How teachers use teaching resourcefulness essay

How teachers use teaching witty papers

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How teachers use teaching tact, paper 1

Abstract Classroom teaching tact, as a teaching skill and technique, as a teaching art, is becoming more and more popular among teachers. . Classroom teaching is an extremely complex labor. Although teachers prepare carefully, they still cannot avoid making some unexpected mistakes. It is not surprising that mistakes occur. The key lies in how teachers adapt to changes, how to correctly treat and handle such mistakes, and get themselves out of trouble.

Keywords classroom teaching; accidental events; induction; care

The famous Russian educator Ushensi pointed out: "No matter how an educator studies educational theory, if he does not have educational wisdom , he cannot become an excellent educational practitioner. "Classroom teaching tact, as a teaching skill and technique, as a teaching art, is becoming more and more popular among teachers.

Many incidents in the classroom are unforeseen and unavoidable in teaching, such as one's own mistakes, students' pranks, unexpected questions, etc. How to turn the situation around and ensure the completion of teaching tasks requires teachers to have teaching tact and make clever use of accidental events. At the critical moment when the situation is at the end of the road, teachers can also be able to make quick wits, go with the flow, turn danger into safety, and have the joy of "another village is famous for its hidden flowers."

The author is fortunate enough to participate in this year's national training. "Non-appointment Teaching Resources" is an important learning content. With more than ten years of teaching experience, I have encountered many incidents in the classroom that have nothing to do with teaching design. Now I will take this opportunity, combined with the national training content, to excerpt the examples that were successfully handled, and briefly discuss the use of teaching tact. .

1. Be brave enough to admit your own teaching mistakes and show your wit with frankness

Classroom teaching is an extremely complex labor. Although teachers prepare carefully, they still cannot avoid making some unexpected mistakes. It is not surprising that mistakes occur. The key lies in how teachers adapt to changes, how to correctly treat and handle such mistakes, and get themselves out of trouble.

My approach is to be aware of shortcomings and dare to admit them, and don’t ignore them deliberately for the sake of face. Once, I encountered an uncommon word and couldn't write it for a while, so I asked the students in the front row for help. Some students made sarcastic remarks, but even though I was embarrassed, I responded calmly: "Give me a chance to let you all be my teachers. Now you are all my teachers." Amid the kind laughter of the students, I laughed. Also get out of embarrassing situations. While acknowledging their own shortcomings, they also teach students by example how to deal with their own shortcomings correctly.

2． When facing conflicts among students, show love and tact

It is inevitable that students will have conflicts in the classroom. If they are not handled properly, young minds will be harmed. When encountering this situation, teachers should be calm and tolerant, and quickly and decisively adopt corresponding countermeasures to resolve conflicts and help disadvantaged students get out of their predicaments.

In the teaching session of the first lesson of seventh grade, "New School, New Start", students are required to introduce new classmates they recognize. The introduced classmates should stand up and let other students get to know them. When Yan Yusheng introduced a classmate he knew, the introduced classmate was arrogant: "I don't know him, and I don't want to know him!" The whole class booed, laughing at Yan Yusheng, and the teaching order was interrupted. I immediately asked: "Is it better to have one more friend or one more enemy?" With one sentence, the morale of the class was restored, and classmate Yan Yusheng regained the confidence to actively make friends. If I ignored it, I would just call the next student The introduction will bring the students' attention back to the right track, but Yan Yusheng's self-esteem will definitely be damaged, and other students will also be wary of the introduction activities. Therefore, I first solemnly commend Yan Yusheng for taking the initiative to make friends; then let everyone put themselves in the shoes of others and think about the embarrassment of being rejected in public; and also mentioned that the friendship between classmates is also a human resource for making a living in the future, so that Yan Yusheng can eliminate the embarrassment and make everyone aware of making friends. The importance of this also made the classmate who caused the accident realize his mistake.

Although the teaching process deviated from the original idea, it did not deviate from the teaching goal of "making new friends". The teaching wisdom at this time comes from the care and love for students. As Suhomlinsky said: "Education, first of all, touches the young hearts with care, thoughtfulness, and caution."

3. Change students' bad habits and use humor to show wit.

Some students retain their elementary school habits and are too lazy to look up a word they can't write in the dictionary, so they use pinyin instead. This issue must be emphasized every time they take over the seventh grade. Once, when students were asked to write exercises on the blackboard, pinyin was used instead of Chinese characters. I suddenly remembered a joke:

A certain leader went to the countryside for an inspection and saw a spring next to the village. He asked the accompanying village party secretary: "What is the name of this spring?" "Qu Yuanquan" the village party secretary respectfully replied. .

"I just want to know what kind of spring this is?" The leader was impatient. "Qu Yuanquan" the village party secretary replied loudly again.

