Basic situation: teach civic classes to 10th grade students. The plan for class is to take it once a week, ask students to find an article before class, and ask students to come up to tell the article one by one after class, and then discuss it in class.

Barry’s question: The students who shared the story were not well prepared, the students who sat down and listened quickly got distracted, and no one responded to the questioning session. Barry also did not interact effectively with the students he shared. Barry did not establish a close connection with the students, and his control over the classroom was a failure.

Basic situation: I have been teaching for 10 years of senior physical education, and now I am teaching for 3rd grade. Recently, a freshman came to Shali in the class, and it was difficult to integrate into the group. Yaweitu first allowed Shari not to force participate in team activities before feeling comfortable. At the same time, during the intervals of group activities, the classmates in the class paired up and took the initiative to introduce themselves to Shari. After two or three classes, Shari finally felt comfortable and took the initiative to join the class.

Auxiliary tools: Use seat table and name tags

Not only teachers should remember students, but students also need to remember the names of other classmates through grouping and pairing.

Basic situation: The 7th grade geography teacher, currently he is an intern teacher.

Basic situation of the classroom: Dave actively asked questions to students in the classroom, but the same students always answered the questions, and most of the students remained silent. After a long time, many students began to get distracted and had misbehavior.

1. Students can only answer "yes" or "no" questions, such as "Is it four-star four today?"

2. Ask a question “…Who did it?” or “Who is…”, for example, “Who is the President of the United States?”

3. Ask questions like "What is..." or "Where is", and the students can also give a short answer.

4. Ask "why" and "how", and encourage students to develop behaviors such as scattered thinking and reasoning.

Low-level problems: categories 1, 2, and 3. May cause students to please teachers rather than independent and in-depth thinking

High-level problems: Category 4

Teachers may give up giving positive answers to questions because of the correct response from a small number of people, resulting in most silent students not knowing what the answer is.

Several students who always respond to the teacher will feel that they have privileges, while students who are always silent will feel abandoned, thus continuously reducing their participation in classroom activities. However, teachers are completely unaware of this because there are always students who respond to themselves. In the long run, teachers' control over the classroom will decline and students will blame the disorder of the classroom on the trouble.

Remember everyone’s names and call their names when asking questions. This way reshapes the sense of order in the classroom.

Give students some time to think before asking questions and write down answers on paper.

Let students learn together in pairs

Clarify the rules for asking questions. It is best to call out the student’s name and explain the interaction rules before asking questions.

Avoid giving the leadership of the classroom to the most active students, and create equal opportunities for speaking for all students.

Allow students who think slowly to keep up with the classroom progress.

The question was all students, starting with "Who can answer me..." "Has anyone done their homework?" "Does everyone understand?"

The difference from hanging problem

Existing problems

How to solve it

1. Avoid using mantras such as "Oh", "OK", "OK".

2. Avoid calling students "buddy" and use expressions like "dears", "students", "sirs and ladies".

3. Try to use words such as "cooperation" and "gratitude" that can reflect equal respect.

4. Teachers often say "thank you" and "please", and they should also teach students to use it. It is not possible to default that all students have the same basic qualities, regardless of the students' grades.

5. If you want students to be quiet, teachers only need to be quiet and look around the students first.

6. If you want to calm down the group discussion, you can go to groups one by one and stop the discussion group by group. The group behind will naturally follow the previous movements.

7. When trying to set rules, explain to students why you are doing this to avoid students getting into chaos

Students cannot keep up with the teacher's lecture rhythm.

Students do not want to be "partners" with teachers (so calling students "partners" in language does not play the expected role), but require teachers to become a guide and professor.

Those students with poor basic qualities will disrupt classroom order and inadvertently challenge teachers' classroom authority.

When using more words such as "please", "thank you", "cooperation", etc., students will feel respected in the classroom.

Maria: Senior middle school teacher. Her problem was that there were too many auxiliary words in the tone and the rhythm was too slow, and the students were drowsy when they heard it.

Terry: A fifth-grade math teacher. The problem encountered is that students’ ethnic groups are complex and their basic literacy is uneven. Some do not even understand basic classroom etiquette and how to answer teachers’ questions in appropriate language.

Danae: Intern teacher, teaches university preparatory classes in Spanish in middle school. The problem encountered was that two students deliberately made fun of it and did not enter the oil and salt.

1. Make clear to students all the rules of the task before the task begins. It also indicates that the teacher will no longer answer any questions from the students after the task begins. Explain the need to do so to the students.

2. At least 2 students present are required to repeat this rule.

3. Give task guidance. In many forms: oral expression, written on the blackboard, written on paper and sent to students' hands, etc.

4. First ask a student to repeat the rules in his own words, then ask a student to repeat the student's words just now and expand his understanding according to the rules.

5. If you feel that students still don’t understand the rules, repeat the above steps to know that all students understand the task rules.

6. After doing these, emphasize to the students again that the teacher will no longer answer any questions after the task begins. And allow students to ask questions freely before starting.

