Close proximity to teachers: My Educational Story: My Educational Story

Author: Zhang Xin
Publisher:
Publish Date: 2005-07-01
Features: Ideal Construction and Practical Creation
Some say that a good start indicates success half way. I understand even better: the other half requires continuous adjustment, improvement, and breakthroughs.
(1) After two months, the children's enthusiasm for starting the newspaper had faded, and their writing passion had cooled down. It seemed that starting a weekly newspaper could motivate but not sustain students' writing enthusiasm. It was necessary to create an effective, long-term incentive mechanism to ensure it, which was essential for writing instruction research and for fostering a vibrant childhood. Once the problem was identified, the key to unlocking it was found.
Key 1: Issue (Commemorative Cards). For each published work, the student receives one commemorative card (homemade name card). For every issue of the weekly newspaper, a card-issuance ceremony is held. The messages on the cards sometimes use encouraging language: "Your article is fantastic! I hope to see your beautiful writing again in the newspaper." "Future young writers, take off from here!" Sometimes they use motivational language: "Keep going! Look, so many classmates are running ahead!" "Be careful, don’t fall behind!" Sometimes they use subtle hints: "Your writing is great, leaving your childhood shadow in the newspaper." "Years from now, you’ll be dancing with joy when you read your school journal in the newspaper!"
Key 2: Grade and Award System. Three commemorative cards earn the title "Emerging Writer" from the editorial team; six cards earn the title "Writing Prodigy"; nine cards earn the title "Little Writer." When award certificates are presented, all the students applaud and perform a group salute, making the ceremony solemn and grand. Every awarding event injects fresh energy into the students.
Key 3: Supreme Award. For students who earn the title "Little Writer," the supreme award is a "Personal Special Issue" and a special issue launch event. With the "Personal Special Issue," students can apply to be junior editors, working with teachers to select, revise, and compile articles. The three keys, like three fires, illuminated the dimming sky of writing with brilliance. Passion was reignited once more, and I thought, "This time, it won’t go out again."
(2) However, things didn’t go as planned. A oversight nearly extinguished the spark again. The two guiding principles of editing are "survival of the fittest" and "use what you have." Seeing that only a few students were always published in the newspaper, the others felt they never had a chance to shine, their applause went to others, and their respect was given to others—leaving them with nothing but envy. Gradually, wouldn’t they lose motivation? Upon reflection, I realized I had neglected the weaker group, such as underperforming students, who lacked opportunities for publication and encouragement and would only fall further behind; and the vast majority of average students, who, as individuals, could only be occasionally struck by the spark, with their flames flickering briefly but never sustained without fuel. What could I do? Fortunately, there are always more solutions than problems.
Solution 1: Break It Down. While the writing of average and underperforming students may not be up to par overall, there are always one or two sentences that are good. I dedicated a small section of the newspaper to publishing their "one-sentence" essays. I named this column "Short Sentences Lightly Blown." Three entries were selected, and the student received a commemorative card.
Solution 2: Moderate Bias. Once, I read a school journal entry filled with spelling errors but rich in childlike charm. After much consideration, I called the author—a struggling student—to my office and told him I wanted to publish his work.