What is more important than silence in the classroom? What is more important than silence in the classroom?

What is more important than silence in the classroom

In many primary and secondary school classrooms, there is such a slogan: bright classrooms must be clean, and sacred classrooms must be quiet. As you can imagine, this slogan is to remind students to create a space conducive to learning for themselves and others.

This reminds me of a scene I saw when I sent my children to primary school a few years ago: all the children carrying schoolbags closed their mouths as soon as they entered the school, lined up silently, and stared intently. Go to the teaching building. This is indeed a quiet and orderly picture, but it feels very depressing to me. It is the nature of children to be lively and active. Of course, children must learn self-control

as they grow up, but this kind of "standard parts"-like requirement is just like using a foot binding to wrap a woman's feet. Same, so unhuman.

There are dozens of students in a class and hundreds or thousands of students in a school. Without order and discipline, it will not work. But order and discipline are means, not ends. The purpose should be to create a good learning environment (I would rather say to create an environment conducive to the growth of children, learning is only a part of growth).

As far as learning is concerned, what constitutes a good environment? Quietness is a factor, especially during study hall. But why does self-study particularly require quietness? Because it’s easier to get involved when it’s quiet. In other words, enabling students to engage in learning is the purpose. Research on the learning process shows that whether learners are engaged or not will directly affect the learning effect. However, quietness ≠ engagement. Sometimes students are very engaged, but not necessarily quiet; or students are quiet, but not engaged. Good teachers can easily detect whether students are engaged from their demeanor, and adjust course content and teaching methods accordingly to allow students to participate in the learning process to the greatest extent possible. When students are truly engaged in learning, teachers will also be inspired by the students' bright eyes and excited expressions to teach the class better. It goes without saying that such a classroom will produce the best teaching results. This is my personal experience as a former middle school teacher.

The reason why students cannot be quiet when they should be quiet is not just a lack of self-control. The "unquiet factors" in the classroom are sometimes related to course design and teaching organization, such as boring teaching content, lack of changes in teaching methods, or inappropriate teaching rhythm. At these times, students' attention is easily distracted; teachers' views of students will also affect students' self-positioning. For example, when teachers always give opportunities to "good students", those "poor students" will unconsciously use "making trouble" To attract the attention of others and affirm your own existence.

The reasons are different, and the solutions are of course different. Even if a student lacks self-control, the teacher's guidance will produce positive results. When I gave interactive lectures to more than 1,000 college students, I tried to use non-verbal behavior to adjust "movement" and "stillness", and the effect was amazing. I didn't say a word, and I didn't hurt the students' self-esteem, but the whole venue fell silent in the shortest time. It can be seen that in order for students to be able to devote themselves to learning and be able to calm down when they should be quiet, it is not enough to make requirements. There should also be some specific methods. The process itself also helps students learn how to control themselves and respect others.

I am not in favor of sanctifying the classroom. I would rather make it humane. After all, the classroom is not a church or a memorial hall. Moreover, it is unscientific to place too much emphasis on silence in the classroom. A good classroom, in the words of the famous American educationist Dr. Merrill Hamming, should be "inspiring." In The Revolution of Teaching, he describes five qualities that can be observed in an “inspiring” classroom: A clear sense of dignity—talented or not, students hold their heads high and speak out boldly; Appear confident and carefree. They believe in themselves and see themselves as valuable and worthy of respect; there is a relaxed energy flowing - the students appear vibrant, energetic and healthy. All students are busy and participating; Autonomy-students make appropriate choices, lead and restrain themselves, and continue to learn voluntarily without being forced to learn; Sense of community-students enjoy cooperation and interdependence , Intimate. Students support each other and the teacher, without confrontation or rejection; awareness - students are smart and creative, they are aware of what is happening in themselves and around them, can control their own thoughts and emotions, and can adapt to the needs of those around them Thoughts and Emotions.

There is no doubt that such a classroom will produce the best teaching results.

So, to make students like learning and learn better, we may need to do more than making students quiet down.

A set of shots: Teachers often knock on the desk with a blackboard brush and shout: "Quiet! Quiet! Quiet!" "Sit upright!" "You must not speak without the teacher's permission." "Please don't This is what the book says. "In self-study classes, you are not allowed to raise your head, speak, or do anything unrelated to classroom learning." . . . . . We have seen the above shots so often that we are accustomed to them, but are they normal? A story: A foreign educator came to China for inspection. He went to the kindergarten and lightly touched the chalk on the small blackboard in the classroom, and a small white dot appeared on the blackboard. He asked the students who had not yet entered the elementary school: "What is this?" The students were very active Li: These are the stars, these are the insects, these are the pebbles on the roadside, these are the sweet fruits on the trees. . . . . . Various answers, colorful imaginations. The expert came to the first grade classroom of a middle school again, performed the same action, and asked the same question. The whole class was at a loss: "What is this for?" The expert explained: "It doesn't mean anything, it's just a question. What is this?" The whole class was relieved and responded in unison: "This is a chalk point!" There was no noise. Experts lamented: "After several years of primary school education, students' thinking has been trained to be one-way and fixed, lacking imagination.

