My dream to be a teacher

When I first started as a teacher, my wish was not high, but simply that I must work hard and never mislead my students. In order to achieve this wish, I studied hard, studied hard, tried to understand the students, and tried to combine the actual situation to explore both the students' learning and their own working conditions of education and teaching methods, years of practice can show that the teaching effect of doing so is good. More than thirty years have passed, the students have grown up, they have developed, and many of them have succeeded and achieved something, all very good. I feel that I have basically achieved what I wanted to do, and I feel gratified to recall it from time to time.

I think that the effectiveness of a teacher's work is often closely linked to the growth and development of students. The academic performance of students, their interests, hobbies, qualities and talents, and their healthy growth, development and success have a lot to do with the guidance, training and motivation of teachers. Students' satisfaction with teachers' education and teaching is positively correlated with teachers' enjoyment of their educational work, profession, and career.

It is through the simple words of my students that I have come to understand the meaning of teaching and raising people more and more deeply.

One of the students I taught had been separated from me for more than ten years since her graduation from high school, and stayed in Beijing to work, and drove herself for more than three hours to meet me during my subsequent meeting in Beijing. I was deeply moved by her words. She also said, "Teacher, do you remember? When I first met you, you said something to me that has inspired me for more than ten years." I really couldn't remember what I had said that had such a great impact, but I was too embarrassed to ask her which sentence it was, lest she might think that it was so important to me, how come you didn't remember; I just smiled and looked at her. Afterwards, I carefully and repeatedly recalled many times, still can not remember exactly which sentence; however, the first time I saw her, it is certain that at that time I was in a regional key high school as a teacher to her county admissions interview her, perhaps, at the end of the interview, she asked me, teacher, can I be admitted? I may have said to her, "Believe in yourself, you will succeed! This is a phrase that I usually answer to any student who asks me this. Under the circumstances, I wouldn't and couldn't have answered or said anything else. And it is amazing that such a phrase has inspired her for so many years and has had such a great impact!

The other is that I just joined the education work in a rural middle school when he taught a language class for a year, and after nearly 20 years did not meet, and now an autonomous region of a university teaching students. Recently, I came to Nanning for business, he drove to the station to pick me up and meet. During our conversation, he said that his language foundation was very poor, but because I taught him the language, he fell in love with it and liked to practice writing essays, which later led to his present achievement. I sent him a text message after I finished my business to thank him for his approach to me. He sent me a text message back, opening with the words, "It's been an honor in my life to be your student." Again, I was deeply moved by this student's words. I texted him back again, thanking him and his classmates wholeheartedly for the support and cooperation they gave me back then, saying that it was your efforts and cooperation that made my work effective, and that you had worked hard and thrived, making both yourselves and your teachers successful at the same time. I am deeply grateful to you and your students!

I do always miss the support and cooperation of my students in my teaching work back then. For example, from 1981 to 1993, I was in the countryside junior high school, high school, to the county key high school, and then to the regional key high school, has been in several schools as a front-line language teaching for more than ten years, whether teaching junior high school students, high school students, non-graduating classes, graduating classes, or remedial classes, I have always followed Mr. Ye Shengtao "teaching is to not teach I have always followed Mr. Ye Shengtao's philosophy of "teaching is to not teach" and focused on the so-called teaching reform of "guiding students to evaluate and correct their essays", that is, once a week (instead of once every two weeks) after the essay, I use a section of language study class time to guide students to conduct "their own self-evaluation, peer review, teacher inspection". This is a practice that I use one period of language study to instruct students to do "self-assessment, peer assessment, language interest group assessment, and teacher inspection and brief assessment" in order to complete the composition review. This practice has been actively supported by students for more than ten years and has always worked well. Many students have turned their fear of writing into a love of writing, and then a love of learning languages, which has led to significant progress in all subjects, and has contributed to the students' academic progress and improved overall literacy, and healthy growth. Through the reform of composition teaching, I gradually participated in and carried out related teaching research and educational research activities, such as organizing extra-curricular activities, guiding students to develop study plans, and advocating students to consciously implement short essays of 100 words in 10 minutes a day, which strongly contributed to the improvement of my own educational teaching ability and professional growth. In all these attempts to reform education and teaching, students have given me great support and cooperation, and these activities have achieved remarkable results, prompting students to effectively develop a positive and active learning attitude, improve their learning ability, master learning methods, and promote all-round development. Many of my students, when they look back on their studies years later, acknowledge the importance of these practices and activities in promoting their learning and progress.

