英语教师英文版工作总结（精选8篇）
year-end recap
it is critical that you develop a year-end recap and send it out to as many people as possible.
this will let then know your successes as well as challenges in the past year. you can use this to brag about the successes, which can lead to more support as well as budget.
in addition, by outlining the challenges you may be able to motivate others to help and or make appropriate changes within their teams that will help you prevent
these problems.
annual traffic & sales review
reviewing your inbound traffic and conversions across the year to look for trends or new phrases is a great opportunity to identify new markets, keywords or countries that may have been overlooked in the monthly reviews.
when you look at the trends over an entire year you can often find months that are higher or lower than normal and can adjust your annual or quarterly plans to maximize these spikes.
keyword glossaries
often overlooked are company’s localization glossaries. these are master lists of word pairs that are used in machine translation and translation management tools. throughout the year,you may have done a lot of
keyword research and modeling that may need to be added to the glossary as well as words replaced with those which have more demand or better match searcher’s intent.
if any new products were added this year, they should be added to the glossary as well to make sure that the most relevant versions are integrated.
site-wide diagnostics
due the holidays at the end of the year, your workload may decrease giving time to review and clean up many of the common errors that accumulate in google and bing webmaster tools.
new year/new tactics lunch & learn
schedule a variety of lunch and learns with your various teams to update them on any new techniques and updates like avoiding panda penalties. it is often good to update any new employees that were added in the past few moths on the best practices they may not be aware of.
end of life products
especially if you managing search for a large company you should meet with the product teams to identify products that are no longer sold. it is common in larger companies and especially in consumer electronics that
as product reach their “end of life” for marketing they are removed from the site.
while they are no longer sold, they are still being used by consumers that will need replacement parts, services and hopefully upgrades. you can create a hybrid page that represents these options for
consumers and replace the previous product page to allow you to continue to capture those still interested in your products.
any of these can help find nuggets of opportunities that will help you look good in the first quarter. it will also help you to make budget justifications and support additional headcount or agency budgets for specific roles.
关键词：教师话语,英语教学,二语习得
1 Introduction:Why Bother Investigating Teacher Talk
What do teachers say in the classroom and how do they say it?What is the impact of this on students?Many researchers had probe into this field and I would like to quote some statements from scholars who provide grounds for the reasons for this kind of research first.
“…classrooms are confusing places, with different agendas being pursued by different participants, with many different activities and thought processes happening simultaneously, and with different needs being addressed in all directions.Few lessons follow plans exactly, and few plans follow principles as precisely as theories intend.Teachers work in a world of real people, real motives and conflicting interests and their prime task is to survive in this world, in order to influence learning and direct it towards the most profitable activities and routines for success.”Nunan (1989:10)
The implication of this statement, at least to me, is quite obvious:no matter what theories researchers and educators advocate and believe in, the teachers and the classrooms are the persons and places where these theories will be used or abundant.Theories are illusions and classrooms are realities.Thus what the teachers talk in the English teaching classrooms are of great value to researchers in a way.
The value of second language classes, then, lies not only in the grammar instruction, but in the‘teacher talk’, the comprehensible input.It can be an efficient place to achieve at least the intermediate levels rapidly, as long as the focus of the class is on providing input for acquisition.Krashen (1982:59)
From the Input-theory-point-of-view, learners are exposed to English when they are having English classes, what the teachers have said and instructed would of course constitute a majority part of their language inputs, which will accumulate to their English learning processes.
Thus, teacher talk is of crucial importance, not only for the organization of the classroom but also for the processes of acquisition.It is the major source of comprehensible target language input the learner is likely to receive in the foreign language classroom teaching.
When look into a real language classroom, you may find that most of the teacher talks are instructions for the simple reason that they don’t talk for no purpose and just talk for the sake of talking.For the interest of this paper, I would like to use the term teacher talk together with the term instruction in an ambiguous way and treat them roughly the same thing.
