04.23 校長(zhǎng)信 Principal's Newsletter 丨分享瑞得福的體驗(yàn)式學(xué)習(xí)

瑞得福國(guó)際學(xué)校校長(zhǎng)分享返校歷程。

每周校長(zhǎng)信

Dear RDF Family,

親愛的瑞得福大家庭：

All corners are clearing. We have now been physically back on campus for a couple of weeks and the transition has been smooth and peaceful. This transition has been possible due to the efforts of many people, and the concerted efforts of the entire RDF community.

校園里一切安好。師生們返回學(xué)校已經(jīng)有一段時(shí)間，(從網(wǎng)絡(luò)到線下教室教學(xué)的)過渡是順利平靜的。由于許多人的努力以及整個(gè)RDF大家庭的同心協(xié)力，我們實(shí)現(xiàn)了順利的返校過渡。

In the building, and on campus, we have not taken any short cuts. On the contrary, we have been observing regulations and guidelines strictly to help ensure that we abide by regulatory measures and more importantly, to provide a safe learning and living condition for students and staff alike. We have been limiting the number of individuals in rooms, for example during AP Mock Practice tests held yesterday, Thursday April 19, 2022, we placed the strictest measures beyond government regulations, to exercise caution for our students and staff.

在校園中，我們沒有放松對(duì)疫情防控的管理。相反，我們嚴(yán)格遵守深圳疫情管理規(guī)定和措施，為學(xué)生和教職工提供安全舒適的生活和學(xué)習(xí)環(huán)境。我們審慎地限制密閉空間內(nèi)人員的聚集，例如，在昨天(2022年4月19日，星期四)舉行的AP模擬測(cè)試期間，我們采取了比政府所規(guī)定更嚴(yán)格的措施，以讓我們師生保持謹(jǐn)慎的社交距離。

I would like to thank all of the teachers who made the AP Mock Tests available and would like to wish the students the best of luck on these tests as a barometer of understanding. Please reflect on strengths and weaknesses and let us help you in the final days with any areas of concern that you may have regarding the official upcoming exams. Let these be motivation. Good luck to you all. Do well. A special thanks is due to Ms. Sarah Chen for coordinating this along with her team of invigilators.

我要感謝所有協(xié)助組織AP模擬測(cè)試的老師，并祝愿同學(xué)們?cè)跍y(cè)試中取得好成績(jī)，以此作為了解(自己學(xué)習(xí)情況)的晴雨表。請(qǐng)各位同學(xué)好好總結(jié)反思下自己學(xué)習(xí)的優(yōu)勢(shì)以及短板所在，在考前的最后階段，讓老師們幫助你解決在即將到來的官方考試中可能遇到的相關(guān)問題，化問題為動(dòng)力。祝同學(xué)們一切順利。特別鳴謝Sarah Chen老師與她的監(jiān)考團(tuán)隊(duì)，她們協(xié)助組織了這次的模擬測(cè)試。

AP Mock Exam (image compliments of Mr. Philip) AP模擬測(cè)試(圖片為Shaji老師所拍攝)

Additionally, we have continued to provide onsite testing as mandated. Hallways, and rooms, are cleaned with extra care, disinfection, and as per government regulations. The sanitation engineers we have employed here are very diligent and take great pride in what they do. Each and every morning when I arrive at the office, I see how hard working our campus caretakers are. I have also noticed students being very mindful of their hygienic footprint. All of these dedicated acts place RDF on a united front in keeping the campus as safe as we can while also contributing to national efforts to put COVID in the past.

此外，本周我們繼續(xù)按照政府規(guī)定組織校內(nèi)師生開展常規(guī)核酸檢測(cè)。學(xué)校的走廊和教室要進(jìn)行格外仔細(xì)的消毒清潔，并且要符合政府規(guī)定。我們學(xué)校的保潔師們都非常勤奮，并為她們的工作成果而自豪。每天早上，當(dāng)我到達(dá)辦公室時(shí)，我都會(huì)看到我們的校園保潔員努力地在工作。我還注意到學(xué)生們會(huì)注意自己的衛(wèi)生足跡(以免不小心弄臟地板)。所有的這些奉獻(xiàn)之舉讓RDF師生們站在一條統(tǒng)一的戰(zhàn)線上，以盡可能地保持校園的安全清潔，同時(shí)也有助于和國(guó)家一起，讓新冠疫情早日成為過去式。

Sanitation engineer: Chen Lanzhen from Jieyang City, Guangdong Province 保潔師：來自廣東省揭陽(yáng)市的陳蘭珍

In the coming weeks, regular in-class content delivery and pre-online teaching methodologies will fall more and more into place as students and staff are now reacquainted once again to life within the physical walls of the RDF campus.

