Teaching peace in classrooms 教室里的和平教育

鄧梅

為幫助學(xué)生們更好地進行人際交流，麗貝卡為學(xué)生們開設(shè)了和平課程，幫助學(xué)生們更好地解決憂慮和精神壓力問題。

In Japan， Rebecca Oxford was to speak at a meeting of JALT， the Japan Association for Language Teaching. Her subject is “The Language of Peace”.

Oxford is Professor Emeritus at the University of Maryland in the United States. She says that foreign and second language teacher?educators and their students have an important duty to foster peace. She adds peace is created through communication， and that communication is the main goal of language teacher?educators and teachers.

Part of Oxfords approach to the language of peace is to change signs of conflict into respect for the values and hopes of the people involved. Peace builders should firstly look for the causes of conflict and then use this information to reduce violence between people， groups and cultures.

One United States?based group aims to shape its peace education programs. Tim Nation is Executive Director of the Peace Learning Center， or PLC， in Indianapolis， Indiana. It began working with children who experienced violence at home， and then moved to programs to reduce violence in schools.

Over the past year， the PLC joined with the Tribes Learning Community， a social and emotional learning program. Tribes offers training to elementary， middle and high school teachers. Nation says the work of Tribes is based on evidence from research into how to build communities in schools and classrooms. Nation notes that with the change to online learning， help with understanding social and emotional learning is what teachers need right now.

Jing Lin is a professor of International Education Policy at the University of Maryland. She teaches classes for educators related to peace and ecological ethics. Lin says peace education programs can help students a lot. Some students have mental health problems because of conflicts at school or in the community. They need to learn how to deal with that worry and mental pressure.

Lin suggests organizing groups of students into teams by birth month. Then in these groups， each person tells their life stories. This activity， and similar ones， can help students come to understand that we are all human beings.

[Reading][Check]

1. What is the main goal of language teacher?educators and teachers according to Oxford？

A. Physical health.? B. Efficient learning.

C. Better communication.? D. Academic performance.

2. What is the first thing for peace builders？

A. Learning to maintain.

B. Reducing interpersonal violence.

C. Digging out the causes of conflict.

D. Making their lessons understandable.

3. What does Nation think of the work of Tribes？

A. Popular. B. Practical. C. Interesting. D. Necessary.

4. What suggestion does Jing Lin make according to the last paragraph？

A. Managing groups by birth month.

B. Hosting life?story telling competitions.

C. Hosting more activities for communication.

D. Giving lessons on the nature of human beings.

[Language][Study]

Theme?centered chunks

change...into 把……變成

create peace through communication 通過溝通創(chuàng)造和平

look for the causes of conflict 尋找沖突的原因

aim to do 旨在……

reduce violence in schools 減少學(xué)校中的暴力

experience violence at home 在家中經(jīng)歷暴力

be based on 以……為基礎(chǔ)

be related to peace 與和平有關(guān)

have mental health problems 有精神健康問題

deal with worry and mental pressure 處理憂慮和精神壓力

suggest doing 建議……

come to do 逐漸……