How to listen to students' speeches

In the process of curriculum reform, we are too eager to pursue the scene of raising hands in class. It seems that only such a class can show the level of teachers and the ability of students. However, I forgot that a speech without meditation is often the most superficial understanding and the least in-depth expression. At the same time, it has created a group of lazy minds and trained a group of vanity students who only know how to perform and are not good at thinking.

In fact, in my English class, the same problem exists: students seem to be very lively when studying or discussing problems, but in fact, the content of students' learning is chaotic, the quality of learning is low, and the education is superficial, shallow and poor, which can not get the best results. After a class, many students do English exercises after class at sixes and sevens, and the problems they learn in class are not clear. The book suggests that students should learn to listen to each other and teachers should be good at listening. Listening to students' speeches is like playing baseball and pitching with students, and catching the ball thrown by students accurately. Even if the students who throw the ball don't tell you anything, their mood is very happy. This shows that listening is really important. Therefore, students should learn to listen to each other, and teachers should also learn to listen, especially when students speak badly. Teachers should listen patiently, not only to the contents of students' speeches, but also to their feelings and ideas. So I think in our class, we can't ignore some students' speeches for our own teaching progress, so we can't have anything to do with their ideas. English class pays attention to listening, reading, speaking and writing. Many things can only be heard if you can read, write and speak. If our English teacher listens attentively to students' speeches and pronunciations, that is, listens attentively to their expressions and sentence tenses when answering questions, and carefully comments on his answers and corrects pronunciation and sentence tenses in time, then it will certainly optimize our English classroom teaching and make students like English classes more.

We often intentionally or unintentionally refuse to listen to or miss students' narratives in class. This phenomenon mainly has the following forms: incomplete listening, false listening and wrong listening. These bad ways of attending classes will seriously affect the emotional communication between teachers and students, which is not conducive to the normal development of teaching work in the future. In fact, listening to each other in class is the basis of learning from each other. Listening to this behavior is the most important behavior for students to become students. Students who are good at learning are usually good at listening. Therefore, in order to form a classroom environment of mutual listening, the first step is that teachers should always keep their hearts and listen carefully to the attitude of each student. Explaining, supplementing and commenting after listening to the students' speeches is ostensibly to respect the students, but in fact it is to look down on the students, and it is to examine the students, and it can't really produce a * * * sound with the students. Teachers should stand at the same height as students to listen, not only to the content, but also to their hearts and feelings. This kind of listening is more comprehensive. Therefore, a good teacher must first learn to listen.

First, the teacher's listening attitude.

When students speak, teachers should listen attentively and patiently, which is respect and attention. For example, the teacher leans forward (sometimes he will step forward, sometimes he will walk next to the students), looks with encouraging and trusting eyes, and expects the students to finish his speech and smile, so as to give the speaker a message: I am listening to your speech carefully, and I care about your speech very much, so that he can feel that the teacher is sincere. The same message was passed on to other students: the teacher attached so much importance to his speech that students should pay more attention to it. If the speaker feels the respect and attention from teachers and classmates, his confidence will be doubled and he will take the initiative to learn and speak in the future. On the other hand, if the students talk, the teacher looks around, the teacher is absent-minded, the teacher is too serious, and so on, the speaker will feel indifferent. It's a pity that the teacher didn't listen carefully to what I said. I may have made a mistake, and I really regret raising my hand to answer, so the speaker said stop and looked at the teacher's face. As time passed, how many students would raise their hands and speak enthusiastically? Teachers should persevere, be calm, listen to students' voices with a calm mind, go into students' hearts persistently, do not interrupt students' speeches at will, understand students' needs in time and help them solve problems. Teachers should be good at listening to a variety of voices, carefully distinguish between true and false, in order to make a correct judgment.

Second, the teacher's response to listening.

Why do students talk? I want to show my thinking, get guidance from my teacher and help from my classmates. Why does the teacher listen? Want to know the students' ideas, give affirmation, guidance, correction, training, encouragement and so on in time. The teacher listened, but there was no response, no expression and nothing to say. Such as language, expression and body, then the speaker is not practical and gains little. When a teacher is listening to a student, he should concentrate and listen carefully, so that the student can feel the teacher's attention to him or her, rather than being absent-minded. At the same time, attention should be paid to vigilance, and we should always be sensitive to the trend, characteristics and hidden trends of every voice from students, so as to capture students' implication, implication and even flaws and gain insight into students' subtle changes, especially their emotional and psychological changes. Teachers should learn to ask questions in time, especially when students are hesitant, and rely on their keen feelings to ask questions in time, so as to ask the truth, help students find out the crux, and make appropriate judgments and guidance on students' speeches. In this way, listening will be more effective. .

I think it is not easy for teachers to do the above two things when listening to students in class. It requires teachers to truly establish people-oriented and student-oriented humanistic feelings. Even in the open class, we often see the teacher's eyes wandering after speaking his own speech, only paying attention to his own teaching process and taking the students' speech as a necessary link in the teaching process. If you listen attentively to students' speeches, you can generate and extract many sparks of wisdom from their speeches, thus creating a wonderful classroom. On the other hand, children often fail to grasp the key points, or talk at length, or ramble, or even answer irrelevant questions. At this time, the teacher's patient guidance is especially needed, rather than rude interruption and ruthless denial. A teacher who can listen to students carefully and patiently in class will be deeply loved by students, thus creating a good relationship between teachers and students and laying a good foundation for classroom teaching.

Let's listen to our students carefully! Let students know our motives and expectations, and let them create a wonderful classroom with us! (Author: Gulou Central School Chengdong Middle School)