1, whether the teacher or a classmate says (including asking and answering questions), the whole class must keep quiet and listen carefully. If anyone has an idea or a different opinion, he should not "raise his hand" to "interrupt" until the speaker expresses his meaning. When many students want to "cut in", the teacher should call the roll one by one in the order of "hands up" and don't say it in a hurry. After speaking, you can sit down by yourself without waiting for the teacher's sign. If you have an idea while listening, express it according to the above requirements.
2. Students who are standing and talking should face everyone sideways as far as possible, and make eye contact with everyone. Don't just look at the teacher (or a classmate) or talk to the teacher (or a classmate). In particular, we should not regard the teacher as the center of the classroom, and let ourselves and the teacher become a "two-person dialogue" and forget the students, so that other students will be impatient and will inevitably quarrel. Therefore, students who stand up to speak or ask questions should change "teacher" into "classmates", such as "classmates, I think …" and "classmates, my idea is …", which can directly attract students' attention and make them actively participate in what you say. In addition, the students sitting on the left and right sides stand up and turn around, and the students in front stand up and turn around.
3. When the teacher lets everyone discuss freely, they can freely arrange the same table or the front and back tables in the position; When the teacher asks the named students to report the discussion results, the requirements for "speaking" and "listening" are based on the above one or two. The beginning and end of free discussion (including other forms) depend on the teacher's gestures, such as using the language: "Now!" "Please be quiet!" And so on, you can also cooperate with the "start" and "quiet" gestures, and students should also remind each other.
4. After a period of practice, some "rules" can be improved, supplemented and perfected according to their respective advantages and disadvantages on the basis of discussion between teachers and students.
Second, it is a habit for students to abide by the "classroom rules".
Teachers' "stance" should be clear: when these "classroom rules" are first implemented, students are not very familiar with them and easy to forget, so teachers should repeatedly emphasize reminders, especially teachers' "stance" should be clear, and they should not be vague and perfunctory. For example, if a student who is sitting in a class doesn't keep quiet, make a sound, or "interrupt" without waiting for others to finish, or "stand up" when interrupting, the teacher should immediately "stop" the class temporarily, point out the "illegal" behavior of individual students in time, and let him correct it immediately. At the same time, students are encouraged to urge each other, and problems are raised and stopped immediately. As long as teachers persevere, it won't be long before students can form conditioned reflex and form good habits.
Teachers should make good use of their own expressions: when students can listen, speak, interrupt and discuss according to the classroom rules, teachers should not only use language, but also use expressions of appreciation and smile to affirm, otherwise, teachers should use serious and critical expressions to deny and stop. As long as the teacher's "position" is clear, coupled with clear expression, after a long time, students' behavior can be actively strengthened.
The formation of good habits lies in the repetition of behavior. Once teachers spend three days fishing and two days drying nets, sometimes they are loose and sometimes they are strict, then the so-called "classroom rules" will become "an armchair strategist". Even if the classroom teaching is going on with relish, as long as there are "illegal" behaviors, it is necessary to remind and stop them in time. In addition, when teachers use "serious" and "critical" expressions, if students correct them, they can't continue to adopt this expression in class, but should "transform" it into a gentle smile expression. Doing so is equivalent to telling students what to do and what not to do with silent body language. Teachers might as well arm themselves with the ability to change the expression of "crosstalk performers". But in reality, some teachers often can't do this. Once disturbed by the "illegal" behavior of individual students, they always attend classes with a tiger face and anger. This is the teacher's emotional performance, which will make students feel that the teacher treats them as a "punching bag", which is definitely harmful to the development of students' good habits in class. How the classroom is sometimes a reflection of the teacher's own situation!
Third, the question of whether to "punish"
In the process of implementing the "classroom rules", there will inevitably be violations, which are nothing more than two situations: one is unintentional, and most of them are forgotten. Teachers can actively correct such "illegal" students by reminding them from time to time. After all, good "rules" are beneficial to everyone. Therefore, there is no need to "punish". Second, it is intentional. On the surface, it seems to be aimed at "rules". After observation and analysis, it will be found that there is generally another purpose behind the "violation" of such students. They are either so-called "poor students" in their studies and ignored by teachers; Either have a bad relationship with classmates, have no friends, have some "problems" in personality, and are isolated by most classmates; Either "confused" and "depressed" in life and psychology, seeking expulsion and venting. I don't think the essence of these students' "violation" behavior is to protest the invalidation of the "rules". If they are "punished" for this, it is tantamount to grasping the symptoms, not the root cause, or even worse. Teachers should pay more attention to, care for and help such students after class. Only by solving their "problems" in life, study and psychology can they abide by the "rules" in class. Of course, such students are a minority after all, and teachers cannot deny the role and benefits of "rules" to most students because of the "special circumstances" of individual students. As for "punishment", I only have this view: punishment is a means, which can be used if it can achieve the purpose of education; If you don't use it well, it may be counterproductive. Therefore, think twice before punishment-use it with caution!
