辛勤的园丁比赛演讲稿
“Cherise”通过精心收集，向本站投稿了14篇辛勤的园丁比赛演讲稿，以下是小编帮大家整理后的辛勤的园丁比赛演讲稿，仅供参考，欢迎大家阅读。
篇1：辛勤的园丁比赛演讲稿
辛勤的园丁比赛演讲稿
以辛勤劳动为荣——她爱学生、爱事业，在教书育人这片热土上谱写着自己人生的乐章。
她，就是获得南宁市教育局、南宁市教育基金会颁布的“我最喜爱的老师”称号和“李国伟、荣慕蕴教育园丁奖”的黄春燕老师。说起黄老师，大伙都说她就像一头永不知疲倦的黄牛，在教育的花圃里耕耘着。两年前，学校开通了“家校通”，黄老师凭直觉感觉到这个新鲜事物对教育教学能起到很大的作用。可是，当时家校通的功能只是发发通知、作业，并不能完全发挥作用，那一段时间，在万家灯火的人民路上总有一个匆匆的身影，那就是四处家访的黄老师，她每到一位学生家里都和家长细致的交流对家校通的看法及改进建议，而对每一位家长盛情挽留共进晚餐的邀请总是婉言拒绝。饥肠辘辘的她回到家里时，6岁的儿子已经带着泪痕进入了梦乡，记不起有多少次答应儿子回家陪他吃饭，讲故事，最后却仍然奔着学生家而去了。经过无数的家访和实践，黄老师在原来的家校通基础上加入了光荣榜、师长交流站、温馨祝福等班级特色栏目，她还指导孩子们把优秀的作文投稿到家校通网站，孩子们的学习热情前所未有的调动起来了。
经过辛勤的耕耘，黄老师的“花圃”终于迎来了百花争艳的时节。50多篇学生的习作在家校通网站上发表，6名同学获得写作小能手的称号，4名同学获优秀作品奖，班里莫嘉杰同学更是喜获第二届中国青少年科技创新大奖，大家都说，这是黄老师用辛勤汗水和心血浇灌出来的。正当老师们开始学习黄老师的方法时，她又开始研究新的课题了，结合学校数字化的教学特点，她把目光盯在了“网络作文教学”这块空白地带，正当她组织老师们紧锣密鼓的进行教学研究时，传来了一个晴天霹雳，丈夫的`老母亲重病在床，她多想随丈夫回家乡为弥留的婆婆尽最后一份孝心。可是研究已经进入了关键时期，班级的网络作文集，学校的网络作文书都进入了最后的筹备阶段，作为实验的班级，她即将参加信息技术整合课比赛，把网络作文的研究成果展示出来。她最后选择了留下，当她上完课后，大家才知道，就在两天前，她的婆婆已经撒手人寰了，她是忍着怎样的悲痛，依然在课堂上充满笑容的给孩子们传授知识，在下班后忙于课题研究的最后冲刺。把失去亲人的悲痛深深的，深深的藏于心底。
黄春燕老师，她没有做出什么伟大的事业，然而她就宛如黄土高原上一株成熟的高粱，质朴、辛劳，奉献着。以实际的行动诠释了“xxxx”的丰富内涵。
篇2：辛勤的园丁演讲稿
为保障“两学一做”学习教育抓实见效，白山市提早动手、超前谋划，扎实做好组织实施准备工作。
做好思想准备，积极推动“三个深刻认识”。深刻认识为什么学。及时把上级精神传达到位，要求各级党组织和广大党员认真学习领会开展学习教育的重要意义，切实把思想和行动统一到中央的决策部署上来。深刻认识学什么。围绕深入学习党章党规、系列重要讲话，要求广大党员先学一步、深学一层，通过读原著、学原文、悟原理。深刻认识怎么做。教育引导广大党员从现在做起、从自身做起、从本职做起、从小事做起，在思想认识和工作实践上自觉向“四讲四有”合格党员标准看齐。
做好问题准备，全面开展“四个对照查”。对照思想查。结合走访慰问、包保帮扶等工作，实地深入基层、深入党员家中，开展谈心谈话、座谈访谈4500多人次，详细了解基层党员队伍思想现状，积极查找在党性意识、宗旨观念、组织纪律等方面存在的问题。对照制度查。市县两级组织部门结合基层党建专项考核，对96个基层党组织建立健全和规范执行党员教育管理制度情况进行了重点检查，认真查找党员教育管理宽松软、不严不实，党内生活庸俗化、随意化、平淡化等问题对照标准查。围绕“四讲四有”合格党员标准，立足不同领域、不同层级党员实际，进一步细化合格党员具体标准，引导广大党员对标查找自身存在的问题。对照承接整改查。对教育实践活动、“三严三实”专题教育以及损害群众利益专项整治列出的问题清单整改情况进行再排查、再梳理，对未整改到位的纳入“两学一做”学习教育持续推动整改。
做好推进准备，重点抓好“三个保障”。抓好组织保障。结合农村换届、软弱涣散基层党组织整顿，优化和理顺基层党组织设置，今年再向非公企业和社会组织选派60名第一书记，全市139个社区通过分类成立党支部等方式，对大学生、复转军人、机关和企事业单位离退休党员实行分类管理，增强基层党组织的战斗力和凝聚力。抓好人员保障。推进党员组织关系集中排查工作，将每一名党员都纳入组织管理，确保学习教育覆盖到全体党员。抓好措施保障。总结提炼本地本部门本单位开展党员教育管理的经验做法，融入学习教育。
做好争创准备，切实强化“三个注重”。注重示范带动。要求党员领导干部克服疲劳思想，在讲党课、学习研讨、参加组织生活、解决自身问题等方面做好准备，率先立标杆、做示范。注重考评激励。围绕党员设岗定责和承诺践诺、党员示范岗和党员示范区、挂牌上岗和亮明身份、在职党员进社区等制度，健全完善科学考评激励机制，促进广大党员立足岗位履职尽责、发挥作用。注重典型引领。深度挖掘优秀党员先进事迹，选树和弘扬先进典型，以身边人、身边事教育引领广大党员向典型看齐。
篇3：辛勤的园丁演讲稿
简介：残奥会短跑冠军aimeemullins天生没有腓骨，从小就要学习靠义肢走路和奔跑。如今，她不仅是短跑选手、演员、模特，还是一位稳健的演讲者。她不喜欢字典中“disabled”这个词，因为负面词汇足以毁掉一个人。但是，坦然面对不幸，你会发现等待你的是更多的机会。
i'd like to share with you a discovery that i made a few months ago whilewriting an article for italian wired. i always keep my thesaurus handy wheneveri'm writing anything, but i'd already finished editing the piece, and i realizedthat i had never once in my life looked up the word “disabled” to see what i'dfind.
let me read you the entry. “disabled, adjective: crippled, helpless,useless, wrecked, stalled, maimed, wounded, mangled, lame, mutilated, run-down,worn-out, weakened, impotent, castrated, paralyzed, handicapped, senile,decrepit, laid-up, done-up, done-for, done-in cracked-up, counted-out; see alsohurt, useless and weak. antonyms, healthy, strong, capable.” i was reading thislist out loud to a friend and at first was laughing, it was so ludicrous, buti'd just gotten past “mangled,” and my voice broke, and i had to stop andcollect myself from the emotional shock and impact that the assault from thesewords unleashed.
