I teach high school in the United States.

Author: Shanyi
Publisher:
Publish Date: 2006-06-01
Features: To help the students who were asking questions avoid embarrassment, I asked, "Who knows how chocolate candies are produced?" Everyone looked at each other, unable to answer. So, I told them about my visit to the production line of the famous Hershey Company in the United States and what I saw and experienced during the chocolate candy production process. The atmosphere in the classroom immediately became more relaxed. Then, I finally returned to the original topic and told the students that cacao beans were also introduced to Europe after the Europeans embarked on their maritime explorations from the Americas. The students understood my lesson, naturally bringing me closer to them. After having close contact with the students, I suddenly realized that teaching others is a very pleasant thing. The following examples all illustrate the extraordinary guiding role that a teacher's language and demeanor play in educational practice.
In the class I taught, some children who had recently immigrated from China had received a lot of negative social information and had a weak sense of law. When I taught geography and mentioned the Strait of Gibraltar, which lies between Spain in Europe and North Africa, a boy from Fuzhou said, "Then we can organize people to cross the border from Africa to Europe." At that time, I couldn’t scold them for being disrespectful, as that might have closed the door to our dialogue and lost the opportunity to communicate with them. To help them understand that the law is a guarantee of social safety, I told them the historical story of how the Hebrew religion established the Ten Commandments; I also explained how, during the Middle Ages, when government management was chaotic, the rules of the Catholic Church helped stabilize European society. These historical facts conveyed clear and simple, and the children quickly accepted them. Through learning about the formation of legal systems in history, they realized that not only rulers but also the general public needed the law to protect their property and personal safety, which naturally strengthened their sense of law.
Some children blindly believed in the power of money. Whenever I asked them to discuss the causes of some major historical events, their immediate reaction was that the ancients did things for money. I didn’t directly refute them but instead reminded them that many historical events were caused by both economic, social, and possibly religious and cultural reasons. P8