Lecture: from preaching to empowerment

Tian teacher's lecture is mainly divided into three parts: the first part is about the underlying logic, that is, the teaching concept; The second part is to empower lecturers to practice external skills, such as the status of lecturers and students, teaching framework, and some teaching skills (statement, questioning, answering questions, guidance); The third part introduces the inner cultivation of lecturers, including: the improvement of reading ability, deliberate practice, re-examination, and the growth path of expert lecturers.

Maslow told such a story:

What does this story tell us? When people's beliefs have formed brain connections, it is difficult to accept other people's views. It is difficult to look at the problem from other angles.

What is the purpose of the training? Just to change. Change our increasingly solidified thinking.

Change is difficult because it requires long-term and continuous energy input.

That is, cognition, behavior and emotion, also known as the troika behind the change.

From this, we know that the classroom should also form a virtuous circle of cognition, behavior and emotion in order to promote students' continuous change and promotion. When designing a course, the lecturer should always ask himself, is this link to inspire students' cognition? Or promote students' behavior? Or mobilize students' emotions? Only when every link of the course has a clear direction can a good class be developed.

Change is ultimately achieved through self-dialogue. When our consciousness is awake, we will be in a state of dialogue, talking to our subconscious, talking to others and talking to objects. If you are in class, on the one hand, you need to speak with the knowledge taught by the teacher, on the other hand, you need to speak with your own experience and experience. Only in this way can neurons be activated. A good lecturer will always be aware of whether the class is in a dialogue state. Is the energy in the field in a flowing state? Even speeches can be made in a conversational tone.

The essence of self-dialogue is a conscious state of activity.

The states of conscious activity can be simply divided into four types: perception, association, evaluation and decision-making.

The four forms of perception, association, evaluation and decision-making are often interspersed and sometimes even nested with each other. Perception and association correspond to the process of thinking divergence, while evaluation and decision-making correspond to the process of thinking convergence. Tutors can use language to guide students' consciousness into a certain state.

How to guide? It's very simple, just like the above case, use questions.

We often say that where we pay attention, we reap.

So what aspects should the lecturer pay attention to in the teaching process?

The first is what is taught. The lecturer should know what he is teaching on the platform. What is the purpose of the lecture? Where do you want to take the students? Where is the starting point? Where is the destination? Where is it now? What is the logical relationship between the content before and after the lecture?

The second is to contact your own knowledge and experience. Instructors are always responsible for the logical part of the overall framework in the teaching content. The subconscious mind is responsible for filling in data, collecting arguments, describing details, and even stimulating visualization and expression. In class, the lecturer should actively mobilize his own consciousness and subconscious, collect past knowledge and experience from it, and make the course vivid.

The third is expression. Proper pronunciation, intonation and body language can fully mobilize students' hearing and vision to participate in learning.

The fourth is the students' reaction. The lecturer pays attention to each student in turn with his eyes, and tests whether the students fully understand from each student's expression and eyes. Still vague? Can you judge whether to continue from the students' nodding or puzzled expressions? Or do you want to explain?

The fifth is your own state. Instructors should be aware of their emotions in time, and then deal with them consciously, so as to urge them to pull away from their emotions. Lecturers should be good at creating an environment for discussion and consultation.

One is passion. Behind passion is love. Lecturers should not only love what they teach, but also sincerely think that what they teach is of great value to students with an altruistic heart.

The second is to be calm. The lecturer teaches both consciously and subconsciously. Consciousness tends to converge and pay more attention to obedience, while the subconscious is divergent and often explores possibilities. The experience of a good class must be the perfect combination of consciousness and subconscious. The subconscious mind has more energy than consciousness, but it can only work well when it is completely relaxed. Students experience a super good class, which must be that both the lecturer and the students' subconscious mind are greatly stimulated.

The third is to pull away. The more the lecturer wants to do something, the more students feel controlled; The more opinionated the lecturer is, the more afraid the students are; Only when the tutor doesn't do anything can the students have a sense of ownership and have fun participating. Rogers believes that there should be less direct, mandatory and indicative features and more indirect and non-mandatory features in the teaching process.

The fourth is actuation. The ultimate goal of teaching is to promote students' change. What matters is not what you said or did, but what happened in the students' minds. The goal of motivation is to keep students in a state of participation and thinking.

The lecturer has two main tasks in the process of teaching: one is to find ways to attract the attention of most students; The second is to let most students feel your concern and concern for them.

