《10到25岁》第四章(3)：导师心态典范塞尔吉奥的成长故事

When Sergio Estrada attended Riverside High School, he was a top-ten student who excelled in all subjects, especially math and science. “I had a bit of a fixed mindset at the time,” he acknowledged. He was highly competitive. It bothered him that his high school girlfriend, Jasmine, seemed to be better than him at everything. Jasmine got higher SAT scores and higher grades, and excelled in speech, debate, and theater. She was valedictorian; Sergio wasn’t. When Jasmine beat him at something, he was upset for days. Now they’re married and his fixed mindset has faded. Sergio still hates losing to Jasmine at board games though.

当塞尔吉奥·埃斯特拉达就读于河畔高中时，他是各科成绩优异的前十名学生，尤其是在数学和科学方面表现出色。“当时我有点固定心态，”他承认道。他非常有竞争力。让他烦恼的是，他的高中女友贾丝敏似乎在各方面都比他强。贾丝敏的SAT分数和成绩都比他高，在演讲、辩论和戏剧方面也表现出色。她是毕业典礼上的致辞者；塞尔吉奥不是。每当贾丝敏在某件事上击败他时，他都会难过好几天。现在他们结婚了，他的固定心态也逐渐消失。不过，塞尔吉奥仍然不喜欢在棋盘游戏上输给贾丝敏。

Sergio’s fixed mindset started to change as a student in Nancy Arroyo’s AP Calculus class. Arroyo was the chair of the math department at Riverside and a winner of the Presidential Award for Excellence in Mathematics and Science Teaching, the highest award for teaching from the National Science Foundation (NSF). According to both Sergio and Jasmine, it was because she didn’t put up with nonsense. Her class was rigorous. One day midway through the semester, Sergio got a 2 out of 5 on a practice AP test—a failing grade. Arroyo looked at him and said, “Sergio, how could you be sad or surprised? You’re not trying. You do your homework the morning of. You rush through it.” She told him that he had a ton of potential, but he just wasn’t applying himself. Her words stunned Sergio, but they didn’t offend him. She was right. He was slacking, coasting on ability. “Arroyo was one of those change-your-life teachers, like Jaime Escalante from Stand and Deliver. It was a turning point in Sergio’s life,” Jasmine told me. Arroyo even used to show Stand and Deliver to the class every year to inspire them. It worked on Sergio. A few months after his fateful conversation with Ms. Arroyo, Sergio got a 4 (a high pass) on the AP Calculus test. (Jasmine got a 5.) He stopped underestimating the students who had to try hard to do well. Arroyo’s mentor mindset begat Sergio’s growth mindset.

塞尔吉奥的固定思维模式开始改变是在南希·阿罗约的AP微积分课上。阿罗约是河畔数学系的主任，也是国家科学基金会颁发的最高教学奖项——总统卓越数学与科学教学奖的获得者。根据塞尔吉奥和贾丝敏的说法，这是因为她不容忍胡闹，她的课程非常严格。学期中的一天，塞尔吉奥在一次AP模拟考试中得了2分（满分5分）——这是一个不及格的分数。阿罗约看着他说：“塞尔吉奥，你怎么会难过或惊讶？你没有努力。你早上才做作业。你匆匆忙忙的。”她告诉他，他有很大的潜力，但他只是没有发挥出来。她的话让塞尔吉奥震惊，但并没有冒犯他。她说得对。他在偷懒，靠能力混日子。“阿罗约是那种改变你一生的老师，就像《为人师表》中的杰米·埃斯卡兰特一样。这是塞尔吉奥人生的转折点，”贾丝敏告诉我。阿罗约甚至每年都会给学生们播放《为人师表》来激励他们。这对塞尔吉奥很有效。在与阿罗约女士那次重要谈话的几个月后，塞尔吉奥在AP微积分考试中得了4分（高分通过）。（贾丝敏得了5分。）他不再低估那些需要努力才能取得好成绩的学生。阿罗约的导师心态催生了塞尔吉奥的成长心态。

Sergio, like Stef, received no advice about applying to college. He started to form his first concrete plans in eleventh grade when a recruiter from Yale came to Riverside. He looked at Sergio’s test scores and grades and told him to apply. Sergio got excited—then he looked at the price tag. Nobody told him about scholarships. He never applied to Yale.

和斯特夫一样，塞尔吉奥在申请大学时没有得到任何建议。他在十一年级时才开始形成具体的计划，当时耶鲁大学的一位招生官来到河畔。他看了塞尔吉奥的考试成绩和级别，告诉他去申请。塞尔吉奥很兴奋——然后他看了学费标签。没有人告诉他关于奖学金的事。他从未申请耶鲁。

Jasmine knew more about college. She wanted to go to Texas A&M, which boasts outstanding academic programs at an affordable price for Texas residents. Sergio learned that with his grades and class rank, he wouldn’t have to pay anything. He applied and was admitted to the honors program. “I made a spontaneous decision,” he told me. “I had never been to campus. All I knew was that the valedictorian, my girlfriend, thought it was a good school.” Jasmine’s mother didn’t like the news. “There was no way I was going to let her go to college with her boyfriend,” Jasmine’s mother told me recently. Jasmine enrolled at the University of New Mexico on a scholarship instead.

贾丝敏对大学了解更多。她想去德克萨斯A&M大学，这所大学为德克萨斯州居民提供出色的学术项目且价格实惠。塞尔吉奥了解到，以他的成绩和班级排名，他不需要支付任何费用。他申请并被录取到了荣誉项目。“我做出了一个冲动的决定，”他告诉我。“我从未去过校园。我所知道的是，毕业致辞者，我的女友，认为这是一所好学校。”贾丝敏的母亲不喜欢这个消息。“我绝不会让她和她男朋友一起上大学，”贾丝敏的母亲最近告诉我。和塞尔吉奥不同，贾丝敏获得了新墨西哥大学的奖学金。

Sergio’s first year in A&M’s honors program challenged him. The other honors students had studied at fancier high schools. Sergio had to work twice as hard to get the same grades. After much effort, he started doing well. A year later, Jasmine transferred to A&M. They soon got married and had a baby. Day care was expensive, so Sergio and Jasmine traded off watching the baby, working, and going to class. Sergio stopped worrying about his ego and started thinking about making a living.

