4：超级巨星

所以我们当时在俄亥俄州的代顿。

So we were in Dayton, Ohio.

我父母刚离婚。

My parents had just gotten a divorce.

我当时上一年级。

I was in first grade.

这是莱西·罗宾逊。

This is Lacey Robinson.

她于1978年在代顿郊区一个叫恩格尔伍德的地方开始上一年级。

She started first grade in 1978 in a suburb of Dayton called Englewood.

她母亲在离婚后搬到了那里，为了给孩子们找更好的学校。

Her mother had moved there after her divorce, seeking better schools for her children.

我们实际上让整个社区实现了种族融合。

We actually integrated the neighborhood.

当我们到学校时，只有我妹妹、我，可能还有一个非裔美国男孩。

When we get to school, it was my sister, myself, and maybe one other African American male.

对莱西来说，一年级非常糟糕，不仅仅是因为她是学校里为数不多的黑人孩子之一。

And first grade was awful for Lacey, not just because she was one of the only Black children in the school.

她根本没学会怎么阅读。

She wasn't learning how to read.

我记得我母亲非常担心，因为她觉得：等等，她连字母都不认识，也不懂发音，最后她实在忍不住了，拿着期末成绩单去学校，发现他们居然要让她升到二年级。

I remember my mother being extremely worried, because my mother was like, wait a minute, she doesn't know her letters, she doesn't know her sounds, and she finally gets frustrated enough she goes up to the school because she gets the end of the year report card and sees that they're passing me on to second grade.

我母亲说：这孩子连字都不会读，怎么能升到二年级呢？

And my mother's like, how in the world is this child going on to second grade and she can't read?

他们却说：哦，但她人很好，又很安静。

And they were like, Oh, but she's so nice and she's so quiet.

我母亲说：是的，但她不会读书啊。

And she's like, Yeah, but she can't read.

他们说：罗宾逊女士，您知道吗，您希望我们怎么做？

And they were like, Well, Ms.

罗宾逊女士，您知道吗，您希望我们怎么做？

Robinson, you know, what do you want to do?

她说：我想让她留级。

And she's like, I want to hold her back.

他们说：哦，不，不，不，你不能这么做。

They're like, Oh, no, no, no, you can't do that.

她问：为什么？

She's like, why?

为什么我不能让她留级？

Why can't I hold her back?

于是她强迫学校让我重读一年级。

And so she forced them to make me do first grade over again.

她找来

She got

第二年换了一位老师。

a different teacher the next year.

她的名字是罗宾逊女士。

Her name was Ms.

蒙哥马利。

Montgomery.

她身上闻起来像燕麦饼干。

And she smelled like oatmeal cookies.

她留着短短的棕色头发，看起来非常高大。

And she had short brown hair and she seemed really tall.

我走进她的教室时，她给了我一个温暖的拥抱。

And I walk in her class and she gives me the warmest squeeze.

蒙哥马利老师。

And Ms.

蒙哥马利老师教会了莱西如何阅读。

Montgomery taught Lacey how to read.

她教会我如何拼读单词。

She taught me how to decode words.

那是传统的自然拼读教学法，一个音一个音地拼出单词。

It was old school phonics instruction, sounding out words.

而且它真的有效。

And it worked.

那年夏天，在莱西第二次读完一年级后，她帮助祖母学习如何

And that summer, after Lacey finished first grade for the second time, she helped teach her grandmother how

阅读。

to read.

我会坐在她旁边，她说，我们会坐在一起，我会说：不，奶奶，这个是B。

I would sit next to her and she would say, you know, we would sit there and I'd be like, no, grandma, that's a B.

它写的是：但。

It says, but.

就像‘was’，我非常兴奋能教她。

Like, was and I was so excited to be able to teach her.

她的祖母在吉姆·克劳时代的佐治亚州乡村长大，大约九岁时就辍学了。

Her grandmother had grown up in rural Georgia in the Jim Crow South, had to drop out of school when she was about nine years old.

她一边工作，一边抚养家庭，却从未学会阅读。

She worked and she raised a family without being able to read.

然后在她六十出头的时候，她成为了耶和华见证人，希望能够阅读《圣经》。

And then when she was in her early sixties, she became a Jehovah's Witness and wanted to be able to read the Bible.

她宗教团体里的成员教她识字，小蕾西也帮忙了。

The people in her religious community taught her how to read, and little Lacey helped too.

我跟你说，她真的把阅读掌握了。

And I'm telling you, she got that reading down.

突然间，她开始参与聚会，大家在一起阅读，而她也参与其中，我就看着她焕发出新的生机。

All of a sudden, now she became a part of a community where she was going to meetings, and they were reading, and she was and I just watched her come alive.

随着我长大，我妈妈会告诉我，你知道吗，她不会读书。

I've had other relatives and close family friends that as I got older, my mom would say to me, Well, you know, she can't read.

