On-Harmonious-Relationship-between-Teachers-and-Students論英語教學(xué)中師生的和諧關(guān)系

PAGEPAGE12OnHarmoniousRelationshipbetweenTeachersandStudentsinEnglishTeachingContentsAbstract………………………..….iAcknowledgements…………iiⅠ.Introduction………….……1A.TraditionalviewpointaboutTSRinChina……….…….……...1B.ProblemsofthecurrentTSR…………2Ⅱ.FoundationanddefinitionofharmoniousTSR……………3A.FoundationofharmoniousTSR………………..3B.DefinitionofharmoniousTSR……………5Ⅲ.FunctionsofHarmoniousTSRinEnglishteaching.….…..….5A.Toeliminatethepsychologicalbarrierbetweenteachersandstudents……..….6B.Tomobilizethelearningenthusiasmofstudents………..……...7C.TooptimizeEnglishenvironmentoncampus…………..…..8D.Topromoteteachers’andstudents’healthydevelopment……...8E.Toestablishaharmoniousaffectionrelationship……9Ⅳ.FactorsaffectingtheharmoniousTSR…………...….9Ⅴ.WaysofbuildingtheharmoniousTSR……………….…10A.Trustingfullystudents……………..…...…….10B.Caringandlovingstudents………..11C.Reservingspaceandtimeforstudents……11D.Encouragingandinfectingstudentsbyteachers’humorsenseandcharming..12Ⅵ.Conclusion………………12Notes……………………14Bibliography……………..15IntegrityUndertaking………………….…16AbstractNowadays,withthedevelopmentofsocietyandtheeducationalreform,people’sideasaboutEnglishteachinghavehadgreatchanges.PeopleareattachingmoreandmoreimportancetoTeachers-StudentsRelationship(TSRforshort).Inbuildingaharmonioussociety,educationisboundtopursuetheharmonybetweeneducationandsociety,educationandnature,andteachersandstudents.TheharmonybetweenteachersandstudentsplaysaveryimportantroleinEnglishteachingandlearningforharmoniousTSRcaneliminatethepsychologicalbarrier,mobilizetheenthusiasmofstudents’learningEnglish,optimizeEnglishenvironmentonthecampus,promoteteachers’andstudents’healthydevelopmentandestablishaharmoniousaffectionrelationship,whichisabletoeffectivelyfurtherstudentstohigherlevelinEnglishlearningandisbeneficialtoEnglishteaching.Ingeneral,thisharmoniousTSRmainlyliesinharmoniousrelationshipofeffectiveinteractionbetweenteachingandlearning,tacitcoordinationandhappycooperationbetweenteachersandstudents,whichcanbringaboutgoodteachingresultsinEnglishclassandcreateaharmoniouseducationalenvironmentinEnglishteachingandlearning.Keywords:harmonious;teachers-studentsrelationship(TSR);EnglishteachingⅠ.IntroductionForthelast30years,moreandmoreattentionhasbeenpaidtoemotionalpsychologyinEnglishteachingandlearning.Thethoughtthatstudentscanonlylearnwiththehelpofteachershasoutdated.Now,withthedevelopmentofteachingmanagement,teachingmethodsandteachingconcept,peoplearepayingmoreattentiontoTeachers-StudentsRelationship(TSRforshort).Itisthetrendofquality-orientedenvironmentbetweenteachersandstudents,whichwillhavepositiveeffectsonthestudyofEnglishformanystudents.Teachersshouldtrytheirbesttohelpstudentsgetridofpsychologicalbarriersandbuildcomfortableandstress-freeatmospheretohelpstudentsexploretheirpotentials.Effectiveinteractionbetweenteachingandlearning,tacitcoordinationandhappycooperationbetweenteachersandstudentscanbringaboutgoodteachingresults.Humanfeelingsareakindofpsychologicalphenomenon,whichaccompaniestheprocessofcognition.ItisasignificantfactorthatcannotbeomittedintheprocessofEnglishteachingandlearning.A.TraditionalviewpointaboutTSRinChinaTraditionalEnglishteachingisbasedonbookknowledge,inwhichstudentsarecompelledtoperforminobediencetotheirteachersduringtheclasses.TeachersarethecenterintraditionalEnglishclassroomswhichhasmanyshortcomings.Itisbelievedthatteachersaretheinitiators,theleadersandthekeypersonsinthestudents’heart.Foralongtime,studentsweretiedtothetraditionalideologythatonceyourteacherteachesyou,heorshewillbeyourteacherforever.Underthisideologyteacherswerestrictwithstudentsandstudentshadtoshowcompleteobediencetoteachers.Worshipingteachersisoriginallyundisputable,butoftencausesteacherstobeintheupperpositionandstudentstobeinthelowerposition.Thereisalackofequalcommunicationbetweenteachersandstudents.Duringtheprocessofteaching,itemphasizestheteachers’roleratherthanthatofstudents,languageinstructionratherthannon-intelligencefactorsofstudents.Asaresult,teachingactivitiesbecamethestageforteacherstoperformaccordingtotheirwill,whilestudentsplayedtheminororpassiverole.B.ProblemsofthecurrentTSR1.Ethicalrelation1.1Infringinguponstudents’rightsStudentsareindependentpersonswhohavetheirownrights.But,teachersofteninfringe,thoughunintentionally,upontheirrightsandfreedomofacceptingeducationduringtheteachingprocess.Forinstance,thewholeclassisaskedtostayintheclassroombyateacherafterschool,foronestudentthrowsapieceofpapertotheteacherwhoiswritingontheblackboard;somestudentswhounmindfullytalkintheclassareforcedtogototheguidanceroomtoacceptcriticismfromtheschoolleaders;somestudentswhodozeoffareforcedtostandinthelastrowtoattendaclass.Atpresent,thesephenomenaarenotunusual,buteverydayoccur.1.2DoingwhatissupposedtobedonebystudentsTeachersalwaysprepareeverythingforstudents,whichareusuallyregardedasgoodteachers’quality,butinfacttheydepriveofstudents’independenceoftheirchancestofulfilltheirownduty.Forexample,teacherswritedownwhatevertheythinkimportantandusefulontheblackboardwhilestudentspassivelycopyandcannotshowtheirownsubjectiveinitiationfullyduringtheirlearning;teachersarrangeseverything,suchasthearrangementofclassroom,theblackboardnewspaperinschoolandsoon,andstudentsonlyplayaminorrole.2.EmotionalrelationNowadays,teachersandstudentshardlycommunicatewitheachotherafterclass.Excepttheprominentortheparticularlynaughtystudents,teachersevendon’tknowthenamesofstudents.Theyareindifferenttoeachother,letalonecaringaboutortrustingoneanother.Studentsarenotabletogetprompthelpfromteacherswhentheyhavedifficultyintheirlearningordailylife.Somefrictionsbetweenclassmatesarenotreportedpromptlytoteachersandfinallyevenresultingroupfighting.Whenteachersandstudentscomeacrosseachotherontheroad,theymayavoidgreetingeachotheronpurposeifpossible.Whenstudentshavecomplaintsabouttheteachers,lackofcommunicationbetweenteachersandstudentsstrengthensthecontradictoryanddeepenstheirmisunderstandings.Whatisworse,sometimesteachersandstudentshavedirectlanguageandbehaviorattackfortheyhavedifferentideas,differentemotionsanddifferentpsychologies.3.PracticalrelationThepragmatismutilitarianandthevulgarcommercializationcolorofTSRareobviousdaybyday.Forexample,someparentsgivegiftstoteacherswiththehopethattheirownchildrencanbeinfavorofteachersandobtainprioritywheneverpossible.Atthesametime,someteachersalsotrytheirbesttohuntforhelpfromstudents’parentsinordertosolvetheirownindividualdifficultiesorsomeprivateaffairs.Fortheactuationofmaterialinterestsandtheinfluenceofpracticalutilitarianism,teachersareunabletotreateachstudentfairly,whichhasnegativeinfluencesonotherstudents.Whenstudentsfeelunfairlytreated,thebarrierbetweenteachersandstudentsformsanddeepens.What’sworse,suchunhealthyrelationmaycausestudentstolookdownuponteachers,whichwillfurtheraffectTSRandtheeffectivenessofteaching.Againstsuchbackgroundandthatofbuildingaharmonioussociety,thisthesisaimsatelaboratingtheimportanceandsignificanceofharmonizationofTSR,studyingwhatarefunctionsofharmoniousTSRinstudentsEnglishlearningactivitiesandexploringwaysforteacherstofullyarousestudents’initiativeintheEnglishteachingandbuildharmoniousTSR,whichcreatesaharmoniousandcooperativeeducationalenvironment.Ⅱ.FoundationanddefinitionofharmoniousTSRA.FoundationofharmoniousTSRToday,whileintheeducationforall-grounddevelopmentteaching,teachersnolongeraremerelytheknowledgesenders,butshouldbeguideswhocanaffectotherpeopleandinstructstudentstocomprehendtheirownlearning.Teachersnolongeraretheonlytextbooksinterpreters,butshouldbecollaboratorswhoexchangewithstudentscreativelybyusingteachingmaterialsandpreviousknowledge,teachersnolongeraretheartisanswhoonlyknowteaching,butshouldberesearcherswhohasscientificteachingconceptandputsitintopractice.Sukhomlinski,aneducationistfromSovietRussia,oncesaid,inadvicetoteachers,thatrealeducationliesininspiringstudentstoeducatethemselvesandteachersshouldn’ttreatstudentsaslifelessbottlesthirstingforknowledge;insteadteachersandstudentsshouldbuildlivelyinteraction.1Thatis,teachersnotonlyteachtheirstudentswhattheyarelearning,butalsoteachesthemhowtodoandhowtoimprovethemselves.DemocraticandharmoniousTSRcanbeofgreathelptothefulldevelopmentofstudents.Therefore,buildinganew-styleTSRisnecessaryforeffectiveEnglishlearning,andmodernEnglishteachingaswell.TheTSRusuallyinvolvestwomainbodies:teachersandstudents.TheTSRisthemostmaininterpersonalrelationshipduringtheteachingprocess,whichisonekindofspecialsocialrelationshipsthatformsthroughalinkbetweenteachingandlearning.What’smore,itisthemostbasicinterpersonalcommunicationwhichisthatteachersandstudentscompletecertaineducationtaskasagoalduringtheeducationperiod.Nowadays,theconceptofharmonioussocietyinevitablyconfrontsuswithhuman’sharmoniousdevelopment.Buthumanbeing,whichisthemostbasicfactorfortheharmonioussocietyconstruction,shouldhaveharmoniouspersonality,thoughtandinterpersonalrelationshipwhicharethethemeoftheharmonioussocietyconstruction.Andhumanbeing’sdevelopmentisthebiggestmissionforeducation,sooureducationmustreceivethedifficulttaskthatcultivatestheresponsibleandharmoniouspersonality’shumanbeingforthewholesociety.Therefore,theharmoniousTSRisagreatsignificantfactorthatcannotbeomittedduringtheprocessofEnglishlearningandteaching.IntheprocessofbuildingharmoniousTSR,teachersplayamoreactiverole,forestablishingtheharmoniousTSRisbeneficialtoteachers’andstudents’subjectivewishandteachers’practicalwork.Generallyspeaking,theharmoniousTSRisteachers-studentsrelationshipinwhich“theyareapprovalofeachotherinthecognition;theyaremutuallyjoyfulintheemotion;theirgoalshastenwitheachotherinthebehavior”2.Teachersshouldstrengthenhisowntutelage,enhanceenthusiasmandabilitywhichresistbadsocialcorrodes,andthenhealsomustrenewhismanagementideawhichbenefitstocreateadvantageouseducationenvironmentforTSR’sharmony.B.DefinitionofharmoniousTSRHarmonyasaphilosophypropositionreferstoakindofcoordinated,balancedandcooperativeconditionbetweentheexteriorobjectiveworldandtheinternalessentialfactors.Itisalsoaperfectandidealconditionforthesounddevelopmentofthings.Itisarelationalcategory.However,harmonyisnotageneralrelationship,butanidealrelationshipwhichmanifestsstable,orderlyandcoordinatedcondition.Theharmonyofteachingprocessreferstoacoordinated,balancedandcooperativeconditionbetweenvariousteachingessentialfactorsandteachingenvironment.