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老師的角色

溫教局推新準則 禁師生親密接觸
溫哥華教育局最新提出區內教職人員必須遵守的,「成人與學生互動行為準則」(Adult Code of Conduct for Interacting with Students),逐條列出為人師表「可接受」及「不能接受」的行為,對受傷或是情緒低落的學生,從側邊輕擁、拍肩拍背表示安慰屬於「可接受」,但幫學生按摩、撫摸,即屬「不能接受」。

「成人與學生互動行為準則」還包括,不能使用私人電郵地址在互聯網上與學生交流,不能在社交網站上,與學生互相成為「朋友」(being friends),或是將不恰當的網上資料,向學生發送,這些均違反溫哥華教育局已草擬完成的「成人與學生互動行為準則」,一旦被舉報,最嚴重後果可能是停職處分及受法律制裁。

[...] 教育局說,準則所指的成人包括教師、學校工作人員,及在學校擔任義工的成人 [...] 可以接受的行為還包括,透過教育局的電郵帳號,與學生進行學校相關問題的討論,打電話到學生家,也只能談學校相關的事,不能問學生一些私領域的問題。


我明白,這準則的出現是要避免在師生間有不道德的互動,而這的確是一個值得關注的課題。但是,在這份準則的背後,其實反映出老師的角色是甚麼?不許「在社交網站上與學生互相成為朋友」,在電郵和電話中亦只能「談學校相關的事,不能問學生一些私領域的問題。」於是乎,老師只能是一部傳遞知識的機器。

我記得我以前,會和老師傾心事,老師會請我們到她家吃飯,會考放榜前會和我們在校園通宵遊盪... 老師不僅教我們知識,更是我們的朋友,生命成長的教練。

我想問,當老師只能當知識機器的時候,有誰會負起帶領年輕人在情緒、社交、自我認識等各方面的成長?當家庭制度不斷瓦解,父母越來越dysfunctional的時候,年輕人還有誰?


原文出自2008年11月27日明報加西版加國新聞版

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這正是現代文化的可悲...老師們只能遙不可及地給學生所謂知識,而真正學生所需要的關懷和專注,學生卻無從得到。

只嘆太多人錯用權力/權利,老師與學生之間唯有不斷建主圍墻,各自作出保護。

I totally understand but teachers should somehow know the limit and boundary. My cousin came to visit from HK this summer. He was just coming for a month but felt uncomfortable already in the first two days. He kept hogging MSN and VOIP phone to connect with his teacher in HK. Ended up his teacher asked to talk to me.(note: when I was brushing my teeth to get ready for church that morning) She indirectly suggested maybe we should send him back to HK?! Anyhow, long story short. She should care for my cousin, but she should act as a bridge between students and parents (and not his cousin). What she didn't understand is his parents intentively arrange this visit for him to learn to be independent (at least just for a month and independent from only his parents, we the family are over here to take care of him) as he's spoiled and fussy AND he's already F5.

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  • 正如林一峰話齋,閱讀,也是一種 state of mind。
  • 所以不限文字,還有聲音影像一切雜崩能東西,都在涉獵反思消化乾坤大挪移之列。
  • 看重的只有一個字:Insight

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