2007年的除夕夜,有一个节目在短短的几分钟内感动了全国。三十个农民工子女用质朴纯净的语言,向全国人民诉说他们的心里话。诗朗诵打动了无数观众的心,人们对他们的生活、学业状况报以极大的同情。然而,作为天天与外来工子女生活学习在一起的教师,在同情、感动之余,我们的心底泛起的更是一种责任。因为我们清醒地了解,在他们的积极向上和勤劳质朴的背后,更多的是因为长期的漂泊生活而导致的一些瑕疵和劣迹:厌学、打架、自私、缺少纪律观念、逃课甚至离家出走。作为教师,我们深切地体会到:外来工的孩子,不好教!如果单纯要求教师提高学习成绩,以成绩来论教师的优劣,那我们的教师就 On New Year’s Eve 2007, there was a program that touched the country in just a few minutes. Thirty migrant workers’ children used simple and plain language to tell their people what they wanted. Poetry recital touched the hearts of countless audiences, people for their life, academic status reported great sympathy. However, as teachers who learn to live with children of migrant workers every day, it is even more a responsibility of our hearts to sympathize and move. Because we are soberly aware that behind their positive and diligent simplicity, there are more flaws and deeds caused by long-term drifting lives: weariness, fighting, selfishness, lack of discipline, skipping classes and even running away from home . As a teacher, we deeply understand that migrant children are not good at teaching. If teachers are simply required to improve their academic performance and to evaluate the pros and cons of teachers based on their achievements, then our teachers