关于英语培训机构的文章

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为什么我要写这篇文章。本来，我不是想写这篇文章的，我都已经考虑清楚了，不打算学了，但是这几天被她们催着报名，喋喋不休，那么如你们所愿！首先是，我已经学完了小磁带（帝弗英）的3/4的课程，经过我的慎重考虑，决定不继续学习了，但是，我们班的老师和coach，这几天频繁和我联系，借助各种方式说服我，举成功的例子，说未来英语口语的重要性，还打感情牌，这真的让人令人反感，令我作呕，首先抛开他们讲的课好不好，我既然考虑清楚了，已经做决定了，能不能尊重我的决定，为什么要频繁的跟我视频聊天，一次就是四五十分钟，平时也没有见你们这么热情呀，我碍于面子没有当面直说，但是你们喋喋不休，真的让人很反感。其次，也是对自己学完这3/4课程的一个总结吧。以下我将通过三大点进行总结。一.经历回顾：1."入坑"：你们知道我为什么会报这门课程吗？当时我刚刚步入大学（某普通211学校），也刚刚开始接触这个社会，对于我来讲，一切都是那么懵懂无知。在开学后的某一天，他们进行"扫楼"宣传，刚开始我以为他是我们的学长学姐，就很热情的开了门，请他们进来（后来才知道他们竟然就不是我们学校的，只是旁边的大专学校），一开门他们就说了一大串非常流利的英语，当时我很懵，也没有仔细去听，只是感觉他们很厉害的样子，然后他们就开始说他们有一个晨读学音标的活动，因为我的英语口语不好，再加上他喋喋不休地劝说，我当时想才30块钱，那就报名吧。然后我就开始在某一周去参加晨读活动了，带我们晨读的是一个学姐，很活泼，她每天都会带着我们学几个音标，做一些小游戏，因为毕竟我是刚刚进入大学，学姐对我这般热情，我就感觉学姐这个人挺好的（直到今天我才明白，她是有提成拿的，每当她推荐我报名的时候，就会对我异常热情，现在呢？呵呵，搭理都不带搭理的，这就是人性吧，我还真是太天真了，活该被骗）。之后某一天，她就单独把我约出来，说跟我纠音标，在纠音标的过程中，她就开始跟我说英语有多么多么重要，就开始给我举例，说什么世界500强公司等等，她问我父母支不支持我学习英语？最后她说她好不容易给我申请到了一次英语角的机会，说周六带我去，当时我看学姐这么热心，我就答应了。去了之后，就给我们上了一节体验课，讲一些句子，还让我们课上演出，我当时就扭扭捏捏的，在台上不自然地做着奇怪的动作演完了，之后是请了学长学姐表演，当时我被她们的表演震惊了（后来我才得知，这场演出不知道演多少遍了，不知道骗了多少像我这样天真的人，真的令人作呕！令人恶心！令人发指！），之后小磁带的老师说，今天报名会有优惠，额度挺高的1000元，其实当时我不是特想报，但是碍于情面，不想和学姐闹掰，另一方面也想突破一下自己的性格，我就报名了，交了500块钱的定金，之后把剩下的4500补上了（后来我才得知，我们班的某一位同学也被骗了，他也交了定金，但是后来他不想报名了，就问能不能退钱？令人恶心的是，那边竟然说定金退不了，还反复的变本加厉的劝说他报名，当时他很生气，就直接开骂拉黑了）。2.“过程”：如果你要问我有没有学到东西？我确确实实学到了东西，性格上也有了一个人的突破，但是你知道那是怎么换来的吗？那是拿着你一天一天的时间换来的，可以说效率很低。一方面，他们不注重对音标的基础培训，他们只会说你这读的不对，告诉你怎么正确的发音，但是从来没有系统的给你讲过方法，所以说效率很低，这就好比受人以鱼不如授人以渔。另一方面，这个辅导机构鱼龙混杂，绝大多数的学员都是二本的院校，连最基础的语法知识都不会，每当听到他们说的那些非常明显的语法错误，真的感觉非常可笑，还有，那些老师的水平也有待考察（好多都是他们的学员一步一步演变而来的，这是我上完三个阶段才知道的，不要看她们的自我简介有多么的亮眼，是真是假，谁知道呢？话说，她们重来没有介绍过自己的毕业学校），所以说，如果你想去学习英语口语，我建议你要去成名的正规机构，那样你的学习质量才能得到保障。3.“结束”：每当你学完一个阶段快结束的时候，他们就开始每节课大量的给你灌输鸡汤，进行洗脑，举各种各样的成功案例，然后开始抽出所谓他们的百忙之余的时间跟你聊天（话说，我跟老师单独聊天的机会，好像只有最后报名的时候），然后就借用各种方式劝说说你学习下一个阶段。小磁带的老师可不管你的家庭条件怎么样，大张旗鼓地说着他们所谓的那些鸡汤，你以为人人的父母挣钱都是那么容易吗？你以为你动动嘴皮子5000多块钱就来了吗？从未站在别人的立场上考虑过，在你们的眼里，好像只有利益，真的是令人恶心！！令人作呕！！令人发指！！说实话，这是我上过最贵的辅导班，还有一点令人可恶的是，他们都会进行所谓的限时优惠，额度还挺高，每一次都是1000块，我当初也是因为这一点就提前报名了。二.总结：1.营销手段令人作呕，特别会打感情牌，特别会对人进行洗脑，就算你们英语机构的实力很强（事实上并不是），这种营销的方式也是够令人恶心的了，这就是你们所谓的树立良好的口碑吗？口碑呢？恶心！！！2.毋容置疑，我确实得到了一定的成长，尤其是性格上的，但那是你日日夜夜花费时间得到的，甚至有的时候一天都在忙英语，甚至有的时候学校考试前的一天，你还在忙着小磁带老师布置的英语任务。难道我们的生活只有英语吗？像你们这样匆匆忙忙地让我们学完英语，能会有多么大的进步呢？3.他们也不管你的基础如何，他们也不会管你的家庭状况如何，他们只会强烈的推荐你继续往下学习，采取各种借口死磨硬泡。高额的费用，说实话性价比真的不高。三.建议：如果你跟我当初一样，刚刚步入大学，在你决定要学习某项技能，报名某个辅导机构的时候，一定要自己去深入考察，去网上收集资料，而不要听信他们的花言巧语（这是我的切身感悟），还有一点，如果你想报名某个辅导机构，一定要慎重地和其他机构比较后再决定，这样你才不会白白浪费父母的血汗钱。最后，祝各位努力奋斗的学子，在未来遇见更好的自己。Meet the better yourself!

我希望想去这bai里的同学理智些，不要是被忽悠进去的，du作为学完全部阶段的老学长zhi，我可以告诉你，根本不值。第dao一，一万六的学费，如此高昂的学费却是大班教学，一个班多的时候有五十人，老师上课就2个小时，不过是放音频给你听，然后一群人大哄大叫复述一遍，什么标准的，地道的发音都是在说笑，在一个大部分人都不标准的环境里，标准的都会被带偏，何况是喊出来的怎么提现口语的优美。五六千的学费就上24节左右，前面说了，老师讲课2个小时，但其中一半时间是在讲鸡汤，而且还是反反复复的那种，无非是以前自己多么多么的差，生活多么悲惨，但自从上了帝弗英（小磁带），我的人生改变了，我开始变得自信勇敢，积极参加各种活动，得了很多奖项。如果一个老师是这样的，那就算了，结果全tm每个老师都是这种故事，这说明他们都是有准备的，故意说自己曾经的不好，衬托现在的优异。其二，他们会说自己的学生变化很大，会一口流利的英语，于是给你放一些学长学姐先后的对比，但我跟你说，他们说的流利的英语都是事先背好的，如果你让那些学长学姐脱离文稿，或者你要求他们翻译你想表达的内容，估计很多人都哑火了，但不排除一部分真正优秀的。其三，他们会要求你去其他学校招生，打着锻炼口才的名号，事先会给你培训，让你清楚应对各种情况（有没有感觉很像开始拉你入坑的学长学姐），你就变成了他们开始招收下一代，让那些本来就没有多大意愿学习的同学白白浪费这么多钱。其四，帝弗英这个组织的目的是为了赚钱的，他们对那些基础不好的学生很不友好，经常让其他学生去教导，记住，不是老师教导，老师可没有时间'照顾'如此多的学生，你能有多大的进步不是因为老师的帮助，而是你自己背后舍弃你专业课的时间，冒着挂科的风险，全都砸在口语上。还有好多好多黑料我没有爆出来，作为一个在那里学习，并算得上最有效的那一部分人，在这里建议你去知乎上好好看看，什么叫声名狼藉，下面是本文最重要的提醒，你进去以后，他们要求你报班，好说歹说求着你，但等你交钱以后，如果想退钱，没门，他就是大爷。而且最喜欢死缠烂打，我这边很多不想学的朋友都是在这种情况下被迫学习，你浪费的是你父母辛辛苦苦赚来的血汗钱，供着那群褥羊毛者每年的出国旅游，呵呵。而且，我提醒你们一句，钱是可以退的，只要你没上过课，或者没上完，记得拿起法律的武器维护自己的权益，不要听信那些顾问之类的不能退款，你就放弃，他们对于这种情况都是有统一口径的，望还想去学的朋友理性思考。注意点，具体教学内容去知乎上看，网上有很多拖，不可亲信，如果你不相信我，希望在你进坑第一阶段结束后，谨慎思考，再者，他们酷爱利用人性，让你放弃挣扎。一位正义的学长不希望各位大学生小白被欺骗在此路过。不仅帝弗英如此，很多的培训机构亦如此。

