看到大家很多评论，我也来说下我的个人感受。
先从我个人背景说起。我来自上海。小学和中学都是在上海读的，然后06年高二结束来到英国，读了大学预科，本科，硕士和博士。今年9月将在London一所Outstanding的女子中学接受QTS的training，secondary Maths.
第一点， 从教室纪律说起。我去过很多secondary school，有outstand, good和require improvement。就第一集里面的现象，绝对没有任何夸张的地方。就算在Outstanding的学校，这些bad behavior对于Year9的学生也是【相当正常】的。
我想强调的是，有些人说其实是老师教育方法不好，学生不明白，所以纪律不好。我同意这个观点。但是这不是全部。就算老师再好，总有开小差的，和lose attention的。
第二点， 关于记笔记的问题。我昨天听了那个校长的comment，觉得非常气愤。他的judgement太有偏见。因为我是学/教数学的，就从数学说起吧。大家想想，有多少同学是记笔记的？老师先讲一遍，介绍和推到公式，给出例子，然后就我们自己开始练习了。大部分学生都是这么学的，不然要有notebook干啥？
当然，不记笔记也有学得很好的，比如我自己，从来不记笔记的，上课偏向于听。这些都和每个人的learning method有关。那一节Science课，其实是有学生很喜欢的。虽然采访了只有两个，但不代表没有别的学生也喜欢这种“填鸭式”的教育。说不定时间一长，慢慢也就习惯了。才1周，其实看到的真的都是很片面的。
校长最后还说了，不认为老师在前面上课，学生记笔记这种方法是不对的，that a teacher standing at the front, talking at children, loads of notes, ……,it does sit right on any level.然后我就怒了，你是不是没有上过大学？？？？大学里面lecture很多都是这种形式的啊。
校长喜欢早操，以后让他去领操吧？这点倒是和中国校领导很像？
英国老师都知道，Teachers’ Standards里面第五条，要求每个老师针对不同学生，都有不同的教学方法。这就是后面他们英国老师说的”tailor to the needs of our particular groups”。这你想想，30人的班级，教学所以就慢下来了嘛。。。
第三点， 一天的学习时间。第一集里面，说我们的school day是12小时。我觉得有点歧义。就我的经验，初中和高中都是私立学校，而且我住校。所以对于我来说，这个是远远大于12小时的。但是正常的公立学校，我觉得应该没有那么长吧？一般也就9点到18点，9个小时？
这个我觉得可能是和这5个老师来的学校有关？可能他们来的学校也是私立的住宿的？我有点惊讶。如果他们真的想体验Traditional的Chinese teaching这个有点夸张了。我觉得更实际的是，把教科书弄便宜点，每人一本，布置预习。
其实因为现在也有放了一集，很多事情也说不清。但是我也参加了很多这方面的会议，有讨论UK-Shanghai在数学教学方面的问题。但是有一点是清楚的，英国承认他们数学很弱，他们想要提高数学成绩，要我们这样的result。但是不能接受我们的Method。Well what’s more to say?
第一集里面有个问题叫: What’s trigonometry for? 还有 I get what you do, but not why. 其实问题很明显，就是英国到底要什么？用他们自己的话来说：Teaching for result or teaching for mastery?
最后帮这些老师说一句，他们是和BBC有协议的。必须用【中国式】教学方法，所以对于在英国教室里发生的这些事，我个人觉得，【完全】都是【意料之中】。
题外话：Science和Mandarin老师说是有在英国教学的experience，我觉得他们的表现就显得比较一般了。既然有【英国】教学的experience，就应该有心里准备，完全不应该表现出来很surprise的样子。这一点不知道是BBC剪辑的问题，还是故意拍摄成这样的。
附上英国的The Teachers’ Standards
The Teachers’ Standards
Preamble
Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up–to–date and are self–critical; forge positive professional relationships; and work with parents in the best interests of their pupils.
