和厚厚的法律文件，即学校改革法。
Governor Thompson signed the measure into law in a special ceremony at the new Washington Irving Elementary School on South Oakley.
汤普森州长在南奥克利新华盛顿欧文小学举行的特别仪式上将该措施签署为法律。
When the reforms go into effect next July, one, school administration will be decentralized.
明年七月改革生效后，第一，学校管理将下放。
Some of the power goes to parents and local school boards.
部分权力归家长和当地学校董事会所有。
Principals will be gaining more control over their own schools.
校长将对自己的学校获得更多控制权。
OK.
好的。
Fast forward five years.
快进五年。
At the height of school reform in Chicago, I spent a full year at Irving Elementary, filing a story every few weeks for All Things Considered about how things were going there.
在芝加哥学校改革的鼎盛时期，我在欧文小学度过了整整一年，每隔几周就向《All Things Thoughts》提交一篇关于那里的情况的故事。
In lots of ways, Irving became a real symbol of what could be done under reform.
在很多方面，欧文成为了改革下可以实现的目标的真正象征。
Test scores were moving up.
考试成绩不断上升。
Everything was getting better.
一切都在变得更好。
They started with only a tiny fraction of their students, 15% doing reading and math at national standards.
他们一开始只招收一小部分学生，其中 15% 的学生按照国家标准进行阅读和数学训练。
And it got to a point where 2/3 of their students were regularly at or above national standards.
他们有 2/3 的学生经常达到或超过国家标准。
This is considerably better than most Chicago schools.
这比大多数芝加哥学校要好得多。
But things soured at Irving in the last year or so.
但在过去一年左右的时间里，欧文的情况开始恶化。
The program that the Irving teachers created, the one that was so much more successful than the rest of the school system, was getting dismantled, piece by piece.
欧文老师创建的项目比学校系统的其他项目要成功得多，但现在正在被一点一点地拆除。
Cathy started talking about quitting.
凯茜开始谈论戒烟。
Here's the reaction she got from a former principal at Irving, Pat Mizerka.
这是她从欧文前校长帕特·米泽卡那里得到的反应。
I cried.
我哭了。
I was so sad.
我很伤心。
I mean, Cathy is probably the best teacher that I've ever seen.
我的意思是，凯茜可能是我见过的最好的老师。
And if she leaves, what hope is there, then, for the others?
如果她离开了，那么其他人还有什么希望呢？
Cathy's classroom window looks directly out onto a commemorative plaque that says that this was the place where the nation's biggest school reform law was signed.
凯茜教室的窗户可以直接看到一块纪念牌，上面写着这是美国最大的学校改革法签署的地方。
Now that monument seems more like a tombstone.
现在那个纪念碑看起来更像是一个墓碑。
School reform is dead.
学校改革已死。
Everybody in the building, that's just what we say now.
大楼里的每个人，这就是我们现在所说的。
It's like if somebody has to complain about it, the way it is, someone will say, school reform's gone.
就好像如果有人不得不抱怨，事情就是这样，有人会说，学校改革已经消失了。
Relax.
放松。
It's over.
结束了。
Today on our radio program, I'm going to take you back in time 10 years, and explain how Irving Elementary accomplished this thing that is so rarely accomplished in our country.
今天在我们的广播节目中，我将带您回到十年前，并解释欧文小学如何完成这项在我们国家很少完成的事情。
They took a lousy inner-city school, and they turned it into a great school, with no special money, no special anything.
他们把一所糟糕的市中心学校变成了一所很棒的学校，没有特别的钱，也没有什么特别的东西。
They just did things smarter.
他们只是做事更聪明。
And I'll explain what happened in just a year to set it back, how things got to a point where an exceptional teacher is now thinking about quitting.
我将解释在短短一年内发生的事情让这种情况发生了逆转，事情是如何发展到一位杰出的老师现在考虑辞职的。
From Chicago Public Radio, you're listen to This American Life , distributed by Public Radio International.
您将在芝加哥公共广播电台收听由国际公共广播电台发行的《This American Life》。
Our show today in two acts.
我们今天的演出分两幕。
Act One, 1994.
第一幕，1994 年。
Act Two, 2004.
第二幕，2004 年。
Act One kind of gives you faith and hope in everything good.
第一种行动给你对一切美好事物的信心和希望。
Act Two sort of, kind of, does the opposite.
第二幕有点相反。
Stay with us.
留在我们身边。
Act One, 1994.
第一幕，1994 年。
OK.
好的。
Let's roll some of the old tape from back in the days when I was a little sir.
让我们卷一些我小时候的旧磁带吧，先生。
This is All Things Considered .
这是综合考虑的。
I'm Robert Siegel.
我是罗伯特·西格尔。
This year, we're following the story of one school, Washington Irving Elementary, on Chicago's west side.
今年，我们将关注芝加哥西区一所学校华盛顿欧文小学的故事。
Over the past few years this school has boosted reading scores with an innovative program.
在过去的几年里，这所学校通过创新项目提高了阅读成绩。
NPR's Ira Glass has our report.
NPR 的 Ira Glass 有我们的报道。
The most striking thing about Washington Irving is that it's an unusually happy school.
华盛顿欧文学校最引人注目的一点是它是一所异常快乐的学校。
There's no other way to say it.
没有其他方法可以说。
Happy.
快乐的。
When I ask eighth-grader Bianca Cannon to give me a little tour of the building--
当我请八年级学生比安卡·坎农带我参观一下这座大楼时——
OK, I'm just going to stop that right there.
好吧，我就到此为止。
This is me in the present.
这就是现在的我。
I'm just going play you some old clips and some old stories right now.
我现在要给你们播放一些旧片段和一些旧故事。
And a little background first, though, might be helpful.
不过，先了解一些背景知识可能会有所帮助。
The idea behind the Chicago school reform was to let each school set education policy for itself, instead of some bureaucrats at the central office dictating everything the way they had in the past.
芝加哥学校改革背后的想法是让每所学校为自己制定教育政策，而不是像过去那样由中央办公室的一些官僚发号施令。
And at Irving, they used that freedom to put in place a great reading program, and a great writing program.
在欧文，他们利用这种自由制定了出色的阅读计划和出色的写作计划。
Both of them were based on a very common sense idea, that they should have kids read lots more than they were and write lots more than they were.
他们都基于一个非常常识性的想法，即他们应该让孩子们比他们现在多读书，比他们多写很多东西。
More about that in a minute.
稍后会详细介绍。
The other thing they did was institute this kind of teaching that goes under different names.
他们做的另一件事是建立这种以不同名称命名的教学。
Student-centered curriculum, hands-on learning, holistic learning.
以学生为中心的课程，实践学习，整体学习。
The idea is, instead of a teacher standing at the chalkboard, lecturing and assigning chapters and questions from the textbook, and handing out dittos, students are more actively doing stuff.
这个想法是，学生不再是站在黑板前讲课、布置课本上的章节和问题，然后分发同样的内容，而是更积极地做事。
They're working in groups.
他们分组工作。
They're doing projects.
他们正在做项目。
It's the kind of thing that good teachers do anyway, when they can.
无论如何，只要有可能，好老师都会做这种事情。
But at Irving, they went further with this idea than any school in Chicago.
但在欧文，他们比芝加哥的任何学校都更进一步地践行这个想法。
Teachers worked in teams.
教师们以团队形式工作。
They had an hour of planning time every day to scheme out inventive lessons.
他们每天有一小时的计划时间来设计创造性的课程。
And it worked.
它奏效了。
Kids liked it.
孩子们喜欢它。
Here are some eighth graders in Mr. Pearlstein's class back then.
以下是当时皮尔斯坦先生班上的一些八年级学生。
In the back of the room, the two Veronicas sit next to each other.
在房间的后面，两个维罗妮卡坐在一起。
The Veronicas remember what it was like years ago at Irving, before they changed the curriculum.
维罗尼卡夫妇还记得几年前在欧文改变课程之前的情况。
You read from a textbook.
你从教科书上读到的。
You answered questions in the back.
你在后面回答了问题。
Read the books.
阅读书籍。
Do the work in the books.
做书本上的作业。
It was mostly that.
基本上就是这样。
They gave you handouts and everything.
他们给了你讲义和一切。
So, I didn't really like it.
所以，我不太喜欢它。
Me neither, because it gets boring.
我也没有，因为它变得无聊。
It was boring every day.
每天都很无聊。
It's like the whole thing you did the day before.
这就像你前一天所做的整件事一样。
It was over and over and over every day.
每天都这样一遍又一遍。
I hated it.
我讨厌它。
But now every morning I really want to come to school.
但现在每天早上我真的很想来学校。
I want to come to school.
我想来学校。
I can't miss school.
我不能缺课。
It wasn't always this way at Irving.
在欧文，情况并不总是这样。
Just a few years ago, it ranked in the bottom 100 schools in the city.
就在几年前，它在该市的学校中排名倒数100名。
Eighth graders who did their homework and participated in class were ridiculed by the other kids.
八年级学生做完作业并参加课堂会受到其他孩子的嘲笑。
And as in most Chicago schools, the longer a child stayed in school, the worse he was likely to do.
与大多数芝加哥学校一样，孩子在学校呆的时间越长，他的表现可能就越差。
Everyone always used to say, oh, God, by third grade, man, the glaze has come over the eyes.
每个人总是说，哦，上帝，到了三年级，伙计，眼睛里已经出现了釉色。
They've shut down on hearing, and speaking, and listening, and they don't care anymore.
他们已经关闭了听觉、言语和倾听，他们不再关心了。
Madeleine Maraldi began with the Chicago schools 33 years ago.
马德琳·马拉迪 (Madeleine Maraldi) 于 33 年前开始在芝加哥学校工作。
She's the kind of principal that nearly everyone, even the school secretaries, calls by first name.
她是那种几乎每个人，甚至学校秘书，都直呼其名的校长。
Her management style tends toward group discussion and consensus building.
她的管理风格倾向于小组讨论和建立共识。
In her six years at Irving, she and the faculty have rebuilt the curriculum around two main pillars.
在欧文的六年里，她和老师们围绕两个主要支柱重建了课程。
Students here read a tremendous amount each day in class, and students here write a tremendous amount each day in class.
这里的学生每天在课堂上阅读大量的内容，这里的学生每天在课堂上写大量的内容。
Writing, in fact, was the first thing the staff decided to tackle.
事实上，写作是工作人员决定解决的第一件事。
I asked the teachers to come to consensus, to meet and come to consensus on what was the worst subject for the children?
我要求老师们达成共识，开会并就孩子们最糟糕的科目是什么达成共识？
And they came up with writing, because they said, oh, they don't want to write, and when they write it's terrible, and they hate it, and it's too much work, and you don't get anywhere with it.