Fourth, dare to laugh and scold, and establish the prestige of teachers.
Teachers should not be weak and shy, but should dare to face up to, educate and embody their own principles from the beginning. Otherwise, it will be difficult to reverse the unfavorable situation until all the students bully their heads. But this requires new teachers to know the students' situation as soon as possible. The so-called "know yourself and know yourself, and you will win every battle." Most students are weak outside and weak inside, and loudly reprimanding has immediate effect; However, some students have very strong self-esteem, and if they repeatedly criticize in public, it may lead to confrontation between teachers and students. Encourage and praise such students more, even if they criticize after class, they should be appeased in time; For students with special difficulties, don't confront them in class. A teacher has no manners, and one is easy to embarrass himself. Temporary cold treatment, call to the office for education after class, and contact parents to do ideological work when necessary.
Fifth, influence with love and move with emotion.
If the teacher is always strict, students may be convinced and dissatisfied. We should also care more about students, influence them with love, and impress them with affection. Usually in class, I am good at reading words and feelings. If I find that students are not listening carefully, I can let them know the situation first. Sometimes students don't listen carefully, because they have ideological problems or are depressed for a certain period of time. If students really have problems, help them solve them if they can, and report them to the class teacher if they can't. Even if you know that there is nothing wrong with the student, you can talk to the student and let him know that the teacher cares about him and values him. For teachers who care about and value themselves, students will give face even if they don't want to listen. In addition, you can also use your spare time to communicate with students more. It is best to communicate with students in class, and the dialogue between teachers and students in the office is easy to cause stress to students. Don't leave immediately after class. Stay in the classroom for a minute or two and talk about topics inside and outside the classroom. This will make the relationship between teachers and students harmonious and help improve classroom discipline. Besides caring more about students, we should also care more about the affairs of the classes we teach. Because of the different division of labor, the teacher is not the head teacher and pays less attention to the things in the class. However, from the perspective of improving classroom discipline, new teachers should do a good job as head teachers. If you teach a class, the tables and chairs are always out of order. The first thing in class is to ask them to do these things well. If you get honor in the class, you should be encouraged in time, and if you have any questions, you should make suggestions or help solve them. Students feel that teachers not only care about the grades of the subjects they teach, but also care about their classes, and are willing to approach and cooperate with teachers emotionally.
Sixth, save time and time for asking questions and deal with answers flexibly.
Questioning is not only the need of teaching, but also the need of controlling classroom discipline. If it is a teaching need, the questions must be carefully designed. If there is a problem with class discipline, you can also ask questions at will. For students who are distracted, asking questions is a reminder; For students who love to talk, asking questions is a warning; Students who love to sleep, asking questions is punishment. Make good use of questions, fully mobilize students to participate in teaching and consolidate classroom discipline. Students' correct answers should be affirmed and praised, but it should imply that they are listening attentively. If you don't know the answer or the answer is incorrect, don't let the students go easily, otherwise the purpose of warning or punishment will not be achieved. The countermeasure is to be persuasive, ask questions from an easier-to-understand angle, or give hints, so that everyone who stands up should speak.
Seven, establish a close "alliance" relationship with the class teacher.
In the eyes of students, the authority of the head teacher is beyond doubt. New teachers can establish a close "alliance" relationship with the class teacher, and do a good job in classroom discipline with the help of the class teacher. Can often report the class situation to the class teacher, including good and bad. It only reflects the bad situation, not to mention that students don't like to hear it, and even the class teacher is disgusted. Find good phenomena and give feedback in time, and the class teacher is more willing to help. There are some thorny problems that the class teacher can solve.
8. Stare at the naughty boy. The teacher doesn't talk. If not, go to him, continue to look at him, and even gently touch his head with your hand.