“Relation”referstoakindofconditionthataffectsmutuallybetweenthings.“Theinterpersonalrelationship”referstoastablepsychologyorapsychologicaldistancewhichformsintheprocessofhuman’sinteractionalcommunication3.Intheschool,teachersandstudentsarethemostactivefactorsintheteachingprocess,andteachersnearlyhaveclassestocommunicatewithstudenteveryday.Therefore,theTSRisthemostbasicandthemostimportantinterpersonalrelationshipintheteachingprocess.TheharmoniousTSRisacoordinated,balancedandcooperativeconditionbetweenteachersandstudentsintheteachingprocessandtheteachingenvironment.Thus,itimprovesthequalityofteaching,andenablesstudentstoobtainharmoniousandcomprehensivedevelopment.Ⅲ.FunctionsofHarmoniousTSRinEnglishteachingThe8thnationalnewcurriculumreform(1999)haspushedtheemotionalandcognitivefactorstoamoreimportantposition.Amongtheemotionalandcognitivefactors,theharmoniousTSRisthepivotaloneinthatEnglishteachingiscooperationbetweenteachersandstudents,whichrequiresactiveattendancesfrombothsides.TheyexchangenotonlyinknowledgeaboutEnglishbutalsoinaffection.TheharmoniousTSRplaysaveryimportantroleinmotivatingstudents’interestandenthusiasminlearningEnglish.InEnglishclassroom,teachersandstudentsarethemajorfactorsintheteachingprocess,preciselybecauseEnglishteachingprocessconsistsofEnglishteachers’teachingandstudents’learning.Modernteachingmethodsspeciallyemphasizetherelationshipbetweenteachersandstudents.Harmoniousinterpersonalrelationshipishelpfulinenhancingtheefficiencyofclassroom-teaching,ishelpfulindisplayingstudents’intelligenceandability,andalsoishelpfultoteachers’andstudents’physicalandmentalhealth.Cognitiveactivitybetweenteachersandstudentsdependsonandaffectsmutually.TheessenceofEnglishteachingisanintercourseactivitybetweenteachersandstudents.StudentscanformaabilityofusingEnglishandunderstandingEnglishbasedontheharmoniousTSRNowadays,asthequality-orientededucationisdrawingmoreandmoreattention,test-orientededucationhaslostitsoriginalstatus.Howtoinspirestudents’interestinEnglishlearninghasbecomeaconcernedquestion.CultivatingaharmoniousTSRseemstobemoreimportant,especiallyinthissocietywherestudentsarebecomingincreasinglydemocratic-mindedandindependent-minded.Inourcountry,mostofstudentsaretheonlychildintheirfamily.Supposeteachersdonottakeintoconsiderationtheseemotionalfactorsofstudentsandapplystrictprinciplesallthetime,studentsaremorelikelytodisliketheirteachers,andeventoconflictwithteachers.Asaresult,studentsmayloseinterestinEnglish.Therefore,aharmoniousTSRisofgreatimportanceforeffectiveEnglishteaching.A.ToeliminatethepsychologicalbarrierbetweenteachersandstudentsCommunicationbetweenteachersandstudentsshouldbeopen.Englishlearning,aslanguagelearning,involvesfrequentcommunicationbetweenteachersandstudents.Therefore,inaspecialkindofenvironment,teachersandstudentsareengagedinvarioussortsofemotionexchanges.InEnglish-teachingprocess,teachersbuildgoodrelationshipwithstudentsthroughverbalinstructions,affectionandpersonalcharm4.Atthesametime,students’affectiontoteachersisshownthroughtheirwords,actionsandfacialexpressions.Inthisway,teachersandstudentscommunicateeffectivelyandknowmoremutually,whichisbeneficialtoeliminatethepsychologicalbarrierbetweenthemandformacooperativerelationshipduringEnglishteachingandlearningactivities.Ifteachersgetonwellwithstudentsandtreatthemequally,studentswilltrustthemandliketointeractwiththemduringtheteachingandlearningprocess,whichcanmotivatestudents’interest.Asthefamoussayinggoes“l(fā)oveme,lovemydog”.Teachers’lovenotonlycangaintrustandrespectfromstudents,butalsocanarousestudent’senthusiasminEnglish.B.TomobilizethelearningenthusiasmofstudentsIfyouareinterestedinthesubjectyouarestudying,theresultswillbebetter.Therefore,howstudentslearnthelanguageskillsisdeterminedtoalargeextentbythelevelofinterestinlearningEnglish.Asanoldsayinggoes,“it'sbettertoloveitmorethantoknowit，butit'sthebesttoenjoyit.”,whichalsomotivatesstudentstoformtheinternaldrivingforcewhichismobilizingtheenthusiasmofstudentstolearnmorefeasiblyandeffectively.TheharmoniousTSRisasoundwaytomobilizetheenthusiasmofstudents’learningEnglish.HarmoniousTSRcanstimulateinterestandinitiativefromstudents.Interestcarriesstudentstosuccess,andachievementinturncanpromoteinterestintoalifelongandardentlove5.Otherwise,studentswillnotparticipateactivelyinclassandareunwillingtocooperatewithteachers.Motivationiswhatmovesusfromboredomtointerest.FriendlyandcooperativeatmospherecultivatesanenvironmentinwhichstudentsmakeEnglishlearninganactivedesire.OnlyinthiswaycanstudentkeeptheirinterestinEnglishlearning,developstudents’potentialandbecomearealmasteroflearning.Therefore,wecanassertthatteachingisinherentlyinteractivebecauseitdependsonmakingconnectswithanactive,positiveandgrowingmind.C.TooptimizeEnglishenvironmentoncampusFormanyEnglishlearners,listening,writing,andreadingarenotquitedifficult.However,thereisamoreandmoreseriousprobleminEnglishlearnersinthattheyalwaysfeelafraidtospeakEnglishaloud.WhyaresomanystudentsnotconfidentinspeakingEnglish?Thereasonliesnotonlyinstudentsthemselvesbutalsointeachers.Forfearofbeingcriticizedbyteachers,studentsareafraidtospeakEnglish.Iftherelationshipbetweenteachersandstudentsisharmonious,itwillleadtoarefreshingEnglishclassatmosphereandpleasantcampusenvironmentaswell,whichwillencouragestudentstospeakEnglishwithoutfeelingafraidorworryingaboutmakingmistakes.TeacherswhooftentalkwithstudentsinEnglishafterclassaboutstudents’studies,lifeandtheirproblemsaremorelikelytogainpopularityamongstudents.TeacherscanorganizesuchextracurricularactivitiesasEnglishpartiesandEnglishcornerstocultivateagoodenvironmentforstudentstospeakEnglish,anditisalsoquitehelpfultoenhanceTSR.HarmoniousTSRcaneliminatestudents’fearandcreateharmoniousenvironmentforthemtotalkfreelyinEnglish.D.Topromoteteachers’andstudents’healthydevelopmentTeachingworkisanorganismthatcomposesof“teaching”and“l(fā)earning”.Thetwoaspectsrevolverespectively,connectcloselyandareindispensable.Ontheonehand,teachersshouldarrangetheirclassesandteachtheirduty-boundcurriculumwell.Ontheotherhand,studentsadoptapositiveattitudeandlearnearnestly.TheharmoniousTSRisacombinationofteachingandlearningandpromotesthemeachother.Teachersshouldmaketheireffortstoanswerstudents’questionsandtrytheirbesttohelpstudentstoovercomesomedifficultiesinEnglishlearningandtogetridofpsychologicalbarriers.Simultaneously,studentspositivelyponderandinquireinordertogivetheteachingactivitiesmorepowers,providingmuchbroaderteachingconcepttoteachersandmaketeachingcontentmorerichandperfect.TheharmoniousTSRisreciprocal.Inotherwords,itisaharmoniousrelationshipofmutualrespect,mutualunderstandingandmutualcooperation.Atthesametime,itisacooperativerelationshipofstudyingandrequestingeachother.SoitishelpfultobuildaharmoniousTSR,whichcanshareresourceandinformationandpromoteteachers’andstudents’healthydevelopmentintheEnglishteachingprocess.E.Toestablishaharmoniousaffectionrelationship Humanaffection,whichisakindofpsychologicalphenomenon,playsaveryimportantroleincognitionandEnglishteachingtoo.Researchhasfoundthatpositiveaffectioncangreatlypromotecognitiondevelopment.Languagelearningisaprocessofdevelopingperceptualcognitivecapacities,wherestudentsplaythemainrole.Therefore,students’creativitiesandpotentialscanbeexploredonlybyapplyingthelearner-centeredmethod.Teachersshouldbethecounselorandfacilitatorratherthancontrollerandleader.Affectionisaninvisiblelinkcontactingteacherswithstudents.Anoldergenerationeducationist,Mr.XiaMianzunoncesaidthat“educationwithoutaffectionandlovecannotbecalledarealeducation”6.Teacherswanttoobtainmoreachievementsbythesimilarworkintheeducationalteachingactivity,andthenteachersmustbuildacommunicativebridgewithstudents.Teacherswanttoinfluencestudentsbythesentiment,understandstudents’innerfeelingsanddiscoveraffective“resonancepoint”betweenthem.Inthisway,teacherscangetstudents’affirmationandpositiveparticipationandcarryoutcommunicationandcooperationonthemindandspirit.Ⅳ.FactorsaffectingtheharmoniousTSRNowadays,theoverwhelmingmajorityofstudentsintheschoolaretheonlychildintheirfamily.Moreover,unattendedstudents,single-parentstudentsandpoorstudentsstillremaincomparativeproportion.Thesestudentsmoreorlesshavesomeflawsintheirdisposition.Atthesametime,withthepopularizationofnetwork,unhealthycomputergames,violentfilmsandtelevisionprogramsandnegativesocietyatmosphereseriouslyaffectyoungstudents'thinking.“Thedignityoftheteachingprofession”inpartialteachers’ideologyisverydeep-rooted,whichcausesthemtotreattheirstudentsexcessively“strict”.Theyarelackofmanagementandcommunication,whichmakesmutualunderstandingimpossiblebetweenteachersandstudentsandthenwidenthegapbetweenteachersandstudents,whichmayleadtostudentsrefusingtocommunicateandevennegativementality.Underthisheavypressureoftest-orientededucation,bothstudentsandteachersareunderhugepressure.Someteacherssatirizepoorstudents,evencarryoutcorporalpunishmentindisguisedform,some“responsible”teachersforcestudentswhoarenothardworkingenoughtostudy.ThankstotheInternetpopularization,thechannelofstudentsacceptinginformationbecomeswider,whilethelevelofteachers’trustandthedegreeofteachers’satisfactionbecomeslowerfortheirbusylaborortheslowspeedofrenewedknowledge.Singleevaluationmethodologyisdeep-rooted,whichcausesteacherstoneglectstudents’potentialdevelopment,andalsocreatesthereasonthattheTSRbecomesestranged.