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和學生互動。自我關懷活動 __UNDEF__ 在教職員會議或是一群教師在一起時，可以花點時間設立個人目標，並且彼此鼓勵。以下的活動適合以兩到三人的小組方式進行。一、 __UNDEF__ 首先，每個人花幾分鐘想出三到五個自我關懷目標，並記錄下來，這可以當成自我關懷計畫的參考。二、 __UNDEF__ 接著和小組成員分享自我關懷目標，越詳細越好，也可以想想追蹤自己進度的方法，像是如果你計畫一個禮拜散步三次，就可以在行事曆上標示散步的日期，散完步之後就劃掉，藉此督促自己。三、 __UNDEF__ 一起想想有什麼方法可以督促教師自我關懷，有什麼特別的方法可以鼓勵自己和彼此嗎？四、 __UNDEF__ 安排如何追蹤彼此的進展。來自小組成員的鼓勵及支持，會是堅持下去的動力。研究顯示，固定花時間關懷自己可以大幅降低壓力，提升自我效能。教師們大都非常忙碌，時間上也有許多限制，不過花幾分鐘分享並彼此鼓勵，就可以改變很多事。只要教師之間能建立連結，就能從中獲得歸屬感。事實上，研究也證實歸屬感能夠降低壓力。全球教學現場案例分享 __UNDEF__ 法國巴黎 __UNDEF__ 了解自我關懷的重要性之後，我開始慢慢注意自己在課堂上的行為，我發現當我覺得疲倦的時候，會更常大吼大叫，也會給學生比較多懲罰。我也會很容易就被惹惱，溫和且堅定的行為頓時消失得無影無蹤。因此我決定開始注重自我關懷。身為教師，我發現自我關懷非常困難，因為我總是把學生擺在前面。我總是想著我的班級，例如該怎麼為學生想出有教育意義又有趣的活動等。備課非常重要，然而，如果我累了，不管我作了多少準備，我還是都會失控。我現在知道我必須早點睡、偶爾喝杯茶休息一下、在上課一整天之後稍微放鬆、多約朋友出去、還要一個禮拜運動三次。這些活動都對我的教學帶來正面影響，也讓我離成為理想中的教師更近一步。教師和學生互動的方式，取決於教師如何照顧自己，因此身為教師，就必須好好照顧自己。教師、認證正向教養講師，娜汀．高汀（ Nadine Gaudin ） __UNDEF__ 全球教學現場案例分享 __UNDEF__ 秘魯 __UNDEF__ 正向教養要教師相信學生的能力，相信他們能夠決定如何面對挑戰，並且對他們適應世界的能力擁有信心。這樣的哲學讓我能夠以親密、尊重、溫和且充滿愛的方式和學生互動。這些方法對我來說也非常重要，無論是在專業上，或是個人生活之中。正向教養不僅改變了我的教學方式，也改變了我的個性，我覺得自己每天都在改變。我相信在某種程度上，我對自己非常友善，也很愛自己，對學生也是如此。而且如果我能把自身的錯誤當成學習機會，那麼我就能藉此成長與學習，同時在學生犯錯時，我也會非常有耐心。總而言之，正向教養不只能適用在課堂之中，也能讓日常生活變得多采多姿，我認為這就是最棒的自我關懷！三年級教師、認證正向教養講師珊卓拉．科爾梅娜雷絲（ Sandra Colmenares ） __UNDEF__ 實用小技巧 __UNDEF__ 一、 __UNDEF__ 製作一張清單，寫上能夠滋養自己身心的事物。二、 __UNDEF__ 拿出行事曆，每天都為自己保留一點時間。三、 __UNDEF__ 不要為花時間陪伴自己，或是花時間和讓自己感到開心的人相處，而感到愧疚。四、 __UNDEF__ 試試撰寫感恩日誌！五、 __UNDEF__ 需要幫忙時就大聲說出口，畢竟你不會要求別人做他們不想做的事，讓別人享受給予的快樂吧！六、 __UNDEF__ 享受錯誤，並從錯誤中學習，這是另一個禮物！相關研究 __UNDEF__ 實習老師認為，參加自我關懷計畫後，他們擁有更棒的實習經驗，因為自我關懷能夠提升自我監督的能力，並幫助他們提早發現「壓力跡象」。艾爾達（ Eldar ）曾經追蹤三名教師第一年任教的情況，並對這三名教師進行訪談，以找出教師困境和教師支持間的關係。和教師壓力及職業倦怠相關的重要因素，包括教師在學校中是否自在、校長及其他教師的支持、師生關係、及工作態度等。此外，艾默（ Emmer ）與史托（ Stough ）也指出教師情緒和班級經營及職業倦怠間的關係，他們認為師資培育課程應該納入教師情緒如何影響班級決定。另外，荷蘭一項橫跨五個月的縱向研究，也指出班級經營中的低度自我效能以及情緒壓力，將導致教師產生職業倦怠。因此我們希望透過正向教養，能夠幫助教師提升自我效能，並且了解自我關懷的重要性。相關資源 __UNDEF__ 在此感謝世界各地所有花時間和本書分享成功故事的教師。如果你恰好是教師或是教育工作者，而且第一次接觸正向教養，或者你只是想要了解更多，那麼在你學習並練習正向教養的過程中，還有許多資源能夠為你帶來幫助。在正向教養的專業發展部分，有個非營利組織叫作正向教養協會（ Positive Discipline Association ），不僅為教育工作者提供經過認證的正式課程及訓練，也提供家長課程及訓練，可以參見這個網址：https://www.positivediscipline.org/ 。另外，世界上也已經有許多採用正向教養的學校，如果你想要聯繫這些教師，或是獲得更多相關資源，也可以參考下列這兩個網址，在第一個網址中，你也可以找到正向教養教師工具卡：https://www.positivediscipline.com/ 、 https://www.positivediscipline.org/ 。參考資料 1. , A. (1994 ) . The risk of rewards: ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education , Urbana , IL. ERIC Identifier ED376990. 2. , K. ( 2016 ) . Big business can take a lesson from child psychology. Forbes , June 30. 3. , J. E. ( 2012 ) . Lincoln High School in Walla Walla , WA , tries new approach to school discipline—suspensions drop 85%. ACES Too High News , April 23. 4. , D. ( 2004 ) . Urban teachers’ professed classroom management strategies: Reflections of culturally responsive teaching. Urban Education 39, 266–289. 