英語(yǔ)老師作文【優(yōu)秀】

　　在生活、工作和學(xué)習(xí)中，許多人都有過(guò)寫(xiě)作文的經(jīng)歷，對(duì)作文都不陌生吧，作文是人們以書(shū)面形式表情達(dá)意的言語(yǔ)活動(dòng)。一篇什么樣的作文才能稱(chēng)之為優(yōu)秀作文呢？下面是小編為大家整理的英語(yǔ)老師作文10篇，希望能夠幫助到大家。

英語(yǔ)老師作文 篇1

　　Schools should ask students to evaluate their teachers. Do you agree or disagree? Use specific reasons and examples to support your answer.

　　I think it’s a good idea for schools to ask students to evaluate their teachers. This informs teachers of how students react both to their teaching methods and to them as individuals. Teachers can weigh the criticisms and change what they think needs to be changed. Praise from students is also valuable. It can reinforce teachers’ opinions about how they’re teaching and give them confidence.

　　It’s also helpful for school administrators to hear what students think about their teachers. It keeps administrators in touch with what’s going on in the school. It also gives them some idea of which teachers effectively reach the students. However, good administrators know that student evaluations need to be reviewed with a keen eye for prejudice and adolescent attitudes. After all, and evaluation is a good way for students to get back at teachers who expect more of them than they want to give.

　　Evaluating teachers is also a good exercise for the students. They have to organize their thoughts about what they think of their teachers. In that way, they pinpoint for themselves what they expect of those teachers. They begin to understand what they value in a teacher and what is phony or useless. Evaluating their teachers is also a way for students to think about how they would evaluate themselves. Are they working as hard as they should in class? Is that why their teachers are sometimes critical of their work? Isn’t that what a teacher should do—push us to try harder? Thinking about these things can help students do better in class. At the very least, they will understand better what is expected of them.

　　Student evaluations of teachers also make students feel as if they have a voice in what happens in their schools. It makes them feel as if they’re part of the education process when their opinion is valuedby the administration. Finally, it teaches them responsibility.

　　Schools should ask students to evaluate their teachers. Do you agree or disagree? Use specific reasons and examples to support your answer.

　　I think it’s a good idea for schools to ask students to evaluate their teachers. This informs teachers of how students react both to their teaching methods and to them as individuals. Teachers can weigh the criticisms and change what they think needs to be changed. Praise from students is also valuable. It can reinforce teachers’ opinions about how they’re teaching and give them confidence.

　　It’s also helpful for school administrators to hear what students think about their teachers. It keeps administrators in touch with what’s going on in the school. It also gives them some idea of which teachers effectively reach the students. However, good administrators know that student evaluations need to be reviewed with a keen eye for prejudice and adolescent attitudes. After all, and evaluation is a good way for students to get back at teachers who expect more of them than they want to give.

　　Evaluating teachers is also a good exercise for the students. They have to organize their thoughts about what they think of their teachers. In that way, they pinpoint for themselves what they expect of those teachers. They begin to understand what they value in a teacher and what is phony or useless. Evaluating their teachers is also a way for students to think about how they would evaluate themselves. Are they working as hard as they should in class? Is that why their teachers are sometimes critical of their work? Isn’t that what a teacher should do—push us to try harder? Thinking about these things can help students do better in class. At the very least, they will understand better what is expected of them.

　　Student evaluations of teachers also make students feel as if they have a voice in what happens in their schools. It makesthem feel as if they’re part of the education process when their opinion is valued by the administration. Finally, it teaches them responsibility.

英語(yǔ)老師作文 篇2

　　英語(yǔ)老師在我眼中是一位嚴(yán)厲的好老師，但她的嚴(yán)厲卻給我們帶來(lái)了恐懼，漸漸的惡化成厭惡�？山裉煊⒄Z(yǔ)老師的病爆發(fā)了，這病給我看見(jiàn)了英語(yǔ)老師時(shí)時(shí)刻刻牽掛著我們的內(nèi)心，把我打動(dòng)，讓我覺(jué)得英語(yǔ)老師是溫柔的。