那她为什么不会读书呢？

Well, why can't she read?

因为她是在南方长大的。

Well, she grew up in the South.

她家里有十一个人。

There were 11 of them.

他们是佃农。

They were sharecroppers.

他们付不起上学的费用。

They couldn't afford to go to school.

就在那时，拉西·罗宾逊决定要成为一名教师。

That's when Laci Robinson knew that she wanted to be a teacher.

她要教孩子们如何阅读。

She was going to teach children how to read.

特别是，她要教黑人孩子如何阅读。

And in particular, she was going to teach black children how to read.

我是艾米莉·汉福德，这是APM报道出品的《被出售的故事》第四集。

I'm Emily Hanford, and this is episode four of Sold a Story, a podcast from APM Reports.

莱西·罗宾逊知道学习阅读需要什么。

Lacey Robinson knew what it took to learn how to read.

她知道教别人阅读需要什么，也知道这有多么重要。

She knew what it took to teach someone how to do it, and she knew how important it was.

但就连莱西也被那些持有不同观点的人吸引了，这些观点与她所了解的阅读教学方法背道而驰。

But even Lacey was wooed by people who had other ideas, ideas about how to teach reading that went against what she knew.

这就是我将在本集中告诉你的故事。

That's the story I'm gonna tell you in this episode.

我会告诉你，为什么就连莱西·罗宾逊也相信了这些观点。

I'm gonna tell you why even Lacey Robinson believed.

我还会向你介绍她所信赖的那个人——当今美国小学教育中最具影响力的人物之一。

And I'm gonna introduce you to the person she believed in, one of the most influential people in American elementary education today.

莱西·罗宾逊于1996年在佐治亚州玛丽埃塔的一所贫困小学开始教一年级，那里的学生超过一半是黑人。

Lacey Robinson started teaching first grade in 1996 in Marietta, Georgia, at a poor elementary school where more than half the students were black.

当时根本没有阅读课程。

And there was no reading program.

她说，学校既没有教孩子阅读的课程，也没有给教师提供任何培训。

She says there was no curriculum to teach kids how to read and no training for teachers.

我气得不行，于是接下来的那个夏天，我自己开发了一套阅读课程。

I got so angry that I spent that next summer creating my own reading program.

当她秋天回到学校时，她找到了首席教师，向她展示了自己设计的方案。

When she returned to school in the fall, she went to the lead teacher and showed her what she'd come up with.

我们可以教孩子阅读了。

We got to teach reading.

这是我的教学方案。

Here's my program.

我制定了这个教学计划。

I laid out this program.

我觉得我们必须从自然拼读开始。

I was like, we got to start with phonics.

我们必须教他们这套编码系统。

We got to we got to we got to teach them the code.

我们必须给他们书，然后啊啊啊啊啊，就像沉默一样。

We got to give them books and dah, dah, dah, dah, dah, like silence.

然后校长被叫来了。

And then the principal got called in.

然后我基本上被要求安分守己。

And then I basically got told to stay in my place.

那是九十年代。

This was the nineties.

当时人们并不认为你应该教自然拼读。

Phonics was not something you were supposed to be teaching.

但有趣的是，同年，校长聘请了一位来自纽约的女性，她是阅读和写作工作坊的专家。

And then interestingly enough, that same year, the principal hired a woman from New York who was an expert in reading and writer's workshop.

这位女性是一名识字教练，她的职责是帮助学校教师实施一种叫做阅读与写作工作坊的模式。

The woman was a literacy coach whose job was to help teachers the school implement something called the reading and writing workshop.

Lacey从未听说过阅读与写作工作坊，她对此有些怀疑，因为这个模式并不包含自然拼读教学。

Lacey had never heard of the reading and writing workshop, and she was kind of suspicious because it didn't include phonics instruction.

但是

But

到了年底，我很好奇。

By the end of the year, I was curious.

阅读与写作工作坊并不是一种课程。

The reading and writing workshop was not a curriculum.

它更像是一种框架，一套固定的流程。

It was more like a framework, a set of routines.

如今它已经发展成一套出版的课程。

It has since become a published curriculum.

它是这样运作的。

Here's how it works.

老师首先进行一个名为微型课的环节。

The teacher starts with something called a mini lesson.

一个针对幼儿园的微型课例子是：什么是热衷阅读的人？

An example of a mini lesson for kindergarten is what is an avid reader?

老师向全班展示热衷阅读者的照片，并让学生们讨论他们注意到了什么。

The teacher shows the class photographs of AVID readers and asks the children to discuss what they notice.

然后孩子们被安排去找一个舒适的地方，练习热衷阅读。

Then the children are sent off to find comfortable spots so they can practice AVID reading.

这些是幼儿园的孩子，但他们需要独立阅读、与同伴一起阅读以及在小组中阅读三十五到四十五分钟。

These are kindergarteners but they're supposed to spend thirty five to forty five minutes reading independently and with partners and in small groups.

