Kindergarten teacher’s spoken language is taboo, have you been shot?

Teacher spoken language permeates all aspects of kindergarten activities. Good teacher spoken language can not only help teachers easily organize various activities and complete various educational goals, but also play an important role in creating a free, relaxed, respectful and equal spiritual environment. However, in daily work, teachers often use inappropriate language unconsciously, which in some cases is not conducive to the achievement of educational goals, and in more serious cases affects the physical and mental health development of children. It can be said that the appropriateness of teachers\’ language directly affects the level of education and teaching in kindergartens. So what causes these inappropriate terms? How should preschool teachers avoid these inappropriate words in their work? Here are a few examples to illustrate. 01 \”Let me see who is last/Let me see who has forgotten?\” [Analysis] This type of language is negative and threatening language. The implication is that whoever is last or fails to meet the requirements will be criticized. or punishment. This kind of language goes against the principle of positive motivation advocated by early childhood education. Just imagine, in such a threatening situation, can a child actively and heartily fulfill the requirements of a good teacher? Even if it\’s done, how will they feel? Probably it can only be depression, tension and fear. The important thing about education is the process rather than the result. In this situation, children can only respond passively and cannot get any pleasure from it. For younger children in kindergartens and small classes, they cannot understand the teacher\’s sarcastic words like adults, and often think that the teacher is really competing to see who comes last, which backfires. 【Countermeasures】Change negative threats into positive incentives. Teachers should motivate children with passionate and positive language. For example: let\’s see who can finish quickly and well, compare who remembers the best, etc. We can even promise to reward the children who have completed well, such as putting small red flowers, dotting small red dots, and getting priority game rights, etc. This kind of positive motivation takes advantage of children\’s characteristics of liking success, pursuing progress, and being willing to compete. It can mobilize children\’s enthusiasm and initiative, change children\’s passive acceptance into active competition, and thus encourage children to better complete their goals. 02 \”Don\’t talk (no…) Eat quickly (do it quickly…)\” [Analysis] This is a mandatory command language. The teacher-student relationship reflected in this language still does not deviate from the traditional teacher-centered concept. In this relationship, the teacher is superior, giving orders to the children, and has absolute authority; in this high-pressure environment, the children have no say, no initiative, and can only be absolute obedients. Over time, the child will feel depressed and develop bad characters such as submissiveness, obedience, timidity, and lack of independent opinions. How can we talk about creating a spiritual environment of freedom, relaxation, equality and respect, and cultivating good characters who are optimistic and daring to innovate? Moreover, can such simple instructions really make children obey and obey from the bottom of their hearts? The answer is obviously no. [Countermeasure] Change the mandatory command into a game inducement. One of the most important characteristics of young children is their love for games. Games are the life of young children. In games, they will devote themselves wholeheartedly to it and enjoy it, and get great fun and beneficial benefits from it.exhibition. Teachers should make full use of this and be able to adapt to changes when organizing daily activities or teaching activities, and find ways to turn instructions into games that children are interested in, so that children can complete instructions in the game. For example: (1) When preparing before class, you can play the \”Magic Glue\” game. Ask children to use the imaginary magic glue to \”glue\” their little hands, feet, mouth, and buttocks so that they can sit still and not move. to focus. (2) When asking children to pay attention to a certain place, you can tell them to use their small eyes as spotlights to find that place. (3) When letting children stay still, you can ask them to compare who looks most like a wooden man. (4) If young children don’t eat well, they can play games such as Open Sesame or Big Tiger and Big Whale. (5) When preventing young children from running around, let them imitate kittens walking in line. In this way, children can complete instructions quickly and well. More importantly, the process of completing instructions is full of fun. Children\’s personalities are released, children\’s rights are respected, and the teacher-student relationship is also improved. . 03 \”XX, go get the rag!\” [Analysis] This type of language is an ordinary imperative sentence. On the surface, there seems to be nothing wrong with it. However, what it lacks is the most basic polite language. Many teachers often teach children to be polite, but they often ignore this in their interactions with children. On the surface, polite expressions reflect the issue of politeness, but in fact, it is essentially a matter of mutual respect between people. This kind of language shows that a relationship of respect and equality has not really been established between teachers and students. The formation of this concept of respect and equality between people and the cultivation of polite habits require not only rigid verbal teaching, but It is precisely the subtle words and deeds of teachers in their daily lives. 【Countermeasure】Change common language into polite language. For example, ××, please bring the rag, thank you! Could you please bring that book and lend it to the teacher tomorrow? Teachers should pay attention to their every word, deed, and move, and should reflect the relationship of equality and mutual respect between teachers and students in every moment of their lives. We should pay attention to teaching by words and deeds, take the lead in setting an example, and ask children to do what they want first. During the interaction with children, we should strive to create a truly equal spiritual environment and a civilized and polite language communication environment for children. 04 \”You\’re so stupid! You can\’t even do this, what else can you do?\” [Analysis] This is a contemptuous and negative term for young children. This language is usually most likely to appear when children fail to achieve the teacher\’s educational goals. It It is the teacher\’s free venting of negative emotions on the children. It can even be called a kind of verbal violence, which reflects the teacher\’s serious contempt for the children\’s personality. This kind of language will create a negative psychological suggestion for children, reduce their self-evaluation, seriously harm their self-esteem, and undermine their self-confidence. It will have a great impact on the formation of children\’s optimistic and cheerful personality and the development of imagination and creativity. Lethality. 【Countermeasure】Change contempt and denial into patient encouragement. As a preschool teacher, we should strictly prevent the occurrence of such language, fully respect the personality and rights of children, recognize and pay attention to the individual differences of children, and understand and respect the physical and mental development levels of children. When you find a problem, be moreReflect on your own educational behavior, adjust educational goals or change educational methods in a timely manner, give children time and give them confidence, instead of blindly attacking and ridiculing them. Children\’s imagination and creativity should also be appreciated and protected. You should say to children more often: \”It doesn\’t matter, let\’s do it again!\” \”Believe in yourself, you will do well next time.\” \”It\’s much better this time, keep working hard.\” Ah!\” \”What you said is different from others, do you have a better idea?\” Wait. Summary of reasons: 1. Insufficient understanding of children’s physical and mental development patterns and children’s learning characteristics. 2. The child is not truly regarded as a person with independent personality and autonomous rights. In other words, the child\’s personality and rights are not fully respected. 3. Lack of teachers’ language arts and educational wisdom. To change this phenomenon, we can only continuously improve our cultural and moral cultivation, strengthen the study of business knowledge, understand and master the laws and learning characteristics of children\’s physical and mental development, and arm and enrich ourselves with advanced early childhood education concepts. Learn more, think more, accumulate more, communicate more in your daily work, and constantly improve your language arts level. Only in this way can the inappropriate language used by kindergarten teachers be improved, teachers\’ language can be purified, and a good language and spiritual environment can be created for children, thereby effectively promoting the improvement of kindergarten teachers\’ education and teaching levels.