　　千絲萬(wàn)縷利劍般的陽(yáng)光穿過(guò)玻璃，照進(jìn)我們的教室里；陽(yáng)光是那么明媚，可英語(yǔ)老師卻躺在病床上，這對(duì)于正處于復(fù)習(xí)階段的我們來(lái)說(shuō)是極其不利的。原本我們不知道英語(yǔ)老師病了，也許是英語(yǔ)老師想保密吧，可不知為何，消息瞬間不翼而飛，傳到了她所教的兩個(gè)班里，聽(tīng)說(shuō)還是腫瘤！但我認(rèn)為：彪悍的白老師看起來(lái)一直都很健康，怎么會(huì)忽然病成這樣？一定是別人胡說(shuō)的！此時(shí)，英語(yǔ)委員捧著英語(yǔ)筆記本走上講臺(tái)，拿起筆在黑白上密密麻麻的寫(xiě)上了一大堆的英語(yǔ)筆記，并且告訴同學(xué)們要抄好來(lái)并在1天內(nèi)去組長(zhǎng)那默寫(xiě)好。我很納悶：第一節(jié)課不是語(yǔ)文課嗎？這難道是代課老師吩咐的？即使這樣，我還是不敢違抗命令，將它們抄了下來(lái)。班長(zhǎng)帶著疑問(wèn)去問(wèn)英語(yǔ)委員，英語(yǔ)委員回答：“你問(wèn)我我問(wèn)誰(shuí)？是白老師說(shuō)的.�！痹龠^(guò)2天就要考試了，沒(méi)想到英語(yǔ)老師還惦記著我們。

　　時(shí)間一分一秒的過(guò)去了，上課鈴伴隨著語(yǔ)文老師的步伐傳進(jìn)了教室，同學(xué)們自主的回到了座位。上課時(shí)，語(yǔ)文老師終于憋不住氣了，小聲的問(wèn)一位住在英語(yǔ)老師家里的同學(xué)：“白老師能說(shuō)話(huà)了嗎？”那位同學(xué)點(diǎn)點(diǎn)頭。我沒(méi)想到英語(yǔ)老師的病以到了那步田地，忽然一種未知的溫柔感在我心中開(kāi)放，那是一種無(wú)法用語(yǔ)言可以打動(dòng)的溫柔感......

　　生活中，也許有些人給予你的印象不是特別好，但他們總有溫柔的一面，就像打動(dòng)我的恩師，她的所作所為也許在她心中是平凡的，但在我心中是偉大是！

英語(yǔ)老師作文 篇3

　　Hello! I’m Jessie. I like English very much, because of my English teacher, Nettie. Today, I’ll introduce her to you.

　　In my eyes, she’s not a teacher, but a lovely girl and a good friend of mine. She is not tall. She is thin. She has the long hair. Her face is round. There are two small eyes on her face. She likes smiling. When she smiles, her eyes just like the moon at the beginning of the month. I think she is very beautiful girl.

　　She’s very kind, like an old friend. She can sing. She can draw. She can dance. She can speak very good English. She can tell us stories. She can play games with us. When we have an English lesson, we feel very happy. All of us are interested in her lesson.

　　I have a good teacher. I think I’m very lucky.

　　你好！我叫杰西。我非常喜歡英語(yǔ)，因?yàn)槲业挠⒄Z(yǔ)老師內(nèi)蒂。今天，我把她介紹給你。

　　在我眼里，她不是一個(gè)老師，而是一個(gè)可愛(ài)的女生以及我的'好朋友。她并不高而且瘦。她有著長(zhǎng)長(zhǎng)的頭發(fā)和圓圓的臉蛋。她的臉上有兩只小眼睛。她喜歡微笑。當(dāng)她微笑時(shí)，她的眼睛就像月初的明月。我認(rèn)為她是非常漂亮的女孩。

　　她很善良，就像一個(gè)老朋友。她會(huì)唱歌，會(huì)畫(huà)畫(huà)，會(huì)跳舞。她的英語(yǔ)說(shuō)得很好。她可以給我們講故事。她可以和我們一起玩游戲。當(dāng)我們上英語(yǔ)課的時(shí)候，我們感到非常開(kāi)心。我們所有人都對(duì)她的課感興趣。

