Second, logical induction. Before giving advice to students, teachers can explicitly ask students to change their attitude, and then find out some facts contrary to this attitude to ask questions, so as to urge students to accept the correct attitude. For example, a student feels that his efforts have little effect on the improvement of his academic performance, and he loses his confidence in making progress because of his unsatisfactory grades. If the teacher wants to persuade him that he can make progress through hard work, he can ask him, "That time, your exam results improved, wasn't it the result of your hard work?" "This semester, your total score is not as good as last semester. Is it because you were not so attentive last semester?" When students admit that these facts do exist, they will deny their pessimistic attitude and believe that they will catch up with or surpass their classmates through hard work.
Third, praise rather than belittle. In reality, most students like to hear teachers praise themselves, and they are very reluctant to hear teachers criticize themselves. If teachers change the practice of blindly criticizing and skillfully use it to praise their progress instead of criticizing their shortcomings, the effect will be better. For example, a student named Ouyang stole a plastic pipe used to water a house, and he is expected to be severely criticized. However, the teacher in charge of the class unexpectedly praised Ouyang at the class meeting: "It is wrong for Ouyang to steal his plastic pipe and sell it, but the money he sells is not the same as before, not to buy cigarettes or wine. But buy breakfast every day and get to school on time. Because his parents didn't give him money to buy breakfast in the past, he had to cook breakfast at home, which often led to being late for school. He hasn't been late once this week, which is the beginning of his determination to correct his mistakes. In this regard, we should hold a split attitude! " Unexpected praise made Ouyang sprout new buds of progress. Later, with the timely encouragement and help of the teacher, he gradually improved and the probability of making mistakes decreased significantly.
Fourth, learn from and compare. For students' shortcomings, teachers can look for good examples to compare and encourage instead of making positive criticism first. For example, a student's homework is scribbled, and the teacher wants him to redo it, but the student is still the same. That is, the teacher wants to find a neatly written homework to show him and says to him, "Look, how well this homework is written. As long as you are serious, I believe you will write so well. " Since then, the student's sloppy homework has been overcome.
Fifth, go down the steps skillfully. Whenever students' shortcomings are exposed to the public, unfriendly criticism may lead to deadlock by hurting students' self-esteem. In this case, the teacher should grasp the language measure and give hints while helping the students go down the stairs. For example, after giving a class a written assignment, a teacher found a boy squatting on the desktop. The girl sitting next to her couldn't help saying, "Teacher, my deskmate is prone on the table and he doesn't do anything." At this time, the teacher said euphemistically, "Think carefully before you do your homework. Maybe he is thinking about it. I believe that he will do his homework immediately after considering maturity. " The boy slowly raised his head, thanked the teacher and quickly picked up a pen to do his homework.
Sixth, distract attention. Whenever students make mistakes and stick to their own opinions, direct suggestions often hit the nail on the head. The teacher can draw the students' attention away from his sensitive problems first. The purpose of doing this is not only to avoid a deadlock soon, but also to let students understand and accept the suggested information in an open state of mind and body. For example, a student has a conflict with his teacher because of his attitude of giving advice. When the class teacher took him to a secluded place on campus, and then talked with him about his family with concern, the class teacher conveniently asked a question: "What kind of attitude will your parents have when they find out that you and your brother have made a mistake?" The students said, "They will criticize us very anxiously and seriously." . The head teacher then asked, "Will your parents go too far when they criticize you?" The student replied, "Yes, this time is inevitable." The head teacher said, "Your teacher criticized the same as your parents. As you, the first thing to consider is the teacher's intention and the content of criticism. Don't haggle over the teacher's attitude. You should understand the teacher as well as your parents. Of course, as a teacher, I should constantly sum up my own educational experience and lessons,,,,, "At this time, the students were really convinced and got back together with the subject teacher.
Seventh, indirect reminder. In real life, some teachers really attach great importance to the use of praise when educating students. But the habit of "but" has reached an obvious turning point. For example, a teacher said, "A classmate has made rapid progress recently, but he doesn't pay attention to the lecture in class and doesn't review carefully after class." As a result, not only did the suggestion fail, but the previous praise was also considered insincere by the students. If teachers use indirect reminders instead of direct criticism, they should express their demands on students euphemistically. For example, they said, "You have made rapid progress recently. If you can further grasp the two links of in-class listening and after-class review, I believe your academic performance will improve faster. " This statement is easy for students to accept.