他们想出了写作，因为他们说，哦，他们不想写，当他们写的时候，它很糟糕，他们讨厌它，而且工作量太大，而且你不会有任何进展。
The principal and teachers got retrained in a different style of teaching writing.
校长和老师接受了不同教学写作风格的再培训。
Instead of emphasizing the mechanics of writing, like they used to, punctuation and paragraphing, and so on.
而不是像以前那样强调写作技巧、标点符号和段落等等。
The new method had kids first do lots of writing, learn to enjoy and invest in the writing, before they worry about mechanics.
新方法让孩子们首先进行大量写作，学会享受写作并投入写作，然后再担心写作技巧。
You can't be a writer unless you write.
除非你写作，否则你不可能成为一名作家。
So when I say, then, let them write.
所以当我说，那就让他们写吧。
They have to write every day.
他们必须每天写作。
Let them write for journals.
让他们为期刊写作。
Let them write about their reaction to a math lesson.
让他们写下他们对数学课的反应。
Write all kinds of things.
写各种东西。
Do writing all the time.
一直坚持写作。
And people would say, but I can't grade all of it.
人们会说，但我无法对所有内容进行评分。
And I say, well, don't grade it.
我说，好吧，不要评分。
OK?
好的？
Don't grade it.
别给它评分。
In fact, teachers were told emphatically, do not red-line every error in grammar and spelling.
事实上，老师们被强调，不要对语法和拼写中的每一个错误都划上红线。
Do not discourage the kids.
不要让孩子们灰心。
The results of the new program were immediate and dramatic, an outpouring of writing from Irving students.
新项目的结果是立竿见影的、戏剧性的，欧文的学生们纷纷写作。
OK.
好的。
It's me again, in the present.
又是现在的我。
Once the students got to sixth grade, that's when the teachers started grading them and teaching them the traditional mechanics of grammar and spelling and all that, in a very aggressive way.
一旦学生们升到六年级，老师们就开始给他们评分，并以一种非常积极的方式教他们传统的语法和拼写技巧等等。
Then there was the reading program.
然后是阅读计划。
There were studies showing that kids do better in school if they come from homes where people read to them, homes where they're encouraged to read themselves.
研究表明，如果孩子来自有人给他们读书、鼓励他们自己读书的家庭，他们在学校的表现会更好。
Since most kids at Irving didn't come from homes like that, the staff decided to give them that experience during school time.
由于欧文的大多数孩子都不是来自这样的家庭，工作人员决定在上学期间为他们提供这种体验。
One afternoon, I happened to be sitting in Mr. Pearlstein's classroom, when his eighth graders came back from lunch.
一天下午，我碰巧坐在皮尔斯坦先生的教室里，当时他的八年级学生吃完午饭回来了。
Watch this, he said.
看这个，他说。
And I saw something that would be unimaginable in many city or suburban schools.
我看到了许多城市或郊区学校难以想象的事情。
Without any instructions from their teacher, the students filed into the room, quietly took out books, and read.
没有老师的吩咐，学生们鱼贯而入，静静地拿出书本，看了起来。
They're on automatic pilot, and they just simply read because they enjoy reading.
他们处于自动驾驶状态，他们只是简单地阅读，因为他们喜欢阅读。
You'll notice that around the perimeter of the room we have hundreds of pocketbooks.
您会注意到房间周围有数百个钱包。
You can see the bookshelves on the right hand.
你可以看到右手边的书架。
And whenever they feel the compulsion, they can simply get up and go and look for a book.
每当他们感到有冲动时，他们就可以简单地站起来去找一本书。
Every day, every class in this school does between 30 and 50 minutes of silent reading.
每天，这所学校的每个班级都会进行 30 到 50 分钟的默读。
Each of these eighth graders is required to read 2,800 pages, per semester, minimum.
每个八年级学生每学期至少需要阅读 2,800 页。
An A requires twice as many pages.
A 需要两倍的页数。
It's a dramatic change from the old days.
与过去相比，这是一个巨大的变化。
Principal Madeleine Maraldi says that when they first tried this approach five years ago, they learned just how little students had been reading, when one teacher received this complaint.
校长马德琳·马拉迪 (Madeleine Maraldi) 表示，五年前，当他们第一次尝试这种方法时，一位老师收到了这样的投诉，他们了解到学生的阅读量有多么少。
This is painful.
这很痛苦。
I can't take this.
我不能接受这个。
She says, what's the matter?
她说，怎么了？
Are you sick?
你生病了吗？
And he goes, no. You're making me read for 50 minutes a day, all by myself.
他说，不。你让我每天独自读书50分钟。
I can't do this.
我不能这样做。
She says, you're in eighth grade.
她说，你现在八年级了。
Get real.
变得真实。
You can't read for 50 minutes a day?
每天看书50分钟不行吗？
Kid says, no. I've been at Irving for eight years.
孩子说，不。我在欧文已经八年了。
Reading is you sit in your reading circle.
阅读就是你坐在你的阅读圈里。
You read a sentence or paragraph when the teacher calls on you, and you are finished with reading for the day.
当老师点名时，你读一个句子或一段话，今天的阅读就结束了。
The only way to become comfortable reading is to practice, and this is why so many schools put so much effort into trying to change students' attitudes about books and reading.
习惯阅读的唯一方法就是练习，这就是为什么许多学校投入如此多的努力来试图改变学生对书籍和阅读的态度。
At Irving, this achieves the scale of a cultural war.
在欧文，这达到了文化战争的规模。
Pro-reading propaganda posters and bookworm club certificates line the hallways.
走廊上挂满了支持阅读的宣传海报和书虫俱乐部证书。
The phrase "Read, read, read, to succeed" is the school's mantra and its war cry, repeated so often that even the day before Christmas vacation, as kids said goodbye to their principal at the front door, they knew what she wanted to hear.
“阅读，阅读，阅读，成功”这句话是学校的座右铭，也是它的战斗口号，即使在圣诞节假期的前一天，当孩子们在前门向校长告别时，他们也知道她想听到什么。
Merry Christmas!
圣诞快乐！
Madeleine Maraldi And read--
马德琳·马拉迪 读到——
Read, read, read!
读，读，读！
Madeleine Maraldi Thank you, Peter.
马德琳·马拉迪 谢谢你，彼得。
Everything a book-loving parent would do for his child, teachers do here for these children.
热爱读书的父母为孩子做的一切，老师们都会为这些孩子做。
They read to the younger kids each day.
他们每天给年幼的孩子读书。
Grant money buys each child books as gifts to keep.
拨款给每个孩子购买书籍作为礼物保留。
There are frequent trips to the public libraries, and regular class trips to bookstores, where students choose the books that they will share in their classrooms.
学生们经常去公共图书馆，定期班级去书店，在那里学生选择他们将在课堂上分享的书籍。
All right.
好的。
This is by the same author that wrote Bunnicula .
这是由 Bunnicula 的同一作者撰写的。
I think that's fine.
我认为那很好。
And can I read this one?
我可以读这一篇吗？
Teacher 1 You're interested in Power Rangers, Joe?
老师 1 你对《电力别动队》感兴趣吗，乔？
On a trip to a big Barnes and Noble store, the Irving third graders are allowed to spend $4 each on a book.
欧文三年级学生在去巴诺书店时每人可以花 4 美元购买一本书。
They check with their teachers.
他们与老师核实。
No. See?
不，看到了吗？
The price is right there.
价格就在那里。
What does that say?
那说什么？
The third graders aren't choosing great literature.
三年级学生不会选择伟大的文学作品。
It's Power Rangers and joke books, scary books, and mysteries.
这是《恐龙战队》、笑话书、恐怖书和悬疑小说。
Older classes tend toward horror and teen romance.
年龄较大的班级倾向于恐怖和青少年浪漫。
Their teachers point out that in addition to these trashy pleasures, the kids do read decent books in a regular literature class.
他们的老师指出，除了这些无用的乐趣之外，孩子们还在常规的文学课上阅读了不错的书籍。
The principal says that the fun of choosing books for themselves is part of what will turn them on to reading.
校长说，为自己挑选书籍的乐趣是激发他们阅读兴趣的一部分。
Also--
还有——
They see other people in the bookstore.
他们在书店里看到了其他人。
They see adults purchasing books.
他们看到成年人购买书籍。
That's why I like to send them to the public libraries, also, because they see adults in the public libraries borrowing books.
这也是为什么我喜欢送他们去公共图书馆，因为他们看到成年人在公共图书馆借书。
I think it's important that they see that there are other people out there doing these things.
我认为重要的是让他们看到还有其他人在做这些事情。
Since they began this program, reading scores have been climbing steadily at Irving.
自从他们开始这个项目以来，欧文的阅读成绩一直在稳步攀升。
Depending on which standardized test you look at, the number of students reading at grade level has either doubled or quadrupled in five years.
根据您所关注的标准化考试，五年内阅读年级的学生数量增加了一倍或四倍。
And it's instructive to note that in an era when politicians and educators often look for the quick fix for schools, teacher Joe Pearlstein says that it took three years of tinkering with the program and pushing kids, before he was seeing the kind of results he wanted.
值得注意的是，在政治家和教育工作者经常为学校寻求快速解决方案的时代，乔·珀尔斯坦老师说，他花了三年时间修改该计划并推动孩子们，然后才看到他想要的结果。
At times it was like hell.
有时就像地狱一样。
It was very difficult to do.
这很难做到。
You have to really be willing to invest the energy to overcome the storm.
你必须真正愿意投入精力来克服风暴。
Hi.
你好。
Me, again, today.
今天又是我。
This is one of the most interesting things that I found it Irving, was that even doing everything right, fixing the school was just incredibly slow work.
这是我发现欧文最有趣的事情之一，即使一切都做对了，修复学校也只是极其缓慢的工作。
They'd been at it for five years when I was there, and their test scores were only half of what they'd eventually become.
当我在那里的时候，他们已经这样做了五年，而他们的考试成绩只有他们最终成绩的一半。
It took another five years for them to get there.
他们又花了五年时间才到达那里。
Remember, this is still an inner city school, with all the problems of any normal inner city school.
请记住，这仍然是一所市中心学校，具有任何普通市中心学校的所有问题。
Over 90% of the families were below the poverty level.
90%以上的家庭生活在贫困线以下。
Lots of kids in tough home situations.
许多孩子的家庭条件很困难。
Absent parents.
父母缺席。
Gangs.
帮派。
Lots of Latino kids who enter kindergarten at Irving speak Spanish, not English.
许多进入欧文幼儿园的拉丁裔孩子说西班牙语，而不是英语。
Well, of course, there's some kids who are better than others.
嗯，当然，有些孩子比其他孩子更好。
Who do you want to see?
