Tips for teachers in classroom teaching

Teachers have skills in classroom teaching. Now I will share with you some tips on teachers’ classroom teaching. I hope it will be helpful to everyone!

(1) Attract students’ attention and make the classroom quiet

1. Try to do nothing at first. Standing still, completely at peace. The students closest to you will notice, and gradually other students will notice too. Set aside a minute or two before giving a lecture.

2. Don’t shout loudly! If it still doesn’t quiet down, please resist the urge to shout “Quiet!” Start by chatting quietly with a few students who seem ready to attend the lecture.

3. Take advantage of human curiosity. Sometimes it's a good idea to whisper! Human nature also includes the curiosity not to miss anything. Speak quietly to the few students closest to you; many of the remaining students will stop talking so they can hear what you are saying.

4. First assign some tasks. Find something for students to do before class. Print these tasks on paper and hand them out, or sign them on the blackboard.

5. Don’t take students’ confusion as disrespect for you. This is the most natural human nature, unless something noteworthy happens.

(2) Coping with interference

1. Accept the fact that you are also disturbed by x. Trying to ignore the source of interference and continue class will only do harm and no good, because most students' attention has been destroyed by x-interference. Or they are paying attention to how you will respond and no longer focusing on what you are saying or doing.

2. Note that some interference events are irresistible. In this case, it is important not to criticize or embarrass the disruptive students at this time.

3. Be patient with your colleagues. Be especially careful when being disturbed by colleagues or other teachers. Even if the interruption is unwelcome and not due to urgent matters, you must treat the visitor softly and never let the students see it. You are a little impatient.

4. Turn distractions into positive learning experiences. If possible, find something worth learning from the student's interruptions. The more they think their interruptions are valued, the more careful they are to avoid unnecessary interruptions.

5. Pay attention to the distance between you and the students. Move closer to the disruptive student. Standing next to a student has a much greater impact than standing on the other side of the classroom.

6. Look for motivations for interference. If the interruptions are constant, it may make students tired of listening to the lecture and wishing for some clearer assignments. At this time, avoid the idea of ????"just start, you must finish".

7. Prepare something for the disruptive student to do. Prepare some questions related to the day's class content. If necessary, ask students to answer a question when they interfere. This is useful for dealing with discouraging distractions.

(3) Avoid chaos in the class

1. Clearly stipulate some rules of conduct for the class. If possible, involve students in developing rules and regulations. The more ownership they feel, the more likely they are to follow the systems.

2. Reward good behavior immediately. Give them a smile, a few words of praise and encouragement. When students who usually do not perform well occasionally perform well, they must be praised in time - because of praise, they may actually perform well.

3. Accept signals from students. Changing the way classes are conducted based on student feedback is a strength, not a weakness.

4. When a student causes trouble, immediately move him or her to another part of the classroom. This will show that you have noticed the problem, and on the other hand, it can also give the student a chance to change his ways.

5. Find time to calm down. If you lose your temper with a student, try to find a few minutes for both parties to calm down—and remove the student involved from the classroom for a period of time. This can also pave the way for saying "I'm sorry this happened, but how can I ensure that something similar won't happen again?" in the future.

6. Investigate the causes of improper conduct. Talk individually with the student who is causing the problem and try to find out the reasons for his or her behavior.

Sometimes these reasons are understandable and forgivable.

7. Don’t expect too much from students. But never belittle them. Ensure that the tasks assigned are suitable for students' level, and believe that weaker students also have their own goals. State clearly or simply omit the rubrics for the assignments you assign. All of the above require you to know enough about students' actual abilities to assign tasks they can complete.

(4) Use the blackboard

1. How clear is the writing on the blackboard? Check the size of the font on your blackboard to make sure the students sitting in the last row can see it clearly.

2. Use the upper part. Make sure to make full use of the top half of the chalkboard. Only use the lower half of the blackboard when you are sure that students in the back row will not be blocked by students in the front row.

3. Make a class plan. Write the questions to be discussed on the board so that students can still see the questions as you answer them.

4. Allow students to see and hear clearly. Write on the blackboard and don't lecture when your back is turned to the students.

5. Give students the opportunity to write on the blackboard. Treat the blackboard as an open area and have students write something on the blackboard.

6. Use the blackboard as a classroom resource. Assign "blackboard writing tasks" to several groups of students. For example, when starting a new topic, students are asked to organize and write "10 questions we want to know" on the blackboard.

