The expected effect is also called "pygmalion effect effect" and "Rosenthal effect". Psychologists headed by Professor Rosenthal of Harvard University have conducted a series of studies. Experiments show that students' intellectual development is directly proportional to teachers' attention.
In this regard, I deeply feel that making children feel good about themselves and feel proud of themselves is a good way to enhance their self-control ability. If you feel good about yourself, you will have confidence. If you have confidence, you will have self-love and be proud of yourself, from self-love to self-esteem. A person with strong self-esteem naturally has constraints and expectations on his words and deeds.
Confidence-self-love-self-esteem.
After entering the fifth grade, some students' performance in class has changed greatly, which is very gratifying and encouraging.
Several students in class one didn't behave well, and the seats were distributed at both ends. In the past class, I looked like a whack-a-mole, staring at the left and snapping to the right. Too many reprimands make you feel much worse in class. Tall Cao was "lifted" to the first position by me. Boys are gentle and behave well in communication, but they are weak in self-management in class, always distracted and always amused. A few criticisms are harmless, but they are almost ineffective.
On the other end of the phone, a history classmate, a thin boy, with dark eyes, is full of vitality, gas field and hostility, and has poor classroom habits. When he wants to talk, he can call and start activities. He just sits down and doesn't come to participate. It's very hard. When I was in junior grade, I would pull my neck and "lever" me. In the fourth grade, my mouth was always annoying, which seriously affected my class. As soon as the fire in my stomach came up, I lifted him from his seat and he immediately made a gesture of fighting with me. In the imposing manner, no matter how tall the child is, I am still "scared". However, temporary control may not be able to get real change.
There are several boys in the class who seem to be quiet, but in fact they often talk in a low voice and are absent-minded, including Sun, Ye and Zhao.
Strict education and repeated reminders can't see any great effect. Obviously, educational strategies must be changed.
In the past, I always agreed that "let children get a sense of accomplishment in the process of learning and doing things by themselves, rather than the temptation to participate in prizes." Blindly using scores and prizes will only destroy the internal drive. "My children and students have little material rewards, and I will actively encourage them to make progress.
However, when a student seems to have no merits worthy of praise, or has been well for a while, he will soon return to his original shape after being praised, which is simply a slap in the face. The usual teaching strategies don't seem to have much effect, and I began to think that I'm going to change.
In the first half of last year, I brought a box of fructose into the classroom and announced that I would reward two kinds of students. First, students who have made great progress in several consecutive classes; The second is to praise students who have been good at self-management. As soon as the "Progress Award" and "Maintenance Award" were announced, the beautiful candy box attracted the attention of many children, and the overall situation of the classroom was better.
The temptation of material things is only temporary. In order to prevent a few naughty children from making only temporary changes, first, before the end of each class, we will specifically name several students to affirm their progress, and then follow up: "We will continue to observe whether we manage ourselves well in the next class." Second, using the expectation effect, when students actively express and perform, they immediately praise their musical imagination, musical sense, timbre, rhythm and other musical qualities in front of everyone, and affirm that they have good musical cells in their bodies, which will flow down separately after class, and then affirm+express their expectations one by one.
I encourage every class, and the children are really changing. Since winning the prize, Cao Heshi has been very quiet in class, not just quietly in class, but for a long time.
When I was surprised to learn that Shi was learning Latin dance after class, I was surprised-I didn't find any special musical talent in class, and I was very happy, which could be used to encourage him. "It's true that he dances Latin dance", "Good coordination" and "Good sense of rhythm". As long as he participates in the activity, can close the beat or achieve the purpose of the activity, I will definitely affirm him in time.
Now in class, it is obvious that he has confidence in his musical sensibility. After listening to music, he always raised his hand to express his views and dared to stand up and sing alone. When I ask questions in front of the big screen, he will blurt them out again and again with high accuracy.
There is no fixed method in teaching, but it is important to have the right method. Different children need different ways to give him affirmation. Some children need to put in more efforts and encourage them in various ways.
Use positive words+sweet words+expectation to enhance students' self-confidence and full of hope for learning.
With the use of this method, the underachievers in each class have changed to varying degrees. Dai in Class Two is a junior boy with "bad behavior". Two boys who can't keep their mouths shut but love singing, Chen and Yang. Today, great changes have taken place. If the music class is "suspended" for various reasons, people will be dissatisfied and will miss classes. There was a class the day before yesterday, and the headmaster gave a temporary notice on the radio to suspend the class. Yang begged to continue the class and not listen to the radio. I can't believe Pippaday asked to stand up and sing music. Seeing the great changes of students is really the greatest happiness of being a teacher. ...
In actual teaching, everyone is a student with a good music foundation, but the pace of growth is different. Give them more positive expectations. Such positive hints will make students like this class and feel proud of their performance.
However, not all students can develop according to the expectations of educators. Students have different temperament and personality characteristics, different original experiences, different knowledge bases and intelligence levels, and have high and low requirements for themselves.
It is still necessary to teach students in accordance with their aptitude, put forward appropriate hopes and requirements for students, and meet their existing knowledge and intelligence level, neither too high nor too low. Only in this way can we enhance students' awareness of learning and achieve good learning results.
There are also stories about the transformation of several underachievers in other classes, which will be written and sorted out slowly in the future, recording the footprints of students' growth and the track of their own educational thoughts.
(September 2 1, article 149, with 22 words12, a total of 276,209 words)