How to solve the classroom chaos?

How to solve the problem of classroom chaos and the skills to make the classroom quiet

The so-called classroom order may be the most important thing to keep quiet. Everyone needs to be quiet except class discussion and class activities. Even in discussions and activities, if one person speaks, others should keep quiet, otherwise it will be chaotic and not a learning environment.

There are many factors that affect classroom quietness, such as class spirit, students' personality, students' intellectual factors and non-intellectual factors, teacher-student relationship, student-student relationship, teachers' personal charm and professional level, and even some times (such as starting school or every Monday), weather changes, and some things happening around will affect classroom quietness. Therefore, teachers should not think whether the classroom is quiet or not is an isolated matter, let alone think that there are any tricks, as long as they are used, they can ensure the classroom is quiet. However, we must also admit that there are some skills to make the class quiet. These skills are very useful to many teachers and effective in many cases. This section focuses on these skills from teachers' practical experience.

1. Don't talk, write what you want the students to do on the blackboard.

Students cannot calm down after class, which is a headache for many teachers. It's really not a good idea for some teachers to make a hullabaloo about and knock on the table. You can try to do this. For example, write (or show a small blackboard) on the blackboard: "Read the second paragraph on page 35 silently. Think about the following questions ... "Then the teacher went between the lines to see if the students were reading. Wait until the students finish this task and the class is quiet before the teacher gives a lecture.

If something happens at school, students talk about it in succession, and it is difficult to calm down, you can also use this method. As soon as the students entered the classroom and saw the notice on the blackboard, they knew what to do next and naturally calmed down. This is a quiet way for teachers to wait and work. The teacher is in the position of supervision and inspection and is relatively calm.

Keep silent, stare

If you can't calm down after class, the teacher can stop talking and just scan the class with his eyes. Which classmate talks the most, he will stop looking at him and stare at him until he is quiet. This method can also be used to speak in the middle of class, sometimes it is better than opening criticism. There are more silent words than vocal words. This method is more effective for individual students who speak, speak in a small area and have strong self-control ability.

Please keep quiet.

Ask students to be quiet, and there are two kinds of gestures: imperative and request. Teachers are used to using imperative, but sometimes they can consider using request. Politely say to the students, "Sorry, I'm talking now. Do you have anything to say after I finish? " This method may be effective for older students and higher quality classes. Some classes have been quiet under the pressure of teachers. In this kind of class, this method is occasionally used, or it has a miraculous effect. In some classes, the class spirit is very loyal. "If the teacher respects us, we can't give him trouble." For this kind of class, sometimes it is better to be polite.

Low voice

When the teacher is teaching, if there is a buzz below, he will unconsciously raise his voice and increase the volume to drown out the noise. The effect is often just the opposite, because you try to drown out the students' voices, which objectively means hiding or even acquiescing the students' voices, so teachers have to constantly raise their voices, leading to loud competition between teachers and students. A teacher's "solo" is not as intense as the chorus of a large number of students, so the teacher is very tired, and sometimes even makes his voice hoarse, and the class is getting more and more chaotic, and more and more people "fish in troubled waters". At this time, the teacher may wish to have some "reverse thinking". When there is a student's voice, the teacher lowers his voice and drags his voice like a poem. This has more than one advantage. First of all, the change of the teacher's tone has a warning effect on the whole class; Secondly, when the teacher lowers his voice, the students' voice stands out. If students are afraid of being discovered by the teacher, they may shut up. Thirdly, those good students who want to attend the class are afraid of missing what the teacher says, and may also discourage the students who are talking next to them.

gesture

There are many gestures that can be used to remind or stop students from speaking in class. The biggest advantage of this method is that teachers don't have to talk, they can solve problems silently, distract students less, and avoid making things big. For example, you can put your index finger on your lips, or make a "pause" action with your hands on the basketball court to show silence. Of course, you can also point to the students who are talking. The disadvantage of this method is that it is easy to distract students. No matter who you refer to, the students will look at him. Clapping your hands is also a way. If the relationship between teachers and students is good (especially in primary schools), teachers and students can agree on some sign language in advance, such as code words, which can gamify the behavior of maintaining classroom discipline to some extent.

