Classroom 56 has created a paradise for children to escape from the storm. There is no fear here. Mr. Rafe replaces fear with trust, which is a reliable reliance for children, stresses discipline and fairness, and becomes an example for children. As he said, "Children should follow your example. You should do what you want them to do first. I hope my students are kind and diligent, so I'd better be the kindest and most diligent one they know. " Therefore, both children who go out and children who stay inside feel that this is the warmest place.
Mr. Rafe also introduced lawrence kohlberg's viewpoint of "six stages of moral development" into the teaching classroom, making the "six stages" become the glue to unite the whole class and guide students' academic and personality growth. A careful study of this "six stages of moral development" is of great reference significance.
Stage one: I don't want any trouble.
From the moment they step into the school gate, most children begin to receive the first stage of thinking training, and almost all behaviors are based on the principle of "don't get into trouble". "Quiet, the teacher is coming!" The children admonished each other nervously. They do their homework in order not to get into trouble, they queue up to make the teacher happy, and they listen quietly in class to please the teacher. As parents and teachers, we always threaten that "you will look good if you don't behave well" or "when your father comes back, you will be in big trouble." This kind of thinking is constantly being strengthened. However, teaching children in this way is based on fear. The ultimate goal of asking children to behave well is to convince them that it is right, not because they are afraid of punishment.
Mr. Rafe began to establish a partnership with the children on the first day of class. He will ask children to trust him first, and promise to trust them at the same time, so that children can forget the first stage of thinking. Teacher Rafe emphasizes that the correct guidance of primary motivation will have a great impact on children's life.
Stage two: I want a reward.
Teacher Rafe thinks it is very dangerous to exchange gifts or money for children's good behavior. We should let the children know that it is right to behave appropriately, and there is no need to reward them. His words are well-founded, but looking at our classroom, from kindergarten to primary school and even junior high school, how many are not carried out in rewards and punishments, and rewards have become a favorite way for children. Bribery is common in classrooms all over the country.
The third stage: I want to please someone.
As children grow up, they begin to learn to do things that please people. They please teachers, please parents, and show behaviors that meet our expectations. What they do often makes us feel comfortable, but they do it for the wrong reasons. The idea of working hard for parents or teachers will bring more pressure to children. Such children will be depressed when they grow up, hate work, and can't understand why they are so dissatisfied with life.
Stage 4: I will abide by the rules.
It is necessary for children to understand these rules. Better teachers will spend time explaining the "reasons" for making certain rules, and many creative teachers will take their students to participate in the design of class norms. The teacher's theoretical basis is that children who participate in the formulation of class rules are more willing to abide by the rules. That's true. However, Mr Rafe found through many examples that it is not necessarily a good thing to completely abide by the rules, such as their lack of sincere gratitude and maximum creativity. So Mr. Rafe thinks it's a good thing to reach the fourth stage, but we must work harder and go up a storey still higher.
Stage 5: I can be considerate of others.
Whether children or adults, the fifth stage is difficult to achieve, and it is a great achievement to help children have compassion for the people around them.
Stage 6: Have your own code of conduct and abide by it.
The sixth stage is not only the most difficult to achieve, but also the most difficult to teach, because the code of conduct exists in the soul of an individual, including a sound personality. This combination makes imitation impossible: by definition, the behavior of the sixth stage cannot be taught or told, "Look at what I am doing now, this is what you should do." Once you demonstrate it, it violates the definition of the sixth stage. To some extent, this is a self-contradictory code of conduct, which puts teachers in a dilemma.
After reading these, I am thinking that if I also teach these six stages of development to children in the future class management, then our class will definitely go to a higher level.
In this book, Rafe believes that through literature, children will look at the world with different eyes, open their hearts to new ideas, and embark on a glorious road of travel, so he has trained children to read for life. Because writing ability will benefit children for life, four methods are used to improve students' writing ability. At the same time, I also found that some innovative measures of Mr. Rafe, such as holding a book club, helping children choose books, and writing monthly reading experience, are all good methods and worth learning from. Therefore, reading these words, I have a feeling of "suddenly enlightened".
