你相信奇蹟嗎?

聖經說,五餅二魚,死人復活,你有見過嗎?沒見過?我也沒見過。

我廿多歲的時候,疼愛我的外婆患了骨癌,瑪麗醫院診斷說她只餘下三個月的壽命。由於骨癌的關係,她只能每天卧牀,承受著痛不欲生的折磨。當家人已作好了最壞打算的時候,我們遇到了一位不收分文,一生贈醫施藥的老中醫-胡炳良醫師。他用了一些很奇怪、我想也沒有想過的方法治好了我外婆的病。我親眼見過給他治癒的癌症病人,不計其數。

這老中醫自己是做紙品生意的。無論是他的生意,或是他的醫術,都可給他帶來充裕的物質生活。可是,他郤將全部的收入,用於贈醫施藥,自己及家人只住在黃竹坑一間不到二百尺的公屋單位裡。人家問他,為甚麽不留一些錢,為家人及子女改善生活?他回答說:「要做我的妻子及孩子,就是要過這樣的生活。」在遇上他後,我才真正明白聖經所說愛人如己的道理。也真正明白,耶穌、聖依納爵及耶穌會眾神父為我立的榜樣。這老中醫雖然不是宗教上的奇蹟,卻是人性上的奇蹟。

在教學上,我從不對學生說“勤力些”,也不叱責他們懶惰。我只會要求他們付出一個合理的時限,同時要求他們專心。

“勤力”是師長對學生最簡單的指導。一小時做不到,勤力些用兩小時。兩小時做不到,勤力些用三小時。要是仍然做不到,就是學生不夠勤力,責任全在學生。

我不是說“勤力”完全沒用,但學生的時間畢竟有限,尤其對落後的同學,低效的“勤力”只會浪費他們僅有的時間。

教學上的突破,對我來說從不陌生。十多年前,我將花了七、八年時間編寫的化學科教材,放在網上供其他學校的老師及同學下載。香港大學教育學院也曾推介這套教材給受訓的老師使用。每年我都收到其他學校老師的感謝電郵,也有一些同學說自修完教材後能在高考考獲優良的成績。

然而,我用同一套教材教導華仁的學生,班中竟有數人不及格。我想,除了教材和教學法外,定有更深層次的原因。從此,我將我的備課時間,大多用在學習效率的研究上,而不再集中在化學科。

我的另類做法,曾幫助一個華仁仔在報名限期後,考進了牛津大學;三個月,令一個華仁仔在SAT中多考一百分;七個月,將華仁高考化學科的優良率提升一倍;十八個月,幫一個會考只有4A的華仁仔在高考中同樣考獲4A而進入醫學院。

現在,我期望的,不是教學上的奇蹟,而是人性上的奇蹟。

後記:
我個人從來都未遇過奇蹟,直至2016年中。我參加了一個由慈幼會江神父舉辦的聖體降福禮儀,當時是我人生第一次遇見江神父,他連我叫甚麼名字也不知道。在禮儀中,他吩咐參加者,一個跟一個每人跪在聖體面前祈禱大約三分鐘,然後會轉告他從耶穌接收到的啟示。
禮儀後,有一個時段,大家可自由分享。很多參加者都有分享江神父告知的啟示,但大多都很一般性,如神很愛你、你要寬恕自己等。
然而,他告訴我的郤很特別,「我不知道你在做什麼,但耶穌被你所做的事觸動。」

6 comments

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    • Wahyanite on 12 February, 2012 at 6:32 pm
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    You keep men­tion­ing that a wahyan­ite improved his SAT result by a 100 point. I actu­ally made an improve­ment of 240 points, alone in the crit­i­cal read­ing and writ­ing part by NOT doing your voca­blearn­ing. Your exam­ples prov­ing that your sys­tem works is not quite sup­port­ive as well. There are wahyan­ites going to Prince­ton, Cam­bridge and Oxford with­out much of your help, you only used the result of 1 year AL Chem­istry to prove the effec­tive­ness of your sys­tem. To achieve 4A in CE is not an easy thing, and to a point, only stu­dents hav­ing below 6A in CE would take the AL exam, so why would it be ever so sur­pris­ing to see a 4A bright wahyan­ite get­ting into the med­ical school in Hong Kong?
    The sam­ple size you are pro­vid­ing is ridicu­lously small and that does not pro­vide sound evi­dence for your “so-called” effec­tive sys­tem.
    If Wah Yan wants to improve its aca­d­e­mic, extra-curricular achieve­ment, we could sim­ply do strict selec­tion when enrolling form 1 stu­dents. The rea­son we did not do it is sim­ply because the idea of uni­ver­sal edu­ca­tion to all kinds of stu­dents. It is pathetic that you never acquire this wis­dom through­out 30 years in Wah Yan.
    Nev­er­the­less, stop manip­u­lat­ing our fel­low wahyan­ites with all those seem­ingly true fig­ures, we will be hav­ing a bet­ter life with­out your men­tal pol­lu­tion to us.

    1. First of all, thanks a lot for your crit­i­cism. It is because only through the eval­u­a­tion of argu­ments of both sides, we can get a clearer pic­ture of the situation.

      Before we can com­pare your case with the case I men­tioned, we must clar­ify whether we are tak­ing about some­thing sim­i­lar, oth­er­wise the com­par­i­son is not fair and not valid.

