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美国新教师上岗培训指南26、始终保持幽默感。
幽默感是教学活动中必不可少的要素。
二、坚持良好纪律的十二项提示良好的班级纪律往往是初任新教师向往却又难以做到的事，由于缺乏体会和对学生的了解，新教师遇到纪律问题常感到手足无措。
而如一开始不能操纵班级局面，缺少恰当而有力的措施，纪律状况将会日益严峻，学生的自觉遵纪行为就难以迅速养成。
因此，如何宽严相济、循循善诱，显现问题时能镇定以对，使学生形成正确的观念，这是每个上岗初期的新教师第一面临的挑战。
以下是一些行之有效的策略。
1、公平而友好。
成为学生信任的人——坚持原则，公平，友好，尊重他人，有幽默感。
2、坚持课堂秩序。
始终使课堂成为有条不紊的、愉快的场所，颂扬良好的学生行为。
3、了解你的学生。
在深切把握你学生的基础上进展“第六感受”，预见可能显现的苦恼，防患于未然。
4、使学习充满乐趣让学生感到爱好盎然，学校是个吸引入的、有乐趣的地点。
5、幸免争吵。
学习中的讨论值得提倡，但无谓的争吵必须幸免，专门你不可当着学生面与人发生争吵。
6、制定简单明了的规则。
课堂规则无须多，但要明确、简单、易行，且须反复宣讲。
7、不要用威逼语。
不要以威逼性语言来强制纪律的执行，严禁在班里当众羞辱学生。
8、让学生了解你的关怀。
使学生知晓你始终在关爱他们，与学生一起讨论确定哪些是能够同意的行为，哪些必须抵制。
9、了解并执行政策。
了解你学区有关学生纪律爱护的政策，参照实施。
10、寻求关心。
及时向校长、老教师、教师协会求教，学习运用相关的策略。
11、联系家长。
家长和学校保安是你确保良好学习环境的重要联盟和资源。
12、幸免贸然行动。
如遇较大的问题，切忌单独贸然行动，须求得有体会教师的指导。
1、使学生感受成功。
制造一种无失败的学习情境，把学习任务分解成一个个易于实现的步骤，从而让学生体验到连续不断的成功。
2、你的期望要符合实际。
明确告知学生你的期望，观看他们能否同意。
3、设法激发学生的爱好。
尽量使学生对你的课发生浓厚爱好，他们就可不能有抵触情绪，从而建立自信。
美国未来师资培训计划书I. Introduction1.1 BackgroundEducation plays a crucial role in shaping the future of a nation. Teachers are the backbone of the education system, and their role in nurturing and shaping the minds of the future generation is indispensable. As we move towards a digital and globalized world, the role of teachers is evolving, and it is essential to equip them with the necessary skills and knowledge to prepare students for the challenges and opportunities of the 21st century.1.2 PurposeThe purpose of this teacher training program is to provide future educators with the skills, knowledge, and competencies they need to excel in their teaching careers. The program aims to equip teachers with the necessary tools to effectively engage, motivate, and educate students in an increasingly diverse and complex world.II. Needs Assessment2.1 Current ChallengesThe current education system in the United States faces several challenges, including achievement gaps, the need for personalized learning experiences, and the integration of technology into the classroom. Additionally, teachers must be prepared to address the diverse and ever-changing needs of a multicultural student population.2.2 Teacher PreparationWhile traditional teacher education programs provide a strong foundation in pedagogy and content knowledge, there is a need for additional training in areas such as technology integration, cultural competence, and differentiated instruction.2.3 Digital LiteracyWith the increasing use of technology in the classroom, there is a growing need for teachers to be proficient in digital literacy and to be able to integrate technology into their instruction in a meaningful and effective way.III. Goals and Objectives3.1 Overall GoalThe overall goal of the teacher training program is to prepare future educators to be effective and culturally competent teachers who are capable of meeting the needs of all students in the 21st century.3.2 Specific Objectives- To provide teachers with training in technology integration and digital literacy- To develop teachers' skills in creating personalized and differentiated learning experiences