2020年1月10日，腊月寒冬。来自上海纽约大学的十七名志愿者，两名带队老师，与PEER毅恒挚友的两名工作人员一起来到湖南省怀化市沅陵县第六中学，开始了为期五天的志愿活动。在这五天里，志愿者与同学们一起学习畅谈，让同学们感受到了外面的世界，让志愿者收获了对乡村教育的思考。接下来，让我们一起走进这丰富多彩的五天。
On 10th January, 17 volunteers from NYU Shanghai, together with four staff from the student life department in NYU Shanghai and Peer Experience Exchange Rostrum (PEER), went on a Dean’s Service Corps Winter Service Trip to Yuanling No.6 High School, Hunan province, China. In the following five days, volunteers took part in the students’ daily lives, taught seminar courses, and reflected on problems associated with rural education in China. They brought students an opportunity to explore and understand the world outside.
作者丨黄润铭 朱斯辰
NYU Shanghai 上海纽约大学
英语课 + 英语角
English Course + English Corner
来自上纽大的十七名志愿者分成八个组，从“太空探索”，“在路上”，“文学作品”，“气候变化”，“酒店探索”，“旅行”，“自我认识”，“中美节日”八个有意思的话题开展了为期四天的英语课。每一次的课堂都是知识与趣味的结合，是一场足不出户的探索。这里不仅有单词句式的介绍讲解，有学习经验的交流，也有上纽大同学人生经历故事的分享，有丰富多彩寓教于乐的活动的呈现。志愿者带领着同学们认识了解自我，在旅行途中更好的发现重塑自我，在文学的海洋里畅游，在文化的碰撞里思考，在科学的太空里遐想。
The main purpose of this trip is to teach students English in a vivacious way. The volunteers were paired (one group in a triple) and the students were divided into eight groups. The eight topics of the English courses are: “Space Exploration”, “On the Road”, “Literature, Poems, Drama”, “Climate Change”, “Hotels”, “Travel”, “Know Yourself”, and “Traditions”. In the class, volunteers share their life stories and prepared fun games for the students to learn in a relaxed way.
志愿者在给同学们上英语课
英语角是与英语课匹配的活动，目的在于给同学们充足的时间去复习巩固课堂知识，并从更多的游戏体验里收获着快乐着。随意走进一个英语角，这里可能是漆黑一片的影院，可能是琴声叮咚的乐坊，可能是围炉夜谈的茶馆，可能是情景表演的剧场，或者，是听力单词比拼的考场。在这里，学习英语并不是书本上黑纸白字的ABCD，而是在听说读写的实际应用与潜移默化中，自然而然内化为自己的理解。
English Corner is aimed at helping students practice what they have learned in the class and most importantly, be happy while learning something useful. The forms of English Corner are various. It could be viewing an English film, singing an English song, chatting in a circle, or role-playing in a scenario.
最后一天，同学们通过多种形式进行了成果展示。海报展示会是成果展示的主要部分。从第一天对说英语的不适应，到最后能用简单且清楚的英语来向大家介绍，同学们的突破有目共睹。
There was a presentation on the last day. The English poster is the main form of the presentation. The students challenged themselves and made great strides to present everything in English. Five days ago, they were shy and afraid of speaking in English when the volunteers first came here.
英语课结课最后的成果展示
图为孩子们展示他们运用上课所学来规划旅行的海报
小组活动
Group Activities
在小组活动的环节里，同学们体验了报纸时装秀与趣味运动会。在报纸时装秀里，同学们的才智与创意震撼到了在场的每一个人。看，那边走来的居然是美女与野兽；瞧，那里岂不是姜太公在等愿者上钩；哇，这里还有中美服饰碰撞出的火花……短短一个半小时的时间里，同学们将一叠废弃不用的报纸，裁剪出令人惊奇的模样。更重要的是，每一个小组展示时，模特们有模有样的T台走秀，负责介绍的同学的滔滔口才，让台下时不时爆发出激烈的掌声。
The group activities are composed by the Trash Fashion Show and Fun Olympics. The volunteers were amazed by the students’ creativity and intelligence. They are experts in making use of the limited resources in the Trash Fashion Show.