Ⅴ.WaysofbuildingtheharmoniousTSRTheharmoniousTSRisabletoeffectivelyfurtherstudentstohigherlevelinEnglishlearning.Teacherswithpatienceandcharmencouragestudentsinsteadofpushingorforcingthem.TheharmoniousTSRcanmakeEnglishlearningmoreenjoyableandfunsothatstudentswouldworkhardwillingly.TeachersplayaleadingroleinbuildingtheharmoniousTSR.Therefore,thekeyofbuildingharmoniousTSRliesinteachers.A.TrustingfullystudentsTeachersmusttrusteachstudentfullyandhaveanexpectativeheartforeveryone,whichcanletstudentsdisplaytheirpotentialtothemaximumlimitandarousetheirstudyenthusiasmfully.Trustingstudentsistheaffirmationandtheappraisaloftheirpersonality.Students’achievementdependstoagreatextentonteachers’opinionsoftheirlearningability.Ifteacherstrusteachoftheirstudentstomakegreatprogressandtoimprovethemselvesinallaspects,studentswilldevelopgreatinterestinandself-confidenceoflearning,overcomeallsortsofdifficultiesinEnglishlearningandpromotepositivedevelopment.Finally,studentscangetagoodresultinEnglishlearning.B.CaringandlovingstudentsToloveandtobelovedisonekindofbasicneedofhumanbeing.AndlovingeachotherisasoulcommunicativelinkbetweenteachersandstudentswhoarethefountainheadofconstructingharmoniousTSR.Lovingstudentsisthecoreandtheessenceofteachers’occupationalethics,themostpreciousprofessionalemotionofteachers,andthefirstpowerwhichdrivestudentstolearn.LuXun,thegreatliteraturemaster,haseversaidthatteachersdevotelovetoeducation.Educationwithoutloveispaleandweak.Wedonotdaretoimagine,ifwedonothavethepoweroflove,wewillfinditdifficulttoestablishaharmoniousinterpersonalrelationshipwithstudents.Teacherslovestudents,andthenspreadtheirselflesslovetoeachstudent,andinturnstudentswillloveteachers.Onlyinthiswaydoteachersandstudentshavethepossibilitytobeintimateandtoexchangefreely,whichcanhelpstudentschangelovefromteachersintoabehavioracceptingteachers’teaching.Thatisso-called“Loveme,lovemydog”.Ifteachersknockonstudents’heartdoorwithsincereandchastelove,theywillenableeachstudenttoobtainthegraciousfavorandlove,thuscertainlywinstudents’respect.C.Reservingspaceandtimeforstudents Asteachers,theymustrespectthestudents’individualityandestablishaplatformforstudents’furtherdevelopmentwhichletstheirindividualityobtainfulldevelopment.Teachersstillinsistonteachingstudentsaccordingtostudents’ability,whichmakesthemdevelop.Inthetraditionalclass,studentsoftenonlyponderthequestionsthatteachersputforward,andhavelittlechancetoaskquestions.Sucheducationpatternweakensthehabitandconsciousnessofstudents’askingquestions,whichhasbadinfluencesontheenthusiasmofstudents’learningEnglish.Ifteachersgivestudentstheopportunitiesofaskingquestions,suchasopenquestions,teacherscanfindstudents’excitementpointandencouragestudentstodiscussandanswerfreely.Inthisway,originalone-wayteachingprocessbecomestwo-wayone,whichmakestheclassfilledwithvigorandbenefitstobuildtheharmoniousTSR.D.Encouragingandinfectingstudentsbyteachers’humorsenseandcharmingModernteachingconceptrequeststeachersthemselvesarefilledwithfervor,enthusiasm,wisdomandhumorsenseinEnglishteaching.Atthesametime,theyaresupposedtounderstand,respectandcareaboutstudents.Intheclass,teachersmustfullydemonstratetheirownpersonalitycharm,cultivatetheaffectionandthewisdomofstudentsandstimulateteachers’andstudents’interestandenergy.Teachersshouldbedressedneatly,teachwiselyandtalkhumorously,whichcanarousestuden