今年八月初，教育部修訂「學校訂定教師輔導與管教學生辦法注意事項」

At the beginning of August this year, the Ministry of Education revised the "Precautions for Schools to Formulate Teacher Counseling and Disciplinary Measures for Students".

修訂後版本的部分條文，尤其是第十五條及第二十二條，在教育界引起教師、家長高度關注與討論，校園外的社會人士，也對此十分關切。

Some provisions of the revised version, especially Articles 15 and 22, have attracted great attention from teachers and parents in the education sector. With the discussion, people outside the campus are also very concerned about this.

第十五條是規範教師或學校處罰學生的「正當法律程序」，包括：

Article 15 regulates the "due legal procedures" for teachers or schools to punish students, including:

(1)要適當給予學生陳述意見的機會，了解其行為動機與目的；

Appropriately give students the opportunity to state their opinions and understand the motivation and purpose of their behavior;

(2)要向學生適當說明須導正的行為、實施處罰的理由與措施；

It is necessary to properly explain the behaviors that need to be corrected, the reasons and measures for punishment;

(3)當學生提出異議時，教師應調整或停止所執行的處罰措施；

When students raise objections, teachers should adjust or stop the punishment measures implemented;

(4)教師認為必要時，可將學生移請學務處或輔導室協助處置。

When the teacher deems it necessary, the student can be transferred to the School Affairs Office or the counseling room for assistance.

(5)如果是由學生或監護人要求，教師也要說明處罰過程及理由。

If it is requested by the student or the student’s guardian, the teacher should also explain the punishment process and reasons.

如果是從「正當法律程序」來說，其實第十五條的訂定是有道理的。

If it is from the perspective of "due legal process," the provision of Article 15 is actually reasonable.

法律之所以強調程序的正當性，就是希望能給「弱勢的一方」足夠的保障，避免「執掌權力的另一方」，利用其強勢而做出不合道理或正義的事。

The reason why the law emphasizes the legitimacy of procedures is to give the "weak party" sufficient protection to avoid the "other party in power" from using its strength to do unreasonable or just things.

在傳統的師生關係上，學生的確是相對弱勢的一方，面對學校或教師的管教，大部分的學生都是順從與接受的，儘管他們被處罰時可能心中有怨言。

In the traditional teacher-student relationship, students are indeed relatively disadvantaged. In the face of school or teacher discipline, most students obey and accept, although they may have complaints when they are punished.

為了避免部分教師或行政人員，過分使用自己的威勢，造成學生不可避免的傷害，與教育有關的法令，當然要給予學生很周延的保障，而這種保障是考慮多數學生，多數學生在成長過程中尚無法很好保護自己。

In order to prevent some teachers or administrators from overusing their power and causing inevitable harm to students, education-related laws and regulations must of course provide students with comprehensive protection, and this protection takes into account the majority of students, after all, most students are still unable to protect themselves well in the process of growing up.

不過，在目前的校園中，傳統的師生關係，是一直被時代變遷所挑戰的。老師的話未必在每一位家長、學生心中都有足夠的權威，教學現場中，很多老師面對班級經營、秩序管理、親師互動，多少有著無力感或徬徨。

However, in the current campus, the traditional teacher-student relationship has always been challenged by the changes of the times. Teachers words may not have enough authority in the hearts of every parent and student. In the teaching scene, many teachers feel powerless or hesitate in the face of class management, order management, and parent-teacher interaction.

部分老師，尤其是年輕而資歷淺的老師，既希望能與學生、家長維持融洽的互動，也秉持著理想，面對學生需要被導正的言語、行為、態度，也總希望能加以導正。但無論是對什麼樣的人，兼顧「相處融洽」與「理智督導」本來就是很困難。

Some teachers, especially young and junior teachers, not only hope to maintain harmonious interaction with students and their parents, but also uphold their ideals. They always hope to correct the words, behaviors and attitudes that students need to be corrected. But no matter what kind of person it is, it is inherently difficult to balance "getting along well" with "reasonable supervision".

換句話說，這時候的教師，可能並不是傳統師生關係下「相對強勢的一方」，學生也未必還是「相對弱勢的一方」。訂立規則的行政機關，似乎仍是在「假設老師為相對強勢的一方」的前提下，訂了相關的條文。

In other words, the teacher at this time may not be the "relatively strong side" under the traditional teacher-student relationship, and the students may not be the "relatively weak side." The administrative agency that made the rules seems to have made relevant provisions on the premise of "assuming that the teacher is a relatively strong party."

如果是要從平衡的角度來看，淺見以為，應該同時訂定的是，當學生面對合理的管教，卻因為心生不滿而以粗暴的言語、行為、態度回擊師長或行政人員時，教師或行政人員又該如何因應，以及保護自己？畢竟，在這個時代，老師反過來被欺負、霸凌，也是有可能的。

If it is from a balanced perspective, I think that it should be stipulated at the same time that when students face reasonable discipline, but because of their dissatisfaction, they respond with rough words, behaviors, and attitudes to teachers or administrative staff. How should teacheres and administrators respond and protect themselves? After all, in this era, it is possible for teachers to be bullied .

再來就是，依照目前的教育法令，學校中是不允許存在體罰的。假如教師與行政人員必須因為學生提出異議，而皆調整或停止執行處罰的話，當可以執行的處罰方式已經無法有效約束學生的行為，而造成學生本身或其他學生的危險時，又有什麼樣的配套措施？

Furthermore, in accordance with current education laws, corporal punishment is not allowed in schools. If teachers and administrators have to adjust or stop the enforcement of punishments because of student objections, what will happen when the enforceable punishments are no longer effective in restraining the students’ behavior, and the students themselves or other students are in danger? Supporting measures?

如果班級導師、科任老師、輔導室或學務處，都已經對某些學生的行為束手無策時，接下來該由誰從旁輔導，是不是該回歸家長的權利與責任呢？

If the class instructor, subject teacher, counseling room, or academic affairs office are already at a loss for the behavior of certain students, who should be next to counsel student? Should it return to the rights and responsibilities of parents?