First, understand FM. Every 15~20 minutes, either ask a question, write a blackboard book, tell a joke, let everyone applaud, or simply suspend classes and encourage students to do stretching exercises. Teachers should always ensure that more than 75% of students concentrate on the classroom. Below this ratio, frequency modulation will be carried out. When everyone is very focused, tell me what you think is the most important thing. The key conclusion must permeate the students' minds word by word.

Second, the magnetic field should be kept within a reasonable range. The reasonable interval is "accept without death, release without chaos". This requires lecturers to take full care of students' emotions and feelings, pay attention to the ways and means of responding to students, and pay attention to maintaining the balance between students and taking care of all students' emotions.

Third, advocate "epiphany". Gestalt psychology believes that "epiphany" is actually a phenomenon of perceptual reorganization. The epiphany happened when the monkey realized that he could reach the bananas hanging high by stacking boxes. The key point of this move is that the monkey realizes that the box containing things can also be used as a ladder, and his perception is reorganized.

Take a nap and grasp intuitive clues, so use body language and "verb" vocabulary during the lecture. Xiao Si loves to think, and this problem is the easiest to catch Xiao Si. Experienced lecturers will use problems to transfer Xiao Si from a peaceful state to a problematic state at the beginning. Emotion is a kind of energy and an influential resource. Pay attention to brewing and controlling emotions in the process of conversation, and the appeal of expression will naturally be revealed, which will also attract small feelings. If the speaker can use language to give people a sense of picture, he will win the favor of Xiao Xiang. Xiaojue Town is a thoughtful child and the monitor of five inner children. He likes to ask me what I can get from it, so Xiaojue Town is looking for meaning and value.

It should be noted that the lecture is not aimed at one person, but at five children with different personalities and hobbies. The first step to improve the level of speaking is to raise the awareness of five inner children. Getting into the habit of talking with your five inner children will make it easier to master students' hobbies and take better care of them.

A good question has four signs.

First, it can lead the audience to a new situation.

For Sculley, "selling sugar water to live" is a continuation of the existing model, and "changing the world" is to lead his thinking to a new situation, and the change of situation activates different areas of the brain.

Second, powerful questions point to the future. "Changing the world" points to Sculley's future poems and the distance.

Third, drive the audience to be extraordinary. Change the World brings Sculley's thinking from the evaluation state of suffering and loss to the association state of infinite imagination space. This is to successfully let the audience enter a new mode of thinking, stimulate another part of the audience's brain to think and let the audience explore more possibilities.

Fourth, leave room. Powerful questions can lead the way of thinking, but they don't directly give suggestions to the audience, but leave enough room for thinking and the final decision. "Selling sugar water for a living" and "changing the world" are two different options. Although Jobs had an obvious tendency, he didn't show the meaning of betrayal and coercion, but left the control to the other side.

Tian teacher's use of "on the surface ... actually ..." is an implied sentence.

Tutors can gain insight into students' energy state from their reactions. When we find a person stuck in a low-energy state, we can guide him appropriately and shift his attention to high energy.

Commonly used implied conjunctions are:

On the surface ... actually ...

Your consciousness ... your subconscious. ...

Lustrously ... intuitively ...

You said ... actually. ...

From one point of view ... from another point of view ...

One possibility is ... the other possibility is ...

In principle ... but in fact ...

As a lecturer, you should have a certain knowledge reserve. The best way to store knowledge is to read efficiently. How to read efficiently?

When talking about reading, Einstein said, "Find out what can lead you to the depths in the books you read and throw away everything else."

In other words, throw away everything that goes beyond your mind and tempts you away from the point.

A book doesn't matter whether it is good or bad, and it doesn't need to be read carefully word by word. The key is that it can induce you to think. In any book, what you understand is yours. How much you can comprehend depends on your existing knowledge structure and life experience. If the margins are not enough, you can put the book aside first.

I read too many books, and I won't be partial to listening and believing, but I also have the confusion of bringing many watches, but I don't know what time.

There are two practical purposes of reading: one is to construct one's own thoughts, and the other is to seek to solve a certain problem.

After extensive reading, it is a hard and rational thinking process to construct one's own viewpoints and integrate different viewpoints. Integration needs a larger framework and a variety of advanced thinking processes such as analogy, induction, causal problem solving and synthesis. So the process of curriculum development is the process of driving yourself crazy, and then curing it. Everything needs such a process to form its own system.

After reading this book, the overall feeling is more theoretical, and there are many places that can be combined with the problems I usually encounter in class. The five-star teaching and constructivism mentioned in the book have been interpreted in tian teacher's other books, and deliberate practice and repetition are old knowledge, so I won't repeat them here.