你想见谁？
You want to see a medium-type student?
你想见中等类型的学生吗？
To give you a sense of just what these teachers were up against, and how hard it was to make up for how badly these children had been taught in the past, here's the writing lab teacher, Judith Mensch.
为了让你了解这些老师所面临的困难，以及弥补这些孩子过去受到的糟糕教育有多么困难，这里是写作实验室老师朱迪思·门施(Judith Mensch)。
I asked her in one of my stories to show me a typical essay from one of the older students.
在我的一个故事中，我请她给我看一篇来自一位高年级学生的典型文章。
OK.
好的。
This is a first draft in a longer project from the first marking period.
这是从第一个标记期开始的较长项目的初稿。
Do you want me to read it?
你想让我读一下吗？
"One day me and my friend was walking to the store.
“有一天，我和我的朋友步行去商店。
Then a big pit bull jumped out and started to chased us to the store.
然后一只大斗牛犬跳了出来，开始追我们到商店。
then he went back.
然后他就回去了。
I said, I hope that dog stay where it was.
我说，我希望那只狗留在原处。
As soon as I said it, the dog chased us to my house.
我一说完，狗就追着我们到了我家。
Then my auntie said, Get on away from here.
然后我阿姨说，走吧，离开这里。
The we don't see the dog, and dog don't see us.
我们看不到狗，狗也看不到我们。
Come to find out, the was me Kisha dog."
来看看，那是我的基沙狗。”
Aside from the grammatical problems in the early sentences, and the pure mystery of that last sentence, there are punctuation problems.
除了前面句子中的语法问题和最后一句话的纯粹神秘性之外，还存在标点符号问题。
No quotation marks, no indenting of paragraphs.
没有引号，没有段落缩进。
She's only able to move these students so far, so fast.
她只能让这些学生走这么远、这么快。
And overall, when Ms. Mensch tried during the first marking period to hold these students to tougher standards in their mechanics, it didn't work.
总的来说，当门什女士在第一个评分阶段试图让这些学生在技术方面遵守更严格的标准时，它没有奏效。
They didn't perform.
他们没有表演。
Madeleine was saying that the sixth grade hit the wall.
马德琳说六年级就碰壁了。
They hit the wall.
他们撞到了墙上。
And I gave out a lot of incompletes, and stuff, and I caught a lot of heat for it, from the parents.
我给出了很多不完整的东西，我因此受到了家长们的强烈批评。
And Madeleine basically said, back off.
马德琳基本上是说，退后吧。
You're expecting too much.
你期待太多了。
It's just too hard.
太难了。
Because they have so much to relearn.
因为他们有太多东西需要重新学习。
It's an interesting question, why, in the end Irving had so much more success than other public schools in Chicago.
这是一个有趣的问题，为什么欧文最终比芝加哥其他公立学校取得了更大的成功。
And a lot of the answer has to do with the way the principal, Madeleine Maraldi, implemented the changes.
很多答案与校长玛德琳·马拉迪实施变革的方式有关。
First off, she didn't force the changes on her teachers.
首先，她没有强迫老师做出改变。
When there was something new to try, she took volunteers.
当有新的尝试时，她就会招募志愿者。
If it worked, other teachers signed up.
如果有效，其他老师就会报名。
And as reform progressed, the teachers met and they decided on the curriculum changes together, with Madeleine.
随着改革的进展，老师们会面，与玛德琳一起决定课程的改变。
The teachers felt like they were in charge of what was happening.
老师们感觉他们对正在发生的事情负责。
Now this might not sound like a very big deal, but one of the most common reasons that school reform fails is a reason that you never hear about, in the press and in the normal political debate about how to fix schools.
这听起来可能不是什么大事，但学校改革失败的最常见原因之一是你在媒体和关于如何修复学校的正常政治辩论中从未听说过的原因。
School reform often fails because teachers kill it.
学校改革常常失败，因为老师扼杀了改革。
The teachers don't want to do it.
老师们不想这么做。
They don't agree it'll work.
他们不同意这会起作用。
They try it, it doesn't work at first.
他们尝试了一下，一开始不起作用。
They fight among themselves, and it dies.
他们互相争斗，然后就死了。
The year before I was at Irving, I spent a year at a Chicago high school, Taft High School, where the teachers started all kinds of changes, spent three quarters of a million dollars in grant money, but never came to agreement in four years about how to fix this school.
在我进入欧文的前一年，我在芝加哥的塔夫脱高中待了一年，那里的老师们开始了各种各样的改变，花费了四分之三百万美元的助学金，但四年来从未就如何修复这所学校达成一致。
And the bitter politics of all that wiped out the reform there.
所有的激烈政治都摧毁了那里的改革。
At the end of four years, the principal resigned.
四年后，校长辞职。
A lot of the pro-reform teachers resigned.
许多支持改革的教师辞职了。
And it's not like Madeleine didn't face this problem at first.
玛德琳一开始也不是没有遇到这个问题。
Remember, when she began, Irving was like any other public school, only a little worse.
请记住，当她开始时，欧文就像任何其他公立学校一样，只是更差一些。
When she initially suggested making some changes at the school, teachers openly laughed at her.
当她最初建议在学校做出一些改变时，老师们公开嘲笑她。
They said the reason kids performed so badly at Irving had nothing to do with the way that they were teaching.
他们说孩子们在欧文表现如此糟糕的原因与他们的教学方式无关。
It was everything out there.
这就是外面的一切。
It was parents.
是父母。
It was the community.
这是社区。
It was it was drugs.
原来是毒品。
It was teen pregnancies.
这是青少年怀孕。
It was violence.
这是暴力。
It was gang activity.
这是帮派活动。
It was everything outside this building.
这就是这栋大楼外面的一切。
Those were the reasons why.
这就是原因。
So that's how it started.
事情就是这样开始的。
As the reforms progressed, three Irving teachers transferred to other schools.
随着改革的进展，三名欧文老师转到了其他学校。
It took the rest of the teachers, Madeleine says, a year before they even started to trust her.
马德琳说，其他老师花了一年的时间才开始信任她。
And she slowly won people over and built her team, to the point where word got out what a special place Irving Elementary was.
她慢慢地赢得了人们的支持并建立了自己的团队，以至于人们都知道欧文小学是一个多么特别的地方。
A place where teachers were encouraged to try new things.
鼓励教师尝试新事物的地方。
A place that set higher standards than the school board had.
一个制定比学校董事会更高标准的地方。
Really good teachers started to transfer to Irving when vacancies came up, like Cathy La Luz, who we started this program with.
当职位空缺出现时，真正优秀的老师开始转移到欧文，比如凯茜·拉·卢兹（Cathy La Luz），我们和她一起开始了这个项目。
She was such an interesting teacher to watch that one of my stories for All Things Considered was simply a typical Friday in her classroom.
她是一位非常有趣的老师，我为《考虑到所有的事情》写的一个故事只是她课堂上一个典型的星期五。
Here's a big chunk of that story.
这是这个故事的大部分内容。
Great ball players, and great musicians, make the remarkable look easy.
伟大的球员和伟大的音乐家让非凡的事情看起来很容易。
And great teachers do that too.
优秀的老师也会这样做。
Do you like my hair today?
你喜欢我今天的发型吗？
I thought you would, Tracy.
我以为你会的，特蕾西。
The school day begins at 10 minutes before 9:00.
上课时间为 9:00 前 10 分钟。
Miss La Luz picks up her kids in the gym and then brings them to the classroom.
拉鲁兹小姐在健身房接她的孩子，然后把他们带到教室。
No, we don't need the lights today, do we, guys?
不，我们今天不需要灯，是吗，伙计们？
Part of what makes Miss La Luz such a good teacher is her classroom manner.
拉鲁兹小姐成为一名优秀老师的部分原因在于她的课堂态度。
She seems utterly relaxed, happy, in control, calls the kids baby, sweetheart, angel, and, in Spanish, miho and miha.
她看起来完全放松、快乐、一切尽在掌握，她称孩子们为“宝贝”、“甜心”、“天使”，并用西班牙语称呼孩子们为“miho”和“miha”。
Most people seem to become someone else when they stand in front of a classroom, like they're playing a character in a drama.
当大多数人站在教室前时，他们似乎变成了另一个人，就像他们在扮演戏剧中的角色一样。
Miss La Luz seems like herself.
拉鲁兹小姐看起来就像她自己。
What did I do?
我做了什么？
Kendel You got some different earrings on.
肯德尔 你戴了一些不同的耳环。
[INTERPOSING VOICES] Student 4 You got a new hairstyle.
[插入声音] 学生 4 你换了新发型。
New shirt!
新衬衫！
Cathy La Luz Everybody's right.
凯茜·拉·卢兹 大家都是对的。
New shirt.
新衬衫。
Kendel noticed my earrings.
肯德尔注意到我的耳环。
And somebody noticed Miss La Luz's new haircut, which is only going to last for today.
有人注意到拉鲁兹小姐的新发型，这种发型只会持续到今天。
All right, take our seats.
好吧，请入座。
Very sharp.
非常锋利。
Very sharp.
非常锋利。
Ira Glass The philosophy of this school is to motivate students with all sorts of active lessons, where the children do projects and express their ideas.
Ira Glass 这所学校的理念是通过各种活跃的课程来激励学生，让孩子们做项目并表达他们的想法。
The fifth graders' day usually begins with half the kids going to writing lab, where they each write on computers, and half the kids staying for literature, where they read and discuss books in groups of four.
五年级学生的一天通常是从一半的孩子去写作实验室开始，他们每个人都在电脑上写作，一半的孩子留下来学习文学，他们四人一组阅读和讨论书籍。
Next is math.
接下来是数学。
Last Friday, Miss La Luz had a hands-on activity to help students understand one of the hardest and most abstract ideas in fifth grade math, fractions.
上周五，拉鲁兹小姐进行了一项实践活动，帮助学生理解五年级数学中最难、最抽象的概念之一——分数。
OK, you cut it into two pieces, OK?
好吧，你把它切成两块，好吗？
Now, do you understand why this is a half?
现在，你明白为什么这是一半了吗？
What does half mean?
一半是什么意思？
Students spent an hour cutting construction paper into fractions, halves, quarters, eighths, and sixteenths, preparing actually for a fractions game.
学生们花了一个小时将建筑用纸剪成分数、二分之一、四分之一、八分之一和十六分之一，为分数游戏做准备。
Miss La Luz circulated, and helped kids one-on-one.
拉鲁兹小姐四处走动，一对一地帮助孩子们。
What is this?
这是什么？
This number means this is one piece out of two, that there's two pieces all together, and this one says here's one piece out of two.