for all students- To prepare teachers to effectively teach and engage a diverse student population- To equip teachers with the knowledge and understanding of best practices in education, including the use of data and assessment to drive instruction- To foster a culture of continuous learning and professional development among teachers IV. Program Design4.1 CurriculumThe teacher training program will consist of a comprehensive and integrated curriculum that covers a range of topics, including technology integration, differentiation, cultural competence, and best practices in education. The curriculum will be designed to provide future educators with the necessary knowledge and skills to be effective teachers in the21st century.4.2 Delivery MethodsThe program will be delivered through a combination of face-to-face instruction, online learning, and practical teaching experiences. This will allow future educators to engage in active learning and apply their knowledge in real-world settings.4.3 AssessmentAssessment will be an integral part of the program, and will be used to measure the progress and achievement of future educators. Assessment methods will include written assignments, practical teaching assessments, and reflective journals.V. Implementation Plan5.1 RecruitmentThe program will be open to college graduates who are interested in pursuing a career in education. Candidates will be selected based on their academic qualifications, as well as their passion for teaching and their commitment to making a difference in the lives of students.5.2 Program StructureThe program will be designed as a one-year, full-time training program, with a combination of classroom instruction, online learning, and practical teaching experiences. The programwill be structured to provide future educators with the necessary knowledge and skills to be effective teachers in the 21st century.5.3 Faculty and StaffThe program will be led by a team of experienced educators and experts in the field of teacher education. In addition to the core faculty, guest speakers and industry professionals will be invited to provide insights and perspectives on the latest trends and best practices in education.5.4 ResourcesThe program will be supported by a range of resources, including access to state-of-the-art technology, teaching materials, and support for practical teaching experiences. In addition, students will have access to a range of support services, including academic advising, counseling, and career guidance.VI. Evaluation and Monitoring6.1 Program EvaluationThe teacher training program will be evaluated on an ongoing basis to ensure that it remains relevant and effective. Evaluation methods will include student satisfaction surveys, academic performance indicators, and feedback from employers and industry partners.6.2 Monitoring and FeedbackRegular monitoring and feedback will be an integral part of the program, and will be used to identify areas for improvement and to make necessary adjustments to the curriculum, delivery methods, and resources.6.3 