One fact: China's basic education is unique in the world. While we are cheering for cultivating countless "prodigies", Western countries continue to win a large number of Nobel Prizes, but our country is still blank here. Why are our prodigies gone? Then they faded and lost their brilliance. What created our "talents" who could only blossom but not bear fruit?

Reflection and Practice: Facts In many daily classroom environments, because students do not enjoy the learning motivation, interest, passion, self-confidence, inner sensibility, alertness and creativity of thinking that are unique to being masters of knowledge, they have become legal, authoritative, The "container" or "slave" of the subject knowledge teaching system that is coercive, unified and with examination as the only value orientation has become the one-way recipient and designated "consumer" of public knowledge education products and is vigorously advocating reform. In today's era of basic education and improving students' innovative spirit and practical ability, we have too many reasons to examine the classroom and review the behaviors that we have long been accustomed to and conventional behaviors. The famous professor Ye Lan once sharply pointed out: "Today's teaching reform needs to change nothing. It is not just the traditional teaching philosophy, but also the teaching concepts of millions of teachers, and the teaching behaviors they take for granted every day. "Under the premise of exam-oriented education, under the baton of pursuing the enrollment rate, and in the classroom where one-way indoctrination prevails, how much noise can we hear from students? Is silence the highest state in the classroom? What is more important than silence What is it? I think that liveliness, vitality, aura, and creativity are more important than silence. Classrooms should be full of life and vitality, requiring students to have broad vision, active thinking, and a warm classroom atmosphere. To this end, we should:

One: Give the classroom back to the students.

The more beautiful the stage, the more beautiful the dance will be. What is the classroom? The self, the platform for experiencing success, is where students grow up healthily. The potential of students is unlimited, and the key lies in whether teachers give students a large enough platform. In traditional teaching, teachers are in the supreme position, and students accept everything from teachers unconditionally. Indoctrination. Teachers are habitually satisfied with "teaching" and deprive students of the opportunity to participate in discussions and express their opinions. In teaching, teachers are the protagonists, and they only focus on the teacher's selfless and generous "giving" and the protagonist's "lines". It is blindly "my voice remains" but there is almost no voice of students. There is no active development of students' thinking. It is lifeless. Where can there be vitality? Refuse to be lifeless, make the classroom come alive, let students move, and let all students participate in the whole process. Effective participation makes teaching exciting due to students’ active participation.

In conversations and exchanges with texts, teachers, and classmates, students share each other's thinking, knowledge, and experiences, exchange their own emotions, experiences, and concepts, and improve their own understanding, aesthetics, and spirit. Such a classroom is full of life and agility, reflecting the vitality of life. Teachers can use appropriate questions to stimulate students' thinking sparks, and generate a sense of novelty and exploration when "doubts" arise in "no doubts", so that thinking can develop to new breadth and depth. According to the characteristics of students who like to "move" and "express" themselves, provide opportunities and places for these "movements" and "performance". After clarifying the key points of knowledge, students can be purposefully organized to talk about their experiences on the podium. We can also take the form of "reading, discussing, speaking, practicing and using", "five-minute speech", "answering reporters' questions", "students asking and answering each other", "discussion" and other forms to give full play to students' subjectivity, so that students can become The true master of the classroom.

2. Give fun back to students.

The classroom is a place for activities and games, a place where children’s imagination is developed and released. The classroom is the home and paradise of life, a place where life is filled with aura, wisdom, vitality, passion and adventure. Once life lacks vitality and adventure, it will wither and wither. Classroom should be full of game spirit and joyful at the same time. A place without children's words, actions, thoughts, emotions, attitudes and joy cannot be counted as a classroom. In fact, the meaning and fun of education and teaching are hidden in the happy experience of students’ life growth and in the situations and ways in which we deal with children every day.

Fully explore the fun of teaching materials in classroom teaching, teach in a way that interests students, and make students full of love for learning. Theories in ideological and political theory should not only have abstract and logical power, but also be interesting, fascinating, and emotional. In fact, many theoretical concepts have vivid manifestations, or forms of origin. Starting with interesting examples can not only stimulate students' interest in learning, but also help deepen their understanding and expansion of concepts. For example, many idioms, proverbs, proverbs, poems, famous sentences, etc. in Chinese contain or directly express profound philosophy. For example, "Sit back and wait for the rabbit" effectively exposes the shortcomings of metaphysics, and "The changes in the sea" and "The storm is about to come" vividly reveal the connection point of dialectics. Reform the teaching method from books to books, and use recording singing, sketch performances, poetry recitations, short essay competitions, reading pictures to interpret meanings, chart analysis and other means to allow students to speak, sing, listen and act with multiple organs, turning dead knowledge into Living textbooks turn the silent words in the textbooks into loud language and vivid images, thereby strongly infecting students. Classroom teaching is full of aura, stimulating their interest in learning and curiosity, inspiring their thinking and imagination.

