How to deal with the problems in the classroom

How to correctly handle various problems in the classroom

In classroom teaching, we often find that students' attention is distracted, and even behaviors that affect classroom discipline appear, such as: students don't listen carefully below, make small moves, and form teachers talking about teachers on the blackboard, while students talk about them below, and classroom teaching is a mess. At this point, if the teacher does not handle it properly, it will affect the classroom atmosphere. As we all know, Mencius told a story in "On Mencius' Gaozi": Two people with similar IQ worshipped Weiqi master Yiqiu as a teacher at the same time, but their academic achievements were quite different. This allusion tells us: the same teacher teaches with far different grades, which is not the difference in their intelligence, but the different degree of concentration. This shows that students' concentration and inattention are very important to improve their academic performance in the process of listening to lectures. Psychologists believe that concentration is the direction and concentration of people's psychological activities on cognitive objects when they are awake. When people feel something more quickly, deeply and permanently. An educator once said: "concentration is the only door to our hearts, and everything in our consciousness must go through it before we can come in." . However, students are distracted in class and don't listen carefully. What are the reasons? I think there are the following aspects: First, internal reasons: (1) Being in a daze, distracted, making small moves and talking small words. They turned a deaf ear to the teacher's attention on the podium, their eyes were blank and their expressions were dull. Maybe they were thinking about someone or something. Some are playing with toys with great interest, such as origami airplanes, fiddling with school tools, secretly reading picture books, eating unfinished snacks and drawing pictures. Or are whispering, whispering, saying something irrelevant to the current classroom learning content. (2) mental imbalance. Some students are hurt by self-esteem, such as satire and sarcasm; Unjustified interference: conflicts with parents and classmates, resulting in a lack of psychological security and self-confidence. Some students are overly dependent on their parents, impatient with difficulties and challenges or emotionally troubled. (3) weariness of learning. Many students are overburdened, and teachers and parents have high expectations and set high goals for them. Many students feel guilty and guilty because they have not reached the goals of teachers and parents, resulting in troubles. (4) Some of them lost confidence in their studies because of their poor basic knowledge, but they were forced by their parents to come to school to shelter themselves from the wind and rain and vent themselves. (5) Some people want to show off in front of their classmates, be the so-called "boss" in the class, and look for scum, and touch this and that from time to time to show their prestige. 2. External reasons: (1) The learning content is inappropriate. The difficulty of learning content is also related to attention. What you learn should not be too difficult or too easy, but should be difficult and appropriate. What you learn is too difficult, and it has nothing to do with what you have learned in the past. If you can't understand it, you will easily get sleepy, and of course it is difficult to concentrate. What you learn can't be too easy. If the content of learning is only limited to simply repeating the past, you don't need to spend any more effort, and your attention will inevitably be distracted. (2) The influence of classroom learning environment. The beloved toys placed on the desk, the untimely arrangement in the classroom, the noisy noise and other noises, etc., which have nothing to do with learning, are easy to establish new excitement points in the cerebral cortex and interfere with students' concentration. (3) the "loveless" education method. Some of our teachers have not adapted to people-oriented education, and they can't set an example by themselves. They don't care enough for students, and they can't enter the students' spiritual world and establish a harmonious relationship between teachers and students. There are also some teachers who have not mastered the art of educating people, and their students have poor grades. They will only criticize, scold and sneer, and will not give timely counseling and sincere encouragement to students when they have difficulties in learning. This kind of education without "love" is a great blow to some students who are tired of learning. They often have a negative attitude of "broken cans and broken falls" because of their poor academic performance, and they also show rebellious, negative and even some bad behaviors in other aspects. These behaviors aroused great resentment from teachers and classmates, so they began to isolate and neglect them, not treating them as members of the collective, giving them no help, and not interacting with them. This attitude deeply hurts them, seriously dampens students' self-esteem, and puts them in a state of being unable to dial by themselves, which leads to inattention in class. (4) Wrong teaching and management methods. Some of our teachers find that students are not paying attention in class, knowing that students can't answer because they are not paying attention, they deliberately raise their voices and give them an army: "So-and-so, please repeat what the teacher said just now." "Please answer the question just now." "I know you can't answer." Only when the students are flushed with shame will they give up; Some teachers have not changed their roles, regardless of the fact that students are the main body of learning, and simply adopt the teaching mode of "instilling", "injecting" and "cramming"; Some teachers don't understand and grasp their own learning methods, such as inquiry and cooperation, which leads to students' lack of internal motivation and inattention in class. (5) The influence of family. The excessive demands and expectations of some of our parents make students feel that no matter how hard they try, they can't meet their parents' requirements. No matter how hard they try, they will fail, and they will gradually lose confidence and have doubts about their abilities, resulting in the consequences of inattention in their studies. Some parents ignore it. Students do not study or do their homework when they come home from school. They are indifferent and do not play the role of supervision and supervision, thus causing students to ignore their studies and not concentrate in class. There are also some family members who are not harmonious, which affects students' mood. In such a family, students can't feel the warmth of their families at all, and they are anxious and inattentive in class. (6) Social factors. The illegal opening of