Continuous ImprovementThe program will be committed to continuous improvement and will strive to stay abreast of the latest trends and best practices in education. This will involve regular review and updating of the curriculum, as well as professional development opportunities for faculty and staff.VII. ConclusionThe teacher training program outlined in this proposal seeks to address the pressing need for effective and culturally competent educators in the United States. By providing future educators with the necessary skills, knowledge, and competencies, the program aims to equip teachers with the tools they need to excel in their profession and to make a positive impact on the lives of students. Through a combination of comprehensive curriculum, effective delivery methods, and ongoing evaluation and monitoring, the program will strive to prepare future educators to meet the challenges and opportunities of the 21st century.。
美式幽默Why Do People Do That?The Rationale behind Behavior美式幽默幽默是表达“非正式性”的方法之一。
美国人视幽默为“破冰”之要, 它能打破僵局让别人舒服，也建立了友好的气氛。
美国人常彼此建议要在报告或会议中加些幽默笑话。
因为幽默可以让大家抛开职位、立场的不同，打成一片。
美国人常以其有趣的笑话或个人的丑事闻名，可是，很多亚洲人却会将这种好玩的言词，听成一种批评的方式。
不可否认的，下至上司、公司董事长，上至美国总统，大家都无法避免的要幽默一下。
很多美国式的幽默跟亚洲一样，都是借由双关语或文字游戏来表现的。
有时，很令人尴尬的一点就是你周围每个人都听得懂某个笑话，独独只有你一个人陷在迷雾之中。
你可以装成听懂，跟大家一起笑，但心里却觉得不舒服。
或者你可以不做任何反应，但心里却觉得不自在。
说实在的，在这种情形下，没有什么所谓好的回应办法。
唯一能做的，就是告诉自己要了解其他文化中的笑话，其实是一件最难的事。
因此要是你可以听懂另一种语言中的笑话，那就是表示你已非常熟悉那个文化了。
奥拉瑞先生被派驻在香港已两个月了，他感到一切似乎都进行得很顺利。
有一天，当大家都正在等最后几个人员到齐开每周汇报时，奥拉瑞先生笑着对他的助理赖先生说：“小赖，你身上那条领带真丑!我从没看过这么难看的，你在哪儿找到的?”赖先生顿时缄默起来，因为他没想到老板会注意他的领带，而且，就算他不喜欢这条领带，也没料到他竟会在公开的场合中说出来。
奥拉瑞先生一看赖先生脸色不对，就知道自己说错话了。
虽然他绝非有意得罪，但说出来的话已经不能收回了。
有一种嘲讽跟幽默有点关系，但没有特定的名词，我们姑且称它为“善意的嘲讽”。
善意的嘲讽就是口里说别人如何不好，但心里并不这么想。
这种嘲讽在美国作了一天，你的同事可能会说：“你今天很混哦!”通常，美国人受到这样的评论时，都会以同样的善意嘲讽回应过去。
因此，上例中的赖先生，大可以回答说：“我只是不想让你和我相比之下，显得难看。
美国的环境教育和培训计划一、环境教育在美国的发展历程1. 早期阶段美国的环境教育起步较早，早在19世纪末20世纪初就有学者开始关注环境教育的重要性。
当时，主要是通过自然科学课程和户外教育活动来培养学生的环保意识和环境责任感。
1888年，约翰·迪维·莫里斯（John Dewey Morris）在其著作《The Duty of the State in Relation to Industrial Education》中首次提出了关于环境教育的理念，开启了美国环境教育的先河。
2. 环境运动的兴起20世纪60年代和70年代是环境运动在美国兴起的时期，这一时期的美国社会开始关注环境问题，提高了对环境保护的重视程度。
1970年4月22日，地球日就是由美国领导的环境保护运动首次发起，这一天也被定为地球日，后来逐渐成为全球环保运动的日子。
在环保运动的推动下，美国政府对环境议题做出了重大决策，包括通过《清洁空气法》、《清洁水法》等系列环境法律，推动了环境教育的发展。
3. 现代环境教育20世纪80年代以后，美国政府开始逐步加大对环境教育的支持力度，尤其是在学校教育和社区教育方面。
1990年，美国环保局（EPA）发布了第一份《环境教育工作计划》，提出了环境教育的核心理念和目标，并建立了一系列的环境教育项目和资源。
从此，美国的环境教育迎来了一个蓬勃发展的时期，各个州和地区都纷纷开展了各类环境教育活动，并取得了一定的成效。
二、美国环境教育和培训计划的目标和内容1. 学校环境教育在美国，学校教育是环境教育的主要渠道之一。
美国各个州都制定了相关的环境教育标准和课程要求，要求学校将环境教育融入各个学科的教学内容中，培养学生的环保意识和环境责任感。
此外，美国环保局还向学校提供了大量的环境教育资源和支持，包括教材、课程设计、培训等，帮助学校提高环境教育的水平。
2. 社区环境教育社区环境教育是通过各类社区组织、NGO等渠道向公众提供环境教育和培训服务。
第1篇一、背景近年来，我国教育改革不断深化，借鉴国外先进教育理念和实践经验成为教育改革的重要途径。
美国作为世界教育强国，其教育体系、教育理念和实践对我国的教育改革具有借鉴意义。
本文以美国教育为案例，探讨其创新与实践，以期为我国教育改革提供启示。
二、美国教育创新与实践1.教育理念（1）以人为本：美国教育注重学生个体差异，尊重学生的兴趣和特长，倡导学生全面发展。
教师关注学生的个性，引导学生自主学习，培养学生的创新精神和实践能力。
（2）终身教育：美国教育强调终身学习的重要性，提倡教育与社会、企业、家庭等各方面密切结合，为学生提供多样化的学习机会。
（3）教育公平：美国致力于缩小教育差距，为弱势群体提供教育支持，确保所有学生享有平等的教育机会。
2.教育体系（1）基础教育：美国实行十二年义务教育，包括小学、初中和高中阶段。
教育内容注重培养学生的批判性思维、沟通能力和团队合作精神。
（2）高等教育：美国高等教育体系完善，包括公立大学、私立大学和社区学院等。
