Just weeks into the school year, one thing has become clear: A defining attribute of an effective teacher has become remaining even-keeled despite technical difficulties.

   新學(xué)年剛上完幾周的課，有一件事就變得很清楚了：教學(xué)效果好的老師的一個明顯特征是心態(tài)平和，即使你不懂技術(shù)。

   “Good teacher or bad teacher, if you are not tech-savvy, right now is very difficult,” Altman said. 

奧爾特曼說:“如果你不懂電腦技術(shù)，不管你是好老師還是壞老師，現(xiàn)在都非常困難?！?/span>

   During the first week, her district-issued microphone stopped working, so the remote students couldn’t hear her. With nearly every teacher across the district livestreaming their classes and thousands of students watching from home, the internet kept crashing, and just loading a simple presentation that she had posted to her blackboard page took several minutes.

在第一周，她所在地區(qū)配發(fā)的麥克風(fēng)壞了，遠(yuǎn)端的學(xué)生聽不到她的聲音。由于幾乎所有的老師都在網(wǎng)上直播教學(xué)，成千上萬的學(xué)生在家里觀看，網(wǎng)絡(luò)不斷崩潰，僅僅是下載她貼在黑板上的一個簡單的演示就花了好幾分鐘。

  Altman has adjusted. She spent $70 of her own money on a high-quality Bluetooth microphone, and she is learning how to split kids into groups on Zoom so they can work together.

奧爾特曼做了改變。她自己花了70美元買了一個高質(zhì)量的藍(lán)牙麥克風(fēng)，她正在學(xué)習(xí)如何在Zoom上把孩子們分成幾個小組，這樣他們就可以一起學(xué)習(xí)了。

  History teacher Gail Foreman said many of the “more seasoned” teachers aren’t as comfortable with the new requirements, so she helped start a training program to deputize students as technology assistants. The students learn how to troubleshoot the programs their teachers use. “I am not a technology guru, but these guys are born with

technology in their mouth, so I take advantage of their skills,” Foreman said.

歷史老師蓋爾·福爾曼說，很多“經(jīng)驗(yàn)豐富的”老師對新的要求不太適應(yīng)，所以她幫助啟動了一個培訓(xùn)項(xiàng)目，讓學(xué)生來當(dāng)老師的技術(shù)幫手。學(xué)生們學(xué)習(xí)如何對老師使用的程序進(jìn)行故障排除?！拔也皇羌夹g(shù)大師，但這些學(xué)生天生就具備科技能力，所以我可以利用他們的技能，”福爾曼說。

  Foreman was giving a history lesson on the Gettysburg Address recently. An aide translated her lesson into Spanish for one student, six other students watched on Zoom, and the rest of the class followed along as she gave instructions.

最近，福爾曼老師在上關(guān)于葛底斯堡演說的歷史課。一名助教把她的課翻譯成西班牙語，講給一名學(xué)生聽，另外六名學(xué)生在Zoom上上網(wǎng)課，其余的學(xué)生則跟著她，按她的指導(dǎo)來學(xué)習(xí)。

  A boy named Dennis in her seventh period class was one of the first students trained, and he sat by Foreman’s desk, doing his work but also keeping an eye on his remote classmates to make sure things were running smoothly while Foreman ran the class. It’s an approach that makes sense, given the split attention required of teachers, Booker Principal Rachel Shelley said.

在她的第七節(jié)課班上，一個名叫丹尼斯的男孩是第一批訓(xùn)練出來的學(xué)生之一。他坐在福爾曼的桌子旁邊，一邊學(xué)習(xí)，一邊密切注視著遠(yuǎn)端的同學(xué)們，以確保在福爾曼老師上課的時候，一切都進(jìn)展順利。布克大學(xué)校長雷切爾·雪萊說，考慮到教師需要分散注意力，這種做法是合理的。

  “Cognitively, you are in two different places with behavior, with management, with assignments,” Shelley said. “And we’re not even talking about teaching the lesson yet.”