在接下來的幾周里，隨著師生們?cè)俅问煜DF校園教室里的學(xué)習(xí)生活，常規(guī)的課堂內(nèi)容和教學(xué)方法將會(huì)進(jìn)行得更加順暢自然。

I am very proud to be part of such an innovative and accommodating team of educators. As each day passes and as weeks move on, I only see pillars of greatness holding us up. I see greatness being planted, greatness being nourished, greatness being tended to, greatness being planned, and greatness being dreamt in the minds of our future leaders – the current RDF students.

我很自豪能成為創(chuàng)新包容的瑞得福教職工隊(duì)伍的一員。時(shí)間匆匆，幾個(gè)星期過去了，我只看到卓越的支柱在矗立，卓越的種子被種下，卓越的精神被培育，卓越的力量在涵養(yǎng)，卓越在被計(jì)劃，卓越的夢(mèng)想在我們未來的領(lǐng)導(dǎo)者——現(xiàn)在的RDF同學(xué)大腦中萌芽。

Sincerely,

誠(chéng)摯的，

Steve R. Pellerine

Principal

瑞得福國(guó)際學(xué)校

Steve校長(zhǎng)

Teacher Talk

教師談話

My Teaching Philosophy

By: Danilo Qui?ones Alcontin, M.Ed.

《我的教育哲學(xué)》

——教育學(xué)碩士Danilo Qui?ones Alcontin老師

As a teacher with 16 years of experience, I understand that teaching can be an exciting yet challenging task. For me, and to anyone. It is interesting to blend myself, from a different culture, with the characteristics of our 21st Century RDF Learners. I integrate various teaching methods and classroom management tactics to ensure smooth and thoughtful lessons. For me, a teacher is not only someone who teaches, but is also a symbol of learning; a person who plays the most important role in the development of a student. The futures of students, to some degree depends on the qualities and the dedication of their teachers. I am dedicated.

作為一名有著16年教學(xué)經(jīng)驗(yàn)的教師，我明白教學(xué)是一項(xiàng)激動(dòng)人心而又富有挑戰(zhàn)性的工作。對(duì)我、對(duì)任何人來說都如此。我成長(zhǎng)于一個(gè)不同(于當(dāng)下)的文化環(huán)境，當(dāng)我與具有21世紀(jì)學(xué)習(xí)者特點(diǎn)的RDF學(xué)生在教學(xué)中融合在一起時(shí)，這個(gè)過程很有趣。我整合了各種教學(xué)方法和課堂管理策略，以確保課程進(jìn)展順利、全面。對(duì)我來說，教師不僅是教學(xué)者，也是學(xué)習(xí)者;是一個(gè)在學(xué)生發(fā)展中扮演最重要角色的人。在某種程度上，學(xué)生的未來取決于教師的素質(zhì)和奉獻(xiàn)精神。我認(rèn)為我是一個(gè)具有奉獻(xiàn)精神的人。

I aim to be a teacher who has pleasant personality and is considerate. Whenever possible, I try to understand the situation and scenario that students are in. I always want to be careful with what I say in a classroom. I watch words. I love to smile and have a good laugh every day. I believe in this perennial adage that says, “Laughter is the best medicine.” I always see to it that I make my class fun, and hopefully funny. It is either a student in class that makes the session alive, or I will do some action just to try and make the class livelier than usual. Whenever I do this, I always hope to create a positive outlook in students and change any potential negative momentum that may have happened to them during the day. I firmly believe that “To teach is to touch lives.” With this in mind, life for me is an open book and everyone is invited to write their stories with me. Teachers now and again are always reminded of teaching the basics of every subject. It is the teacher’s task to instill basic skills and knowledge to students need as they journey towards becoming a better version of themselves. Thus, the teacher has the power to maneuver classes that start at basics, and then consider what is beyond fundamental to our students’ needs as they progress from one level to the next.