Step six digress

In class, students are found whispering, or their attention is gradually dispersed and their eyes are dim. Teachers can pause lectures, say digressions, things that students are interested in, jokes, etc. , to refresh yourself. Smart teachers always prepare some humorous stories in advance as condiments for classroom teaching. Only those rigid teachers will continue to talk for fear of delaying for a minute or two, which will reduce the quality of the whole class.

7. Countdown the seconds

The teacher can raise his voice and announce, "Now I will count down to' zero' to see if I can be quiet. 10 ...9 ...8 ... "This method can also work sometimes.

8. Assessment

The teacher said, "Let me see which group is the quietest. Well, there is nothing to talk about in the second group, and there is nothing in the fourth group. There are two people talking in the third group. Okay, there's only the first group left. All right! This is like a classroom. The second group should win the gold medal! "

9. Prompt tone

For example, you can prepare a bell and put it on the podium. Once the students talk seriously, you can pick it up and shake it. You can also whistle, ring like a mobile phone, or play specific music. These methods should be agreed with the students in advance, and be careful not to be too loud, so as not to affect the class in the adjacent class.

10. Prompt slogan

Teachers can make a placard in advance and hide it under the podium table. It said, "Please! Shut up! " "I'm depressed, stop it!" "Will you let me live?" Wait a minute. This method should not be known to students in advance, and dramatic words will have an impact. It's better to make a little joke.

1 1. Prompt props

Draw a face with the corners of the mouth facing down to show anger and hide it. There was chaos in the classroom. The teacher was silent for a while and suddenly raised his face and props to demonstrate. Or when traveling, it is also dramatic to imitate the "no sound" sign held in front of ancient officials.

12. Do special actions

If the voice gets louder and louder and the situation becomes uncontrollable, the teacher can suddenly do some strange actions that the students are not expecting, and the students will be quiet when they are surprised. At this time, the teacher can say something to keep order and let the lecture be postponed.

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This is also a special action. The teacher made an angry gesture, left the podium and walked to the door of the classroom, or walked to the back of the classroom. Students don't know what's going on, so they just calm down and have a look.

14. This group of people shouted in unison.

Arrange a group or several students with seats near the teacher and shout at the same time, "Please be quiet! Please be quiet! " It can make the class quiet.

15. Yell

When you have to, it is also a good choice to knock on the table and make a hullabaloo about. However, it should be noted that this method cannot be used more, and the more amiable the teacher is, the smarter he is. One of my students once said to me, "You have taught us for two years, and I only saw you lose your temper once." I asked, "How did you send it?" The student replied, "Call' asshole' as soon as you strike the table!" It can be seen that this method has a certain "screen impact".

16. Threatening to go on strike

When you really can't control the situation, you can threaten "I won't go to class, I will go!" " "This trick can't be used easily, because if students don't buy it, you can only stop this course.

17. Call the class cadre to invite the class teacher or school leader.

This is tantamount to declaring that you have failed and need foreign aid. It is really not the way, but it is still the way under special circumstances. You always have to find a way to deal with students.

How to solve students' classroom distraction? Set some questions or contents that need students' participation reasonably. The classroom atmosphere is more active and it is easier to grasp the students' energy.

How to solve the conflict between teachers and students in class 1, children are happy and adults are busy. The scene of the first day of the first month and New Year's Eve is completely different. 3. In a blink of an eye, I arrived at Canguang Temple, and the Spring Festival ended on the 19th day of the first month.

How to solve the phenomenon that classroom activity ignores classroom failure is a headache for many teachers, and it is also a difficult problem to solve. In my teaching, I summed up several empirical methods to reduce or eliminate this phenomenon. First, the teacher comes to the classroom one minute in advance, and students may be crazy when class is over.

How to solve students' impetuous mood in class recently, I feel that students are impetuous, distracted in class, making mistakes in homework, doodling, and often getting angry and angry. He also criticized education, encouraged guidance, and the results were not good, so he lamented that children are really difficult to teach now! After reading the following article, my mind immediately calmed down a lot.

How to solve the classroom problems of information technology courses Abstract The goal of information technology courses is to cultivate students' good information literacy, support lifelong learning and cooperative learning by means of information technology, and lay the necessary foundation for studying, working and living in the information society. In view of the phenomenon that junior middle school students are only interested in "computer" in class, but not in teaching materials, and the computer operation is chaotic, this paper analyzes the reasons, thinks about and puts forward ideas and methods to solve these phenomena.

