Embarrassed 1: No one answered.
Phenomenon statement:
A teacher teaches young soldiers to prevent and treat AIDS. After reading the text for the first time, he asked such a question: Why did nkosi Jr. become a little fighter of AIDS? Although the teacher repeatedly asked, but no one raised his hand, most students bowed their heads and said nothing, afraid to look at the teacher's face, for fear of being forcibly named by the teacher. This dignified classroom embarrassment brings heavy psychological pressure to students, and students endure classes in a very unnatural and unwilling way.
Cause analysis:
1, the problem is sudden. Students have been exposed to the text for too short a time and are not familiar with the specific content of the article. It is obviously difficult for students to answer this challenging question raised by the teacher. 2. Protection is nature. "You can't fight an unprepared war", and students don't want to and dare to answer countless questions in their hearts. Otherwise, they may get the teacher's suspicion, the classmates' ridicule and the audience's disappointment, so they have to avoid the teacher and protect themselves in the form of burying their heads. The atmosphere is too tense. Classroom is an "atmosphere field". You don't talk, he doesn't talk, I don't answer. The more questions the teacher asks, the more nervous the students are, so there is this embarrassing deadlock.
Coping strategies:
1, reducing the difficulty. The teacher's question is a big problem covering the whole class, which can be broken down into several small questions: What are the specific aspects of nkosi's struggle with the disease? What moved you most about nkosi Jr. In what ways does the author highlight George W. nkosi's heroism? 2. arrange reading. "Reading is the best way to solve problems." Read it several times and get familiar with the content of the text, and the answer will naturally come out. At the same time, reading is also an effective way to alleviate classroom embarrassment. When reading freely, teachers have the opportunity to get close to students and understand their learning situation, so as to adjust teaching methods. 3. Control the deadlock. Classroom is a "psychological field". It is not terrible that students can't answer questions. The terrible thing is that students dare not answer questions. Give students some time to think. If there is no answer, the teacher should not ask questions rigidly, but break the embarrassing scene: this question is very difficult, and the teacher can definitely answer it in another way!
Embarrassment 2: escape sideways.
Phenomenon statement:
A teacher is teaching the second paragraph of dinosaurs, introducing the characteristics of Lei Long, Liang Long, Triceratops and Stegosaurus. Suddenly, a student raised his hand and answered, "Teacher, I know that the smallest dinosaur in the world is a lizard." Faced with the students' unprepared questions halfway, the teacher was at a loss and couldn't answer them for a while. But the following students became active, and everyone argued endlessly: "No, the smallest dinosaur is not a lizard!" " ""Lizards are not dinosaurs. " ……
Cause analysis:
1, students score. The child is obviously interested in dinosaurs. He actively shows what he knows in class and has a strong desire to express himself. It is not surprising to blurt it out. 2. Teachers lack knowledge. Teachers pay more attention to students' questions and obviously don't know whether the students' answers are correct, so they are hesitant and unpredictable. 3. Educational tact is not enough. It is precisely because of the delay in expressing their views that teachers delay the best opportunity for regulation and shift the focus of classroom learning from text inquiry to students' irrelevant arguments.
Coping strategies:
1, like it in time. Teachers should protect students' enthusiasm for speaking. The teacher should praise the students who interrupt in time: you must be interested in dinosaurs, and you may know more than the teacher. . 2, witty transformation. The focus of study and research here is obviously not "what is the smallest dinosaur", but how to introduce dinosaurs. So the teacher can guide you like this: "Please choose an appropriate method to introduce this little dinosaur you know." Students are advised to imitate the methods in the text and introduce them by analogy, numbering and comparison. 3. decisive progress. What is the smallest dinosaur? Students are advised to discuss further after class.
Embarrassment 3: Self-explosive "mine"
Phenomenon statement:
A teacher who takes part in the open class of Dinghushan Tingquan has such a link: from pleasing to the eye to pleasing to the eye. The teacher asked the students, "What does Yue mean?" A student blurted out, "pleasing to the eye." The teacher in class is at a loss, and the teacher in class is at a loss. Only after class did I know that the teacher was afraid that the students would not say that making their eyes happy was "pleasing to the eye", so I told two students the answer in advance. Who knows that the "mine" buried before class "blew itself up" before the time.
Cause analysis:
1, bury "mines" before class. In open teaching and research classes and competition classes, teachers always pursue "the perfection of teaching". Answering questions and answers naturally, everything has reached the expected ideal state, for fear of any difficulties. Therefore, some students are told difficult answers before class and "set off mines" during the teaching process. Who knows that today's "mine" blew itself up in advance. 2, the guidance is not witty. Because it is an open teaching, teachers only passively follow the strictly audited teaching plan, which is not creative and will not improvise, so they will panic if there is a slight change.
Coping strategies:
1, don't bury "mines". Teaching is a natural development process of teacher-student interaction, and teachers must preset appropriate teaching plans on the basis of students' cognition. The wonderful teaching is the wonderful production, not the preset "performance after rehearsal". 2. resourceful. When students say "pleasing to the eye", teachers should seize the opportunity to ask: What are the similarities between "pleasing to the eye" and "pleasing to the eye"? What are the characteristics of word formation? Can you tell what they mean?
Embarrassment 4: Say "No" loudly.
Phenomenon statement:
In a composition evaluation class, a teacher read aloud a student's excellent work with great interest, and the students listened with relish. Suddenly, a student stood up and said solemnly, "Teacher, this article was copied!" " "Later he found out the composition he bought to prove it. Suddenly, the class was agitated with a bang, and the students began to turn from praise to contempt. Embarrassed, the teacher sternly asked the author of excellent works, "Did you copy it?"! "
Cause analysis:
1, student response. Pupils are innocent. They think plagiarism is a shameful act. The plagiarized composition is a fake composition. No wonder the whole class reacted so violently after hearing this. 2. Teacher's attitude. The teacher was obviously angry, so he severely criticized it to kill the unhealthy trend of plagiarism. Teachers also subconsciously feel that plagiarists embarrass them and fall into the embarrassment of students laughing. At this time, they vent their unhappiness.
Coping strategies:
1, attention shift. Faced with this situation, teachers should calm down quickly. Then ask the students: "As far as the article itself is concerned, is it well written?" "What are the places worth learning?" Attract students' attention to the appreciation of the article itself, and effectively alleviate contradictions. 2. Positive induction. The teacher can remind the students, but unfortunately only two people in our class have read such a beautiful article. It is suggested that students set up an "American Literature Appreciation Corner" in the classroom to publish good articles recommended by students. Turn embarrassment into a good education plan. 3. Appropriate instructions. Beautiful articles really deserve careful reading and appreciation, and you can boldly apply good paragraphs and good methods to your own writing, but it is wrong to plagiarize the whole text for laziness. I believe this student is definitely not pure laziness.
In class, some embarrassment is unpredictable. As long as teachers skillfully resolve, they can create new classroom highlights.