Informal evaluation refers to the immediate feedback and evaluation made by teachers on students' learning and performance in classroom teacher-student interaction. Compared with formal evaluation, informal evaluation can often touch students' hearts and have a more profound and lasting impact on students. In college classes, informal evaluation is often ignored or even misused.

Then, how should college teachers use informal evaluation to promote students' learning and development? I still remember a classroom observation when I was a school supervisor a few years ago. It was an afternoon before the National Day holiday. After the bell rang, a male teacher stepped onto the platform without greeting the students or organizing the teaching session.

When he noticed the striking "no man's land" in the classroom, he said to the students present, "Oh, there are more people absent from class today, which is understandable considering that tomorrow is the National Day holiday." This opening remark was so unexpected that I was suddenly disappointed with the students present, because their decision to stick to the last half-day class did not get a positive response.

This incident tells me how important it is for a university teacher to properly use the informal evaluation of students' situation. Then there was a heavy rain in the morning class. After greeting my classmates, I said to them, "The weather is rather bad today, and I really appreciate your coming to class on time in the rain." You can find a hundred excuses for not doing something, and you only need one reason to do the right thing.

Now, let's applaud our choice and will to overcome difficulties and attend classes on time. "Although the clothes are still wet, the students' faces are full of pride. After 15 minutes of class, I suddenly received a notice that the school was closed. I told the students that I would give everyone a choice. Should classes continue or be suspended?

The students said in unison, "Teacher, let's continue!" I am happy to say, "Thank you, classmates!" " Your eagerness to learn and persistence infected me. I agree with your choice. Let's continue our class! "In my repeated affirmation of students, I conveyed positive expectations for them, and their response to this expectation also moved me, confirming the teacher's prediction of' self-realization'.