"I know q-u-anquan! Do you think I don't understand Pinyin!" The leader was very angry!

While I was talking, I wrote the pinyin and Chinese characters on the blackboard. As the students laughed, I immediately said: "You use pinyin instead of Chinese characters, do you think I don't understand pinyin!" It's a joke! It enlivened the classroom atmosphere and achieved what I wanted. Teaching wit here is also language arts.

4． When faced with students’ dissatisfaction, persuade them with facts

If you want to use teaching tact smoothly, teachers must have rich knowledge reserves, because it is impossible to predict what weird questions students will ask.

During class, it was mentioned that teachers and students are equal and have a relationship of teachers and friends. A certain student questioned the equality of teachers and students: "Teachers can dye their hair, why are students not allowed to dye their hair?!" This question was answered Many students responded and started to boo for a while. I can answer middle school students that this is a provision of the "Code of Daily Behavior for Middle School Students", but this answer obviously cannot convince the students. So I first followed their tone and praised the fashion of hair dyeing, and then talked about the price of beauty: I cited several examples of hair dyes hurting people. Adults were even harmed. Middle school students who are in the period of physical development are more resistant to the toxicity of hair dyes. weak. With the bloody facts in front of me, it was easy to communicate with each other. As expected, the students no longer struggled with me about dyeing their hair. Although the example of hair dye hurting people took several minutes and prevented the successful completion of the teaching design, this class does not need to emphasize the issue of hair dye in future grooming inspections.

5． In the face of students’ doubts, use inducement to show wisdom

Confucius said: “If you are not angry, you will not be enlightened; if you are not angry, you will not be angry.” Confucius’ teaching thought of inspiration and induction is the essence of ancient Chinese educational thought and is also a resource for classroom teaching. essential characteristics. Inspiration and induction are based on the development trend of students' thinking, mobilizing the known to understand the unknown, and using what can be done to solve problems. When teaching, teachers' tact is often reflected in exploring students' ideas from near to far, from shallow to deep.

After teaching "How to Get Along with Parents" to eighth graders, I assigned homework and asked students to cook a meal for their parents, and then write down their experiences and feelings about the cooking, as well as their parents' comments. One student raised a concern: "What should I do if my mother doesn't let me cook?" I never thought that there would be parents who wouldn't let their children do housework, so I immediately threw the question back to the student: "Why doesn't your mother let you cook?" The students found out the reasons: cooking does not taste good, cooking is too slow, worrying about breaking tableware, worrying about burning hands... I continued to induce: "How can we avoid these phenomena?" Students came up with suggestions: cook according to the recipes and learn to coordinate Arrangements, getting rid of careless habits... let the students solve the problem by themselves, so I emphasize that there is a first time for everything, and first of all, you must have confidence.

Successful induction requires teachers to have a keen eye for discovering problems, the ability to make timely judgments, and quick thinking to inspire students' minds and arouse students' interest.

Teaching wit is a teaching skill as well as a teaching art. It requires teachers to have a profound knowledge base, a warm and humorous teaching style, and superb language expression skills. In order to achieve high-quality adaptability, we must constantly improve our own quality and use our teaching tact to adapt to individual conditions and circumstances in classroom practice. How Teachers Use Teaching Tact Essay Part 2

Classroom teaching requires organization and management, which is especially important in primary and secondary school teaching. In the teaching process, the effectiveness of organizing teaching is directly related to the quality of teaching results.

Experienced teachers don't talk much during the teaching process, but they can organize and manage the students in an orderly manner, thereby ensuring that the teaching work can be carried out effectively; while some teachers manage students, although they talk a lot and loudly, the students do not It should be noted that if classroom discipline is poor, the teaching effect can also be imagined and will be affected by it. The reason naturally involves the restrictive and guiding role of teachers' teaching language - including spoken language and body language - in the thoughts, words and deeds that occur in classroom organization and management.

Language can be expressed in different ways, including language expressed through words (written language), language expressed through sounds (spoken language), and language expressed through gestures, expressions, movements, etc., to express a specific meaning. Language whose meaning is understood (body language). The teaching language mainly refers to the latter two: spoken language and body language. Body language is also called posture language or body language. Teachers' agility and adaptability in using these two languages ??to achieve good teaching results in the teaching process are called teaching language agility.

According to the above-mentioned characteristics of teaching language wit, we must seize various opportunities to use it boldly and flexibly in the process of organizing teaching, and closely contact the actual situation of students during the application process, in order to obtain Best teaching effect. Examples will be discussed below.