这个数字意味着这是两件中的一件，有两件在一起，而这个表示这是两件中的一件。
If I showed you something and said one piece out of 16, how many pieces are there altogether?
如果我给你看一些东西并说 16 块中的一块，那么一共有多少块？
How many slices were the pie cut into?
馅饼被切成了多少片？
Now, as good as all this sounds, Miss La Luz says that about a third of her students aren't doing math as well as they should.
现在，尽管这一切听起来不错，但拉卢兹小姐说，她的学生中约有三分之一的数学成绩没有达到应有的水平。
And however wonderful a teacher she is, keeping everyone on task still means prodding the stragglers into action here and there.
无论她是一位多么出色的老师，让每个人都完成任务仍然意味着时不时地督促掉队的人采取行动。
There aren't too many, one every five minutes or so.
数量不多，五分钟左右就有一个。
This doesn't look finished.
这看起来还没有完成。
Student 8 What do you mean?
学生8 你什么意思？
Come to the hallway.
来到走廊。
You are clearly not paying attention, all right?
你显然没有注意，好吗？
What are you supposed to do once you fold those pieces?
折叠这些碎片后你应该做什么？
Cut them.
切掉它们。
Cathy La Luz Have you done that, darling?
Cathy La Luz 亲爱的，你做到了吗？
No. And, if you don't know what to do next--
不。而且，如果你不知道下一步该做什么——
I pretty much know who needs the nudge, but as long as I don't do it in a disrespectful manner.
我很清楚谁需要推动，但只要我不以不尊重的方式去做。
It has to be a nudge.
这必须是一个推动。
It has to be, come on, you know what to do.
一定是这样，来吧，你知道该怎么做。
That's why I say "you know what to do." You know.
这就是为什么我说“你知道该怎么做”。你知道。
It's not, "Do it!
不是“做吧！
You're supposed to do it!" It's "You know what to do.
你应该这么做！”这是“你知道该怎么做。
Do it."
做吧。”
Baby, did you do something inappropriate?
宝贝，你是不是做了什么不该做的事？
What'd you do?
你做了什么？
[INAUDIBLE] Cathy La Luz If I was aggressive, if I was saying, come on, you're not doing your work.
[听不清] Cathy La Luz 如果我表现得咄咄逼人，如果我说，来吧，你就没有做好你的工作。
What's wrong?
怎么了？
What's wrong?
怎么了？
They won't get involved at all.
他们根本不会参与其中。
They totally disengage.
他们完全脱离了。
They do what they're supposed to do, only, and they won't get involved in the process.
他们只做他们应该做的事情，他们不会参与这个过程。
It's meaningless.
这是没有意义的。
It's, OK, what steps do I have to follow?
好吧，我必须遵循哪些步骤？
You're making me do it, I'll do it, fine.
你让我这么做，我就这么做，好吧。
If you make me.
如果你让我。
I'm not interested in making you.
我没兴趣让你这么做。
I'm interested in-- almost like-- this is going to sound funny, but almost like a seduction.
我感兴趣的是——几乎就像——这听起来很有趣，但几乎就像一种诱惑。
Almost like a, come on, come on, luring them.
几乎就像是，来吧，来吧，引诱他们。
You know what you're supposed to do, and appealing to the good in them.
你知道自己应该做什么，并吸引他们的优点。
Now, baby.
现在，宝贝。
Now I'm really concerned about something.
现在我真的很担心一些事情。
Turn around, my angel.
转过身吧，我的天使。
What am I concerned about [INAUDIBLE].
我担心什么[听不清]。
Can you tell?
你能告诉我吗？
About what I said.
关于我所说的。
I would talk [INAUDIBLE].
我会说话[听不清]。
Yeah, I know you weren't really talking to me.
是的，我知道你并不是真的在跟我说话。
And I also know you would never be rude on purpose to me.
我也知道你永远不会故意对我无礼。
I know that you're a sweetheart.
我知道你是个甜心。
I know that.
我知道。
But--
但是——
I think that's the mistake a lot of teachers make.
我想这是很多老师都会犯的错误。
They don't appeal to the good in the kid.
它们不会吸引孩子的优点。
You know what to do, sweetheart.
你知道该怎么做，亲爱的。
Do it.
做吧。
That's way more powerful than, you better do it because you have to.
这比你最好这样做更强大，因为你必须这样做。
You're going to fail.
你会失败的。
Fine, I'm a failure.
好吧，我是个失败者。
Fine.
美好的。
Leave me alone.
请别打扰我。
With some prodding, most of the class is energetically engaged for most of math.
在一些刺激下，全班大部分学生都在积极地学习大部分数学知识。
As they cut their fraction strips, the kids nearest to me happily chatter away about the Forrest Gump episode of Blossom , and whether Montel Williams is better than The Richard Bay Show.
当他们剪分数条时，离我最近的孩子们高兴地谈论着《阿甘正传》中的《花开》一集，以及蒙特尔·威廉姆斯是否比《理查德·贝秀》更好。
Miss La Luz herself is a graduate of the Chicago public schools, grew up in a tough Puerto Rican neighborhood, and says that she wanted to teach partly because she had so few good teachers herself.
拉卢兹小姐本人是芝加哥公立学校的毕业生，在一个艰苦的波多黎各社区长大，她说她想教书的部分原因是她自己很少有好的老师。
At the heart of Miss La Luz's classroom practice is the notion that she wants her students to feel respected, and to feel that their ideas are worthwhile.
拉鲁兹小姐课堂实践的核心理念是，她希望学生感到受到尊重，并感到他们的想法是有价值的。
The day I visited, during their discussion of the book The Bridge to Terabithia, she tried to get them to talk about a point in the book that struck a chord with her, but realized after a few minutes that they weren't going with it.
我拜访的那天，在他们讨论《通往特雷比西亚之桥》一书时，她试图让他们谈论书中引起她共鸣的一点，但几分钟后意识到他们不同意。
And listen to where they were taking the discussion, namely some alternate endings that they would prefer to the book.
听听他们在哪里进行讨论，即他们更喜欢这本书的一些替代结局。
She changed their writing assignment to accommodate this.
她改变了他们的写作任务以适应这一点。
I was going to do a journal response about something else, but you guys already know where you want to go.
我本来打算写一篇关于其他事情的日记回应，但你们已经知道你们想去哪里了。
So if you know want a different ending, or more information, why don't you put down what you wished you could see next in the story.
因此，如果您知道想要不同的结局或更多信息，为什么不写下您希望在故事接下来看到的内容呢？
All right!
好的！
Student 11 [INAUDIBLE] journal response.
学生 11 [听不清] 日记回复。
Studies show that only 40% to 60% of a school day, in cities and suburbs, is spent in actual instruction.
研究表明，在城市和郊区，一天中只有 40% 到 60% 的时间用于实际教学。
The rest of the time is spent settling down, getting materials ready, giving instructions, taking attendance, moving through the halls, lunch, you can imagine.
剩下的时间就是安顿下来、准备材料、发出指示、点名、穿过大厅、吃午饭，你可以想象。
Miss La Luz is as efficient as any teacher.
拉卢兹小姐和任何老师一样高效。
The day I visited, her class spent about two and a half hours on hard core academic subjects, and another hour and a quarter on various other subjects, band, media arts, gym, counseling.
我参观的那天，她的班级花了大约两个半小时学习核心学术科目，另外一个半小时学习其他科目，包括乐队、媒体艺术、健身、咨询。
Anyone who learned their fractions in grammar school could tell you that this works out to about 2/3 of the school day spent in instruction.
任何在文法学校学过分数的人都会告诉你，这相当于学校一天的 2/3 时间都花在教学上。
It was low for Miss La Luz, because she decided to forego the usual hour of project time that ends the day, so the kids could end their week joyfully, singing, and then playing outside.
拉卢兹小姐的心情很低，因为她决定放弃通常结束一天的项目时间，这样孩子们就可以快乐地结束他们的一周，唱歌，然后在外面玩耍。
I hope we're ready.
我希望我们准备好了。
De Andre?
德安德烈？
Looks like you need a partner, baby.
看来你需要一个伴侣，宝贝。
Come to me.
到我这里来。
It was the kind of song with funny choreography that went with it.
这首歌的编排很有趣。
Even the most reserved of the boys played along, sang and danced, and left school last Friday wanting to come back, just as their teacher hoped for.
即使是最保守的男孩也一起玩耍、唱歌、跳舞，并于上周五离开学校，想要回来，正如他们的老师所希望的那样。
I'm Ira Glass, in Chicago.
我是艾拉·格拉斯，住在芝加哥。
[SINGING] Ira Glass OK.
[唱歌] Ira Glass 好的。
What kind of moronic policies would you have to put in place to make that teacher think about quitting?
你必须制定什么样的愚蠢政策才能让那位老师考虑辞职？
We jump forward 10 years in just one minute.
只需一分钟，我们就向前迈进了 10 年。
From Chicago Public Radio and Public Radio International, when our program continues.
当我们的节目继续进行时，来自芝加哥公共广播电台和国际公共广播电台。
It's This American Life.
这就是美国生活。
I'm Ira Glass.
我是艾拉·格拉斯。
If you're just tuning in, all this hour we're hearing the story of an unusually good public school.
如果您刚刚收听，我们这一个小时都在听一所异常优秀的公立学校的故事。
But in the last year or so that school has gone through some changes.
但在过去一年左右的时间里，学校发生了一些变化。
Parts of the program that made it one of the most successful schools in Chicago are being dismantled, and it's gotten to the point where one of the best teachers in the school, who you heard just before the break, Cathy La Luz, is thinking about quitting teaching.
使它成为芝加哥最成功的学校之一的部分项目正在被拆除，并且已经到了学校最好的老师之一（你在休息前听到的凯西·拉卢兹）正在考虑退出教学的地步。
So, what happened?
那么，发生了什么？
Well, a couple things changed in the 10 years since I first visited Irving Elementary.
自从我第一次访问欧文小学以来的十年里，有一些事情发生了变化。
First, the matriarch behind the changes at Irving, Madeleine Maraldi, retired.
首先，欧文变革背后的元老玛德琳·马拉迪（Madeleine Maraldi）退休了。
Fortunately, there was somebody on staff who was trained and ready to step in as her successor, Pat Mizerka, who'd been a seventh grade teacher in the school, then Assistant Principal.
幸运的是，工作人员中有人接受过培训，准备接替她的继任者帕特·米泽卡(Pat Mizerka)，他曾是学校的七年级教师，后来担任副校长。
She'd been there through most of the changes.
她经历了大部分的变化。
If anything, the school got even better under Pat Mizerka.
如果说有什么不同的话，那就是学校在帕特·米泽卡的领导下变得更好了。
Test scores climbed higher, partly thanks to a tutoring program that the central school board provided the school, and partly, she says, for a reason that is completely surprising.