you know, of course, this is my raggedy old thesaurus so i'm thinking thismust be an ancient print date, right? but, in fact, the print date was the early1980s, when i would have been starting primary school and forming anunderstanding of myself outside the family unit and as related to the other kidsand the world around me. and, needless to say, thank god i wasn't using athesaurus back then. i mean, from this entry, it would seem that i was born intoa world that perceived someone like me to have nothing positive whatsoever goingfor them, when in fact, today i'm celebrated for the opportunities andadventures my life has procured.
so, i immediately went to look up the __ online edition, e_pecting to finda revision worth noting. here's the updated version of this entry.unfortunately, it's not much better. i find the last two words under “nearantonyms,” particularly unsettling: “whole” and “wholesome.”
so, it's not just about the words. it's what we believe about people whenwe name them with these words. it's about the values behind the words, and howwe construct those values. our language affects our thinking and how we view theworld and how we view other people. in fact, many ancient societies, includingthe greeks and the romans, believed that to utter a curse verbally was sopowerful, because to say the thing out loud brought it into e_istence. so, whatreality do we want to call into e_istence: a person who is limited, or a personwho's empowered? by casually doing something as simple as naming a person, achild, we might be putting lids and casting shadows on their power. wouldn't wewant to open doors for them instead?
one such person who opened doors for me was my childhood doctor at the a.i.dupont institute in wilmington, delaware. his name was dr. pizzutillo, anitalian american, whose name, apparently, was too difficult for most americansto pronounce, so he went by dr. p. and dr. p always wore really colorful bowties and had the very perfect disposition to work with children.
i loved almost everything about my time spent at this hospital, with thee_ception of my physical therapy sessions. i had to do what seemed likeinnumerable repetitions of e_ercises with these thick, elastic bands --different colors, you know -- to help build up my leg muscles, and i hated thesebands more than anything -- i hated them, had names for them. i hated them. and,you know, i was already bargaining, as a five year-old child, with dr. p to tryto get out of doing these e_ercises, unsuccessfully, of course. and, one day, hecame in to my session -- e_haustive and unforgiving, these sessions -- and hesaid to me, “wow. aimee, you are such a strong and powerful little girl, i thinkyou're going to break one of those bands. when you do break it, i'm going togive you a hundred bucks.”
