鼓勵老師英語作文
㈠ 感謝老師過去對自己的指導和鼓勵英語作文
our English teacher is a Middle-aged women,she has taught for twenty years , she works very seriously and she Is evaluated many times the model teacher . She told you have strict and kiss often encourage you to say more read more books .Her lessons lively and interesting often give you put the slide often teach you sing English songs tutored you rehearse English skits .She loves you is always ready to help you she is really worth your beloved good teacher
㈡ 如何面對老師的表揚,寫一篇英語作文100字左右
When you are praised by the teacher, you must be very happy; when you praised by the teacher, we must be very proud; when you praised by the teacher's praise, the students will come to you cast envious eyes. But I, unlike you.
On Friday, said the teacher: I do my homework is how serious it! I wrote the answer is correct, but also the teacher's answers written on the side. If like me so seriously, that teacher would not be so hard! Carter, my face red burst of white burst began, some at a loss, my heart is nervous, embarrassed. At this moment, all the students with envious eyes watching me. I flushed with excitement, pen in hand has been in trembling, heart thought: teacher ah, you should not praise me in front of the class, timid I am not qualified to get your praise. Teacher, you should know that my character is very introverted, a praised, my heart like a rabbit hides like "pound" beating, not always calm. But your praise makes me study harder. Your praise, I will never forget. I will study hard in your praise, thrive, will not live up to your expectations of me.
㈢ 英語作文 給老師的一封信
dear teacher:
I am just writing to say thank you.thank you for teaching us things we need to learn, thank you for being there for us when we have any problems, thanks for your devotion and willingness to help us, thank you for the love you've shown to us.
I am lucky to have a teacher like you. and no matter what kind of person i will become, you will always have your influence on me. You taught me how to study, how to live and even how to be a man. From you I learned what kind of person i want to be and what should i get from life. this means everything to me.
my dear teacher, no matter what you will always have a special place in my heart and i will remember what i have learned from you and carry the knowleges through my life! I will make good use of the school, teachers would also like to be able to impart a better learning methods, such as English will be able to make progress there is a greater interest in ecation teachers and thanked the ex Thank you!
我們也才寫過，還行吧！個人認為不錯，呵呵
㈣ 鼓勵的英語作文（老師的鼓勵）
you can . make . it .you are the best inmy heart .if you try your best ,nothing can beat you...fighting！！！！！
㈤ 英語作文給老師的一封信
給老師的一封信 A Letter to Teancher
Dear Miss Liang,
I am writing to thank you for your hard work for me. With your help, I make great progress in my study. A year ago, my study was bad and I didn』t want to learn, but you never give me up. You told me that I was clever. As long as I work hard, I would be great. In this year, you cared much about my study and helped me a lot. When I made mistakes, you always pointed them out and helped me to correct. Now, my study is much better than before, and I want to express my gratitude to you. Hope you everything goes well.
Sincerely yours,
Lily
親愛的梁老師：
您好！我寫信是想要感謝你為我做出的努力。在你的幫助下，我在學習上取得了很大的進步。一年前，我的學習成績很差，我不想再學習了，但是你從來沒有放棄我。你告訴我我很聰明。只要努力，我一定很棒。近年，你很關心我的學習，幫了我很多。當我犯錯的時候，你總是指出錯誤並幫我更正。現在，我的學習比以前好多了，我想向你表達我的感激。祝您一切順利。
㈥ 求寫給老師的一封感謝信英語作文帶翻譯
Dear teacher ,
I am writing to you to express my thanks for your help in learning English and speaking English.
During these days in your class, I have learned much from you and it is very helpful to me. Firstly, you let me know what is the west thinking pattern—straight thinking pattern. And, I think, it is very important to understand the west』s thoughts. As you know, this can help me with my examination and interaction with foreigners. Secondly, I have got enough confidence in speaking in English from your class and it took me a long time to gain this confidence. Now, I always express my ideas in English as possible as I can. It』s great to do that. The last not the least, I find that learning English is not an boring thing as before and I』m interested in studying English which was just a necessary task to pass examinations. Reading, listening or speaking all become interesting and I really enjoy it.
Above all, I want to say thanks again to you. And thank you for your time.
