It emphasizes that teachers should face all students in teaching, respect each student, give reasonable expectations, let students experience the joy of learning and teacher trust, and promote students' healthy, confident, and sunny growth. At the same time, teachers should pay attention to individual differences among students in the design and evaluation of teaching activities, and guide the development of students at different levels, which helps to enhance teachers' professional competence.

Self description of Teacher's Professional Growth Experience

Through the teacher's self description, three stages of guiding the growth of students with weak English foundations over the past 20 years have been summarized. In the first stage, teachers enhance learning outcomes by stimulating students' interest and enthusiasm, but find it difficult to maintain. In the second stage, teachers join the research group to study educational theories, focusing on cultivating students' learning habits and improving learning efficiency, but realizing that self-directed learning ability requires intrinsic motivation. In the third stage, teachers focus on cultivating self-directed learning abilities by planning learning questions, clarifying goals, evaluating and reflecting on practices, recording micro lessons to guide metacognitive strategies, showcasing excellent works for reference, and publishing articles and monographs to share experiences.

Review of typical cases guiding the development of students with weak foundations

By reviewing typical cases encountered by the author in educational practice, this article explores how to more effectively guide the growth of students with weak English foundations. The author first stimulated students' interest in learning by adjusting the teaching tasks and adopting the form of a dragon game, and maintained their learning enthusiasm through layered challenges and Exit Ticket activities. Furthermore, through observation and interviews, the author found that students with weak foundations have problems in vocabulary learning, self-directed learning strategies, and learning habits. Therefore, improvements were made from two aspects: learning strategy guidance and cultivating good learning habits. In terms of vocabulary learning, the author has strengthened the explanation of word formation knowledge and vocabulary memory strategies, helping students understand and apply vocabulary in context. In terms of self-directed learning strategies, the author helps students develop good habits of self-directed learning through methods such as reviewing student notes and conducting mutual learning and evaluation activities. In addition, the author also guides students with weak foundations to form good study habits from three aspects: cultivating listening habits, problem-solving habits, and planning reflection habits. Through these practices, the author believes that paying attention to students' emotions, creating a positive learning atmosphere, designing learning tasks in a layered manner, providing guidance on learning strategies, and cultivating good study habits are key factors in helping students with weak English foundations grow.

Teaching suggestions

Teaching suggestions have been proposed for students with weak English foundations, including implementing personalized teaching strategies, paying attention to students' commonalities and individualities, organizing collective discussions and reward and punishment systems, and providing personalized attention and answers. At the same time, teachers should have clear requirements, reasonable expectations for students' development, focus on learning willingness and enjoyment, stimulate learning enthusiasm, help students build confidence, improve learning strategies, and enhance language abilities.