蒙特利尔的第二次机会学校（上）

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在加拿大蒙特利尔的学术融合中心，教师们每日面临的挑战是在传统学校教育失败时，力争取得成功。这所法语学校专门招收求学之路坎坷曲折的学生。赢得学生们的信任，是学习的前提条件。

To succeed where traditional schools have failed. This is the challenge that teachers at the Centre d'intégration scolaire (Centre for academic integration, CIS) in Montreal, Canada, face every day. The French-language school takes in students whose educational paths have been rocky – gaining their trust is a prerequisite for any learning. 

记者：琳·弗雷谢（加拿大） 

Journalist: Lyne Fréchet (Canadian) 

砖墙、墙上的图画和破旧的储物柜，这让中心看上去与其他学校毫无二致。教室里的桌椅成排摆放，正对着黑板。每天早上八点，学生们吵吵闹闹地涌上通往顶层的宽阔楼梯。但除此之外，中心与普通学校再无其他共通之处。 

With its brick walls, drawings hanging on the walls and worn-out lockers, CIS looks like any other school. Classrooms open onto rows of desks, aligned and facing a blackboard. From eight in the morning, students noisily invade the wide staircase that leads to the top floors. But the comparison ends there. 

这是由于位于蒙特利尔市罗斯蒙特区的这家中心近50年来始终致力于招收弱势学生——有学习障碍或心理问题的学生。他们当中许多人的生活背景混乱，家族历史复杂，有些学生甚至曾经触犯过法律。学生们的年龄在6至18岁之间，其中许多学生在以前就读的学校有过不愉快的经历，例如考试不及格，接二连三地被学校开除，或是被赶到教室的后边，学习专为问题学生开设的特殊课程。对于这些学生来说，中心是让他们站在全新的基础上再次出发的新起点。 

This is because the school, located in the city’s Rosemont district, has been welcoming vulnerable students – students with learning disabilities or psychological problems – for nearly fifty years. Many of them have chaotic backgrounds and complicated family histories, and some have even been in conflict with the law. Aged from 6 to 18, many students have also had a difficult past in schools they have attended. They have experienced academic failure, successive expulsions or been relegated to the back of the classroom in special programmes for difficult students. CIS is a new beginning for them – on a completely different basis. 

6月末，距离放暑假还有一周时间，中心里弥漫着紧张气氛。六年级学生正在准备参加“社会世界”考试，这门课程贯穿中小学阶段，内容涵盖魁北克省的社会史和政治史。孩子们在座位上焦躁不安地等待着。 

At the end of June, a week before the summer holidays, the atmosphere is charged. The grade six students are preparing to take their “social universe” exam, a subject taught at the elementary and secondary levels, which covers the social and political history of Quebec. The children fidget in their seats. 

年轻教师凯妮亚·阿尔瓦拉多·拉拉宣布，考试重点是“咆哮的二十年代”（西方文化中的20 世纪20 年代）和婴儿潮时期（第二次世界大战后，美国和世界其他地区的人口出生率显著提高，故名“婴儿潮”）。 

Their young teacher, Kénia Alvarado-Lara, announces that the questions will focus on the Roaring Twenties (the decade of the 1920s in Western culture) and the baby boom (a period marked by a significant increase in the birth rate, coined after the one that occurred in the United States and other parts of the world following the Second World War). 

隔壁教室传来一阵沉闷的声响。佩戴着对讲机的数名工作人员闻讯赶来，准备提供帮助。在教室里，教师们让撞墙的小男孩安静了下来，并将他与其他学生隔开。小男孩躺在一张小床垫上，两名工作人员陪在身边安抚着。 

Dull noises are then heard in the next classroom. A few staff members – all connected by walkie-talkie – head to the classroom, ready to intervene. Inside, the teachers have already managed to calm the young boy who was hitting a wall. He lies on a small mattress in a space away from the others and two of the interveners stay with him to soothe him.

©️卢克·富杰尔 (Luc Fugère) 在学术融合中心从事教学工作28年，他正在为弗洛拉 (Flora) 提供指导，聆听和共情是与学生建立信任的关键。

从一所学校被扔到另一所学校

Tossed from one school to another

这种突如其来的爆发并不罕见，特别是在学期末。在中心任教17 年的校长伊莎贝尔·乔纳德（Ysabelle Chouinard）说：“很多年轻人都患有依恋障碍，每到假期，学生们就会感到焦虑。他们不知道会发生什么，也害怕离开教师。”一些年轻人从一所学校被扔到另一所学校，从一个家庭被扔到另一个家庭，他们迫切需要情感慰藉。 

These outbursts are not uncommon, especially at the end of the year. “Many of these youth  suffer from attachment disorders,” says the principal, Ysabelle Chouinard, who has taught at the school for seventeen years. “When the holidays arrive, the students are anxious. They don’t know what to expect and are afraid of parting from their teacher.” There is an immense need for affection in some of these young people, who have been tossed from one school to another and from one family to another. 