塞尔吉奥在A&M荣誉项目的第一年对他是一个挑战。其他荣誉学生在更高级的高中学习过。塞尔吉奥必须付出双倍的努力才能取得同样的成绩。经过大量努力，他开始取得好成绩。一年后，贾丝敏转学到A&M。他们很快结婚并有了孩子。日托费用很高，所以塞尔吉奥和贾丝敏轮流照看孩子、工作和上课。塞尔吉奥没时间担心自己的自尊，开始考虑谋生。

During his sophomore year, Sergio took a job that he could do from anywhere between classes: working the customer-service phone lines for Apple. On nights and weekends, Sergio answered your call if you dropped your iPhone in the toilet, didn’t have AppleCare, but still wanted a free replacement. Or if your phone ate your pictures and you couldn’t log in to iCloud. “They would call in angry and yell at me. But my philosophy was this: They just wanted to be heard. They are okay with a bad outcome as long as they feel understood.” Sergio never caved in to the callers—he wasn’t handing out free iPhones!—but callers always left the conversation feeling validated and respected. They still wanted to be Apple customers. How did he do that? Sergio always apologized to the customer, even if the issue wasn’t Apple’s fault, because that was Apple’s protocol. Then he would repeat what they said, rewording it so the customer knew he’d listened. “The hardest thing was to take time to understand how they were feeling. They are talking to me ugly, but the only way to fix the situation was to make them feel understood. To do that you have to listen.” Last, he would collaboratively troubleshoot. He would try to fix the issue, but with them. He educated them about why they had a problem and showed them how to avoid it in the future. He wouldn’t just tell people what to click to recover their lost photos on iCloud. He would explain it to them patiently like they were peers or colleagues. People would end the calls feeling like they’d made a friend for life. It was like therapy. Sergio’s mentor mindset and collaborative-troubleshooting style was forged in the crucible of Apple’s customer-service-training program.

在大二那年，塞尔吉奥找到了一份可以在课间做的、不限地点的工作：为苹果公司接听客户服务电话。在晚上和周末，如果你把iPhone掉进马桶里，没有AppleCare，但仍想要免费更换，或者如果你的手机丢失了照片且无法登录iCloud，塞尔吉奥会接听你的电话。“他们会愤怒地打电话来对我大喊大叫。但我的理念是：他们只是想被听到。只要他们感到被理解，他们可以接受不好的结果。”塞尔吉奥从未向来电者屈服——他不会随便发放免费iPhone！——但来电者总是觉得被认可和尊重。他们仍然想成为苹果的客户。他是怎么做到的？塞尔吉奥总是向客户道歉，即使问题不是苹果的错，因为这是苹果的协议。然后他会重复他们的话，重新措辞，让客户知道他听了。“最难的是花时间去理解他们的感受。他们对我说话很难听，但解决问题的唯一方法是让他们感到被理解。要做到这一点，你必须倾听。”最后，他会协作排难：他会尝试解决问题，但会和客户一起。他会教他们为什么会有问题，并展示如何在未来避免。他不会只是告诉人们点击什么来恢复他们在iCloud上丢失的照片。他会耐心地像对待同龄人或同事一样解释给他们听。人们会感觉像是交了一个终身朋友一样结束通话。这就像治疗。塞尔吉奥的导师心态和协作排难的风格是在苹果客户服务培训项目的熔炉中锻造的。

While Sergio was still working for Apple, he had never considered being a teacher. But Jasmine knew that she wanted to be one. At Riverside, she had been on a special teaching pathway that helped her land a teaching job back at Riverside after graduating from college with a leg up on tenure.

当塞尔吉奥还在为苹果工作时，他从未考虑过当老师。但贾丝敏知道她想成为一名老师。在河畔，她参加了一个特殊的教师培养路径，这帮助她在大学毕业后回到河畔教书，并在获得终身教职方面有了优势。

Sergio could not have taken a more different path.

塞尔吉奥选择了一条截然不同的道路。

Sergio started at Texas A&M University with the goal of working for a “three-letter organization,” such as the FBI or the CIA. He initially majored in psychology and Russian. He thought that mastering human behavior and foreign languages would make him a good candidate. During his junior year, he learned that he had a rare eye condition. His corneas were thinning out. Eventually he would lose his sight. Therefore, he couldn’t use or carry a gun. Any field job for the FBI or CIA was out of the question.

塞尔吉奥在德克萨斯A&M大学的起点是希望为“三字母组织”工作，比如FBI或CIA。他最初主修心理学和俄语。他认为掌握人类行为和外语会让他成为一个好的候选人。在大三那年，他得知自己有一种罕见的眼睛疾病。他的角膜正在变薄。最终他会失明。因此，他不能使用或携带枪支。任何FBI或CIA的外勤工作都无从谈起。

Sergio switched to premed. He dropped Russian, picked up neuroscience, and started taking as many science classes as he could. He aced them. His new plan was on track.

塞尔吉奥转到了预科医学。他放弃了俄语，选择了神经科学，并开始尽可能多地选修科学课程。他门门优秀。他的新计划正有条不紊地展开。

His senior year, Sergio signed up for a program where students could shadow A&M alumni in medicine. He shadowed three doctors. Two told him they only started making money and enjoying their jobs much later in life. They also had poor work-family balance. A third doctor didn’t like his job or the money he made doing it. Sergio was thinking of providing for his young son right away and enjoying his life with Jasmine. Ultimately he decided against going to med school.

在大四那年，塞尔吉奥报名参加了一个项目——学生可以跟随A&M的校友在医学领域实习。他跟随了三位医生。其中两位告诉他，在他们的生命中，直到很晚才开始赚钱并享受工作。他们的工作与家庭平衡也很差。第三位医生不喜欢他的工作，也因此不喜欢这样赚的钱。塞尔吉奥正认真考虑两件事：立即为他的小儿子提供生活保障，享受与贾丝敏的共同生活。最终他决定不读医学院。

Sergio felt like he’d dodged a bullet. But by then he was a fifth-year student at A&M. His major wasn’t leading him to a future he could envision. Jasmine had returned to El Paso with the baby, living close to her family, preparing to teach at Riverside, already on a career path. “I was lost and confused. In the wilderness,” he told me. “I panicked.”

塞尔吉奥觉得自己躲过一劫。但那时他已经是A&M的第五年学生了。他的专业没有带给他一个他能预见的未来。贾丝敏已经带着孩子回到埃尔帕索，住在离她家近的地方，准备在河畔教书，已经走上了职业道路。“我在荒野中迷失了，困惑了，”他告诉我，“我慌了。”

After graduation, Sergio got a job at the Verizon call center in El Paso. He had loved his time at Apple, and he thrived at helping people in a crisis, so he thought he’d do it for a little bit more pay closer to home. Eventually, he thought, he could move up in the company and perhaps have a leadership role in customer service. Immediately, Sergio felt exploited by Verizon. They paid him poorly and pressured him to upsell people calling in with tech problems. He wasn’t helping people. He hated it and quit. Now Jasmine and the baby had to live on one public school teaching salary. Sergio longed for the days when he felt optimistic about his future.

毕业后，塞尔吉奥在埃尔帕索的威瑞森呼叫中心找到了一份工作。他喜欢在苹果的时光，擅长在危机中帮助人，所以他想在家附近多赚点钱。最终，他认为，他可以在公司内部晋升，或许在客户服务方面担任领导角色。很快，塞尔吉奥就感觉被威瑞森剥削了。他们付给他的薪水很低，还强迫他向打电话来咨询技术问题的客户推销产品：他不是在帮助人。他讨厌这份工作并辞职了。现在贾丝敏和孩子只能靠一份公立学校的教师薪水生活。塞尔吉奥怀念那些对未来感到乐观的日子。

Jasmine talked him out of his funk. She told him, “You have the two most important qualities to being a great science teacher. You know science well, and yow’re really good at listening to people and helping them solve their problems.” She knew that he felt most confident and most alive when he was crushing it in his science classes or helping people at Apple. Helping a sexagenarian master a dizzying array of logins and devices is not that different, she told him, from helping sixteen- year-olds understand a complex physics concept. She thought he would be an excellent teacher.