我的目標(biāo)是成為一名性格開朗、體貼心細(xì)的老師。只要有可能，我都會(huì)盡力理解學(xué)生們所面對(duì)的情況和處境。我在教室里會(huì)以嚴(yán)謹(jǐn)認(rèn)真的態(tài)度講授知識(shí)，并注意自己的言行舉止。我喜歡笑，每天都能開懷大笑。我相信這句經(jīng)久不衰的格言：“笑是最好的藥?！蔽铱偸桥ψ屛业恼n變得有趣。有時(shí)是課上的學(xué)生讓課堂變得充滿活力，有時(shí)我會(huì)采取一些行動(dòng)，讓課堂變得比平時(shí)更生動(dòng)。每當(dāng)我這樣做的時(shí)候，我總是希望在學(xué)生中創(chuàng)造一個(gè)積極的信念，并改變可能發(fā)生在他們身上的任何潛在的消極勢(shì)頭。我堅(jiān)信“教育就是觸動(dòng)生命”。有鑒于此，我的生活就像一本開放的書，每個(gè)人都被邀請(qǐng)和我一起在書中譜寫自己的故事。老師們時(shí)常要記得教授每門學(xué)科的基礎(chǔ)知識(shí)。教師的任務(wù)是向?qū)W生教授基本的技能和知識(shí)，使他們實(shí)現(xiàn)更好的自我轉(zhuǎn)變。因此，教師有能力從基礎(chǔ)開始調(diào)整課堂，然后在學(xué)生提升進(jìn)步的過程中，考慮什么內(nèi)容能滿足學(xué)生更高級(jí)的學(xué)習(xí)需求。

The idea of essentialism reminds me that if I am to master the craft, I am good at, I have to deliver only what is essential and then skillfully augment when I see the needs and interests of students. By so doing, I try not to make science subjects appear too difficult for them. With this, I hope I can be the teacher that can make my students feel perfectly at ease with what they are capable of.

本質(zhì)主義的思想提醒我，如果我想掌握這門手藝，并變得擅長(zhǎng)，我就必須教授基礎(chǔ)本質(zhì)的知識(shí)，然后在看到學(xué)生的需求和興趣時(shí)，巧妙地增加內(nèi)容。我盡量通過這樣的方式，以適合難度的內(nèi)容來設(shè)計(jì)科學(xué)課。因此，我希望我能成為一名讓學(xué)生快樂自在地掌握新知識(shí)的老師。

Renown Educational Philosopher John Dewey developed the principle of Learning by Doing.This theory is anchored on the idea that learning should be relevant and practical not just passive and theoretical. He believed that education should represent the present life. Teachers are to present real-life problems and guide students in solving these problems by providing them with hands-on and minds-on activities to learn the situation.

著名的教育哲學(xué)家約翰·杜威提出了通過實(shí)踐中學(xué)習(xí)的原則。這一理論的基礎(chǔ)是，學(xué)習(xí)應(yīng)該是相關(guān)的和實(shí)用的，而不僅僅是被動(dòng)的和理論的。他認(rèn)為教育應(yīng)該代表現(xiàn)實(shí)的生活。教師要展示現(xiàn)實(shí)生活中的問題，并引導(dǎo)學(xué)生解決這些問題，方法則是為學(xué)生提供親身實(shí)踐和用心學(xué)習(xí)的活動(dòng)。

While I have provided learning activities to my students in each of my classes, I aim to strengthen the practice of providing more opportunities for students to engage in deeper more meaningful learning. There exists a principle in the teaching-learning process known as “Humor in Pedagogy”, research by R.L Garner, an associate dean at Sam Houston State University. The results of this study revealed that humor can be a powerful tool when used in the classroom and students gave higher ratings to the teacher from the respondents. It is with high hopes, that upon knowing how to apply humor in my class and integrate fun activities, I will be perceived as a teacher who can guide students under my tutelage. These three philosophical ideologies are the foundations of my personal teaching-learning philosophy I carry as ongoing developmental cornerstones. Anchored in the three philosophical ideologies aforementioned above, I have tried to develop my own belief as I reflected on the best practices, I have had the past 15 gruesome, tiring but fruitful years.

