Many people argued that in order to improve educational quality continuously, students are encouraged to make comments or even criticism on teachers. Others think the respect and discipline in the classroom will disappear. Which opinion do you prefer?

participation

Teacher appraisal is not a new instrument in improving teaching performance or developing teacher training. However, when it comes to inviting the input of students and seeking their comments on teachers’ performance, there is disagreement. Some people object to this practice, saying that it leads to the loss of respect and discipline. In my opinion, students’ participation in teacher appraisal is definitely helpful, but it should be administered properly.

When it comes to +n./doing, there is an ongoing debate.

A strong argument for using student ratings to evaluate teachers is that students’ judgement is reliable and impartial. Because of their ongoing interaction with teachers throughout the semester, students have the authority to measure the performance and competence

of a teacher, with the knowledge they have obtained from learning and the stance/attitude they have adopted toward the subject taught. A critical analysis of students’ feedback enables teachers to enhance their competence and adjust teaching aims and methods for better attainment of students’ learning objectives.

Students are also concerned about whether the teacher is fully committed to his or her job. The value of a teacher is determined as much by competence as by commitment. The school can therefore assess the performance of a teacher by collecting students’ feedback on some observable facts, such as a teacher’s punctuality and the legibility of his or her writing on the board. Teachers who perform poorly are advised to reflect deeply on their teaching practice, the drawbacks in particular, which is the key to the improvement of their performance.

Despite those overt advantages of encouraging students’ input, analysis of their input is important and should be handled carefully. Misinterpretation of

students’ opinion might leave teachers an inaccurate picture of their strengths and weaknesses and lead them into a poor judgement about what they can do to satisfy the needs of their students. It is also important to guide teachers to perceive the feedback sensibly; otherwise, they might have feelings of powerlessness.

What has been discussed is to support a notion that students’ input provides an important source of data for evaluating teachers, helping teachers not only to discover their disadvantages but also to make an improvement.

Object to = disapprove 反对

Argument = reason = justification 观点 理由

Impartial= objective= unbiased= unprejudiced 客观的 Stance=attitude= position 观点 看法

Committed = devoted 投入的 敬业的

Commitment =dedication =devotion 投入敬业

Observable = apparent明显的

Punctuality= timekeeping 准时 守时

Legibility = readability 清晰性 易读性

Reflect on =meditate on =think over反思 Inaccurate = imprecise =incorrect 不准确的

Sensibly =wisely= prudently 聪明地，理智地，谨慎地 Powerlessness= lack of authority 没有权威

第二篇：老师给学生的评语

老师给学生的评语

xxx能自觉遵守学校的各项规章制度，尊敬老师，积极参加体育锻炼，有较强的集体荣誉感。但你容易受到不良思想的影响，经常受制于其他同学，要知道男子汉是不应该表现出软弱的，所以你要提高自身的分析辨别能力，自我控制能力仍有待提高。学习态度比较消极，对知识的掌握还不够牢固，对学到的知识不会灵活运用，因而成绩不如人意，希望今后改进学习方法，加强基础知识学习，克服各种困难，争取在下个学期中有更好的成绩、更大的进步。 老师给学生的评语2

我对你最满意的是，你能够理解老师对你的帮助，还能虚心接受老师和家长的批评，正因为这样，你下半学期的表现不错，让老师感到欣慰！你的作业又干净又工整，批阅时真是赏心悦目。你能歌善舞，是班级中的文娱积极分子。你头脑是聪明的，可学习成绩还不够理想，老师认为主要是你上课听讲不够全神贯注，不能最大限度地约束自己。老师相信只要你信心不倒，努力不懈，把全部精力放在学习上，终有一天会到达成功的彼岸！

老师给学生的评语3

xxx平时能积极参加体育锻炼和有益的文娱活动。但容易受到不良思想的影响，要提高自身的分析辨别能力。纪律观念不够强，要求自己比较随便。学习成绩不容乐观，需努力提高学习成绩。作业拖拖拉拉、马马虎虎，老师为你感到可惜。端正学习态度，改进学习方法，提高作业的质量，这必将有助于你的学习成绩的提高。愿你拿出勇气，战胜自我，全面提高学习成绩，提高各项能力！

老师给学生的评语4

xxx你心地善良，脾气温柔，活泼可爱，为人坦诚，接物待人春风扑面。看到课堂上，你那专注的神情，认真的学习态度，老师也感到欣慰。每当我看到你工工整整的作业，就忍不住停下来欣赏，刻苦踏实的学习精神也很让我喜

欢。你的基础知识掌握得不够牢固，虽然付出了很大努力，但由于没有从根本上解决问题。如果平时你能多思、多问、多说，那你的进步会很大的！ 老师给学生的评语5

xxx能严格遵守学校的各项规章制度，尊敬老师，团结同学，但还没有找到很好的学习方法，因而学习成绩未能有更大的进步。基础知识还不够牢固，学习不够灵活，有时对自己要求不够严格，你要知道学习是要付出汗水的，勇敢地走出第一步，别后退，好吗？你作业的质量已有了显著的提高，老师也为你感到高兴。请你不要灰心，慢慢来，不懈追求、不断努力，让无数次失败奠定成功的基石，你终能得到成功的喜悦！