考试成绩攀升，部分归功于中央学校董事会为学校提供的辅导计划，部分原因，她说，原因完全令人惊讶。
Glasses.
眼镜。
Unbelievable, right?
难以置信，对吧？
Unbelievable.
难以置信。
We had a dean of students, Mr. Pearlstein, and he was on top of this.
我们有一位学生主任，皮尔斯坦先生，他是这方面的佼佼者。
Every child who should be wearing glasses will be wearing glasses.
每个应该戴眼镜的孩子都会戴眼镜。
How many kids ended up having to get glasses?
有多少孩子最终不得不戴眼镜？
Oh, I would say between 30% to 40% of our student body wore glasses.
哦，我想说我们的学生中有 30% 到 40% 戴着眼镜。
At the end of the process, that is.
在该过程的最后，就是这样。
Grant money paid for the glasses.
补助金支付了眼镜的费用。
But during Pat Mizerka's time as principle, the central office of the Chicago Schools started to issue orders, each of these orders small, each of them well-meaning, each of them in a certain way so tiny that, by themselves, they didn't mean all that much.
但在帕特·米泽卡担任校长期间，芝加哥学派的中央办公室开始发布命令，每一个命令都很小，每一个都是善意的，每一个在某种程度上都是如此微小，以至于它们本身并没有那么大的意义。
But added up together, they pulled down some of the underpinnings of what Irving Elementary had built.
但加起来，他们推倒了欧文小学所建学校的一些基础。
One of the first things to go was the Irving report card.
首先要删除的事情之一就是欧文的成绩单。
Over the course of a decade, Irving teachers had designed this report card that, in addition to all the regular grades, had a space where students evaluated themselves.
在十年的时间里，欧文老师设计了这张成绩单，除了所有常规成绩之外，还为学生提供了自我评价的空间。
Which most kids took very seriously, which was part of getting them to take responsibility for their own work.
大多数孩子都非常重视这一点，这是让他们对自己的工作负责的一部分。
Pat Mizerka had to deliver the news to the Irving staff, that they'd been ordered to do a report card like the rest of the school system.
帕特·米泽卡必须向欧文的工作人员传达这个消息，他们被命令像学校系统的其他部门一样制作成绩单。
Oh, they were very upset.
噢，他们非常沮丧。
And so then I had to relay that the board was looking for uniformity, and they wanted all schools to have the same report card, because when children transfer from one school to another, it's hard, then, for another school to-- if they're not using the same report card-- then to mesh the grades together.
然后我不得不转达董事会正在寻求统一性，他们希望所有学校都有相同的成绩单，因为当孩子们从一所学校转到另一所学校时，那么，另一所学校很难——如果他们不使用相同的成绩单——那么将成绩整合在一起。
This wasn't so convincing to the Irving teachers.
这对欧文老师来说不太有说服力。
The Irving report card evaluated students on the specific things being taught, the number of pages they read, the specific reading skills they did and did not have, in much more depth than the standard Chicago report card.
欧文成绩单对学生所教授的具体内容、他们阅读的页数、他们拥有和不具备的具体阅读技能进行了评估，比标准的芝加哥成绩单更深入。
The Irving report card didn't have a D grade.
欧文的成绩单上没有 D 级。
Irving teachers didn't believe in the D, that there should be a grade that admits that, you didn't learn the material, but you should still pass.
欧文老师不相信D，认为应该有一个等级承认，你没有学过材料，但你仍然应该通过。
In short, Irving teachers were giving up a tougher report card for one that held kids to lower, vaguer standards.
简而言之，欧文的老师们放弃了更严格的成绩单，转而要求孩子们遵守更低、更模糊的标准。
I remember the shock, and we just sat there.
我记得当时的震惊，我们就坐在那里。
It was just this quiet.
就是这么安静。
Which brings us back to Cathy La Luz.
这让我们回到了凯茜·拉·卢兹 (Cathy La Luz)。
She remembers when Pat Mizerka gave them all the news.
她记得帕特·米泽卡告诉他们所有的消息时。
I was just, this just can't be.
我只是，这不可能。
Just erase this?
把这个删掉就行了？
We've been making this report card for, what?
我们制作这份成绩单的目的是什么？
12, 13 years?
12、13年？
And we couldn't believe we didn't have a choice.
我们不敢相信我们别无选择。
There's that weird feeling of all of a sudden, there's no choice.
突然有一种奇怪的感觉，别无选择。
There's no negotiating, no how about if we say this?
没有谈判的余地，如果我们这样说怎么样？
And I remember Pat just saying to us, just, no.
我记得帕特只是对我们说，只是，不。
Before long, the Irving teachers lost something else, something that was at the very heart of their education program.
不久之后，欧文的老师们就失去了一些东西，一些处于他们教育计划核心的东西。
And number 4,732.
以及数字 4,732。
Who's next?
下一个是谁？
What number are you?
你是几号？
Number seven?
第七号？
Over the course of years, the Irving teachers had developed a system where three times a year, every parent had to come in with their child, for an appointment to meet with the teacher and go over their report card.
多年来，欧文的老师们制定了一套制度，每年三次，每位家长都必须带着孩子来，预约与老师会面并检查他们的成绩单。
It took a full day and a half, each time they did it.
每次他们都花了整整一天半的时间。
But, the teachers said, it meant everything to get to know the parents this way, and to get them this involved in overseeing their children's education.
但是，老师们说，以这种方式了解家长并让他们参与监督孩子的教育就意味着一切。
Seeing it in action, it was hard to imagine why every public school didn't do it.
看到它的实际应用，很难想象为什么每所公立学校都不这样做。
Here's a section of a story that I did 10 years ago about it.
这是我十年前写的一个故事的一部分。
In room 306, the two eighth grade teachers sit at separate tables.
在306室，两位八年级老师坐在不同的桌子上。
The teachers' strategy is this.
老师的策略是这样的。
Do not blame the parent, but make the child realize it's his responsibility to do the work, and get the parent to reinforce this.
不要责怪父母，而是让孩子意识到做这项工作是他的责任，并让父母强化这一点。
Mr. Paul begins his conference with Cornell Miller with a time-honored teacher technique you may remember from your grade school days.
保罗先生在与康奈尔·米勒的会议上以一种你可能还记得小学时代的历史悠久的教师技巧开始了他的会议。
He tells Cornell to explain his bad grades to his mom.
他让康奈尔大学向他妈妈解释他成绩不好的原因。
Reading.
阅读。
What didn't happen for you to get an incomplete?
你没有发生什么事情导致不完整？
I didn't read.
我没读过。
Well, I read, but I had [?
好吧，我读过，但我有[？
an intermediate ?] for the second marking period, and I had to read for this marking period.
第二个评分期的中间？]，我必须阅读这个评分期。
Was there a different way you could do this?
您有其他方法可以做到这一点吗？
Yeah.
是的。
Mr. Paul Would you share that with us?
保罗先生您能和我们分享一下吗？
I didn't read all the books.
我没有读完所有的书。
That's all.
就这样。
You didn't read all the books.
你没有读完所有的书。
OK, well, why didn't you read all the books?
好吧，那你为什么不读完所有的书呢？
I don't know.
我不知道。
Mrs. Miller He never have a answer for that.
米勒夫人 他对此始终没有答案。
Those three report card pick-ups, where parents have to come in with their child, that structure matters.
在这三份成绩单领取中，父母必须带着孩子一起来，这种结构很重要。
I think that structure is part of our success.
我认为这种结构是我们成功的一部分。
Again, here's Cathy La Luz, in the present.
再次请来 Cathy La Luz，报道现在的情况。
Because, you know, what happened one year, we didn't do it.
因为，你知道，一年发生的事情，我们没有做到。
This is before things were going downhill.
这是在事情开始走下坡路之前。
Some teachers were really, why do this?
有些老师真的是，为什么要这样做呢？
So one year we didn't do it.
所以有一年我们没有这样做。
We saw drops.
我们看到了水滴。
Like the reading program that we have, less books being read, less reading happening, less homework coming in to me.
就像我们的阅读计划一样，读的书越少，阅读的次数就越少，我的作业也就越少。
Watching the work ethic go downhill in terms of what was coming to us.
眼睁睁地看着我们的职业道德逐渐走下坡路。
We had this long talk at the end of the year, where I remember, Pat was a teacher at the time.
我们在年底进行了一次长谈，我记得帕特当时是一名老师。
And she was the first one to say, this was awful.
她是第一个说这太糟糕了的人。
And then you heard other voices.
然后你听到了其他声音。
Everybody, wow.
大家，哇。
What a drop in just taking the classes seriously.
认真上课真是太糟糕了。
We can't do this again.
我们不能再这样做了。
But this year, thanks to a minor rule change in the central school board, Irving has to give out report cards the way that all other schools do.
但今年，由于中央学校董事会的一项微小规则变化，欧文必须像所有其他学校一样发放成绩单。
Instead of a total of four and a half days devoted to parent conferences, they'll have one day.
他们不再用总共四天半的时间来召开家长会议，而是只有一天的时间。
Cathy's prediction?
凯茜的预测？
If I was going to predict, I predict that what happened that time will happen again.
如果我要预测的话，我预测当时发生的事情还会再次发生。
We'll see less output, less parent involvement, less connection with the parent.
我们会看到更少的产出、更少的家长参与、更少的与家长的联系。
Last year, after two years as principal, Pat Mizerka had to leave the principal's job for personal reasons.
去年，在担任校长两年后，帕特·米泽卡因个人原因不得不辞去校长职务。
She was replaced by somebody named Rita Ortiz, who came from outside Irving.
接替她的是一位名叫丽塔·奥尔蒂斯（Rita Ortiz）的人，她来自欧文以外的地区。
Very quickly, this new principal got off on a bad foot with the teachers, by insisting on something so basic that she never suspected it could be controversial.
很快，这位新校长就与老师们产生了矛盾，因为她坚持一些如此基本的事情，以至于她从未怀疑过这可能会引起争议。
Rita Ortiz asked that they turn in lesson plans.
丽塔·奥尔蒂斯要求他们上交课程计划。
At Irving School, we never had to write formal lesson plans.
在欧文学校，我们从来不需要编写正式的课程计划。
Again, Cathy La Luz.
再说一遍，凯茜·拉·卢兹。
Cathy La Luz It was, if you like writing formal lesson plans, go ahead.
Cathy La Luz 是的，如果您喜欢编写正式的课程计划，那就继续吧。
If you like taking notes, go ahead.
如果你喜欢记笔记，那就继续吧。
If you just keep a diary, and my principal read it.
如果你只写日记，我的校长就会读它。
You want to show me that?