我在每門課上都為學(xué)生提供學(xué)習(xí)活動(dòng)，目的是加強(qiáng)實(shí)踐，為學(xué)生提供更多機(jī)會(huì)，讓他們進(jìn)行更深入、更有意義的學(xué)習(xí)。山姆休斯頓州立大學(xué)副院長(zhǎng)R·L·加納的研究表明，在教學(xué)過程中存在一種被稱為“教育學(xué)中的幽默”的原則。這項(xiàng)研究的結(jié)果顯示，在課堂上使用的幽默能成為一種強(qiáng)有力的工具，學(xué)生們對(duì)老師的評(píng)價(jià)也會(huì)更高。當(dāng)我知道如何在課堂上運(yùn)用幽默，并融入有趣的活動(dòng)時(shí)，我希望能被視為一名善于教育指導(dǎo)學(xué)生的老師。這三種哲學(xué)思想是我個(gè)人教學(xué)哲學(xué)的基礎(chǔ)，我將其作為持續(xù)發(fā)展的基石?；谏鲜鋈N哲學(xué)思想，當(dāng)我在反思我過去的教學(xué)實(shí)踐時(shí)，想起曾有過充滿艱辛挑戰(zhàn)但碩果累累的15年，我知道我是一直在努力發(fā)展著自己的教學(xué)信念。

I believe that to maximize learning, the teaching-learning process for me should be fun and experiential, bound by mutual support, understanding and respect between the teacher and the student. Learning should be fun, and this can be made possible if the teacher can provide firsthand experiences addressing the diverse concepts students learn in school. It is said that experience is the best teacher. I believe that students can appreciate better what they are studying if they can personalize their learning and own them by performing meaningful and engaging activities provided before them. If there are opportunities for them to manage their learning, I believe that this will result in a long-term enduring learning.

我相信，為了最大限度地增加學(xué)習(xí)效果，在師生之間相互支持、理解和尊重的同時(shí)，我的教學(xué)過程應(yīng)該是有趣的、體驗(yàn)式的。如果老師能提供第一手的經(jīng)驗(yàn)，解釋學(xué)生在學(xué)校學(xué)習(xí)的不同概念，學(xué)習(xí)應(yīng)該是有趣的。有人說，經(jīng)驗(yàn)是最好的老師。我相信，如果學(xué)生能夠通過參與老師提供的有意義和吸引力的活動(dòng)，來個(gè)性化地進(jìn)行學(xué)習(xí)并擁有自己的知識(shí)，他們就能更加喜歡自己正在學(xué)習(xí)的知識(shí)。如果他們有機(jī)會(huì)管理自己的學(xué)習(xí)過程，我相信這將會(huì)讓學(xué)習(xí)更有可持續(xù)性。

However, the teaching-learning process under this model should also emphasize the idea of mutual support, understanding and most especially respect. Students should instill in their minds that they need each other as a collective group. Each must support one another and accept the individual differences, for it is in our differences that we can build deeper lasting relationships. Once we accept our imperfections and give due respect to one another, then the class can sail smoothly amidst turbulent waters.

然而，這種模式下的教學(xué)過程也應(yīng)該強(qiáng)調(diào)相互支持、理解，尤其是尊重。學(xué)生們應(yīng)該懂得并且牢記，他們作為一個(gè)集體，是彼此需要的。每個(gè)人都必須相互支持，接受個(gè)體差異，因?yàn)檎怯捎谌司哂袀€(gè)體差異，我們才能建立更長(zhǎng)期深入的關(guān)系。一旦我們接受了自己的缺點(diǎn)，并給予彼此應(yīng)有的尊重，那么就算課堂在湍流中，也能穩(wěn)定順利地航行。

In my class, I always tell my students that it is okay to make mistakes. It is not a taboo when someone makes errors. After all, we are in school to learn and through error we gain. Part of learning is committing errors and mistakes. So, when one commits faults, we should do something and encourage the student. Consequently, the teacher should respect the student likewise the students respect the teacher’s role as the qualified facilitator inside the class.

在我的課堂上，我告訴學(xué)生，人是可以犯錯(cuò)誤的。犯錯(cuò)不是禁忌。畢竟，我們?cè)趯W(xué)校是為了學(xué)習(xí)，通過錯(cuò)誤我們獲得了成功。學(xué)習(xí)過程的一部分是犯錯(cuò)誤。所以，當(dāng)一個(gè)人犯了錯(cuò)誤，我們應(yīng)該采取行動(dòng)，鼓勵(lì)學(xué)生。因此，教師應(yīng)該尊重學(xué)生，同樣，學(xué)生也應(yīng)該尊重教師作為課堂促進(jìn)者的角色。

Give the pupils something to do,not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results. --John Dewey

【The translation of the motto：教育是給學(xué)生一些事情去做,不是給他們一些東西去學(xué), 而做的事情本身就需要思考;結(jié)果他們自然地學(xué)到了東西?！s翰·杜威】

Thought of the Week

本周思考

Experiential Learning IN RDFIS

瑞得福國(guó)際學(xué)校的體驗(yàn)式學(xué)習(xí)

I have, as RDF’s Principal, visiting many classes these past weeks. I would like to link these visits with one of our educators philosophies shared above (see: Teacher Talk, above). I have had the pleasure myself of Graduating from Columbia Universities Teachers College, and this just happens to be the home of John Dewey as referred to by Danilo Qui?ones Alcontin in his reflective writing for you.