How to solve the key problems of literacy class: First, we can't aim at reality and deviate from the essence of teaching.

First, the specific performance:

1, the subject characteristics are vague.

Oral communication teaching pursues the synchronous development of language and spirit. The core idea of the new curriculum is "all for the development of students", and the implementation of it in our homework and oral communication teaching is the development of oral communication ability. Of course, we should also integrate the development of knowledge and ability, process and method, emotion, attitude and values. However, in actual teaching, because we are not sure about the nature of teaching, things that do not belong to Chinese or have little to do with Chinese still fill the classroom. Oral communication teaching does not have a specific text carrier like reading teaching, but only some situations and topics. First, we can't grasp the difference between disciplines. If you pay too much attention to understanding in oral communication classes such as "I want to do this" and "how to do it", it is easy to confuse the difference with morality; For example, "Protecting Useful Animals" and "Garbage Around" pay too much attention to imparting knowledge, which is easy to confuse the difference with science classes. Second, "non-Chinese" is flooding the classroom. For example, too much emphasis is placed on civility and politeness, too much attention is paid to situations and performances, and language noumenon is ignored. Third, there is a lack of communication. Although we attach importance to language in teaching, we don't pay attention to the difference between oral communication and listening and speaking training, so as to simplify the information that should be exchanged in many directions.

2. Deviate from the intended goal.

In oral communication teaching, because students are active in thinking, teachers can't give full play to the leading role, and in the process of communication, there are often situations where they can't grasp the topic and deviate from the goal. For example, when teaching how to do it, the teacher asked the students to perform the fragment of Komatsu accidentally breaking the vase, and then asked the students to discuss: If you are Komatsu, what should you do after breaking the vase? Some serious suggestions, "hide the broken vase." Someone said, "You can buy an identical vase with your pocket money." At this time, a classmate immediately said, "What if there is no money?" "Borrow some from my uncle first, and then return it to him later." "You can discuss it with the aunt who sells vases. Take the vase home first, and then ask Dad for money and return it to Aunt when Dad forgets. " The students turned the discussion to the problem of borrowing money from Komatsu. In the teaching of "protecting beneficial animals", when the teacher asks students to talk about how to protect animals, the students' topic often turns to how to deal with people who hurt animals. This obviously deviates from the expected goal of communication.

3. Ignore language improvement.

Cultivating students' oral expression ability is one of the teaching tasks of oral communication class. However, in the specific teaching, teachers did not give targeted guidance for students' nonstandard language and unclear expression in oral communication. Or communication practice lingers at the same level, standing still, without promotion and promotion, and without providing students with opportunities for promotion.

Second, the corresponding strategy:

1, stick to the essence and show your true colors.

In teaching, we should adhere to the language ontology, so that every activity and display of students will become the generating point and growing point of Chinese ability. For example, before class, our teacher should realize that this is communication and let the students say every word well. Teachers' teaching activities should fully reflect the reality of Chinese teaching, and can correct students' language defects in time, so that students have the opportunity to improve. At the same time, the three-dimensional goal is put into practice in oral communication.

2. Strengthen demonstration and standardize language.

When there are problems in students' oral expression, teachers can make students standardize their oral English step by step in the process of perception and imitation through personal demonstration. For example, when teaching how to do it, I asked my students to tell my father about Komatsu's broken vase, but my father beat me up and put me in the other's shoes. Some students said, "I think it is wrong for my father to hit me." If he hits me, it will be bad for my health. "I said," it is clearer to change the back to' it will cause harm to the body'. " Another student said, "I don't think dad should hit me." "You hit me, I won't say." I said, "Why don't you change it to' You hit me, and you won't admit it next time'. Would you please say that again? "

Through the teacher's demonstration, the students made their words clear on the spot. So when the students persuaded their father, they all noticed how to express their meaning clearly.

In order to strengthen the demonstration, teachers can also participate in student interaction groups for individual counseling. For the group with good oral communication, you can recommend it to the whole class and show it to all the students, so that students can have an object to imitate. This changes the abstract guidance.

3, closely around the target, random guidance

For example, in the teaching of what to do mentioned above, students shift the discussion goal to the problem of helping Komatsu borrow money. In teaching, I randomly changed a role and said, "If I were Komatsu, I would tell my father honestly. Do you think I do this? " "good! We should tell dad truthfully and be an honest child. " The students answered in succession.