Part One: Teaching
A teacher must:
1. Set high expectations which inspire, motivate and challenge pupils
1.1 establish a safe and stimulating environment for pupils, rooted in mutual respect.
1.2 set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.
1.3 demonstrate consistently the positive attitudes, values and be- haviour which are expected of pupils.
2. Promote good progress and outcomes by pupils
2.1 be accountable for pupils’ attainment, progress and outcomes.
2.2 plan teaching to build on pupils’ capabilities and prior knowl- edge.
2.3 guide pupils to reflect on the progress they have made and their emerging needs.
2.4 demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.
2.5 encourage pupils to take a responsible and conscientious atti- tude to their own work and study.
3. Demonstrate good subject and curriculum knowledge
3.1 have a secure knowledge of the relevant subject(s) and curricu- lum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
3.2 demonstrate a critical understanding of developments in the subject & curriculum areas, & promote the value of scholarship.
3.3 demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the cor- rect use of standard English, whatever the teacher’s specialist subject.
3.4 if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.
3.5 if teaching early mathematics, demonstrate a clear understand- ing of appropriate teaching strategies.
4. Plan and teach well structured lessons
4.1 impart knowledge and develop understanding through efec- tive use of lesson time.
4.2 promote a love of learning and children’s intellectual curiosity.
4.3 set homework and plan other out–of–class activities to con- solidate & extend the knowledge & understanding pupils have acquired.
4.4 reflect systematically on the efectiveness of lessons and ap- proaches to teaching.
4.5 contribute to the design and provision of an engaging curricu- lum within the relevant subject area(s).
5. Adapt teaching to respond to the strengths and needs of all pupils
5.1 know when & how to diferentiate appropriately, using approaches which enable pupils to be taught efectively.
5.2 have a secure understanding of how a range of factors can in- hibit pupils’ ability to learn, & how best to overcome these.
5.3 demonstrate an awareness of the physical, social and intellec- tual development of children, and know how to adapt teaching to support pupils’ education at diferent stages of development.
5.4 have a clear understanding of the needs of all pupils, including those with SEN; those of high ability; those with English as an additional language; those with disabilities; & be able to use & evaluate distinctive teaching approaches to engage & support them.
6. Make accurate and productive use of assessment
6.1 know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.
6.2 make use of formative and summative assessment to secure pupils’ progress.
6.3 use relevant data to monitor progress, set targets, and plan subsequent lessons.
6.4 give pupils regular feedback, both orally & through accurate marking, & encourage pupils to respond to the feedback.
7. Manage behaviour efectively to ensure a good and safe learning environment
7.1 have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy.
7.2 have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.
7.3 manage classes efectively, using approaches which are appro- priate to pupils’ needs in order to involve and motivate them.
7.4 maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
8. Fulfil wider professional responsibilities
8.1 make a positive contribution to the wider life and ethos of the school.
8.2 develop efective professional relationships with colleagues, know- ing how & when to draw on advice & specialist support.
8.3 deploy support staf efectively.
8.4 take responsibility for improving teaching through appropri- ate professional development, responding to advice & feedback from colleagues.
8.5 communicate efectively with parents with regard to pupils’ achieve- ments and well–being.
Part two: Personal and professional conduct
A teacher is expected to demonstrate consistently high standards of per- sonal and professional conduct. The following statements define the be- haviour and attitudes which set the required standard for conduct through- out a teacher’s career.
Teachers uphold public trust in the profession and maintain high stan- dards of ethics and behaviour, within and outside school, by:
A. treating pupils with dignity, building relationships rooted in mutual re- spect, and at all times observing proper boundaries appropriate to a teacher’s professional position
B. having regard to the need to safeguard pupils’ well–being, in accor- dance with statutory provisions
C. showing tolerance of and respect for the rights of others
D. not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with diferent faiths and beliefs
E. ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
F. Teachers must have proper and professional regard for the ethos, poli- cies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
G. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and re- sponsibilities.