组员在为模特量体裁衣
时装表演走红毯
在趣味运动会里，六个神秘的教室藏着六个活动，等待着同学们的到来。每一个活动，传统的基础上又有所创新，考验着同学们的协作能力与团队精神。积极进取，团结一心，活动增进了大家的友谊，也增强了同学们的团队合作能力。
In the Fun Olympics, the students showed their virtues of team spirit and unity. This activity helped the students to enhance their connections with each other and have fun after the busy semester.
趣味运动会上的呼啦圈传递接力游戏
趣味运动会剪影
真人图书馆
Living Library
每个人都是有故事的，每个人的人生都是独一无二的一本书。真人图书馆，源于丹麦哥本哈根，是一种全新的阅读理念。在真人图书馆里，读者借阅的是一个活生生的人，通过人生经历的交流，收获与阅读纸质图书不一样的直接的感受。在这一次活动的真人图书馆里，上纽大的志愿者们给出了各自人生之书的关键词，如文化差异，分叉口，探索，坚持，大学，变化等等。志愿者们围绕关键词与同学们分享自己相关的人生经历，同学们听的津津有味并且积极与志愿者交流互动。真人的故事有着文字无可比拟的，更为触动人心的力量。在这样的图书馆里，再也没有“纸上得来终觉浅”的苦恼，身临其境的代入感给了同学们更触手可及的阅历，拓宽了同学们的视野，也让同学们从更多角度对志愿者们进一步深入了解。
Different from borrowing a book in the normal library, Living library rents real people to tell his or her own stories to others. In this way, readers can gain real-life experiences. In this session, the volunteers use keywords to describe the topic of their life books. By borrowing the “volunteers” to “read”, students knew more about the volunteers and this kind of chat broadened their horizons.
社会情绪能力学习
Social Emotional Learning
如何与老师沟通交流？如何正确处理与异性朋友的关系？这些困惑其实都是高中生活中常见的问题。在这里，因为家庭与成长的社会环境的原因，很多同学都有着难隐之言。而这样的成长环境使得这里的孩子更加敏感，更加容易被情绪所感染分心，更加在意自己是否合群。于是，在这一次的活动中，通过这两个话题的探讨，志愿者们希望给孩子一个换位思考与辨证思维的视角。课堂上，同学们或是通过对有争议话题的辩论赛，或是通过自己故事的分享，或是通过情景推演角色扮演，来思考与探讨自己在遇到这些问题的时候怎么处理解决。对这些问题的讨论思考，最终目的并不在于提供给同学们合适的解决方案，而在于让同学们去反思，去辨别，去探讨平时在学校里没有机会讨论到的问题，并让同学们更清楚的认识到，站在不同角度思考问题的重要性。同学们在辩论赛中的表现一次次惊艳到了志愿者们，他们对问题看法，有思想深度，有辨证的影子，有出人意料的角度。教学相长，在这里得到了诠释。
How to communicate with the teachers? How to deal with the relationship with the opposite sex? The Social Emotional Learning Course hopes to help the students discuss those topics that are “troublesome” and consequently avoided in their daily life. Because of the social and family environment in which the students grow up, they are easy to become sensitive and emotional. In this course, volunteers tried to help the students think from another side. The course is not targeted at solving those problems but tries to help the students understand the importance of critical thinking. However, what the students said in the class gave some interesting perspectives to the volunteers themselves to reflect. That is why there is no absolute division between “teacher” and “student” in teaching, since one side could always gain from the other side.
