靳淼居士2026年5月26日晚間講於萬佛聖城大殿

諸佛菩薩、宣公上人、各位法師、各位善知識，阿彌陀佛！

All Buddhas, Bodhisattvas, Venerable Master Hsuan Hua, Dharma Masters, and Dharma friends, Amitofo!

我叫靳淼，是育良小學女校的老師。學生們平常稱呼我為淼老師。今年是我在育良小學執教的第五年。前幾年，我主要是科任老師，教數學和中文；今年，我教二、三年級合班，擔任班導師，負責全科目的教學。今天，我想藉這個法緣，跟大家分享這一年來，在育良小學教學的心路歷程。

My name is Miao Sandel, and I teach at the Girls Elementary School. My students usually call me Ms. Miao. This is my fifth year teaching at IGDVS. In the past few years, I mainly taught as a subject teacher, teaching math and Chinese. This year, I am teaching a combined second and third grade class as the core teacher, teach all subjects. Today, I would like to take this opportunity to share my reflection of working at IGDVS.

剛開始教二、三年級合班的時候，我心裡是有壓力的。每天有很多課程、很多活動，也有很多事情要處理。和以前的工作與生活相比，今年的節奏快了很多，強度也高了許多。也正是在這種高強度的狀態下，我看到了許多自己的煩惱。

When I first began teaching the combined second and third grade class, I felt pressure in my heart. Every day there were many lessons, many activities, and

many responsibilities to take care of. Compared with my work and life before, this year had a much faster pace and a much heavier intensity. It was exactly under this intensity that I began to see many of my own afflictions.

今年是我第一次全天教低年級學生。這個經驗和我過去主要教高年級數學、中文的經驗很不一樣。低年級的孩子，還需要特別細心地學習認字、寫字、聽指示、整理自己的東西，也需要一遍又一遍地練習最基本的學習習慣。

This year is my first time teaching younger elementary students all day. This experience is very different from my previous experience of mainly teaching math and Chinese to older students. Younger children still need very careful guidance in reading, writing, following directions, organizing their belongings, and practicing the most basic learning habits again and again.

所以這一年，我慢慢體會到低年級老師的辛苦常常是「潤物無聲」的。高年級學生之所以能學得比較順，是因為前面的老師已經花了很多時間和心血，幫助他們打下紮實的根基。

This year, I have come to deeply appreciate the teachers who choose to teach young kids.  When older students seem easier to teach, it is often because the teachers before have already spent so much time, patience, and care helping them build a strong foundation.

再看看自己，在教低年級學生的時候，心常常是很浮躁的。有時候，一個孩子不會寫完整句子，我看到的是自己的急；有時候，一個孩子忘記規則，我看到的是我自己的不耐煩；有時候，孩子之間有衝突，我看到的是自己想馬上控制局面的習慣。

When I look at myself, I also see that while teaching younger children, my

own mind was often restless and impatient. Sometimes, when a child could not write a complete sentence, what I saw was my own impatience.

Sometimes, when a child forgot a rule, what I saw was my own frustration. Sometimes, when children had conflicts, what I saw was my habit of wanting to control the situation immediately

學生其實是照出我的急躁、我的控制習氣，還有我的分別心。這些情況都在開學的第一個月顯現出來。我看見自己心裡的急躁，也看到自己和學生常常是憑著本能反應在說話、做事。

Later, I slowly realized that the students were actually reflecting back to me my impatience, my need for control, and my discriminating mind. These situations and realization appeared during the first month of school. I saw the restlessness in my own mind, and I also saw that both the students and I often spoke and acted from instinctive or conditionedreactions. 

我那時候開始想，如果希望這一年過得比較順利，我不能只從教學管理的方法上想辦法，更要從觀照自己的心、幫助自己和學生認識自己的念頭找方法。有了這個想法以後，很快就有因緣看到法大製作的一個短片，講的是在靜坐中怎樣觀察念頭。短片裡把一個念頭比喻成一個點，把人的本能反應比喻為鉤子。這個比喻對我來說非常清楚，也非常形象化。

At that time, I began to think: if I wanted the year to go more smoothly, I could not only look for classroom management techniques. I also needed to look for ways to observe my own mind and help both myself and the students understand our own thoughts.  After this thought arose, I soon came across a short video produced by DRBU about how to observe

thoughts during meditation.  In the video, a thought was shown as a dot, and a person’s reaction was portrayed as a hook. This image was very clear and vivid for me.