高校注重培养学生的创新能力和实践能力，与企业、研究机构紧密合作。
（3）职业教育：美国职业教育发达，注重培养学生的职业技能和职业素养，为学生提供就业指导和创业支持。
3.教育实践（1）课程改革：美国教育注重课程改革，以适应社会发展和学生需求。
课程设置灵活，注重培养学生的综合素质。
（2）教学方式创新：美国教育采用多元化教学方式，如翻转课堂、项目式学习等，激发学生的学习兴趣，提高学习效果。
（3）评价体系改革：美国教育评价体系注重过程性评价和结果性评价相结合，关注学生的全面发展，减少对考试成绩的过度依赖。
（4）教师队伍建设：美国重视教师队伍建设，通过提高教师待遇、完善教师培训体系等方式，吸引优秀人才从事教育工作。
三、启示与借鉴1.关注学生个体差异，尊重学生兴趣和特长。
在教育过程中，注重培养学生的创新精神和实践能力，促进学生全面发展。
2.深化教育改革，完善教育体系。
借鉴美国教育体系，结合我国国情，构建具有中国特色的教育体系。
每天学一点幽默口才_训练故事口才需要长时间的练习，是否感觉训练计划有点无聊?下面是小编精心挑选的幽默口才故事，供大家阅读。
可以边看故事边练口才。
幽默口才故事篇一：华盛顿的痴情华盛顿是一个罗曼蒂克和富于感情的年轻人，喜欢跳舞，同漂亮的女人结伴。
但是，他由于性格腼腆和经济拮据，社交方面并不成功。
到他25岁时，已痛苦地失恋过好几次，至少有两次求婚被拒绝。
这位年轻人深爱的是一位已婚的贵妇人。
身材苗条、老于世故的赛莉·费尔法克斯比华盛顿大两岁，是华盛顿以前的老板的儿媳妇，也是他好朋友的妻子。
她还是一个名声不好的轻佻女人，她可能还没有意识到，自己已怎样深深地把笨拙而容易上勾的华盛顿弄得神魂颠倒。
有许多晚上，华盛顿同赛莉一起玩牌、跳舞或业余演出。
华盛顿让单相思搞得昏头转向，他对赛莉的热爱与追求，已足以使赛莉的亲戚中某些人感到丢脸。
华盛顿写给赛莉的许多信，使人毫不怀疑他在这场不可能的恋爱中，用情如此专一，失望后又是那样的痛苦。
甚至当他同玛莎订婚后，还写信给赛莉表示他对爱情的忠心。
华盛顿死前一年，曾写过最后一封信给他年轻时的恋人。
此时的赛莉已经68岁，是一个贫困的寡妇，迁居到了英国伦敦。
华盛顿在信里告诉她的并不是革命的荣耀故事，也不是谈当总统的荣华富贵，而是饱含情意地说：“我已经能够从我思想上消除掉我同你在一起时度过的愉快时刻，那是我一生中最愉快的时刻。
”幽默口才故事篇二：妙对诘问卡梅伦上学时也曾是个“坏学生”，他曾吸食过大麻，这种事情对一个贵族出身的政治人物来说是不好的。
有一天，一个记者居然当众追问他是否吸过毒，否认是没有用的，但是如果直接承认似乎也不是很妥，这时，卡梅伦半开玩笑地回答说：“这是众多学生的共同经历。
”这巧妙的一句话不仅让他顺利地躲过一场尴尬，还让他显得更加亲民。
此后的一天，当他走在大街上，突然被一个头发蓬乱、不修边幅的黑人男子一把抱住，并亲昵地叫他“坏孩子”故事。
人们喜欢这样坦荡而幽默、睿智的卡梅伦，大家都说：“他不再只是一个诺丁山富人区长大的孩子。
【国外早教】美国家长这样培养孩子幽默感美国家长这样培养孩子幽默感美国是一个提倡幽默的国家。
美国人认为幽默不仅是一种可爱的性格，也是一种宝贵的品质。
因此，在许多美国家长看来，培养孩子的幽默感也是素质教育的有机组成部分。
根据美国专家从事的专题研究，幽默感是情商的重要组成部分。
而人的幽默感大约3成是天生的，其余7成则须靠后天培养。
因而在儿童教育专家的倡导下，许多家长甚至在婴儿刚出世6周便开始对其进行独特的“早期幽默感训练”。
实际，不少较聪明的婴儿这时确已萌发“幽默意识”。
一个典型的例子是：当父母故意抱着孩子做“摔倒”动作时，一些孩子不仅会欣赏摔倒的感觉，还会意识到成年人在自娱自乐，他们的小脸可能会微笑！对于这些天生就有强烈幽默感的孩子，美国父母除了和他玩“坠落”游戏（例如，用手帕捂住脸，然后把手帕猛拉开，孩子们看到手帕时可能会心一笑）之外，还经常和他玩捉迷藏游戏（例如，用勺子敲碗发出清脆的声音，然后假装用勺子敲他的头或小孩的手，他也可能会对你微笑）等等。
1周岁左右的孩子对他人的脸部表情已十分敏感。
在其学步摔倒时，美国的家长们大多是冲他做个鬼脸以表示安抚。
幽默的力量是无穷的，此时他往往会被大人扮的鬼脸逗得破涕为笑。
不仅如此，家长还鼓励孩子们模仿做鬼脸，做得愈怪异愈能得到赞赏。
在两岁的时候，孩子们可以在身体或物品的不和谐中找到幽默。
例如，当成年人在手上“穿”袜子时，他们的脸上会表现出不舒服的表情。
在美国，如果孩子在这个时候也学会了在脚上“戴”手套，父母不仅不会批评孩子，还会和孩子一起大笑。
3岁幼儿的智力，已发展到能认识概念不和谐中潜藏的幽默。
当爸爸故意手拎妈妈小巧的女式皮包，或妈妈故意戴上爸爸粗大的男式手表时，孩子见了即会一边摇头一边大笑不止。
美国的家长往往默许孩子装模作样地戴上爷爷的大礼帽，手持拐杖，行步蹒跚，从模仿中体味幽默的快乐。
大约4岁幼儿我特别喜欢“玩房子”或扮演卡通人物。
当美国人发现他们的儿子和隔壁的小女孩非常热衷于扮演王子和公主时，他们不仅不会停下脚步，还会客串一些小角色，比如反派，让气氛更加生动活泼。
趣谈美国教育法一般来说，中国家长为了让孩子成才，真是煞费苦心。
但他们却忽视了对孩子自身发展和人格塑造的培养。
这一点，美国家长做得就好得多。
一、课堂教育的自由化。
美国教师们上课时，都要求学生举手发言，老师点名回答问题，学生可以随便站起来，或者提出疑问，回答也没有任何限制。
只要老师觉得你回答得有理有据，讲得精彩，他们不会故意刁难你，而且给予热烈的掌声。
而在中国，老师上课要是提问学生回答问题，总要想方设法找到支持自己观点的材料，还要挖空心思从记忆深处调出来，如果碰到那些脑子转不过弯来的同学，就只好左顾右盼，看看四周的同学有没有补充。
更可怕的是，有些老师为了显示“教师”权威，经常让成绩差的学生回答问题，甚至不给其它学生发言的机会。
这种公开的侮辱和损害其他同学人格尊严的事情，真叫人气愤和痛心。
这是美国课堂教育的又一个特点，不仅体现在老师教与学生学的层面，还体现在学生的休闲活动上。
1、早餐必须在校内吃。
美国学校食堂分为室内和室外两种，每天都有固定的营养配餐。
由于不少学校安排了室内用餐区，所以孩子们通常都在食堂里用餐。
我在北大附小附近的多家餐馆进行了调查，发现中午的菜品多是西式快餐，如汉堡包、炸薯条、三明治等，基本上就是填饱肚子，并没有过多考虑健康问题。
晚餐和午餐一样，不会提供什么新鲜食物。
由于通常都是孩子自己拿着盘子去打饭，不少孩子甚至根本不知道怎么正确拿筷子，我们很难保证孩子吃饭时的健康状况。
2、一周只能洗两次澡，冬天最多三次。
每个星期的第一天，全校师生集体沐浴，每个班都有自己的专属水池。
孩子们换好衣服后先用花洒淋浴，然后再享受淋浴带来的快乐。
接下来是用喷头冲淋身体，包括头部和颈部。
我们觉得，这种沐浴方式比我们平时采用的蒸汽浴或桑拿更能够强身健体，除湿祛暑。
我曾经听过美国幼儿园老师关于洗澡的说明。
他们告诉孩子们，平时沐浴时应该先站在花洒前，把花洒放平，顺着身体慢慢地冲淋，这样既能有效清除身上的污垢，还能按摩穴位，增强免疫力。