社区探索
Community Exploration Project
社区探索活动旨在帮助同学们更好的深入了解当地社区，培养同学们从发现问题，思考问题到最后解决问题的思维方式。同学们分别收到任务卡和行动卡：任务卡侧重实地考察的社区探索，同学们前往当地社区切身体会与了解相关情况本次社区探索任务卡共有八种，分别是：商业社区，医疗与流动人口，乡镇风貌，交通建设，开店手续，民间艺术，老年人社区，广场舞。志愿者们带领同学选择感兴趣的话题深入社区，了解湖南怀化沅陵县官庄镇当地的民风民俗，共同探究潜在的社会问题；在“行动卡”任务中，志愿者带领同学们针对实地考察中了解到的情况进行反思：“有哪些社会问题？我们能做出什么改变？”，并作出相应的行动，例如：视频制作、创意书、公共演讲，展览等等方式，给其他的同学们乃至社会群体提出批判性思想和提供可行性方案。在整个社区探索活动结束以后，所有同学需要根据社区探索的任务和行动在报告厅进行成果展示，展示的内容和形式没有限制。在展示的过程中，有的同学用视频的方式将当时乡镇风貌探索的情景还原，提出了城乡转化背后潜在的问题，从个人视角思考了解决方法；有的同学将社会问题融入话剧，以他们生动的表演展现大家并带给大家思考；还有的同学采用制作模型的方法，还原了沅陵辰龙关的大门和城墙，并进一步提出了造成古今变迁的思考，最终引向了对历史文物与遗产的保护。通过八个小组同学的探索，思考，展示的形式，同学们了解并更加深入地思考了沅陵官庄社区与其间的社会问题。
Community exploration project is aimed at helping the students understand their community better. In the exploration, the students find the problems in the fields such as health care, immigrant, commerce, transportation, etc., think about it, and finally, try to help solve it. Students went to the nearest community and did surveys on random people. In the final presentation, they made a video, played a scenario, recomposed a song, drew an album of painting, or built a model to reveal the problems and give their solutions.
同学们深入一位陌生老人家探索调研
TED 演讲
TED Talk
上海纽约大学的学生在沅陵六中进行了一共2次，4组，5个主题的演讲。演讲主题包括：认识自我价值，如何在现实和梦境中做出选择，机会，澳洲之旅，如何减压。此次TED Talk的亮点在于，我们强调了输出知识的演讲者的和接受知识的听讲座者之间的互动，互动教学也是知识流动的最好方式之一，如折纸东南西北游戏：不仅让同学们回忆起了小时候折纸的回忆，同时也通过游戏折纸的方式来减压和放松，减轻同学们在紧张的学习生活中的压力。对同学们来说，TED Talk帮助他们在信息相对闭塞的环境下了解当下最新的信息，了解演讲者最深刻的经历；对演讲者来说，TED Talk能帮助他们学会如何更好地与学生（同龄人）交流。
The volunteers also set up TED Talk×YL6 (Yuanling No.6 High School). The topics include: discovering the value of your life, choosing between reality and dream, grasping the opportunity, marketing yourself, and traveling in Australia on a tight budget. In TED Talk, the students could have a basic understanding of universal life problems and think about how to make better choices in their future. From the volunteers’ side, they also practice how to better communicate with peers.
志愿者Margaret Knight在给同学们做TED Talk
烛光夜谈
Candle Night
烛光夜谈是学生们以个人为单位加入来自上海纽约大学的志愿者们组织的交流主题馆。志愿者们一共组织了8个主题馆：勇敢，钟情，消逝，远方，梦想，爱情，遗憾，孤独。在八个主题馆里，志愿者与学生共同分享各自的故事，品味着人生的五味瓶。活动当天恰值期末考试成绩发布之后，“几家欢喜几家愁”，一些同学拖着疲惫的身躯，疲惫的眼神暗淡着，仿佛诉说着内心对成绩的不甘。在夜谈的中，幽暗的烛光营造了平静的氛围，志愿者和同学们将心比心，叙述着各自的故事。同学们积压了许久的情绪，开心也好，难过也好，后悔也好，自责也好，都借着这个机会淋漓尽致地释放了出来。活动结束后，昏黄的烛光映着泪水，照进了学生的心里，也照进了志愿者们的心里。
In Candle Night, there are eight main topics for the students to choose to join: Brave, Crush, Lost, Future, Dream, Love, Regret, and Alone. The volunteers and students sat in a circle and shared with each other their own stories that are related to the topic. In this activity, everyone has the chance to tell those secrets that are buried at the bottom of their heart for a long time.