　　我有一個(gè)好老師。我覺(jué)得我很幸運(yùn)。

英語(yǔ)老師作文 篇4

　　說(shuō)實(shí)話(huà)，偏科的我對(duì)于英語(yǔ)這門(mén)課抱著很大的不滿(mǎn)。聽(tīng)每個(gè)英語(yǔ)老師講課，就像聽(tīng)催眠曲一樣，時(shí)不時(shí)就哈欠滿(mǎn)天飛。

　　直到李老師的出現(xiàn)。李老師不僅人長(zhǎng)的漂亮，聲音很甜，還總是一副笑臉，教的課也很有趣。不像別的老師，只會(huì)口若懸河的說(shuō)，念，不會(huì)用做游戲的方式討我們開(kāi)心，更不會(huì)拿出一張張手工制作的單詞卡片。

　　可是，我感覺(jué)到了，同學(xué)們也感覺(jué)到了，李老師變了：也許是因?yàn)樗龓Я怂膫�(gè)班，很忙。也許是因?yàn)槊堪嘀挥腥��?jié)課，她擔(dān)心我們的成績(jī)提不上來(lái)。也許是因?yàn)樗�覺(jué)的我們長(zhǎng)大了，懂事了，不再需要游戲了。更有可能是她感覺(jué)，父母給的寵愛(ài)，使我們用不著五彩的單詞卡片了。

　　她開(kāi)始會(huì)生氣，會(huì)罰我們作業(yè)，會(huì)打我們，甚至開(kāi)始不夸我們，反而常常攻擊和壓迫不明的話(huà)：你們六【4】班是倒數(shù)第一。

　　我們開(kāi)始討厭她，私下議論她，說(shuō)她的種種不好。我們班里大多數(shù)同學(xué)都對(duì)自己的能力產(chǎn)生了質(zhì)疑，沒(méi)有信心。我們看著老師板著的臉感到恐懼，生怕一個(gè)不小心做錯(cuò)了什么，會(huì)得到老師的批評(píng)。我們不敢在老師的面前說(shuō)她的不是，不知道是為什么……

　　昨天，班里大多數(shù)同學(xué)都沒(méi)有帶《能力》，66名同學(xué)至少二分之一的同學(xué)都沒(méi)有帶，我也沒(méi)帶，站到了后面，幾個(gè)男生無(wú)所謂的向后一站，說(shuō)起話(huà)來(lái)。李老師氣的渾身發(fā)抖。還罰了我們很多作業(yè)。

　　她，還打了我們各一巴掌，很重，很重，我的頭一陣眩暈。我們站著的女生，都紅著眼睛望著她，她真像個(gè)魔鬼，雖然知道自己也有錯(cuò)，但仍倔強(qiáng)的'想。

　　回到座位上，一種從未有過(guò)的莫大的恥辱感撲面而來(lái)，嗓子里仿佛有一口氣始終都咽不下去，我哭了起來(lái)，很多人安慰我，我哭的更大聲，更放肆了起來(lái)，好像要把這淡淡的巴掌印狠狠地抹掉一般。我的哭聲引起了她的注意，她把我叫到了辦公室。

　　到了辦公室，她讓我好好想想，我心里十分不屑的想：有什么好想的，你怎么不在打我們之前好好想想，打過(guò)我們之后我們會(huì)怎么看你，怎么想你，想為什么我們的老師這么惡毒嗎？那就不用想了，答案很明顯了，是的。你再讓我怎么想，也不應(yīng)該打我們的臉，也沒(méi)辦法抹掉那份巨大的屈辱，是，我不是溫室里的花朵，什么罪也受不起，但我們卻是爸媽手心里的一塊寶，打哪也不打臉，我們的臉是我們的自尊心，自尊都被打了，我還能想什么？

　　這時(shí)，班里的兩個(gè)同學(xué)走了進(jìn)來(lái)，說(shuō)：老師，我們要和你談?wù)劇Ｎ摇版?zhèn)定”的轉(zhuǎn)過(guò)身，看來(lái)，她們倆是來(lái)“教育”李老師的，李老師看了看我，示意我有沒(méi)有什么要問(wèn)的，我苦苦一笑，心里想什么終究瞞不過(guò)老師�！袄蠋�，我，也要和你談?wù)�。”李老師叫她們倆先出去，她們看了我一眼走了出去。