The teacher suddenly turned down the volume of the lecture. When a student finds that he can't hear the teacher's lecture, he will naturally stop talking nonsense and his discipline will naturally improve. Teachers can even give lectures in a low voice. If not, the teacher can suddenly go to the back of the classroom, and the students will stop because of the abnormal behavior of the teacher and wait until the students are quiet before giving lectures. When the discipline is too chaotic, teachers and students play words or other English games together to divert attention.
Ten, the teacher repeatedly praised the good students who love to listen to lectures, set an example, and naturally learn from them when they talk nonsense, with a sense of honor.
XI。 Controlling teaching rhythm is the movement law of everything in the world, and teaching rhythm is one of the important factors affecting classroom discipline.
Students have problem behaviors in class, and the slow pace of teachers' teaching is one of the reasons. According to the survey, people's thinking speed is three or four times faster than general speaking. If the teaching progress is too slow, the accepted content will lag behind the thinking, and students have to adjust their thinking frequently to slow down. Some students with strong acceptance ability or poor self-control ability often form habits by adjusting their time to do other things, which seriously affects classroom discipline. If the pace of teaching is too fast and the amount of information per unit time is too large, students will be out of breath and have no room for thinking, resulting in depressed learning mood, inattention and various problem behaviors. Therefore, teaching should be compact, fast and slow, and all teaching links should be handled flexibly. When new classes are introduced, students are in good spirits and curious about new knowledge. At this time, teaching should be lively and active. In the stage of understanding and new teaching, we should highlight the key points and solve the difficulties. For the difficulties, we should arrange more time and guide students step by step, so that students have sufficient space to digest each teaching information point and indulge in learning and thinking. In the practice stage, we should firmly grasp students' interest in learning and quickly enter the stage of language consolidation and application, so that students can experience the sense of success in solving problems and concentrate on their studies.
Twelve, timely consolidate the classroom management system. Once the classroom management rules are formed, they should be consolidated repeatedly and revised when necessary. Teachers' actions to consolidate the management system mainly include:
1. Monitor carefully. It means that teachers should carefully observe classroom activities, always pay attention to students' dynamics when giving lectures, and often patrol the whole class when doing homework. Teachers who are good at guiding students' behavior should be able to find out students' misconduct before it causes chaos.
2. Deal with problem behaviors in a timely and appropriate manner. It is not enough to just find the problem, but also to take some measures to deal with the problem behavior, which depends on the nature and occasion of the problem. Some students sit quietly in their seats but don't attend classes, read comic books or sleep on their desks without snoring. This kind of problem behavior is introverted and will not obviously interfere with classroom teaching. It is inappropriate to stop classroom teaching and publicly accuse them. You can give signals, get close to control, ask them questions and talk after class. Some students talk loudly and tease their classmates. This kind of behavior is extroverted and interferes with the classroom. It must be stopped quickly by warning, criticism and other measures, and appropriate punishment can be given when necessary.
3. Flexible use of rewards and punishments. It is one of the effective ways to consolidate the management system and improve the management efficiency to encourage proper behavior by reward and stop bad behavior by punishment. There are many specific ways of rewards and punishments, such as teachers' recognition and disapproval, praise and criticism, giving students some honors or canceling honors, awarding prizes, staying in school after class, suspending lectures and so on. Pay attention to the following points when implementing rewards and punishments: first, use them flexibly according to the actual situation, focusing on rewards; The second is to maintain the authority of classroom rules and strictly implement rewards and punishments according to the rules; Third, punishment means should not be abused, let alone corporal punishment of students.
4. Make students familiar with some English classroom expressions and English passwords. For example, when students read aloud in a low voice, we often use please loudly. When two people practice, they often ask them to use it in pairs. Group activities often use one, two and three to attract students' attention, and so on.
Thirteen, reduce the level of classroom anxiety.