2 The Beginning of Research on Overall Effective-ness of L2 Instruction
The question of whether second language instruction makes a difference was first posed by Long (1983) , who attempted a preliminary answer to this question by reviewing the handful of empirical studies which directly tested Krashen’s then influential claim of a learning/acquisition distinction.Such studies yielded instruction vs.exposure comparisons or independent assessments of five types listed below:
In general, the findings indicated that, for those for whom the classroom is the only opportunity for exposure to L2 input, “instruction”is beneficial.While Long concluded that second language instruction does make a difference, his work was more noteworthy for having identified a number of weaknesses in the prevailing research methodology, and for having inspired the ensuing line of empirical effects-of-instruction research, than for the trustworthiness of the reviewed findings. (Doughty&Long, 2003:261)
3 Classic Researches of Formal Instruction in Lan-guage Classrooms
Language instruction can have many purposes.One of these has traditionally been to teach the learner the formal systems of English, in particular grammar, and the research which solely concerned with the role of instruction in the acquisition of English grammar was named formal instruction (Ellis, 1985:215) .
There are lots of researches on formal instruction in the60-80’s last century, which offer valuable insights and inspirations for later research of these kinds.The assumption underlying research into formal instruction is that focusing on linguistic form aids the acquisition of grammatical knowledge. (Though the acquisition that results from teaching may not be immediate and acquisiTable 2 Types of formal instructions (Rod Ellis, 1994:612) tion requires practice of one kind or another.)
The investigation of the role of formal instruction can be undertaken in two ways.First, an answer to the question‘Does formal instruction aid SLA?’can be sought.Secondly, the question‘What kinds of formal instruction facilitate SLA the most can be tackled.In the first question there is an assumption that all types of formal instruction share certain basic premises and that it is, therefore, possible to talk generically of‘formal instruction’.In the second question there is an assumption that formal instruction in general is facilitative and that the important issue is what distinguishes the more successful from the least successful types…
Studying the role of formal instruction in SLA is important both for developing a theoretical understanding of SLA and for language pedagogy.In the case of the former, it can shed light on how differences in environmental conditions affect SLA.In the case of the latter, it can help to test basic pedagogic assumptions such as whether the order in which grammatical structures are presented corresponds to the order in which they are learnt.Ellis (1985, 216-217)
3.1 Research on the effect formal instruction has on the route of development
The route of development means the general sequence or specific order of acquisition.The 12 morpheme and longitudinal studies summarized below (see table 3) are similar studies of classroom SLA concerning the route of development that instruction has affect learners of English. (Thought the conclusions that were drawn must necessarily be tentative) .
Taking these studies together, the following was hypothesized:
1) Instruction does not circumvent the processes responsible for the sequence of development evident in transitional structures such as negatives and interrogatives in naturalistic SLA
2) When classroom learners are required to produce structures beyond their competence, idiosyncratic forms are likely to result.
3) The distorted input may prolong certain stages of development and slow down the emergence of some grammatical features
4) Classroom learners are able to make use of knowledge acquired through formal instruction when they are focused on form
Though more research is needed to substantiate the hypotheses, the table and the studies indicate that formal instruction may develop L2 knowledge, yet this knowledge manifests itself in language use only where the learner is attending to form. (ibid 224)
3.2 Research on the effects formal instruction has on the rate/success of SLA
Long (1983) , in the thorough review of the relevant research, lists 11 studies of these kind.What should be pointed out is that, all of these studies examined the‘relative utility’of instruction.That is, they were concerned with the overall effects of instruction on L2proficiency in relation to the effects of simple exposure to the L2 in natural settings.Thus, none of the studies examined the‘absolute effects’of formal instruction, that is, whether instruction could speed up the acquisition of specific grammatical structures.Furthermore, the studies were not able to say whether formal instruction per se was more effective than exposure per se, but only whether instruction plus exposure was better than exposure by itself, or whether more instruction plus exposure was better than less instruction and exposure.
The studies have produced mixed results, but in general support the hypothesis that instruction aids the rate/success of SLA.Yet Long’s review of the research only confirms a common-sense assumption, since to deny that instruction can help learners to acquire a L2 is contrary to the personal experience of countless teachers and students.
3.3 Research on the relative effectiveness of different types of L2 instruction
By the 1990s, more evidence (e.g.Pica 1983;Zobl 1982;Lightbown1983;Pienemann1989;Doughty 1988;Eckman, Bell, and Nelson1988;Gass1982;Pavesi 1986) formed the basis of an assumption that L2 instruction is effective.Research interest then turned to the question of the type of instruction most facilitative of SLA.