Of course, there are still many theories that need to be carefully studied and digested, but I believe that as long as we have such a belief, we can do better. Set a new goal for yourself from now on, and make sure that your students can do it so well, because we all have a classroom and perform different stories every day. If we can observe carefully like Mr. Rafe and start loving every child, then we will have our own different classrooms. Let's try to make our classroom a place that children yearn for from now on.
In reality, we find that children are far less active in the classroom than in the playground. The playground is always busy, but the classroom is always dead? Teacher Rafe told us that many classrooms now have the following unhealthy phenomena.
As Mr. Rafe said, "Nowadays, most classrooms are controlled by one thing, and that is' fear'!" Indeed, teachers are afraid of losing face in class, of not being loved, of not being listened to, of losing control of the scene ... and students are even more afraid of being scolded, humiliated, making a fool of themselves in front of their classmates, failing to get good grades in the exam and getting angry with teachers. ...
Yes, the management of the classroom is very problematic now, and there are injuries everywhere. First of all, some teachers hurt students mercilessly all the time, for example, beating and scolding students, yelling at students loudly, being angry and not attending classes, turning a blind eye to students, not correcting homework or making students copy homework repeatedly. All these injuries to students are unpredictable. The injuries caused by corporal punishment may be visible, but the mental injuries are invisible and more harmful.
Secondly, students hurt each other, such as beating and cursing each other, looking down on students with poor grades and students with family difficulties, and discriminating and isolating each other. Such a phenomenon, without a classroom, will make students feel afraid and hurt.
There is also a phenomenon, such as "I will give you an exercise book if you recite the text today." Chinese teachers often say this; "If you get the top three in the class this time, I'll buy you toys." Parents often say the same thing. In today's classroom, no one can deny the existence of this phenomenon that rewards are used as "bait" to let students complete the tasks of teachers and parents and meet the requirements. Therefore, children's endorsement is not really to master the beautiful words of the article, experience feelings and practice their sense of language, but to get "an exercise book and an opportunity to participate in activities". Children finish their homework not to master what they have learned, but to get material rewards from teachers and parents.
Teacher Rafe told us that this is "classroom bribery"! In fact, as teachers, we all know that this practice has immediate effect, but it is not beneficial to students' lifelong development, because it denies the educational concept of "let students know that appropriate behavior is appropriate and there is no need to give rewards", which is a concentrated expression of educational utilitarianism.
I really don't know without looking. I was shocked after reading it. Few teachers can deny the bad phenomena listed in classroom 56. In order to make the classroom a warm home for students, our teachers should, like Mr. Rafe, know that it is our teachers who decide the size of the classroom, change the content of the classroom with their own appearance, and improve the capacity of the classroom with their own tolerance. Our classroom should abandon fear and build trust, and teachers should "be the reliable shoulders of children"; If our teachers want to abandon "bribery", they should make students understand that "it is right to behave appropriately and there is no need to give rewards"; We also need to learn from Mr Rafe's spirit of daring to tell the truth. Now many of our teachers have been assimilated by many phenomena in society and dare not tell the truth. Teacher Rafe bluntly said: teaching is a thankless job, and there is no feeling of "eating sugar cane at both ends"; When you calm down and think about the past, you will find that there are always more unsatisfactory places; Being a teacher is really painful; There is no shortcut to success ... this truth is shocking and makes people feel that their inner impetuousness suddenly becomes calm: education is real and nothing can be false. Only by making the classroom a warm home for children can education become a reality!
"Sneak into the night with the wind and moisten things silently." As a teacher, we should always remember that loving students is our "God" and always the object of our service, just like Mr. Rafe. We should always keep in mind the "miracle of classroom 56", strive to change ourselves, manage our classroom with heart, and treat "God" with true love, and we will certainly create a miracle that belongs to our classroom!