老师会四处走动，观察并与孩子们交流。

The teacher circulates and observes and confers with the children.

在某个时刻，老师会吸引全班的注意力，进行所谓的‘中期教学点’。

At some point, the teacher gets the attention of the whole class for what's called a mid workshop teaching point.

她可能会分享自己观察到的内容。

She might share something she's noticed.

教师指南中的例子是这样说的。

The example in the teacher guide is to say something like this.

我到处看到，你们都在认真阅读。

Everywhere I look, you are reading avidly.

我不需要那些陌生人的照片来见证认真阅读。

I don't need those photographs of strangers to see avid reading.

不可能。

No way.

它就在我眼前。

It's right here in front of me.

孩子们然后回到他们的书本上。

The kids then go back to their books.

最终，老师把孩子们重新召集在一起，让他们分享他们关于热情阅读所学到的内容。

Eventually, the teacher brings the children back together so they can share what they learned about avid reading.

正如我所说，拉西·罗宾逊最初持怀疑态度，但这是她的学校告诉她的做法。

Like I said, Laci Robinson was suspicious at first, but this is what her school was telling her to do.

而这种工作坊式教学方式逐渐赢得了她的认同。

And the workshop approach grew on her.

你不必整个夏天或周末都费力拼凑一个阅读课程。

You didn't have to spend your entire summer or weekends trying to cobble together a reading program.

而且它还附带了大量的专业发展指导。

And it came with a lot of professional development coaching.

她终于得到了一些培训。

She was finally getting some training.

而工作坊模式最好的地方在于，它附带了大量的书籍。

And the best thing about the workshop approach is that it came with a lot of books.

它为我的教室带来了成堆的书籍。

It brought volumes of books in my classroom.

要开展阅读工作坊，老师需要一个大型的教室图书馆。

To do the reading workshop, a teacher needs a big classroom library.

孩子们会在周一浏览图书馆，挑选一批适合他们阅读水平的书，然后整周阅读这些书，甚至可能把它们装在塑料袋里带回家。

Kids will browse the library on a Monday, pick a bunch of books on their reading level, and then read those books all week, maybe even bring them home in a baggie.

莱西非常喜欢这一点。

Lacey loved that.

她在佐治亚州的一所贫困的黑人学校任教，而那里正是她祖母长大的地方。

She was in a poor black school in Georgia, same state where her grandmother had grown up.

莱西的学生们得到了大量的书籍，成堆的书籍。

And Lacey's students were getting books, tons of books.

但莱西对自己的工作有些沮丧。

But Lacey was kind of frustrated with her job.

她正在教她想教的孩子们。

She was working with the children she wanted to teach.

但这是一所处境艰难的学校，她仍然觉得自己没有获得所有需要的资源和培训。

But it was a struggling school, and she still didn't feel like she was getting all the resources and training she needed.

她有一个朋友，是学校里另一位一年级老师，来自纽约。

She had a friend, another first grade teacher at the school, who was from New York.

这位朋友开始向Lacey讲述纽约市郊富裕社区的学校情况。

And this friend started telling Lacey about schools in affluent communities outside New York City.

她开始跟我谈论郊区的学校，她的目标之一就是去那里。

She began to talk to me about, schools in the suburbs, and one of her goals was to get there.

就是去那里，那里的薪资更高。

Was to get there, the pay was better.

你知道，她知道自己在那里会得到更好的专业发展。

You know, she knew she was gonna be professionally developed better.

Lacey也决定想去郊区，但并不是因为她打算在那里长期工作。

Lacey decided she wanted to get to the suburbs too, not because she was gonna spend her career there.

她的计划是去郊区的富裕学校，学习一切关于孩子们如何被教导的知识，然后回到她最初在玛丽埃塔任教的学校。

Her plan was to go to wealthy schools in the suburbs, learn everything she could about how the kids were taught, and come back to schools like the one where she started in Marietta.

她希望给贫困的黑人孩子提供富裕的白人孩子所享有的教育资源。

She wanted to give poor black children what rich white children were getting.

她的朋友想到了一个去郊区找工作的办法。

Her friend had an idea about how to get a job in the suburbs.

她说：先去哥伦比亚大学读研究生，那里的教师学院很有声望。

She said, go to graduate school first at Columbia University, the prestigious teacher's college there.

我当时想，好吧。

I was like, alright.

我会去申请的。

I'll apply.

我根本不知道它的地位。

I had no idea the status.

我完全不了解这些情况。

I had no idea any of that.

她也不知道这有多贵。

She also had no idea how expensive it was.

她被录取了，并很快意识到自己需要一份工作。

She got in and realized pretty quickly that she needed a job.

她的一位教授给她提供了一份工作，担任教授创办的一所教师培训研究所的行政助理。

And one of her professors offered her one, working as an administrative assistant at a teacher training institute the professor had founded.

这位教授的名字叫露西·卡金斯。

The professor's name is Lucy Calkins.