1. Introducing new lessons

Li Yu, a native of the Qing Dynasty, once said: "At the beginning of opening a book, you should catch the eye with a strange sentence, so that it will shock you and make you dare not abandon it." Article The art of writing must be emphasized at the beginning, and the introduction of Chinese classroom teaching should also be the same. It must play a preemptive and exciting role, so that students' distracted minds can focus on the classroom teaching content in a short period of time.

When teaching the knowledge unit "The Sound, Shape and Meaning of Words", I first told the students a joke "The Donate Official Answers His Boss": One day the boss was inspecting his subordinates and asked the Donate Official: "Now How are the people?" The official replied quickly, "There are only two white apricot trees, but there are many red apricots." The superior said, "I'm asking about Li Shu." The official replied quickly, "There are many pear trees, and they can bear fruit." But not big." The boss said impatiently: "I'm not asking you about Li Xing, I'm asking about your little people." The official stood up quickly and replied: "My nickname is Gou'er." Amidst the roar of laughter, I asked: "Why are you making such a joke?" Then I naturally got to the point of explaining the knowledge points.

Because the knowledge unit itself is relatively boring and not very interesting, students are easily bored and even fearful of difficulties when learning. They often lack concentration during lectures and are prone to wandering off. However, adding this vivid introduction before class allows students to understand the importance of knowledge of "the sound, shape, and meaning of words" after a smile, thereby stimulating the desire for knowledge and maintaining concentration under the influence of willpower.

2. Emergency

Although every teacher will carefully study the teaching materials, analyze the students' situation, and consider teaching and practice methods before class in order to give a good class. However, since various factors are not static during the teaching process, events that have not been considered may occur. In a desperate situation, it is difficult to find other good ways to deal with it. Language is a good assistant that teachers carry with them. Effective teaching language can often calm things down in a few words. Return the teaching order to normal.

When I was a freshman in high school, I gave a "one-minute speech." Since it was my first time, my classmates were very nervous. The student who was named hesitated for a moment, then summoned up the courage to stand up with a "whoosh". "Bang!" He knocked the bottle of promotional colors on the table next to him to the ground. Suddenly, there was silence in the teacher, and he froze there in embarrassment. Seeing this situation, I had an idea and said: "Ha! Our first shot has been fired - a blockbuster! Okay! Please welcome him to the stage with applause to give a speech!" The atmosphere turned around, and he was greeted by the warm applause and warm applause of his classmates. With good-natured laughter, he stabilized his emotions and walked onto the podium calmly.

Suhomlinsky said: "The skill of education does not lie in being able to foresee all the details of the lesson, but in making decisions in students unconsciously and skillfully based on the specific situation at the time. Corresponding changes. "In the face of the above-mentioned emergencies, the teacher can take advantage of the situation and humorously connect the landing of the promotional color bottle that has nothing to do with the speech, which just right turns the embarrassing situation into a warm atmosphere and makes an emergency happen. Resolved with humorous words. It is conceivable that if the teacher blames, criticizes or makes a few sarcastic remarks, it will greatly dampen the students' enthusiasm and self-esteem, make the embarrassing situation even more embarrassing, and even make the activity unable to continue.

Body language mainly includes non-verbal factors such as head movements, facial expressions, various eyes, body postures, gestures and foot movements. In the teaching process, body language mainly plays an auxiliary role, assisting the teaching spoken language to express the teacher's intention stronger, fuller and more accurately, and strengthen the teaching effect. American psychologist April Melabith obtained such a formula from many experiments: the effect of information = 7% text + 38% tone + 55% facial expression. It can be seen that body language plays an important role in conveying information. Appropriate use of body language is not only conducive to shortening the psychological distance between teachers and students and harmonizing the relationship between teachers and students, but sometimes it can also play an irreplaceable role in spoken language. For example, for some difficult questions and teachers' answers to students, it is sometimes better to use body language instead of simple expressions of agreement or disapproval: nodding or smiling to express agreement is no longer a simple affirmation, but a positive response to the students. A kind of encouragement; using silence and shaking head to express disapproval can prevent students from being criticized and dampening their enthusiasm for learning.

The explanation of teaching oral language and body language separately is just to make the discussion more organized. In the process of teaching practice, the two are often used at the same time, with oral language as the mainstay and body language as the supplement.*** At the same time, it expresses the teacher's intention and strengthens the teaching effect.

To this day, light waves, sound waves, and electronic waves have become the carriers of information transmission in classroom teaching. However, no matter when, language plays the role of outlining, inspiring thinking, and inducing guidance in classroom teaching. Therefore, we cannot ignore the teaching language under any circumstances. Especially as a Chinese teacher, we must not only focus on improving our language (spoken language and body language) literacy, but also focus on seizing various opportunities in the classroom teaching process, using language tactfully, and fully Give full play to its functions and make the Chinese class lively, orderly and efficient. ;