Group Brings Waves of Humor to Professional DevelopmentThe group Wavelength proves that professional development can be fun and full of substance. Using skits, music, and improvisation, the troupe zeros in on hot education topics. Included: Descriptions of Wavelength presentations.Many professional development programs that provide comic relief do that well, but don't provide much content. One popular program, though, gives educators the chance to laugh and learn.Called Wavelength , the group, founded by a former teacher, uses humor to tackle tough education topics and helps teachers see the value of employing humor in their work. "Our goals are to provide awareness of the issues and concerns of teachers, boost morale, laugh at things we have in common, and generate esprit de corps," said Wavelength president Jim Winter. "It can be very therapeutic; it's a chance not to take things too seriously." FROM ONE STAGE TO ANOTHERWinter was a high school English teacher when he took an improvisational class at The Second City , the theater in Chicago that hosts comedians and offers workshops. "I saw the connection between improvisation and teaching," Winter said. "Good improvisationalists and good teachers use the same techniques."Winter got together with members of the class who persuaded him to do professionaldevelopment for educators, and Wavelength was launched in 1980. 威特和这个小组中的成员The Chicago, Illinois-based group now has 25 members, including several other former teachers, who divide into four or five teams that tour the U.S. Wavelength gives about 100 presentations a year and has appeared in 49 states."Folks like this use comedy and music and are fun, but in the midst of their humor, they have really good substance," said Fred Morton, superintendent of the Henrico County Public Schools in Richmond, Virginia, who has used Wavelength in his current and former district. "They are right on the mark. The issues they raise are issues of substance and go right to the core of the issues we face."Morton added that he has attended about 15 Wavelengthpresentations -- including five in districts in which he wasworking -- and the presentations received standing ovationseach time.NO SHORTAGE OF MATERIALWavelength is busiest right before school opens; troupes oftenare called on to set the tone for the new school year with a livelypresentation on topics such as "The 7 Habits of Highly Ineffective Educators" and "A Funny Thing Happened Leaving No Child Behind." "It's a chance to reflect on practical matters through humor," noted Winter. "When you focus on education, you never run out of material. The government just keeps supplying us with more material."Group members write their own scripts for professional development programs, collecting material for their workshops by reading professional development journals and attending education conferences to stay up to speed on current topics."I read a lot more now than I did when I was an educator," Winter said. "When you focus on education, you never run out of material. The government just keeps supplying us with more material.""Wavelength uses humor