1. Anxiety is an emotional state. Moderate anxiety can effectively stimulate students' learning, but excessive anxiety may affect students' academic performance and lead to problem behavior. Effective classroom management should help students reduce the intensity of anxiety before it becomes a problem. There are two ways to control anxiety: one is to understand and diagnose the causes through conversation, and then induce students to vent their troubles. The second is to adjust the teaching situation appropriately for anxiety reasons, such as adjusting teaching requirements and progress, and adjusting teaching evaluation methods. There are not only students' anxiety, but also teachers' anxiety in class. Usually, classroom discipline is an important reason for teachers' anxiety. Some teachers often take some blunt measures to control the class because they are worried about the problem behavior in the class, and frequently accuse and reprimand the students. This intensifies the contradiction, disturbs the classroom and further aggravates the teacher's anxiety. Whether classroom discipline can be maintained depends largely on teachers' attitude towards students and the interpersonal relationship between teachers and all students. If we can really care about and care for students, understand their requirements and stress working methods, students will in turn maintain and support teachers' work, discipline will be easy to maintain, teachers' anxiety will be greatly reduced, and classroom management efficiency will be improved accordingly.
2. Conduct behavior correction and psychological counseling. Behavior correction is to use the principle of conditioned reflex to strengthen students' good behavior to replace or eliminate their bad behavior. The method of behavior correction is more suitable for simple problem behaviors, such as speaking and being active in class. The specific steps of behavior correction include: determining the problem behavior that needs to be corrected; Set corrective goals; Select appropriate strengthening agent and strengthening time; Eliminate the stimulus to maintain or strengthen problem behavior; Gradually replace or eliminate problem behavior with good behavior. Psychological counseling helps to improve the level of classroom discipline and form good behavior habits. The main goal of psychological counseling is to help students understand and evaluate themselves correctly by adjusting students' self-awareness, eliminating obstacles to their self-potential, and thus changing their external behavior. Psychological counseling works from the inside out, unlike behavior correction, which aims at completely changing external behavior, so it is more suitable for adjusting more complicated problem behaviors. Whether the psychological consultation can achieve results depends on whether the interpersonal relationship of trust, harmony and cooperation is truly established between teachers and students, and whether sincere ideological and emotional exchanges can be carried out. Teachers should pay attention to improving their own quality and strengthen contact and communication with students in order to continuously improve the efficiency of classroom management.
Fourteen, students can also have a competition. They can be divided into groups, such as Sun Group, Moon Group, Stars Group and Doraemon Group. Leave less space on the blackboard to write the names of their groups, and then compare not only knowledge but also discipline in class. The group with poor performance will be deducted, the group with good performance will be given extra points, and the group with good performance will be rewarded after class. 3. Because primary school students' effective attention time is only 20 minutes, they may be able to sit still within 20 minutes, but they will not pay too much attention beyond this time. At this time, you can play short games or do activities after 20 minutes to relax the students' nerves a little. If you think it's a waste of time, you can put the activities you should have done when preparing lessons into this time, and the effect will be good. 4. When preparing lessons, we should pay attention to the preparation of classroom discipline, what to add in what link will attract their attention and so on. In class, you can say something at any time, for example, "Now everyone is doing very well, only two students are not studying seriously." "I saw three students didn't look at the blackboard." "The teacher just heard someone talking, let me guess it was a child" and so on. Students will realize this in a period of time.
XV. Liability Law. That is, let the students who violate the discipline bear the consequences of their actions. If a student often walks around in the operation class and doesn't use the class time reasonably and effectively, he can stay after class and ask him to make up the wasted time or do it again. You can also agree with the student before class what kind of punishment will be imposed if you violate any discipline. When a student violates it, let him consciously bear the consequences caused by the violation. The method of being responsible for the consequences encourages students to know how to be responsible for their own actions, which is conducive to enhancing students' self-discipline ability and reducing classroom violations.
Sixteen, written statement method. For middle school students' serious violations of discipline, after class, the parties can be required to state the behavior process in writing in the form of "explanatory text", analyze the reasons and pay attention to self-reflection. Students have a certain level of reason, and generally repent after doing something they shouldn't do in class. Through my own written analysis, I can reawaken the beautiful things in my subconscious, so as to achieve introspection and self-discipline. Make a written statement on classroom behavior every day and keep it in the form of a diary for several months. The phenomenon of violation of discipline in class has dropped significantly, and the effect is obvious. Avoiding the use of words such as "self-criticism" can not only ease the tense relationship between teachers and students after violating discipline, but also force students to learn to reflect in a more peaceful mood. The second is to consider the acceptability of students, not only to grasp the classroom principles, but also to give students a step down. The third is that mistakes do not punish the public. When the violation of discipline is more common, we can criticize and warn first, and then take punishment action when the violation of discipline is reduced to one or two people, so as to receive better educational results. At the end of each class, the students who listen most carefully and raise their hands the most will be judged and rewarded.