When teachers work together, knowledge and rapport growUnlike school teams that are organized for other purposes, learning teams focus on teacher learning as a way to address student needs and improve student learning, she said. (In some schools, these teams are known as "study groups,’’ "impact groups,’’ or "collaborative teacher groups.’’)Learning teams enable teachers to keep up with the knowledge they need to do their jobs well. They also help teachers support each other as they change their practices."Learning teams are the most effective, cost-efficient way for teachers to learn what changes are needed in their practice and then to make those changes. They also have the added benefit of building rapport, trust, and support,’’ said Jolly, now an education program specialist for SERVE, the regional educational laboratory serving the southeastern states, and author of an upcoming NSDC book on learning teams in middle schools.Making a case for learning teamsGenerally, the principal is the instigator for creating learning teamѕ. But, if such teams are going to be effective, Jolly said, teachers must be involved in the final decision. "If teachers don’t support the concept, learning teams will not be successful," Jolly said.Unsatisfactory test scores can often be used as a prompt for creating the learning teamѕ. But, even when that’s the case, the principal or an outside facilitator who specializes in such work will still need to present teachers with substantial information about the value of teachers learning and collaborating."Teachers also need to understand that learning teams have a disciplined focus. They are focused around teacher learning, not school management. This is not a staff meeting. This is about student needs,’’ Jolly said.Getting startedAfter the principal has significant staff buy-in to the idea, the next issue is membership of the learning team.Jolly recommends including no more than six persons on a team. Typically, a team would include members of a single department or a grade level. But teachers could self-select according to interest in a particular topic, Jolly said.Taking advantage of an existing organizational structure often helpѕ because teachers already know each other. Building on a team that already works with one group of students, as in a middle school, is also very beneficial.A learning team needs to meet for at least an hour at a regular time once a week. Ideally, teams should meet during the school day and plan to meet together for the entire school year.First, the dataTo establish its focus for the year, the learning team should assemble and examine student data: standardized test results, district assessment results, examples of teacher assignments and the resulting student work, climate survey results, demographics, and information regarding discipline, attendance, and parental involvement.By closely examining the data themselves, teachers will be able to identify clear priorities for students. "Data also can create a sense of urgency that’s needed to drive change,’’ Jolly said.Jolly cautions that teachers must also look below the surface of the numbers and probe for deeper explanations. For example, if students are doing poorly on a statewide writing