早上
We started our session a little bit late this morning. To begin, I didn't review everyone's info. Instead, I only picked three students that I was having some difficulty memorizing their favorite food.
今早有點晚開始！因此起頭時，我不再念過所有個人資訊，而只挑了幾個我無法馬上想出喜愛食物的學生來考驗大家。
This morning, I prepped the students to get into the Chinese alphabet(Taiwanese education only). They had to take turns choosing a noun or a verb which starts with the alphabet in the alphabetical order one by one. It was quite a struggle for everyone because no one ever paid that much attention memorizing the order of the alphabet. Some of the vowels don't really have the cases of starting any nouns or verbs. We finished a round and I challenged them to make this alphabetical game into a continuo story making activity. So, we struggled even more. This time, they not only tried to remember what happened but also keep track with the order of the alphabet. By the end of the game, a student and a teacher came in. I asked the two of them to challenge me in a game. After finishing this, we played a little bit of Freeze again(They really liked the game). The youngest kid who has ADD and AS(Aspergers) still is out of the loop. I'll keep trying to explain in more different ways.
一大早，我幫學生們複習注音符號（台灣特有）。他們必須按照注音符號順序，用名詞或動詞一個一個接龍。這對所有人來說都很痛苦，因為從來沒有人被強迫要被誦出完整注音符號（注音符號在我們的教育系統中也常常被質疑）。有些母音真的沒有開頭常用字，頂多是狀聲詞。走完注音造詞一輪之後，我要求他們把這個練習由單詞發展成句子，並且要想辦法與前面的人說過的話相接，成為個故事。就這樣，光想到底到了哪個注音符號就已經頭痛的要命，還要記得前面人說的故事，想辦法編自己的橋段接龍，簡直是天方夜譚。結束後我們又玩了些Freeze（大家真的玩上癮了）。突然有個老師與學生加入課程，於是我向他們挑戰一局注音造句說故事。其中有過動與雅思伯格症還有其它學習障礙的孩子，仍無法抓到遊戲重點，於是我不停地思考其它可能解釋方法。
When we played Freeze this morning, I stopped them more often and asked them more questions about whether they would really do what they did if...
既然完了幾次了，今天我更頻繁地停住他們問問題，要他們思考真實狀況的話真的還會...
Evening
晚上
Kids were exhausted long before my session. One of them showed me his shit face for I didn't know how long. As usual, we started from choosing random people to tell their name, ff, ap, and d. After that, I came back to the trusting game an evening ago and asked for volunteers. This time, I asked them to blindfold one person instead of just closing the eyes. I gave a specific route for the person who played the "eyes" and they started. The first couple were extremely cautious. The blindfolded one didn't move a bit when there was anything he didn't feel enough clarity from the description. I asked the second couple to walk without using any words. They survived the route but bumped into people once a while. I grabbed a visiting former student who wasn't in the game last night. He put his right palm on my left palm. Before we started, I told him to just feel! Without any sound nor extra force, he walked through people almost perfectly except once I didn't see one student's feet from my partner's left side. After that, I reinforced the art of communication. The boys should try more different approaches than just shouting at each other when they express themselves.
孩子在晚課以前已經累斃了，其中一位臉色極臭久久不改。如往常，我挑了幾個個人資料相近的孩子，抽問大家。結束後回到前晚的信任遊戲，這次不是自己閉眼，而是被矇眼。我做出指定路程，要扮演"眼睛"的那位帶領。被矇眼的那位很緊張謹慎，只要一有聽不清楚的情形，就會馬上停住腳步，直到聽懂為止。於是我徵求第二組自願者，必要求兩位試圖不要用語言來完成他們的指定路程，不過他們在路程中碰到一些障礙。最後我抓了一個當天回院的大孩子，叫他好好感覺我的手細微變化，就這樣，我們近乎完美又平順地走完路段。完成後我請他描述他如何知道該怎麼走，並與學員們再次強調這也是溝通藝術之一。
I tried to do the coming trusting game of lifting an eye closed person into the air but we completely failed because a few students stepped back while the lifting just began as a joke. I lost my temper at that moment because we could have hurt someone. And I saw that student who still kept that sxxx face. Just like that, I spent 2 min asking if anyone thought they didn't want to proceed this activity. When I heard someone saying "either way", I told them that we should just move on to the next one.(either way is never good!) They actually were kind of shocked that I would stop because of hearing anything other than "no".
