The key to a good class is classroom management

After the class discussion, a young teacher asked how he could make his class as attractive as mine. He said there were two reasons why he asked such a question. First, when he was listening to my class, he felt that the students were following me and did not wander outside the class. Second, he felt that there were always students in his class who had trouble paying attention, and some students might even fall asleep while listening. This problem has certain commonalities for front-line teachers. To put it simply, it means that teachers do not have enough \”control\” in the classroom and cannot \”absorb\” all the students into the classroom atmosphere. To make your classroom attractive, to make yourself more aura when teaching, and to allow the whole class to \”follow\” the teacher, teachers need to learn classroom management. To achieve the above effects and learn classroom management, I think everyone can train and make breakthroughs in the following aspects in daily teaching. 1. Questions must be carefully designed. To keep students focused in class, it is necessary to carefully design questions when preparing lessons. The problem is that the reins that lead the cow\’s nose, if designed well, can effectively capture the student. Therefore, when designing questions, teachers must pay attention to both the pertinence of the questions and the coherence of the questions. In short, the questions designed by teachers should be able to attract students\’ attention, inspire students to think, and help students further learn. For example, when studying \”Lin Jiaotou Fengxueshan Temple\”, I designed the following questions: \”Is the scene where Lin Chong kills someone bloody?\” \”Why don\’t readers feel uncomfortable in bloody scenes?\” \”Are readers bloodthirsty?\” \”Readers Not bloodthirsty but feeling very happy, how did the author achieve this, and what problem can it explain?” Then let the students read the article to answer. The questions designed above are close to students\’ interests, can stimulate students\’ thinking, and bring students closer to the text. By allowing students to find answers from the text, students will not stray outside the classroom. Another example is studying \”The Man in the Box\”. The questions I designed were: \”What was the cause of Belikov\’s death?\” \”Who is responsible for his death?\” \”Are the Varenkas the murderers? \”Do you agree with the conclusion that Belikov committed suicide?\” \”Does Belikov deserve sympathy?\” These questions can also \”grasp\” students tightly, allowing them to read while thinking, think while reading, and then remain \”active\” in the classroom. In a class, problem design can arouse students\’ interest, enable students to think, and mobilize students\’ learning initiative, allowing them to use their brains to think, use their eyes to read, use their mouths to discuss, and use their hands to sketch. When students have something to do in class and their enthusiasm is mobilized, their attention will naturally be focused. Using well-designed questions to attract students and mobilize students\’ learning initiative is a key point in classroom management. 2. Advance rhythm with care. If class is compared to a movie or TV series, then the guidance, lectures, summaries, homework and other links are the development of the plot. In order for the audience (students) to pay attention throughout the whole process, they must pay attention to controlling the rhythm of the entire play. To control the rhythm well, the beginning, development, climax, and ending of the class cannot be carried out as you please, but must be done carefully.for it. If the tempo is too slow, it will be procrastinating and students will not like it; if the tempo is too fast, it will be tense and students will have little to think about. Go as slow as you should, go as fast as you should, based on reality and in line with the plot. Only then will the show be good to watch and the lesson will be attractive. Therefore, for movies and TV series, the appropriate rhythm can make the audience want to stop; for classrooms, grasping the rhythm well can also attract students well. Therefore, teachers should pay more attention to the pace of the class when teaching. If the pace of teaching does not change during class and is smooth and straightforward, the class will be dull and students will be bored, lose patience, and drift away from the class; if the pace of teaching is too fast, change abruptly, and be too tense, teachers will appear to be pulling students in the classroom. Running is not conducive to students\’ thinking. It will also make students tired of coping, floating on the surface, and losing attention. Therefore, when encountering a problem that most students cannot understand in class, the teacher must slow down and explain it carefully; when encountering a problem that students can understand, the teacher must speed up the process and not be sloppy. We often find that in class, many teachers always overexplain things that students already understand, but they are interested in, and are unwilling to leave. There are no trade-offs, and practices that ignore the rhythm will often dilute the theme of the class, affect the achievement of goals, and reduce students\’ interest. Therefore, for any lesson, the teacher must plan the lesson in detail, know the speed and speed, and regulate the rhythm in the process. Only in this way can the class be guaranteed to be tense and more attractive. Using rhythm changes to attract students and put them in a \”changing\” field is the second key point of classroom management. 3. Be careful in classroom observations. In fact, teachers on the front line all understand that no matter how wonderful the class is, some students will become distracted for one reason or another. This is just like no matter how wonderful a movie or TV show is, some people will not be interested in it. In the course of class, we don’t have to worry about such students appearing. What we should think about is how to improve our strategies for solving such problems. If some students are distracted, dozed off, or distracted in class, the first thing the teacher should do is to detect it as soon as possible, and then intervene skillfully to \”wake up\” the students as soon as possible. To discover the students\’ situation, teachers must be careful in class. A careful teacher should be able to observe the whole class in class and have a panoramic view of the situation of all students. Only in this way can problems be discovered and solved. During normal lectures, teachers sitting at the back of the classroom often find that sometimes students raise their hands, some students are sleeping, and some students are distracted, but the teacher cannot notice it. After class, when the teacher attending the class goes to ask the teacher, why didn\’t you let a certain student raise his hand? Why didn\’t you wake up a certain student when he was sleeping? Why didn\’t you remind him when a certain student was distracted. The teacher in class