你想让我看看吗？
Go ahead.
前进。
Whatever works for you in planning your day.
无论您计划一天的时间如何，都可以。
Your style is your style.
你的风格就是你的风格。
Just prove to me that it works.
只要向我证明它有效即可。
There was a meeting where she announced that we needed to do lesson plans, and she wanted them every-- I believe it was every Friday.
在一次会议上，她宣布我们需要制定课程计划，她希望每个——我相信是每个星期五。
Heather Madden teaches Special Ed at Irving.
希瑟·马登 (Heather Madden) 在欧文教授特殊教育。
It was a horrible reception.
这是一次可怕的接待。
The gasps and, oh my goodness.
喘息声，天哪。
The rustling of the papers, and just feel the tension in the air.
纸张沙沙作响，只感觉到空气中的紧张气氛。
It was horrifying.
太可怕了。
Typically decisions at Irving had been made in a democratic manner.
欧文的决定通常是以民主的方式做出的。
If there was something new that was going to be taken on, it was always not necessarily brought to a vote.
如果要采取一些新的措施，也不一定会进行投票。
Many times it was brought to a vote.
很多次都被付诸表决。
But typically it was discussed in an open forum, and we all got our opinions out and really hashed it out, and come to a conclusion that was agreeable between everyone.
但通常情况下，它是在公开论坛上进行讨论的，我们都提出了自己的意见，并进行了认真的讨论，并得出了每个人都同意的结论。
From Principal Rita Ortiz's perspective, this really wasn't the kind of thing that bore any discussion.
在校长丽塔·奥尔蒂斯看来，这确实不是什么值得讨论的事情。
Every school in the system had been ordered to do lesson plans.
系统中的每所学校都被命令制定课程计划。
Irving would do lesson plans.
欧文会制定课程计划。
Here's Rita Ortiz.
请听丽塔·奥尔蒂斯的报道。
Plans are a part of the teacher observation sheet that a principal, or another administrator involved in classroom observation, uses.
计划是校长或参与课堂观察的其他管理人员使用的教师观察表的一部分。
It's one of the criteria in observing a teacher.
这是观察老师的标准之一。
I was.
我是。
Coming from a background where not only did I do them, I saw everyone else do them in various situations.
我的背景是，不仅我这么做了，我还看到其他人在不同的情况下也这么做了。
I'm sure to Rita, it was just format.
我确信丽塔，这只是格式。
It was it was the way things were done.
这就是做事的方式。
And I understand that.
我明白这一点。
But at the same time, it was really disheartening to watch the atmosphere of the school change, and the atmosphere of the staff change, so quickly.
但同时，看着学校的气氛发生变化，教职员工的气氛发生如此之快的变化，着实令人心寒。
The heart of this change was that the staff wasn't used to being ordered to do things.
这一变化的核心是员工不习惯被命令做事。
When the school board would mandate something, like formal lesson plans, the teachers in the past would sit down together with the principal and figure out how to respond.
当学校董事会强制执行某些规定时，例如正式的课程计划，过去的老师会与校长坐下来讨论如何应对。
We would come up with something that would meet the board's requirements, but also meet the philosophy and the practices that had always occurred at Irving.
我们会想出一些既能满足董事会要求，又能满足欧文一直以来的理念和实践的东西。
And did anybody say to her, look, the way that we usually do this is if the board asks you to do some like this, we talk about it and come up with a solution together?
有没有人对她说，你看，我们通常这样做的方式是，如果董事会要求你做这样的事情，我们会讨论并一起提出解决方案？
It definitely has come up a number of times where, this is how we do it.
这肯定已经出现过很多次了，这就是我们的做法。
We like to discuss it out.
我们喜欢讨论它。
And when this has come up, what does she say?
当这个问题出现时，她会说什么？
Honestly, it's more lip service, I feel.
老实说，我觉得这更多的是口头上的服务。
It's simply, OK, well I understand that that's how you've done it in the past, but we really do need to get this accomplished, and we really do need to get it done.
很简单，好吧，我明白你过去就是这样做的，但我们确实需要完成这件事，我们确实需要完成它。
And it's just more of that there's an agenda at hand.
更重要的是手头有一个议程。
There were other orders just like the lesson plans, all things that were mandated by the board.
还有其他命令，就像课程计划一样，所有事情都是董事会规定的。
All well-meaning.
都是善意的。
Like the rule that every teacher needed to state, or write on the chalk board, at the beginning of every class, which specific objectives in the state education goals would be met by this particular lesson.
就像每个老师都需要在每堂课开始时陈述或写在黑板上的规则一样，该特定课程将满足国家教育目标中的哪些具体目标。
Again, Cathy La Luz.
再说一遍，凯茜·拉·卢兹。
Cathy La Luz I'd have to say, we're covering standard 1A, and we're going to be using prefixes, suffixes, and root words to understand word meanings.
Cathy La Luz 我不得不说，我们正在涵盖标准 1A，我们将使用前缀、后缀和词根来理解单词含义。
That was supposed to be on the blackboard every day.
这本来应该是每天都写在黑板上的。
Well, what would happen when you would tell them?
好吧，当你告诉他们时会发生什么？
Well, the first time, the kids laughed at me.
嗯，第一次，孩子们嘲笑我。
When they were like, what are you telling us, Miss La Luz?
当他们问，拉鲁兹小姐，你要告诉我们什么？
Cathy says she understands why the school board is asking her to do this.
凯茜说她理解学校董事会为什么要求她这样做。
Lots of schools need rules like this.
很多学校都需要这样的规则。
And I know that's true.
我知道这是真的。
I know there are terrible teachers out there, and schools in trouble.
我知道那里有糟糕的老师，学校也有麻烦。
So when I look at this, I think this is for those schools and those teachers, that they're trying to bring to a more formal standard.
因此，当我看到这一点时，我认为这是针对那些学校和那些老师的，他们试图采用更正式的标准。
They're trying to say, standards matter.
他们想说的是，标准很重要。
Criteria matter.
标准很重要。
And we want you, teacher, to meet this level of professionalism and teaching.
老师，我们希望您能够达到这种专业水平和教学水平。
That's what I think they mean.
我想这就是他们的意思。
I really don't think this was just supposed to be crazy.
我真的不认为这应该是疯狂的。
Right, but the problem is, at this school, you guys are already thinking all the time about how do we become better teachers?
是的，但问题是，在这个学校，你们已经一直在思考我们如何成为更好的老师？
What can we do?
我们能做什么？
What's the latest?
最新消息是什么？
Every single day you all are thinking that.
每一天你们都在想这个。
So you guys are so far ahead of this, and yet they're asking you to go back to the most basic kind of thinking.
所以你们在这方面已经遥遥领先，但他们却要求你们回到最基本的思维方式。
That's how it feels.
就是这样的感觉。
And I don't mean to disrespect them.
我无意不尊重他们。
They have a tremendous job.
他们的工作非常艰巨。
I know there are reasons for the mandates coming down.
我知道授权下降是有原因的。
I know there are teachers who shouldn't be teaching.
我知道有些老师不应该教书。
But we're not that school.
但我们不是那个学校。
We're not those teachers.
我们不是那些老师。
And we've proved it how many times?
我们已经证明过多少次了？
Now, if Irving had a more experienced principal when these rules came down, she might have gotten waivers to the rules, or fought the board, or figured out permissible ways around the rules.
现在，如果欧文在这些规则出台时有一位更有经验的校长，她可能会获得规则的豁免，或者与董事会抗争，或者找到绕过规则的允许方法。
That's essentially what the two principals before Rita Ortiz, Pat and Madeleine, had done.
这基本上就是丽塔·奥尔蒂斯之前的两位校长帕特和玛德琳所做的事情。
But Rita was new, and she saw it as her job to enforce the rules.
但丽塔是新人，她认为执行规则是自己的工作。
And really, maybe the time had passed in Chicago when any principal could have fought the board on these things.
事实上，也许在芝加哥，任何校长都可以在这些事情上与董事会抗争的时代已经过去了。
Here's Cathy.
这是凯茜。
I remember the last year Madeleine was here, leaving meetings and having teachers say, thank God we have Madeleine.
我记得去年玛德琳在这里，离开会议后，老师们说，感谢上帝，我们有玛德琳。
Thank God we have Madeleine.
感谢上帝，我们有玛德琳。
But Madeleine even said to me before she left.
但玛德琳在离开前还对我说。
We were sitting down at the beginning of her last year, and she said, I'm losing more battles than I'm winning.
去年年初，我们坐下来，她说，我输掉的战斗比我赢得的更多。
And she was sad.
她很伤心。
I'm losing more battles.
我正在输掉更多的战斗。
And I remember looking at her, thinking, oh my God.
我记得看着她，心想，天哪。
How much longer will she be with us?
她还能和我们在一起多久？
And that's when I got scared, realizing that we were going to start being affected by the changes.
就在那时我感到害怕，意识到我们将开始受到这些变化的影响。
If Madeleine's saying that, Irving School was not going to be able to stay as protected as we were.
如果玛德琳这么说，欧文学校就无法像我们一样受到保护。
I mean, everyone was just so appalled that it wasn't going to be the same, and that everything that they had worked for, for so long.
我的意思是，每个人都感到非常震惊，因为这一切都将不再一样，他们为之努力了这么久。
It was just this atmosphere of change.
正是这种氛围发生了变化。
Why?
为什么？
Describe more, what did it change from, to?
描述更多，它从什么改变到什么？
There was a lot more commitment on behalf of the teachers beforehand.
老师们事先做出了更多的承诺。
Teachers would be at Irving until 6:00, 7:00 at night, just working, making sure things were taken care of.
老师们会在欧文工作到晚上 6:00、7:00，只是工作，确保事情得到处理。
Really just pride in what you were doing, and knowing that everything that you were doing was respected.
真的只是为你所做的事情感到自豪，并且知道你所做的一切都受到尊重。
And I think that, quickly, I know, personally, I didn't spend as much time at school.
我想，很快我就知道，就我个人而言，我在学校花的时间没有那么多。
You watched everyone's posture walking around school, and the looks on their faces, and it was a different group of people, just because we were disheartened.
你看学校里每个人走来走去的姿势，还有他们脸上的表情，那是一群不同的人，只是因为我们心灰意冷。
When I asked Rita Ortiz about this, she seems to have been oblivious to all of it, especially to the part that was the most important to the teachers, that they were used to making decisions together, with their principal, coming to consensus.
当我向丽塔·奥尔蒂斯询问此事时，她似乎没有注意到这一切，尤其是对老师来说最重要的部分，他们习惯于与校长一起做出决定，达成共识。
I think-- yeah, I'm just thinking right now about what you're saying.