      When I say 100, it is actu­ally 105 out of 800 which means about 1 stan­dard devi­a­tion in SAT test. If you are tak­ing about a total of 240 in crit­i­cal read­ing and writ­ing, does it mean 240 out of 1600 ? If this is the case, the improve­ment is more or less the same or a lit­tle bit bet­ter because the assess­ment of improve­ment also depends on the actual final score accord­ing to the law of dimin­ish­ing return.

      More impor­tantly, did you take 3 con­sec­u­tive tests in 6 months as the stu­dent I men­tioned and got the results of the sec­ond test almost exactly the same of the first test after 3 months of seri­ous study ? Ref­er­ence : How did the project start and what was the result so far ?

      If your answers are all yes to my ques­tions, then we may use your case for a fair com­par­i­son oth­er­wise the improve­ment may be due to inad­e­quate prepa­ra­tion of the first test rather than a gen­uine improve­ment in ver­bal ability.

      More­over, I never said that voca­blearn­ing is the only pos­si­ble way to improve the sit­u­a­tion. If any­body can pro­vide us a fea­si­ble alter­na­tive to close the per­for­mance gap, I will sim­ply walk away peace­fully. Ref­er­ence : The Starfish Story; $500,000 – a Dis­proof or an Alter­na­tive wanted Would you mind telling us more about how you got 240 marks more and how long the whole process took? I am sure that you got 240 marks more not by NOT doing voca­blearn­ing but by doing some­thing else.

      Fur­ther­more, my claim is not only based on this iso­lated inci­dence. Sim­i­lar results were also observed in 2(not 1) years of Form 7 chem­istry stu­dents with another year of chem­istry stu­dents not using the sys­tem in the mid­dle and 1 form of Form 1 stu­dents using the same sys­tem to study chem­istry and Eng­lish vocab­u­lary respec­tively. The improve­ment is sta­tis­ti­cally sig­nif­i­cant and with high con­fi­dence lev­els. Iso­lated cases give us insights while gen­er­al­ized cases give us confidence.

      For the case of the Alevel stu­dent men­toned, get­ting 4As in HKCEE is not as dif­fi­cult as you think and get­ting 4As in HKAL is not as easy as it seems to be. Ref­er­ence : Pre­sen­ta­tion Slides pre­sented to the School Man­age­ment Com­mit­tee pg32. The chart showed that there were quite a num­ber of stu­dents who got more than 6As in HKCEE stayed put in Wah Yan to take the ALevel. The red line rep­re­sents the aver­age per­for­mance of Wahyan­ites in the last 13 years and each dot rep­re­sents the per­for­mance of a real stu­dent in HKCEE and ALevel. There were a lot of F7 Wahyan­ites who got more than 4As in their HKCEE but nobody except one who got 9As and 1B in HKCEE man­aged to get 4As in HKALE. The case I men­tioned is really an excep­tional feat. There­fore, I asked the stu­dent to write a tes­ti­monal for me for what he did shortly after the release of his result. Ref­er­ence : A Tes­ti­mo­nial of Revi­sion Organizer

      Stricter F1 recruit­ment will be fea­si­ble only if there are more than enough bril­liant stu­dents choos­ing our school. Could you ask $1000 for a bot­tle of Coke if nobody really agrees to pay that much? You may keep ask­ing nonethe­less. At present, we are already admit­ting only the best stu­dents who are choos­ing us. 70% of our F1 stu­dents are already in the HK top 20% per­centile. If they can upkeep their rel­a­tive aca­d­e­mic achieve­ment in the pop­u­la­tion, the UGC-admission rate of the school should be about 75.5% rather than the present fig­ure of 28.1%.

      The main point of my argu­ment is not about the absolute per­for­mance but the change in per­for­mance of the stu­dents in the whole process, thus what value we can cre­ate for our stu­dents. Even if we aban­don our feeder school all in a sud­den irre­spon­si­bly, do you think the rel­a­tive per­for­mance gap cre­ated by the whole process will close auto­mat­i­cally by itself with­out doing anything ?

      This only swaps a group of stu­dents that we fail to man­age prop­erly with another group of stu­dents. No real change is tak­ing place under­neath. The whole soci­ety will not ben­e­fit from the swap. We only shift some­thing that we don’t have the courage to face to some­body else.

      Lastly, the case of Oxford admis­sion was spe­cial not because it was Oxford but because of the miss­ing of admis­sion dead­line. Do you know any wahyan­ites or any stu­dents of any schools who got admit­ted to Prince­ton, Cam­bridge or Oxford despite miss­ing of admis­sion dead­line? I am very inter­ested to know.

      Peo­ple Often Don’t Want to Hear the Truth
      An excerpt from Hard facts, dan­ger­ous half-truths, and total non­sense : prof­it­ing from evidence-based man­age­ment / Jef­frey Pfef­fer, Robert I. Sut­ton. (Har­vard Busi­ness School Press)

    • 過路人 on 12 February, 2012 at 6:48 pm
    • Reply

    不值為華仁抱有多餘希望
    香港每個人都去補習學校

    • Student on 12 February, 2012 at 6:55 pm
    • Reply

    我老師不會為我們做什麼…(不公平啊))

    1. 這只是機會率的問題,你還沒遇到而且.

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