 “從認(rèn)知上講，你在行為、管理和任務(wù)上處于兩個不同水平。” 謝莉校長說道“我們甚至還沒有談到給學(xué)生上課。”

But even as teachers adapt, there is nothing they can do about an overloaded network that was not built for every user to be streaming interactive audio and video.

但是，即使教師們適應(yīng)了，對于一個不是為每個用戶提供交互式音頻和視頻而建立的超出負(fù)荷的網(wǎng)絡(luò)，他們也無能為力。

Bronwyn Leggett, an 11-year-old sixth grader at Sarasota Middle School who is learning remotely, said she gets kicked out of the program two or three times a day. When she does talk, her voice often comes across choppy, and her classmates, most of whom she has never met, say they can’t understand her.

布羅溫·萊格特是薩拉索塔中學(xué)的一名11歲的六年級學(xué)生，她正在進(jìn)行遠(yuǎn)程學(xué)習(xí)。她說，她每天上課都會掉線兩三次。當(dāng)她發(fā)言時，她的聲音不穩(wěn)，時斷時續(xù)的，大多數(shù)她從未見過面的同學(xué)都說他們聽不懂她的的話。

  The new format has turned some of the old rules upside down in some of Bronwyn’s classes. Raising your hand is out. Interrupting is in. “I’m always raising my hand, but they never really call on me,” she said. “And I don’t like having to interrupt people so I can say my stuff. They tell us to, but it still just feels wrong and rude.”

在布羅溫的一些課堂上，新的教學(xué)模式顛覆了一些舊的教學(xué)規(guī)則。舉手得不到關(guān)注，而插話總是得到答復(fù)。“我總是舉手，但他們從來沒有真正叫過我，”她說。“我不喜歡為了自己的事情而不得不去打斷別人。他們讓我們這么做，但我總認(rèn)為這是不對的，也不禮貌。”

  Principal Shelley’s top goal this year is creating a safe environment so COVID-19 doesn’t spread and parents feel comfortable sending their child back to school. To do that, like all principals, she has had to be resourceful. 

Shelley校長今年的首要目標(biāo)是創(chuàng)造一個安全的環(huán)境，以使COVID-19病毒不會傳播，并使父母放心地將孩子送回學(xué)校學(xué)習(xí)。要做到這一點(diǎn)，就像所有校長一樣，她必須足智多謀。

Each hallway in Booker has homemade dividers to keep traffic moving one way, made out of rope strung between PVC pipes mounted in buckets with cement. She solicited donations to buy each teacher a sturdy plexiglass shield. Shelley plans to reinforce the new protocols until they become the normal way of operating.

Booker學(xué)校的每個走廊都有自制的隔板，以使人員單方向流動，這種隔板是用裝在水泥桶中的PVC管之間的繩子綁起來制成的。 她號召人們捐款，為每位老師買一副堅(jiān)固的有機(jī)玻璃盾牌。Shelley校長計(jì)劃強(qiáng)化新管理規(guī)定，直到它們成為正常的運(yùn)作方式。

The lunchroom is far quieter than a normal cafeteria would be, with the COVID-19 rules putting a damper on conversation. Students who eat indoors have to remain behind their dividers, and seating at each table is limited to a few students.

飯廳比普通食堂要安靜得多，預(yù)防COVID-19病毒的規(guī)定使談話變得更加安靜。在室內(nèi)用餐的學(xué)生必須呆在各自的隔板后面，并且每張桌子只允許坐幾個學(xué)生。

Despite the list of new do’s and don’ts, freshmen Ronnie Thomas, 14, and Kamauri Smith, 15, said they didn’t mind the structure. It felt totally different from middle school, and they liked it. “You can’t get away with anything here,” said Thomas.

   盡管有一大堆新的注意事項(xiàng)，但14歲的新生Ronnie Thomas和15歲的Kamauri Smith表示，他們并不介意這種管理。這和中學(xué)完全不同，他們喜歡它。Thomas說：“在這里你必需循規(guī)蹈矩?！?/span>

選編自USA Today 2020.9.17