譯文
親愛的老師, 我寫信給你是為了表達我對你學習英語和說英語的幫助。 在你們班的這些日子裡，我從你們那裡學到了很多東西，這對我很有幫助。首先，你讓我知道什麼是西方思維模式的思維模式。我認為，理解西方的思想是非常重要的。如你所知，這有助於我的考試和與外國人的交流。其次，我有足夠的信心在課堂上用英語發言，我花了很長時間才獲得這種自信。現在，我總是表達我的想法。
㈦ 有關遇到挫折 得到老師鼓勵英語作文
Because the sea has the mighty waves, only then obviously grand; Because the trees accept the rain the baptism, only then obviously green; But lives, because has setback's existence, only then many several moves, several strong ......Therefore, must demonstrate in front of the setback the strongest smile, brave said to it 「」! when you walk when has filled on the fetters and the rough life road, has met 「the heavy rain」, under foot's Lu Bian more and more difficult, you look at the remote front, also looks that after death the dim return avenue, you will have made what kind of choice? Is sits in ground loses one's voice cries? Is brave and rigid steps forward each step? - a - choice was deciding whether you do succeed. in front of setback, what if you choose is the former, then you will see the setback to laugh wildly, will smile your feeling inferior, will smile your timid. But, what if you rejoiced is your choice is the latter, then the setback is advantageous for the work to be able to hide in the dark corner, trembles. Therefore, in front of the setback, defeats him with you strongest smiling face, lets him wither away in your sunlight smile. the Paul's strength, Helen Caylor's rigid, as well as Robinson's optimism, once a time moved your me, is also they tells the common people 「for a setback smile, gives itself an opportunity」 truth. facing special Olympics in these athletic field heroic bearing, on podium success, you whether to be moved in these looks in the daily life resembles commonplace, the success which even is not faced up to the people the disabled person who creates? Regardless of the extraordinary personality is the ordinary person, should not submit in the setback, believed that on the life road, you will mount belongs to your mountain peak. in front of the setback, the corners of the mouth which your that raises, the self-confident look, as well as that another setback trembles loudly 「not」, can let your tomorrow throw over the glory top-quality to wait for you before. therefore ...... believed that your choice is, brave and rigid steps forward each step in 「the rain」!
大海因為擁有波瀾，才更顯壯麗；樹木因為接受雨的洗禮，才更顯蒼翠；而生活因為有挫折的存在，才多了幾份感動，幾份堅強……於是，要在挫折面前展示出最堅強的微笑，勇敢的對它說「不」！
當你一個人走在充滿了羈絆與坎坷的人生之路上時，偏偏又遇上了「大雨」，腳下的路變得越來越艱難，你望瞭望遙遠的前方，又看了看身後已朦朧了的歸路，你會做怎樣的選擇？是坐在地上失聲大哭？還是勇敢而執著地跨出每一步？——一個選擇決定著你是否成功。
在挫折面前，如果你選擇的是前者，那麼你就會看見挫折在狂笑，笑你的自卑，笑你的膽怯。但，如果你慶幸的是你的選擇是後者，那麼挫折便於工作會躲在黑暗的角落裡，瑟瑟發抖。所以，在挫折面前，用你最堅強的笑容去打敗他，讓他在你陽光般的微笑中消亡。
保爾的堅強，海倫•凱勒的執著，以及魯賓遜的樂觀，曾經一次次的感動你我，也是他們告訴世人「給挫折一個微笑，給自己一個機會」的真理。
面對特奧會中那些賽場上的英姿，領獎台上的成功，你是否感動於這些在日常生活中看似不起眼，甚至不受人們正視的殘疾人所創造的成功呢？無論偉人還是平凡的人，都不應該屈服於挫折，相信在人生的路上，你會登上屬於你自己的山峰。
在挫折面前，你那揚起的嘴角，自信的眼神，以及那句另挫折發抖的大聲的「不」，都會讓你的明天披著光輝在前頭號等你。
於是……
相信你的選擇是，在「雨」中勇敢而執著的跨出每一步！
LoveWho is that even a26English letters is not good I can keep up with the
team?The third grade the first semester, I just returned from Guangzhou to
Shanghai. At that time, some common vocabulary I are not allowed to read, some
simple syntax i don't know. Teach the students, needless to say, the teacher
will know how hard it is.Once, I recite English texts, there is a word
pronunciation, Ding teachers again and again to help me correct, e to the
tension, I was not allowed to read, to my forehead sweating, teacher ding or not
to mind taking the trouble to teach me, until I will study of quasi. Things like
this are too many to count.Remember that there is once, having a few English
exercises I can do, after school, teacher Ding separately for me with my
lessons. It was getting dark, the teacher still again and again to teach me, an
hour later another hour. My mother does not worry hurried to the school, into
the classroom, see the teacher Ding still tirelessly in there to teach me. This
scene, my mother was moved ... ...Back home, my father was informed this matter.
He was silent for a long time, sighed and said: " what a good time, what a good
teacher ... ..."One day, my mother gave teacher Ding call in sick for me. The
teacher said:" the baby father letter I received." Then I know, dad gave teacher
Ding wrote a letter of thanks. When the mother once again to thank teacher Ding,
Ding said" don't thank, it is I should do." This is how a chastity words ah! Let
me moved.I study in this school feel warm, because here is full of love. One day
after school back home, I excitedly said to his mother:" our teachers all like
you to succeed."The teacher's love -- feeding my childhood. My life will be
nutrition.Reference: is my originalI hope my answer can help you, I wish you to
learn and progress!