5. , M. E. , A. Green , and F. Hanna. ( 2010 ) . Classroom management strategies for difficult students promoting change through relationships. Middle School Journal , March. 6. , R. ( 2005 ) . School connectedness: Improving the lives of students. Johns Hopkins University , Bloomberg School of Public Health , Baltimore , MD. 7. , S. , and M. Kemeny. (2004 ) . Acute stressors and cortisol responses: A theoretical integration and synthesis of laboratory research. Psychological Bulletin 130, 355–391. 8. , D. , and F. Mullis. (2003 ) . Classroom meetings: Encouraging a climate of cooperation. Professional School Counseling 7, 20–29. 9. , L. , B. Davis , and V. Resta. ( 2000 ) . What do you mean “ think before I act ? ” : Conflict resolution with choices. Journal of Research in Childhood Education 14, 232–238. 10. , J. , and G. MacDonald. ( 2010 ) . An update of the empirical case for the need to belong. Journal of Individual Psychology 66, 93–115. 11. , J. M. , R. F. Baumeister , D. Tice , and T. S. Stucke. ( 2001 ) . If you can’t join them , beat them: Effects of social exclusion on aggressive behavior. Journal of Personality and Social Psychology 81, 1058–1069. 12. , R. F. , J. M. Twenge , and C. K. Nuss. ( 2002 ) . Effects of social exclusion on cognitive processes: Anticipated aloneness reduces intelligent thought. Journal of Personality and Social Psychology 83, 817–827. 13. , M. , M. Brackett , S. Rivers , M. White , and P. Salovey. (2012 ) . Classroom emotional climate , student engagement , and academic achievement. Journal of Educational Psychology 104, 700–712. DOI: 10.1037/a0027268. 14. , C. ( 2006 ) . Mindset: The New Psychology of Success. New York: Random House. 15. , C. M. , and C. Dweck. ( 1998 ) . Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology 1, 33–52. 16. , R. ( 2009 ) . Child Guidance and Education: Collected Papers. NH: BookSurge Publishing. 17. , J. , L. Lott , and H. S. Glenn. ( 2000 ) . Positive Discipline in the Classroom: Developing Mutual Respect , Cooperation , and Responsibility in Your Classroom. 3rd ed. New York: Random House. 18. (2015 ) . School connectedness. September 1. http://www.cdc.gov/healthyyouth/protective/connectedness.htm. 19. , K. R. ( 1998 ) . Social relationships and motivation in middle school: The role of parents , teachers , and peers. Journal of Educational Psychology 90, 202–209. 20. , M. ( 2004 ) . Trust Matters: Leadership for Successful Schools. San Francisco: Jossey-Bass. 21. , J. H. , J. M. Checkley , and P. Steinhorn. (2007 ) . Qualities of Effective Teachers. 2nd ed. Alexandria , VA: Association for Supervision and Curriculum Development. 22. , A. M. , and H. Patrick. ( 2001 ) . The classroom social environment and changes in adolescents’ motivation and engagement in middle school. American Education Research Journal 38, 437–460. 23. , M. S. ( 2003 ) . Psychological Science: Mind , Brain , and Behavior. New York: W. W. Norton. 