原來很多時候，不是事情本身把我們帶走，而是一個念頭起來以後，我們馬上被自己的習氣勾住了。在看完法大短片的第二天，早晨第一節的打坐課上，我把這張圖片畫出來，講給學生聽。

I realized that many times, it is not the situation itself that carries us away. Rather, once a thought arises, we are immediately hooked by our own

habits. The next day after I watched the DRBU’s meditation video, during meditation class, I drew this image and explained it to the students.

當一個念頭出現的時候，如果我們馬上被鉤子勾住，就會立刻說話、立刻生氣、立刻做出反應。可是如果我們能夠先停下來，覺察這個念頭，再選擇怎樣回應，我們就不一定要被它帶著走。最後，我們總結出一個很簡單的口號：停一停，看一看，再選擇。

When a thought appears, if we are immediately caught by the hook, we

may speak right away, become angry right away, or react right away.

But if we can pause first, notice the thought, and then choose how to respond, we do not have to be carried away by it.  In the end, we summarized it into a very simple motto: pause,  notice, choose.

當一個念頭被鉤子勾住的時候，先讓自己停下來；然後覺察這個念頭，看看自己現在是生氣、害怕、委屈，還是想證明自己；最後再選擇要不要回應。

如果不需要回應，就讓這個念頭飄過去；如果必須回應，就選擇一個以美德為基礎的回應，用慈悲、尊重、誠實和耐心來回答，而不是只是跟著習氣反應。

When a thought gets caught by the hook, first pause. Then notice the thought and see whether we are feeling angry, afraid, hurt, or wanting to prove ourselves.

Finally, choose whether a response is needed. If no response is needed, we can let the thought float away. If a response is necessary, then we can choose a virtue-based response, responding with compassion, respect, honesty, and patience, instead of simply reacting from habit.

孩子們很快就接受了這個方法。每天早晨的靜坐課上，我們都會一遍一遍地回顧這個點和鉤子的圖像。在一整天裡，也會藉著各種事情，一起練習「停一停，看一看，再選擇」。慢慢地，我發現教室裡的氣氛變得更安定，孩子之間的關係也更和諧了。即使後來出現矛盾，或是發生一些小問題，學生也能用這個方法來反思和回應。

The children accepted this method very quickly. Every morning during meditation class, were viewed the image of the dot and the hook again and again. Throughout the day, we used different situations to practice “pause, notice, choose” together.

Little by little, I noticed that the atmosphere in the classroom became calmer, and the relationships among the students became much more harmonious. Even when conflicts later arose or small problems occurred, the students were able to use this method to reflect and respond.

在每天帶著孩子練習這個方法的過程中，我也越來越清楚地發現，在教室裡最需要練習「停一停，看一看，再選擇」的人，常常不是孩子，而是我自己。生活中很多事情發生的時候，我不是先看清楚事情本身，而是先掉進自己的想法裡。以前一看到問題，就想趕快解決。現在我也常常提醒自己，也許第一步不是馬上解決，而是先看清楚自己對這件事情的反應。

As I practiced this method with the children every day, I became more and more aware that the person in the classroom who most needed to practice “pause, notice, choose” was often not the children, but myself. When many things happen in life, I often do not see the situation clearly first. Instead, I fall into my own thoughts about it. In the past, whenever I saw a problem, I wanted to fix it right away. Now I often remind myself that maybe the first step is not to solve it immediately, but to first clearly see my own reaction to the situation.

有了這樣的練習以後，我也開始更留意孩子在日常小事中的選擇。很多時候，他們的成長不是在很大的事情上表現出來，而是在一個念頭起來時，能不能停下來，能不能選擇一個更有美德的回應。

After practicing this, I also began to notice the choices the children made in small daily moments. Many times, their growth did not appear in big events, but in whether they could pause when a thought arose, and choose a more virtuous response.