贾丝敏把他从沮丧中拉了出来。她告诉他：“你具备成为一名优秀科学老师的两个最重要的品质。你懂科学，而且你真的很擅长倾听人们并帮助他们解决问题。”她知道，当他在科学课上表现出色或在苹果帮助人时，他感到最自信、最有活力。她告诉他，帮助一个六十多岁的人掌握令人眼花缭乱的登录过程和电子设备，与帮助十六岁的孩子理解复杂的物理概念并没有太大区别。她认为他会成为一名出色的老师。

In his first year, Sergio was not an excellent teacher.

在他教书的第一年，塞尔吉奥并不是一名出色的老师。

The spring after he quit Verizon, Sergio completed an online alternative teacher certification. He learned nothing of value. “All I did was memorize things and click boxes on easy quizzes.”

在他从威瑞森辞职后的春天，塞尔吉奥完成了一个在线的“其他教师”认证。他没学到任何有价值的东西。“我所做的只是记住东西，并在简单的测试中点击长方形的盒子。”

In the fall, he taught three sections of regular physics, two sections of biology, and a section of engineering at Riverside High School. He put his Apple call center skills to use. His students liked him. Then, two months into the school year, the AP Physics students staged a revolt against their teacher. They were the highest-achieving students at Riverside, just like Sergio had been six years earlier. But they weren’t learning anything. In Sergio’s engineering class (which they also took) they had to get tutored in physics by Sergio’s regular (non-AP) students. The AP exam was coming in April, and the class was running out of time. Raul, who would later attend Yale on a full scholarship, knew that Sergio was a good teacher. Raul went to the principal and demanded that Sergio become the AP Physics teacher instead. Thus, with essentially no training in how to teach and having taken only a couple of physics classes, Sergio found himself teaching an entire year of college-level physics to underprepared students with two months less than the normal time.

秋天，他在河畔高中教三个常规物理班、两个生物班和一个工程班。他运用了在苹果呼叫中心的技能。他的学生喜欢他。然后，开学两个月后，AP物理的学生们对他们的老师发起了反抗。他们是河畔最优秀的学生，就像六年前的塞尔吉奥一样。但他们什么也没学到。在他们同时在上的塞尔吉奥的工程课上，他们不得不向塞尔吉奥的常规（非AP）学生请教物理。AP考试将在四月进行，而课堂时间所剩无几。后来获得耶鲁全额奖学金的劳尔知道塞尔吉奥是一位好老师。劳尔去找校长，要求让塞尔吉奥成为AP物理课的老师。就这样，几乎没有接受过任何教学培训、只上过几节物理课的塞尔吉奥，在比正常时间少两个月的情况下，发现自己要给准备不足的学生教一整年的大学水平的物理。

To Sergio, the stakes for the AP Physics job could not have been higher. After years lost in the wilderness, worried about how to provide for his family, he finally had a chance to prove himself, to feel like he had a path. He needed a permanent job. Teaching had to work out.

对塞尔吉奥来说，AP物理工作的风险不能更高了。在荒野中迷失多年，担心如何养家糊口后，他终于有了一个证明自己的机会，就像感觉有了一条路一样。他需要一份固定工作。教课必须成功。

Sergio also cared deeply about his students. He’d sat in those same desks six years earlier. Like him, they so rarely received guidance in their academic careers. Now it was his turn to change their lives.

塞尔吉奥也深深地关心他的学生。他六年前也曾坐在那些课桌前。像他一样，他们在学术生涯中很少得到指导。现在轮到他去改变他们的生活了。

Desperation set in. Sergio needed to equip his students to pass the AP test, which required a score of 3 or above. But how would he learn how to teach successfully?

绝望感油然而生。塞尔吉奥需要让他的学生通过AP考试，这需要达到3分或以上的成绩。但他该如何学会成功教课呢？

He first turned to Jasmine. She reminded him of Arroyo, their favorite teacher. What did it mean to go “full Arroyo”? Sergio remembered her as tough, demanding, and rigorous. Driving students forward. Assigning tons of problems, expecting work daily. Sergio decided to copy her——like his life depended on it.

他首先向贾丝敏求助。她让他想起了他们最喜欢的老师阿罗约。什么是“完全阿罗约式”的教法？塞尔吉奥记得她严厉、要求高、严谨，推动学生前进，布置大量作业，要求每日完成。塞尔吉奥决定模仿她——就像他的生命取决于此。

Next, Sergio asked his principal if he could shadow the best AP Physics teacher in the city. He planned to watch the class and copy what they did. He had no time to spare.

接下来，塞尔吉奥询问校长是否可以跟随本市最优秀的AP物理老师学习。他计划观察课堂并复制他们的做法。他没时间可浪费。

The principal directed Sergio to Oscar, who taught at one of El Paso’s richest and highest-achieving schools. Oscar’s students scored more 5s (out of 5) on the AP exam than anyone else in the district. “There are two important things about teaching AP Physics,” Oscar told Sergio on the first day. First, you have to go superfast through the content. Second, you have to teach to the top of the class only. If you slow down and if you try to teach everyone, then you’re going to hurt the kids at the top because you’re not going to cover the material they need. And the kids at the bottom won’t get it, anyway, so there’s no use teaching to them.

校长将塞尔吉奥引荐给奥斯卡，他在埃尔帕索最富有、成绩最高的学校之一任教。奥斯卡的学生在AP考试中获得5分（满分5分）的人数比学区其他任何人都多。“关于教授AP物理，有两件重要的事，”奥斯卡在第一天告诉塞尔吉奥。首先，你必须快速讲解内容。其次，你只需教班级中最优秀的学生。如果你放慢速度，试图教每个人，那么你会伤害到顶尖学生，因为你没有包含他们需要的内容。而底部的学生无论如何也学不会，所以教他们没有意义。

Sergio nodded and took copious notes as he watched Oscar’s class. “The main thing that stood out was how intense he was with kids,” Sergio told me. One day the class was doing a hands-on physics experiment. A kid made a mistake. “Oscar really got into the kid’s face, yelling, “Why are you doing that? We’ve gone over it five times. How could you be making this mistake?” Oscar was Microsoft-flipping-tables mad. “I thought, Oh man, Oscar ts being shown to me by the district as the standard that I should emulate.” Sergio returned to his classroom not quite ready to give it the full Oscar. But he had a strengthened resolve to act tough.

