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Tattle Tales
濫告狀的處置
By Chick Moorman and Thomas Haller
Chick Moorman及Thomas Haller合著
譯者: 吳清良 老師
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PROFESSIONAL DEVELOPMENT ARTICLE
專業成長篇
The important issue to help children understand about tattling is not when to report. Nor is it what to report. The critical decision involves who to report to. We must help children learn to report to the right person.
這是一個重要議題，要幫助孩子瞭解：「濫告狀」不在乎何時報告，和報告的內容。決定的關鍵在於向「誰」報告。我們必須協助孩童向人報告要報「對」人。
Children tattle. They do it at daycare. They do it at home. It happens in the primary grades and continues on into high school. Regardless of the grade you teach, tattling will occur in your classroom.
孩童濫告狀。他們在安親班(拖兒所)幹過，他們在家也是，從小學延續到中學都會發生此事。不管你教那一年級，「濫告狀」會在你班上發生。
Many teachers don't like tattling and have devised plans to reduce its occurrence and even to eliminate it from their classrooms:
許多老師不喜歡濫告狀，且已設計出一些計劃，來減少或甚至根除此事的發生。
"I use a 'tattleman,' which is a stuffed teddy bear that I keep in the back of the room," says a veteran kindergarten teacher. "I tell the students that if they are tattling because they are upset, they should go tell the tattleman instead. Many kids whisper in tattleman's ear throughout the year and it has significantly cut down the amount of tattling in my classroom."
一位經驗老到的幼稚園老師說：『我用了一具「愛聽告狀的玩偶」來解決此問題。此玩偶是一具內塞飽填充物的泰迪熊。通常，我都放在教室後面。我告訴學生們：如他們因不爽而想告狀的話，他們不應來找我。他們應去找那個「愛聽告狀的玩偶」去說。隨後整年，孩子們就跑去「愛聽告狀的玩偶」耳邊細語輕訴，而在班上濫告狀的次數就明顯地降低。』
"I keep a plastic tree in the back of my second grade classroom," another teacher notes. "If the tattling is not about the 3 b's -- blood, barf, or being hurt, I tell my students to tell it to the tree."
另一位老師說道：『我保有一棵「塑膠樹」，置於我二年級的教室後面。如果來告狀是無關英語的3B - 流血、嘔吐、或受傷，我就告訴學生們去向那顆樹告狀。』
"I teach my children to only come to me for medical emergencies," a middle school teacher announces. "When they come to tattle I ask them if it's a medical emergency. When they say "no" I simply send them on their way. It takes about a month or two, but tattling ends quickly in my classroom. I just don't tolerate it."
一位高年級老師說道：『我教孩子們僅在有「醫療緊急」狀況下，才可來告狀(報告)。當他們來找我告狀時，我會問他們是否是「醫療緊急」狀況？當他們說「不是」時，我就打發他們走開。大約花一或兩個月的時間，我班上濫告狀的情形很快地不見了，我就是無法容忍此事。』
"I made a Tattle Tail," one early childhood educator announced. "When kids tattle, they carry the stuffed tail with them for a portion of the day. It works."
一位幼教人員說道：『我做了一條「愛告狀」的尾巴。當孩子們濫告狀時，這天的部分時間，他們就要帶上這條充滿填充物的尾巴。這招蠻管用的。』
A CLOSER LOOK
進一步觀察
Although the ideas expressed above might be well intentioned, the results don't serve to create self-responsible, thinking, caring, children. Let's take a closer look at tattling.
雖然上面的這些點子，或許動機是好的。但其結果卻無法使學生能成為自我負責、能思考的、能關心別人的孩子。讓我們進一步觀察濫告狀的行為。
You need to understand that tattling is pro-social aggression. It is a natural stage in the development of the conscience. It is a necessary and desirable part of the developmental sequence. Knowing that it is normal and inevitable will help you be less resentful of it and more likely to deal with it effectively.