她的研究所名为教师学院读写项目。

Her institute is called the Teachers College Reading and Writing Project.

于是我开始在那里工作，负责复印、接电话、协助准备会议。

So I started working there, making copies, answering phones, helping prepare for meetings.

莱西起初并不知道，露西·卡金斯正是她在玛丽埃塔一直使用的读写工作坊教学法的创始人。

Lacey didn't know it at first, but Lucy Cawkins is the person who created the reading and writing workshop approach she'd been using in Marietta.

莱西也不知道，她当时正在为露西·卡金斯及其组织工作，而这对卡金斯和她的机构来说是一个关键时刻。

Lacey also didn't know that she was working for Lucy Calkins at a pivotal moment for Calkins and her organization.

卡金斯研究所成立于20世纪80年代初，专注于写作教学。

Calkins Institute had been founded in the early nineteen eighties to focus on writing instruction.

扩展到阅读教学是相对较新的举措。

The expansion into reading instruction was relatively new.

当蕾西在90年代末为她工作时，露西·卡金斯正在撰写一本关于如何教授阅读的书。

And when Lacey started working for her in the late nineteen nineties, Lucy Calkins was working on a book about how to teach reading.

问题是，露西·卡金斯对幼儿如何学习阅读知之甚少。

Problem was, Lucy Cawkins didn't know that much about how little kids learn to read.

这并不是她的专业领域。

It was not her area of expertise.

因此，她邀请了你在上一集中认识的俄亥俄州立大学教授盖伊·苏·平内尔来到哥伦比亚大学。

So she invited the Ohio State professor you met in the last episode, Gay Sue Pinnell, to come to Columbia.

蕾西·罗宾逊当时也在场。

And Lacey Robinson was there.

我记得对朋友说，我觉得阅读之母来了。

I remember saying to my friend, I think the mother of reading is here.

平内尔在一年中多次来到哥伦比亚大学，向露西·卡金斯及其同事传授她关于儿童如何学习阅读的知识。

Pinnell came to Columbia many times over the course of a year to teach Lucy Cawkins and her colleagues what she knew about how children learn to read.

我记得当时觉得，盖·苏·平内尔谈论阅读的方式，就像耳科医生谈论耳道和喉咙系统一样。

I remember feeling like Gay Su Pinnell talked about reading the way a ear doctor talks about the system of the ear canal and the throat.

她讲得如此精准。

It was with such precision.

玛丽·克莱也来到了哥伦比亚大学。

Mari Clay came to Columbia too.

露西·卡金斯采纳了她的提示理论，并将‘阅读策略’融入她的工作坊教学模式中。

Lucy Calkins embraced her cueing theory and adopted the word reading strategies into her workshop approach.

对莱西·罗宾逊来说，这一切都令人振奋。

For Lacey Robinson, it was pretty heady stuff.

她最终来到了一所常春藤盟校的知名研究机构，参与开发一种阅读教学方法。

She'd ended up at a prestigious institute at an Ivy League school that was developing an approach to teaching reading.

她正在向那些显然是各自领域顶尖、声名显赫的人学习。

She was learning from people who were clearly at the top top of their field, famous people.

似乎没有人比她的老板更出名了。

None more famous, it seemed, than her boss.

有一天，我受邀和露西以及她的团队一起去布朗克斯的一些学校，亲眼见证她如何专业地培养一群教师。

I got invited one day to go out with Lucy and the team to some schools in the Bronx and to witness her professionally developing a group of teachers.

那简直像一场演出。

And it was like theater.

我的意思是，她走进那栋楼时，就像摇滚明星一样。

I mean, the people she was like a rock star walking into that building.

我只是记得坐在那里，惊叹不已。

And I just remember sitting there, like, in awe.

这已经是二十多年前的事了。

This was more than twenty years ago.

如今，露西·卡金斯更加出名了。

Lucy Cockins is even more famous today.

她教授阅读和写作的方法被世界各地的学校所采用。

Her approach to teaching reading and writing is used in schools all over the world.

据估计，美国多达四分之一的小学都在使用她的课程。

It's estimated that as many as one in four elementary schools in The United States uses her curriculum.

超过17万名教师参加了她在纽约举办的为期一周的教师培训项目。

And more than 170,000 teachers have come to the weeklong teacher training institutes she offers in New York.

这些培训项目通常以在教堂举行的开幕仪式开始。

These institutes often begin with opening ceremonies in a church.

这就是我要看到她看到我的地方。

This is where we're gonna see her see me.

这是一位教师在走进教堂时录下的视频。

This is a teacher recording herself as she walks into the church.

这是位于曼哈顿的河滨教堂。

It's Riverside Church in Manhattan.

天哪。

Oh, boy.

天哪。

Oh, boy.

这太美了。

This is so beautiful.

太美了。

It's so beautiful.

太美了。

It's so beautiful.

