During the winter vacation, the school arranged to read a monograph, provided five books and chose one of them. I chose "The Miracle of Classroom 56" written by American teacher rafe esquith. The reason for the choice stems from the title of the book. What miracle happened in the classroom? How did the miracle in this classroom happen? In what way or way did Rafe create a miracle? I was forced to know a series of questions. More importantly, I want to find a solution to the problems in my education from this book. As a result, I studied it.

Miracle was originally hidden in teacher Rafe's educational and teaching behavior.

Miracle is a gorgeous turn after complaining.

He also encountered the same problems as China in education. As many of our teachers criticized the system. Rafe criticized the shortcomings of the American education system more than once in his book, but he didn't give up while complaining. On the contrary, he is complaining and carrying out his own educational journey, and it is fruitful. Isn't our current education system criticized by our front-line teachers? We are faced with institutional problems. How much can we change? Since we can't change the system, why can't we make a difference under the existing system? Whether it is a class teacher or a classroom teacher, we are students in the same class, and we have a disciplinary position that we must take seriously whether you like it or not. We can do our thing under the system, we can cultivate our own half-acre square pond, and we can also study it with relish. The biggest difference between a five-star hotel and a roadside barbecue is the different decoration. What are the other essential differences? Sometimes, we prefer roadside barbecue. Complaining about the unfairness of the environment all day is as irresponsible as not making progress and responding passively. It's normal to complain, but it's not normal to always complain. When France complains, we should do our work better.

Miracles are creativity and wisdom.

Here, I am particularly interested in his series of activities.

From the perspective of moral education (by the way, the word may not exist in the United States), activity is the best and most effective carrier of moral education. Some people call it "carrier moral education". Let the students watch movies at a fixed time, and then let them discuss. This method is not difficult to do, but is our education willing to spend time letting students watch movies? In reality, we also have some class teachers leading students to watch movies, but the choice of movies needs to be optimized.

Incredibly, Mr. Rafe may ask his students (they are fifth graders) to rehearse the play, but the result is Shakespeare's. What kind of courage this is. However, on the other hand, there can be no tradition in this respect, but it is really not easy to do it. Can we add such "spices" to education? Can't we just form a choir? Set a fixed time every week, and everyone will learn to sing inspirational songs such as Invisible Wings and One Mountain in Gong Yu. This kind of non-intelligent teaching and education is not inferior to pure knowledge learning in the classroom. Rafe wrote in the book that when our children go out into society, others will not ask their children how many points they got in the exam, but will only pay attention to whether their performance meets the needs of society (to this effect). How profound and incisive this view is. Reflecting on our education, exam-oriented education based on scores is so stupid, but it is also very rogue.

We might as well ask ourselves these questions: Have we carefully designed every activity? Is my activity meaningful to students? Do the students like my activities? Are the students looking forward to my activities? If we can answer these questions freely, I think our activities are at least reasonable.

3. Miracles are love and respect for students.

"There is no education without love", but only love is not a complete education. Rafe's miracle also lies in his true love and respect for his students. This book describes the story of his love for children. The most profound thing is that he is good at creating a "safe and happy classroom". This is an interesting topic, but it is also a serious topic worth discussing. The book "Classroom Management in Middle School" written by another American writer also mentioned the importance of creating a safe classroom. "What is special about classroom 56 is not what it has, but what it lacks-fear." A classroom without fear is safe for students. This sense of security comes from the teacher's tolerance for students. From this perspective, the classroom is safe because of tolerance, and the true views from students' hearts can only appear because of safety.

More than 90% of Mr. Rafe's students come from poor families. In the face of such a group, he can create miracles! Then, if more than 90% of us are children of the rich, can we still create miracles? This problem also deserves our consideration.

Don't think rafe esquith is an American teacher, so we China teachers can't work miracles. Miracles come from the same ordinary hands!