3. Return rights to students.

In the past, "classroom authority" and "discourse hegemony" often existed in teaching. To make the classroom lively and get students active, it must be transformed into "classroom democracy" and "spiritual communication." Teachers and students are equal. Teachers respect students' desire for knowledge and activity rights, create a relaxed and harmonious classroom atmosphere for students, and give students physical and mental freedom. Students can discuss freely, fully argue, and have high spirits and a high degree of freedom, so that the classroom can be full of vitality.

British educator Locke pointed out: "If children's minds are contained and despised, if children's spirits are excessively depressed and excessively restricted, children will lose their vitality and diligence." Teachers are teaching In the classroom, it is necessary to embody the "no-fault principle" in the classroom. Children often grow up by making mistakes. Give students a relatively loose and supportive growth environment, and treat the mistakes and immaturity of students in the process of exploration tolerantly. , don’t rush to evaluate, focus on analyzing the causes of problems, protecting students’ enthusiasm for exploration, and making students feel safe in their learning activities, so that they can create boldly. For example, when talking about corruption within the party, students were first allowed to express their opinions boldly. Some students became red-faced, and some even put forward extremely extreme views. At critical moments, teachers give timely guidance and guide students to analyze from multiple perspectives, thereby allowing students to distinguish the difference between mainstream and tributaries, status quo and trends, essence and phenomenon, and look at problems from a comprehensive, objective, fair and developmental perspective, and cultivate Improve students' ability to analyze problems. At the same time, students with different opinions were specifically told that they could continue the discussion after class, invisibly promoting a style of "not only studying, not just books" to students.

At the same time, we also focus on guiding students to discover doubts and set questions on their own, cultivating students' spirit of courage to challenge the truth, not being superstitious about authority, and having the courage to express their own different ideas and viewpoints. We encourage students to be innovative, original, and "new" and find new ways to not only develop students Dialectical thinking, image thinking, and more importantly, developing students' innovative thinking and cultivating students' original ability.

Teachers must learn to listen to children’s inner voices. Real education is the dialogue between hearts, the connection between emotions, and the collision of sparks of thinking.

4. Give students the time and space to participate in innovation.

In the classroom, teachers should leave enough time and space for students to practice and think, so that students have room for sudden ideas and opportunities for innovation. Innovation requires great interest and high passion for things. According to the content of the textbook and the actual situation of the students, various effective methods are used flexibly and skillfully, such as carefully designing classroom introductions; combining hot spots and focuses of attention; using humorous language, etc. to stimulate students' interest in learning and capture what students are eager to know. Be multi-minded, curious and inquisitive, and cultivate students’ innovative consciousness. At this time, teachers can leave students with ample room for thinking and provide necessary conditions for their innovative thinking through explanations and setting up doubts. For example: after the introduction arouses students' interest and emotions, at this time, you can mention the beginning and leave the tail, or choose one or two, and let the students explore the rest by themselves; when the important point of teaching is reached, the teacher stops explaining and inspires in time. After students tell the story, students will be bold and innovative. When summarizing the class, deliberately leaving questions that students are interested in and guiding students to use their spare time to study will undoubtedly improve students' awareness of innovation.

Example: At a grand banquet, distinguished guests from China, France, Russia, Germany, Italy, and the United States gathered together. The guests from all over the world boasted about the culture of their countries. They competed with each other with their country's national quintessence - wine. The Chinese brought out the antique Moutai, and when the bottle cap was opened, everyone was shocked. The Russians brought out vodka, the French brought out Grand Champagne, the Italians brought out wine, and the Germans brought out whiskey. At this time, only the Americans were left empty-handed. However, he walked forward calmly, mixed famous wines from various countries, raised his glasses and said: "This is our American wine - cocktail, which represents the cultural spirit of the United States." Please. Thinking and analysis: The philosophy contained in "cocktail culture" and its enlightenment to us.

For another example, if you teach psychological knowledge in junior high schools, you can set up a "classroom psychology clinic"; if you teach legal knowledge, you can set up a "mock court"; if you teach economic knowledge in high school, you can design an "Open China Lecture". Generally speaking, ideological and political teaching is conducted within 40 minutes in the classroom, which we call a small classroom. Small classrooms alone are far from enough. The classroom must be extended to extracurricular areas, especially making full use of the big classroom of "society". Before class, students are guided to collect teaching materials according to the teaching content, learn to process information, and after class, they sort out knowledge and organize their ideas. and paper writing after investigation, etc. As long as teachers carefully plan and cleverly design teaching that is suitable for teaching and students' characteristics, the classroom will be full of vitality, aura, and wisdom. Students will have creative sparks in their participation in teaching and cultivate innovative abilities.

Let us do everything for the students and everything for the students.

Give students space to move forward on their own.

Give students a condition and let them exercise on their own.

Give students time to make their own arrangements.

Give students a question and let them find the answer on their own.

Give students an opportunity and let them seize it themselves.

Give students a conflict and let them discuss it themselves.

Give students the right to make their own choices.

Give students a topic and let them create their own.

Our whole purpose is nothing more than this: to bloom flowers in the sky and condense fruits.