The most comprehensible review of empirical studies that at-tempts to determine the overall effectiveness of L2 instruction, as well as the relative effectiveness of types of instruction, is a statistical metaanalysis of the burgeoning literature published between1980 and 1998 done by Norris and Ortega (2000) .They identified250 potentially relevant studies from the published applied SLA literature.Although they noted a publishing bias in the research pool, it is nonetheless clear that the state of instructed SLA research is more robust now than it was 20 years ago when Long published the first review.Their work set out to classify each instructional type in the studies they reviewed as implicit or explicit, and as focusing on meaning only, forms only, or both.The general findings of the overall and relative effectiveness of L2 instruction and instructional types can be summarized as follows:Once again, as had been the case in the two earlier comparisons of the effectiveness of L2 instruction with simple exposure or with meaning-driven communication (Long 1983;Beebe 1988) , the answer to the overall research question is in the affirmative:second language instruction makes a difference, and, furthermore, the difference is substantial (effect size d=?0.96, where 0.80 is considered a large effect) .With regard to differences among instructional types (see table 5) , the clearest finding (and, according to Norris and Ortega, the only trustworthy one) is an apparent advantage for explicit over implicit types of L2instruction.Moreover, combining the nature of the instruction with the degree of obtrusiveness of attention to form in the pedagogical procedures employed, the findings are as follows:Explicit focus on form (large effect) ?Explicit focus on forms (large effect) ?Implicit focus on form (medium effect) ?Implicit focus on forms (small effect) .In sum, Norris and Ortega (2000) interpret the results of their metaanalysis to mean that:“L2 instruction can be characterized as effective in its own right, at least as operationalized and measured within the domain” (p.480) .This finding is consistent with the rate advantage for instruction already discussed
As for the type-of-instruction studies summarized in table 6, Norris and Ortega (2000, p.486) concluded that“[g]enerally, the observed instructional effectiveness within primary research to date has been based much more extensively on the application of explicit declarative knowledge under controlled conditions, without much requirement for fluent spontaneous speech.”
4 Concluding Remark
In this overview of the empirical research on instructed SLA, we have seen that considerable understanding has been gained of instructional effects in the domains of rate, route, and type of instruction most facilitative of SLA.
To me, what the teacher instruct students to do in the classroom is more than important.Take one student for example (anyone who is or will be going through the educational process in Mainland China) , the total English learning time for him/her would be:
This does not include the kindergarten time and university study.Considering the total duration that English lessons cast, I really think it is self-evident that what really happen in these hours is extremely crucial to students.And it is also obvious to me through my experience of being an English learner (for several decades!) that what the teachers had instructed me to do in the classroom really counts for my accumulation of learning or acquiring the language step by step.Yet there is one more thing which is equally crystal-clear to me, as an English teacher:instructions and classroom talk can be planned but never be written, since real classroom teaching is like a battlefield where planned movement of fighting could never help you survive, you have to be flexible and situational-based.
So we can only safely say that researches show good teacher talks and instructions in the English classrooms are beneficial to students and teachers should note that their talk is important and worth spending some time on.
There is no scientific basis yet for writing a description of an ideal teaching classroom.Instead, we can observe teachers and students at work and take note of the features that seem to be more beneficial than others, not necessarily in order to copy them, but to become more aware of what is possible.