will basically say aggrievedly, I didn’t see it. The teacher here said he didn\’t find it, which is really not an excuse. This is actually caused by teachers who only focus on teaching during class, but do not pay attention to observation and are not \”distracted\”. Learning to \”do two things at once\” during lectures can solve this problem well. Pay attention to class and observe carefully. The first thing is that teachers should put down their books and put down their books during class.Lesson plans focus on the teaching process, question posing, teacher-student interaction, and the overall development of student performance, rather than books and lesson plans. It can be said that the reason why many teachers cannot carefully discover students\’ classroom conditions is because teachers\’ attention is not distracted. When teachers only focus on what to say and whether what they say is correct, they will naturally pay less attention to students. Therefore, if you want to be able to do well in class and have both sides of the problem, you must prepare hard and work hard. Only when you are well prepared before class can you devote your energy to careful observation during class. Learn to be distracted and use careful observation to discover the situation of students in the classroom. This is the third key point of classroom management. 4. Be patient in inspiring and guiding. The teacher\’s classroom failure to attract students is sometimes related to the teacher\’s lack of patience. In order to attract students and achieve effective control in the classroom, teachers must know how to inspire and guide and be patient. After asking questions in class, students sometimes take a long time to think, organize language, and answer. Especially when encountering a student who has poor expressive ability, inconsistent thinking, and low self-confidence. If the teacher is impatient, the situation at this time will be a torture for both teachers and students, and the bilateral interaction between teachers and students will become a routine. When teachers do not pay attention to the quality of students\’ answers, the language of their answers, and the quality of their thinking, students will be disappointed, have no sense of accomplishment, do not use their brains to think, and are unwilling to participate in the class. If this kind of classroom situation occurs in every class, then students will not be able to concentrate in class because they will feel that the class has nothing to do with them. Anyway, the teacher doesn’t really want to listen to me. The teacher always has to talk. The teacher won’t care what I say, so it’s better not to say anything at all. This kind of mentality will cause students to be distracted in class. There are also some teachers who, when students stand up and hesitate to speak, are eager to express their opinions and give their own answers. After answering one question, they rush to the next question. So it will happen in the classroom that before one question is fully understood, the next question will be thrown out. Eventually, teachers and students will be in a hurry throughout the class. As for the harvest, it is unknown. When you ask teachers why they do this, everyone\’s answer is basically the same, they are afraid that they will not be able to complete the teaching task. This kind of fear that the teaching task cannot be completed will only lead to the teacher dragging the students away in the classroom. It is self-evident which is more important, completing tasks or achieving practical results. When the teacher patiently guides students to think and answer questions, other students are also thinking and thinking about how to solve the problem. They are also nervous about whether the teacher will suddenly ask them to stand up and speak. At this time, the students\’ attention in class will be concentrated. The mentality of \”a fire at the city gate affects the fish in the pond\” will make students appropriately nervous, and ultimately they will be able to hear clearly, think thoroughly, and concentrate. Instructive guidance in the classroom requires teachers to have great patience, which is another key point of classroom management. 5. Classroom control requires confidence. To attract students in class and increase their attention, teachers must show a certain degree of self-confidence during class. A teacher\’s level of confidence during class will also affect the control of the classroom. A confident teacher has a better sense of control in the classroom than aA teacher who is not confident enough. If the teacher is not confident enough, he will be unclear, vacillating, or even make mistakes during the lecture. Students will sense this situation of the teacher immediately, and then they will despise the teacher and not pay attention to the teacher\’s class. If the teacher is confident, talks eloquently, and quotes classics, it will increase students\’ trust in the teacher. Over time, students will admire the teacher and become interested in the teacher\’s class. The ancients said: If you are close to your teacher, you will believe in his way. On the other hand, this sentence still holds true. Only if you believe in the teachings will you be close to your teacher, only then will you like the teacher\’s class, and only then will you learn actively in class. Teachers must have confidence in the teaching process and must be prepared in all aspects before class. Only by doing a lot of preparation work can you be comfortable in the classroom and convince students until they are impressed. Today\’s students have more channels to acquire knowledge, and it is normal for teachers to be inferior to students in some aspects. However, teachers’ understanding, opinions and realm will definitely be higher than those of students. When students have incomplete or incorrect understanding of a certain issue, teachers should be able to put forward their own opinions and thinking. In this way, students will look at the teacher with admiration. In addition to the accuracy of professional knowledge, teachers\’ conduct, opinions, and personal qualities will become the basis for students\’ liking, appreciation, and admiration. Therefore, teachers must stand on the podium, stand firmly on the podium, and have a certain attraction to students. Teachers must not only work hard to improve their professional level, but also read more books to expand their realm and understanding, and they must think diligently to form their own unique ideas. opinion. Only in this way will teachers\’ self-confidence be strengthened, and ultimately, students will like and admire them, and have control over the classroom. A teacher\’s confidence determines his or her control over the classroom, which is the fifth key point of classroom management. In short: as long as teachers can grasp these five key points during class, they will have the \”Five Hearts\”, and they will be able to attract students tightly so that all students will not fall behind. Such classroom management will naturally be engaging, energetic, and full of aura.