作為瑞得福學(xué)校的校長(zhǎng)，我在過去幾周探訪了很多課堂。我想把這些探訪觀課與上面我們分享的教育哲學(xué)聯(lián)系起來(參見：“教師談話”欄目)。我很榮幸從哥倫比亞大學(xué)教育學(xué)院畢業(yè)，哥倫比亞大學(xué)剛好是Danilo Qui?ones Alcontin老師撰寫的反思性文章中所提到的教育家約翰·杜威的家(杜威教授在哥大任職直至退休)。

I would like to extend this line of thinking, and assure to those unfamiliar to this rationale that such lines of reasoning are in fact ideal. Contemporary views on “doing” in education is the most critical cornerstone of modern-day learning. Gone, is the general support for memorization and rote learning. At times, when demands call for this, we rise to the challenge. An example could be formal tests such as AP Exams and TOELF tests.

我想擴(kuò)展這一思考，并向那些不熟悉這一教育哲學(xué)的人保證，這種哲學(xué)推理實(shí)際上是理想的。關(guān)于教育中“做”(實(shí)踐)的當(dāng)代觀點(diǎn)是現(xiàn)代學(xué)習(xí)最關(guān)鍵的基石。人們不再普遍支持背誦記憶和機(jī)械學(xué)習(xí)。有時(shí)，當(dāng)確實(shí)需要這樣做時(shí)，我們會(huì)迎接挑戰(zhàn)。如AP考試和TOEFL考試便是例子。

I use these as examples because many people considering these kinds of tests may immediately jump to the conclusion that we need to study for the test. This is daring advice. Yes, we may need to familiarize a student with the conventions and standards of a test, explicitly, but to create a situation in which a student becomes a robot, or like a computer inputting data is not seen as wise.

我用這些作為例子，因?yàn)樵S多考慮這類測(cè)試的人可能會(huì)立即得出結(jié)論，我們需要好好學(xué)習(xí)來準(zhǔn)備這些考試。這是一個(gè)大膽的建議。是的，我們可能需要明確地讓學(xué)生熟悉考試的慣例和標(biāo)準(zhǔn)，但制造一種環(huán)境——讓學(xué)生變成機(jī)器人或者像計(jì)算機(jī)輸入數(shù)據(jù)一樣地進(jìn)行學(xué)習(xí)，并不是明智的做法。

The 21st century view is one in which we foster a deep understanding of application and the ability to think. The world is changing, and as Moore’s Law propels technology faster than ever, there is really only one certain thing. The certainty is: we cannot be certain about tomorrow.

21世紀(jì)的(教育)觀點(diǎn)是我們要培養(yǎng)一種對(duì)(實(shí)際)應(yīng)用的深刻理解和如何去思考的能力。世界在變化，隨著摩爾定律推動(dòng)科技日新月異飛快發(fā)展，只有一件事是確定的：我們無法確定明天(會(huì)怎樣)。

In a modern contemporary education, we need to teach students, and ourselves, how to be able to think flexibly for the unknown to come; because, it’s coming. Who could have anticipated mobile phones and the internet’s injection into all facets of life, from paying for goods while shopping to using QR codes each day for COVID safety? These things were unimaginable when I was a child, not even so advanced in science-fiction or fantasy of the 1970s. Beyond magic. Today – a reality that is places in the palms of each of our hands, and necessary for navigating 2022.

在現(xiàn)代教育中，我們需要教會(huì)學(xué)生和我們自己，如何靈活地思考應(yīng)對(duì)充滿不確定性的未來;因?yàn)椋磥砑磳⒌絹?。誰(shuí)能料到手機(jī)和互聯(lián)網(wǎng)會(huì)滲透到生活的方方面面，從購(gòu)物時(shí)付款到每天使用二維碼打卡以確保新冠疫情的安全?當(dāng)我還是個(gè)孩子的時(shí)候，這些事情是無法想象的，甚至在20世紀(jì)70年代的科幻小說或幻想小說中，科技也沒有這么先進(jìn)。這已經(jīng)超越了魔法。今天——這(智能手機(jī))是一個(gè)擺在我們每個(gè)人的手心的事實(shí)，是2022年生活所必需的。

At RDF we teach the hard skills. We provide a rock-solid foundation in the sciences, while we ensure that the applications of such knowledge are realized.