你要知道，「濫告狀」是一種具有社會傾向的侵犯(人多才會誘發此行為)。那是良知發展過程中，很自然的一個階段 。這是發展過程中不可或缺的一部分。知道這是正常且不可避免的之後，就可幫助你對此減少忿怒，而會更加有效地來處理它。
Rename tattling. Tattling is a negative word with negative connotations. Because we call it tattling and define that as bad, we work to eliminate it in our classrooms. Why not just give tattling a new name. We suggest you call it reporting. Reporting doesn't have a negative association attached to it. In fact, we even pay people in our society to do reporting. Don't you wish some child had reported the recent school shootings before they occurred?
給「濫告狀」一個新的稱呼。「濫告狀」是個負面的字眼，帶有負面的含意。因我們稱它為「濫告狀」，且把其定義是不好的，所以我們要努力把它從我們班上消除掉。為何不給「濫告狀」一個新的稱呼？我們建議你稱它為「報告」即可。「報告」並沒有負面關聯的含意於其上。事實上，在我們的社會，我們甚至付錢給報告(通報)的人。最近校園發生的槍擊事件，你難道不希望孩子能在事件發生之前，早一點通報嗎？
When should they report? Some teachers help children determine when it is and when it is not an appropriate time to report a situation, behavior or circumstance. The "3 b's" of reporting -- barf, blood, or being hurt -- is one example. Another is the teacher who asks when children report to her, "Is it going to get them in or out of trouble." If it is going to get them out of trouble, she wants to hear the report. If the reporting is designed to get the other child into trouble she instructs the reporter to keep it to himself or herself.
什麼時候他們該「報告」？一些老師協助孩子們決定何時是適當？何時為不當？來報告一種情勢、行為、或狀況。例如英語的3B - 嘔吐、流血、或受傷之類的通報是適當的；另一種則要視情況。老師問向他報告的孩子：『這報告是要陷別人於麻煩？或讓人遠離麻煩？』如這報告是要讓人遠離麻煩，老師則想要聽這報告。如這報告是要陷別人於麻煩，那麼，老師就告訴「通報者」把這報告留給自己。
Our position is that there is no inappropriate time to report. Instruction on when to and when not to report is misguided and unhelpful to the student's development as a self-responsible human being. It is always valuable to report to the right person.
我們的立場是：任何時間報告都適當。教導學生何時可、何時不可報告，易誤導學生，且對學生發展成一自我負責的人並無幫助。向「對」的人報告鐵定是最值得的。
THE RIGHT PERSON AND THE WRONG PERSON
對的人和錯的人
The important issue to help children appreciate about reporting is not when to report. Nor is it the consideration of what to report. The critical decision about reporting involves WHO to report to. We must help children learn to report to the right person.
重要的議題為，協助孩子體會到報告不在乎何時報，也無關考慮該報告的內容。關鍵點在於向「誰」報告？我們必須協助孩童向「對」的人來報告。
The right person
對的人
When a child reports to you that a classmate was passing rubbing alcohol around on the bus and asking students to sniff it, he is reporting to the right person. If a child tells you her friend got sick in the bathroom, she is reporting to the person who most needs to hear the report.
當孩子向你報告：班上有同學在公車上傳遞塗有酒精的物品，並要求其他同學去嗅聞，孩子是向「對」的人報告。如有孩子告訴你：她的朋友在廁所裡病倒了，她是向最需要聽到這報告的人來通報。
The wrong person
錯的人
If a student reports to you that another student won't give him a turn on the swing, he has reported to the wrong person. Your job here is to help him find the correct person to report to, and to teach him how to do it effectively. Say, "Sounds like you are wanting a turn. That's something you need to report to Cherrie. Would you like me to help you create some words to use when you tell her?" Then accompany the child to the scene and coach him through the dialog making sure he is heard. Later, after a few attempts with your presence, you can send the child off alone to report his feelings and desires to the person who most needs to hear them.