今年的學年，在下個星期就結束了。每年學期結束的時候，小學的學生不僅會拿到期末成績單，每個學生也會得到一張美德獎。美德獎是我們學校的八

德。通常是由班主任老師觀察學生一整年的表現，再決定每位學生在哪一項美德上有特別突出的成長。

This school year will end next week. At the end of each school year, the

elementary students do not only receive their final report cards.  Each student also receives a virtue award. The virtue award is based on our school’s eight virtues.  Usually, the core teacher observes the students’ growth throughout the year and decides which virtue each student has shown most strongly.

本來，這應該是由我來決定每個學生要得到哪一項美德獎。上一周，我讓孩子自己思考：這一學年，自己在哪一項美德上成長最多？然後，他們要寫一篇觀點作文，作為今年寫作課最後的評量寫作。

Originally, I was supposed to decide which virtue award each student would receive. Last week, I asked the children to reflect for themselves: Which virtue did I grow in the most this year? Then they had to write an opinion essay as their final benchmark writing for the year.

我要求他們依照觀點作文的結構來寫，有自己的主張、理由、例子和結尾。同時，我也要求他們引用《弟子規》裡的相關段落，或引用我們學過的亞里斯多德關於美德的一句話。

I asked them to use the structure of opinion writing, with a claim, reasons,

examples, and a conclusion. I also asked them to cite either a line from the Standards for Students or the quote we learned together from Aristotle about virtue.

二、三年級的孩子雖然年紀小，平均年齡只有八歲左右，可是他們最後寫出來的作文，讓我看到很真實的善根和覺察。他們的作文不會用很多佛教名詞，可是他們已經開始學習觀察自己的心，學習如何面對情緒、關係和選擇。

Even though the second and third graders are still young, with an average age of about eight, their final essays helped me see genuine goodness

and awareness in their hearts. They may not use many Buddhist terms in their writing, but they are already beginning to learn how to observe their minds and how to face emotions, relationships, and choices.

現在，我想和大家分享我的一位學生的美德作文。我已經徵得這位同學的同意，在大殿分享他的作文。這位同學寫的是誠信。他的作文讓我非常感動，因為他已經能夠寫出自己在害怕和誠實之間的選擇。

Now, I would like to share one of my students’ virtue essay with everyone. I already got permission from this student to share their essay with everyone in the Buddha Hall.  This student wrote about trustworthiness. Their essay moved me deeply because they were able to write about the choice between fear and honesty.

八歲的學生這樣寫道：「我相信我值得得到誠信獎，因為這一年我很多次表現出這個美德。第一個原因是，當別人問我朋友的秘密時，我會幫朋友保守秘密。即使別人一直煩我，我也不會編造假的故事。

This is an eight years old student wrote: “I believe I deserve the trustworthiness award because I showed this virtue many times this school year. My first reason is that I keep my friends’ secrets to myself when

people ask me for others’ secrets. I wouldn’t make up a fake story

even if they start to annoy me. 

例如，有一次朋友把我拉到旁邊，告訴我一件事情。後來我沒有告訴任何人。有些人一直在煩我，想知道這件事，可是我還是沒有編故事讓自己脫離麻煩。那時候我其實很想一個人待著，也希望他們不要再煩我。可是後來我突然想到，如果他們發現我說謊，他們以後就不會再相信我了。另一個原因是，如果我弄丟東西或忘記還東西，我不會說謊。我不會為了脫離麻煩而怪別人。

For example, after one friend pulled me over to tell me something, I didn’t tell anybody after. Eventually they started to annoy me a lot. But I still didn’t make a fake story to get myself out of this trouble. At that time I wanted to be alone and hoped to have them stop.  But then, I suddenly thought that they wouldn’t trust me any more if they found out I lied.  Another reason is that I never lied about if I lost something or forgot to return something. I wouldn’t make up a lie to blame others or to get myself out of trouble.