I would like to use the quotation below to end this review:
1923年7月的一天蒋介石携当时的“夫人”陈洁如来到香港，蒋微笑着向陈洁如介绍前来码头迎接的一位俊朗绅士：“这位就是在我的英文姓CHIANG字中加了一个‘I’的那个李先生。”这个李先生就是李时敏(JamesZee-MinLee)，李时敏的父亲李博(Lee Po，音译)是澳洲悉尼的华侨富商，李家热心公益，也很爱国，曾捐款资助孙中山的革命，在当地侨界很有影响，后全家迁居香港。蒋介石和陈洁如在港期间就住在了位于罗便臣道的李家。其时，李时敏之父已经过世，蒋介石对李老夫人执孝子礼，十分敬重。李时敏带蒋一行到香港各处游览，香港名流周寿臣爵士夫妇(李家的亲戚)也邀蒋一行用餐、谈天。后来李时敏曾教授蒋介石和陈洁如学习英文。蒋返回广州后的一天，从香港寄来一个邮包，里面就是那件后来成为蒋介石“标志”的黑色无袖呢制大氅，这件衣服是在香港时陈洁如见蒋喜欢，偷偷托李时敏为蒋定做的。蒋介石非常喜欢这件大披风，穿在身上在房间里大摇大摆，绕着圈子走来走去，显得十分开心，活像一位魔术师。后来，蒋特致函道谢。
李时敏的英文著作CHINESEDOTPOURRI(《中国杂录》)显示他是一位多才多艺，对中国传统文化有很深的了解，同时又是一位很西方化的人。他在书中对中国的历史文化、建筑艺术、戏剧音乐、人文精神、民风习俗等方方面面都有细致的描述，这本书由“香港大佬”周寿臣爵士作序。李时敏还很醉心于刚刚新兴的电影艺术，1928年他在上海和丰银行任职期间客串过一部郑正秋编剧的无声电影《美人关》，饰演其中的主角尚剑帆。赛珍珠中国题材的小说《大地》获诺贝尔奖之后，美国米高梅电影公司来华拍摄这部电影，李时敏曾作为米高梅公司聘请的技术顾问，负责选择拍摄地点，鉴定收集服装、道具以及招考华人演员等工作。
1963年，李时敏帮助陈洁如完成其自传的英文稿，纽约的一家出版公司有意出版。但被蒋家出钱收买，该书未得问世。这本书就是后来的 《陈洁如回忆录——我做了七年蒋介石夫人》。李时敏在用英文完成这部书稿的过程中，无疑是做了不少‘润色’、‘加工’而溶进了他的一些个人观点和见解。
人生天地之间，若白驹过隙，忽然而已，前方等待着我们的将是新的`工作机会和挑战，这时候可别把简历给忘了哦。好的简历都具备一些什么特点呢？以下是小编为大家收集的英语教师的英文简历范文，仅供参考，欢迎大家阅读。
Personal Information
Name: xxx
Gender: male
Date of Birth:
Residency: Hunan
Zip Code: 410000
Career Objective：English Teacher
Home Tel: xxx
Mobile: xxx
Email:
Political Background:probationary partymember
Work Experience:
20xx/03--20xx/05：xxprivate tutor Center as an English Tutor in xx
20xx/06-20xx/12：as an English Tutor teaching High School student in xx
20xx/08-20xx/12：an English training teacher of Info Tech Essentials, Inc. xx BranchEducation
20xx/09--20xx/06 xx University English Education Associate
20xx/09--20xx/06 xx Normal Univercity English Bachelor
TrainingEnglish excellent Japanese average
Certifications
20xx/03 TEM Level 8
20xx/04 TEM Level 4
20xx/06 CET-6
20xx/12 provincial Computer Level Test Band1
20xx/12 Mandarin Chinese Rating Certificate
20xx/7 Teacher qualification certificate Honors/Awards
national scholarship
the first ranking scholarship
the second ranking scholarship
good”s studentSelf Assessment：
personal Information
Name: xxx
Gender: male
Date of Birth: xxxx/xx/xx
Residency: Hunan
Zip Code: 410000
Career Objective：English Teacher
Home Tel: 086-xxxx-xxxxxxx
Mobile: xxxxxxxxxxx
Email: diyifanwen@glzy8.com
political Background：probationary party member
Work Experience
2006/03--2007/05：xxprivate tutor Center as an English Tutor in xx
2007/06-2008/12：as an English Tutor teaching High School student in xx
2007/10-2008/05：as a student secretary of the college of foreign studies
2008/08-2008/12：an English training teacher of Info Tech Essentials, Inc.xx Branch
Education
2004/09--2007/06 xx University English Education Associate
2007/09--2009/06 xx Normal Univercity English Bachelor
Training
2006/10--2006/12 No 14 Middle School in xx city English cadet teacher
Language Skills
English excellent Japanese average
Certifications
2008/03 TEM Level 8
2007/04 TEM Level 4
2006/06 CET-6
2005/12 provincial Computer Level Test Band1
2004/12 Mandarin Chinese Rating Certificate
2007/7 Teacher qualification certificate
Honors/Awards
national scholarship
the first ranking scholarship
the second ranking scholarshipgood’s student
Self Assessment
In I was admitted by Yunnan University, majored in International Trade. The four-year undergraduate education provided me a wide range of academic knowledge and practical capabilities in many aspects. By studying this major, I passed CET-6 exam in 20xx and get a degree in economics.