图为志愿者在为自己的主题馆宣传。地上是志愿者给每一位同学的信以及PEER给同学们的礼物——瓶罐上印有每一位同学名字的可乐。此后同学们选择自己想要去的主题馆并在各自的教室里围烛夜谈。
挚友之家
PEER Homeroom
挚友之家活动在每晚8:30开始，持续长30分钟。在挚友之家里，志愿者们以“KWL”的科学提问方法帮助同学们进行反思。K是knowledge，志愿者会问同学们今天接触了什么样的新知识。L是learn，志愿者们会问同学们今天学习，理解，吸收到了什么知识，W是want，志愿者们会问同学们对于明天有什么需求。这个活动最大的意义在于帮助学生们反思他们的一天，思考自己今天有什么收获以及对之后学习的期望。如果把此次活动比作一篇优美的作文，那么挚友之家就好比这作文中的过渡自然段：既能回望昨天，反思过去，又能期待明天，展望未来。除此之外，挚友之家对志愿者们也是一个极好的调整阶段。志愿者们可以基于学生们提出的收获，疑惑和建议对将来的课程进行微调，从而达到事半功倍的效果。
PEER Homeroom is a session which gives volunteers and students a separate time to recap the whole day. This session is not only a reflecting part but also provides lots of suggestions for the next day. Students are encouraged to write down the reflection paper according to KWL (Knowledge, Want, Learn)–a model helps students to reflect under the guidance from volunteers. Simultaneously, volunteers are able to adjust the English courses and English corner according to student reflection.
志愿者徐有（左）和黄润铭（右）在与学生们进行挚友之家总结一天发生的点滴。
社会实践
Field Trip
Field Trip活动旨在通过志愿者和学生进行游戏互动的方式，增强学生与志愿者之间的情感纽带。此次Field Trip活动包括包饺子和欢乐KTV两个部分。包饺子中，志愿者和同学们以小组为单位进行包饺子和肉丸。印象最深刻的是：志愿者们相比于沅陵六中的高一同学们，反而不那么擅长包饺子，同学们的动手能力和团队协作能力在包饺子活动中得以体现。在欢乐KTV活动中，我们发现：同学们的才艺和新时代的向往并没有被地域所限制；相反，沅陵六中的同学们多才多艺的表演让我们大开眼界。Field Trip不仅仅是一次合作互动的游戏，更是提供给了同学们更好地发现自我的平台，也是给志愿者们提供了一个更全面了解同学们的平台。
Field Trip aims at enhancing the relationship between students and volunteers by doing interacting activities such as making dumplings and singing together. What surprises the volunteers most is the performance of students. Their ability to make dumplings and the talents of singing and dancing is underestimated by us previously. However, this activity actually provides a platform not only for students to discover a better self but also for volunteers to learn from the students.
志愿者和沅陵六中的学生们的包饺子活动正如火如荼的进行
与老师交谈
Talk with the Teachers
在与同学们朝夕相处了五天以后，志愿者们对同学们的学习生活心理有了基本的了解，也发现了一些问题。可是，所有的问题都不能只从一个角度单方面思考，在乡村教育里，志愿者们还缺少了来自学校和老师的声音。于是，在PEER工作人员的努力下，最后一天，志愿者们有了机会和学校的黄校长以及两位非常优秀又了解PEER的班主任老师沟通交流。在这场沟通交流里，志愿者们看到了老师的“父母式”的辛勤与努力，也听到了老师的无奈与苦衷：社会环境是一座所有人都无法撼动的大山。志愿者向老师们反馈了这些天从孩子们那里得到的对老师的评价；与老师们探讨了如何改变教学方法来让同学们的时间花的更高效，如何让乡村教育从成绩导向转向全方位发展导向，即更关注学生的心理与情感健康等问题；志愿者们也更加意识到了改革乡村教育的复杂性存在于社会结构与教育资源，自己对学校、老师、同学的了解仍然不够。
PEER program also provides an opportunity for volunteers to communicate with teachers in order to hear from another perspective. Volunteers learned that teachers here treat students as their own children. Tons of perspiration is involved in the teaching process. At the same time, volunteers pass on the messages from students who show their gratitude to them. Nevertheless, teachers complained that the education environment is still a tough problem in rural areas. At last, volunteers and teachers discuss more about the way of teaching, the all-round education, psychological problems of students. After the conversation and discussion with teachers, volunteers realize that the complexity of reforming the education in rural areas and the complication of distributing the educational resources, they might restrain by the social structure to some extent.
