详细内容或原文请订阅后点击阅览
与学生建立优质关系
最近，我对其他教师进行了一项非正式调查，调查他们作为教育“学生”时最难忘的时刻。这早在许多人考虑从事教学工作之前。回答包括小学、初中、高中，甚至大学的记忆。在期待关于特定事件或[…]的故事集时，与学生建立优质关系的帖子首先出现在教育者室。
来源:教育工作者之间概述：
令人难忘的学习经历通常不是由特定的课程或活动驱动的，而是由教师建立牢固的支持性关系、适应学生的需求并有意识地促进社会情感成长以提高参与度和成功率来推动的。
最近，我对其他教师进行了一项非正式调查，调查他们作为教育“学生”时最难忘的时刻。这早在许多人考虑从事教学工作之前。回答包括小学、初中、高中，甚至大学的记忆。 While expecting a collection of stories regarding a specific event or a particular anecdote, I was somewhat surprised. The majority surveyed often mentioned longer-term experiences. Mostly, they recalled a specific teacher who took the time to get to know them as students and as individuals. Or, teachers that recognized them struggling and adjusted their delivery of information or materials to make things more understandable.
Many respondents began their personal experiences with noting they didn’t particularly like school or specific subjects.直到一位老师的出现。有人引起共鸣，表现出热情，简化了主题，然后采用了特定的教学风格，最终点燃了学生学习更多知识的火焰。 While the instructor gathered more information about the audience, the audience learned more about the topic.
Additionally, SEL, or Social Emotional Learning is a methodology all its own. Approximately four years ago, our building introduced SEL as a school-wide initiative.六名左右的教师与学校辅导员一起组建了一个工作组，并在每月的 PLC 会议上对许多实践进行了建模，而不是强制执行。这使得教师能够接受这个过程，并认识到大多数方法已经有机地出现在他们的课堂上。 As a result, student support and relationship building increased dramatically.