孩子的成长，有时需要被照顾，也需要被相信。
上周，鼎文家校赋能工作坊如期举行。围绕“从被照顾到被信任：哪些问题我们需要帮孩子解决”，学生发展老师、寄宿老师与家长坐在一起，从寄宿适应、独立解决问题、情绪管理等真实场景聊起。
当孩子遇到问题时，我们什么时候应该伸手，又什么时候可以给他一点空间，让他自己走一走？ 因为真正的生长，不只是被帮助着向前，也是在一次次尝试中，慢慢长出自己的力量。
ENG→
Children need to be cared for, but they also need to be trusted.
Last week, Dingwen’s Family-School Empowerment Workshop brought together Student Development teachers, Boarding teachers, and parents to explore“From Being Cared For to Being Trusted: What Problems Should We Help Our Children Solve?”Through real-life situations involving boarding adjustment, independent problem-solving, and emotional management, we began an open conversation.
When children encounter challenges, when should we step in, and when can we give them the space to find their own way? Because true growth is not simply about being helped forward; it is also about trying, learning, and gradually developing the strength to move forward on their own.
01 把“怎么办”交还给孩子
Giving the Question Back to the Child
寄宿中心经理Mandy Li分享了一个日常故事。一天晚上，一名学生找到老师：“老师，我明天没有干净的校服了。” 原因很简单——忘记洗了。
如果是以前，老师可能会直接帮他找备用校服。但这一次，Mandy先问：“那你觉得现在怎么办？”
孩子从“不知道，老师你帮我想办法”，慢慢想到几个解决方案。问题解决后，老师又和他聊了一句：“今天老师可以帮你解决，但下一次呢？”
第二天，老师没有继续提醒，而是让孩子自己把校服整理好、放到指定位置。
对不少家长来说，这样的场景并不陌生。现场交流也从“要不要帮孩子”延伸到了一个更具体的问题：我们能不能在孩子需要的时候提供匹配的支持，同时把一些事情慢慢交还给他自己？
ENG→
Boarding mentor Mandy shared a story that felt even closer to everyday family life. One evening, a student came to her and said: “I don’t have a clean school uniform for tomorrow.” The reason was simple: he had forgotten to wash it.
In the past, a teacher might simply have found him a spare uniform.
This time, Mandy asked: “What do you think you could do now?”
At first, the student replied, “I don’t know. Can you help me think of something?” Gradually, however, he began to come up with several possible solutions himself.
Once the immediate problem had been resolved, Mandy asked one more question: “Your teacher can help you today—but what about next time?”
The following day, she did not remind him again. Instead, she gave him the responsibility of organising his own uniform and putting it in the right place.
For many parents, the situation felt familiar. The conversation soon moved beyond the simple question of whether adults should “help” and towards something more specific:Can we support children when they genuinely need us, while gradually handing more responsibility back to them?
02 家长带着问题来， 也带着彼此的经验回去
Parents Came with Questions—and Left with One Another’s Experience
比起单向分享，这场工作坊更像一次真正的“坐下来聊聊”。
在圆桌讨论中，学生发展部总监Dior Sun、学生发展老师Ash Zhang，寄宿中心经理Mandy Li和心灵导师Eva Zhang，从“适度放手、看见成长、家校同行”展开交流。讨论不仅关注孩子如何面对问题，也进一步谈到心理韧性——当孩子遇到失落、压力或不确定时，家长和老师可以怎样陪伴，让他们逐渐学会调整自己、面对问题。
学生发展部还现场介绍了“学生个性化成长规划”图谱，与此同时，家长们也分享了自己的困惑与经验。大家发现，许多看似不同的问题，其实都指向同一个问题：我们究竟应该在什么时候伸手，又在什么时候相信孩子？家长看到的是孩子回家后的状态，老师看到的是孩子在校园里的日常。把两种视角放在一起，家校才能真正站到同一个方向上。
ENG→
Compared with a one-way presentation, this workshop felt more like a genuine opportunity to “sit down and talk.”
During the roundtable discussion, Dior Sun, Director of the Student Development Center; Ash Zhang, Student Development Teacher; Mandy Li, Boarding Center Manager; and Eva Zhang, School Psychologist, explored the theme of “Knowing When to Step In, Seeing Growth, and Moving Forward Together as a School and Family.” The discussion focused not only on how children respond to problems, but also onpsychological resilience—how parents and teachers can support children when they encounter disappointment, pressure, or uncertainty, helping them gradually learn to regulate themselves and face challenges independently.