志愿者们与老师交流
结语
The End
五天很短，短到相遇相知仿佛就在昨天。五天很长，长到回忆里满天都是星光点点。那黑板上的字母词组，那围成一圈的故事分享，那在群山间回荡的欢声笑语，让本来平行世界里的生命线，从此有了交点。而这个交点，也将改变未来生命线的走向。同学们将更坚定的向未来的目标奔跑，志愿者们将带着收获的感动与对乡村教育的思考，继续在今后的生活里为乡村教育做出自己的努力。
Five days are too short to make more changes, but long enough to keep all the details in memory. This meet between the volunteers and the students may change the future of both sides. The students will work hard to chase after their dreams, while the volunteers will keep the reflections in mind and try to make more contributions to rural education in the future.
志愿者感言
在记录方面，文字可能大部分时候是苍白无力的，因为很多情绪与感受是不能完全用文字来描绘抒发的。可是，文字可以作为打开记忆之门的钥匙，门开了，回忆如潮水涌来之时，那些当时的或喜或悲，从来不会缺席。同样，文字也是一张邀请函，邀请那些没有经历过的人，在写下文字的人的思考里做客。为了那些不该忘却的纪念，这篇文稿里通过关键词，串起了志愿者的感想，也希望能够引燃你的思考与行动。
Hi，我叫黄润铭，是上海纽约大学的大一学生。在2019学年得知学校的Dean’s Service Corps和PEER组织了在寒假去沅陵六中的支教活动，便毫不犹豫地报名了。收获颇丰，不虚此行！
大家好，我是上海纽约大学大二的学生朱斯辰。一直都非常想去真正的乡村地区体验教育事业，并希望做出实质性的改变。这一次的湖南之旅让我受益匪浅。在今后的支教路上，定会竹杖芒鞋轻胜马，笃定前行。
感动
烛光晚会之前，我介绍我们的话题“远方”。我说，小时候，我们总想去山的那边看看。后来长大以后，我们看到了山那边的海，可是“远方”却距离更加遥远了。2020年的开始，我出发来到了这个“远方”。满怀着期许，情理之中，这五天也带给了我许多意料之外的惊喜。我知道自己即将离开，去往另外一个远方。但会记得每一个与学生们，挚愿者们，staff们相处的感动瞬间。会记得，每一个有趣的灵魂，和欢声笑语。We Are PEERS！
——徐有
My visit to Yuanling 6 school was a humble and pleasant experience for me that led me to meet amazing people. In 6 days I made friends, sisters, and brothers that I hope to continue influencing each other in positive ways. What I have gained and learned through this service program was above and beyond my expectations and made me grow up in a way I couldn’t have else way.
——Hyunji Lee
PEER的工作人员黄婷与志愿者们每日的反思总结的合照
渴求
这次活动中一个小小的插曲是，1月12日那天正好是同学们出期末考试成绩的日子。那个时候，看到攥着长长的分数单一个个比对自己成绩的，甚至红了眼圈的同学们，志愿者们心中五味杂陈。作为一个县镇高中的学生，考试被认为是他们为数不多的人生出路。在这里，孩子被成绩贴上了标签。成绩的好差，成了描述人的形容词。残酷，又现实。
其实这些天，志愿者们身上最大的压力就是如何用好英语课以及英语角的时间，既能让同学们学到相应的知识，又能让课堂生动有趣寓教于乐。晚上九点结束最终环节以后，志愿者们会认真的看完同学们在挚友之家里写的反思小结，然后再自我反思总结这一天的经历，回到住处以后还会重新删改准备第二天的课程。对志愿者们而言，渴求是用短短的的五天，带给同学们快乐的同时，尽可能的带给他们未来的动力与方向。
Before coming here, I thought it would just be an English teaching trip. Looking back I’m not too sure if that was the main purpose of this trip. I mean sure I think these kids did learn a lot from our English lessons, but how much English can they learn from 4 days. How much of an impact can we really have on their English grades with our 4 lessons? I was pondering this question, and I was thinking maybe that wasn’t the point of this trip. I understand that in China their educational system is very unforgiving. From elementary school to College, Chinese students are constantly ranked. They are constantly being labeled and if they fall behind they tend to stay that way. It’s a cycle of failure that tends to land students in lesser ranked schools which in return increases the chances of them falling further behind. What I really wanted to teach my students was that they were more than a number. Each and every one of them, in reality, was a higher rank than they were on paper. I wanted to try to tell these students that they were special, and just that even though they were not doing so well now they were not stuck. I wanted to show them the light behind the clouds of failure which was all some of them saw. Honestly, these students are in very difficult situation, and what I wanted to do was inspire them if only a little. Maybe I made a big enough difference in one kid’s life that will lead to them succeeding one day. I believe that this was a trip was about teaching these kids that they were more than a number, and in their future, they could accomplish their goals and just end up as a statistic.