真美。

Beautiful.

就像在开摇滚演唱会一样。

Was like being at a rock concert.

对吧？

Right?

这是丽莎·卡里姆，另一位参加了卡金斯研究所纽约课程的老师。

This is Lisa Karim, another teacher who came to one of Cawkins Institutes in New York.

其中一个环节是进入一个大型大学礼堂。

One of the sessions was going into this big college auditorium.

所有人都安静地低语着，露西坐在前排，正在给一名学生上写作课，那种感觉就像在观看一场神奇的表演。

Everybody was whisper quiet, and there was Lucy down at the front with a student teaching a writing lesson, and it felt like you were watching something magical.

丽莎·卡里姆希望为她的学生创造同样的魔力。

Lisa Karim wanted to make the same kind of magic for her students.

这就是她为什么在这里。

That's why she was there.

这是一个懂得孩子如何学习阅读和写作的人，而我也想学会如何教孩子阅读和写作。

It was, here's a person who knows how children learn to read and write, and I want to be able to teach children to read and write.

露西·卡金斯触及了全国教师们的一种需求。

Lucy Calkins tapped into a need among the nation's teachers.

一种想要更多了解如何教授阅读和写作的需求。

A need to know more about how to teach reading and writing.

她在纽约的研究所就像一座圣地。

Her institute in New York is like a mecca.

它就像常春藤盟校一样，你总是想去那里。

It was like this sense of the Ivy League, and you always wanna go there.

这是卡莉·奇，上一集你见过的那位不喜欢乔治·布什的老师。

That's Carrie Chi, the teacher you met in the last episode who didn't like George Bush.

她非常崇拜露西·卡金斯。

She loved Lucy Calkins.

她从未有机会去纽约的卡金斯研究所。

She never got to go to one of the Calkins Institutes in New York.

克里斯塔·韦拉斯克斯也没有去过。

Neither did Krista Velasquez.

她是加利福尼亚州帕洛阿尔托的一名教师。

She's a teacher in Palo Alto, California.

我们都会申请，但只有部分人会被选中去参加，其他人则选不上。

We would all apply, and certain people would get picked to go, and then certain people wouldn't get picked to go.

学区无法负担送所有人去的费用。

A school district can't afford to send everyone.

这些研究所的费用每人高达850美元，还不包括其他开销。

The institutes cost up to $850 per person plus expenses.

克里斯塔说，大家都很羡慕那些被选中的老师。

Christa says everyone was envious of the teachers who got to go.

大家都有这种愿望，想和最好的朋友一起去，你们可以结伴同行。

There is this desire you're going go with your best friends, you guys go together.

你们会一起住酒店。

You stay in a hotel together.

那些去的人，你知道的，他们被盛情款待，外出时还会去看演出。

The people who went, you know, they kinda got wined and dined, they would go to shows when they were out there.

他们得到了

They got a

一次免费前往纽约的旅行。

free trip to New York.

但学区并不需要送老师去纽约才能向露西和她的团队学习。

But a school district doesn't have to send their teachers to New York to learn from Lucy and her team.

他们可以请露西团队来本地，进行几天的培训，或提供持续的指导和支持。

They can come to you for a few days of training or for ongoing coaching and support.

帕洛阿尔托学区多年来与卡金斯公司签约，让她培训师进入他们的学校。

The Palo Alto schools contracted with Calkins for years to have her trainers in their schools.

记录显示，该学区在2013年至2021年间向卡金斯拥有的有限责任公司支付了超过100万美元。

Records show the district paid an LLC that belongs to Calkins more than $1,000,000 between 2013 and 2021.

克里斯塔·韦拉斯克斯就是这样学会了卡金斯的阅读与写作工作坊。

That's how Krista Velasquez learned to do the Calkins reading and writing workshop.

露西的培训师们非常出色。

The Lucy trainers are phenomenal.

当你和他们坐在房间里，他们教你时，你会觉得自己无所不能。

And when you're sitting with them in a room and they're teaching you, you feel like you can do anything.

他们就像房间里的阳光。

They become a sunlight in a room.

当你和他们一起参加这些培训时，你会看到自己也有潜力成为那束阳光。

And when you're in these trainings with them, you see that there's a possibility to become that sun.

露西·卡金斯也访问过帕洛阿尔托。

Lucy Calkins has visited Palo Alto too.

如果碧昂丝来我的学区举办一场私人演唱会，对很多老师来说也不会比这更轰动。

If Beyonce came and gave a private concert in my district, it would not have been a bigger deal for many of my teachers.

这是帕洛阿尔托学区的校董托德·柯林斯，回忆几年前卡金斯访问学区的情景。

This is Todd Collins, a school board member in Palo Alto, remembering a Calkins visit to the district a few years ago.

我感到非常震惊。

And I've been stunned.

我的意思是，我曾参加过我们学区教育领导的会议，听到他们把课程称为‘露西’。

I mean, I've sat in meeting with educational leaders in my district and have them talk about the curriculum as Lucy.

