2．
阅读理解
It was my first day as a young teacher at New Zealand's
biggest secondary state school in 1972, and l was sure l would succeed. L remember
the long walk from the office room to my classroom in the school. I saw two
Maori students sitting outside in the sunshine. I said hello and asked them to
come inside to start the lesson with the other students. But they shook their
heads. So I settled the rest of the class and got the lesson underway. Later on
I went outside and asked the boys their names. They replied with a smile: David
and Cameron. Then I asked them to walk inside, but they refused again. Unwisely
perhaps, I gave them 30 seconds to move inside the classroom and then dressed
them down(训斥) in front of the others.
Two hours later, I had a surprise visit from the head of
the school's Maori Department, who started a conversation about the needs of
Maori students. That was the beginning of my journey of teaching these students
by building leaning relationships with them.
And I was told by David's sister that David had caught
bipolar mood swings since he was 14. On that day, David probably needed some understanding
I hadn't provided. Cameron should have received praise, not blame(责备), for looking after
his classmate. Looking back on that day, I realize I was too confident(自信的) to discover something unusual.
