Teachers agree about the value of praise.One teacher writes that instead of drowning students' compositions in critical red ink,the teacher will get far more constructive results by finding one or two things which have been done better than last time

Teachers agree about the value of praise.One teacher writes that instead of drowning students' compositions in critical red ink,the teacher will get far more constructive results by finding one or two things which have been done better than last time
Teachers agree about the value of praise.
One teacher writes that instead of drowning students' compositions in critical red ink,the teacher will get far more constructive results by finding one or two things which have been done better than last time,and commenting favorably on them."I believe that a student knows when he has handed in something above his usual standard," writes the teacher,"and that he waits hungrily for a brief comment in the margin to show him that the teacher is aware of it,too."
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Teachers agree about the value of praise.One teacher writes that instead of drowning students' compositions in critical red ink,the teacher will get far more constructive results by finding one or two things which have been done better than last time
如果老师可以用评语的方式来代替那些扼杀学生作业的红笔批注的话,他一定会发现一些这个学生比上次更好的表现、更加积极的改变.
老师如是说：“我相信这样的话学生们也会意识到自己比原有的基础上更进了一步,他们也很教师在空白处批注的意见体现出教师们注意到了他们的提高“.

Teachers agree about the value of praise.One teacher writes that instead of drowning students' compositions in critical red ink, the teacher will get far more constructive results by finding one or tw...

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Teachers agree about the value of praise.One teacher writes that instead of drowning students' compositions in critical red ink, the teacher will get far more constructive results by finding one or two things which have been done better than last time, and commenting favorably on them.老师同意写，而不是在红墨水溺水学生的作文，老师会得到更为建设性的结果找到一两件事情已经做了一次比一次和评论毫不逊色于它们。 "I believe that a student knows when he has handed in something above his usual standard," writes the teacher, "and that he waits hungrily for a brief comment in the margin to show him that the teacher is aware of it, too."老师写道： “我认为学生知道他什么时候交给他一贯的标准以上的东西，”“并且他如饥似渴地在一个简短的评论等待用大幅度以显示他的老师也意识到了这一点。”

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