一 : 致我们那与众不同的张校长

　　校长？一个称呼？校长？一个荣誉？我想那不是的，那么，校长到底是什么？
　　校长悄悄地来了

　　这学期，像往常一样，我们都来安安静静的报名，和往常没什么不同，唯一有变化的是我们已经从小学升到初中了，时间一天一天的过去，我们还想往常一样平平静静的学习。直到开学第三天，一个大消息让我们震惊——原来学校新来了一个校长。我们都在猜想这位校长长什么样，年纪大不大，更重要的是凶不凶。就这样，我们一直期待着。

　　下了课，我们这种坐不住的人都出来透气了“哇！你看那是不是我们新来的校长？长得还多好看的嘛！”我们都被吸引了，顺着他的目光看过去。只见，他被我们学校的领导带着，正走向操场。我们还听见校领导称呼他为“张校”看来他就是我们这届的校长了……

　　校长神出鬼没

　　我们张校长每天来的很早，我们因为早上要上早自习，所以来的很早。可没想到，张校长居然和我们来的一样早。校长每天悄悄地开车来了，悄悄地到食堂吃完饭又悄悄地回到了”校长办公室”。早上，还没上早自习，我们都很闹，不知道什么时候张校长悄悄地走进了我们教室。这下，我们全班都安静下来了。校长微笑着说：“早上来的这么早，为什么不趁这么好的学习时间用来学习呢？”校长说完，我们有几个同学把书拿来看了，随后，张校长在我们教室转了一圈后又出去巡查其他班级了。还有一次，中午我们在上自习，教室很闹，有的在做作业，有的则和别人说话。在这时，张校长走了进来环顾了一下四周，教室里空前的安静。张校长在我们教室走了一圈，边走边微笑着说：“中午是休息的时间，累了可以睡觉，也可以做作业，但不能打扰到别人。”说完，校长便走了。留下的只是我们的反思。我们校长来的最早，走的也最晚，我们放学了他还没走。我们张校长就是这样，总是在人不经意间神出鬼没的。

　　校长是天使or恶魔

　　含蓄而不失犀利，犀利而不失委婉，委婉而不失个性。这句话用来形容我们张校长是最合适不过的了。我们校长最大的一个特点是——微笑，然而在微笑中有藏有一丝丝霸气，不可阻挡的霸气。早读的时候，校长慢悠悠的走进了教室，看了一眼黑板，然后说：“好了，大家停下来！”张校长一声令下，教室里出奇的安静（真是无时无刻不透漏的霸气）然后用温柔的目光看着我们每一位同学，微笑着对我们说：”以后早上早读前就用水擦黑板，上课时，老师写字也方便，看起来也清爽，是不是？“这以后，每天都有值日生用水擦黑板。有一次，张校长中午来我们教室巡查，他看到我们班同学在做英语题，有一道题他不会做。于是，张校长在一旁耐心的给他讲解，知道他听懂了这道题。我曾多次想：“张校长，他是上天派来的天使吗？”

　　校长是神

　　为什么说我们张校长是神呢？因为自他来我们学校当校长，我们学生增加了无限乐趣。开设了很多课外课程。如书法课，陶艺课，英语兴趣班，数学知识班，这些课程不仅让我们培养了兴趣爱好，还让我们更爱学校了，更爱学习了。让我们在学习中成长，在成长中学习。张校长还在学校开设了很多比赛，书法比赛，教师包粽赛等。让原来死板的课程和学习一下子变得轻松了，生动了，也让我们学校锦上添花。