我想——是的，我现在只是在想你说的话。
And I can't speak for what was before.
我无法谈论以前的事情。
Perhaps that was more their style of things, and I don't think that I didn't ask.
也许这更符合他们的行事风格，而且我不认为我没有问过。
Did you notice a change in morale, or the number of hours the teachers were working, or anything like that?
您是否注意到士气或老师工作时间或类似情况的变化？
I really didn't notice a change in morale.
我真的没有注意到士气有任何变化。
Teachers put in their full days, as far as what I was aware.
据我所知，老师们投入了全部的时间。
No, I really didn't notice a change in morale.
不，我真的没有注意到士气有任何变化。
By December of last year, Cathy La Luz had had enough.
到去年 12 月，Cathy La Luz 已经受够了。
She was tired of seeing things that were effective, like meetings with parents being taken away, and things that just seemed like busy work added to her day.
她厌倦了看到那些有效的事情，比如与父母的会面被取消，以及那些看起来像是繁忙工作的事情增加了她的一天。
And I had a moment there.
我在那里度过了一段时光。
And not just a moment, like a week or two, where I felt like, screw it.
不仅仅是某个时刻，比如一两周，我就觉得搞砸了。
You want me to fill out paperwork, I'll fill out paperwork.
你要我填文件，我就填文件。
You want lesson plans, fine.
你想要课程计划，没问题。
But the time that it's taking me to do this is taking me away from something else, and I'm not going to kill myself to figure out a way to fix that.
但我做这件事所花费的时间让我远离了其他事情，我不会自杀来找出解决这个问题的方法。
And we were talking about what's happening next year, I remember it came out of my mouth.
我们正在谈论明年会发生什么，我记得它是从我嘴里说出来的。
I just don't care.
我只是不在乎。
Fine.
美好的。
You want me to just hand out a report card?
你想让我发一份成绩单吗？
I mean, I had that come out of my mouth, and that's when I thought, I need to quit.
我的意思是，这句话是我从我嘴里说出来的，就在那时我想，我需要退出。
I need to leave.
我需要离开。
If that's how I'm going to be, I can't be teaching anymore if that's what's going to happen.
如果我以后会这样，我就不能再教书了。
I would never have thought that that could happen to me.
我从来没有想到这会发生在我身上。
I'm telling you.
我告诉你。
I mean, that's why I became a teacher.
我的意思是，这就是我成为一名老师的原因。
I didn't have a teacher I liked, or felt connected to, or felt anything, all of my grammar school career.
在我的整个文法学校生涯中，我没有一位我喜欢的老师，或者感觉有联系，或者有任何感觉。
Never.
绝不。
High school was a joke for me.
高中对我来说就是个笑话。
I'm not going to be that teacher, that kind of person, the kind of teacher I had.
我不会成为那样的老师、那样的人、那样的老师。
I don't want to be a teacher who just gets done what she has to get done.
我不想成为一名只完成她必须完成的事情的老师。
Not sure what else to do, she wrote a letter to the people who run the school system.
由于不知道还能做什么，她给学校系统的管理人员写了一封信。
"This is my message in a bottle," she wrote.
“这是我在瓶子里的信息，”她写道。
"I throw it out, hoping someone will read it and hear me." She said that the demand for uniformity, for every school to be the same, was chipping away at the things that made Irving a good school in the first place.
“我把它扔掉，希望有人能读到它并听到我的声音。”她说，对统一性的要求，即每所学校都相同，正在削弱欧文最初成为一所好学校的因素。
And given how successful Irving was, couldn't they have more leeway to do things their way, which is what made them a success in the first place?
鉴于欧文如此成功，他们难道不能有更多的余地按照自己的方式做事吗？这正是他们成功的首要原因？
Why fix something that's not broken?
为什么要修复没有损坏的东西？
It's like, what did I think was going to happen when I wrote that?
就像，当我写下这篇文章时，我认为会发生什么？
Really.
真的。
I feel sad when I read that.
当我读到这句话时，我感到很难过。
That letter is still full of hope.
那封信仍然充满希望。
What's funny is that letter is still full of hope.
有趣的是，这封信里仍然充满了希望。
I feel like a little girl who has been living in a fairy tale, and is waking up to find out, sorry, this is the real world.
我感觉自己就像一个一直生活在童话故事里的小女孩，醒来后发现，对不起，这就是现实世界。
Because those are the kind of words I'm hearing about our school.
因为这些就是我听到的关于我们学校的说法。
You had 10 great years.
你度过了美好的十年。
What are you complaining about?
你在抱怨什么？
Most schools don't get this.
大多数学校不明白这一点。
That's what the older teachers at her school have been saying to her.
这是她学校的老老师们对她说的话。
Be realistic.
求实。
I've taught only 14 years.
我只教了14年书。
We peak out people who have taught 30 years, 28 years, 20 years.
我们选出教龄30年、28年、20年的人。
And they've seen changes with the board, and different new mandates come down.
他们看到了董事会的变化，以及不同的新任务。
And so they look at me and they say, you know, things like this have happened before.
所以他们看着我说，你知道，这样的事情以前发生过。
This is the way it is.
事情就是这样。
You know, Cathy, we were lucky.
你知道，凯茜，我们很幸运。
And now we're going back to the way the rest of Chicago is, and that's the way it is.
现在我们要回到芝加哥其他地方的样子，事情就是这样。
And this will pass, too, and there'll be another change one day, and there'll be another change, and you just have to roll with the punches.
这也会过去，有一天还会有另一种改变，还会有另一种改变，你只需要迎难而上。
And these are people I respect, and I understand exactly what they're saying.
这些是我尊敬的人，我完全理解他们在说什么。
I may not be the kind of person who can do that.
我可能不是那种能做到这一点的人。
That's all.
就这样。
I may not be the kind of person who can just roll with the punches.
我可能不是那种能随遇而安的人。
No. I just don't know I can do that.
不，我只是不知道我能做到这一点。
I suggest to Cathy that she could do what I've seen teachers at lots of other Chicago schools do.
我向凯西建议她可以做我在许多其他芝加哥学校看到的老师所做的事情。
Ignore the administration, close your door, and teach.
不理会行政，关上门，去教书。
Yeah.
是的。
If it wasn't going to effect the structure of my day, I would agree with you, because there's other things that have happened that you just roll off your back.
如果它不会影响我这一天的结构，我会同意你的观点，因为还发生了其他事情，让你从背上滚下来。
But the changes that are happening are affecting what's happening in the classroom.
但正在发生的变化正在影响课堂上发生的事情。
So I'm going to spend a summer thinking about it.
所以我打算用一个夏天的时间来思考这个问题。
And that's how we left it, at the end of last school year.
这就是我们在上学年结束时的离开方式。
Teachers in America are told two contradictory things about their jobs, that they're professionals who know best what's going to work in their own classrooms, and that they're workers, who are there to carry out orders.
美国的教师被告知关于他们的工作的两件相互矛盾的事情，他们是最了解自己教室里什么行得通的专业人士，而且他们是工人，在那里执行命令。
Do the curriculum the way others set it for them.
按照其他人为他们设定的方式制定课程。
Obviously in any school system, a teacher is a little bit of each.
显然，在任何学校系统中，教师都扮演着各自的角色。
And at Irving, the fight is basically about where to draw the line.
在欧文，斗争基本上是关于在哪里划清界限。
Even in this era of national education standards, and No Child Left Behind, in theory the idea right now in schools is people at the top set educational goals.
即使在这个国家教育标准和“不让一个孩子掉队”的时代，理论上现在学校的想法是由最高层的人设定教育目标。
Teachers at the bottom should be free to meet those goals, however they see fit.
底层教师应该可以自由地实现这些目标，无论他们认为合适。
That's a rather delicate thing to manage, especially in a school system the size of Chicago's.
这是一件相当微妙的事情，尤其是在芝加哥这样规模的学校系统中。
It's staggeringly big, nearly a half million kids and teachers, a population equal to New Orleans, or Tucson.
它的规模大得惊人，有近50万儿童和教师，人口相当于新奥尔良或图森。
In a school system this large, the natural tendency is to want to make everybody do the same thing.
在这么大的学校系统中，自然的趋势是希望每个人都做同样的事情。
It's easier that way.
这样比较容易。
What took place at Irving is so common in a big public school system.
欧文发生的事情在大型公立学校系统中非常常见。
And the way it took place is so common, that it just happened at a high school not far from Irving, one that was founded on the same kinds of teacher-centered ideas that Irving was.
它发生的方式是如此普遍，以至于它就发生在离欧文不远的一所高中，这所学校的基础与欧文相同以教师为中心的理念。
It was called the Best Practice High School.
它被称为最佳实践高中。
A new principal came in, was under pressure from above to make their school more like other schools, and it wiped out a lot of the curriculum the teachers had designed.
新校长上任后，面临着来自上方的压力，要求他们的学校变得更像其他学校，这导致老师设计的很多课程被取消。
Steve Zimmelman is a national figure in what's called the Best Practice Movement, and was one of the founders of this high school.
史蒂夫·齐梅尔曼（Steve Zimmelman）是“最佳实践运动”的全国知名人物，也是这所高中的创始人之一。
He says he remembers this principal's job interview.
他说他记得这位校长的工作面试。
We had a candidate that we thought was strong.
我们有一位我们认为很有实力的候选人。
She said all the right things.
她说的都是对的。
And we were fooled by her.
我们被她愚弄了。
I have to admit.
我不得不承认。
It was a terrible mistake.
这是一个可怕的错误。
And the moment she got in there, all of a sudden everything changed.
而当她进去的那一刻，一切突然都变了。
Did she, in the end, not agree with the basic program of what was going on at the school?
难道她最终不同意学校的基本计划吗？
I don't think so, no. Another thing is that new rules and mandates were coming down from CPS.
我不这么认为，不。另一件事是 CPS 颁布了新的规则和指令。
CPS.
CPS。
Chicago Public Schools.
芝加哥公立学校。
Steve Zimmelman And you see good things being erased, and good reform-minded teachers being very unhappy.
史蒂夫·齐梅尔曼（Steve Zimmelman）你会看到美好的事物被抹去，有改革精神的优秀教师非常不高兴。
And they leave.
然后他们离开了。
It's painful to think about.
想想就痛苦。
But all but a few of the-- all but three or four are gone.
但除了少数之外，除了三四个之外，其他的都消失了。
Do you think that could happen at Irving?
你认为这会发生在欧文吗？
I don't know.
我不知道。
Ira Glass What's so crazy about all this is that, officially, the Chicago public school system is in favor of the kind of successful innovation that was happening at that high school, and at Irving.