now, of course, this was a simple ploy on dr. p's part to get me to do thee_ercises i didn't want to do before the prospect of being the richestfive-year-old in the second floor ward, but what he effectively did for me wasreshape an awful daily occurrence into a new and promising e_perience for me.and i have to wonder today to what e_tent his vision and his declaration of meas a strong and powerful little girl shaped my own view of myself as aninherently strong, powerful and athletic person well into the future.
this is an e_ample of how adults in positions of power can ignite the powerof a child. but, in the previous instances of those thesaurus entries, ourlanguage isn't allowing us to evolve into the reality that we would all want,the possibility of an individual to see themselves as capable. our languagehasn't caught up with the changes in our society, many of which have beenbrought about by technology. certainly, from a medical standpoint, my legs,laser surgery for vision impairment, titanium knees and hip replacements foraging bodies that are allowing people to more fully engage with their abilities,and move beyond the limits that nature has imposed on them -- not to mentionsocial networking platforms allow people to self-identify, to claim their owndescriptions of themselves, so they can go align with global groups of their ownchoosing. so, perhaps technology is revealing more clearly to us now what hasalways been a truth: that everyone has something rare and powerful to offer oursociety, and that the human ability to adapt is our greatest asset.
the human ability to adapt, it's an interesting thing, because people havecontinually wanted to talk to me about overcoming adversity, and i'm going tomake an admission: this phrase never sat right with me, and i always felt uneasytrying to answer people's questions about it, and i think i'm starting to figureout why. implicit in this phrase of “overcoming adversity” is the idea thatsuccess, or happiness, is about emerging on the other side of a challenginge_perience unscathed or unmarked by the e_perience, as if my successes in lifehave come about from an ability to sidestep or circumnavigate the presumedpitfalls of a life with prosthetics, or what other people perceive as mydisability. but, in fact, we are changed. we are marked, of course, by achallenge, whether physically, emotionally or both. and i'm going to suggestthat this is a good thing. adversity isn't an obstacle that we need to getaround in order to resume living our life. it's part of our life. and i tend tothink of it like my shadow. sometimes i see a lot of it, sometimes there's verylittle, but it's always with me. and, certainly, i'm not trying to diminish theimpact, the weight, of a person's struggle.
there is adversity and challenge in life, and it's all very real andrelative to every single person, but the question isn't whether or not you'regoing to meet adversity, but how you're going to meet it. so, our responsibilityis not simply shielding those we care for from adversity, but preparing them tomeet it well. and we do a disservice to our kids when we make them feel thatthey're not equipped to adapt. there's an important difference and distinctionbetween the objective medical fact of my being an amputee and the subjectivesocietal opinion of whether or not i'm disabled. and, truthfully, the only realand consistent disability i've had to confront is the world ever thinking that icould be described by those definitions.
in our desire to protect those we care about by giving them the cold, hardtruth about their medical prognosis, or, indeed, a prognosis on the e_pectedquality of their life, we have to make sure that we don't put the first brick ina wall that will actually disable someone. perhaps the e_isting model of onlylooking at what is broken in you and how do we fi_ it, serves to be moredisabling to the individual than the pathology itself.
by not treating the wholeness of a person, by not acknowledging theirpotency, we are creating another ill on top of whatever natural struggle theymight have. we are effectively grading someone's worth to our community. so weneed to see through the pathology and into the range of human capability. and,most importantly, there's a partnership between those perceived deficiencies andour greatest creative ability. so it's not about devaluing, or negating, thesemore trying times as something we want to avoid or sweep under the rug, butinstead to find those opportunities wrapped in the adversity. so maybe the ideai want to put out there is not so much overcoming adversity as it is openingourselves up to it, embracing it, grappling with it, to use a wrestling term,maybe even dancing with it. and, perhaps, if we see adversity as natural,consistent and useful, we're less burdened by the presence of it.
this year we celebrate the 200th birthday of charles darwin, and it was 150years ago, when writing about evolution, that darwin illustrated, i think, atruth about the human character. to paraphrase: it's not the strongest of thespecies that survives, nor is it the most intelligent that survives; it is theone that is most adaptable to change. conflict is the genesis of creation. fromdarwin's work, amongst others, we can recognize that the human ability tosurvive and flourish is driven by the struggle of the human spirit throughconflict into transformation. so, again, transformation, adaptation, is ourgreatest human skill. and, perhaps, until we're tested, we don't know what we'remade of. maybe that's what adversity gives us: a sense of self, a sense of ourown power. so, we can give ourselves a gift. we can re-imagine adversity assomething more than just tough times. maybe we can see it as change. adversityis just change that we haven't adapted ourselves to yet.
i think the greatest adversity that we've created for ourselves is thisidea of normalcy. now, who's normal? there's no normal. there's common, there'stypical. there's no normal, and would you want to meet that poor, beige personif they e_isted? (laughter) i don't think so. if we can change this paradigmfrom one of achieving normalcy to one of possibility -- or potency, to be even alittle bit more dangerous -- we can release the power of so many more children,and invite them to engage their rare and valuable abilities with thecommunity.