露西这么说。

Lucy says this.

露西这么做。

Lucy does this.

她就是这门课程的化身。

She personifies this curriculum.

有人为露西·科金斯写过歌曲，比如一位老师在推特上发布的这首歌。

Songs have been written about Lucy Cockins, like this song a teacher posted to Twitter.

在纽约，我们都想追随她。

In New York, we wanna follow her.

而且这首歌

And this

是关于露西·卡金斯推荐的阅读策略的歌曲。

song about the reading strategies Lucy Calkins recommended.

教师们在卡金斯的一所研究所里被教授这首歌。

Teachers are being taught this song at one of Cawkins' institutes.

我们在Facebook上找到了这段视频。

We found the video on Facebook.

这些策略，看图片，注意第一个字母，露西·卡金斯最近承认她对这些策略的看法是错误的。

Those strategies, check the picture, look at the first letter, Lucy Cawkins recently acknowledged she was wrong about those strategies.

她说，关于儿童如何学习阅读，有一些重要的事情她之前并不了解。

She says there are important things about how children learn to read that she didn't know.

她今年早些时候告诉《纽约时报》，我的报道帮助她改变了想法。

She told The New York Times earlier this year that my reporting helped change her mind.

但证明这些策略是错误的研究已经存在了几十年。

But the research showing those strategies were a bad idea has been around for decades.

她为什么不知道这些？

Why didn't she know about it?

这正是我一直试图弄清楚的问题。

That's what I've been trying to figure out.

我想跟你聊聊她的背景，因为我认为这可能揭示了她为何在阅读教学上出现错误，以及为何长期未能意识到这一点。

And I wanna tell you a little about her background because I think it may reveal some things about why she got reading wrong and why she didn't realize it for so long.

更多内容请稍后继续。

More on that after a break.

你好。

Hi.

我是艾米莉，我在这里提醒您，《售出的故事》是由独立公共媒体新闻制作的。

It's Emily, and I'm here to remind you that Sold a Story is a product of independent public media journalism.

这种严谨的长篇调查报道需要大量的人力和时间。

This kind of rigorous long form investigative reporting involves a lot of people and a lot of time.

制作成本很高，但我们坚持做，因为这项工作具有影响力。

It's expensive to produce, but we do it because the work has impact.

您现在可以通过访问 soldastory.org/donate 捐款，或点击节目说明中的链接来支持我们的持续报道。

You can support our ongoing reporting right now by making a donation at soldastory.org/donate or clicking on the link in the show notes.

2019年1月，在她承认自己对排队策略的看法错误之前，露西·卡金斯参加了一档由其出版商制作的播客，并谈到了自己的童年。

In January 2019, before she acknowledged she was wrong about the queuing strategies, Lucy Calkins appeared on a podcast produced by her publisher and talked about her childhood.

我觉得我成长在一个家庭里，这个家庭以各种方式传递给我们一个信念：我们来到这个世界上的使命就是有所作为。

I think I grew up, in a family that conveyed in every way that our role here in on Earth is to make a difference.

露西·卡金斯出身于一个庞大而富裕的家庭。

Lucy Calkins is from a big, well-to-do family.

她的父母都是医生。

Her parents were both doctors.

他们一共有九个孩子。

They had nine kids.

我的八个兄弟姐妹中，绝大多数都是医生或律师。

My eight brothers and sisters are mostly all doctors or lawyers.

每个人都去了哈佛或耶鲁，你知道的，这是一个非常优秀的家庭。

Everybody went to Harvard or Yale or you know, it's a very high achieving family.

她是家里那个另类。

She was kind of the black sheep of her family.

这是她自己的话。

Those are her words.

她没有去哈佛或耶鲁。

She didn't go to Harvard or Yale.

她去了另一所精英学校——威廉姆斯学院，一所位于马萨诸塞州西部的小型学院，主修宗教。

She went to a different elite school, Williams, a small college in Western Massachusetts, where she majored in religion.

我确实想象过自己成为一名牧师。

And I did imagine myself becoming a pastor.

我想要那样，因为我希望成为一群关注重要事务的人中的一员。

And I I wanted that because I wanted to be part of a community of people who dealt with things that matter.

我想和那些面对生死大事、真正产生影响的人在一起。

I wanted to be with people around issues that that are life and death and that that make a difference.

但她实际上并不是一个虔诚的信徒。

But she wasn't actually much of a believer.

你也不确定这些说法中有多少是编造的。

You're not sure how cooked up some of this is.

这在当牧师时成了个问题。

That was a problem when it came to being a pastor.

于是她决定尝试别的职业，另一个她认为能带来改变的领域——教学。

So she decided to try something else, another career where she thought she could make a difference, teaching.

大学毕业后，她去找了童年时的牧师寻求建议。

After college, she went to her childhood minister for advice.