I gained an international perspective, not only in my own field, but any other aspects as well. I prefer to focus on the latest global information everyday and I am interested in social event, culture and humanity. Moreover, the college education experience offered me a great opportunity to give full play to my creativity and intelligence, in particular I was been trained to be a good communicator during all sorts of college activities, for instance, I have learned how to cooperate with others since I participated in student union, I was aware of how to deeply understand others and how to combine different opinions by doing various social activates.
1 Introduction to the Study
It is clear that CLT aims to foster students’communicative ability of second or foreign language and it fits the needs of the economic and political development of the world.Li (1998) reported that CLT has been used by different educators in different ways since its appearance in Europe.However, some experts hold that CLT has not been completely accepted by many teachers because of the clash between CLT and traditional teaching methods.To know about the real condition, many researchers have studied a lot on the use of CLT in contexts where English is taught as a foreign language.For example, Ellis (1994) investigated the appropriateness of CLT in Vietnam.He found that CLT was in conflict with traditional pedagogical beliefs and the original form of CLT was not suitable for the educational conditions then.In order to find out the actual application of CLT after the development of teaching methodologies and educational concepts in recent years, Lewis and McCook (2002) research on the way in which CLT is interpreted by teachers in Vietnam.The research is to study teachers’beliefs and practices in language teaching and learning after they have attended the workshops on CLT and then to compare the results with reports in the literature from various parts of Asia.Lewis and McCook (2002) examine the journal entries written by 14 Vietnamese high school teachers of English during ongoing in-service workshops.260 journal entries are extracted.From their research, it is concluded that teachers in Vietnam have applied some factors of CLT that have been introduced and traditional teaching methods are also reserved during the implementation of CLT.It can be seen although the teachers are willing to adopt CLT, their concept of CLT is not clear.Therefore, they still stick to some local educational understandings and methods.For example, fluency and accuracy, contextualized language use and knowledge about language, oral and written language, and pair work and individual exercises are all emphasized in the journal entries.Students’characteristics valued by the teachers are hard work, sociability and abilities to learn from others.This article has a clear insight into the uptake of CLT by Vietnamese teachers and provides teachers with new understanding of CLT from distinctive perspectives although some points need to be confirmed in further studies.
2 Strengths of the Study
The study offers valuable information on teachers’attitudes towards CLT in Vietnam and the actual application of CLT in this country.There are some strengths which should be learned from this study.
First, the two researchers—Lewis and Mc Cook—are professional and experienced in foreign language teaching.Lewis teaches in workshops across New Zealand and South-East Asia at present.She has carried out many studies on foreign language teaching and written many authoritative books, such as Learning to be a Language Teacher:A Task-based Approach to Language Teacher Education, Giving Feedback in Language Classes, etc.Mc Cook has teaching experience across the tertiary, professional and primary sectors in Australia, New Zealand and Vietnam.She conducted and evaluated professional development programs in Vietnam to assist teachers of English in promoting active learning in their classrooms.Both of them have close contact with and deep understanding of teaching conditions in Vietnam.As a result, they can do the research in depth and in the round.
Second, Lewis and Mc Cook (2002) first have a review of Asian traditions of foreign language teaching and learning.For example, teachers are the center of the process;students are passive in learning and their role in class is to receive knowledge rather than construct it;the rules of knowledge must be memorized and followed exactly.Characteristics of CLT have also been talked about in the following passage.These explanations provide readers with background information and help readers identify the features of traditional teaching methods and CLT respectively.Then readers can figure out for certain which kind of teaching approach the teachers use in the study.
Third, Lewis and Mc Cook (2002) make use of the teachers’journal entries to investigate their interpretation and implication of CLT.All the details, including the teachers’and their students’performance in class as well as the teachers’psychological process, can be presented in the journal entries from the teachers’angle.For example, memorization and understanding are both paid attention to by the teachers from their sentences:“they spoke out the conversation naturally without looking at any words on the board.”and“My pupils comprehend the contents of the text.But when I asked them‘why?’, they couldn’t answer correctly.”
Fourth, the journal entries of 14 Vietnamese teachers are guided to write under certain headings:the teaching-learning focus and what makes a good student.These two aspects are suitable and reasonable for investigation.One of the significant differences between traditional teaching methods and CLT is that linguistic knowledge is the focus of traditional methods and CLT aims to promote students’communicative competence.In addition, the demands on students in these two approaches are diverse.Students’hard work and memorization are mostly valued in traditional methods, while students’sociability is the quality teachers extremely care in CLT.According to the teaching focus and concentration on different students’qualities, it is easy to point out which approach is in use by the teachers.