　　一位30多岁的校长，却能把我们学校带的这么好，还深受同学们的喜爱，我想这是少有的吧！

　　我们校长就是我们心中最神圣，最与众不同，最好的张校长！

　　学校：重庆市南岸区鸡冠石学校

　　初一:姚铃

二 : 与众不同的冬天

当白雪飘飘扬扬落入大地的怀抱，当那株腊梅树旁弥漫起第一缕暗香，我终于可以和父母一起到乡下走亲戚。[www.61k.com）去领略乡村那与众不同的冬天了。

“白似糖和盐，不甜又不咸，春夏秋没有，冬天才能见。”我和姨奶奶家的弟弟妹妹围坐在火盆旁，猜着谜语。透过贴着吉庆窗花的窗户，可不正是那洁白无暇的雪吗？这可爱的小精灵，带着半透明的六角帽，正打着节拍跳着舞。村子里的枫树和野柿树披上了层轻盈的白纱。村子里的稻草垛、篱笆和邻居家的木棚也都穿上了白色的新装。远处山上的竹林也是一片银装素裹。我们一窝蜂地向外冲去，捅房檐下的冰凌，亮晶晶的，闪着钻石的光芒，我忍不住舔了一下，真凉快啊！

我们来到了门口的柿子树下，呼吸着纯净清冽的空气，调皮的弟弟趁我们不注意抓住树干一顿猛摇，积雪呼啦一下全撒了下来，哈哈！我们互相看着对方的模样都大笑起来，不用堆雪人了，因为我们的帽子上，，眉毛上，衣服上，全都是白雪，我们把手边的雪揉成团，砸向调皮的弟弟，空旷的院落里回荡着我们开心的笑声。“吃烤红薯了。”姨奶奶站在院门口喊我们，我们一个个跑得比兔子还快，拿着刚从炭火里烤出来的红薯，心急好吃的我们烫得抓耳挠腮，可有谁能抵挡住红薯又香又甜的诱惑呢？

第二天早上，我破天荒地没有睡懒觉，和姨奶奶到塘边稻草垛里摸鸭蛋，刚出屋门，一阵鸭子“嘎嘎”的歌声打破了清晨的寂静，随即就是一阵戏水的“扑通、扑通”声，看来这鸭子是第一个早起忙碌的，塘面有些地方结了层薄薄的冰，我捧着两个还有温度的大鸭蛋，见村落里升起袅袅的炊烟，只觉得见到了世界上最宁静祥和的画面；听着公鸡的打鸣声、大黄狗汪汪的叫声，只觉得听到了一首幸福交响曲。

乡下生活使我远理城市的喧闹、孤独，成为一个名副其实的快乐小农娃！乡村的美景更是让我流连忘返，沉醉其中。

三 : Theater与Drama的不同

"Education is not acommodity. Education is a soc（www.61k.com）ial relationship." - Margolis

Why drama?

Let usbegin with the first question. Theatre artists have long dealt withasking themselves what the value is in defending and keepingtheatre programs alive in the face of rising costs - and in manycases a seeming loss of interest from the general public. Don'tbelieve me? Which would you rather do tonight, go see that newaction movie, or go out to a play? Most people have no problemdropping $10 in cash on an evening movie, but mention $5 theatretickets and they're immediately turned off. But live theatre in anysense of the word costs money, and play productions are expensive.Most community theatre survives on private donations and money fromestablishments like the National Endowment for the Arts. Ticketsales do virtually nothing to cover the expense of aproduction.

So whydrama in the classroom? Mention theatre, music, or dance to aschool official and likely the first thought across their mind issomehow related to budget cuts. Drama is, bottom line, seen as afluff subject by many people. What on earth could students possiblylearn from drama that is more beneficial than traditionalmainstream course work?

The useof theatre in the classroom both to teach subjects and to developpersonal skills in students is well documented, but seldomobserved. The broad term 'drama' covers a wide area of techniquesincorporating physical movement, vocal action, and mentalconcentration which traditional classrooms have lacked in quantityand combination in the past. Many teachers are already familiarwith the uses of skits - basically improvisations by students - toteach and reinforce material. Many teachers also find that studentshave a high interest in performing those skits in the classroom.While students will often show interest in these types ofactivities, teachers without a background in drama will often havea difficult time knowing how to approach the idea of teaching themmore in the classroom. In the same manner, a student who needsextra help or a new angle at learning a subject is oftenself-motivated to find a way to learn the material; howeverteachers lack the resources to offer the student.