塞尔吉奥点头并认真记录，观察奥斯卡的课堂。“最突出的是他对学生的严格要求，”塞尔吉奥告诉我。有一天，班级在进行一个动手的物理实验。一个学生犯了错误。“奥斯卡真的冲到学生面前，大喊，‘你为什么这么做？我们已经讲过五遍了。你怎么还会犯这个错误？’”奥斯卡气得发疯，像微软的掀桌子风格。塞尔吉奥对自己说：“哦，学区认为奥斯卡是我应该效仿的标准。”塞尔吉奥回到自己的课堂，虽然还没准备好完全效仿奥斯卡，但他决心变得更严厉。

“That year I was really strict about deadlines, a sink-or-swim kind of guy,” Sergio told me. “I thought that rigor was good, hard was good, you had to push kids.” He was trying to copy Arroyo and Oscar. He gave a lot of homework: Two hard problems every day, five days a week. Each problem would take the students thirty or forty-five minutes to solve even if they were keeping up. Most of his students were not keeping up. Sergio did not accept late work, and his students couldn’t revise homework or tests if they figured the concept out later. His grading was punitive. “Everything was really high stakes,” Sergio recalled. Most of the class had Cs, Ds, or Fs. Sergio pushed onward. He reminded himself of what Oscar told him: Go fast. Teach to the top. Make students take the class seriously. He pushed through new content every day, even if students didn’t understand a concept. Students fell further and further behind. “I wasn’t focused on building up their skills so that they could do well. I was focused on blazing through content.” To all but a few students, earning an A in the course seemed more and more impossible. Students started cheating. There was so much cheating. Sergio held the line. He thought that students needed to work harder. He remembered his own experience in Arroyo’s class. They needed the Arroyo kick in the pants, just like he’d gotten.

“那一年，我对截止日期非常严格，是个要么沉下去要么会游泳的人，”塞尔吉奥告诉我。“我认为严谨是好的，困难是好的，你必须推动学生。”他试图模仿阿罗约和奥斯卡。他布置了很多作业：每天两个难题，每周五天。即使学生能跟上进度，每个问题也需要他们三十到四十五分钟来解决。大多数学生跟不上。塞尔吉奥不接受迟交的作业，学生即使后来理解了概念也不能修改作业或考试。他的评分很严厉。“一切都是高风险的，”塞尔吉奥回忆道。大多数学生的成绩是C、D或F。塞尔吉奥继续推进。他用奥斯卡的话提醒自己：“快速前进。针对顶尖学生教学。让学生认真对待课程。”他每天推进新内容，即使学生不理解某个概念。学生越落越远。“我没有专注于提升他们的技能，让他们做得更好。我专注于快速讲解内容。”对大多数学生来说，在这门课中得A似乎越来越不可能。学生开始作弊。作弊现象非常严重。塞尔吉奥坚守底线。他认为学生需要更努力。他记得自己在阿罗约课堂上的经历。他们需要阿罗约式的鞭策，就像他曾经得到的那样。

As the AP exam approached, Sergio hoped that his students would pass and love him for it. But even though he had held students to very high standards—higher than many AP teachers—his students didn’t know the content well enough. He tried to keep the class light to keep his students’ spirits up. He joked with them. He convinced himself that his friendly demeanor made up for being tough on them. Then Sergio asked his students to write letters about the class to future students. He hoped for ringing endorsements, despite the low grades. In his mind, he hoped he was Arroyo reincarnated. He soon learned how wrong he was. “I had this student Adam, and I thought we were cool. But in the letter he explained he hated my class. He told everyone not to take it. He was a nice, smart kid with no reason to lie. I was shocked. I’ll never forget how my class made him feel.” This crushed Sergio’s confidence.

随着AP考试临近，塞尔吉奥希望他的学生能通过并因此爱他。但尽管他坚持了非常高的标准——比许多AP老师还高——他的学生仍然没有很好地掌握内容。他试图让课堂轻松些，以提振学生的士气。他和他们开玩笑。他让自己相信，他的友好态度弥补了对他们的严厉。然后，塞尔吉奥要求学生，给未来的学生写关于这门课的信。尽管成绩低，他仍希望得到他们的高度认可。在他心中，他希望自己是阿罗约的转世。但他很快发现自己大错特错。“我有一个学生亚当，我以为我们关系不错。但他在信中说他讨厌我的课。他告诉所有人不要选这门课。他是一个友好、聪明的孩子，没有理由说谎。我震惊了。我永远不会忘记我的课给他带来的感受。”这摧毁了塞尔吉奥的自信。

Why did the students hate Sergio’s class? Because no matter what they did, they couldn’t succeed. They felt stressed, overwhelmed, and helpless. They weren’t inspired by the high standards. They were defeated by them. Sergio thought he was being Mr. Teacher of the Year by instilling personal responsibility. But the students got Cs and hated him.

为什么学生讨厌塞尔吉奥的课？因为无论他们怎么做，都无法成功。他们感到压力、不知所措和无助。他们没有被高标准激励，而是被它们击垮。塞尔吉奥以为，通过灌输个人责任感，自己是年度教师。但学生得了C，并且讨厌他。

A great example of his failed approach came from a physics lab assignment. Sergio put students into groups, gave them Hot Wheels cars and tracks, and said, “Find the force of friction.” Then he crossed his arms and walked away. He smugly thought, Oh, they’re thinking critically and independently. I won’t help them at all. Students would raise their hands to ask for clarity. He would give no more than small hints and walk away smiling, thinking, I’m a good teacher. In reality, his students were sitting there lost, frustrated, and upset. They had none of the skills they needed to do the task. They knew that the lab would count as a major part of their grade and that they wouldn’t have any opportunity to get the points back if they figured it out later. Not only did Sergio’s students despise the class, they didn’t learn the material. More students failed the AP exam that year than any future year. Their failures haunt him to this day.

一个失败的例子来自一次物理实验作业。塞尔吉奥将学生分组，给他们风火轮汽车和轨道，说：“找出摩擦力。”然后他交叉双臂走开了。他自鸣得意地想：“哦，他们在思考，具有批判性和独立性。我一点也不会帮助他们。”学生举手寻求澄清。他最多只给一点提示，然后微笑着走开，心想：“我是一个好老师。”实际上，他的学生坐在那里，迷茫、沮丧和生气。他们没有完成任务的任何技能。他们知道这个实验将占他们成绩的很大一部分，如果他们后来弄懂了，也没有机会挽回分数。不仅塞尔吉奥的学生讨厌这门课，他们也没学到课程材料中的内容。那年不及格的AP考试学生比后来任何一年都多。他们的失败至今困扰着他。

How did it go so wrong, despite Sergio’s positive intentions? Sergio fell into the enforcer mindset through a series of misunderstandings that could happen to any of us.

尽管塞尔吉奥的意图是积极的，但为什么会出错？塞尔吉奥通过一系列误解陷入了强制心态，这种情况可能发生在我们任何人身上。

Exhibit A: Arroyo. Jasmine was right to suggest he imitate her, but he’d completely forgotten two key facts. First, Arroyo covered so much content and expected so much work because she had a double-block period for calculus. She had ninety minutes, while Sergio only had forty-five. She literally had twice as much time. Time is a supportive resource. She used that resource to meet with students, go over their work, and make the workload manageable, so her high supports matched her high standards. Sergio had Arroyo’s expectations but gave only 50 percent of her support. That’s the enforcer mindset.

