帮忙写一篇以《我心中最好的老师》为题目的英语作文 我最好的老师阅读，每个人心中都有一个好老师的标准，说说你心中...
\u6025!!!\u6211\u5fc3\u4e2d\u6700\u597d\u7684\u8001\u5e08 \u82f1\u8bed\u4f5c\u6587What makes a good teacher
Good teachers have a sense of purpose.
You can't be good in a generic sense; you have to be good for something. As a teacher, this means that you know what your students expect, and you make plans to meet those expectations. You, too, have expectations about what happens in your classroom, based on the goals you're trying to achieve. If you want to prepare your students for employment, you expect punctuality and good attendance. If you teach a GED class, you spend time explaining the format of the test and helping students to improve their test-taking skills. And if you want your students to become better, more involved readers, you allow time for reading and provide access to books.
Good teachers have expectations of success for all students.
This is the great paradox of teaching. If we base our self-evaluation purely on the success of our students, we'll be disappointed. At all levels, but especially in adult education, there are simply too many factors in students'lives for a teacher to be able to guarantee success to all. At the same time, if we give up on our students, adopting a fatalistic, "it's out of my hands" attitude, students will sense our lack of commitment and tune out. The happy medium can be achieved with a simple question: Did I do everything that I could in this class, this time, to meet the needs of all my students, assuming that complete success was possible? As long as you can answer in the affirmative, you're creating a climate for success.
Good teachers know how to live with ambiguity.
One of the greatest challenges of teaching stems from the lack of immediate, accurate feedback. The student who walks out of your classroom tonight shaking his head and muttering under his breath about algebra may burst into class tomorrow proclaiming his triumph over math, and thanking you for the previous lesson. There is no way to predict precisely what the long-term results of our work will be. But if we have a sense of purpose informing our choice of strategies and materials, and we try to cultivate expectations of success for all our students, we will be less likely to dwell on that unpredictability, choosing instead to focus on what we can control, and trusting that thoughtful preparation makes good outcomes more likely than bad ones.
Good teachers adapt and change to meet student needs.
Can we really claim to have taught a class in geography if no one learned any of the concepts in the lesson from our presentation? If none of our students ever pick up a book outside of the classroom, have we really taught them to be better readers? We don't always think about these issues, but they are at the heart of effective teaching. A great lesson plan and a great lesson are two entirely different things; it's nice when one follows the other, but we all know that it doesn't always work out that way. We teach so that students will learn, and when learning doesn't happen, we need to be willing to devise new strategies, think in new ways, and generally do anything possible to revive the learning process. It's wonderful to have a good methodology, but it's better to have students engaged in good learning.
Good teachers are reflective.
This may be the only infallible, absolute characteristic of all good teachers, because without it, none of the other traits we've discussed can fully mature. Good teachers routinely think about and reflect on their classes, their students, their methods, and their materials. They compare and contrast, draw parallels and distinctions, review, remove and restore. Failing to observe what happens in our classes on a daily basis disconnects us from the teaching and learning process, because it's impossible to create connectivity if you've disconnected yourself.
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What makes a good teacherGood teachers have a sense of purpose.
You can't be good in a generic sense; you have to be good for something. As a teacher, this means that you know what your students expect, and you make plans to meet those expectations. You, too, have expectations about what happens in your classroom, based on the goals you're trying to achieve. If you want to prepare your students for employment, you expect punctuality and good attendance. If you teach a GED class, you spend time explaining the format of the test and helping students to improve their test-taking skills. And if you want your students to become better, more involved readers, you allow time for reading and provide access to books.
Good teachers have expectations of success for all students.
This is the great paradox of teaching. If we base our self-evaluation purely on the success of our students, we'll be disappointed. At all levels, but especially in adult education, there are simply too many factors in students'lives for a teacher to be able to guarantee success to all. At the same time, if we give up on our students, adopting a fatalistic, "it's out of my hands" attitude, students will sense our lack of commitment and tune out. The happy medium can be achieved with a simple question: Did I do everything that I could in this class, this time, to meet the needs of all my students, assuming that complete success was possible? As long as you can answer in the affirmative, you're creating a climate for success.
Good teachers know how to live with ambiguity.
One of the greatest challenges of teaching stems from the lack of immediate, accurate feedback. The student who walks out of your classroom tonight shaking his head and muttering under his breath about algebra may burst into class tomorrow proclaiming his triumph over math, and thanking you for the previous lesson. There is no way to predict precisely what the long-term results of our work will be. But if we have a sense of purpose informing our choice of strategies and materials, and we try to cultivate expectations of success for all our students, we will be less likely to dwell on that unpredictability, choosing instead to focus on what we can control, and trusting that thoughtful preparation makes good outcomes more likely than bad ones.
Good teachers adapt and change to meet student needs.
Can we really claim to have taught a class in geography if no one learned any of the concepts in the lesson from our presentation? If none of our students ever pick up a book outside of the classroom, have we really taught them to be better readers? We don't always think about these issues, but they are at the heart of effective teaching. A great lesson plan and a great lesson are two entirely different things; it's nice when one follows the other, but we all know that it doesn't always work out that way. We teach so that students will learn, and when learning doesn't happen, we need to be willing to devise new strategies, think in new ways, and generally do anything possible to revive the learning process. It's wonderful to have a good methodology, but it's better to have students engaged in good learning.
Good teachers are reflective.
This may be the only infallible, absolute characteristic of all good teachers, because without it, none of the other traits we've discussed can fully mature. Good teachers routinely think about and reflect on their classes, their students, their methods, and their materials. They compare and contrast, draw parallels and distinctions, review, remove and restore. Failing to observe what happens in our classes on a daily basis disconnects us from the teaching and learning process, because it's impossible to create connectivity if you've disconnected yourself.
