Bad behavior in class will not only affect the efficiency of classroom teaching and the normal progress of learning activities, but also affect students' physical and mental health. Classroom problem behavior is very common in primary and secondary schools. Students' bad behavior in class refers to the behavior that violates the classroom rules, hinders and interferes with the normal classroom activities or affects the teaching efficiency. There are two kinds of students' bad behavior in class: one is explicit bad behavior, and the other is implicit bad behavior.
This paper discusses how to effectively control the bad behavior in the classroom, taking the teaching of talking about bones as an example. In the teaching of talking about bones, there are the following bad behaviors: 1, reading the text with a drawl. 2, reading is not neat. 3. The group discussion is not active. 4. Call the students to answer the questions, and the rest of the students don't pay attention. 5. The whole class has been whispering. 6. Some students seem to be very serious. Actually, under the table, two students compete with each other. 7. Some students are separated from the classroom for the whole class.
First, students themselves 1 lack good study habits. It is manifested in absent-mindedness, many small moves in class (such as turning pens, pulling fingernails, making transparent tape with a knife, etc. ), give up when you encounter difficulties, and so on. Some students are even more tired of learning because of their parents' indifference and the aggravation of their studies. Although teachers have taken various measures to strengthen students' good study habits since they entered kindergarten, the effect is not very significant, and some students still have such bad study habits. 2. Students' motivation is weak. Lack of interest in active learning, the nature of playing is still prevalent, the relationship between learning and playing is not handled well, and there is no clear learning goal. I am borrowing this class, so students think that they are not their own teachers and will not criticize them.
Second, the teacher factor.
In classroom teaching, teachers are prone to make three major mistakes: too fast, too much and too deep. (1) The teacher lectures too fast, and the students take the "plane".
First, talk too fast. Students don't know what teachers teach, so they have to have a process of thinking, understanding and digesting. The teacher speaks fast, and the students have no time to analyze and think, so they don't understand well and it's hard to accept. They just "fly" with the teacher, so they are likely to drift out of the classroom.
Second, the teaching progress is too fast. The teaching progress is too fast for students to digest and consolidate. They feel that every class is difficult to understand, afraid of difficulties, lose interest and confidence in learning, and have no intention to concentrate on listening. (2) Teachers talk too much and students are tired of listening.
Some teachers think that students can learn better by speaking more; Or we can't grasp the key points of teaching and use energy evenly, which often leads to the phenomenon that old teachers talk more, students talk less and students practice less. The teacher's teaching mode is just like the private school teacher's mode in feudal society, and there is nothing new and innovative. Students are naturally bored and have no chance to express themselves, so they gradually lose interest in this course and are easily distracted in class.
And this class is just argumentative and boring, and students certainly lose interest in learning. (3) The lectures are too in-depth and demanding.
Knowledge is scientific, rigorous and complete, but the stage and ability of knowledge must be considered in teaching. The teacher talks too hard, only a few people can understand some, others can't understand, and they can't appreciate the "happiness" of this class. Over time, they will feel inferior and feel inferior to others, or worse than others anyway, which creates opportunities for them to perform poorly in class.
First, do a good job in student work
Before class, communicate with them in time and properly, be caring and attentive, let them feel the teacher's concern and concern for him, and let them feel that a warm current is slowly pouring into their hearts. This will bring you closer to the students, and they will secretly make up their minds: I must study hard and learn the subject taught by this teacher well. In this way, they will be more energetic in class and will not be prone to some bad behaviors.
Second, make full use of pre-class lead-in to stimulate students' interest in learning. For example, Teacher Yin Shihua holds a small debate contest before class to select topics of interest to stimulate students' interest, so that it is not easy to think outside the classroom.
Third, prepare lessons and students.
Only by preparing lessons adequately can teachers avoid the three major problems of "too fast, too much and too deep". Only when students are well prepared, there will be no silence and confusion in the classroom, and there will be no bad behaviors such as students' unintentional listening and inattention.
Fourth, the adjustment of speech speed and intonation.
After a class, if you use the same speed and tone, it will give people a straightforward and plain feeling, rather than a feeling of cadence and ups and downs. Observing the latter is more helpful and effective to arouse students' enthusiasm. Therefore, if a teacher can adjust his speaking speed and intonation in class, it will give students an invisible attraction and attract them to follow your thoughts and rhythm. You don't talk about yours. He misses him.
Fifth, pay attention to details: the correct use of silent language and spoken language.
First of all, if students have bad behavior in class, but it is in progress, teachers should use appropriate oral language to remind them, not excessive language, because in addition to considering students' self-esteem, the main purpose is to let them stop bad behavior and concentrate on the class. If you use excessive language, it will be counterproductive.
Moderate classroom humor is very important for creating a harmonious classroom environment. The famous Soviet educator Switev even thought: "Humor is the most important first assistant for educators." Humor can open the door of students' thinking and boil their "blood"
It can "attract" students' interest in learning, communicate the hearts of teachers and students, and give students permanent memories.
When students put off reading, I said, I think I have a lot of fate with the students in our class. I like to procrastinate when I do things and talk, and so does reading. A ridiculous remark corrected the problem of procrastination in reading.
Secondly, if students want to have bad behavior, you can remind them with a look, a smile, a gesture and a standing posture, and kill their thoughts in the cradle. At this time, if you use spoken language, the effect may not be as good as that of silent language, or the expected effect may not be achieved.
Sixth, the requirements should be clear and the tasks should be implemented.
Teachers will set up some links in the class, asking students to work together or think independently in groups or at the same table. At this time, students are very prone to bad behavior. Therefore, teachers should have clear requirements before asking students to do activities, and the tasks should be implemented on everyone, that is to say, everyone should have something to do and participate, so that students are not prone to bad behavior. On the contrary, it is easy to have bad behavior. The organization and leadership of each team leader is also very important.
As the saying goes, "Fiona Fang cannot live without rules.