他刚获得教育学博士学位，建议她去看看英国的小学。

He had recently completed a doctorate in education, and he told her to check out the primary schools in Britain.

那是二十世纪七十年代，这些英国小学正处于进步教育运动的前沿。

This was the nineteen seventies, and these British primary schools were at the forefront of the progressive education movement.

这些学校里没有课桌，也没有严格的课程表。

There were no desks in these schools, no strict schedules.

孩子们通过体验和探索来学习，而不是通过正式的课程。

Children learned through experience and exploration, not formal lessons.

这对年轻的露西·卡金斯来说非常有吸引力。

It was very appealing to a young Lucy Calkins.

于是我飞到希思罗机场，伸出拇指搭便车去了牛津郡。

So I flew to Heathrow Airport and stuck out my thumb, and I hitchhiked to Oxfordshire.

她去了当地学校负责人的办公室，说服他给她一个无薪学徒机会。

She went to the office of the man in charge of the local schools and convinced him to give her an unpaid apprenticeship.

她住在一所幼儿园里，她说自己实际上睡在教室里的一张垫子上，周围都是红色的小椅子，每天在孩子们来之前就起床，骑着摩托车去比斯特小学。

She lived in a nursery school, says she actually slept on a mat in a classroom surrounded by little red chairs, got up and out each morning before the children arrived, and rode her motorcycle to the Bister Primary School.

她在英国待了一年。

She spent a year in England.

当时英国的小学里，教师们会定期举办研修活动。

In the British primary schools at the time, there were these retreats for teachers.

因此在周末，我会参加这些在城堡里举办的研修活动。

And so on weekends, I would be part of these study retreats, they were held in castles.

你周五晚上到达时，壁炉里火焰噼啪作响，面前摆着雪利酒；到了周六，你会做一些事情，比如观察蘑菇，用放大镜仔细研究真菌，画出精致的小图，或者进行创意运动、拉班动作。

And you arrive Friday night and there's sherry in front of the crackling fire and then on Saturday you do things like observe a mushroom and make little delicate drawings studying the mushroom close-up with the magnifying glass and the fungi and, you know, or you would do creative movement, Laban movement.

露西·卡金斯说，正是在这里，她第一次萌生了工作坊教学法的想法。

Lucy Calkins says this is where she first got the idea for her workshop approach.

她首先专注于写作教学，因为她本身是一位作家。

She focused first on writing instruction because she was a writer.

她的目标是将小学课堂转变为类似成人作家工作坊的地方，在那里，孩子们受到启发去写作，并把自己视为有话想说的作者。

Her goal was to turn the elementary school classroom into something like an adult writer's workshop, a place where children are inspired to write and to think of themselves as authors who have something to say.

你最喜欢写作的哪一点？

What do you like about writing?

把我的真实感受融入故事中，并清楚自己写的是什么。

Putting my own feelings into stories and knowing what I'm writing about.

而且这很有趣。

And it's fun.

这是露西·卡金斯在20世纪70年代末的一项关于学生写作的研究项目中，对新罕布什尔州一所乡村学校的孩子进行的访谈。

This is Lucy Calkins interviewing a child at a school in rural New Hampshire as part of a research project on student writing in the late 1970s.

你喜欢修改吗？还是觉得这是个苦差事？

Do you like rewriting, or do you find it a chore?

要看今天是哪种蓝色时段。

On what kind of blue time it is in the day.

你看，我的写作在一定程度上取决于我当天的感觉之类的东西。

See, my writing sort of depends on the way I feel that day and that kind of thing.

因为如果我真的不想写的话

Because if I don't really want

露西·卡金斯之于写作教学，就如同整体语言教学法之于阅读教学。

Lucy Calkins was to writing instruction what the whole language movement was to reading instruction.

基本理念是，如果孩子有学习的动力，他们就会学。

The basic idea was that if kids are motivated to learn, they will.

营造合适的环境，给予学生充分的自由去自主选择，他们就会发展出所需的技能。

Create the right environment, give students lots of freedom to make their own choices, and they'll develop the skills they need.

卡金斯对教授孩子写作的机械性技巧并不特别感兴趣。

Cawkins was not particularly interested in teaching children the mechanics of writing.

她认为过于关注语法和拼写是写作教学问题的一部分。

She thought focusing too much on grammar and spelling was part of the problem with writing instruction.

到20世纪80年代初，露西·卡金斯加入了哥伦比亚大学教师学院的教职。

By the early nineteen eighties, Lucy Cawkins had joined the faculty at Teachers College Columbia.

她创办了自己的教师培训学院。

She had started her teacher training institute.

根据当时《纽约时报》的一篇文章，她已经正在改变许多学校的教学方式。

And according to an article back then in The New York Times, she was already transforming instruction in many schools.