24. , P. S. , and M. M. Jordan. ( 2010 ) . Rethinking Classroom Management: Strategies for Prevention , Intervention , and Problem Solving. Thousand Oaks , CA: Corwin Press. 25. , E. L. , and M. M. Burnham. ( 2009 ) . Informing Our Practice: Useful Research on Young Children’s Development. Washington , DC: National Association for the Education of Young Children. 26. , K. , R. Lippit , and R. White. ( 1939 ) . Patterns of aggressive behavior in experimentally created “ social climates. ” Journal of Social Psychology 10, 271–299. 27. , E. D. , J. W. Grice , J. Hagaman , and K. Peng. ( 2006 ) . From leadership to parenthood: The applicability of leadership styles to parenting styles. Group Dynamics: Theory , Research , and Practice 10, 43–56. DOI: 10.1037/1089-2699.10.1.43. 28. , E. T. , and L. Stough. ( 2001 ) . Classroom management: A critical part of educational psychology , with implications for teacher education. Educational Psychologist 36, 103–112. 29. , C. ( 2006 ) . Mindset: The New Psychology of Success. New York: Random House. 30. , N. , M. Hays , and R. Bjork. ( 2009 ) . Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology 35, 989–998. DOI: 10.1037/a0015729. 31. , H. J. , C. A. Huzinec , and S. M. Templeton. (2009 ) . Classroom management—a pathway to student achievement: A study of fourteen inner-city elementary schools. Elementary School Journal 110 , 63–80. 32. , J. , A. Rafael , and S. Foster. (2012 ) . Positive Discipline for Children with Special Needs. New York: Three Rivers Press. 33. , M. D. , P. S. Bearman , R. W. Blum , K. E. Buoman , K. M. Harris , J. Jones , J. Tabor , T. Beuhring , R. E. Sieving , M. Shew , M. Ireland , L. H. Bearingere , and J. R. Udry. ( 1997 ) . Protecting adolescents from harm: Findings from the National Longitudinal Study of Adolescent Health. Journal of the American Medical Association 278 , 823–832. 34. , A. , L. Roalson , and D. Herrera. ( 2010 ) . School connectedness buffers the effects of negative family relations and poor effortful control on early adolescent conduct problems. Journal of Research on Adolescence 20, 13–22. 35. , T. , and R. Holcombe. ( 2010 ) . Adolescents’ perceptions of school environment , engagement , and academic achievement in middle school. American Educational Research Journal 47, 633–662. 36. , R. A. , and K. Pakurar. (2007 ) . Effects of teacher greetings on student on-task behavior. Journal of Applied Behavior Analysis 40, 317–320. 37. , R. J. , and J. S. Marzano. ( 2003 ) . The key to classroom management. Educational Leadership 61, 6–13. 38. (2015 ) . School connectedness. September 1. http://www.cdc.gov/healthyyouth/protective/connectedness.htm. 39. , D. , and T. Bryson. (2014 ) . No Drama Discipline: The Whole-Brain Way to Calm the Chaos and Nurture Your Child’s Developing Mind. New York: Penguin Random House. 40. , D.

