But I sometimes think I learned more from my students than they did from me.
但有时我觉得我从学生身上学到的比他们从我身上学到的更多。
For example, last year my students spent a week looking at their own purchasing and analyzed it in detail.
例如，去年我的学生花了一个星期的时间观察他们自己的购买行为，并对其进行了详细分析。
I used it as a test at the beginning of a term to find out something about my students.
我把它当作一个测试，在学期开始的时候用来了解学生的情况。
I want my students to search out the answers to questions by using all the resources available to them.
我想让学生利用他们所能得到的所有资源来寻找问题的答案。
All of my students are so lovely.
我所有的学生都很可爱。
No doubt all my students had expressed love.
毫无疑问，我所有的学生都表达了爱。
I don't want my students to fall behind the times.
我不希望我的学生落后于时代。
As soon as my students went into the classroom, they got excited.
我的学生们一进教室就兴奋了起来。
Many of my students start their day by checking their smartphones.
我的许多学生每天都以查看智能手机开始他们的一天。
I once asked my students what they would do if someone in class forgot a word or made a mistake.
我曾经问过我的学生，如果班上有人忘了一个词或犯了一个错误，他们会怎么做。
I loved talking about the imaginary box, not only with my students but also with my own children.
我不仅喜欢跟学生谈论这想象中的盒子，我也喜欢跟我的孩子们说。
On the wall were a hundred colored paper butterflies, each with a handwritten wish on it from my students.
墙上挂着一百只彩色的纸蝴蝶，每只上面都有我的学生手写的愿望。
As a child, I never imagined that I would become a teacher just like Mrs. Brown, passing love and care on to my students.
小时候，我从来没有想过自己会成为一位像布朗夫人一样的老师，把爱和关心传递给我的学生。
At the beginning of the school year, I had an idea—what if my students use a classroom garden to grow vegetables for our school lunches?
开学之初，我有一个想法——如果我的学生们用一间教室菜园来为学校的午餐种蔬菜会怎么样？
Hearing this, my students were silent, because they were too shy to express love, especially the boys who considered speaking out love not macho.
听到这些，我的学生们都沉默了，因为他们太害羞了，不敢表达爱，尤其是那些认为说出爱意没有男子汉气概的男孩。
If I want my students to learn to play scales, we do them over and over in class.
如果我想让学生学习演奏音阶，我们在班上一遍一遍地练习。
Will my students be able to work as part of a software development team when they graduate?
我的学生们在他们毕业的时候有能力成为某个软件开发团队中的一员么？
I arrived in my classroom ten minutes before the bell rang, just as the first of my students trickled in.
铃响前十分钟我提前到了教室，最早的那批学生正陆陆续续进来。
Clearly, in the case of my students, they had learned how to work iteratively but they had not made it a habit.
显然，以我的学生们为例，他们已经学习了如何迭代工作，但是他们并没有将它作为一种习惯。
I used to be an English teacher and the most dreaded task that I could assign my students was to write a short essay.
我曾经是一名英语教师，而我能给学生布置的最恐怖的作业，就是写作文。
One of my students got herself bicycling every day simply by putting her bicycle in her doorway before she left for school.
我的一个学生为了促使自己每天骑车锻炼，采取了离家上学前将自行车放在门道里的简单方法。
Many of my students report that when achieving rapport becomes second nature, they find people asking, "Are you sure we haven't met before?"
我的学生中有许多人给我反馈说，当将建立融洽关系变成自己的第二本能后，他们就会发现别人总会问，“你确信我们之前没有见过面吗？”
I always viewed it as an exchange: there was some value to my teaching, and in the meantime I learned a great deal from my students, colleagues, and friends.
我总是将这段经历视为一种交换：我的教学存在些许价值，同时我也从学生、同事和朋友那里学到了很多。
Reading Gottlieb's article, I couldn't help but take a red pen, underline sentence after sentence, and write in the margins, 'OMG - these are my students' parents!'
看着Gottlieb的文章，我禁不住取出一支红笔，将一个又一个句子划出来，并在空白处写上“OMG——这就是我学生的父母！”
Reading Gottlieb's article, I couldn't help but take a red pen, underline sentence after sentence, and write in the margins, 'OMG - these are my students' parents!'
看着Gottlieb的文章，我禁不住取出一支红笔，将一个又一个句子划出来，并在空白处写上“OMG——这就是我学生的父母！”
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