艾拉·格拉斯（Ira Glass） 这一切的疯狂之处在于，芝加哥公立学校系统正式支持那所高中和欧文发生的那种成功的创新。
Here's the head of the public school system, Arne Duncan.
这是公立学校系统的负责人阿恩·邓肯 (Arne Duncan)。
What I'm pushing very, very hard is to get away from a one-size-fits-all mentality.
我非常非常努力地推动的是摆脱一刀切的心态。
Those schools that are very high-performing academically, and that have been fiscally responsible, I actually want to do everything we can to remove any bureaucratic hurdles, and to really give those schools much more flexibility.
那些在学术上表现非常出色并且在财政上负责任的学校，我实际上想尽一切努力消除任何官僚障碍，并真正给予这些学校更多的灵活性。
Really give them their chance to innovate.
真正给他们创新的机会。
I understand that that's the intent, but I think that what the Irving teachers would tell you is that the times that they've applied for waivers, like with their report card, they were turned down pretty firmly on that.
我理解这就是意图，但我认为欧文老师会告诉你的是，当他们申请豁免时，就像他们的成绩单一样，他们对此被坚决拒绝。
Right.
正确的。
And I would be happy to take a look at that.
我很乐意看看。
I wasn't aware of that situation, and so I can't speak to the specifics.
我不了解这种情况，所以无法透露具体情况。
So it may well be a legitimate concern, in that case.
因此，在这种情况下，这很可能是一个合理的担忧。
Obviously, do we do it perfectly in every situation?
显然，我们在每种情况下都能完美地做到这一点吗？
Maybe not, and that's where we want to continue to change, and frankly change the culture here, so that it is more supportive of that type of innovation, where it's leading to progress.
也许不是，这就是我们想要继续改变的地方，坦率地改变这里的文化，以便它更加支持这种类型的创新，从而带来进步。
I got to say, hearing you say this, I feel like your heart is in the right place.
我不得不说，听到你这么说，我觉得你的心是在正确的地方。
I think the way that things are getting implemented, it's happening in a way that's making a lot of teachers unhappy at this particular school.
我认为事情的实施方式让这所学校的很多老师感到不满。
Yeah.
是的。
And again, I don't know all the specifics at that one school.
再说一次，我不知道那一所学校的所有细节。
And so where there are issues, I'm absolutely more than happy to look at it, and actually will look at it.
因此，如果存在问题，我绝对非常乐意查看它，并且实际上会查看它。
Where teachers are really trying to innovate, and take this system to the next level, that's exactly what we want to support.
当教师真正尝试创新，并将这个系统提升到一个新的水平时，这正是我们想要支持的。
They're doing some great things, in terms of report cards, in terms of spending time with parents.
他们正在做一些伟大的事情，无论是成绩单还是与父母共度时光。
Those might be lessons that really should be informing the entire system, rather than the entire system hurting this.
这些教训可能确实应该告知整个系统，而不是整个系统损害这一点。
Hi, it's Ira Glass.
嗨，我是艾拉·格拉斯。
Cathy La Luz Hi, Ira Glass.
凯茜·拉·卢兹（Cathy La Luz）嗨，艾拉·格拉斯（Ira Glass）。
How the hell are you?
你到底怎么样？
Cathy La Luz I'm OK.
凯茜·拉鲁兹 我很好。
Well, I'm calling you.
嗯，我打电话给你。
It's now the Fall.
现在是秋天。
Summer has passed.
夏天已经过去了。
Have you got a minute?
你有时间吗？
Well, I went back.
嗯，我回去了。
I went back, and it's worse than I thought it would be.
我回去了，情况比我想象的还要糟糕。
I don't see how this is going to work.
我不明白这将如何运作。
Every time I get another memo, or another directive.
每次我收到另一份备忘录或另一项指示时。
We're being told things about the board saying we have to do this and this and this.
我们被告知董事会说我们必须这样做、这样做、这样做。
You need to do this according to the rules of the board, and I really miss that feeling of being trusted.
你需要按照董事会的规则来做这件事，我真的很怀念那种被信任的感觉。
And it's not there anymore.
现在它已经不存在了。
It really feels like us against them, now.
现在感觉真的像是我们在对抗他们。
And it's terrible.
这太可怕了。
Over the summer the new principal, Rita Ortiz, without consulting her teachers, eliminated the hour of planning time Irving teachers get every day.
整个夏天，新校长丽塔·奥尔蒂斯（Rita Ortiz）在没有咨询老师的情况下，取消了欧文老师每天的计划时间。
The teachers and parents raised such a fuss in September about it that it's been put back.
九月份，老师和家长对此大惊小怪，以至于它被推迟了。
I tell Cathy that I spoke with her boss' boss' boss' boss, Arne Duncan, head of the school system.
我告诉凯茜，我和她的老板的老板的老板的老板、学校系统负责人阿恩·邓肯谈过。
And I play her a tape from my interview, him saying that maybe Irving should be allowed to do some of the things that it wants, and that he would look into that.
我给她播放了我采访的录音带，他说也许应该允许欧文做一些它想做的事情，他会对此进行调查。
She was skeptical much really come out of it.
她对此表示怀疑。
I have to say, when I sent that letter, I sent a copy to Arne Duncan.
我不得不说，当我寄出那封信时，我给阿恩·邓肯寄了一份副本。
I sent a copy to the next person below him, Barbara Eason-Watkins.
我给他下面的人芭芭拉·伊森·沃特金斯 (Barbara Eason-Watkins) 发了一份副本。
And I got a letter saying, basically, sorry.
我收到一封信，基本上说，抱歉。
Conformity is what-- using the word-- No. We need coherence throughout the system.
一致性就是——用这个词来说——不。我们需要整个系统的一致性。
And it's a management issue, and I totally understand it.
这是一个管理问题，我完全理解。
It is a big system.
这是一个大系统。
It is hard to monitor a big system.
监控一个大系统是很困难的。
Where are you standing this week, on whether or not you're going to stay?
本周你对于是否留下来的立场如何？
Oh, I'm definitely keeping my eyes open.
噢，我绝对会擦亮眼睛的。
I'm not thinking I'm staying.
我不认为我会留下来。
What I want to do is go.
我想做的就是走。
I want to go.
我想去。
When I was an education reporter, I was always struck by how what happened in schools was such an unpredictable mix of real public policy issues and human personality.
当我还是一名教育记者时，我总是惊讶于学校里发生的事情是真实的公共政策问题和人的性格的不可预测的结合。
The chemistry of the teachers, the way they were managed, always seemed like this X-factor, that nobody really talked about, but that seemed to make all the difference in the world.
老师们的化学反应，他们的管理方式，似乎总是这个X因素，没有人真正谈论，但这似乎让世界变得不同。
Not that anybody wants to hear that.
并不是有人想听这个。
Even Irving teachers, like Heather Madden.
甚至欧文的老师，比如希瑟·马登（Heather Madden）。
They don't want to hear it.
他们不想听。
It can't just be magic.
这不仅仅是魔法。
It can't just be fluky things landing people in the right places, and the chemistry being right.
让人们到达正确的位置并且产生正确的化学反应不可能只是侥幸的事情。
It just can't be that.
不可能是这样。
What's the hope for the rest of the schools?
其余学校的希望是什么？
What's the hope for Irving in the future?
欧文未来的希望是什么？
What's the hope for any school, anywhere?
对于任何地方的任何学校来说，希望是什么？
I do think there's hope.
我确实认为还有希望。
But it has to do with understanding that it is all about personalities.
但这与理解这一切都与个性有关。
Seeing what's happened lately at Irving, I think, in a way, Madeleine's greatest achievement wasn't that she implemented great reading and writing curriculum.
看看欧文最近发生的事情，我认为，在某种程度上，玛德琳最大的成就并不是她实施了出色的阅读和写作课程。
But it was that she made teachers feel in charge.
但正是她让老师们感到自己负有责任。
Now that that's gone, it'll be interesting to see if the kids' test scores stay as high.
现在，这种情况已经过去了，看看孩子们的考试成绩是否保持那么高将会很有趣。
It'll be interesting to see if, by following Chicago public school rules, Irving sinks to the level of the rest of the Chicago public schools.
看看通过遵循芝加哥公立学校的规则，欧文是否会下降到芝加哥其他公立学校的水平，这将是一件很有趣的事情。
Well, our program was produced today by Wendy Dorr and myself, with Alex Blumberg, Diane Cook, Jane Feltes, Sarah Koenig, and Lisa Pollak.
好吧，我们今天的节目是由温迪·多尔和我本人以及亚历克斯·布隆伯格、黛安·库克、简·费尔特斯、莎拉·科尼格和丽莎·波拉克制作的。
Our senior producer is Julie Snyder.
我们的高级制片人是朱莉·斯奈德。
Elizabeth Meister runs our website.
伊丽莎白·梅斯特 (Elizabeth Meister) 负责运营我们的网站。
Production help from Tom Bachmann and Amy O'Leary.
汤姆·巴赫曼 (Tom Bachmann) 和艾米·奥利里 (Amy O'Leary) 为制作提供帮助。
[AKNOWLEDGEMENTS] If you want to offer Cathy La Luz a new job, you can reach her at Washington Irving School in Chicago, Illinois.
[致谢] 如果您想为 Cathy La Luz 提供一份新工作，您可以联系她在伊利诺伊州芝加哥市的华盛顿欧文学校。
Transcripts and all the old audio of my old series on the public schools is available for free at our website www.thisamericanlife.org.
我关于公立学校的旧系列的成绩单和所有旧音频都可以在我们的网站 www.thisamericanlife.org 上免费获得。
You can also listen to our programs for free, 24 hours a day, every day of the year.
您还可以全年每天 24 小时免费收听我们的节目。
Or you can download audio of our show at audible.com/thisamericanlife, where they have public radio programs, best-selling books, even The New York Times , all at audible.com.
或者您可以在 audible.com/thisamericanlife 下载我们节目的音频，那里有公共广播节目、畅销书，甚至《纽约时报》，所有这些都在 audible.com 上。
This American Life is distributed by Public Radio International.
《美国生活》由国际公共广播电台发行。
[FUNDING CREDITS] WBEZ management oversight for our program by Torey Malatia, who love Kisha dog, but thought Kisha his dog,
[资金来源] WBEZ 管理部门由 Torey Malatia 对我们的项目进行监督，他喜欢 Kisha 狗，但认为 Kisha 是他的狗，
I'm Ira Glass.
我是艾拉·格拉斯。
Back next week with more stories of This American Life .
下周我们将带来更多《美国生活》的故事。
This American Life is produced in collaboration with WBEZ Chicago and delivered to stations by PRX The Public Radio Exchange.
《This American Life》与 WBEZ Chicago 合作制作，并由 PRX 公共广播电台传送到各电台。