　　我的身體激動(dòng)的有些發(fā)顫，深深地吸了一口氣。說(shuō)；“老師，說(shuō)實(shí)話(huà)，您才來(lái)我們班的時(shí)候，我真的很喜歡您上的課，不像其他老師，只是單純古板的教我們發(fā)音、背誦。反而很新奇好玩，可是，現(xiàn)在您好像對(duì)我們抱著很大的不滿(mǎn)一樣，搞的班里同學(xué)對(duì)于自己的能力完全喪失信心，連回答問(wèn)題的不敢了�！崩罾蠋煹幕卮鹗牵阂�?yàn)樗龓Я怂膫�(gè)班，每班只有三節(jié)課，很擔(dān)心我們的成績(jī)跟不上，也許這種急于求成的方法不是太好。

　　我不知道我和老師談了多長(zhǎng)時(shí)間，但我知道我心里一直想問(wèn)的問(wèn)題得到了舒心的答案。

　　談過(guò)后，我曾這樣想，如果，我是說(shuō)如果我是一名老師，我有自己的傲氣，我絕對(duì)不會(huì)容忍自己的學(xué)生完全不把我的命令當(dāng)回事。我們常常說(shuō)，我們應(yīng)該尊重自己的老師，父母給了你肉體和生命，而老師給了你們幾乎完美無(wú)缺的靈魂，并幫助你獲得自己的第一份榮譽(yù)，他們不盼望你們能給他們什么，但他們卻盼望你可以得到更好的。

　　老師說(shuō)，以前，她的父母認(rèn)為到孩子就是愛(ài)孩子，就能教育好孩子的念想，她就是這樣子一路走來(lái)的，所以，她才會(huì)打我們。

　　當(dāng)李老師放下架子向我們道歉時(shí)，我感覺(jué)我真的真的不應(yīng)該把她想的那么不好，因?yàn)樗�有的老師都不�?huì)輕易的向?qū)W生道歉的，因?yàn)樗麄兏杏X(jué)，學(xué)生應(yīng)該永遠(yuǎn)尊重他們，可是他們錯(cuò)了，每個(gè)老師都應(yīng)該尊重他們的學(xué)生，因?yàn)閷W(xué)生也會(huì)給他們上一課，那就是：老師，我們已經(jīng)懂事了，老師，我們，永永遠(yuǎn)遠(yuǎn)愛(ài)您……

英語(yǔ)老師作文 篇5

Possible version:

　　Last Sunday, I went for an outing with my classmates. I enjoyed myself so much that I forgot to finish my English assignment.

　　The next morning, our English teacher told us to put our writing books on the desk so that he could check it. He is very strict and I did not know what would happen if he found out I did not finish my homework. So I took my Chinese writing book instead of my English book. When the teacher found this out, I pretended to be very surprised, "Oh, I‘m very sorry, I thought that was my English book because they have the same cover. I can bring my English writing book to school in the afternoon!" On hearing this, the teacher said, "OK!" I narrowly escaped punishment.

　　In fact, I didn‘t do my homework. Now I realize I was wrong. It is the first step for a student to be modest.

英語(yǔ)老師作文 篇6

　　Our English Teacher

　　Do you know our English teacher?　 Look!　 There is a young man standing over there.　 He isn't tall, and looks very thin.　 Who is he?　 He is our English teacher. His name is Sun Feng.

　　Our teacher is strict not only with himself but also with us. We all like him, because he is a good teacher and often helps us with our English.

　　My classmate Wang Haiyan was not good at Eng-lish at first. He often thought: "My English is poor, what can I do?" Mr Sun knew it and said to him: "Don't be disappointed, keep up with your classmates! I believe, you can. " With the help of our teacher, he decided to catch up with his classmates. So he began to put his heart into English and did better in English. At last, he took part in the English contest and got a prize.

　　Our English teacher works hard and he is as busy as a bee. He often prepares lessons and studies until late at night. In Grade three, we often have tests and have more English homework. Mr Sun always goes over it carefully.