anthropologists tell us that the one thing we as humans have alwaysrequired of our community members is to be of use, to be able to contribute.there's evidence that neanderthals, 60,000 years ago, carried their elderly andthose with serious physical injury, and perhaps it's because the life e_perienceof survival of these people proved of value to the community. they didn't viewthese people as broken and useless; they were seen as rare and valuable.
a few years ago, i was in a food market in the town where i grew up in thatred zone in northeastern pennsylvania, and i was standing over a bushel oftomatoes. it was summertime: i had shorts on. i hear this guy, his voice behindme say, “well, if it isn't aimee mullins.” and i turn around, and it's thisolder man. i have no idea who he is.
and i said, “i'm sorry, sir, have we met? i don't remember meetingyou.”
he said, “well, you wouldn't remember meeting me. i mean, when we met i wasdelivering you from your mother's womb.” (laughter) oh, that guy. and, but ofcourse, actually, it did click.
this man was dr. kean, a man that i had only known about through mymother's stories of that day, because, of course, typical fashion, i arrivedlate for my birthday by two weeks. and so my mother's prenatal physician hadgone on vacation, so the man who delivered me was a complete stranger to myparents. and, because i was born without the fibula bones, and had feet turnedin, and a few toes in this foot and a few toes in that, he had to be the bearer-- this stranger had to be the bearer of bad news.
he said to me, “i had to give this prognosis to your parents that you wouldnever walk, and you would never have the kind of mobility that other kids haveor any kind of life of independence, and you've been making liar out of me eversince.” (laughter) (applause)
the e_traordinary thing is that he said he had saved newspaper clippingsthroughout my whole childhood, whether winning a second grade spelling bee,marching with the girl scouts, you know, the halloween parade, winning mycollege scholarship, or any of my sports victories, and he was using it, andintegrating it into teaching resident students, med students from hahnemannmedical school and hershey medical school. and he called this part of the coursethe _ factor, the potential of the human will. no prognosis can account for howpowerful this could be as a determinant in the quality of someone's life. anddr. kean went on to tell me, he said, “in my e_perience, unless repeatedly toldotherwise, and even if given a modicum of support, if left to their own devices,a child will achieve.”
see, dr. kean made that shift in thinking. he understood that there's adifference between the medical condition and what someone might do with it. andthere's been a shift in my thinking over time, in that, if you had asked me at15 years old, if i would have traded prosthetics for flesh-and-bone legs, iwouldn't have hesitated for a second. i aspired to that kind of normalcy backthen. but if you ask me today, i'm not so sure. and it's because of thee_periences i've had with them, not in spite of the e_periences i've had withthem. and perhaps this shift in me has happened because i've been e_posed tomore people who have opened doors for me than those who have put lids and castshadows on me.
see, all you really need is one person to show you the epiphany of your ownpower, and you're off. if you can hand somebody the key to their own power --the human spirit is so receptive -- if you can do that and open a door forsomeone at a crucial moment, you are educating them in the best sense. you'reteaching them to open doors for themselves. in fact, the e_act meaning of theword “educate” comes from the root word “educe.” it means “to bring forth whatis within, to bring out potential.” so again, which potential do we want tobring out?
there was a case study done in 1960s britain, when they were moving fromgrammar schools to comprehensive schools. it's called the streaming trials. wecall it “tracking” here in the states. it's separating students from a, b, c, dand so on. and the “a students” get the tougher curriculum, the best teachers,etc. well, they took, over a three-month period, d-level students, gave thema's, told them they were “a's,” told them they were bright, and at the end ofthis three-month period, they were performing at a-level.
and, of course, the heartbreaking, flip side of this study, is that theytook the “a students” and told them they were “d's.” and that's what happened atthe end of that three-month period. those who were still around in school,besides the people who had dropped out. a crucial part of this case study wasthat the teachers were duped too. the teachers didn't know a switch had beenmade. they were simply told, “these are the 'a-students,' these are the'd-students.'” and that's how they went about teaching them and treatingthem.
so, i think that the only true disability is a crushed spirit, a spiritthat's been crushed doesn't have hope, it doesn't see beauty, it no longer hasour natural, childlike curiosity and our innate ability to imagine. if instead,we can bolster a human spirit to keep hope, to see beauty in themselves andothers, to be curious and imaginative, then we are truly using our power well.when a spirit has those qualities, we are able to create new realities and newways of being.
i'd like to leave you with a poem by a fourteenth-century persian poetnamed hafiz that my friend, jacques dembois told me about, and the poem iscalled “the god who only knows four words”: “every child has known god, not thegod of names, not the god of don'ts, but the god who only knows four words andkeeps repeating them, saying, 'come dance with me. come, dance with me. come,dance with me.'”
