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21. For every course that he follows a student is given a grade， which is recorded， and the record is available for the student to show to prospective employers.

22. All this imposes a constant pressure and strain of work， but in spite of this some students still find time for great activity in student affairs.

23. The effective work of maintaining discipline is usually performed by students who advise the academic authorities.

24. Much family quarrelling ends when husbands and wives realize what these energy cycles mean， and which cycle each member of the family has.

25. Whenever possible， do routine work in the afternoon and save tasks requiring more energy or concentration for your sharper hours.

26. We also value personal qualities and social skills， and we find that mixed-ability teaching contributes to all these aspects of learning.

27. They also learn how to cope with personal problems as well as learning how to think， to make decisions， to analyse and evaluate， and to communicate effectively.

28. The problem is， how to encourage a child to express himself freely and confidently in writing without holding him back with the complexities of spelling?

29. It may have been a sharp criticism of the pupil‘s technical abilities in writing， but it was also a sad reflection on the teacher who had omitted to read the essay， which contained some beautiful expressions of the child’s deep feelings.

30. The teacher was not wrong to draw attention to the errors， but if his priorities had centred on the child‘s ideas， an expression of his disappointment with the presentation would have given the pupil more motivation to seek improvement.

21、學(xué)生們所學(xué)的每一門課程都有分?jǐn)?shù)，而且要被記錄存檔，這可以用來提供給將來學(xué)生的雇主們。 22、所有這些給學(xué)生們施加了很大的壓力，盡管如此，學(xué)生們還是積極參加學(xué)生活動(dòng)。

23、而有效遵守紀(jì)律的學(xué)生們往往是那些經(jīng)常給校方提建議的學(xué)生。

24、當(dāng)丈夫們和妻子們認(rèn)識到這種能量圈的意思以及各個(gè)家庭成員所處的圈之后，許多家庭爭吵就結(jié)束了。

25、只要可能，在下午做那些程序化的工作，把需要能量的工作留到你效率最好的時(shí)候去做。

26、我們也很看重個(gè)人品德和社交技能，我們發(fā)現(xiàn)混合能力的教育對學(xué)習(xí)的各個(gè)方面都有幫助。

27、他們也要學(xué)習(xí)如何處理個(gè)人問題和怎樣思考，怎樣決策、分析和評估以及有效溝通。

28、問題是，怎樣鼓勵(lì)一個(gè)孩子在寫作時(shí)自由自信的表達(dá)自己，而不被拼寫的復(fù)雜所捆繞。

29、這可能是對學(xué)生在寫作中的技術(shù)能力的尖銳批評，但也是老師的失敗的悲哀反映——忽略了朗讀文章，這其中優(yōu)美的表達(dá)可以激發(fā)孩子們的深刻感受。

30、老師注重錯(cuò)誤沒錯(cuò)，但是如果他更注重孩子的思想的話，他失望的表現(xiàn)會(huì)使孩子有提高的動(dòng)力。

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