在RDF，我們教授硬性技能。我們?yōu)榭茖W(xué)提供了一個(gè)堅(jiān)實(shí)的基礎(chǔ)，同時(shí)我們保證了這類知識(shí)的應(yīng)用是能實(shí)現(xiàn)的。

We guide learning, and we have students demonstrate their acquisition of knowledge through projects and progressively demanding cognitive and physical tasks. They go beyond books, and beyond the walls of classrooms, and learn to think for themselves and create meaning of knowledge through experience.

我們指導(dǎo)學(xué)習(xí)，我們讓學(xué)生展示他們通過項(xiàng)目和在逐步增加的認(rèn)知以及實(shí)際任務(wù)中獲得的知識(shí)。他們超越了書本，超越了教室，學(xué)會(huì)獨(dú)立思考，通過體驗(yàn)創(chuàng)造知識(shí)的意義。

A Harkness Discussion (Above) 哈克尼斯圓桌教學(xué)討論(上圖)

Music Practice (Below)音樂練習(xí)(下圖)

Teachers Teach: At RDF highly skilled teachers lead the way (Mr. Bedrossian)

教師上課中：在RDF，教學(xué)經(jīng)驗(yàn)豐富的教師在引導(dǎo)學(xué)生學(xué)習(xí)(Bedrossian老師)

At RDF a student demonstrates understanding: using trigonometry to find the missing angles and missing sides of right triangles.

在RDF，一名學(xué)生演示了(對(duì)知識(shí)的)理解：使用三角函數(shù)來計(jì)算直角三角形的未知邊角

(above photo: student Haylee Tippetts, courtesy of Cheikh Camara)

(上圖：學(xué)生是Haylee Tippetts, 由Cheikh Camara老師供圖)

At RDF we take great pride in instilling not just knowledge, but the skill how to apply knowledge. These skills are what will set our students apart from other students with a “traditional” education. When students walk out of our doors after graduation, we aim to put in the palms of their hands, not just the ability to hold the in-fashion technology, but to use their knowledge and skill sets as keys to solving worthy challenges that the world needs solved. More importantly, what they learn should enrich their lives in personally meaningful ways.

在RDF，我們不僅為傳授知識(shí)而自豪，也為傳授應(yīng)用知識(shí)的技能而感到自豪。這些技能將使我們的學(xué)生區(qū)別于其他接受“傳統(tǒng)”教育的學(xué)生。當(dāng)學(xué)生畢業(yè)后走出學(xué)校時(shí)，我們的目標(biāo)不僅是讓他們擁有掌握當(dāng)下技術(shù)的能力，更是讓學(xué)生將他們的知識(shí)和技能作為解決世界所面臨的重大挑戰(zhàn)問題的關(guān)鍵。更重要的是，他們所學(xué)到的知識(shí)能以有意義的方式豐富他們自身的生活。

We provide experiential learning in order help students flourish in the exciting, unknown future. They can.

我們提供體驗(yàn)式學(xué)習(xí)，幫助學(xué)生在激動(dòng)人心、充滿不確定性的未來茁壯成長(zhǎng)。他們可以做到。

Student Focus

學(xué)生聚焦

Laura Zheng， 11C

11C班的Laura Zheng同學(xué)

I met Laura in line waiting for our COVID tests earlier, last week. I noticed her sketching away on her iPad, in line. I could not believe when she zoomed out at the art, she had been creating, while standing in line.

上周早些時(shí)候，我在排隊(duì)等待核酸檢測(cè)的時(shí)候遇到了Laura同學(xué)。我注意到她在排隊(duì)的同時(shí)，也在iPad上畫畫。我很驚訝她此刻正專注于藝術(shù)，在排隊(duì)的過程中，她一直在進(jìn)行藝術(shù)創(chuàng)作。

I later learned Laura, originally from Yunnan Province, grew up and was raised in Shenzhen. She reflected on her passion for art and remembers as far back as 5th grade. She was always interested in cartoons, and Japanese Anime. Back in 5th grade all the work she created was on paper, with pen. Nowadays she often uses her iPad and Pro-create as the software of choice, but in fact she really prefers the traditional convention of paper and pen.