test, teachers will want to ensure that they know what’ѕ being evaluated. Students may be quite successful grammatically and structurally but fail to understand how to present a cohesive idea — or vice versa. Students may be quite successful writing stories or poems but less proficient at informational writing.Develop a learning planAfter a learning team has its focus, the next step is crafting a learning plan.At a minimum, the learning plan should include responses to these questions. o What do students need to learn to do better? For example, drawing from the example above, the learning team might say that "Students need to improve the quality of their informational writing.’’ o What specific knowledge or instructional skills do teachers need in order to address student achievement in this focus area? o How will teachers acquire this knowledge and these skills? o What information do teachers need? o How will teachers know if they have achieved their goal?Jolly said teams should consider the learning plan a "work in progress’’ that will be revised as teams learn more.Doing the researchAfter identifying its focus, each learning team should query its own members to learn what knowledge they can share with others about the focus of their inquiry.For example, ask team members about workshops they have attended that bear on the topic. What articles or books have they read that relate to this topic? What did they learn in graduate courses about this topic? Have they done any writing or presenting on this topic? What other knowledge do team members have that might be related to this topic?"This helps teachers view each other as resources. It’s a strategy to begin bringing out different strengths,’’ Jolly said.Beyond that, however, Jolly believes the facilitator should be the group’s primary researcher. "Teachers are already pretty well overwhelmed. The facilitator needs to make it as easy for the teachers as possible. Teachers don’t need to go out and beat the bushes to find everything,’’ she said.Sharing the wealthInitially, teachers may spend a great deal of time reading articles and books, interviewing experts, or watching videotapes. In each instance, they should spend time reflecting on what they have learned.At some point, they should be ready to put what they are learning into action. During one meeting, they may visit the classroom of a teacher using a strategy they want to see in practice. They may examine samples of student work, both before they begin changing their practice and after introducing new strategies to discover their impact. They may develop a lesson at one meeting and follow up the next week by discussing their experience with it.At every step, the learning team needs to maintain a journal that is the weekly record of its work, Jolly said.The learning team journal should be kept in a public place, such as the teachers’ workroom so other staff members can also read the record.Evaluate your work — and identify your next inquiryFinally, learning teams need to evaluate their work.At the end of one year’s work, Jolly said teams will often have numerous ideas about the inquiries they want to make during the next year."By the end of a year, teachers will have realized that this is a teacher learning experience. This is not just about coming up with a new strategy for the classroom. This is all focused on teachers learning more about their students and their teaching,’’ she said.