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I am a teacher and I have had the great pleasure of teaching for ten years. Early on in my career, I had one 4th grade student who challenged me and presented a “problem” in an interesting manner. This student would watch as I wrote on the board and raise her hand with a little smile on her face. When I called on her, she would correct me saying things like, “Mr. Griffith, you spelled ‘millennium’ wrong.” On that particular day, I was tired and depressed, and I did not take this statement very well. In fact, you might say I was “ungrateful” that morning for the student noticing my mistake.

On my first break, I stormed into the teachers’ lunch room and saw a trusted colleague. I told her what had happened and said that this student was being very disrespectful for pointing this out in front of the class. I said that this problem was ruining my day.

She smiled knowingly, as good friends do at these moments, looked at me and said, “That is one of those situations that you can complain about and build up resentment (怨恨) or you could change it into something positive. That student had to be paying close attention to find the errors you made. You might think about giving students a reward for finding the errors. Then, if you make an error, you can tell them you were just testing them.” We both smiled and my resentment started to soften.

My colleague went on, “You just started doing a gratitude list with your students. Maybe that student should be at the top of your gratitude list, because she is teaching you to turn problems into solutions.”

This shocked me. I thought this conversation would go in a different direction with some sympathy on our problems in the classroom. But this shock melted into a new way to look at this situation and to appreciate this student with gratitude.

注意：
1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。

After lunch, I went back to my classroom and made an announcement.

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In the final exam, their scores for editing and grammar were significantly higher than before.

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