The time for English teachers to reflect on 1' s excellent classroom teaching really flies. In a blink of an eye, I have been teaching English at school for 10 years. Looking back on some days in the past, I am really filled with emotion. I am very excited and I know that I have a great responsibility.
English is used for communication between people. In class, I often encourage students to speak, talk and communicate in English to arouse their enthusiasm, and ask students not to be afraid of making mistakes, but to dare to speak and communicate with teachers and classmates in English. In fact, many students have a desire to communicate with teachers and classmates in English, but because of "pressure", they are afraid that if they say something wrong, they will be criticized by teachers and laughed at by classmates, so they choose silence.
Therefore, in class, I actively guide students to get rid of this psychological obstacle and have a mild attitude in class. As long as students speak in English, even a little, I will praise them to arouse their enthusiasm. Sincere attitude, try to explore the good aspects of students' work, and try not to show disappointment, anger and impatience, so as not to affect students' emotions. For obvious mistakes in each student's speech, such as words with incorrect pronunciation and serious grammatical errors, we should point them out in time, help correct them and encourage them constantly. Because students have the enthusiasm and fun to learn English, they will be full of confidence in themselves, so they begin to speak actively.
However, the relaxed learning atmosphere in the classroom leads some students to disobey discipline in the classroom, which affects the study of other students. Therefore, in the next teaching process, I will sum up the shortcomings in the teaching work in this half semester, constantly improve my teaching and management methods, and constantly study, practice, reflect and make progress.
Reflections on excellent classroom teaching of English teachers II. I think English classroom teaching should be more interesting, more experiential, more multidimensional and more interactive, and change from teachers' teaching to students' inquiry learning. At the same time, teachers should appreciate students and stimulate and maintain their interest in learning. Let students learn to solve problems by themselves, let them learn knowledge through personal experience and cultivate their oral expression ability. Because I created a scene in the classroom, the students were very interested and enthusiastic, and the classroom atmosphere was very active.
There are seven or eight groups of students performing in front of the whole class. I praised each group for "doing well" and "doing well" according to their performance, so that the participating students have a sense of accomplishment and identity. Wait for the sentence patterns and let them practice in groups. Then play a foreign guest and ask: This is ... Who is she? . Students study, practice and act in groups. Of course, at this time, I ask the rest of the students to listen carefully and see if there are any mistakes in this group of students' dialogue.
In this way, students can correctly master the question and answer terms about "people" in class performance. 3B. Unit 3. In this class, I asked students to prepare photos of family members and divide the class into 9 pairs. One student in each group plays a foreign guest. Afterwards, I asked a timely question: If the absent students are British and can't understand Chinese, how can I introduce my family in English?
I'll teach English right away: many English teachers may sigh: what students learn in English always seems to be far from our real life, and it seems difficult to "match words with deeds"! In fact, in many English classes, as long as teachers use some ideas and concepts to find a similar starting point between book knowledge and real life, the authenticity, practicality and functionality of task-based teaching can be fully reflected.
Reflections on excellent classroom teaching of English teachers. In classroom teaching, teachers' evaluation is mainly done through oral or body language, so that students can experience the joy of learning success in time. Teachers' evaluation should be based on encouragement. Even if the students' answers are wrong, let them feel the teacher's care, thus inspiring their courage to try again and confidence to continue their efforts. The ultimate goal of teacher's classroom evaluation is not to record students' words and deeds in class, nor to divide the performance of each group into good and bad in each class. Teachers' classroom evaluation is to adjust students' learning mood and mobilize students' enthusiasm to participate in classroom learning activities. If students have actively participated in classroom activities, there is no need for teachers to pay too much attention to the statistics of the effect of activities, regardless of the actual needs of students.
Teachers should be natural and decent in classroom evaluation and avoid using exaggerated actions and tone; Praise should be appropriate, and words of encouragement and praise should never be used casually. If praise is too easy, students will get used to it, which may also lead to students dabbling in problems or coping with them at will.
Abuse of encouragement and praise is a misunderstanding in primary school English classroom evaluation. The new curriculum standard emphasizes respecting and appreciating students, which does not mean praising students blindly. Excessive praise often leads to the devaluation of encouragement. The necessity and feasibility of collective clapping to express praise is also worth pondering. In fact, this evaluation method turns the teacher's evaluation into the evaluation between students. The students clapping their hands did not actually participate in the evaluation of the students who spoke. The evaluation language is also prescribed by the teacher, not the students' real feelings. This formalistic evaluation method will not only interfere with students' positive thinking, but also appear mechanical and dull, ignoring the content of evaluation.
