Reflections on reading "From Good Teacher to Outstanding Teacher"

After reading a famous book, everyone must have a new understanding and perspective on life. For this reason, you need to write down your reading experience seriously. Maybe you have no clue now. Below is a sample essay on reading experience in "From Good Teacher to Outstanding Teacher" that I carefully compiled (5 general articles) for your reference. I hope it can help friends in need. "From Good Teachers to Outstanding Teachers" Reading Experience 1

I recently read the book "From Good Teachers to Outstanding Teachers". Although I haven't finished it yet, I have a lot of thoughts about this book.

After reading it for a few days, I feel that the design of this book is like a snack after dinner. It only takes a few minutes a day, and it can bring you enrichment and surprise, even... Intentional or unintentional changes. Each day in the book is written very specifically: "Please think quietly", "You can do this", and "If you complete it". Things like "arranging students' seats cleverly", "tidying up your classroom", "listening to students' voices", "what exactly is classroom management", etc. are all common problems we encounter every day, and the book has made feasible solutions. Teaching strategy guidance. The strategy of the whole book is a narrative centered around the love of education. Starting from small things every day, arranging students' study and life as much as possible, always doing what is most beneficial to students, and helping every student find their true self. Uncover their highest potential. In a case every day, I learned a lot, such as the "Are you okay" strategy? The four words "Are you okay" actually convey the message "I care about you." What could be better for any of us than knowing that someone cares about us? If our students feel that their teachers care about them, they will definitely try their best to perform better. On the contrary, if in a classroom with a teacher who does not care about students, students will have no motivation to learn and perform.

But this strategy must be based on a simple premise, that is, students believe that you really care about them, so that they will strive to perform better. In fact, some students believe that their teachers don't care about them at all, which often results in poor student performance—irritability, impoliteness, indifference, and lack of motivation. In fact, some teachers who know how to show concern for their students tend to make their students behave well—positive attitudes, understanding etiquette, wide-ranging interests, and striving to make progress. Which kind of student performance do you like more? If you use the "are you okay" strategy right, you'll be surprised at how effective it can be.

Mr. Lu Xun once said: "Education is rooted in love." Let us use a burning love to water the garden of children's hearts, teach with affection, enlighten with love, sow the seeds of love for them, accompany them on the road of growth, and move forward with love.

Love in education is not a gesture made to achieve a purpose. It is a thought, an emotion, and an atmosphere. When used appropriately, it will make "love" naturally. It runs through a certain link of education, and it will be quietly reflected in every detail of education, and it will subtly infiltrate the mind of every student.

In short, an indifferent heart and a blunt attitude can never be exchanged for sincere communication from heart to heart. From now on, I will try to consider issues from the student's perspective and use the "student's perspective" "Treat, use "students' emotions" to experience, teach with emotion, enlighten with love, like all outstanding teachers, use true feelings and love to exchange students' innocent smiles, and win the respect and love of students. "From Good Teachers to Outstanding Teachers" Reading Experience 2

After getting the book "From Good Teachers to Outstanding Teachers", I habitually read the preface first, but what I didn't expect was that, This book has always attracted me from the preface. The more I read, the more I want to read, and the more I read, the more I want to savor it.

Open the table of contents and see that this book provides a simple and easy-to-implement teaching strategy in the form of a case every day. The book contains 180 days, covering almost the entire school year's teaching time. Each day will provide teachers with a teaching-related lesson. methods, strategies or action suggestions to improve the effectiveness of teaching. The author's little thoughts can be seen everywhere in this book, and these little thoughts reveal great effects. After reading it, I felt that I benefited a lot.

The book provides us with systematic, simple, and highly operable teaching strategy guidance, which is really beneficial. What impressed me most were the following two aspects:

1. Infecting students with love

I think the strategy of the whole book is to focus on the love in education, starting from the small things every day. Starting from the beginning, we should try our best to arrange students’ study and life. Often a gesture, a thought, an emotion, an atmosphere, if used properly, will naturally penetrate "love" into a certain link of education, and every detail will subtly infiltrate every student. mind.