后來我得知，Laura同學(xué)的家鄉(xiāng)是云南省，但從小在深圳長(zhǎng)大。她回憶起自己對(duì)藝術(shù)的熱愛，并記得她的創(chuàng)作始于小學(xué)五年級(jí)。她一直對(duì)動(dòng)畫片和日本動(dòng)漫感興趣。五年級(jí)的時(shí)候，她用紙筆進(jìn)行創(chuàng)作。如今，她經(jīng)常使用iPad和Procreate作為首選軟件來進(jìn)行繪畫，但事實(shí)上，她更喜歡傳統(tǒng)的紙和筆。

Time. Time is of essence, and paper and pen work required more dedicated sessions, so her iPad is now what she had under arm, and she draws whenever she gets a spare moment or two. Like, standing in a line waiting for her COVID test.

時(shí)間。時(shí)間是最重要的，紙和筆的創(chuàng)作需要更多專注的時(shí)間，所以她的iPad現(xiàn)在是她經(jīng)常使用的工具，只要有一兩分鐘的空閑時(shí)間，她就會(huì)用來畫畫。比如排隊(duì)等待核酸檢測(cè)的時(shí)候。

Laura reflected on the great pleasure she has had in art classes at RDF. She has studied music, drama, and 3D art. Each was a great experience. In her youth she felt that perhaps art did not carry a lot of value so kept it only as a casual hobby. Now, well, as you can see from her work – it could be considered a hobby+.

Laura回憶了她在RDF藝術(shù)課堂上的快樂。她學(xué)習(xí)過音樂課、戲劇課和3D藝術(shù)課。每一門課都是很棒的體驗(yàn)。在她很小的時(shí)候，她覺得也許藝術(shù)沒有太大的價(jià)值，所以她把它僅僅作為一種業(yè)余愛好?，F(xiàn)在，正如你從她的創(chuàng)作中所看到的那樣，這可以被視為一種(進(jìn)階版的)愛好了。

Laura's work is so impressive - let’s celebrate more students in future letters. Let’s celebrate any talents or skills the RDF community has. I need your help with that, so feel free to put forth names.

Laura同學(xué)的作品令人印象深刻——讓我們?cè)谖磥韺W(xué)校的信(周刊)中認(rèn)識(shí)更多的學(xué)生。讓我們一起認(rèn)識(shí)并贊美RDF大家庭的各位擁有的各種天賦或技能。希望在大家?guī)椭拢覀兡苡袡C(jī)會(huì)見到更多的新名字。

Miscellaneous

雜談分享

Tamper-Taped Yogurt

密封蓋膜酸奶

A young child may hand a parent their yogurt to have the tamper-seal removed. An elderly adult may hand their yogurt to a child, to have the exact same seal removed. Someone with weak hands may question the design, and the company’s purpose or a factories quality control protocol. Another weak handed individual, with patience, may work hard to eventually get the barrier off and celebrate this as a success. Another, impatient, fragile handed soul, may grab something with an edge and puncture it and feel a sense of frustration. The next time, the patient person may be low on time and look for an edge; whereas, the impatient may have time on their side and a heightened sense of curiosity to approach the task more delicately. A person with strong hands, a construction worker tough as nails, may not even see the barrier. Somebody with wet hands, even the nail hard construction worker, may understand that at this given point in time it is not advisable to approach the project. You see, the exact same reality is many things: ease to one, fun to another, impossibility to some, a bore to more.

一個(gè)小孩可能會(huì)把酸奶遞給父母，以便能夠取下密封蓋膜;一個(gè)老年人可能會(huì)把酸奶遞給孩子，讓他撕開同一個(gè)密封蓋膜。雙手無力的人可能會(huì)質(zhì)疑設(shè)計(jì)、公司的目的或工廠的質(zhì)量控制規(guī)定;另一個(gè)手弱但有耐心的人，可能會(huì)竭盡全力，最終撕開蓋膜并慶祝這是一個(gè)成功的行動(dòng);還有一個(gè)雙手脆弱但不耐煩的人，可能會(huì)拾起鋒利的東西，刺穿蓋膜，但會(huì)感受到挫敗感。下一次，耐心的人可能會(huì)在時(shí)間不足時(shí)，還在尋找邊緣(以撕開密封蓋膜);然而，不耐心的人可能有(對(duì)他們來說足夠的)時(shí)間和強(qiáng)烈的好奇心，以更微妙的方式來完成這項(xiàng)任務(wù)。一個(gè)雙手強(qiáng)壯的人，一個(gè)指甲堅(jiān)硬的建筑工人，甚至可能不把那層密封蓋膜放在眼中;有些手濕的人，哪怕是指甲堅(jiān)硬的建筑工人，可能會(huì)明白，在這個(gè)時(shí)間點(diǎn)，不適合接近這瓶密封酸奶。你看，完全相同的現(xiàn)實(shí)折射出很多東西：對(duì)一個(gè)人來說是很輕松的，對(duì)另一個(gè)人來說則有趣，對(duì)一些人來說不可能，對(duì)更多人來說可能是無聊。