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和學生互動。自我關懷活動 __UNDEF__ 在教職員會議或是一群教師在一起時，可以花點時間設立個人目標，並且彼此鼓勵。以下的活動適合以兩到三人的小組方式進行。一、 __UNDEF__ 首先，每個人花幾分鐘想出三到五個自我關懷目標，並記錄下來，這可以當成自我關懷計畫的參考。二、 __UNDEF__ 接著和小組成員分享自我關懷目標，越詳細越好，也可以想想追蹤自己進度的方法，像是如果你計畫一個禮拜散步三次，就可以在行事曆上標示散步的日期，散完步之後就劃掉，藉此督促自己。三、 __UNDEF__ 一起想想有什麼方法可以督促教師自我關懷，有什麼特別的方法可以鼓勵自己和彼此嗎？四、 __UNDEF__ 安排如何追蹤彼此的進展。來自小組成員的鼓勵及支持，會是堅持下去的動力。研究顯示，固定花時間關懷自己可以大幅降低壓力，提升自我效能。教師們大都非常忙碌，時間上也有許多限制，不過花幾分鐘分享並彼此鼓勵，就可以改變很多事。只要教師之間能建立連結，就能從中獲得歸屬感。事實上，研究也證實歸屬感能夠降低壓力。全球教學現場案例分享 __UNDEF__ 法國巴黎 __UNDEF__ 了解自我關懷的重要性之後，我開始慢慢注意自己在課堂上的行為，我發現當我覺得疲倦的時候，會更常大吼大叫，也會給學生比較多懲罰。我也會很容易就被惹惱，溫和且堅定的行為頓時消失得無影無蹤。因此我決定開始注重自我關懷。身為教師，我發現自我關懷非常困難，因為我總是把學生擺在前面。我總是想著我的班級，例如該怎麼為學生想出有教育意義又有趣的活動等。備課非常重要，然而，如果我累了，不管我作了多少準備，我還是都會失控。我現在知道我必須早點睡、偶爾喝杯茶休息一下、在上課一整天之後稍微放鬆、多約朋友出去、還要一個禮拜運動三次。這些活動都對我的教學帶來正面影響，也讓我離成為理想中的教師更近一步。教師和學生互動的方式，取決於教師如何照顧自己，因此身為教師，就必須好好照顧自己。教師、認證正向教養講師，娜汀．高汀（ Nadine Gaudin ） __UNDEF__ 全球教學現場案例分享 __UNDEF__ 秘魯 __UNDEF__ 正向教養要教師相信學生的能力，相信他們能夠決定如何面對挑戰，並且對他們適應世界的能力擁有信心。這樣的哲學讓我能夠以親密、尊重、溫和且充滿愛的方式和學生互動。這些方法對我來說也非常重要，無論是在專業上，或是個人生活之中。正向教養不僅改變了我的教學方式，也改變了我的個性，我覺得自己每天都在改變。我相信在某種程度上，我對自己非常友善，也很愛自己，對學生也是如此。而且如果我能把自身的錯誤當成學習機會，那麼我就能藉此成長與學習，同時在學生犯錯時，我也會非常有耐心。總而言之，正向教養不只能適用在課堂之中，也能讓日常生活變得多采多姿，我認為這就是最棒的自我關懷！三年級教師、認證正向教養講師珊卓拉．科爾梅娜雷絲（ Sandra Colmenares ） __UNDEF__ 實用小技巧 __UNDEF__ 一、 __UNDEF__ 製作一張清單，寫上能夠滋養自己身心的事物。二、 __UNDEF__ 拿出行事曆，每天都為自己保留一點時間。三、 __UNDEF__ 不要為花時間陪伴自己，或是花時間和讓自己感到開心的人相處，而感到愧疚。四、 __UNDEF__ 試試撰寫感恩日誌！五、 __UNDEF__ 需要幫忙時就大聲說出口，畢竟你不會要求別人做他們不想做的事，讓別人享受給予的快樂吧！六、 __UNDEF__ 享受錯誤，並從錯誤中學習，這是另一個禮物！相關研究 __UNDEF__ 實習老師認為，參加自我關懷計畫後，他們擁有更棒的實習經驗，因為自我關懷能夠提升自我監督的能力，並幫助他們提早發現「壓力跡象」。艾爾達（ Eldar ）曾經追蹤三名教師第一年任教的情況，並對這三名教師進行訪談，以找出教師困境和教師支持間的關係。和教師壓力及職業倦怠相關的重要因素，包括教師在學校中是否自在、校長及其他教師的支持、師生關係、及工作態度等。此外，艾默（ Emmer ）與史托（ Stough ）也指出教師情緒和班級經營及職業倦怠間的關係，他們認為師資培育課程應該納入教師情緒如何影響班級決定。另外，荷蘭一項橫跨五個月的縱向研究，也指出班級經營中的低度自我效能以及情緒壓力，將導致教師產生職業倦怠。因此我們希望透過正向教養，能夠幫助教師提升自我效能，並且了解自我關懷的重要性。相關資源 __UNDEF__ 在此感謝世界各地所有花時間和本書分享成功故事的教師。如果你恰好是教師或是教育工作者，而且第一次接觸正向教養，或者你只是想要了解更多，那麼在你學習並練習正向教養的過程中，還有許多資源能夠為你帶來幫助。在正向教養的專業發展部分，有個非營利組織叫作正向教養協會（ Positive Discipline Association ），不僅為教育工作者提供經過認證的正式課程及訓練，也提供家長課程及訓練，可以參見這個網址：https://www.positivediscipline.org/ 。另外，世界上也已經有許多採用正向教養的學校，如果你想要聯繫這些教師，或是獲得更多相關資源，也可以參考下列這兩個網址，在第一個網址中，你也可以找到正向教養教師工具卡：https://www.positivediscipline.com/ 、 https://www.positivediscipline.org/ 。