今年我在課間休息時間跑來跑去的時候，不小心撞倒了男生們做的樹枝小屋。那個男生問我的時候，我決定說實話。那時候我其實很想說：『我不知道你在說什麼。』因為我怕自己會惹麻煩。可是後來我還是選擇做對的事情，並承認：『是我做的。』我很開心自己在誠信方面成長了，因為它讓我成為更好的學生和同學，也讓我交到新的朋友，並且對自己的行為更負責任。

This year I accidentally knocked down one of the boys’ troll houses in the playground when I was running. When that boy asked me, I decided to tell the truth. At that time, I wanted to say,  ‘I don’t know what you’re talking about,’ because he might get me in trouble. But I chose to do the right thing and say, ‘I did it.’ I’m proud that I grew in trustworthiness because it helped me I’m proud that I grew in trustworthiness because it helped me

become a better student and classmate. It also helped me make

new friends and become more responsible for my actions.

當我更有責任感的時候，別人也會更信任我。古希臘哲學家曾經說過：

「『美德不是一次單獨的行為，而是一種習慣、一種模式、一種生活方式。』」我同意這句話，因為這一年誠信已經慢慢變成我的生活方式。綜上所述，我相信我值得得到誠信獎。」

When I’m more responsible, other people trust me more. The ancient Greek philosopher said, ‘Virtue is not a solitary act,  but a habit, pattern, a way of being.’ I agree with him because I’ve been living in trustworthiness as a way of living for the school year. Therefore, I believe I should get this award of trustworthiness.”

當我讀到這篇作文的時候，我很感動。因為這不只是一個小孩子在寫「我要誠實」。他已經開始學習觀察自己的念頭，觀察自己的害怕，也觀察自己的選擇。

When I read this essay, I felt deeply moved.  This was not simply a child writing about “I should be honest.”  They are already learning to observe their own thoughts, their fear, and their choices.

佛法裡常講，一切從一念開始。從這位學生的文章可以看出，佛法有時候不是很遠的東西。佛法可能就在一個小孩決定要不要說實話的那個念頭裡面。

In Buddhism, we often say that everything begins from one thought.

From this student’s writing we can see that the Dharma is not something far away. Sometimes the Dharma is inside the very moment when a child decides whether or not to tell the truth.

這一年快結束了，回頭看，我發現孩子們成長了很多。我也發現，成長的不只是孩子，我自己也在這一年改變了。我更清楚地看見自己的不足，我的改變也不是因為我的煩惱減少了，而是因為有些時候，有時候我能早點看見煩惱。

As this school year comes closer to the end, I look back and see that the

children have grown a lot. I also realized that the children were not the only

ones who grew. I was also changed by this year.  I can see my shortcomings more clearly. It is also not because I have less afflictions, but because sometimes I can see them earlier.

我經常聽到和看到這一句話：「煩惱即菩提」當我能看見煩惱的時候，我才有機會慢慢回來，回到呼吸，回到覺察，回到慈悲，也回到那顆願意以善意和溫柔與人連結的初心。

I often read and heard this teaching that affliction itself can become Bodhi.

When I can see my afflictions, I have the opportunity to slowly return.

return to the breath, return to awareness, return to compassion, and return to the original heart that wanted to connect with others with kindness and good intentions.

所以，如果要說這一年我有什麼體會，我想用很簡單的一句話來總結：我慢慢理解了什麼是在當下這一念。這一念裡，有我怎樣面對一個人，怎樣說一句話，怎樣放下一個執著，怎樣在忙亂中重新找回自己的心。

So if I were to say what I realized and learned this year,I would say it in one simple sentence: I slowly began to understand what it means to practice in this present thought. In this one thought, there is how I face a person, how I speak one sentence, how I let go of one attachment, and how I find my mind again in the middle of busyness.

最後，我很感恩諸佛菩薩、宣公上人、各位法師、學校、同事、學生和家人的護持。感恩這一年所有順的境界，也感恩所有不順的境界。順的境界給我鼓勵，不順的境界讓我看見自己。

Finally, I am deeply grateful to all Buddhas and Bodhisattvas, Venerable Master Hsuan Hua, the Dharma Masters, the school, my colleagues, my students, and my family for their support. I am grateful for all the smooth conditions this year, and also for all the difficult conditions. Smooth conditions gave me encouragement. Difficult conditions helped me see myself.

阿彌陀佛。謝謝大家。Amitofo. Thank you everyone.