The young child may grow to become an Olympic gymnast with a grip stronger than that of a lemur who bounds from tree-top to tree-top. The elderly may have been that Olympian. The one with weak hands, for pull strength, may have great dexterity and a powerful push strength allowing them mastery of the violin. The “other” weak, the master of the cello, sits next to the violinist in the orchestra. The apparent impatient may have simply had a bad day, and the person low on time was grabbing a 3-minute break from an 8-hour volunteer session helping a community test for COVID. Wet hands get dried, and the tough as nail construction worker gets frail in time. You see, the same reality is perceived differently due to the state and the history of the perceiver.

年幼的孩子可能會(huì)成長(zhǎng)為奧運(yùn)會(huì)體操運(yùn)動(dòng)員，握力比能在樹頂跳躍的狐猴更強(qiáng)。(撕不開酸奶蓋膜的)老年人有可能就是那個(gè)奧運(yùn)選手。拉力較小而手弱的人，可能具有很大的靈活性和很強(qiáng)的推力，使他們能掌握小提琴。而“另一個(gè)弱小者”，大提琴家，正坐在管弦樂隊(duì)小提琴手的旁邊(一起演奏)。這位很不耐煩的人可能只是因?yàn)槎冗^了糟糕的一天，而這個(gè)時(shí)間不多的人正從協(xié)助社區(qū)進(jìn)行核酸檢測(cè)的8小時(shí)志愿者活動(dòng)中抽出3分鐘時(shí)間來休息。濕手會(huì)變干，指甲堅(jiān)硬的建筑工人的手會(huì)隨時(shí)間變得虛弱。你看，同樣的現(xiàn)實(shí)，由于感知者不同的狀態(tài)和生活經(jīng)歷，而被不同地感知著。

After some time at RDF, and now in the role of Principal, I was eating yogurt at the school last week and thought how wonderful the team of professionals I am surrounded by are. What I saw were educators aware of the states, histories, and levels of readiness of our students. I saw sleepy students awoken with activity, students that may lack the same backgrounds as more advanced students helped along, and advanced students pushed healthily forward.

在RDF工作了一段時(shí)間后，我現(xiàn)在擔(dān)任校長(zhǎng)的角色。上周我在學(xué)校吃一瓶酸奶時(shí)，心想我周圍的教師專業(yè)團(tuán)隊(duì)是多么的優(yōu)秀。我看到的是老師們對(duì)我們學(xué)生的狀態(tài)、生活歷史和學(xué)習(xí)準(zhǔn)備程度了如指掌。我看到困倦的學(xué)生在活動(dòng)中被喚醒，水平中等的學(xué)生在被幫助中進(jìn)步，而優(yōu)秀的學(xué)生在循循引導(dǎo)下繼續(xù)提升。

Our teachers, and our administrative staff, and the RDF team know how to approach people. From what I have witnessed, I see an ethos within that embodies a sense of erudite audacity culture.

我們的老師、管理人員和RDF整個(gè)團(tuán)隊(duì)都知道如何待人接物。與我而言，我看到的是一種精神氣質(zhì)，它體現(xiàn)了一種博學(xué)從容的文化。

Teachers know when to open yogurt, when to leave it closed, and how to open it when it is ready. We know how to get the tough seals off, and what amount of force is required at what time.

老師們知道什么時(shí)候打開酸奶，什么時(shí)候讓其靜置，以及酸奶準(zhǔn)備好后應(yīng)該如何打開。我們知道如何將堅(jiān)固的密封薄膜取下，以及在什么時(shí)候需要多大的力量。

We handle one student at a time.

我們用心對(duì)待每一個(gè)學(xué)生。

Thanks for Reading

感謝您的閱讀

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