如學生向你報告：盪鞦韆輪到他時，另一學生卻不讓他，學生是向「錯」的人報告。於此，你的工作即是幫助他來找「對」的人報告，並教他如何做才有效。老師說：『聽起來你想玩一輪，此事需向Cherrie報告。要不要我來幫你想一些話，來告訴她。』然後陪伴孩子到現場，並教導他透過對話，確認他是聽到了。之後，你再帶他幾次嘗試，你就可放手讓孩子單獨去，向最需要聽到的人來報告，他的感受及需要。
High school students can be taught to report to the person next to them that they don't like it when answers are copied from their paper. The correct person to report to in this case is the person doing the copying. If several instances of reporting to this correct person are unsuccessful, a new correct person -- the teacher -- emerges to report to.
中學生如發現臨座同學抄他的答案，他不喜歡此行為時，可教導他直接向那同學報告。於此情況，抄答案的人是你要向他報告，是報告要向「對」的人。如向這位「對」的人報了幾次都沒成功，則出現一位「新的、對的」人 - 老師 - 來報告。
Young children can be taught to report to the person who steps on their toes not to the teacher. Middle school students can be taught to report bullying when they notice the victim is unable or unwilling to stand up for herself. At first, they can report their feelings to the bully. Later, they can report to an adult if necessary.
教導中低年級學生，要向踩到他腳趾的人報告，而不是向老師。教導高年級學生，當他們注意到受「霸凌」者不願挺身而出時，他們就該代為報告。首先，把他們的感受向施「霸凌」者報告。之後，如有需要，可向成人報告。
On occasion, children need to report to themselves. If the behavior is not bothering anyone and is not potentially harmful, the child might need to say to himself or herself. "This isn't my issue," or "This is not a major concern."
有些情況，孩子們需向自己報告。如看到的行為並不干擾到任何人，也無潛在的傷害，孩子需向自己報告：『這不是我要關心的 或 這不是什麼大事。』
Children will tattle. Why not relax into it and accept it as normal and inevitable? See it as an opportunity to help your students learn about the importance of reporting to the right person?
孩子們必然會濫告狀。何不放輕鬆來面對，並接納它，視為正常且不可避免的，視為一個機會來協助你的學生學習，向「對」的人來報告的重要性。
About the Authors
作者簡介
Chick Moorman and Thomas Haller are the authors of The 10 Commitments: Parenting with Purpose. They also publish a free e-mail newsletter for parents and another for educators. Subscribe to them when you visit, www.chickmoorman.com or www.thomashaller.com.
Chick Moorman及Thomas Haller是「十個承諾：有目地的父母教導方法」一書的作者。他們也出版免費的電子報給家長及老師。當你拜訪他們的網站(www.chickmoorman.com或www.thomashaller.com)時，別忘了訂閱。
Chick Moorman holds bachelors and master's degrees in education from Western Michigan University. A former classroom teacher, he founded the Institute for Personal Power, providing training for more than 300,000 teachers and parents. He has worked with parents and teachers for more than 40 years.
Chick Moorman 擁有西密西根大學教育學士及碩士、前級任導師。他開辦了個人充電站，提供了超過三十萬老師及家長的訓練，他與家長及老師工作超過四十年。
Thomas Haller has extensive training in psychotherapy with children and couples from the University of Michigan where he received his Master of Social Work degree. He also is an ordained Lutheran minister with a Master of Divinity degree from Concordia Theological Seminary. Haller currently works in private practice in Bay City, Michigan, as a child, adolescent and couples therapist.
Thomas Haller 擁有密西根大學社會工作碩士。他開了一個密集的心理治療訓練，針對孩童及由密西根大學來的男女伴侶。他也是神職的路得會牧師，具Concordia神學院頒的神學碩士。Haller目前於密西根州灣市，個人執業治療師，對象為孩童、成人、及伴侶。
◎ 僅供網上流通閱覽，原著有版權，書商請勿逕自集冊付梓。 2006