thank you. (applause)
篇4：辛勤的园丁
她——
教会了我积极地看前途，
光明的看未来，
乐观地看人生。
她——
伴随着我走过童年的每一个脚印。
她——
是我最知心的伙伴，
是我最尊敬、崇拜的偶像。
她——
普普通通，却承载着我的梦想；
承载着我的希望和憧憬。
她——
无私地奉献出自己的岁月，
尽心尽力的教导我们。
她——
为我们流了多少汗水，
付出了多少辛劳，却不图回报。
她是谁？
她是尽心栽培我们的-----辛勤园丁。
篇5：辛勤的园丁，
人们通常把孩子们比喻成美丽的花朵，然而培养这些花儿茁壮成长的园丁有一个天使般的称号――老师。有了这些辛勤的园丁，花园才会充满生机，春色黯然每当这个金秋九月，老师用爱播种的春天就会绿草如茵，繁华似锦。
小时候，妈妈告诉我，老师，这是一份神圣的职业，他们用爱浇灌着孩子们茁壮成长，看见明天的太阳。于是我想，老师，多么伟大。长大后，我一定也要成为一名无私奉献的老师。这个愿望在我小小的心灵里深深地扎下了根。
眨眨眼，我六岁了，到了该上学的年龄，我蹦蹦跳跳地来到向往已久的校园。和蔼可亲的班主任老师笑着对我说：“乐乐，你现在已经是小学生了，不能再哭再闹了，知道吗？”我高兴地点点头，答应了。心想，老师就像妈妈，对待我们就像对待自己的孩子。
初中，我是带着梦想进入可园中学。换了新的同学，新的老师。我是个内向的女孩，面对陌生的环境，是我不知所措。老师，就像一盏明灯，帮我照亮了前路。谢老师让我成为课代表，帮助同学。渐渐的，我开朗起来，我知道，老师相信我。当我成绩失意时，老师鼓励我，叫我相信自己是最棒的，她给我定下目标，让我超越自己。
九月十日，那是老师的节日。让我们怀着感恩的心，感谢老师多年来辛勤地培养我们长大成人。最后，让我真情地说一句：“老师，您辛苦了。”
篇6：辛勤的园丁，
在这个世界上，有许许多多值得我们钦佩的人，老师，就是其中之一。有人把老师比作园丁，现在想想：是呀，老师好比园丁，哺育了一批又一批的人才。在他们的呵护下，我们慢慢成长。有很多老师教过我，但最让我记忆犹新的一位老师是过老师――我的数学老师。
过老师可以说是我的百科全书，把她说成是小型“百度”也并不过分，每当我对题目有疑问时，她就会帮我解答问题，我在问她问题的时候，她总是在批改作业，有时也会回答像我一样前来问问题的同学。在我的印象中，她是一位认真负责的老师。
自打我一年级起，在我的记忆里，每当上课铃一响，她便会拿着几本书。进教室，第一句话就是：“上课！”给人的感觉：两个字，很凶；三个字，非常凶。但其实她并不凶，每当我们有题目不会做的时候，她一遍又一遍地为我们耐心讲解，如果有题目哪个同学不懂，她也会在下课的时候继续认真的给那位同学讲题，直到听懂为止。不过过老师也有严厉的一面，有一次上课铃都响了，有人还去往牛奶箱里放牛奶，过老师直接让那个人站到了后面。就因为过老师这样严厉，所以说我们班无论是学习成绩还是学习习惯，都在进步。
现在回想起那些往事，都不禁感叹：啊，过老师真是一位认真负责，难得一遇的好老师啊。
篇7：辛勤的园丁，
有一份感情，没有天空的辽阔却足以令我们铭记于心;有一份恩情，没有大海的深沉却教我们难以忘记。有一份激情，没有高山的豪迈，却让我们获益匪浅。是他们默默无闻无私奉献的十三中教师。
老师无悔付出只为我们。还记得几个月前刚分班的时候许多同学都舍不得以前的老师去找老师诉说去哭泣。老师们也难过，但他们只是告诉同学们好好学习。新老师一定比原来的老师好。正是这样朴素的语言伴着同学们度过了那样一段困难的时期。还记得每次考试前老师们那一份真挚的嘱托和那充满温情的小礼物。我们何尝不知道那是您用自己工资买的。只为我们能考好让家长高兴。还记得老师们熬夜备课，一备就是3个多小时。但在课上还是激情满怀的上课。看见吃饭时每位班主任比我们吃饭晚但却比我们吃完的早。不知情的我们还总是抱怨吃饭时间短。
最让我记忆深刻的是老师竟然舍弃家人来陪伴我们。记得班主任节的时候主任说我们的班主任贡老师：他放下在医院的父亲。来陪伴我们。然而我们却以令人难过的成绩来回报他。还有一次是早上贡老师发烧了没能盯操。操后班会上得知班主任生病的消息后。班长立即带着学生去看贡老师。医务室里贡老师在床上躺着脸色苍白。每个人都问候了贡老师。当我们认为老师可以好好歇息时贡老师又在早饭后生龙活虎的出现在教室。我们对老师的爱只能用语言。而老师对我们的爱又加上了行动……
多少次在成长路上摸爬滚打，为失败而忧伤为思家而哭泣。是你们平复我们的心情安慰我们。让我们从悲伤的深渊爬出重新上路。还记得英语老师杨丛老师是她在我们失败的时候安慰我们;在我们骄傲时劝诫我们告诉我们要安心学习。还记得在考试前他亲自找学生谈话鼓劲只为了我们能考好能让父母高兴。分班以后他找学生解决心理问题。营造积极向上的班风。为了辅导我们他跟班主任老师同时间走。为的就是让我们能考好……
在十三中这样的例子数不胜数。老师为学生舍弃私利，坚守三尺讲台，默默无闻哺花育树，只为我们能成才。在这里我要说一声：谢谢您老师!