3 Suggestions for Further Studies
Based on the findings of the study, it is evident that some aspects of CLT as well as a few factors of traditional teaching methods have been both employed by the teachers in their class.The teachers in Vietnam have not exploited CLT to the upmost because of the local concrete condition and their misconceptions about CLT.In addition, the findings illustrate many related questions and provide directions for further studies on the implementation of CLT.
First, studies should be conducted more extensively and in multi-levels.More subjects should be selected from more schools and other areas of the country.Further studies should also be carried out on teachers from different education domains, such as primary schools, middle schools or colleges.Profound studies would contribute to deeper understanding of the carrying out of CLT.
Second, the process as well as the product should be put emphasis on in further studies.By examining the phenomena taking place during the process, researchers could know more about the details of the research from a variety of angles and more evidence can be collected during the process.Combining the research process and the research product together can make the results more persuasive.
Third, different types of studies, including both of the quantitative and qualitative studies, should be employed to secure the validity of the findings in the studies.Qualitative study makes researchers have an overall as well as detailed understanding of the research process, but researchers tend to be subjectively immersed in the subject matter.The aim of quantitative study is to construct statistics to explain the phenomena in the research process.Researchers can be objectively separate from the subject matter.Through the combination of them, researchers can provide the results deeply and comprehensively.For example, observation, interviews and questionnaires for teachers would give more insights regarding the research questions.
Fourth, longitudinal studies related to CLT should be carried out to research on the teachers’interpretation of CLT in class.Students’levels and teaching facilities may vary with time;teachers’understanding of CLT and methods to use it must change accordingly.Further investigation into the application of CLT will illustrate whether CLT has been utilized effectively by teachers to the maximum.
4 Conclusion
The paper offers us with precious information on the actualization of CLT in Vietnam.Through the analysis of journals written by14 Vietnamese teachers of English during an in-service course, the study presents evidence that the teachers do not know exactly about the essence of CLT.The teachers have introduced some features of CLT into their classes, but they also retain some traits of traditional teaching methods.Although the findings of the research need to be confirmed by further studies, it furnishes educators and teachers with new viewpoints of the implementation of CLT and basis for further investigation in this field.
摘要：交际教学法被许多专家和学者认为了英语教育中有效的教学方法之一。文章通过对于Lewis&McCook所著文章《教学的文化:来自越南的声音》的评介讨论了英语教师对于交际教学法的理解和实践。
关键词：交际教学法,教师,理解,实践
参考文献
[1]Lewis M, McCook F.Cultures of teaching:Voices from Vietnam[J].ELT Journal, 2002 (2) :146-153.
[2]Halliday M.Learning How to Mean-Explorations in the Devel opment of Language[M].London:Edward Arnold, 1975.
[3]Holliday A.Appropriate Methodology and Social Context[M].Cambridge:Cambridge University Press, 1994.
[4]Littlewood W.Communicative Language Teaching[M].Cam bridge:Cambridge University Press, 1981.