证据A：阿罗约。贾丝敏建议他模仿她是正确的，但他完全忘记了两个关键事实。首先，阿罗约覆盖了如此多的内容并期望如此多的作业，是因为她有双倍课时来教微积分。她有九十分钟，而塞尔吉奥只有四十五分钟。她实际上有双倍的时间。时间是支持性资源。她利用这个资源与学生见面，检查他们的作业，使工作量变得可控，因此她的高支持与她的高标准相匹配。塞尔吉奥有阿罗约的期望，但只给了她50%的支持。这就是强制心态。

Second, Arroyo served as the chair of the math department. She overhauled the curriculum, from ninth through eleventh grade, to prepare students for the demands of AP Calculus in twelfth grade. By the time students walked into Arroyo’s class, she had already helped them master the fundamentals. They had learned to walk before she forced them to run. Sergio neglected this. He thought he could push students to their limits in a single year without addressing any of the foundational skills they might not have learned under the non-mentor-mindset teachers in ninth through eleventh grade.

其次，阿罗约担任数学系主任。她从九年级到十一年级彻底改革了课程，为十二年级的AP微积分做准备。当学生走进阿罗约的课堂时，她已经帮助他们掌握了基础知识。他们在被迫跑步之前已经学会了走路。塞尔吉奥忽略了这一点。他认为他可以在一年内将学生推到极限，而没解决，他们9到11年级，在非导师心态老师那里可能没有学到的任何基础技能。

Exhibit B: Oscar (the AP Physics teacher). Oscar’s students succeeded despite his classroom practices, not because of them. Their successes didn’t come from his teaching style. Oscar taught at a school with abundant resources. His students came to class well prepared. When he pushed them, they could go home to parents who were engineers or who had majored in physics in college and they could explain the concepts to them. Or students’ families could afford private tutors. What’s more, at Oscar’s school many students are weeded out of AP Physics if, after the first midterm, Oscar thought they couldn’t cut it. That’s not effective teaching. That’s selection bias. By asking Sergio to copy Oscar, the district made a common error. It was like asking him to examine CEOs such as Steve Jobs or Elon Musk and conclude that their successes came from how they belittled or emotionally abused their subordinates. Those CEOs succeeded despite their hostility, not because of it.

证据B：奥斯卡（那位AP物理老师）。奥斯卡的学生并不是因为他的课堂实践而成功。他们的成功不是来自他的教学风格。奥斯卡在一所资源丰富的学校任教。他的学生上课准备充分。当他推动他们时，他们可以回家向身为工程师或大学主修物理的父母解释概念。或者学生的家庭可以负担得起私人辅导。更重要的是，在奥斯卡的学校，许多学生在第一次期中考试后，如果奥斯卡认为他们不行，就会被淘汰出AP物理。这不是有效的教学。这是选择偏差。让塞尔吉奥模仿奥斯卡，学区犯了一个常见错误。这就像让他研究像史蒂夫·乔布斯或埃隆·马斯克这样的CEO，并得出他们的成功来自他们如何贬低或情感虐待下属的结论。那些CEO并不是因为他们的敌意而成功。

Furthermore, Oscar’s reputation rested mostly on his ability to prepare a handful of students to earn 5s. He wasn’t trying to prepare marginal students to pass with 3s, which conferred college credit. Nor was he trying to prepare all students to major in science in college, regardless of their AP scores. Oscar almost treated most of his students as though they didn’t exist. That didn’t help any students—except for a hand-selected privileged few—to learn. When you cherry- pick the top scores from among the richest and most-prepared students at the richest school, then of course teachers like Oscar look good. Oscar’s apparent teaching success was a false signal. Thus, his practices shouldn’t be emulated.

此外，奥斯卡的声誉主要建立在他准备少数学生获得5分的能力上。他并没有试图让边缘学生以3分通过（这能获得大学学分）。他也没有试图让所有学生（无论AP成绩如何）都能在大学主修科学。奥斯卡对待大多数学生就像他们几乎不存在一样。这并没有帮助任何学生学习，除了少数被选中的特权学生。当你从最富有、准备最充分的学生中挑选最高分时，像奥斯卡这样的老师当然看起来不错。奥斯卡表面上的教学成功是一个虚假信号。因此，他的做法不应被效仿。

Why did Sergio, armed with clear talent and a gritty determination to excel at teaching, get misled by his memory of Arroyo and his observations of Oscar? Because of the mythology of the demanding leader.

为什么塞尔吉奥，一个有明确才华并决心在教学上取得卓越成就的人，会被他对阿罗约的记忆和他对奥斯卡的观察误导？因为对严苛领导者的神话。

In education, the mythology of the demanding leader takes its greatest inspiration from Jaime Escalante, hero of the film Stand and Deliver. Jaime Escalante was, in fact, one of America’s greatest teachers. Like Sergio, he taught predominately Latinx students experiencing poverty. He prepared them to pass college-level courses, and his top students often went on to attend elite universities. Uri Treisman, who created UC Berkeley’s famous calculus workshop in the late 1970s and ’80s, taught many of Escalante’s former students (see chapter 11). “They really stood out from the other Latino students in my class,” Treisman told me. Escalante’s success was real. But the story of how Escalante achieved his success was a lie.

在教育中，对严苛领导者的神话从电影《为人师表》中的英雄杰米·埃斯卡兰特那里得到了最大的灵感。杰米·埃斯卡兰特确实是美国最伟大的教师之一。和塞尔吉奥一样，他主要给经历贫困的拉丁裔学生上课。他准备他们通过大学水平的课程，他的顶尖学生经常进入精英大学。尤里·特雷西曼，20世纪70年代末到80年代创建加州大学伯克利分校著名的微积分工作坊，教过许多埃斯卡兰特曾教过的学生（见第11章）。“与其他拉丁裔学生相比，他们在我的班上鹤立鸡群，”特雷西曼告诉我。埃斯卡兰特的成功是真实的。但埃斯卡兰特如何取得成功的故事是谎言。

In Stand and Deliver, Escalante takes students who are at a seventh-grade math level at the beginning of the year (i.e., pre-algebra) and brings them up to speed through calculus by the end of the year—six years of math in one. To explain this, the film focuses primarily on Escalante’s philosophy that “students will rise to the level of expectations.” His approach is all expectations, not much support. The enforcer mindset. Film Escalante is unrelenting, refusing to accept any excuses for late work, just like Sergio was in his first year. His character is often harsh, telling his female students that if they fail they will end up “barefoot, pregnant, and in the kitchen.”

在《为人师表》中，埃斯卡兰特把学年初数学水平为七年级的学生，在学年末提升到微积分水平——一年内完成六年的数学。为了解释这一点，电影主要聚焦于埃斯卡兰特的哲学：“学生会达到期望的水平。”他的方法是全是期望，支持不多：强制心态。电影中的埃斯卡兰特毫不留情，拒绝接受任何迟交作业的借口，就像塞尔吉奥第一年那样。他的角色经常严厉，告诉他的女学生，如果她们失败，她们将“赤脚、怀孕、终日呆在厨房”。

The wild success of Stand and Deliver inspired a genre of copycat films, including Michelle Pfeiffer’s Dangerous Minds and Hilary Swank’s Freedom Writers. In the latter, Swank’s character famously berates a student who failed an assignment, “You know what this is? This is a ‘f*** you’ to me!”

