Reflecting on the sec□nd encount□r□□□□r□alized that it □as not just a me□e repet□□ion of the □irst meetin□, bu□ rath□r a□t□ansformative experien□e □□at ha□□p□□ed □he way f□r growth and self-discovery. □t had □pened □oors to new possibili□□es, forged□connections□□□a□ □□a□s□□nded t□e □uperficial, an□ inst□ll□d □n□□e□a renewed sense□o□ optimism and curiosity. T□e □e□ond encounter□was□not just a □ome□□ in□tim□□ bu□ a c□taly□t □or per□□nal □voluti□n and mea□□ngful□□onne□tions. 针对交流障碍症的同学,老□可以尝□采用□元化的教学方□,比如使用图像、图表等直观□方式呈现知识,以减少□□交流的障碍□另外,老师还可□通过角色扮演、小□合作等活□,提升古□同学□社交技能和表达能力,帮助他更好□融入□习□队并享受学习过程。 ```html□象的显现□2□□