"Love" is an eternal topic in education. Only with love can there be education. Only when teachers have love can they serve students wholeheartedly, and only then can students realize that they themselves are an indispensable part of the teacher's heart. Only when students have love can they learn happily and without pressure. As "Day 32" in the book says, "In order to make it easier for you to learn more efficiently, I hope you can feel as safe and relaxed as possible in the class. Therefore, I will tell you 'Skip 'The right. "This is love. This kind of love comes from the heart of the teacher. Loving children is not just superficial concern, but more importantly, loving the inner world of children. For example, the child's self-esteem, the child's tension and depression. In classroom teaching, we should always protect the child's self-esteem and always pay attention to whether the child has become nervous and depressed due to certain circumstances, so that students can feel comfortable and relaxed in our classroom.

2. Motivating students with a rigorous teaching attitude

The book talks about classroom management, classroom planning, classroom steps, classroom effects, and students’ good habits. learning ability. From the students' sound personality to the students' personality development. Every step reflects the author's rigor in teaching. Just like what is said in "Day 107 of Cultivating Student Responsibility", "Don't expect any student to be perfect. You just need to keep helping students like all great teachers do." Take every small step seriously and patiently towards a bigger and better goal. "There is no rush for success, as long as our students make progress every day, even just a little bit!"

In short, an indifferent heart and a blunt attitude can never be exchanged for sincere communication from heart to heart. From now on, I will try to consider issues from the students' perspective and go deep among the students. , look at it with "students' eyes", experience with "students' emotions", teach with emotion, enlighten with love, like all outstanding teachers, use true feelings and love to exchange students' innocent smiles and win students Respect and love

If we want to move from a good teacher to an outstanding teacher, we need to start from the small things every day. As long as we love our students and our teaching wholeheartedly, one day we will definitely become outstanding teachers. Reading experience 3 of "From Good Teachers to Outstanding Teachers"

When I first got the book "From Good Teachers to Outstanding Teachers", I was deeply attracted by the subtitle on the title page of the book - —Highly impactful everyday teaching strategies. As a young teacher who has only been working for three years, I am eager to apply practical methods to daily practice. The design of the book is very interesting. It is calculated based on 180 days. There is a reflective practice of teaching practice every 20 days. The language is full of American humor, and the list is Examples are also common problems in our daily teaching life. After reading the whole book, when I was sorting out my reading notes, I found that the two words I criticized the most were - respect.

In school education, teachers are the teachers and students are the teachees. Although the roles of the two are different, teachers and students have the same goal and should respect each other. Teachers should first respect students.

Only in this way will students get close to teachers, actively accept teachers' education, and truly respect teachers. The question before me is, I respect students, but how do I make them feel that? The book gave me the following strategies.

1. Give students a promise.

You can tell students that you are very willing to make a commitment to them and promise to respect them very much, because every one of them deserves my respect. When you make a promise, you will unconsciously control your emotions and win the respect of students subtly.

2. Encourage students to express their opinions boldly.

You can send out a questionnaire, including the following questions: What do you think of this class so far? Do you feel your opinions are valued? In this class, do you feel the teacher respects you? Does the teacher's teaching style attract you? If not, what do you think teachers could do differently? The purpose of the questionnaire is to get the bottom line. The real significance lies in how to act in the face of the survey results. Giving students a democratic right means giving them respect for their words.

3. The trick of "sending envelopes".

The children we face are getting older and older, and their self-esteem will also increase. How can we talk and educate in a humane way? The book provides for children to pass empty envelopes, which actually gives them face and the opportunity to have a heart-to-heart conversation with themselves.

4. Thank and praise students frequently.

I am usually not a person who likes to praise students. Although sometimes I am proud of everything they have done and feel that they are beyond my expectations, I am also very stingy with my praise. In fact, I should praise them and let the students understand what is being promoted in this class, what is advocated by their class teacher, what is right, and which is right and wrong.

Respecting the educated is an important aspect of respecting education and a key manifestation of its philosophy. I plan to apply the methods in this book to the daily management of the class. I hope that these small changes will win great respect from both teachers and students. Reading experience 4 of "From Good Teacher to Outstanding Teacher"

Since I started teaching as a teacher in 1992, I have spent twenty-three years unconsciously going back and forth between the classroom and the office day after day. Sliding past, slipping away in front of the eyes that lowered their heads to correct their homework. From being complacent at the beginning to gradually becoming tired and tired, teaching work is tedious and complicated, and there is always some helplessness and helplessness as a teacher. Even if you are anxious, you can't always find a better way to solve it. "From Good Teacher to Great Teacher" is a book that introduces daily teaching strategies. It seemed thick and daunting at first, but from the moment I opened it, I accepted it from the bottom of my heart. Each article in the book introduces a simple and easy-to-implement teaching strategy that can be easily learned in three to five minutes.