《为人师表》的巨大成功激发了一类模仿影片，包括米歇尔·法伊弗的《危险心灵》和希拉里·斯旺克的《自由作家》。在后一部电影中，斯旺克的角色因一名学生未完成作业而严厉斥责他：“你知道这是什么吗？这相当于对我说‘去你的’！”

For the last four decades, the lesson for any aspiring teacher has been clear. If you want to whip a ragtag group of minority youngsters into shape, you need to maintain exceptionally high standards, regardless of how you make them feel. This myth of the demanding leader valorizes the enforcer mindset.

在过去的四十年里，对于任何有抱负的教师来说，教训是明确的。如果你想将一群杂乱无章的少数族裔年轻人塑造成形，你需要保持异常高的标准，不管这会让他们感觉如何。这种对严苛领导者的神话强化了强制心态。

Since the release of Stand and Deliver in 1988, it has been played countless times to motivate students of color in low-income public schools across America. Adriana Heldiz is a young Latina journalist who grew up in Southern California, near Escalante’s real-life school. Her essay titled “Please Stop Talking About Stand and Deliver” describes how the movie became a substitute teacher on days when teachers had to grade papers and didn’t want to give whole lessons.

自1988年《为人师表》上映以来，这部电影在美国各地低收入公立学校中被无数次播放，以激励有色人种学生。阿德里安娜·赫利兹是一位年轻的拉丁裔记者，她在南加州长大，靠近埃斯卡兰特现实生活中的学校。她的文章《请不要再谈论“为人师表”》描述了在教师需要批改试卷而不想上完整节课的时候，这部电影如何变成了代课教师。

By the time Sergio was a first-year teacher with little experience or training, he had seen the movie dozens of times. That myth of the demanding teacher likely influenced how he recalled the lessons from Arroyo’s class. But it leaves out an important fact: the high supports that matched Escalante’s (and Arroyo’s) levels of demand.

到塞尔吉奥成为一名经验不足的新教师时，他已经看过这部电影几十遍了。那种对严苛教师的神话，很可能影响了他回忆和解读阿罗约课堂上的经验。但它忽略了一个重要的事实：高支持，与埃斯卡兰特（和阿罗约）的高标准相匹配。

Did you know that in real life Escalante didn’t run his program alone but ran it with two other incredibly talented math teachers—Ben Jimenez and Angelo Villavicencio? A team, not a solitary superteacher. And did you know that their program never took students from pre-algebra to calculus in a year? They achieved that progress over three or four years—still impressive—and they managed it in the same rather mundane way that Sergio’s AP Calculus teacher Ms. Arroyo did. They refashioned the entire math department to have a complex system of prerequisites throughout the pipeline, so that by senior year Escalante could push students to their limits. The key was never sheer will or brute force from a solitary teacher. Jasmine was right that Arroyo taught like Escalante. But not for the reasons depicted in Stand and Deliver.

你知道吗，在现实生活中，埃斯卡兰特并不是独自运作他的项目，而是与另外两位极具天赋的数学教师——本·吉梅内斯和安杰洛·维拉维森西奥——一起运作的？这是一个团队，而不是一个孤胆超级教师。你知道吗，他们的项目从未在一年内将学生从预备代数带到微积分？他们用三到四年的时间取得了这一进步——依然令人印象深刻——他们用与塞尔吉奥的AP微积分教师阿罗约女士相同的方式管理这一切。他们重新设计了整个数学部门，建立了一个复杂的先修课程体系，这样到了高年级，埃斯卡兰特可以推动学生达到极限。关键从来不是单靠一个教师的意志或蛮力。贾斯敏是对的，阿罗约的教学方式像埃斯卡兰特。但不是因为《为人师表》中所描绘的原因。

Most importantly, the Escalante team didn’t demand excellence out of thin air. They lavished students with supports, including intensive eight-week summer programs taught by award-winning teachers, starting the summer after eighth grade; former successful students as paid tutors; visits from alumni who were now attending elite universities to share tips about how to be successful in calculus; before-school tutoring (starting at 7:00 a.m.) and after-school tutoring (until 7:00 p.m.); improved training of seventh- and eighth-grade math teachers; and an exceptionally supportive principal, Henry Gradillas, who among other things allowed Escalante to hire staff—eventually up to nine new, handpicked superteachers—to remake the entire math pathway.

最重要的是，埃斯卡兰特团队并不是凭空要求卓越。他们慷慨地为学生提供支持：从八年级后的暑假开始，由获奖教师对为期八周的密集暑期项目授课；付费给曾经的优秀学生，让他们作为学习向导；现在就读于精英大学的校友访问学校，分享如何在微积分中取得成功；有课前辅导（从早上7点开始）和课后辅导（直到晚上7点）；提供培训以提高七年级和八年级的数学教师；最后还有一位特别支持的校长亨利·格拉迪拉斯，他允许埃斯卡兰特雇佣员工——最终多达九名新挑选的超级教师——来重塑整个数学路径。

Yes, it is true that at one of the poorest schools in Los Angeles, Escalante’s program at its height had more than one hundred students in AP Calculus. But not because of a reality-distortion field of irrationally high standards from one insane man. Instead, the supports matched the level of demand. The Escalante team owed their success to the mentor mindset all along, not the enforcer mindset.

是的，确实如此，在洛杉矶最贫困的学校之一，埃斯卡兰特的项目在其巅峰时期有超过一百名学生参加AP微积分。但这不是因为一个疯狂的人设定了不切实际的高标准。相反，支持与要求的水平相匹配。埃斯卡兰特团队的成功一直归功于导师心态，而不是强制心态。

Our society has learned the wrong lessons from films like Stand and Deliver. So did Sergio when he learned the wrong lessons from Arroyo and Oscar. So do many other teachers, parents, and managers when they learn similarly wrong lessons from Jack Welch and other Theory Xers. These cultural role models make us think that the solution to yearslong neglect of young people’s skills is simply to enforce high expectations. When we try to imitate these models, we find ourselves disappointed by their (and our) ineffectiveness.

我们的社会从《为人师表》这样的电影中学到了错误的经验。塞尔吉奥从阿罗约和奥斯卡那里学到的也是错误的经验。许多其他教师、家长和管理者在从杰克·韦尔奇和其他X理论者那里学到类似的错误经验时也是如此。这些文化榜样让我们认为，解决年轻人技能多年忽视的方案就是强制高期望。当我们试图模仿这些模式时，我们会对他们（以及我们自己）的无效感到失望。

Sociologist Erving Goffman, in his influential 1956 book The Presentation of Self in Everyday Life, compared everyday social behaviors such as teaching in front of a classroom to being an actor in a theatrical performance. We are not “ourselves” when we are “on stage,” he argues, but rather we become actors playing roles—or rather, our understandings of our roles. How we understand these roles—for example, whether we act tough or lenient, warm or cold—depends on our mental scripts. Goffman defined scripts as our hunches about how to perform those roles based on our past experiences. Goffman’s thesis holds that the less expertise and direct experience we have in a role, the more we rely on stereotypes to define our scripts.

