I think studying abroad has some influence on teachers' affective attitudes although it's only a three-month stay.

1. Our willpower and adaptability have been strengthened.
　　In the beginning, we suffered from jet lag and the timetable. Many of us neither ate well nor slept well and felt like zombies. We couldn't help yawning in class after lunch. The food was not cooked in the same way as in South China and seemed tasteless. But later, some of us put on weight. We intended to have soup as quietly as the English no mater how delicious and how hot it was.

2. Our magnanimity and tolerance of different cultures have been more steadfast.
　　We were surprised to see our British friends let dogs lick their cheeks and foreheads while they were astonished to see wild animals caged and eaten by the Chinese on TV during the SARS period.

　　The popularity of religions in England is also a result of magnanimity.

3. More attention has been paid to cooperation both in schools and society.
　　To settle our problems abroad efficiently, cooperation was in great need.

　　In a secondary school in England, cooperation was seen everywhere. Group work with games and debates are commonly seen in class. Four houses are usually set up. Students work together and help each other in the house and they compete among the houses. They name the houses with flowers like VIOLET, AZALEA, LILY and so on.

4. More respect has been paid to subordinates or students, and a full-scale of development of a healthy personality has been paid closer attention to.
　　People are of different gifts, so they should achieve their goals in different ways and at different speeds. Some can work well if they see it. Some can learn by heart if they smell it. Some can remember easily if they can feel it. Some will not forget if they act it out. Some are good at speaking and tend to imitate. Some need to understand thoroughly by group work and discussion. Some seem to acquire by drawing pictures and making moulds, while others by writing a diary and summarizing the materials.

5. Our mentalities of life and work have been adjusted.
　　The British are optimistic and humourous as I can see. When I was downcast, Margaret told me that life is too short to worry. And John said to me, "Always smile".

　　People work to be tired during the week and they enjoy their weekends and holidays by relaxing themselves gorgeously.

　　If we give lessons, we should always be enthusiastic because we need a passion and a reason to motivate our students. We should not be lack of enthusiasm.

6. A further understanding of foreign countries has further aroused our feelings of responsibility, sacred mission and urgency.
　　The Practice of English Language Teaching (Third Edition) was published in Britain in 2001 but in China in 2003. If readers here could read newly published books in the world earlier, wouldn't it be better? We need to be opened to the world more directly and catch up with the development. We should try our best to have students learn English better since it carries more than 80% of information in the world.

　　My impression on Britain is that it is green, clean and old. Should the development of economy be accompanied with pollution? How has the UK become that green and clean? In fact it was not so green and clean between the 1930s and 1950s according to the recollections of an English friend now aged 80. How can we avoid taking the steps that others took themselves uncomfortably? We ought to make our students more intelligent.