你来自俄亥俄州的辛辛那提，亚特兰大，马萨诸塞州的斯普林菲尔德，哈特福德。

You come from Cincinnati, Ohio, and from Atlanta, from Springfield, Massachusetts, from Hartford

这是露西·卡金斯在1985年一场教育会议上的演讲。

This is Lucy Calkins giving a talk at an education conference in 1985.

写作领域的变革之所以发生，是因为我们意识到教师需要成为教练。

And the revolution in the field of writing has come because we've realized that teachers need to be coaches.

他们需要像大师工匠一样，与学徒一起工作。

They need to be master craftspeople working with an apprentice.

他们需要成为自己教室里的研究者。

They need to be researchers in their classroom.

他们需要搬把椅子坐在孩子们旁边，观察这些人是如何写作的。

They need to pull their chair alongside the kids and watch how this person goes about writing.

她在发表这场演讲几个月后，出版了一本名为《写作教学的艺术》的书。

A few months after she gave this talk, Lucy Calkins published a book called The Art of Teaching Writing.

在书中，她说孩子们通过写作和培养‘我是一个写作者’的自我认知来学习写作。

In the book, she says that children learn to write by writing and by living with a sense of I am one who writes.

她说，这种自我认知会赋予孩子们观察的眼光，让他们在各处注意到书面语言的规范。

This self perception, she says in the book, will give children the eyes to see, and they will notice the conventions of written language everywhere.

他们会从广告牌、标签和书籍中学习标点、拼写以及书面语言的多种节奏。

They will learn about punctuation, spelling, and the many rhythms of written language from billboards and labels and books.

他们会好奇浴巾上的字母缩写。

They will ask about the monogram letters on their bath towels.

我反复思考过这句话。

I've thought about that sentence a lot.

他们会问浴巾上的字母缩写是什么意思。

They will ask about the monogram letters on their bath towels.

这在一本550页的书中只是一个细节，但我认为这是一个富有启示性的细节。

It's one detail in a 550 page book, but I think it's a revealing detail.

露西·卡克金斯对儿童如何学习有一个观点，我认为这个观点受到了特权的影响。

Lucy Calkins had an idea about how children learn, and I think that idea was influenced by privilege.

她的想法相当浪漫，认为学习是有趣而美好的，是一种自然的过程，有点神奇，而教师的职责是激发孩子的潜能，观察并培育他们，帮助孩子爱上阅读和写作。

Her idea was kind of romantic, that learning is fun and beautiful, that it's a natural process, kind of magical, and that a teacher's job is to unlock a child's potential, to observe and nurture, to help children fall in love with reading and writing.

我曾经也相信这一点，认为识字是一个自然的过程，只要你多给孩子读书，他们就会学会。

I think I used to believe this too, that learning to read was a natural process, that if you read enough to your kids, they'd learn.

我认为我的这种信念也受到了特权的影响。

And I think my belief was influenced by privilege.

我成长在一个与露西·卡克金斯家庭颇为相似的家庭。

I grew up in a family not unlike Lucy Cawkin's family.

中上层阶级，白人，受过良好教育。

Upper middle class, white, well educated.

我父母都在20世纪60年代就读于哥伦比亚大学教师学院。

Both of my parents went to Teachers College Columbia in the 1960s.

我甚至也有带字母刺绣的浴巾。

I even had some monogram bath towels.

正如我在之前的节目中提到的，我认为阅读对我而言很容易，对我孩子来说也很容易。

And as I mentioned in an earlier episode, I think learning to read was pretty easy for me, and it was pretty easy for my kids.

直到几年前我开始做这项报道之前，我一直坚信阅读是一种自然的过程。

Nothing challenged my view that learning to read is a natural process Until I began doing this reporting a few years ago.

那时，我开始不断听到全国各地的家长讲述同样的故事。

That's when I started hearing the same story again and again from parents all over the country.

我的孩子不会阅读，而学校也没有教她如何阅读。

My kid can't read and the school isn't teaching her how to do it.

很多这些孩子就读于富裕的郊区学区，这些学区声誉良好。

A lot of these kids were in schools in affluent suburban districts districts with great reputations.

就是莱西·罗宾逊希望进入的那种学区。

The kind of district Lacey Robinson wanted to get to.

她确实去了。

And she did.

但她发现事情并不像表面看起来那样。

But she discovered that things weren't quite what they seemed.

莱西从哥伦比亚大学毕业后，在纽约市北部的郊区新罗谢尔的一所小学找到了一份教师工作。

Lacey got a teaching job after she graduated from Columbia at an elementary school in New Rochelle, a suburb north of Manhattan.

那里的状况和她朋友在玛丽埃塔描述的一模一样。

And it was just like what her friend in Marietta had described.

教室更小。

The classrooms were smaller.

教学用品应有尽有。

The supplies were endless.

老师们似乎接受了更专业的培训。

The teachers seemed to be more professionally developed.

而且整个学区都在全力推行露西·卡金斯的教学方法。

And the school district was all in on the Lucy Cawkins approach.