绛旓細(1)鎴戝績涓殑濂借佸笀 鎴戣嚜璞垜鏈夎繖鏍蜂竴浣嶅ソ鑰佸笀锛屽ス灏辨槸鎴戠殑鐝富浠昏懀鑰佸笀銆傚綋鎴戝垰杩堣繘灏忓鐨勬牎闂ㄦ椂,灏卞惉璇存垜浠殑鐝富浠绘槸涓浣嶄紭绉鏁欏笀钁ｈ佸笀.鎴戞鐫鍑犲垎婵鍔ㄧ殑蹇冩儏,榛橀粯鐨勫湪蹇冧腑鎯宠薄杩欎紭绉鏁欏笀鐨勫舰璞.鍦ㄦ垜鐒︽ョ殑鏈熺浖涓,缁堜簬绛夊埌浜嗗紑瀛︾殑鏃跺,钁ｈ佸笀鍑虹幇鍦ㄦ垜浠殑鍓嶆柟,棣栧厛鎴戠殑蹇冧腑鎯冲ス搴旇灏辨槸鎴戜滑浠ュ悗...
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绛旓細浣犳槸鍚﹀湪鎵炬鍑嗗鎾板啓鈥鎴戠殑鑰佸笀浣滄枃涓ょ櫨瀛椻,涓嬮潰鎴戞敹闆嗕簡鐩稿叧鐨勭礌鏉,渚涘ぇ瀹跺啓鏂囧弬鑰! 鎴戠殑鑰佸笀浣滄枃涓ょ櫨瀛1 杩涘叆鍒濅腑,鎴戠涓鐪肩湅鍒扮殑鑰佸笀鏄垜浠殑鐝富浠烩斺斿紶鑰佸笀銆傚紶鑰佸笀闀垮緱寰堝竻姘,缁欐垜鍗拌薄鏈娣辩殑鏄粬鏈変竴鍙岀偗鐐湁绁炵殑澶х溂鐫,鍑犲ぉ涓嬫潵,鎴戣寰楄佸笀閭ｅ弻澶х溂鐫涘氨鍍忓垁瀛愪竴鏍烽攼鍒,浠栭偅鍙岀溂鐫,鏃惰屾繁娌,涓烘垜...
绛旓細鎴鏈濂界殑鑰佸笀浣滄枃鎺ㄨ崘1 濡傛灉浣犻棶鎴:鈥滀綘鏈濂界殑鑰佸笀鏄皝?鈥濇垜涓瀹氫細姣笉鐘硅鲍鍦板洖绛:鈥鎴鐨勫惎钂欒佸笀!鈥 鎴戠殑鍚挋鑰佸笀鏄弗鍘夌殑銆傚湪璇惧爞涓婃椂,鎴戜滑鐝笂鐨勪竴浣嶅悓瀛﹀湪鍜屽埆浜鸿灏忚瘽,鑰佸笀鎷胯捣鏁欑涔,涓嶇粡鎰忕殑鐜【浜嗕竴涓嬪洓鍛ㄣ傝繖涓鏈,璁╄佸笀鍙戠幇浜嗘鍦ㄨ璇濈殑鍚屽銆傝佸笀璧板埌閭ｄ綅鍚屽鐨勭殑闈㈠墠,鐢ㄦ墜鎻愪簡涓涓嬮偅浣嶅悓瀛︾殑...
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绛旓細What makes a good teacher Good teachers have a sense of purpose.You can't be good in a generic sense; you have to be good for something. As a teacher, this means that you know what your students expect, and you make plans to meet those expectations. You, too, have ...
绛旓細鎴鐨勮佸笀浣滄枃1 鎴鐨勮鏂囪佸笀,鏄竴浣嶅拰钄煎彲浜茬殑浜恒傚悓瀛︿滑鍗佸垎鐖辨埓濂,鍥犱负濂瑰湪鑷繁鐨勫矖浣嶄笂鍋氬嚭浜嗕笉骞崇殑浜嬭抗!濂甯姪鍚屽琛ヤ範鍔熻,褰撳埆浜洪姝ュ悗灏变几鍑烘彺鍔╀箣鎵,鏉ュ府鍔╀粬浜,濂逛粠鏉ヤ笉涓鸿嚜宸辩殑瀛︾敓鎰氱鑰屾墦楠傚鐢,鑰屾槸鑰愬績鐨勬暀瀵;鑰佸笀涓嶄絾甯姪鍚屽琛ヤ範鍔熻,鑰屼笖杩樺湪鐢熸椿涓府鍔╁埆浜恒 鏈変竴娆,蹇斁瀛︾殑鏃跺,澶╀笂涓嬭捣浜...
绛旓細涓嶆椂鐨勮交杞荤敤鎵甯鎴戞摝娲楀槾宸,涓杈瑰湪韬梺瀹夋叞鎴:鈥滀笉鐢ㄧ揣寮,鍙鎶婂ⅷ姘存礂骞插噣灏卞ソ浜嗐傛垜浠亣涓婁簨鎯,...璋佸張鑳界煡閬,杩欏叾涓寘鍚潃澶氬皯鐨勬睏姘翠笌娉按,涔熻鑰佸笀閭ｄ笣涓濈櫧鍙,鏂戞枒鐨辩汗鏄鏈濂界殑瑙佽瘉銆 涓嶇煡鏄摢涓...杩欏氨鏄偍鐣欏湪鎴戝績涓鐨勯珮澶у舰璞° 鍦ㄦ垜鐨勫績鐩腑,鎮ㄦ槸鏈涓ュ帀鐨勭埗浜,鍙堟槸鏈鎱堢ゥ鐨勫濡;鎮ㄦ槸鏃犲悕鑻遍泟...