to relax the brain and then address educational issues anddilemmas," noted Bobb Darnell, director of staff support for Township High School District 214 in Arlington Heights, Illinois, and a former teaching colleague of Winter's. "They incorporate educational and leadership research into their presentations. They engage the audience in looking into a window on education."Troupe members also leave room for improvisation in their presentations. "Teachers improvise every day; some even join us on stage," Winter told Education World. "Some have a knack for PRESENTING NEW VIEWSOne of Wavelength's goals is to help educators look at issues differently. The concept of multiple intelligences is reviewed in a skit where people wonder, "but doesn't everyone learn the same way?""It's about how to adapt to change, when people are saying, 'We've always done it this way,'" said Winter.Some skits look at ways teachers stereotype each other andstudents, based on what they teach or how they look, addedMorton. "They raise issues to the level where it is okay to talkabout them." The chance for educators to laugh and unwind also is invaluable. One group that particularly appreciated Wavelength's humor was the Gulf Coast Education Initiative Consortium , located in Wiggins, Mississippi. Wavelength members donated five days ofprofessional development workshops last fall for coastal Mississippi educators who were still reeling from the effects of Hurricane Katrina.Dr. Tom Clark, executive director of the consortium, had been planning to contact Wavelength last year, but then "Hurricane Katrina blew my office to the sea -- brochures, equipment, and everything gone," he told Education World. Winter happened to contact a colleague of Clark's about donating a week of training to South Mississippi educators."A major part of our mission is to provide relevant professional development for our educators," noted Dr. Clark. "However, I wanted to provide some fun to these verystorm-weary educators in South Mississippi. We did not want to provide fun without substance -- even though we need just plain fun sometimes -- and it was my understanding thatWavelength could provide substance and content in a humorous way. And did they!"More than 400 educators attended the five days of professional development training in five different locations, Dr. Clark said. "This program would have helped staff both professionally and in terms of morale under normal circumstances; however, during the aftermath of the "They are right on the mark. The issues they raise are issues of substance and go right to the core of the issues we face."worst natural disaster to hit the United States, the program was very therapeutic and informative for all who attended."Dr. Clark added that he would not hesitate to recommend Wavelength to other administrators. "They produce exactly what they say," he said. "After the workshop, educators walk out feeling great about their career and the training they just received."Article by Ellen R. DelisioEducation World®Copyright © 2006 Education World。