In thebook Drama ofColor Saldaña discusses a study done by researchers Gourgey,Bosseau, and Delgado (1985) with lower socioeconomic Black andHispanic students in elementary school. After a six monthimprovisational drama project, gains were observed in vocabularyand reading comprehension. Survey results also suggested thatstudents also showed improvement in attitude areas including trust,self-accpetance, acceptance of others, and empowerment Anotherproject discussed in Saldaña's book was conducted by researchersShacker, Juliebo, and Parker (1993) in which third graders wereimmersed in a French language acquisition program with socialstudies through drama. The use of memorized playscripts assistedwith recall of French language months later.

Interestingly, many of the theories presented bychild researchers have supported child development through dramawithout ascribing that specific title to it. For example, at themost basic level interventionists and counselors have usedrole-playing and role-reversal for years as a means of mediationfor children trying to understand aspects of a conflict, yet thishas never been applied on a larger scale in the mainstreamclassroom. This simple solution is left as a last resort becauseteachers are unaware of its value in solving educationalproblems.

Thiswebsite is more than a resource for teachers looking for methods ofincluding drama in their classroom. It is an attempt to bridge thegap between traditional teaching and a sincere need within theclassroom for students to be able to develop and learn to theirgreatest potential, with respect to theories and examples set forthby experts in child development.

Before we get started with our discussion on how to create dramain your classroom, we need to cover the beginning aspects ofclassroom drama, including the things you want to avoid and promotein your classroom.

Thefirst issue we need to examine is the definitions we use,specifically the difference between theatre and drama. For the sakeof the discussions on this website, theatre pertains more toperformance work. The word should bring to mind images of plays andactors. Drama refers to shared elements used to explore ouremotions, our thinking, and to teach.*

THEATRE	DRAMA
Stage	Classroom, Playing Area, Space
Scenery	Environment, Setting
Actors	Students, Participants, Players,Teacher-in-Role
Director	Teacher, Leader, Facilitator, Artist-Teacher
Play Script	Scenario, Story, Material, Idea
Rehearse	Practice, Work On, Experiment With, Explore
Perform	Share, Show, Play Out, Dramatize, Improvise Thedifference between the two terms becomes very clear when laid outlike this. Remember that these are not universal definitions; theyare simply the way we will address drama and theatre here. When wetalk about using drama in traditional classroom setting we are nottalking about creating a play for a performance, the focus is noton the final product. Later we'll look at some sample lesson plans,but for now the focus should be on learning the basics. If you'venever worked with improvisational work before, there are some basicrules of thumb to keep in mind. Thefollowing are the basic steps you should use in writing your lessonplan: Decide on the objective of the lesson. What are the academicand social goals for the class? What do you want them tolearn? Pick a general format for the lesson. Will you use a story, animprovisational scene, small group work? How will students work inthe session? How much time do you have, and what does your work space looklike? Begin to structure the session on activities that you arecomfortable leading. Allow time to stop activities if they get outof control, and extra activities in case you come up short or endup skipping part of what you have planned. Write this all down, like you would any lesson plan. Howspecific you are depends on you as a teacher. Decide how you will assess the students. For some subjects atraditional test at the end may work just fine, but for other dramaactivities you may find yourself needed to assess the studentsthrough observation, journaling, videotaping, discussion time, orany other format. Have fun! Drama is not play, but nor should it be dogged andboring. Enjoy the time with the class, and keep things moving at apace that will interest the student. Avoid becoming bogged down inthe lesson. If you come across an activity that the students justaren't getting, feel free to move on rather then let that break theflow of your lesson. Theseare only the very basic rules, laid out to give you a rough idea ofhow to begin. Teachers should never feel bound to them, eachclassroom is unique and will require a different managementtechnique.

本文标题：与众不同的我-致我们那与众不同的张校长
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