And it is with the support and cooperation of my students that I have strived to implement close integration of teaching practice and educational research work, practicing the path of practice, study, research and success for a long period of time for decades, which has led me to form a new leap in my subsequent educational teaching work. From 2002 to 2009, after eight years of two rounds of experiments and research on autonomous regions' educational research A topics, I created a new curriculum problem teaching method with my colleagues and teachers together to guide students' independent learning as the core, and created a small highland of educational research talents in Yulin, which led to a significant improvement in the quality of education and teaching in the city's primary and secondary schools. New teaching method, small highland, high quality, become a well-known brand and distinctive features of local educational research and curriculum reform work, by the domestic education experts as "Yulin image", thus prompting me to achieve a relatively large success in the education business. These achievements and successes were indeed impossible to dream of at first. Who would have thought that an ordinary scholar, an ordinary teacher from the countryside at the end of his 60s, would be able to achieve such a "dream come true"?

Later, when we were talking enthusiastically about the "Chinese dream", about dreams, ideals, wishes and hopes, some young teachers asked me, "Teacher, your dream is really good, what should I do to realize such a beautiful dream of education?

I have since repeatedly thought about this not-so-generalized question, yes, what to do? What did I do? How did I do it? Then, I finally slowly thought about it a little bit more.

I think, as a teacher, to achieve a good educational dream, there are a few points may be necessary.

One is to have a sense of responsibility in work. This sense of responsibility is the embodiment of love for students, to have love, responsibility, serious work, consciously responsible for each student.

Second, we must respect students, trust them and focus on motivating them. Mutual respect and trust between teachers and students will stimulate students to learn great enthusiasm, develop their interests, hobbies and strengths, and achieve the point petrochemical gold, half the result.

Third, we should strive to reform and optimize classroom teaching. To always think about students, find ways to find both suitable for student learning and their own working conditions of education and teaching methods, reform and innovation to optimize classroom teaching. Actively seek from the actual students, suitable for students to learn teaching methods, will certainly be able to get the support and cooperation of students, and constantly improve the quality of classroom teaching, and promote students to learn knowledge, master methods, improve their ability, all-round development.

Fourth, we should strengthen learning and research in conjunction with teaching practice. Strive to take your own teaching process as a research process, constantly learn and apply theories and methods of educational research, actively reflect, improve, summarize and improve. In this way, students can be motivated to learn well, learn to learn, learn a little better, and develop a little better; at the same time, these teaching results can then become the results of teachers' educational research.

In this way, students see that teachers care for them, respect them, work hard, always think of them, teaching the right way, they will be more hard work, close cooperation with the teacher's teaching, so that teaching and learning to coordinate with each other, teaching each other, complement each other, teaching effectiveness will be more significant, so as to achieve student success, teacher success, to achieve common growth of teachers and students. Is this not a beautiful dream of education?

Of course, there should also be a very important point is that teaching by example is more important than teaching by words. Some of my students often talked about an incident later, saying that when I was teaching in a rural high school, every morning, before the students' early reading, I always went back to the section alone first to practice reading aloud in Mandarin. The students said they were deeply infected to see that their teacher was more diligent than they were. They practiced reading the text aloud in Mandarin even more in the morning reading, and they also read it with emotion, and their sense of Mandarin was strengthened, and they loved learning the language even more. In fact, at that time, I did not expect it to have such an effect. Because at that time in the countryside middle school, most teachers were giving lessons in the local dialect; and I thought that I should learn to give lessons in Mandarin for the betterment of my students. Therefore I had to practice by myself first, reading first, more often and out loud. If I couldn't read correctly, I looked up the dictionary, corrected the pronunciation, and asked the students who read accurately to correct me. I didn't realize that doing this would be an infection to my classmates as well. And I persisted, and at least I could speak Mandarin. My own Mandarin improved, and at the same time, it motivated the students to learn better. If the teacher is diligent, the students will be more diligent. This is teaching by example, and teaching by example is more important than teaching by words.

In retrospect, my dream of education is so simple and clear. In fact, teachers can do it as long as they have the heart. I believe that anyone can do it well as long as they do it consistently.