7. Special activity venues may be needed for special students. For students with learning disabilities, they can ensure that they can keep up with the teaching process by reducing their dependence on teachers and cultivating their peers’ ability to learn together.

The teacher thought that most students had clarified the task rules, but in fact only a very small number of students really understood. Even if students are allowed to ask questions freely, some students will be too lazy to ask questions.

No teaching method will play an expected role when students do not understand the rules of the game and the goals of the game.

For students who are slow to learn, they are likely to be unable to keep up with the teacher's pace, rely on the teacher, and lose confidence in independent learning.

Asking questions to all students, "Do you understand?" and "Do you still have any questions?" are both invalid questions, because teachers cannot obtain correct feedback on whether students have really mastered the rules. Don't assume that all students will cooperate with your actions.

Elizabeth: Short-term teaching, internship teacher, teaching geography. Her problem is that she rashly uses the "game method" to try to liven up the atmosphere when she is not prepared enough, which leads to the classroom being out of control and students pushing, making trouble, and losing their original intention of playing. During the process, Elizabeth neither clearly defined the rules nor stopped students from misconduct. And I didn't realize that the classroom was out of control.

This: Positive case. Teach world history lessons to 9th grade students. His problem is that the rules need to be explained repeatedly during the group activities, which leads to the disruption of the classroom rhythm, and students feel that they are mediocre in gains, are depressed, and have poor interaction results.

1. Before starting activities and changing activities, you must make quick and quick reminders on the civilized behavior you expect to achieve by students.

2. Choose your command words carefully. If you want students not to make sounds in class, you must use precise vague words such as "not making sounds" rather than "quiet".

3. Pay attention to feedback and randomly check individual students to express their expectations for their civilized behavior in their own words.

4. We cannot expect that all students will remember after teachers only talk about civilized behavior once. It should be repeated several times and interrupted and corrected when each inappropriate behavior occurs.

The huge individual differences between students before entering learning are ignored, and some students do have problems of not being clear about civilized behavior in the classroom.

Universal classroom rules may arouse disgust for authoritarian authority, and the rules themselves are too vague to be practical.

Students need to follow different rules in different classrooms and change every day, so the lack of coherence of rules is not conducive to establishing classroom norms in students' minds. But students actually hope that teachers will give clear, clear and restrictive requirements, and students do not appreciate too loose rules.

1. A class that Page once taught: a small suburban high school, a 9th grade class, with less than 17 students. Every student has some problems and needs to be intervened by formulating an Individual Education Plan.

2. Jenny: Intern teacher, American literature class for 10th grade in high school. The problem encountered was that the black and Latin American students in the class were always making trouble with each other. The solution is to first explain and clarify the classroom civilized behavior to all students, and then call the students to stop every time the student engages in uncivilized behavior.

1. Interact with each student twice per hour through name and eyes.

2. The interaction between students is also very important. The interaction between students can be guided through the following methods

It is difficult for students to develop a sense of security and belonging to the classroom, and it is further difficult to concentrate on listening, participate in interactions seriously, and truly learn knowledge.

There is no interaction between students.

The classroom is active and uneven.

Julia: American history class in 11th grade high school. Her problem is that the interaction with the students in the classroom is not evenly matched.

Jack: A 9th grade student that Page taught himself. He was so shy that he cried while answering questions in class.

Students who are silent: Maybe they have endured the neglect of teachers for a long time and are afraid of making a fool of themselves in front of everyone. Even if they want to participate in the classroom, they will not take the initiative to propose it. If the teacher wants to intervene at this time, he must first deal with the cumulative learning habits of the student and give a correct response every time.

Shy students: First of all, targeted encouragement should be given, secondly, educate the whole class to accept and tolerate shy students, and finally, follow the characteristics of the students and follow them step by step.

Phil: A group activity on the theme of National Historical Activities Day, with a total of 150 students, and they need to form a team to participate. The problem encountered was that two students were not included in the free team, so the two became the first team. With Phil's unremitting help and promotion, the two students' sense of participation showed a surprising depth. The significance of education is not only about knowledge, but also about teachers in this process, but also pay more attention to the imparting of knowledge.

The formation of student-to-life interaction is not easy, but it is very meaningful for forming a positive classroom, forming students' independent learning, and cultivating the "heartbeat" of the classroom. It needs to be progressive step by step.

Harry: Teach history classes in the first and second grades of high school, internship teachers. The problem encountered is that students make trouble in the classroom, and Harry cannot find a suitable way to restrict students. Later, Harry tried to write letters to each student for classroom improvement opinions and received many reply letters, which made Harry more confident and also enhanced his control over the classroom.

Clara

If your classroom is already disordered and many methods you have tried are not effective, it is best to first listen to students' opinions and expectations in various ways, relieve students' sense of confrontation with you, and find the source of classroom disorder from students themselves. . Only after the classroom becomes orderly can normal classroom teaching work be carried out.