Since I have a daughter at home who is similar in age to the students, I have some idea of ??their preferences. They hate the kind of blunt preaching and prefer to experience knowledge through laughter or stories. The book mentions "Tell the students a joke." It is undeniable that when teachers and students share some interesting language together, everyone will feel happy and happy. The classroom atmosphere often becomes relaxed and pleasant as a result.

A 45-minute class requires students to concentrate every moment. This is impossible and unrealistic, especially for our students. I believe all teachers know that the capacity of a class does not lie in how much the teacher teaches, but in how much the students learn. Therefore, in almost every class, I tell students small jokes, short stories or share some interesting things. Sometimes it is used as an interlude to allow students to have a moment of rest and relaxation. Sometimes it is to talk about relevant knowledge points and tell a joke to help Students understand memory more effectively. For example, regarding the word "suspect", I told the students a joke: One student asked the teacher what "suspect" meant, and the teacher told him that it was "suspect". The student carefully wrote down the word "salty rice". .

The teacher couldn't laugh or cry, so he explained to him, "He is a suspect, not a salted fish rice." The student suddenly realized, and he took a pen and wrote "salted fish rice". The students laughed so hard after hearing this joke that they remembered the word even as they laughed happily.

For students, learning is boring. Due to tight classes and heavy tasks, our classes can easily become serious and boring. At this time, we need to let students relax in a timely manner, which can not only relieve students' tension and anxiety caused by heavy learning tasks, but also activate the classroom atmosphere and improve classroom efficiency. At the same time, humor will increase the emotions between you and the children and shorten the distance between teachers and students. Let us start from today, start from ourselves, let the classroom be filled with laughter, and let students drive away fatigue and stress while laughing.

There are many more effective and simple daily teaching strategies in the book. Now it has become an indispensable thing on my desk. I flip through it when I have free time. Looking at it when I’m confused always gives me some inspiration and gain.

"The road of teaching is never-ending. It requires us to continue learning and exploring. No one can ever completely complete this kind of learning and exploration. As a teacher, when we choose the teacher who can In our profession of positively impacting every child's life, we must never stop pursuing new and better ways to fulfill our mission." I will end this article with this passage from the book, hopefully. ***Teach me my fellow teachers. Reading experience 5 from "From Excellent Teacher to Outstanding Teacher"

Just like listening to my mother's words since I was a child, evil will be rewarded with evil, and good will be rewarded with good. I found that evil people live a more comfortable life, and there are far more bad people running rampant in the world than good people. Sometimes the principles are right, but in reality, some principles are obviously not suitable for the local environment, and some principles seem lofty. When you really have to make a choice, it would be good to be ranked lower.

After getting the book "From Good Teacher to Great Teacher", this familiar and painful feeling of separation came back again. For example, thank and praise students frequently. In fact, this method mentioned by the author has always been thought to be what we advocate in education, and thus derived a series of educational concepts such as appreciation education. No matter from which point of view, praising students is politically correct, and the effect of praise is far better than criticism. The logical chain is that by praising students, students' self-confidence will increase, which is conducive to better academic achievements or comprehensive development. As long as we think about it for a moment, we will have no doubt about this theory: If it is your child, do you want your child to grow up in criticism or in praise? But in actual practice, if teachers praise blindly in education, will there be good practical results?

A recent study conducted by American scientists overturned our understanding of the status of praise in the educational logic chain. Research shows that praising students under random circumstances does not have any substantial impact on students' academic achievement. Praise cannot be a driving force for student development, but more like a result of student development, that is, due to high academic achievement, outstanding students have more opportunities to receive praise, which is conducive to the cultivation of students' self-confidence. More praise does help build self-confidence, but it may also encourage negative emotions such as arrogance and arrogance. Therefore, the effect of praise is neutral and does not necessarily lead to positive effects. If the results of this experiment are tested in reality, which one is more in line with the teachers' practical experience?

I feel that many contents in educational theory are shrouded in a layer of fog. Some are truths, and some are false truths; some can only be placed on the table, and some can only be placed under the table; some are important, and some are more important.

Is there any academic standard for judgment? Still thinking about it.