(1) Listen carefully for ten minutes, do the questions clearly for thirty minutes, and have fun after class;

(2) At the risk of being punished by the teacher, the teacher can play for ten minutes when explaining and only sit for thirty minutes when doing the problem. After class, you are taught by the teacher alone for n minutes, and then learn to do your homework. Which one would you choose? The former learns well and plays well, while the latter doesn't, not to mention playing in his spare time.

Take the child prodigy I met before as an example: during the review period of 200 1 primary school graduation, a student made the review paper fly: he made a platform for the teacher to judge, or he made one or two mistakes, or he made the right one, and then he went down to do the next one. Finally, he completed the study task of other students for one month in two days at the pace of three times a class-then he played table tennis, played chess and learned typing with the Chinese teacher in math class. Watching TV at the math teacher's house in Chinese class; A week later, I asked for leave to go home to play, because it was too lonely to play with my friends, and I came to school again in a few days; The headmaster opened the library to soak in books, so he continued to play ball, play chess and watch TV, and finally entered junior high school with a score of nearly full marks.

Tell the students: you have the freedom to follow the right path, but you have no freedom to follow crooked ways; You have fast freedom, but not slow freedom-active freedom, passive freedom. Knock on the blackboard and draw the key points: students are not unreasonable, but unreasonable. Only when the teacher can explain the reasons behind the rules and regulations clearly and let the students understand why and how to do it is right and beneficial will the students be willing to abide by them; Only by knowing what is wrong can we supervise each other and form a good class atmosphere. Treat students as adults, not children: don't underestimate students' understanding ability, students can understand your truth. Use story reasoning, the story should be small and vivid, and let the students laugh wildly; The reason should be simple, straightforward and rude, so that students can't laugh in the contrast between emotion and thinking and solve problems. Clap your hands, spread out and raise a piece of chalk dust. I like the feeling of getting high on the clouds, although it's not good for my lungs.