篇8：辛勤的园丁，
“知识是世界的营养。你知道是谁努力工作让我们成为祖国美丽的花朵和支柱吗？你知道谁教我们知识吗？你知道吗...？是老师无私的奉献。
从明亮干净的教室里传来清脆的声音。学生们在做什么？原来我们正在举办一场个人才艺比赛。场景非常生动。如果不是因为我们的老师，这个有意义的活动早就结束了。
在班会上，老师要求我们每个人登上讲台展示我们的个人才华，但我们都不敢报名。这时，郭老师说了一句感动我们的话。她恳切地说:你就像含羞草，如果你不展现自己，你就不会长出一束花，你只能在墙的角落里默默生长，最后，你也不会长成美丽的花朵。”听完老师的话，我们想了一会儿，然后一个接一个地报名，向每个人展示我们最好的一面。舞台上的人数也从“0 ”在这里。30。个人。我也勇敢地向每个人展示了我的才华。活动结束后，老师亲切地说:你看，只要你勇敢地迈出第一步，大胆尝试，一切都会完成一半。”听到这些话后，我也产生了共鸣。
还有一次，当学生们搬动水桶时，我不小心把水桶撞到了石头上。水桶裂开了，桶里的水全都流到地上。第二天，我来到学校，胆怯地走进教室。我感到不安，害怕老师看到我时会批评我。但是老师说:搬动水的学生一定不是故意的。如果学校让我们赔钱，用学费来补足。”听完这些话，我心中的大石头终于落地了，老师的理解再次感动了我。
哦，天啊！老师！辛勤的园丁！我们崇拜你！我们爱你！我们感谢你！你的言行影响了我们。你用汗水哺育了我们，让我们茁壮成长。我们也会报答您在教育方面的好意，做一个对我们国家有用的人。
篇9： 辛勤的园丁
辛勤的园丁
春蚕到死丝方尽，蜡炬成灰泪始干。老师在我的学习生涯中，付出了多少艰辛！而在我心目中，我最需要感谢、最令我敬佩的是沈老师。
课上，老师才华横溢，精彩无限。沈老师经常会给我们积累古诗词，教给我们学习方法。每到语文课，大家都兴高采烈。老师朗诵水平很高，大家都听得仔细。这温柔的话语，触动人心；这美妙的声音如春雨歌唱。我一下子就被融入在这如梦如幻的情景中了。外面下起了丝丝春雨，我认为老师是春雨，我们是小草，老师用知识滋润着我们的心田。沈老师，我想对您说：感谢您，您是我知识的海洋！
记得那一次排球比赛，我和几位同学代表班级比赛。沈老师班级荣誉感很强，带着我们早上和中午都在练习排球。那时正是夏天，太阳像一个大火球炙烤着大地，我们的汗水不停地往下流，像被大雨淋了一样。沈老师仍严厉地要求我们好好练习，我们汗流浃背，一个个地责怪沈老师不通人情。不过我们还是日复一日地练习，从没停歇过。
直到那一次排球比赛。我和排球队员们都打出了最好水平，打败了所向披靡的'四班，荣获一等奖。我们欢呼雀跃，却没有想到那一个在背后支持我们、陪伴我们的人－－沈老师。在烈日炎炎下，她总是如此耐心，总是如此相伴。沈老师，我想对您说：感谢您，您是我信心的源泉！
每到下课，当我们在开心地玩耍时，沈老师还在批改我们的作业。我们一个班55人，再加上每个人都有三四本作业。老师一定累坏了，但您并没有停歇，您总是不辞辛苦地认真批改作业。当有同学关心沈老师时，您又是嘴角一笑，并没有说过多言语。虽然您如此辛苦，但还是有同学因您改错而责怪您，这时，我真想对他说：老师已经够累了，偶尔改错也是难免的啊！
深夜，我辗转反侧，我想起您，我仿佛看见您依然在台灯下认真备课，做着PPT。等待您的是一本本教科书，一个个顽皮的学生。沈老师，我真想对您说：感谢您，因为有了您，我们才更加美好！
沈老师，您是辛勤的园丁，我想感谢您的话是说也说不尽的。那一幅幅画面，永远定格在我的脑海中！
篇10：辛勤的园丁作文
老师，就像是一支蜡烛，将光亮照耀了别人，把黑暗给了自己；老师，就像辛勤的蜜蜂，永不停歇的采集花粉；老师，就像辛勤的园丁，用不止息的培育祖国的花朵。