教师必须应对学生行为的突然变化、情感困扰和暴力问题，有时需要警方介入。中心对于84 名在读学生来说面积略大了些，这是由于校内存在不可预测的行为、喊叫和打斗等情况，中心无法招收更多学生。 

The teachers have to deal with sudden changes in behaviour, emotional distress and violence, which sometimes requires police intervention. If the school is a little too big for the eighty-four students it takes in, it is because the unpredictable behaviour, yelling and fighting do not allow the school to share the premises with other students. 

在中心工作，需要具备强健的体格。除校长外，还有社会工作者、十几名教师和教育专家共同负责魁北克省这所独特的学校。很多曾经怀揣理想、希望帮助年轻人解决问题的教师或实习教师在这里工作了几个月后，茫然地离开了。 

Working at CIS requires a solid constitution. In addition to the principal, social workers, a dozen teachers and specialized educators are responsible for this unique school in Quebec. Many teachers or trainees who come with the idea of helping young people resolve their problems leave after a few months, bewildered. 

凯妮亚坦言，在中心工作的第一年给她留下了痛苦的回忆：“我的班里有16 名中学一年级（相当于魁北克省七年级）学生，他们很难相处。即便是在传统学校，这些学生也正处在叛逆的年龄。但是在我的班里，我还要面对侮辱、肢体暴力和打架斗殴。我哭过很多次，觉得自己受到了人身侮辱，经常失眠。” 

Alvarado-Lara admits that she has painful memories of her first year in the school. “My class consisted of sixteen students from Secondary I [grade seven in Quebec], who were very difficult cases. In a traditional school, it’s already a difficult age. But with them, I also had to face insults, physical violence and fights. I cried a lot and felt personally targeted by the insults. I couldn't sleep.” 

教育家梅兰妮· 贝朗热（Mélanie Bélanger）的课间

每间教室都有一名专家在场，帮助教师管理学生的情绪

凯妮亚渐渐找到了应对这些难缠学生的办法。她说道：“我设法与这些年轻人建立良好的关系，这使我能够克服所有挑战。我们渐渐学会了相互尊重。另一个重要因素是我的导师很信任我。每当我觉得忍无可忍时，她会鼓励我休息一天。照顾好自己同样重要。” 

Over time, Alvarado-Lara has found ways to respond to these demanding students. “The relationships I’ve managed to develop with these young people, have allowed me to overcome all the challenges,” she continues. “We have developed a mutual respect over time. The other crucial factor was that my director trusted me. When I couldn't take it anymore, she’d encourage me to take a day off. It's important to take care of yourself.” 

在中心执教十年的罗克珊· 加格农· 侯勒（Roxanne Gagnon-Houle） 也学会了处理强烈情绪的方法。她热爱自己的工作，学生们也很爱她。只有一次，她曾经动摇过——在一次学生打架事件中，她的肋骨骨折。罗克珊说：“在我教的中学生里，有些学生曾经无家可归，吸毒成瘾，或是有精神障碍。要想为他们提供帮助，唯一的办法是建立信任。对学生必须诚实，必须言出必行。” 

Roxanne Gagnon-Houle, who has been teaching at CIS for ten years, has also learned to deal with strong emotions. She loves her work and the students love her. She only doubted this once – the day her ribs were broken in a fight.  “At the secondary school level, I had students who had experienced homelessness, drug addiction and psychiatric disorders. The only way to intervene is to build a relationship of trust. You have to be honest and make a sincere commitment to them,” she says. 

中心的教师和教育专家时常反复强调诚实、信任、尊重和共情。如果不能耐下心来与学生建立起良好的关系，将一事无成。 

Honesty. Trust. Respect. Empathy. These words are often repeated by the teachers and educators at CIS. Without these patiently constructed relationships with students, nothing is possible. 

教育专家卢克·富杰尔解释说：“对于患有对立违抗性障碍的学生和依恋障碍的学生，要分别采用不同的应对方法。但是无论如何，教师必须做到让学生放心。假如有个学生侮辱了我，我必须明白他这样做的原因。有些时候，孩子不会用语言来表达自己的感受，这就需要我陪在他身边。孩子向别人吐口水或是咬人，都是在试图表达。”卢克在中心工作了28 年，他主要负责帮助年轻人管理自己的情绪。 

“You cannot approach a student with Oppositional Defiant Disorder (ODD) in the same way as you would a student with an attachment disorder. But in any case, you have to be reassuring. If a student insults me, I have to get beyond that. There are days when a child is incapable of verbalizing what he feels. I need to spend some time with him. A young person who spits or bites is a child who is trying to tell me something,” explains Luc Fugère, a specialized educator. He has worked at the school for twenty-eight years and his role is to help young people manage their emotions. 

中心的全体教师都完成了为期四年的特殊教育本科培训，该培训培养教师学会教授有着特殊需求的儿童。 

The teachers at CIS have all completed four years of university training in special education – a speciality that equips them to teach children with special needs.

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