7. Write the students’ words on the blackboard. Whenever possible, write on the board what students say in response to questions to make them feel like their ideas are valued. When students see their own words written on the blackboard, they develop a greater sense of ownership of the issue being discussed and can focus better.

(5) Ensure equal opportunities when teaching

1. Ensure consistent behavior towards students. Make sure you treat students the same when you ask them to answer a question or express an opinion, regardless of their background.

2. Divide boys and girls into mixed groups to complete tasks. At a certain age, students' natural tendency is to sit with classmates of the same gender, and you have to intervene in seating arrangements. Instead of grouping by gender, try to use a more casual approach, such as grouping by age and hair color.

3. Avoid particularly discriminatory role assignments. Try to avoid asking only boys to move furniture and boxes, or asking only girls to do cleaning work.

4. Arouse students’ awareness of equality. Encourage them to be objective about unfair situations. Help them find practical ways to address inequality.

5. Pay attention to students who may be treated unfairly. Get feedback from students and be aware of any emotions that may arise due to unfairness in some way.

6. Prevent student bias. Criticize students who show bias in their words and deeds and guide them toward correct, fair attitudes.

7. Try to pay attention to gender reactions. Because the performance of boys is always not as good as that of girls. Careful observation of boys' reactions to a variety of tasks and activities may help you develop activities that promote fair treatment.

8. Pay attention to humor. Do not include jokes or anecdotes that may be considered insulting by people from a certain group of people.

(6) Strategies to evoke a sense of achievement

1. Explain to students the requirements for each semester. Tell them what they need to learn and practice during this time, and make sure it's consistent with your overall plan.

2. Set different goals for students based on their abilities or previous performance. Students all need progress and challenges. If you give all students the same task, only a very small number of students will be satisfied.

3. Teach students to illustrate their learning progress. Teach them to use diagrams. Mark each achievement achieved. This also helps students with their time management skills.

4. Set goals compared with previous results. If possible, ask students to review past performance, develop a transition period plan, check learning results and provide feedback information to tap out the maximum potential of each student.

5. Integration of examination and learning.

Ensure that the exam is closely related to the prescribed learning objectives; ensure that the exam has specific standards, can be completed within a certain time frame, and can produce certain results. The difficulty of the exam will be more conducive to students' learning.

6. Promote a culture of advanced learning in the class. High standards and high requirements are not only an incentive, but also an expectation. If teachers continue to set high demands and standards, those students who have great ambitions and hope to develop their highest potential are most likely to succeed.

7. Let students arrange their own learning. It helps to cultivate students' autonomy and lifelong learning ability, so that they can continue their studies with more confidence.

(7) Correcting students’ homework

1. Leave space to write comments. For example, ask students to leave blank space on both sides of the paper or at the end of the assignment for you to make comments.

2. Understand the students’ mood when they receive the corrected homework. Remember, students are often very nervous when they receive graded work, which means they are sensitive to the comments in their workbooks, especially the ones they see first.

3. Remember the importance of scores. If students are graded, they are often the first to notice the score, and the score will also determine their reaction to the comments you write. If the score is too high, they may ignore most of the feedback; but if the score is too low, they may be so frustrated that they won't read your review at all. In these cases, think carefully about whether grading is really important, and whether it may be necessary to give feedback first and then grade it.

4. Be careful with crosses. Remember, a red cross next to an error can feel very frustrating and frustrating. Try to use other methods to point out students' mistakes, such as using a highlighter to draw the wrong part and note it next to it.

5. Find a better way than just ticking boxes. Although the red tick is good news for students, we can also add some more affirmative words, such as "good point of view", "well done", etc., which can greatly encourage students.

(8) Obtain feedback information from students

1. Pay attention to information that can obtain feedback. Students' facial expressions are the fastest source of feedback. They will give feedback to you, the assignments you assign, and your teaching methods. Pay close attention and you'll immediately be able to tell whether they're enthusiastic or bored about something.

2. Collect evidence that demonstrates the student’s opinion. Is it necessary to send some questionnaires to students to obtain their feedback on a certain event?

3. Ignore non-serious information. There are always some students who don't answer questions seriously. Ignore these questions and focus on the useful information.

4. Accept praise. Don't ignore or reject compliments from your students. Let your positive students know that you have seen their message, rather than excluding the positive message.

5. Also accept negative information. View information as feedback rather than criticism. Be willing to listen and help students speak out negative information. Even better: thank them for their review.

6. Make students think their opinions matter. Tell students that you will redesign future courses based on their input.