some entertainment places, such as game rooms and Internet cafes, did not prohibit students under the age of 18 from entering, so that some students tasted the sweetness of the game and could no longer settle down to learn what they thought was boring. Some students often play in internet cafes until dawn, and as soon as they come to the classroom, they sleep on their desks, leaving the day and night late. This phenomenon is most common in rural areas. In view of the above factors, in classroom teaching, how can we not only stop students from violating discipline, organize teaching well, stimulate students' enthusiasm for learning, make them concentrate, but also increase classroom interest without hurting students' self-esteem? I think we might as well use the following methods to deal with it. One: It is common for teachers to criticize students by innuendo. Proper methods will have unexpected educational effects. For example, students make small moves and tell jokes in class. If teachers can't use the methods of innuendo or humor or encouragement to educate and correct mistakes, and don't pay attention to the art of criticism, they will take direct questioning, which will easily dampen students' emotions, affect the classroom teaching atmosphere, and even cause students to get bored with the classes that teachers take. For example, when I was giving a lecture, I found that a student was bowing his head and not listening carefully. I didn't point it out at that time, but turned a blind eye, so I pointed to a student who was listening carefully next to me and said to everyone, "XX is listening carefully. Shall we learn from him?" The students answered "yes" in unison, so all the students were absorbed, and the student who was playing tricks began to listen carefully. Two: Eye Hint Method On one occasion, when I was in a Chinese class, I found that one of the students in the class was not concentrated in listening to the class, either making small gestures, or staring straight at the blackboard or somewhere, and sometimes turning back to talk to other students. At that time, I really wanted to name him and let him make a fool of himself in front of the whole class, but I thought, didn't this hurt the student's self-esteem? I thought of using language to prompt him, but I felt that it was not the same as the previous idea. This not only did not leave face for the student, but also diverted the attention of other children and affected the efficiency of classroom teaching. At this time, I will use the eye hint method. During the lecture, I will face him, keep my eyes on him, and convey my reproach and reminder to him between my eyes. told even more in silence than they had told in sound, the expectant eyes will be better than the severe reproach. When our eyes collided, his face flushed and he bowed his head in shame, and he never made any small moves again. Since then, he has changed, listened carefully and his academic performance has been greatly improved. Third, the changing intonation method is a lively and flowing spring in the classroom. When you meet students who can't restrain themselves, you might as well use the tone of "implication" to let this clear spring quietly restrain and guide them, and the problem will be solved skillfully. Four: Behavior Guidance Law The so-called "behavior guidance law" refers to the implementation of a set of measures to reward the excellent and punish the poor in classroom management to encourage positive behavior and reduce negative behavior, and to adhere to and form a system for a long time. Rewarding the excellent is mainly to express the yang verbally, and punishing the inferior is to do a good deed for others and the collective and compensate the guilty psychology; Sing a song or perform a small program for everyone to increase the concept of self-control; Write a guarantee, etc. Conducting behavioral guidance to students in this way can expand students' healthy self-awareness and promote the self-improvement of their personality. For example, once, when I was very engrossed in my lecture, the students listened very carefully. Suddenly, I found Mo Mingjie, a famous "trick-or-treating king" in my class, playing tricks with his deskmate, so I went to their desks and stared at them with my eyes, then walked away. When the class was about to end, I praised the students who listened carefully in this class, criticized Mo Mingjie and his deskmate, and punished them for cleaning the classroom after school. From then on, the two of them never dared to make small moves in class. They listened very carefully and the nickname "Trick or Treat King" disappeared. This method also has the effect of "killing one policeman and killing a hundred". Five: Tacitly, our school engaged in class research activities, and I also participated in it. I listened to an open class given by a teacher. During the course of teaching, the teacher was talking, and the students were listening carefully, except for one student who was bowing his head and making small moves. The teacher didn't call his name, but walked casually and tapped the table with his hand. The student realized at once, so he stopped playing tricks. The teacher's action is very hidden, and you can't find it without careful observation. I think this action is only understood by the student and the teacher, right? Group management cooperative learning has been widely used by teachers in classroom teaching. In classroom teaching, students' groups can help each other, supervise each other and learn from each other, which can not only arouse students' learning enthusiasm, but also ensure the organization of classroom discipline. In short, there are laws to teach, but there are uncertain laws. In the ordinary teaching work, there are many ways to deal with the problems in teaching tactfully, which are worth exploring. For example, to create a quiet and beautiful learning environment, it is necessary to refuse noise and noise inside and outside the classroom, and the school is quiet, so that students' hearts can be "quiet". Decorate the classroom, post famous sayings and students' calligraphy works around the walls; Green plants placed in the corner and windowsill of the classroom; Music and video materials related to the content of the class can make students concentrate on their studies. At the same time, we should establish a new democratic and standardized classroom order, determine reasonable teaching content, carry out more interesting learning activities, and most importantly, care for every student with sincere care. We should open our arms to embrace them, and students will definitely eliminate the gap between them and their teachers and approach them psychologically. We should encourage every little progress in the classroom to help students build up confidence, thus generating the intention of continuous development and gaining psychological satisfaction, success and self-esteem. Great motivation to motivate them to keep moving forward.