In this teaching process, because teachers have changed their roles and entered the communicative situation, they can naturally guide and standardize the communicative process, so that students can return to their predetermined goals in time, so as to better achieve the purpose of communication. Similarly, in the teaching example of "protecting beneficial animals" above, our teachers can also change their roles and let students return to their predetermined goals in time through random guidance.

4. Give timely feedback and pay attention to improvement.

(1) Guide evaluation and develop language.

In the process of communication, teachers should always guide students to comment according to the requirements of oral communication, and listen to whether students have made their words clear and understood. What should I say if I don't know? Let students standardize the language in the process of mutual evaluation and learn how to speak more clearly and clearly.

Students' participation in appraisal will enable them to listen to others' speeches more carefully, judge right and wrong, pros and cons, or affirm praise, appreciate the advantages of others, or question arguments and make suggestions and criticisms to others; It can also promote the development of students' thinking and improve their oral communication ability.

At the same time, teachers should give targeted guidance to students in the process of oral communication, such as nonstandard language and unclear expression. So as to promote and improve students' communicative practice and provide students with opportunities for improvement.

(2) Help students speak and guide expression.

For students with particularly poor oral communication skills, I often use students to help them speak and guide them to make things clear. When teaching what to do, the students discussed whether dad should hit me. A student said, "I think dad should hit me." The teacher asked, "Why?" Students want to say it but don't know how to say it. At this time, I asked a student with strong expressive ability to help him say, "I think dad is right to hit me." Because he hit me to teach me not to make mistakes next time. "I asked," is that what you mean? "He nodded and said yes." Ok, can you say it again like this? "

In this way, teachers lay a thinking channel for students by asking questions, so that students can think along the thinking channel and organize language expression. At the same time, students with strong oral skills are invited to give a demonstration to help students make things clear step by step.

Problem 2: Neglect of vulnerable groups and insufficient interaction.

First, the specific performance:

1, participation is not wide.

In oral communication teaching, a few students who like to express themselves are always willing to talk about Kan Kan, while most students, especially some introverted students, are always in the role of "audience". It makes oral communication limited to top students and lacks the integrity of participation. Without the integrity of participation, oral communication will lose its due value pursuit.

2. Lack of interactivity.

Oral communication is a one-way activity, lacking interaction, and students' communicative competence is weak. Oral communication class has a strong color of oral training class. Oral training in the whole teaching process is mainly individual and one-way communication, even if there are some seemingly two-way communication, such as teachers asking questions and students answering them; One person says one thing, the other says another, and so on. Because it is not based on listening, students' language has no internal connection and cannot be regarded as real verbal interaction. Without interaction and cooperation, oral communication will lose its essential attributes.

3. Lack of dominance.

With the formation of the teaching concept of democracy and equality, the relationship between teachers and students in the classroom has undergone fundamental changes. As an active participant in verbal communication, teachers are widely recognized. Interactive learning methods between teachers and students also abound. However, teachers are only participants in verbal communication, ignoring their roles as organizers and guides in the classroom, thus losing their leading role. Teachers are only participants in verbal communication and lack the leading role in the teaching process. It leads to the lack of deep extension in the classroom, and there is a phenomenon of scattered and chaotic, which reduces the efficiency of classroom teaching.

Second, the corresponding strategy:

1. Enrich interaction and undertake specific tasks.

(1) Rich interactive forms.

Enriching interactive forms is an effective means to expand participation and improve training effect. The forms of interaction mainly include deskmate interaction, friend interaction, group interaction, teacher-student interaction and so on. Special attention should be paid to group interaction. It is not difficult to find that in some oral communication classes, some group interactions seem lively, but the actual effect is very low. Therefore, in group interaction, teachers should do a good job in organization and coordination. It's also group interaction. If a teacher intends to pair gifted students with students with learning difficulties, the effect is often much better than a four-person group or a free combination of students.

(2) Undertake specific communication tasks.

Teachers should create conditions for students to have the opportunity to exercise. When teaching "Bridge of the Future", I let the students divide into groups freely. Each student should introduce the bridge he designed in the group and evaluate who designed the bridge best. In this way, everyone has a specific communication task and everyone can participate in oral communication.