您的职业是辛苦的，但您从没有退缩过，您永远奉献着自己的渊博知识，不断的题学生补习功课，不停的为每一节课做好预习功课，力求使自己的学生听得懂、学得好，从不让他们感到课堂气氛死气沉沉。您将自己的一生奉献于自己的教育事业上，从不抱怨什么。您的无私精神我们看在眼里，疼在心里。
“一日为师，终身为父。”您既然作为我们每位同学的教师，我们就有权利尊敬您，与您和睦相处。您寻规往复地在微弱的灯光下耐心批改每位同学的作业；您不顾麻烦与各位老师不断商讨问题，力求得到较为正确的`答案，使同学们不再质疑；您也会在我们生病时关心我们，细致入微地照料我们。您不但是教师，而且还是我们的慈母。
您如同导师，随时随地地帮助我们指引方向。当我们考试失败时，您便会面带微笑安慰我们道：“一次的失败算不了什么！毕竟失败是成功之母！”当我们骄傲自满时，您便是我们的清醒剂，每时每刻提醒：“虚心使人进步，骄傲使人落后！”当我们遭遇挫折的时候，您的鼓励话语边声声入耳：自信是成功的一半。
老师，我们永远爱您，永远敬爱您。
篇11：辛勤的园丁作文
世界上有一种情，胜过了亲情，超过了友情，那就是老师对我们无微不至关爱之情，对我们细心辅导的恩情。
老师，像蜡烛一样照亮了我们前进的方向，自己却在默默地燃烧。每天夜里，老师都在微弱的灯光下熬夜为我们批改作业、备课，第二天眼睛都红通通的。尽管这样，老师也要坚持给我们上课，这都是为了什么呢？都是为了我们能有更好的成绩。
老师，像园丁一样辛勤培育出祖国的花朵，却不求一点回报；老师，您像大树，开出桃李满天下，却不知疲倦……
鱼儿离不开溪水相伴，红花离不开绿树的扶持，树木离不开泥土的滋润，学生离不开老师的教导……老师对我们的教导我们是无法报答的，但是我相信只要我们努力学习，能取得好的成绩，就是对老师很大的回报。在做好这些的同时，我们应该学会感恩！
老师，您的爱，使沙漠变成了绿洲，使枯木发出了新芽。老师，您的教导，我铭记在心；您的关怀，我感激在心，您的帮助，我感谢在心……谢谢您老师，我在这里向您说一声：“您辛苦了！”
篇12：辛勤的园丁的作文
流金岁月里，常常有一些画面，铺展在劳动时刻，感动我们的心灵，编织成一首首诗。
——题记
老师如一盏明灯，照亮了我前进的道路；老师如夜晚的启明星，为我指引方向；老师如一座桥梁，沟通了人与人之间的文化；老师如一盆炉火，在寒冷时为我驱寒；老师如春雨，滋润了我使我茁壮成长。是啊！老师不仅是一位循循善诱的良师，但更是关爱我们的父母。
昼夜交替，四季循环，一天天，一年年，我们慢慢的长大，由一个，不闻世事的孩童，如今成长为意气风发的青少年。可你是否意识到老师的双鬓已显斑白！岁月这柄无情的刀，已经在她们的脸上，刻下深深的皱纹，“君不见黄河之水天上来，奔流到海不复回；君不见高堂明镜悲白发，朝如青丝暮成雪。”纵然不再年轻，纵然终日操劳，他们依然无怨无悔。
曾几何时，我们总以为老师教育学生是理所应当的事，对于老师们给予我们的关爱，为了我们呕心沥血，我们却习以为常、视而不见，或是不以为然。有的人不理解老师的苦心，不在乎老师的感受，不认同老师的教诲，性格叛逆的`有，退学的也有……老师为了我们把心都操碎了，我们却把他们的心伤透了。
记得那一次英语老师的优盘不见了，她找了很久都没找到，后来问了我们，我们都说不知道。一个同学问他：“老师你不生气吗”，“我为什么要生气呢？其实优盘不见了是小事，我可以重做，但是里面有初一到初三的资料，只担心到初三复习……”这时同学们都说：“老师我们帮你找吧，”虽然后来找了一个星期，也没找到，但是老师也没怪我们。
老师如辛勤的园丁耐心的培养我们，使我们茁壮成长，老师如暖阳照辉我们，使我们幸福成长。
老师给了我们无尽的关爱，无尽的宽容，无尽的慈祥……
那是一个晚上，我们寝室有一名同学生病。我和我的两个好朋友把他带到班主任那里，班主任给了我们一些钱，让我们带她去医院，并嘱咐我们，路上小心。为了不想让班主任担心，我们到了医院给班主任打了个电话。我们过一会儿回来了，看着老师的窗户，灯还亮着，透过窗户看见了我们的作业忘看老师渐渐凹陷的眼睛和额头上的一道道饱经风霜的皱纹，不经鼻子一阵酸，心中涌起了一种特别的感觉。