——Jonathan Lin
沅陵六中的学生们激烈地讨论着
我们有一个是中国学校里可能会有的，典型的那种性格很好，很外向很有领导力，但是不太擅长学习的学生。第一天，尽管她非常喜欢我们，上午上完英语课以后，她就给我发消息说她不太舒服已经跟班主任请过假了出去看病了。然后知道我们下午在做活动后，晚上就立刻恢复然后加入了我们。我能从很多细节看出，她真的很不喜欢学习，痛苦的表情，残破的笔记，迷茫的眼神。可是从第二天开始，她真的非常非常认真努力投入，认认真真做笔记，所有活动都全情投入，所有我们教的知识点都尽全力去练习，最开始观察到她这种切实的改变的时候，我站在她边上，觉得非常非常感动，我觉得这可能就是我们来这里做这些事的意义。
——潘美阳
共情
其实作为没有比沅陵六中的同学们们大多少岁的志愿者们，我们是“同龄人”，自然会有情感上的共鸣。从真人图书馆活动到Candle Night（烛光夜谈），我们像是未曾谋面的多个话匣子，在一瞬间被一种神秘的力量一齐拨开。我们的情感像互溶的液体一般，在那一瞬间随着经历的分享而交融在了一起。
Candle Night前的布置
最令我印象深刻的是：在Candle Night中讨论情感问题时，我问了一个问题：用一句话形容你眼中高中时期的爱情。一个同学望着我说：“富贵险中求。”当时全场同学同学哈哈大笑，但欢乐过后细思又觉得有几分在理。高中时期的爱情，顶着高考的巨大压力和老师家长的监视，难道大多数不都是扭曲的、危险的吗？可是当时的情感反而是很美好的，淳朴的。所以用“富贵”表示爱情的美好，又用“险”描述高中大环境下做此类事的困难程度，好像再合适不过了。再细思，世界上所有的悲欢好像被联系到了一起：我们或多或少，对相同的经历有着类似的情感和反应——我们在浩渺的时空中，产生了微妙了共情。
“烛光夜谈”我们小组的主题是“孤独”，选择我们小组的大部分是男同学，父母大多在外务工。在第一个同学分享完故事之后，几乎所有在座的同学开始抽泣。身在远方的父母，难以交心的朋友，不断怀疑的自我，所有的角色都交织成了挤压许久的情绪而缓缓溢出。我们从别人的口中听到了许多同样属于自己的故事，在快结束时每个人互相拥抱了坐在身旁的人，那一刻我觉得我开始能够理解微光之间彼此吸引的力量。
——王大山
给同学们的礼物——印有每个孩子自己名字的可乐
折服
在沅陵六中的这几天里，印象最深刻的是学生们的善良和有趣。虽然学生们的英语听说基础不是太好，但作为一个个鲜活个体的他们都非常有意思。Group Activities的各种presentation都体现出他们很强的动手能力和合作能力，而且一些学生也很有自己的想法，有很美好可爱的性格。在和他们的交流里，相比教他们英语，我学到了更多，也比原来更相信这种engagement的价值。
——李非凡
不得不说，这一次很大的一个感受就是被同学们折服。那些曾经让志愿者不太抱有希望的项目，结果都深深的出乎志愿者的意料。
比如说创造性。社区探索的版块，这一次因为时间问题，原本21天的完整课程被压缩到短短两个下午。可是，同学们的成果展示完全出乎了所有人的意料。形式的多样：小品表演，采访剪辑，改编歌曲，画册展示……于轻松愉悦之中，揭露了所在社区的种种问题以及提出了相应的解决方案。
这次负责社区探索的活动，非常惊喜看到同学们通过各种创新的方式（比如戏剧表演和歌曲改编），为外来者展现他们所生活的社区。我最大的启示是我们对社区的观察绝不能仅仅停留在观察到的事实上，而是要从事实中反思为何事实如此、视角不同的情况下我们如何解释事实、可否对此作出力所能及的改变。”
——赵敏宇
I was so impressed with my group members’ performance in trash fashion design. They show excellent teamwork and time management. Their concept that all people should wear the clothes they like and we should ignore the prejudice in the world, really inspires me. I do learn a lot from them. In addition, We hold a debate about whether they should be in a relationship with the opposite sex students in high school. They are very critical because they provide many inspiring perspectives about this topic. I hope we can make progress together!