社会学家欧文·戈夫曼在他1956年有影响力的著作《日常生活中的自我呈现》中，将日常社会行为（如站在教室前教学）比作戏剧表演中的演员。他认为，我们在“台上”时并不是“自己”，而是变成了扮演角色的演员——或者说，我们对角色的理解。我们如何理解这些角色——例如，我们是表现得强硬还是宽容，热情还是冷漠——取决于我们的心理“脚本”。戈夫曼将脚本定义为，基于我们过去经验中对如何扮演这些角色的直觉。戈夫曼的论点是，我们在一个角色中的专业知识和直接经验越少，我们就越依赖刻板印象来定义我们的脚本。

Cultural scripts help us fill in the blanks when we lack direct experience. For example, when European college students want to throw an America-themed party, they dress up in backward baseball hats and drink out of red Solo cups. Those customs stand out to them the most in coming-of-age films about U.S. teenagers. European partygoers perform America.

文化脚本在我们缺乏直接经验时帮助我们填补空白。例如，当欧洲大学生想要举办一个以美国为主题的派对时，他们会穿上反戴的棒球帽，用红色的一次性杯子喝酒。在关于美国青少年的成长电影中，这些习俗给他们留下了最深刻的印象。欧洲派对参与者“表演美国”。

Inexperienced teachers like year-one Sergio who are working with low-income youth tend to perform Escalante, especially when they’re desperate. If I want to become a superstar teacher who gets the most out of kids, I need to copy what Hilary Swank did in Freedom Writers. Year-one Sergio Estrada assigned impossible physics labs and told students to figure it out without support. This enforcer mindset can persist even though both researchers and exemplary teachers have pointed to the importance of the mentor mindset. The mythology of the demanding leader gives us a comforting script while distorting the facts in front of our eyes.

像第一年的塞尔吉奥这样缺乏经验、与低收入青年工作的教师倾向于“表演埃斯卡兰特”，尤其是当他们绝望时。“如果我想成为一个能让孩子发挥最大潜力的超级教师，我需要复制希拉里·斯旺克在《自由作家》中所做的。”第一年的塞尔吉奥·埃斯特拉达布置了不可能完成的物理实验，并告诉学生要在没有支持的情况下自己解决。这种强制心态可能会持续存在，尽管研究人员和模范教师都指出了导师心态的重要性。对严苛领导者的神话给我们提供了一个安慰性的脚本，同时扭曲了我们眼前的现实。

We can find our way out of this problem by understanding students’ perspectives. Recall that in a mentor mindset, students’ perspectives are not trivial complaints or entitled demands. They are useful sources of information that adults should take seriously. Young people can help us adopt a mentor mindset. Adam’s feedback note at the end of Sergio’s first year caused Sergio to reevaluate his assumptions about his students—and therefore his entire teaching philosophy. Adam was a smart, good kid who liked working hard. His mediocre grades and dislike of the class couldn’t be chalked up to teenage laziness, rebellion, or incompetence. Theory X couldn’t offer a satisfying explanation. Sergio realized he needed to take Adam’s criticism seriously. Adam, therefore, helped Sergio escape from the mythology of the demanding leader and become the mentor-mindset exemplar he is today.

我们可以通过理解学生的视角来摆脱这个问题。回想一下，在导师心态中，学生的视角并不是微不足道的抱怨或过分的要求。它们是成年人应该认真对待的有用信息来源。年轻人可以帮助我们采用导师心态。亚当在塞尔吉奥第一年结束时留下的反馈笔记促使塞尔吉奥重新评估了他对学生的假设，进而是他的整个教学理念。亚当是一个聪明、好孩子，喜欢努力学习。他的中等成绩和对课堂的不喜欢不能归咎于青少年的懒惰、叛逆或无能。X理论无法提供令人满意的解释。塞尔吉奥意识到他需要认真对待亚当的批评。因此，亚当帮助塞尔吉奥摆脱了对严苛领导者的神话，成为了今天导师心态的典范。

Sergio started copying what Arroyo actually did, not what he remembered her doing. Arroyo had spent a whole year forming a respectful relationship with him, like the warm-demander teachers on the reservation in Wax’s study (chapter 2). She made time to explain the concepts to him. Arroyo didn’t apply a go-try-harder-alone mentality. She didn’t use grades punitively. She used them more like temporary measuring sticks. Low scores didn’t equal dumb students. Students’ mistakes presented opportunities to collaboratively troubleshoot. These realizations brought Sergio to a plan of action. He would maintain his Arroyo-like expectations, but he would overhaul the way he supported students.

塞尔吉奥开始复制阿罗约实际所做的事情，而不是记忆中她所做的事情。阿罗约花了一整年时间与他建立了一种尊重的关系，就像瓦克斯研究中温和的要求者那种类型的教师一样（第2章）。她抽出时间向他解释概念。阿罗约没有采用“自己独立更努力的尝试”的心态。她没有使用成绩作为惩罚，而更像是临时的衡量标准。低分不等于笨学生。学生的错误提供了协作排难的机会。这些认识让塞尔吉奥制定了一个行动计划。他将保留类似阿罗约的期望，但将彻底改变支持学生的方式。

Sergio’s life became like a training montage from a Rocky movie. He attended an AP summer institute for teachers and learned that you need to break the labs up into parts and teach foundational skills. He repeated his Hot Wheels lab about friction, but prior to that he added several labs that taught the essential components: how to formulate a hypothesis, how to turn it into a testable prediction, how to carry out reliable observations, and how to use intuition and data to check your conclusions. He still expected students to own their thinking, but he made time for them during his off periods and after school to go over their work.

塞尔吉奥的生活变得像《洛奇》电影中的训练蒙太奇。他参加了一个为教师举办的AP暑期研究所，并学到了需要将实验分解成多个部分，还得教授基础技能。他重复了他的风火轮摩擦实验，但在此之前，他增加了一些教授基本组成部分的实验：如何给出假设，如何将其转化为可测试的预测，如何进行可靠的观察，以及如何使用直觉和数据来检查你的结论。他仍然期望学生拥有自己的思考，但他抽出自己的空闲时间和课后时间来检查他们的作业。

Within a few years, Sergio had become the most effective equity-promoting teacher in the state. His was a master class in inclusive excellence. Sergio prepared far more of his students to pass college-level physics. His school soon adopted a program called OnRamps, which offers college courses taught by public high school teachers across Texas. (It’s a more rigorous, more affordable, and more equitable competitor to the College Board’s AP program.) In OnRamps, Sergio’s high school students took college-level exams that were graded by the actual physics professors at UT Austin. Every year, more than 90 percent of his students passed this rigorous college-level physics course. And unlike Arroyo, he did it with a regular class period, and without overhauling Riverside’s entire curriculum.