我試圖帶入第三個信任遊戲，把閉眼的人舉到空中，但我們快開始舉人時有兩個擔任扶手的學生突然開玩笑後退，於是我怒了，因為這可能會造成嚴重受傷情形。於是我開始個別問大家說是不是覺得這很無聊不想玩，問到其中一個說了"隨便"，於是我馬上終止活動（大家被嚇到，覺得出乎意料）我想表達"隨便"不夠好，可有可無就是不用，於是我們進入下個活動！
At that moment, I thought it was a terrific idea asking them a serious question, and so I did. "No one is obligated to be in this class. I'm hired here because your dean thought I might be able to help your performances a bit and to help the Youth Home produce some shows on Feb 8th and for a potentially huge festival in March. With that being said, if you don't like to participate or if you think you are too smart for this, leave. You'll be doing both of us a huge favor." I asked them to close their eyes for a min to think and I gave them the chance to raise their hands without being known by others if they really want to take off. Of course, no body dared to.
既然嚴肅的話題開始就不能放過，我挑這時機跟學生說想退出就是趁現在。我告訴他們我存在的目的主要是為了三月二十九日的青年節活動準備，而短期目標是二月八日在北部某贊助商春酒的表演。因此孩子們不想參加可以選擇離開，早點離開我們都少點痛苦。於是我要求孩子閉眼睛，告訴他們想走就趁現在舉手，但一分鐘過後，還是沒有任何人舉手。
After that, the class went slightly smoothly.
在那之後，課程進行稍稍順暢些。
To lighten the mood, we started a guessing game. I wrote out specific phrases and asked one of the students to express the phrase without talking. The beginning ones were way too easy. I had to crank it up a notch. The last two really got them. Apparently, none of the boys remembered Tao-Te-Ching. It was fun enough that they decided to cooperate with me better.
I asked them to do some sharing exercises with different expressions. Lots of them couldn't stop laughing. I then brought up the topic of job interviews. In order to properly present ourselves for the first impression, we like to make others feel that we pay close attention without feeling aggressive. Although they are terribly young, I make them think about their résumé and start to prepare. I hope by the end of the seminar, we would be able to run some "interviews"
為緩和情緒，我們開始玩比手畫腳遊戲。我寫出特定句子要學生上台不出聲比畫，讓大家猜字。開頭幾個太過簡單，我開始加高難度。最後兩個尤其有挑戰性！學生們沒學過道德經，沒看過聶小倩，不知道"道可道非常道"。另外，他們也沒聽過任何人被形容為"滿臉橫肉"。由於夠好玩，孩子們與我配合度稍微變高。
我要他們做凝視練習，許多人無法停止狂笑。接著我提起面試議題，為得良好第一印象，我們得營造專心聽卻不表現太過的眼神。雖然他們太年輕，我還是要求大家開始準備簡歷。我希望在課程結束前，每個人都有機會"模擬面試"
I moved on to the scenario playing game and asked the first couple to play brothers. The older one who had been the only economical support just got fired and wanted to suggest his lazy younger brother to help out with the financial situation. The younger one just broke their vital transportation tool, the motorcycle, and was going to ask for some money to fix the bike. This couple didn't play the game as if they were in the characters I gave. Instead, they laughed the whole thing through which was also a possibility but less likely to happen in the real life I've known of. 接著我們又進行情境劇即興，徵求自願者扮演兩兄弟。年長的一直是經濟來源，不過他今天被開除了，於是打算回家告訴玩世不恭的弟弟幫忙分擔家計。而年輕的弟弟剛把家裡唯一的摩托車撞壞，打算向哥哥要錢修理。這兩個學生開演後，並沒有遵照我給他們的角色背景考量，於是他們哈哈大笑渡過這些危機（雖有可能但非常見情景）。
