Paying attention to students' status is more important than paying attention to training content.

Seeing this topic, I wonder what kind of reaction everyone has?

This sentence was said by a schoolmate when I was training in Sanya. He said that at that time, I didn't particularly understand and agree with him. Later, I thought about it, and this sentence was more appropriate in the training process. Actually, it's not that we don't pay attention to the course content. Before training, when we design or develop this course for this group of students, we should pay attention to the course content, and the focus in the training process should be on students and adjust their learning status.

I have always advocated students' physical and mental participation. In fact, the state of students reflects the degree of students' participation. Miss Marilyn mentioned it in class. Overcome resistance? Frankly speaking, I didn't agree with this module at first, thinking that this kind of situation rarely happens, especially in my own classroom. However, a classmate mentioned? When he gave a lecture to his subordinates, they certainly didn't dare to resist. ? A word awakened the dreamer, but in fact his subordinates are here, but not necessarily here. They seem to listen carefully, just like some leaders talk big at the meeting, and their subordinates are there? Really? Just like drawing a circle on a notebook, this invisible resistance is actually more terrible.

This also prompted me to think carefully about whether there is invisible resistance in my classroom without direct resistance from language and body. Sometimes I have seen people watching mobile phones, others dealing with other things, and few people watching teachers. At that time, I might think that they might really have more important things, such as hundreds of thousands of stock prices that need attention, such as the boss asking for an important report; Maybe they don't realize the importance of my course, and they are excusable for not learning the former's explanation, while the latter's explanation may make us turn a blind eye to students and not really pay attention to their status and needs.

How to motivate students to change? Ability-willingness and environment? Such a ring can stimulate students' learning motivation and adjust their physical and mental participation, which is a very important link in learning design.

So my suggestion is to adjust the students' state before training and stimulate their participation. If you are a training organizer, you need to take four actions:

1, we must make the learning project really useful by tapping the real needs;

2. Stimulate students' motivation through training marketing;

3. Enhance students' participation by assigning learning tasks;

4, when necessary, through the screening mechanism to find what you really need. student

(Note: The picture above is the four-quadrant model mentioned by Marilyn in the course. We applied it to the "Learning Designer Certification Project" to stimulate students' learning motivation before training. )

If you are a lecturer, I suggest you help or even ask your clients to do these jobs, which is very important for the success of your training. This is also my usual practice. Helping customers succeed is also conducive to the success of their own classroom.

Secondly, at the beginning of the course, we should stimulate students' participation through three actions.

1. further stimulate students' wishes by giving away course benefits or even expanding benefits. For example, the course of curriculum development can not only help students develop wonderful courses, but also improve students' ability to refine and summarize, present expressions and coach children.

2. By letting students speak their own needs, give students the opportunity to speak, further tap their inner needs, promote the consistency of goals, and then get the contract conveniently.

3. It is still necessary to establish affinity (ice-breaking) activities or interesting activities, which can help students break their inner state and improve their participation.

Even so, it is still possible to meet students who resist. For example, the leader arranges them for training. Miss Marilyn called them prisoners. They were just sent for training. Participating in training has become their work task. What if they complain about not participating?

We should respect students, do not form an atmosphere of conflict, and understand them from their perspective with empathy; Then let them realize that since they are here, is it fun and rewarding to spend this training or something else? At this time, we should be able to find the positive factors in their language and let more students speak? what's up . For example, a classmate said? Is it too hard to train on weekends? May I ask? It's really hard for everyone to work for five days, isn't it Then should we make training easier and more interesting? Some students said? Teacher, we want to hear about dry goods? Then you can ask? Everyone wants to hear the methodology of solving problems, right?

Furthermore, paying attention to the students' state in the training process needs the attention of every teacher. Because after entering the course, we are likely to teach according to the pre-set content and methods, while ignoring the concern about the students' state, which leads to? Can't be student-centered? . Paying attention to every student is of course the basic requirement. When you pay attention to students, you will find that students may be tired, may not understand, and may not be interested in some content.

The trainer will pay attention to the students' status in time, adjust the students' status in time, or adjust the content according to the students' status. For example, if students are tired, they can break their state by doing small activities or short stories in time to further attract their attention; When students don't understand, they may need to explain further through cases; When students are not interested, they can stop and ask students specific questions in this respect. In fact, the teacher's insight and interpersonal sensitivity are very demanding. Call it in coach training? Coach's position? That is to say, at an appropriate time, we should pull out, not just immerse ourselves in it, but pull out to see the state of teachers and students and judge the real needs of students.

Based on the above, think about what is truly student-centered? What does the student's identity determine?