㈨ 英語作文(老師的鼓勵)帶翻譯
英文原文：《鼓勵：教學改革的關鍵》
Encouragement: The Key to Reforming Classrooms
Encouragement training changes the way teachers run their classrooms and relate to students, resulting in students who are more involved, responsible, and academically successful.
Because of strides in school reform, schools are becoming more democratic organizations. Yet teachers are usually trained in stimulus-response psychology—a psychology of traditional classroom management that runs counter to the democratic principles of school reform (Graves 1991, Schaps and Lewis 1991). In short, what the reform movement has not addressed is the most critical aspect of ecating: what happens in the classroom between teachers and students.
The encouragement model is designed to remedy this situation (Evans 1989, 1995). It reflects the belief that in order to transform schools successfully, we must give teachers the human relations skills they need to manage democratic, cooperative classrooms. That is, classrooms—and schools—in which people help one another out and enjoy one another's company; where no one is to blame and everyone contributes to finding solutions. Above all, we must train teachers to encourage their students. Toward these ends, we stress six practices (Carlson et al. 1992):
Making relationships a priority;
Carrying on respectful dialogue;
Practicing encouragement and affirmation daily;
Making decisions through shared involvement (for example, classroom meetings);
Resolving conflict; and
Having fun on a regular basis.
Of course we are not alone in viewing encouragement as central to learning. Psychologist Alfred Adler (1964), for example, believed that an ecator's most important task—perhaps his or her holy ty—is to see to it that no child is discouraged at school and to influence any child who enters school discouraged. He believed that learning is only possible when children look hopefully and joyfully to the future. To equip teachers for this task, encouragement training is designed to bring about a fundamental change in how they view and relate to students in the classroom. The training addresses the human relations problems that teachers face daily—student discipline, responsibility, motivation, and their own isolation. We have found that this training must be introced systematically at all levels of the school and that it is most effective as part of an ongoing improvement plan. In this way, training builds bridges between the teachers' daily work lives and their conceptual understanding (Goldenberg and Gallimore 1991). In Pinellas County, Florida, three programs exemplify how our model works in practice. Leaders of these programs are also involved in school restructuring using Deming's Total Quality Management approach (Bonstingl 1992):
Creativity in ChildCare, a community service program that operates 39 centers in the public schools, including full-day preschools and before-and after-school programs for elementary and middle school students.
Carwise Middle School, a Blue Print 2000 school—a demonstration school for integrated learning and Total Quality Management.
St. Petersburg Challenge, a school for 4th and 5th graders who became discouraged in traditional schools.
Involvement and Belonging
The more students are involved in a cooperative atmosphere, the more responsible they become; and the more responsible they become, the more they feel a sense of belonging. Conversely, their sense of belonging gives them the courage to contribute and participate, and the result is a more cooperative and democratic classroom (Meredith and Evans 1990). The teachers in the Florida programs invite their students into the learning process by asking them to evaluate their own coursework with portfolios, self-evaluations, and so on. They also train students to conct parent-student conferences, which replace parent-teacher conferences. Students help create rubrics, and they often work in teams. They manage their own discipline problems through classroom meetings. John Leanes, the principal of Carwise Middle School, applied the principles of involvement and belonging to the selection of the school's cheerleaders. Traditionally, schools hold tryouts and judge winners and losers. Leanes, however, asked his students to develop a rubric for cheerleading. The students decided that cheerleaders must come to practice and the games; wear uniforms and no heavy makeup or jewelry; get along and be helpful; arrange their own transportation; and never eat, drink, or chew gum ring the games. The result is that Carwise has 85 cheerleaders of every shape, size, and color. Everyone who met the criteria had the opportunity to belong.
To Encourage, Not Praise
To learn the language of encouragement, one must first distinguish it from praise. Praise flatters, rewards, compares, or includes superlatives ("you're the best"). To praise children is to commend their worth. Praise can easily lead to discouragement by fortifying the idea that unless work is praised, it has no value. The focus is on winning the reward rather than on doing the task for the satisfaction that comes with learning (Hitz and Driscoll 1988).
Research suggests that the common use of praise also works against a positive self-concept. Rowe (1974), for example, found that it lowered students' confidence in their answers and reced the number of verbal responses they offered.
In contrast, encouraging statements are less judgmental and controlling. They help children appreciate their own work and behavior while separating their work from their worth. Instead of saying "Thomas, your writing is great," thus evaluating the finished proct, the teacher points out some strength or improvement, such as, "Thomas, I noticed you worked hard on this last paragraph." The focus is now on specific behavior.