在短短几年内，塞尔吉奥成为了该州最高效的促进公平的教师。他的课是包容性特别优秀的大师课。塞尔吉奥为更多的学生做好了通过大学水平物理的准备。他的学校很快启用了一个名为爬坡的项目，该项目由德克萨斯州的公立高中教师教授大学课程。（这是一个比大学理事会的AP项目更严格、更实惠、更公平的竞争对手。）在爬坡项目中，塞尔吉奥教的高中生，参加了由德克萨斯大学奥斯汀分校的实际物理教授评分的大学水平考试。每年，超过90%的学生通过了这门严格的大学水平物理课程。而且与阿罗约不同，他是在常规课时内做到的，并没有彻底改革河畔的整个课程表。

Although Sergio improved his teaching through many impactful practices (detailed in section II of this book), I want to focus on how he independently developed a collaborative-troubleshooting approach that is strikingly parallel to Stef’s management version.

尽管塞尔吉奥通过许多有影响力的实践（详见本书第2部分）改进了他的教学，但我想重点介绍的是，他如何独立发展出一种协作排难的方法，该方法与斯特夫的管理版本惊人相似。

I usually interviewed Sergio during his Friday off periods. Sometimes students came in for homework help. One day a senior came in. Sergio asked her, “How do you feel about that test today?” “Nervous and behind,” she said. “Okay, well let’s see how it goes, then you’ll come in and we’ll fix it. Go get it, girl.” His words demonstrated a simple case of collaborative troubleshooting.

我通常在塞尔吉奥周五的空闲时间采访他。有时学生会来寻求作业帮助。有一天，一位高年级学生来了。塞尔吉奥问她：“对今天的考试，你感觉怎么样？”“紧张，落后了，”她说。“好吧，那我们看看情况如何，然后你再来，我们一起解决。加油，女孩。”他的话展示了一个简单的协作排难的案例。

It’s collaborative because he shows that he’s on the same journey of learning as the student. He uses /et’s and we language. He implied he’d walk the journey with his student, not leave her to her own devices, even though the responsibility for doing the thinking would be hers.

这是协作的，因为他表明他与学生处于同样的学习旅程中。他使用了“我们”和“让我们”的语言。他暗示他会与学生一起走这段旅程，而不是让她自力更生，尽管思考的责任将是她的。

Next, troubleshooting avoids all-or-nothing language. He doesn’t say, Well see whether you’re a good student, or whether or not you learned anything. He simply suggests they’ll have to tinker with her knowledge afterward. What happened next? She earned a C, then came in for test corrections, got a B+, and with some more work was on track to pass the final.

接下来，排难避免了非此即彼的语言。他没有说，“看看你是不是好学生，或者你有没有学到东西。”他只是建议他们之后需要调整她的知识。接下来发生了什么？她得了C，然后来做了试卷更正，得了B+，再经过一些努力，她有望通过期末考试。

Sergio’s collaborative troubleshooting is the opposite of what many Riverside students get. One day while I was talking with Sergio, in walked Santiago, a junior at Riverside in Sergio’s class. I asked him to describe a typical experience with a non-Sergio teacher. This is what he said.

塞尔吉奥的协作排难，与许多河畔学生所得到的截然相反。有一天，当我和塞尔吉奥谈话时，圣地亚哥走了进来，他是一位河畔三年级学生。我请他描述与一位非塞尔吉奥式的教师互动的典型经历。他是这么说的：

The English teacher assigned Santiago to write a persuasive essay that considered both sides of an argument. Santiago could come up with one side of the argument but not the other. He had 50 percent of a strong essay and 50 percent garbage. He came after class to get help from his teacher. “Can you help me with the other half?” Santiago asked her. She shook her head no. “Tiene que focate,” she said. You have to pay attention. “Y no paga atencién porque no quiere pagar atencion.” And you don’t pay attention because you don’t want to pay attention. She pushed a pile of worksheets across her desk for him to complete on his own. “Traemelos.” Do them and bring them back to me. She gave him no help, only busy work. It was high standards, no support. Not collaborative. Not troubleshooting. Blaming, shaming, humiliating. The enforcer mindset.

英语老师布置给圣地亚哥一篇议论文，要求考虑论点的正反两面。圣地亚哥只能想出其中一面，另一面却怎么也想不出来。他的文章有50%是强有力的论证，另外50%却是垃圾。课后他去找老师寻求帮助。“你能帮我完成另外一半吗？”圣地亚哥问她。她摇了摇头。“Tiene que focate，”她说。“你必须集中注意力。”“Y no paga atencién porque no quiere pagar atencion。”“你之所以不集中注意力，是因为你不想集中注意力。”她把一堆工作表推到桌子对面，让他自己完成。“Traemelos。”“做完后把它们带回来给我。”她没有给予任何帮助，只是让他做些琐碎的工作。这是高标准，无支持。不协作，不解决问题。指责、羞辱、贬低。强制心态。

“Dr. Yeager,” Santiago told me, almost in tears, “she didn’t try to understand where I was coming from.”

“叶格博士，”圣地亚哥几乎要哭出来了，“她没有试图理解我的处境。”

“What do you mean?” I replied.

“你这话什么意思？”我问道。

“Well, I have ADHD. I only understand fifty percent of what anyone tells me. I was coming to her after class to get help with the other fifty percent. She says that I don’t want to pay attention. This is literally the only way I can show that I want to pay attention. And she’s blaming me for it.” He was hurt, but also defiant and indignant. Santiago wanted me to understand how unjust the situation was. He felt disrespected, diminished, and unmotivated. “She’s probably trying to teach us to be responsible. But she’s going about it all the wrong way,” Santiago told me.

“嗯，我有注意力缺陷多动障碍（ADHD）。我只能理解任何人告诉我内容的50%。我课后去找她，是想得到另外50%的帮助。她说我不想集中注意力。这实际上是我能表现出的唯一一种想要集中注意力的方式。而她却在为此责备我。”他感到受伤，但也表现出反抗和愤慨。圣地亚哥希望我能理解这种情况有多么不公正。他觉得被轻视、被贬低，毫无动力。“她可能是在试图教我们变得负责任。但她用的方法完全错了，”圣地亚哥告诉我。

The story is very different from the perspective of Sergio’s mentor mindset. In Sergio’s class, each assignment captures a reflection of what students can do that day, not a measure of their abilities overall. His role is to troubleshoot their confusion and help them get unstuck so they can meet a higher standard. He doesn’t want a solitary failure to define them. “You are more than a number,” he says constantly. And it works. One student told me, “In Mr. Estrada’s class you never feel stupid when you ask a question. My classmates are all very supportive. I feel it is because Mr. Estrada doesn’t allow anyone to feel less than anyone else.”

从塞尔吉奥的导师心态来看，这个故事截然不同。在塞尔吉奥的课堂上，每项作业都反映了学生当天能做到什么，而不是衡量他们整体能力。他的角色是解决他们的困惑，帮助他们摆脱困境，以便达到更高的标准。他不想让一次单独的失败定义他们。“你不仅仅是一个数字，”他经常这样说。而且这确实有效。一名学生告诉我：“在埃斯特拉达先生的课堂上，你提问时永远不会觉得自己笨。我的同学们都非常支持。我觉得这是因为埃斯特拉达先生不允许任何人觉得自己比别人差。”