师者，传道授业解惑也。

为人师表，老是要满怀教育热心的，学生需要的不只是常识的灌溉，更需要教师孜孜不倦的教训。就像世界部的外教danilo相同，教育十几年，照常对教育葆有热心，享受教育进程，运用一些小办法引导学生的学习快乐喜爱。

猎奇是啥？看danilo教师自个来介绍吧！

作者简介

danilo quinones alcontin，来自菲律宾，教育硕士，现任世界部科学、数学教师。

as a teacher with 15 years of teaching experience, i learned that teaching can be an exciting and challenging experience for me and to anyone. it can be quite interesting to fit with the characteristics of our 21st century learners into our various teaching processes and classroom management. for me, a teacher is not only someone who teaches, but a symbol of learning， and person who plays the most important role in the development of any students. the future of those students depends on the qualities and the dedication of that teacher. i can provide many deions about me as teacher and i think i can define it based on my real experiences.

教育十五年，教育一向令我振奋和充溢应战性。教育充溢快乐喜爱，可以让赋有21世纪特征的学习者融入咱们的各种教育进程和课堂打点中。对我来说，教师不只是是一个教育的人，更是一个学习的标志，在学生的打开中起最重要的作用。这些学生的将来取决于教师的本质和奉献精力。我愿意去共享我对教师身份的了解，也可以用本身的真实阅历界说“教师”这个作业。

正在备课的danilo教师

i must say i am that kind of teacher who is pleasant personality and considerate. whenever possible, i try to understand the situation students are in. i want to be always careful with the things i say in class. i love to smile and have a good laugh every day. i believe in this perennial adage that says “laughter is the best medicine.” i always see to it that i make my class funny. it is either someone in class makes the sessions alive or i do some crazy little foolish actuations just to make the class livelier than usual. whenever i do this, i always believe to effect a positive outlook in them and change any downward momentum happening to them during the day. i firmly believe that “to teach is to touch lives.” with this in mind, life for me is an open book and everyone is invited to write their stories with me.

我得说我是那种性格开畅、善解人意的教师。我尽我所能晓得学生地址的环境。我细心对待我课堂上说的每一句话。我喜爱浅笑，每天都笑得很开心。我信赖一句经久不衰的格言：“笑是最佳的良药。”我谨记这句话，而且极力让我的课变得风趣，要么是班上有学生让课堂活泼起来，要么是我有一些诙谐的行为让班级比平常更热烈。每当我做这一点，我一向信赖，这会对他们发生活泼的影响，并改动他们的一些负能量。我深信“教育就是触摸生命”。带着这个主意，日子对我来说是一本摊开的书，每一自个都被我聘请一同书写故事。

teachers now and again are always reminded of teaching the basics of every subject. it is the teacher’s task to instill basic skills and knowledge to students need as they journey towards becoming a better version of themselves. thus, the teacher tremendously has the power to maneuver classes towards the basic and what is fundamental to our students needs as they progress from one level to another.

教师们常常被提示要教授每门课程的基础常识。教师的使命是向学生灌注根柢的技能和常识，满足他们进一步学习生长的需要。因而，在学生从一个层次到另一个层次的打开进程中，在教授学生最基础和最根柢的常识时，教师有极大的力气来践行这些。

the idea of essentialism reminds me that if i am to master the craft i am good at, i have to deliver only what is essential and perhaps augment only when i see the needs of the students. by so doing, i would not make my science subject appear too difficult for them especially those who are inclined otherwise. with this, i hope i can be the teacher that can make my students feel perfectly at ease with what they are capable of.

本质主义的主意提示我，假定我要通晓我擅长的技能，我有必要供给必要的东西，或许只需当我看到学生的需要时，我才会添加。这样做，我的科学课对他们来说才显得不太不流通，特别是那些简略开小差的学生。有了这个，我期望能变成一名让学生轻松掌控常识的教师。

on the other hand, john dewey expounded on the principle of learning by doing. this theory is anchored on the idea that learning should be relevant and practical not just passive and theoretical. he believed that education should represent the present life. teachers are to present real life problems and guide students in solving these problems by providing them with hands-on and minds-on activities to learn the situation.

另一方面，杜威论说了经过实习学习的原则。理论基础的学习大约是有关的和有用的，而不只是是被逼的和理论的。他认为教育大约代体如今的日子。教师要呈现实际日子中的疑问，并为学生供给亲自实习和用心学习的活动，引导他们处置这些疑问。

in addition, the theory of constructivism levels off with dewey’s pedagogical theory. constructivism is founded on the idea of reflecting our own experiences as we construct our own understanding of the world we live in. it is therefore vital that we experience things in order to fully understand ideas, concepts or things.

此外，建构主义理论与杜威的教育学理论旗鼓恰当。建构主义是树立在反映咱们本身经历的基础上的，因为咱们对咱们日子的世界有自个的了解。因而，为了充分了解思维、概念或事物，咱们领会事物是至关重要的。

while i may have provided learning activities to my students in each of my classes, i believe that i have probably done this intermittently and so i need to strengthen the practice of providing more opportunities for students to engage in meaningful learning.