——邬琳辉
同学们在垃圾时装秀上的创意
The diligence and persistence of the students in this tough environment are the most impressive during the trip. Even though they are aware that they are lack of educational resources, they still spare no efforts to studying and grabbing every opportunity to learn with an optimistic mindset. That is what I should learn from them and I really appreciate the opportunity to meet them and experience a different life.
——曹奕尔
When I was preparing the activities for students, I decided to push them to the limit. I wanted to squeeze as many different study methods into one short week as possible. But when the course actually started, I could only watch the students surprise me time and again. Even though I quickly realized that I had overestimated their English, I was also amazed by the nonlinear approaches they invented to confront my tasks. Although we missed the original goal of my syllabus, I think that we gave the students much more than just language abilities.
——Bartosz Bienkowski
无奈
We might taught very limited knowledge in such a short period，but we leave something more important，that is helping them to understand each of them is special and unique in this world. When we were going to leave at the end of the last day，a girl told us it is our encouragement that makes her stop blaming herself because her teacher thought she was a little swanky in class and hope she can give more opportunities to other students. After listening to our own stories，she started to think about how to reconcile the conflict between accepting a true self and comprising on her study environment. Her feedback makes us realize that we are not doing something meaningless， even a small difference determines a lot.
——邬琳辉
这样的一个被前后夹击的乡村学校，留不住乡里面的好学生，留不住城外面的好老师。呈现在我们面前的，已经是全年级最优秀的学生与最优秀的老师，又有多少辛酸与无奈是我们没有看到的。
志愿者们与老师沟通交流后基于沅陵六中的实际情况对乡村教育的思考
同时，在与校方以及老师的沟通交流中，我们看到了另一个视角的无奈。社会结构与教育资源决定了学校的层次目标与学生情况。学校的定位决定了师资力量。老师的能力思维又进一步影响了同学们的学习发展。
让我们感到无奈的是，我们无法在这一个循环中找到具体的一节去进行改进和突破。在乡村教育的大环境下，在乡村面临众多问题的挑战下，在学生的目光逐渐黯淡下来之后，我们目前很难从个人层面对乡村教育做出什么实质性改变。
上纽一直教育我们让世界成为我们的课堂，去发现世界，认识自我。虽然平时学校中也会有课程介绍社会的现状，中国的国情，但这次真正走去沅陵六中还是让我有很多不一样的感受。在短短一星期里，我们与六中的同学们结下了深厚的友谊，了解到不同身份的人的想法。我更深刻地认识到了如今社会存在的问题并发自内心地萌生出了为改变社会状况做点什么的想法。
——刘思含
相反，我们能做的是与孩子们建立情感联系的纽带，提供精神上的支持，侧重于了解乡村教育的现状是什么样的，并在以后的生活中不断去思考，去尽一切可能尝试解决。我们一直在告诉孩子们：你们是世界上独一无二的，也是最优秀的。你们并不孤单，我们一起在经历风雨，也终将迎来各自的彩虹。
From this trip, I understood my limitations and my ability. I knew how much influence I could have on the students. For example, some of them were able to use the words we thought when they were writing their feedbacks. Also, I was glad to hear that some of them still remembered the physics formula we tried to teach them during our English corner. Most importantly, they all had a good time with us after their final exam. However, it was sad to face the reality, we could not change their English level in only five days. For them, learning English is still a long way to go. But at least, we gave most of our students impetus to learn it, and that was what we wanted to see.