　　Mr Sun gets on well with us. He likes singing very much. One day before classes began, he said to us: "Now, let me teach you an English song. "

　　We all like our English teacher. He is not only teacher but also our good friend. Don't you think so?

英語(yǔ)老師作文 篇7

　　Dear Professor Whitman,

　　Last week you asked us to give you feedback on your lectures. My thoughts are outlined below.

　　In general, I find your lectures very informative and inspiring. Indeed, I particularly like the way you demonstrate complex issues-using simple PPTs. This makes your lessons both interesting and memorable. However, I do feel that you should provide us with more handouts, as I often dont have time to take down all the important points. I would also like to be involved in more class discussions, as I find that this method could deepen my understanding of the subject.

　　Id like to thank you for your attention given to us. I look forward to your next lecture.

　　Yours sincerely,

　　Li Ming

英語(yǔ)老師作文 篇8

　　在我三年級(jí)的時(shí)候，換了一個(gè)新英語(yǔ)老師，叫張老師。

　　張老師長(zhǎng)的不是很漂亮，個(gè)子高高的，也不胖。張老師比較幽默，總講一些好笑的事情，指導(dǎo)我們逗得哈哈大笑，把窗外正休息的鳥(niǎo)兒都驚飛了。

　　那次，老師給我們默寫(xiě)，老師拿著手機(jī)一邊看手機(jī)一邊給我們默寫(xiě)，我們很疑惑，有人就問(wèn)：“張老師，你是怎么把這詞背出來(lái)的啊，好厲害啊。”張老師愣了一下，說(shuō)：“背？我沒(méi)有背出來(lái)啊�！蔽覀円苫罅�，又問(wèn)：“那么張老師，你是如何做到一邊看手機(jī)一邊給我們默寫(xiě)的`呢？”“因?yàn)槲叶寂南聛?lái)了呀，我看手機(jī)就是為給你們默寫(xiě)啊，其實(shí)我根本就沒(méi)有背出來(lái)，只是看著手機(jī)上的單詞然后給你們默寫(xiě)罷了�！蔽覀兓腥淮笪颍�說(shuō)：“想讓我背出來(lái)，這輩子都不可能�！肮�哈哈……”

　　張老師也有兇的一面和好的一面，兇的時(shí)候無(wú)人敢吭聲，高興的時(shí)候就會(huì)給我們一點(diǎn)小零食，大家邊吃邊聊天，快樂(lè)極了。

英語(yǔ)老師作文 篇9

　　i have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. it might even be the greatest of the art since the medium is the human mind and spirit.

　　i shall speak only of my first teacher because in addition to the other things, she brought discovery.she aroused us to shouting, bookwaving discussions. she had the noisiest class in school and she didn’t even seem to know it. we could never stick to the subject. she breathed curiosity into us so that we brought in facts or truths shielded in our hands like captured fireflies.

　　she was fired and perhaps rightly so, for failing to teach fundamentals. such things must be learned. but she left a passion in us for the pure knowable world and she inflamed me with a curiosity which has never left. i could not do simple arithmetic but through her i sensed that abstract mathematics was very much like music.when she was relieved, a sadness came over us but the light did not go out. she left her signature on us, the literature of the teacher who writes on minds. i suppose that to a lager extent i am the unsigned manuscript of the high school teacher. what deathless power lies in the hands of such a person.

　　i can tell my son who look s forward with horror to fifteen years of drudgery that somewhere in the dusty dark a magic may happen that will light up the years…if he is very lucky.

英語(yǔ)老師作文 篇10

　　an ideal teacher might be anyone who is teaching, no matter how young or old, how tall or short, how fat or thin he might be.

　　but an ideal teacher must be enthusiastic. he must never teach anythingthe is not interested in. he should be a little bi of an actor and he should not be afraid of showing his feelings and expressing his likes and dislikes. he must like his students and respect them, but he must also respect himself and take pride in his work. otherwise, he can not respect his students. an ideal teacher should have an understanding of his students and be able to relate to them.

　　he should regard his students as individuals and acknowledge their differences. he must know how to encourage the self-development and growth of each of his students.

　　all in all, an ideal teacher is one who is kind, encouraging and helpful to his students. he grows, learns and improves himself along with his students.

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