尽管我可以在每堂课上都为学生供给学习活动，但我还只是偶尔这样做，因而我需要愈加偏重这一环节，为学生供给更多参加有意义的学习的机缘。

at the moment, there exists and emerging principle in the teaching-learning process. this is known as “humor in pedagogy” – a research by r.l garner, an associate dean at sam houston state university. the results of this study revealed that humor can be a powerful tool when used in the classroom and naturally gave higher ratings to the teacher from the respondents.

其时，教育的进程中存在着一种新的原则。这就是众所周知的“诙谐教育法”，这是山姆休斯顿州立大学副院长r.l加纳的一个研讨项目。这项研讨的成果标明，诙谐在课堂上能变成一种强有力的东西，受访者很天然地倾向于给教师较高的评价。

it is with high hopes, that upon knowing how to apply humor in my class and insert fun activities, i will be perceived as a teacher who can guide students under my tutelage. these three philosophical ideologies are the foundations of the personal teaching-learning ph

ilosophy i have learned to develop and practice. anchored on the three philosophical ideologies aforementioned above, i have tried to developed my own belief as i reflected on the best practices i have had the past 15 gruesome, tiring but fruitful years.

我满怀期望的是，当我游刃有境地在课堂上运用诙谐，参加风趣的活动，我就会被看做是一个可以辅导学生的教师。这三种哲学思维是我学习和践行的自个教育哲学的基础。根据上述三种哲学思维，当我反思了这十五年我阅历过的困难、令人疲倦但赋有作用的种种过往之后，我在尽力打开我自个的崇奉。

i believe that to maximize learning, the teaching-learning process for me should be fun and experiential bound by mutual support, understanding and respect between the teacher and the students.

我认为，为了使学习作用最大化，教育—学习进程大约是快乐喜爱性和经历的联系，加上教师和学生之间的彼此撑持、了解和尊敬。

learning should be fun and this can be made possible if the teacher can provide firsthand experience on the various and diverse concepts students learn in school. it is said that experience is the best teacher. i believe that students can appreciate better what they are studying if they can personalize their learning and own them by performing meaningful and engaging activities provided before them. if there are opportunities for them to manage their learning, i believe that this will result in a long term enduring learning.

假定教师在教授林林总总的概念时，能给学生供给第一手的经历，学习就可以变成一件风趣的事。经历是最佳的教师。我信赖，假定学生们能自立组织学习，那他们就能经过各种有意义和风趣的活动来掌控常识，也会非常好地辨别他们正在学习的常识。假定他们有机缘自立组织学习，我信赖这会协助他们养成终身学习的习气。

danilo教师在使用学科常识做番笕，让学生更快乐喜爱性的掌控常识并能实习。

however, the teaching-learning process under this model should also emphasize the idea of mutual support, understanding and most especially respect. students should instill in their minds that they need each other. each must support each other and accept the individual differences for it is in our differences that we can beautifully mold a more cohesive relationship. once we accept our imperfections and give due respect to one another, then can the class sail smoothly amidst turbulent waters.

可是，尽管采纳这种方法，也大约偏重，学生和教师在教育进程中要彼此撑持、了解，特别是尊敬。学生们大约培育同学间彼此需要的知道。每个学生都有必要彼此撑持，承受各自的差异，正是因为这些差异的存在，咱们才描写出一种更紧密的联络。咱们承受自个的不完满，尊敬彼此，咱们的班级在汹涌的波涛中才会顺畅飞翔。

in my class, i always tell my students that it is okay to commit mistakes. it should not be a taboo when someone commits errors. after all, we are in school to learn and not as already learned individuals. part of learning is committing errors and mistakes. so when one commits faults, we should do something and encourage the student. consequently, the teacher should respect the student likewise the students respect the teacher’s role as the authority inside the class.

在课堂上，我一向告诉我的学生，他们可以犯差错，犯差错并不开罪啥忌讳。究竟，咱们在学校是为了学习怎么变成独立的大人，而不是现已变成了这样的人。犯差错是学习的一有些，所以当学生犯了差错，咱们大约采有所行为，鼓舞学生。因而，教师大约尊敬学生，相同地，学生也大约尊敬教师在课堂中的声威。

每个教师都有一套特有的教育育人的身手，danilo教师的诀窍是在单调的课程学习中恰当穿插有关的诙谐元素，承受学生的差错并引导他们改正差错，与学生一同创造一个轻松高兴、彼此尊敬的杰出课堂环境。

世界部鼓舞每位教师运用有利于学生学习的教育法，引导学生逐步习气世界教育环境。国表里教育的差异性可以会使得学生短时刻内找不到合适自个的学习办法，但世界部专业、资深的中教、外教，会使用他们多年教育经历和实时更新的常识库，引领学生在差错中生长，为成功留学奠定坚实基础。回来搜狐，查看更多

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