第二組人得扮演小公司老板與資深員工，兩人交情甚好，佳節會互相拜訪，但老闆手頭很緊得不幸裁掉這個朋友，而資深員工今天正想跟老板為自己長久以來的努力貢獻提加薪。兩人在不知道對方想要什麼的狀態下開始交談，扮演原工的那位學員，因為沒有預料到老闆裁員的動作，聽到這句話之後慌了，遲遲無法把我交待他的"目的"，在戲劇中帶出來。扮演老闆的學生非常稱職，他把角色刻畫得如我描述一般，好心腸還願意幫被裁掉的好友在最後一個月薪資加碼。也許是我表達不清，也許學生真的太單純，因此好不容易把意圖丟出來玩成後，我問了扮演員工的學生"我有規定你表達目的的口氣或方式嗎？"聽懂後，有個老師自願表演其他可能場景，於是他扮演有老闆把柄的員工，威脅老闆不但不能删他還要加薪。於是我開玩笑說，這告訴我們兩件事情，若這位同學當老板，我們可以去當員工，因為他開除人的時候還會慷慨加錢，第二件事是若跟這位老師工作得非常小心，因為他會收集把柄以後威脅人。
從明天開始，我真的得開始放入中間休息時間，孩子們真的需要喘口氣回神。
我要他們做凝視練習，許多人無法停止狂笑。接著我提起面試議題，為得良好第一印象，我們得營造專心聽卻不表現太過的眼神。雖然他們太年輕，我還是要求大家開始準備簡歷。我希望在課程結束前，每個人都有機會"模擬面試"
I moved on to the scenario playing game and asked the first couple to play brothers. The older one who had been the only economical support just got fired and wanted to suggest his lazy younger brother to help out with the financial situation. The younger one just broke their vital transportation tool, the motorcycle, and was going to ask for some money to fix the bike. This couple didn't play the game as if they were in the characters I gave. Instead, they laughed the whole thing through which was also a possibility but less likely to happen in the real life I've known of. 接著我們又進行情境劇即興，徵求自願者扮演兩兄弟。年長的一直是經濟來源，不過他今天被開除了，於是打算回家告訴玩世不恭的弟弟幫忙分擔家計。而年輕的弟弟剛把家裡唯一的摩托車撞壞，打算向哥哥要錢修理。這兩個學生開演後，並沒有遵照我給他們的角色背景考量，於是他們哈哈大笑渡過這些危機（雖有可能但非常見情景）。
The second couple was asked to play a boss of a small company and an employee. They'd worked together for decades and they were so close that they came to the other's house for holidays. However, the boss was unfortunately tight with his budget that he had to let go his friend. And the employee actually was feeling really good about himself and was going to tell the boss that he was well deserved a raise. The boy who played the boss was very thorough. The way he laid out the words was so organic. I felt the care from an old friend with the sadness but the must of his decision. The boss even made extra compensation for this layoff. The idea of raise was blocked for so long because the student who played the employee didn't think that he would ever get laid off in the game. He got stuck because the "raise" speech probably couldn't live in a joking or a sarcastic tone. Eventually, he made it after 10 min of trying. After the success, I asked him if I told him that there was only one way of saying, "I want a raise". After my explanation, a teacher told us his way by "blackmailing" the boss not to fire him plus a raise. After all, I told the students that
1. It's good to be employed by BaiJeng(boss) because he gives you extra when he lays you off
2. Be careful if the teacher works for you, because he may be secretly collecting info to bite you in the butt one day!
Starting from tomorrow, I really need to put breaks in the two hour(and over) session. The kids really need it.第二組人得扮演小公司老板與資深員工，兩人交情甚好，佳節會互相拜訪，但老闆手頭很緊得不幸裁掉這個朋友，而資深員工今天正想跟老板為自己長久以來的努力貢獻提加薪。兩人在不知道對方想要什麼的狀態下開始交談，扮演原工的那位學員，因為沒有預料到老闆裁員的動作，聽到這句話之後慌了，遲遲無法把我交待他的"目的"，在戲劇中帶出來。扮演老闆的學生非常稱職，他把角色刻畫得如我描述一般，好心腸還願意幫被裁掉的好友在最後一個月薪資加碼。也許是我表達不清，也許學生真的太單純，因此好不容易把意圖丟出來玩成後，我問了扮演員工的學生"我有規定你表達目的的口氣或方式嗎？"聽懂後，有個老師自願表演其他可能場景，於是他扮演有老闆把柄的員工，威脅老闆不但不能删他還要加薪。於是我開玩笑說，這告訴我們兩件事情，若這位同學當老板，我們可以去當員工，因為他開除人的時候還會慷慨加錢，第二件事是若跟這位老師工作得非常小心，因為他會收集把柄以後威脅人。
從明天開始，我真的得開始放入中間休息時間，孩子們真的需要喘口氣回神。
