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This is something I mulled over for quite some time. I was requiring my students to read all this bad news and at the same time jeopardizing my reputation with many of them as "Mr. Positive."
這是我反復思考了相當一段時間的事。我是在要求學生閱讀這一切的負面消息，同時也是在敗壞我在很多學生心目中作為“積極先生”的名聲。
I was now more determined than ever to prove to my students that there was something to celebrate every day and to work a daily dose of good news into our learning environment. So the next day at the beginning of class I asked, "What are we celebrating today?" They thought I meant that it was some day of historical significance, and they should know it. So I said, "Let me ask it a different way: Who has good news? Who has something good to say?" Since this was the first time I'd started class that way, they were a bit mystified. I said, "Since you're having such a hard time finding good news in the newspaper, let's see if we can find some in our own lives." They thought it was a great way to start class, and it developed into something that had a profound and lasting impact on both my students and me.
于是我比以往更加堅定地要向學生證明：每天都有值得贊美慶祝的事，我還要往我們的學習氛圍里每天都注入一些好的消息。因此第二天一上課我就問：“我們今天要慶祝什么？”他們都覺得我的意思是那天是某個有歷史意義的日子，而他們應該知道這個日子。于是我說：“那我換一種問法吧：誰有好消息？誰有好事要說？”這是我第一次用這樣的方式作開場白，所以他們都有些困惑。我說：“既然你們在報紙上找好消息那么難，那我們就看看能不能在生活中找到一些。”他們覺得這是一種很棒的開場方式，后來這就發展成為對我和我的學生們都具有深刻持久影響的一件事情。
Over the years of doing this, we heard just about every bit of good news possible. Some were small things, some were huge things. But most important was that my students learned to look for the good in everyday life and then to share it with others. This simple little ritual also had a buildup effect. Each day we added to the good news of the previous day, and so on. And each day my students increased their awareness of all the good news going on around them all the time. They looked for it, they found it, and they celebrated it by sharing it with others.
多年來，我們聽到的好消息簡直包羅萬象。有些是小事情，有些是大事件，但最重要的是，學生們學會了去尋找日常生活中存在的好的東西，并與別人分享。這個簡單的小儀式還有一個累積的效應。我們每天都在前一天的好消息上增加更多的好消息，以此類推。學生們對身邊發生的好消息日益關注。他們去尋找，他們找到了，他們用與別人分享的方式來慶祝它。