Reflections on Excellent Classroom Teaching for English Teachers 4 This semester, I took over Class 5 and Class 6 of Grade 7. Through the joint efforts of my classmates in the first half of the year, my grades have improved slightly. After this week's English teaching, I have some feelings and thoughts:
Modality is an important factor in learning English well.
Only when students have a positive attitude towards themselves, English and its culture can they keep their motivation for English learning and achieve good results. Rigid attitude will not only affect the effect of English learning, but also affect the development of other aspects. Therefore, I strive to create a relaxed, democratic and harmonious teaching space, thus:
1, respect every student, actively encourage them, and protect their self-esteem and enthusiasm.
2. Combine English teaching with modality organically, create various cooperative learning activities, promote students to learn from each other, help each other, experience a sense of accomplishment and cultivate the spirit of cooperation.
3. Pay attention to those who have difficulties in learning or are introverted, and create language opportunities for them as much as possible.
4. Establish a harmonious and democratic communication channel between teachers and students, often reflect on the learning process and learning effect with students, encourage and help each other, and make teaching targeted. Teachers and students are friends in and after class.
5. Strengthen extra-curricular counseling and individual counseling.
6. Evaluation can help students to know themselves, build up their self-confidence, help them to reflect and adjust their learning process, pay attention to formative evaluation at ordinary times, give correct evaluation and orientation to students' performance in the process of answering questions, fully discover students' progress, encourage students to reflect on themselves and improve themselves, and let students learn to analyze their achievements and shortcomings through evaluation, and make clear the direction of their efforts.
(2) Existing problems
1, students' grades are unstable, and they are prone to high and low, which is related to their poor grasp of basic knowledge and need further training.
2. Polarization is still serious. Some students are not interested in English learning. Although they seem to work hard, they don't concentrate, and their memories are not solid. It is necessary to cultivate these students' interest in English learning.
3. The writing ability can't go up. Although texts and sentence patterns can be read and written silently, their practical application ability is poor, so it is necessary to pay attention to the cultivation of writing ability.
In a word, only when students have confidence in winning, lay a solid foundation and practice in a targeted way can the learning effect be improved and good results be achieved.
Reflections on the Excellent Teaching of English Teachers in Room No.5 From the day I cross-majored, from the first time I said "Hello, classmates" to my students, I have been thinking about how to be an excellent English teacher. What kind of teaching methods will be welcomed by students? How can children fall in love with English? In these months of teaching, I deeply realized the following points:
1, role transformation and performance
The thinking mode of primary school students is flashback, so many texts and dialogues are difficult to remember and master in English teaching. Teachers should try their best to make teaching intuitive and interesting. That's the most direct expression. First of all, we should carefully choose and design some English teaching games. For example, teaching is this you/he/she ... sentence pattern. I designed a game of "finding the master". Every time, let one student go out first, I take another student's things, and then let the students who go out come back to guess the owner of the things. When students guess, they should ask "This is you/him/her ……" in the sentence pattern, and other students should answer with yes/no. The person who finds the owner fastest can get a small red flower. The second is to introduce music into the classroom to cultivate students' interest in English and enhance their memory. For example, ABCsong and Good Morning to you should use novel and interesting riddles and stories to arouse students' interest. For example, let the students close the book, pay attention to my mouth change (silence), and judge which word I said, and the one who said it right first won. Fourthly, let students participate in the design performance, let each student perform with reading or music, and add the English knowledge they have learned during the performance, which has a good effect and strengthened students' interest in English.
2. Introduce competition
Children are competitive. Appropriate competition activities in the classroom, such as inter-group competition, men's and women's competition, free combination competition and personal challenge, can not only enliven the classroom atmosphere, but also cultivate the sense of cooperation in the competition. Such as: question relay contest, word imitation contest, reading contest, action guessing, mouth guessing and so on.
In short, primary school students are fun, active, competitive and curious. As teachers, we must adopt flexible and diverse teaching methods from the psychological point of view of students to cultivate their interest in learning.