2. Children are natural forgivers. We should always strive for real education, live up to the trust our children have given us, and not abuse their forgiveness and forgiveness.
A responsible and caring teacher can always live in harmony with his students.
Forgiveness does not necessarily mean forgetting. Forgiveness has its own educational significance: restoring the relationship between parents and children through love and understanding, and restoring the relationship between teachers and students.
-"Children are born to forgive."
1. For example, think about how we experience a "look". In each other's eyes, we see others and are seen by others; In the eyes, the inner world is reflected or expressed. We can touch each other's inner world through one look or another: love or hate, trust or anxiety, warmth or indifference, appreciation or contempt, severity or generosity, confidence or anxiety, concern or indifference, hope or disappointment, honesty or deception. .....
2. Through observation, we know others, and through other people's eyes, we know that they also know us. However, to truly understand other people's minds, we need to improve our ability to observe and understand our eyes. We should understand the importance of some small things when we get along with children. Great things are often hidden in small things. We should know that sometimes a meaningful look is far more effective than a thousand words. A sensitive and witty teacher knows when to keep silent, when to make a small gesture, when to ignore something and smile and be silent. Sometimes the best time with children is spent in quiet and pleasant company.
A competent teacher can use his eyes so effectively because he and his eyes are completely integrated, and his eyes have become a way for him to experience and understand any situation in class.
4. The eyes of an "authoritative" teacher can only effectively make the classroom quiet. At this time, the students feel a look of deterrence, and they are in fear, fear or depression. This authority is not the real authority of pedagogy, and this discipline is not the real discipline of pedagogy. Therefore, as a teacher, we must be clear about what we are in the eyes of our children.
-"Pedagogy in Classroom Teaching"
1. A wise teacher has the ability to understand the child's experience at this time in a very subtle way, thus immediately responding to "What should I do for this child at this moment?"
2. The first thing we need to ask ourselves is: What is the experience of children asking questions? Maybe the question asked by the child has nothing to do with the book knowledge learned? But what is she curious about? What the hell is she asking? What expectations does she have? Maybe what she cares about is not a really "correct" answer? A wise and sensitive teacher will pay attention to the individual's experience and take appropriate actions at this time.
3. A wise and sensitive teacher can be more aware of the uniqueness of each individual in the classroom and be sensitive to the individual experience, so as to at least appreciate and praise the students' questions and encourage rather than stifle the children's curiosity. This is more important than giving the correct answer to this question.
We need to constantly remind ourselves that education is a kind of learning to get along with others, a kind of learning to get along with adults and children, so in this sense, the wisdom and sensitivity of education are more important than the technicality of education. We need to understand that teaching and educating people is not for later life, but is a part of life. We should make our life with our children better.
5. Wisdom pedagogy is such a science with a unique humanistic perspective. In the eyes of wise teachers, the object of education is not a container, but the subject of education, which is a fresh life. Education is the knowledge that adults get along with children. Education is an influence, and it is a process in which one influence acts on another and makes this influence have an impact.
-"Developing educational wisdom"
1. Every class is alive. A student is not a container, but a living organism.
Students are depressed, teachers are upset, and the classroom is like a sick person. It turns out that classroom teaching also has its temper!
An astute teacher may tell you that he can smell the classroom as soon as he walks into it.
4. Excellent teachers will pay attention to students' life experience in the classroom, have a unique sensitivity to classroom teaching activities, and can capture every subtle change of emotions, so as to adjust their emotions, the pace of teaching and interaction at any time.
Teachers spend a lot of time in contact with students. There are not many teachers who can't remember students' names, but there are too few teachers who really know every student in the class and treat every student in the class as a unique individual.
It is unrealistic to expect teachers to come to class with a good mood forever. In reality, teachers in class, like ordinary people, have emotional ups and downs. Trivia after class, some troubles between family and friends may also be brought into the classroom. We don't expect the teacher to be a perfect person. Every teacher can make mistakes. But it is important that we realize the uniqueness of individual life and the "emotional appeal" of teaching in this class, so as to play the wonderful notes of teaching and let the vitality of the class come out in generate.
-"The Mood of Teaching"