This problem of limited student participation needs teachers to solve through timely and flexible regulation and guidance in the process of communication. I tried from the following two aspects and achieved good results.

2. Attach importance to identification and strengthen skill guidance.

(1) Guiding methods and clear requirements.

In oral communication, students are required to do the following as much as possible:

When communicating, both sides should naturally relax, don't look around, don't stick out your tongue, don't make faces, and always keep a focused expression and a rapt attitude.

(2) produce emotional * * * sound, and make appropriate nods and smiles to show acceptance, agreement and appreciation.

(3) Say appropriate words according to different objects, different occasions and different conversation contents.

According to the needs of expression, use polite language correctly and sign language appropriately to enhance the expression effect.

The above requirements require teachers to prompt relevant methods and requirements in a practical and accurate way when students are most interested in oral communication, so that they can get proper training and effectively improve their oral communication ability. For example, when teaching "guessing game", the teacher asked a student to go to the podium and say riddles, asking him to say them generously, and then he invited his classmates to guess riddles themselves. After the students guessed, they were asked to use "Congratulations, you guessed right" and "Sorry, you guessed wrong". Who can help him? " If a classmate doesn't say enough to guess, other students will ask him to thank that classmate after adding it. During the whole game, the teacher asked the students to keep eye contact with the speaker.

⑵ Case guidance and understanding skills.

Case teaching is an effective oral communication training method. It can not only describe correct practices for students to follow, but also ask some questions for students to discover and explore correct oral communication methods. For example, teaching how to do it, Komatsu accidentally broke the vase at home. Dad came back and found out, so he scolded him and hit him. What does Komatsu do best? Please comment.

Komatsu immediately argued loudly: "I didn't mean to. You shouldn't have hit me The vase is not put away. "

Komatsu immediately whispered, "Dad, I didn't mean to. When I was painting, I accidentally touched the vase and fell to the ground and broke it. Sorry! " Through case comparison, let the students understand that when explaining the reasons, they should not only talk about the reasons, but also talk about civilization, with a gentle attitude and appropriate tone.

(3) Strengthen identification and improve skills.

The above communicative requirements should be implemented in students' communicative behavior through evaluation. For example, comment on whether the voice is loud, whether the behavior is generous, whether the expression is natural, whether the communication method is civilized and polite, and so on. To sum up, the problems encountered in oral communication teaching need teachers' timely regulation and guidance, so that students can correct their communicative behavior in time and improve their oral communication ability.

3. Carefully preset and pay attention to the learning state.

First of all, it should be carefully designed in teaching, so that students can learn oral communication and be good at oral communication in orderly training.

For example, in the teaching of "praising my classmates", in the teaching design, through the training sequence and form of "independently trying to praise-teachers demonstrating praise-classmates exchanging praise-recommending to show praise", students are allowed to "dare to praise-be able to praise-be willing to praise" in combination with the requirements of communication. In this way, in the order of practice form, in the order of improving teaching requirements, in the order of students' emotions; Realize the organic unity of teaching level, teaching purpose, form and content. So as to effectively improve the efficiency of oral communication teaching.

Secondly, we should actively pay attention to students' learning status and learn more about them. As mentioned above, find out students' nonstandard language and unclear expression in oral communication in time, and give targeted guidance. Pay attention to students' problems and shortcomings, especially give timely help, guidance and guidance to underachievers, adjust teaching according to teaching practice, and achieve the unity of presupposition and generation.

How to solve the problem of children losing their temper in class? Children in grade one are fond of fidgeting, talking and losing their temper in class. When they lose their temper, they fight with their teachers and don't listen to them. In today's era, such children should be everywhere, not only where you are, but also in every school and class. What should I do? This requires us to show enough patience and wisdom to treat him. Discover more of his advantages, praise more and affirm more; At the same time, it must be targeted, that is, everyone knows the shortcomings, imitates them, and then asks everyone: Can I do this or can everyone do this? The children will come back together. Don't! At this time, we don't criticize, but continue to express our attitude softly: yes! No way! So, what about the students who do this? Change! This is the effect we want; Of course, when he makes a big mistake, he must be stopped in time by the severity of his voice, or even severely criticized by action instead of beating (you can take him outside). This is not a common way, but it must be effective once. Just try it. I teach the third grade. That's what I did. It's okay.