參考資料 1. , A. (1994 ) . The risk of rewards: ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education , Urbana , IL. ERIC Identifier ED376990. 2. , K. ( 2016 ) . Big business can take a lesson from child psychology. Forbes , June 30. 3. , J. E. ( 2012 ) . Lincoln High School in Walla Walla , WA , tries new approach to school discipline—suspensions drop 85%. ACES Too High News , April 23. 4. , D. ( 2004 ) . Urban teachers’ professed classroom management strategies: Reflections of culturally responsive teaching. Urban Education 39, 266–289. 5. , M. E. , A. Green , and F. Hanna. ( 2010 ) . Classroom management strategies for difficult students promoting change through relationships. Middle School Journal , March. 6. , R. ( 2005 ) . School connectedness: Improving the lives of students. Johns Hopkins University , Bloomberg School of Public Health , Baltimore , MD. 7. , S. , and M. Kemeny. (2004 ) . Acute stressors and cortisol responses: A theoretical integration and synthesis of laboratory research. Psychological Bulletin 130, 355–391. 8. , D. , and F. Mullis. (2003 ) . Classroom meetings: Encouraging a climate of cooperation. Professional School Counseling 7, 20–29. 9. , L. , B. Davis , and V. Resta. ( 2000 ) . What do you mean “ think before I act ?

” : Conflict resolution with choices. Journal of Research in Childhood Education 14, 232–238. 10. , J. , and G. MacDonald. ( 2010 ) . An update of the empirical case for the need to belong. Journal of Individual Psychology 66, 93–115. 11. , J. M. , R. F. Baumeister , D. Tice , and T. S. Stucke. ( 2001 ) . If you can’t join them , beat them: Effects of social exclusion on aggressive behavior. Journal of Personality and Social Psychology 81, 1058–1069. 12. , R. F. , J. M. Twenge , and C. K. Nuss. ( 2002 ) . Effects of social exclusion on cognitive processes: Anticipated aloneness reduces intelligent thought. Journal of Personality and Social Psychology 83, 817–827. 13. , M. , M. Brackett , S. Rivers , M. White , and P. Salovey. (2012 ) . Classroom emotional climate , student engagement , and academic achievement. Journal of Educational Psychology 104, 700–712. DOI: 10.1037/a0027268. 14. , C. ( 2006 ) . Mindset: The New Psychology of Success. New York: Random House. 15. , C. M. , and C. 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