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采用了适当的衔接手法，层次清晰；作者词汇基本功很好，高级词汇表达也比较恰当；作者句法基础较为扎实。
I used to have some stereotypical opinions about “problem students” in the class, viewing them with characteristics of never participating, losing temper easily and making troubles for fun. I met such a typical student named Andy in my EFL class three years ago. Although this boy often interrupted others, ate food and yelled during the class, I never stuck a stereotype tag of “trouble maker” on him. Instead, I worked more on planning my lessons by having rewarding rules set by students, designing communicative activities and interactive games that gradually switched Andy’s attention from outside classroom into participation. Later, I found Andy to be a very sensitive boy who defended himself a lot and refused to listen especially when I corrected his mistakes in class, so I changed my ways of communicating with him rather than merely providing corrective feedback. I conducted many personal conversations with big patience after class to know his true feelings about learning, how he perceived his inappropriate performances, and what his merits and challenges would be. I respected this child and tried to build a sense of trust for him by listening to his needs, ideas and sharing knowledge like a friend. Finally, Andy became motivated and learnt to share and respect in the class. This case changed my attitudes towards “trouble maker” students in class management and started to have them as promising and potential individuals who need be understood and help. This is a big change for me to build up close and good relationship with my students. I learned that it is important to be patient, tolerant and empathic engaged into my classroom. Words are not powerful enough to be influenced on others, actual examples and conducts are more important, which should naturally flow from our inner heart. Every child needs to be appreciated, to be understood and to be treated equally without any prejudice. We teachers, then, can really enjoy the joy of being respected.