The Student Development Center also introduced the“Individualized Student Growth Planning”framework, giving parents a clearer understanding of how the school supports each student in identifying a development path that reflects their interests, strengths, and individual needs.
At the same time, parents shared their own questions, experiences, and perspectives. Through the conversation, they discovered that many seemingly different challenges ultimately point to the same question: When should we step in, and when should we trust our children to handle things themselves? Parents see how their children are doing at home, while teachers see their everyday experiences at school. Bringing these two perspectives together allows families and the school to truly move in the same direction.
03 为每一种成长，创造真实的场景
Creating Real Opportunities for Every Kind of Growth
鼎文学子的成长，不只发生在课堂里，也发生在真实的校园生活中。
学生发展部老师分享了鼎文少年说第二季团体赛中的一个片段。孩子们自主组队、互选伙伴，结果公布后，几名没进入心仪小组的孩子当场落泪。老师没有立即替他们解决，而是继续推进团队任务。很快，孩子们重新投入活动，也在新的团队中找到了自己的位置。
这样的经历，也让家长们思考：面对孩子的失落，什么时候需要伸手，什么时候可以选择相信？
学校持续为学生搭建多元的参与平台——从学生志愿者、社团，到学生大使、学生议事委员会，让不同性格、不同兴趣的孩子，都能找到属于自己的参与方式。因为真实的参与，本身就是成长。
ENG→
At Dingwen, we believe that growth happens not only in the classroom, but also through real experiences in school life.
During the workshop, a Student Development teacher shared a moment from the second season of DWA Youth Talks. Students formed teams and chose their own teammates. When the results were announced, several students were disappointed and even burst into tears. Instead of immediately stepping in, the teacher continued with the team activities. Before long, the students re-engaged and began to find their place in their new teams.
The experience also prompted parents to reflect: When should we step in, and when can we choose to trust our children?
The school continues to create diverse opportunities for students to take part in campus life—from student volunteers and clubs to Student Ambassadors and the Student Council—so that students with different personalities and interests can find their own ways to participate. Because meaningful participation is itself a form of growth.
04 一张写给一年后的行李牌
Standing Behind the Child, Together
活动最后，家长们收到了一份特别的“作业”——为一年后的孩子写下一张行李牌。一句想说的话，一份期待，也许还有一句此刻还没有说出口的话。
家长亲手写下寄语，再把行李牌挂到孩子的寄宿行李箱上。原本每天陪伴孩子往返校园的行李箱，在这一刻多了一份来自家庭的牵挂。
部分家长还参与录制了寄语视频，并收到了由学生发展部特别制作的《家长的答案之书》。 这一刻，工作坊不再只是一次关于“如何教育孩子”的讨论，也成为家长与孩子之间的一次温柔回应。
ENG→
At the end of the workshop, parents received a special “assignment” — to write a luggage tag for their child one year from now. A message they wanted to share, a hope they held, or perhaps something they had not yet found the words to say.
Each parent wrote their message by hand and attached the luggage tag to their child’s boarding suitcase. The suitcase that normally travels with their child between home and school now carried an extra reminder of love and care from home.
Some parents also recorded video messages for their children and received The Parents’ Book of Answers, specially created by the Student Development Center.
In that moment, the workshop became more than a conversation about “how to educate our children.” It became a gentle response between parents and children.
05 向生长的深处，给成长以空间
Growing Deeper, Making Space for Growth
从被照顾到被信任，并不是突然放手，而是逐渐学会把一些事情交还给孩子。
给他支持，也给他空间；看见他的需要，也相信他的力量。这也是家校同行的意义——不是替孩子走路，而是陪他找到自己的方向。
向生长的深处，给成长以空间。这一次，我们聊的是孩子如何长大；而真正想做的，是和家长一起，为每一个孩子的生长，留出更多可能。
ENG→
Moving from being cared for to being trusted does not mean suddenly letting go. It means gradually learning to entrust certain things back to our children.
Give them support, and give them space; see what they need, and trust their strength. This is also the meaning of family-school partnership—not to walk the path for children, but to walk alongside them as they find their own direction.
Growing Deeper, Making Space for Growth. This time, we talked about how children grow up;but what we truly hope to do is work together with parents to create more possibilities for every child’s growth.
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