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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."
这是我反复思考了相当一段时间的事。我是在要求学生阅读这一切的负面消息，同时也是在败坏我在很多学生心目中作为“积极先生”的名声。
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.
于是我比以往更加坚定地要向学生证明：每天都有值得赞美庆祝的事，我还要往我们的学习氛围里每天都注入一些好的消息。因此第二天一上课我就问：“我们今天要庆祝什么？”他们都觉得我的意思是那天是某个有历史意义的日子，而他们应该知道这个日子。于是我说：“那我换一种问法吧：谁有好消息？谁有好事要说？”这是我第一次用这样的方式作开场白，所以他们都有些困惑。我说：“既然你们在报纸上找好消息那么难，那我们就看看能不能在生活中找到一些。”他们觉得这是一种很棒的开场方式，后来这就发展成为对我和我的学生们都具有深刻持久影响的一件事情。
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.
多年来，我们听到的好消息简直包罗万象。有些是小事情，有些是大事件，但最重要的是，学生们学会了去寻找日常生活中存在的好的东西，并与别人分享。这个简单的小仪式还有一个累积的效应。我们每天都在前一天的好消息上增加更多的好消息，以此类推。学生们对身边发生的好消息日益关注。他们去寻找，他们找到了，他们用与别人分享的方式来庆祝它。
