2. 班级上成绩教逝世比较多，有两个是教校着名的trouble maker，他们两个常常动员班上的同教发言，同时也影响了其他情愿当真上课的教逝世；
Constrainedly, I completed the first session, however many times when I recall this experience, I still do not know what the solution to this problem should have been. That is why when I read this question that I had a strong emotional reaction. Think about different angles? It makes me consider that if I went back to that situation again, what were different angles? At first, I could have examined each students’ personnel situation and motivation which I have mentioned in the beginning, while the second angle would be to evaluate the teachers. I did not think about this angle during the time I was teaching. Actually, before the Chinese session, the 6th grade students already had taken French and Spanish which were taught by my co-teacher who was a novice world-language teacher. She sat up several strict and rigorous rules in the classroom which I thought was okay since I had seen this in China. (I do not want to indicate that my co-teacher’s teaching methods were not good, I want to rethink the situation to contemplate other solutions to our classroom management) My co-teacher did not consider the students as individuals with different responses to learning a new language, for instance, some students are auditory learners and others might be sight learners. She was totally following the curricula designed by the world language department. Seemingly, she did not pay attention to the reaction from students, instead, she just continued to teach, following the prescribed lesson plan. Before I started to teach, she told me she had given up on this class and wished to quickly finish the session. I think if my co-teacher had showed a positive attitude towards to students, what might the situation be? Would my first teaching experience have been a positive one? I regretted that I did not talk to each student after class or outside the classroom. In fact, I did not have the opportunity to interact with any of them individually. If I had known how each was responding or what previous educational experience each student came into the class with, what might the situation be? Also and thirdly, it was the school or the district which I did not consider initially. I think the school did not place much value on the subject of world language and therefore did not evaluate the competency and preparation of world language teachers.
我记得正在北京语止大年夜教上汉语西席培训课的时分，少数的西席几次再三夸大要战教逝世贯串通接距离。但是，恰好是那种距离使我战教逝世正在热情上出有任何交流，末端也招致我没有能相识他们，他们也没有能相识我。其时的我，从已战他们有课后的交流，即便教逝世别留下往也只需我的同陪西席留下往战教逝世发言，而我早曾屁颠屁颠的往赶公车回办公室了。如古念念，真的很怅惘。如果我留下往，谛听教逝世的念法战定睹，可可会有更大年夜的突破呢？如古也没有得而知了。只是那一次的经历给我大年夜大年夜的经历。Amy正在我的那段话上里给了一个讲明，内容是：“ It sounds like part of what you are getting at is that you might have worked at creating more individual relationships with your students,=, That can make a big difference.
You are also hitting on a powerful idea around value. You are spot on that if kids sense something is not valued, they will be quick to follow suit and manifest the inner thinking/feeling of that teacher in their behavior. Our students are excellent mirrors for us. Its part of why (I think) teaching can be so challenging AND humbling. Think about all you learned from this first difficult experience and how it will make you a better and stronger teacher next time you encounter a situation like that."
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