【关键词】学生管理 艺术 班主任工作
班主任工作既是一门科学，又是一门艺术；班主任更是一个班级的灵魂，是联系学生与家长之间的纽带和桥梁，是引领学生走向正确人生旅途的向导。如何管理好一个班集体，做一个学生皆崇拜且愿意跟随的班主任，既能让学生接受知识，又能让学生树立正确的价值观，则需要我们在工作中多动脑筋，不断探索工作方法和工作艺术。下面从以下几个方面来谈谈班主任在日常学生管理中的方法艺术，细述如何做一个智慧型的班主任。
一、角色定位
1.学生的好朋友。在日常的班级管理中有不少班主任过于强调作为班主任的权威，而忽视了与学生的平等对话和友善交流，使得学生对班主任敬而远之，并且这种现象的弊端随着学段的提升而逐步凸显。教育是一项与人打交道的事业，每一个人都渴望能够得到他人的关注、信任和赏识，学生亦如此。我们只有拿出真心才能换取别人的真心，一个班主任只有放低身段，成为学生的好朋友，才有可能赢得学生发自内心的尊敬。
2.团队的领头羊。没有爱就没有教育，但光有爱，也不会产生有效的教育。一个班级的学生其实就是一个团队，在班级团队中，班主任就是这个团队的“领头羊”。班主任需要为这个团队的成员树立明确的、共同的目标，需要引领这个团队的所有成员围绕这个目标前进。因此，班主任需要拿出一点时间和精力，从常规的工作中和烦琐的事务里跳出来，思考班级团队如何形成合力，如何引领团队的发展，如何让大家相互关心、相互帮助、相互安慰、相互尊重、相互学习、相互成长，如何成为这个不可或缺的“领头羊”。
3.组织的审判官。班级归根结底还是一个组织，班主任就应担当班级这个组织的“审判官”，对学生的言行进行公正评判，提出明确的改正要求。在面对是非对错时，班主任就应具有绝对的权威，采取最有效的方式教育出现问题的学生，使用班规校纪给予其必要的“惩处”，遏制不良倾向，引导学生在组织内养成服从纪律、敢于反思的行为习惯，促使他们成长为“微观上问心无愧，宏观上遵纪守法”的良好分子。
二、增强孩子的自信心
在学生成长的过程中，不利的家庭教育因素，不同形态的家庭环境，都在不同程度上影响孩子的自信心。班主任在工作中要充帮助学生正确地了解自己、调整行为，重拾信心。
日常生活、学习中，不管孩子有再多的不好之处，都不应该让其失去信心，对于那些自信心不足的孩子，我们要给予他们更多的关爱，让他们相信自己。故平时，教师要坚持正面教育，善于捕捉学生的“闪光点”，重视为学生树立自信心。良好的自信心是成功的一半，培养学生的自信心，教师的悉心教育和热情鼓励不可忽视。对于信心不足的学生，要特别注意正确对待他们，鼓励他们积极进取，遇到困难时要帮助他们分析原因，给予帮助和指导，把受挫学生的自信心及早地树立起来。
三、调动家长资源扩宽学生成长空间
没有家庭教育的学校教育和没有学校教育的家庭教育都是不可能完成“培养人”这一极其细致而复杂的任务的。因此，我们应该充分调动家长资源，扩宽学生的成长空间。
要使家校合作真正取得实效，首先要摸清学生对家长及学校的期望和态度。每一个孩子都想成为老师眼里的优秀学生、家长心目中的好孩子，他们都希望老师向家长汇报他们的进步、所取得的成绩、做的好事，他们最讨厌老师向家长打小报告，尤其是当着许多家长的面揭发他们的短处。我们要清楚地知道学生心理面想什么，在乎什么，需要激励什么。所以，针对学生的看法或者是要求，我们要及时召开家长会，与家长们进行交流，更全面地了解各学生的短处在哪里、长处在哪里、潜能在哪里，哪些需要规避，哪些需要促成。班主任要有針对性地激励自己的学生，及时表扬他们所取得的成绩、点滴进步，激发学生的学习兴趣，充分挖掘学生的学习潜能。
四、把自尊给学生，把威信留给自己
班主任就像一个家庭中的家长，家长一言一行、一举一动，均在学生的监督之下，稍有出言不逊或者行为有偏差，便对学生的道德行为习惯的形成产生极其不利的影响。
班主任在教育学生的过程中，首先要充分理解学生，充分尊重学生，站在学生的角度，设身处地地来思考问题。学生出现错误，班主任不要过早下结论，武断处理，要允许学生说明原委，允许学生思考，允许学生改错。只有把尊重学生放在第一位，充分考虑到学生的自尊，班级任何问题都会迎刃而解。其次，要把尊重学生和放任学生、树立威信和“专制统治”区别开来：尊重学生、维护学生的自尊，并不等于对学生的放任；对学生的问题不闻不问、听之任之，无要求、无检查、无赏无罚，顺其自然，这样只能使学生放纵、任性。久而久之，班主任也就不被学生放在眼里。当然，班主任的威信更不能用专制来确立。
随着教育改革的不断深入，人们对教育的需求发生了变化，教育不仅仅是为了传授知识、技能，而是更要成为塑造具备良好心理特质和健全人格的系统工程。班主任作为“传道、授业、解惑”者，面对着不同性格、不同爱好、不同品质、不同追求的一批又一批学生，只有充分地发挥自己的领导艺术、管理艺术，才能让学生“驾驭”于自己手中，引导他们健康快乐地成长、成人。
参考文献：
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