——陈拾遗
夜谈时的米黄的烛光
收获
如果语言不同，那么沟通还有可能吗？在沟通有障碍的情况下，人与人之间还能存在紧密联系与情感纽带吗？在这五天里，我们发现，真诚在，没有什么是不可能的。
How can two people who don’t speak the same language connect, communicate, and collaborate? Can you build a relationship? The first day of classes, I walked in alone. I was promptly met with “We don’t speak English.” And I don’t speak Chinese. As the last day approaches, I have been able to play games, share laughter, eat food together, run down the streets, and bond with my group of students. At times, it was hard and often both parties were confused. But a moment today solidified to me the idea that connection, communication goes beyond verbal language. The students were creating a project all in chinese. I couldn’t be of much help but refused to sit in the background and risk frostbite. I asked a student to teach me how to create an origami heart. At first, she had no idea what I said. Then, she bravely used her limited English of “yes” “no” and “this” to explain to me a complex craft. Sharing a high five at the end, I know that this experience was one of bounding without need of translation.
——Margaret Knight
可以说，教学相长，一直都是这样。这一次，虽然只有短短的五天，却让我们与孩子们一同感触良多，受益匪浅。
这次service trip带给我的收获远远超出了我的预期。本以为是自己去支教，却没想到孩子们教给我们的有太多太多。他们对知识单纯渴求的样子，对环境乐观朴实的态度，给了我最原始的感动。我们也很开心看到孩子们从第一节课开口说英语的瑟缩，到最后自发用英文给我们写信的转变。祝愿孩子们越来越好，心存希望，逐梦远航！
——邹佳
志愿者们与同学们在趣味运动会后的玩耍，来自于最简单的游戏——老鹰抓小鸡的快乐
我们获得的，除了简单生活的纯粹，除了抛下烦恼的快乐，除了感动与欣喜，还有，对支教的理解以及未来的坚定。
在此次旅程之前，我不知道作为一个在大城市生活的大学生，能为乡镇学校的学生真正带来些什么。此次旅程结束后，我有了答案。我能给予的不光有知识，还有经验与爱，并且我不只是单向付出，他们也同样让我更清楚地懂得了生活的意义。在此之后，我不会再以年纪小能力不足为借口去逃避我可以改变一些既定事实的机会。当我们的付出被他们看见并认同的时候，那种成就感是没有什么能够替代的。
——戚雨昕
志愿者邬琳辉收藏整理的同学们的每日小结与馈赠，以及PEER方面的纪念品
写在最后
五天太短，回忆太多。很多很感动很开心的瞬间，在记忆永远不会被磨灭。印象最深的，是孩子们没有手机，但依然可以在寝室里一人唱一人跳的自嗨；是没有什么精美包装的礼物，塞给我们的，或是一个水果，一颗糖，一封回信的情真意切；是历经了家庭成长环境的种种，依然笑对人生对生活的热爱……以前总是不相信短期支教的力量，总觉得，要待就要待上一年半载，真正的完全融入乡村孩子们的学习生活。但是，这一次让我意识到，短期的支教也具有相同的震撼的力量。当外面的遥远的世界变成了活生生的触手可及的人出现在眼前，当一次又一次体会着简单的快乐与远离尘世纷纷扰扰的忙碌的充实，当发现我们这一代人都经历着相同的困惑与迷茫，我意识到，时间从来不是意义的度量衡，思考并有所得才是。会一直在这条路上坚定的走下去的。
——朱斯辰
我们有时候会称这次活动为“支教”，实际上我认为这个词稍有些不准确：我更加赞同沅陵六中的同学们称此次活动为“冬令营”。因为“支教”更加像是一个知识的单方面传授与吸收，而冬令营则更侧重于双方的沉浸式体验。我不敢说我在此次活动教会了学生们多少英语知识，但是我确信的是，我已经尽我最大的努力去教会学生们学习的意义是什么；我确信，我与学生建立了情感关系的纽带，这是一种建立在朋友关系之上的纽带，情系着我们5天生活的泪水或是欢声笑语。换一个角度去思考，学生们也让我有了一段前所未有的经历：这些世界中最质朴，最爽朗的笑；冬日里最温馨的一句问侯；上课前讲台上最意想不到的矿泉水，以及项目结束后的千纸鹤和彩色贺卡。这些都让我感受到了人最最质朴的情感。如果让我用一个词语来概括这本不长的美好经历，我会说：不虚此行。
——黄润铭