老师为了我们付出了那么多，我们却让他们如此担心，真是太不应该。
记得以前的语文老师告诉了我一句话，正是由于这句话使我受益匪浅。那天我去交作业，看着老师的桌上放着许多轮作业，我问道：“老师您不累吗？”老师笑了一下，“当然累呀，但看着自己教过的学生个个有了出息，再累也是值得的！”只有走在生活的前面，用自己的劳动创造了新的生活的人，才能谈上真正的美。
是啊！如果你能成功地选择劳动，并把自己的全部精神灌注到里面去，那么幸福本身就会找到你。带着劳动上路，奋斗就有了动力；带着劳动上路，生命将更加灿烂！
篇13：辛勤的园丁作文
在我的印象中，每一位教过我的老师都是一位辛勤的园丁。其中令我最难忘的是三年级的班主任温老师：
刚上一年级起，我就开始注意温老师了。每一次我听她讲课，就能听的很认真，不知是她那语言流畅还是什么。我觉得温老师平时对学生都是很严格的，但温老师还是每次参加大型活动的时候都选我！
还有一件事对我的印象很深刻，那天，我在教室里做完作业。满怀欣喜的交给老师，可是，过了一会，老师板着脸对我说：你怎么回事？前几次作业做的明明很好，这次怎么错了那么多，难道前几次是抄的？我说：老师，不是的，其实我，我。老师又说：别说了，回去吧。我回去之后，认认真真的更正完作业，交给老师，老师的脸上终于露出了微笑。从今以后，我做作业都很认真。老师也没生过气！可是到了期末考试，您以后不教我们了，考完试就不能和您一起在教室里上课。记得期末考试前，您摸着我的脸说：记住，一定要考好，老师记着你！
到了五年级，我还是没有忘了你。老师，我永远记着您！您还记得我吗？前几天，我在校园里向您问过好。下面，请欣赏一说送给你的诗歌：
老师， 您是月空中皎洁的月亮，照亮了大地，奉献了自己，我愿像您一样无私。老师，您是森林中挺拔的大树，保护了别人，忘却了自己，我愿像您一样宽厚。老师，您像马路旁的一盏明灯，点亮了黑夜，辛苦了自己，我愿向您一样高尚。老师，您是辛勤的园丁，培养了花朵，埋没了自己，我愿像您一样伟大。
啊！老师您是――春天的微风：唤醒我，夏日的大树：遮挡我，秋季的枫叶：教诲我，冬日的暖阳：温暖我。老师，我永远记着您！
篇14：辛勤的园丁作文
明媚的阳光告诉我今天是教师节，我走在上学的路上，心里却想着：今天是教师节，我该送什么给我这位辛勤的园丁呢？突然，一阵野菊花香扑进了我的鼻子，我睁大眼睛望着那片刚刚开放的野菊花地。呀，多么的美呀！有黄的，蓝的和紫的， 每种颜色的花都很多！我迅速的跑上前去，一朵一朵的摘了起来。1朵，2朵，3朵，4朵……哇，一共摘了12朵，老师看到了，一定会很高兴！
走着走着，我已来到邓老师的办公室。我怀着愉快的心情推开了那虚掩的窗子，我清楚地看到书桌上那开着的教科书和上面的眼镜，仿佛看见了邓老师又在这儿熬夜批改同学们的作业。老师，您为了教导我们，额上又添上了几许皱纹，两鬓也斑白了许多……
以前，我的作业总是马马虎虎的，完全看不清我再写什么。因此，每当午休时，您就马不停蹄的叫我书写。在您的教导下，我终于把字写的工整、漂亮！
有一次下大雨，我因没带伞，由您送我回家。当您把我送回家后，我才发现您的背后全湿了。第二天，您没来教书，我这才知道：您感冒了……
寒假了，您突然对说：“莉莉，我去交你画画、弹琴，好吗？”我开心的点了点头。在学习的日子里，我认真的不知该怎样形容。
想着想着，我的脸上浮现出开心的笑脸。我带着微笑将菊花插入笔筒里。这时，一缕阳光从窗外射了进来。在插花的同时，我在心里念到：祝全校老师节日快乐！
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