Methods of managing class discipline. Enhance students' collective consciousness and make them realize that obeying rules and disciplines is creating a good learning environment for themselves.
Second, improve the team leader's sense of responsibility. What I'm practicing in my class now is the The monitor on duty and group leader management system, that is, the group leader is mainly responsible for the study and discipline of the four students in this group, and The monitor on duty is responsible for all the work of the whole class in one day. Class rules and group quantitative management are only a constraint on students, and the most important thing is to guide autonomous management.
Third, strengthen the handling of students' violation of discipline when teachers are away. For example, the teacher in the self-study class said that the teacher was not deducted 2 points and the teacher was not deducted 5 points; If you don't do the problem carefully, 2 points will be deducted when the teacher is present, and 5 points will be deducted when the teacher is absent. Class rules? , copy? Class rules? , write feelings, etc. As long as the head teacher is away, the students deliberately violate discipline and go to the dead until they get him off. Only in this way can it be realized? Is the head teacher here? Even if the head teacher is not here, it is much better than the head teacher.
The method of managing class discipline (1) turns general requirements into classroom procedures and routines.
Effective classroom management is actually realized in the process of establishing orderly classroom rules. Teachers face dozens of lively children with different personalities every day. Without a set of effective classroom procedures and routines, it is impossible to organize these children to carry out teaching activities in an orderly manner. Practice shows that teachers can fix some general requirements in time, form students' classroom behavior norms and strictly supervise their implementation, which can not only improve the efficiency of classroom management and avoid disorder, but also help students form a sense of psychological stability and enhance their sense of identity in classroom teaching once they adapt to these rules. For example, in music class, students are required to walk into the classroom with the teacher's piano, say hello to the teacher and sit down, and then walk out of the classroom in small groups according to the music rhythm after class. Once this requirement becomes a student's behavior habit, it can play a long-term role and produce positive management and teaching benefits. On the contrary, if a teacher does not pay attention to the establishment of classroom rules and only relies on various requirements and instructions constantly put forward, it will not only be inefficient in management and waste time, but also easily lead to new classroom problem behaviors due to improper requirements.
(2) Consolidate the classroom management system in time.
Once the classroom management rules are formed, they should be consolidated repeatedly and revised when necessary. Teachers' actions to consolidate the management system mainly include: (1) careful monitoring. It means that teachers should carefully observe classroom activities, always pay attention to students' dynamics when giving lectures, and often patrol the whole class when doing homework. Teachers who are good at guiding students' behavior should be able to find out students' misconduct before it causes chaos. (2) Timely and properly handle problem behaviors. It's not enough just to find the problem. Teachers must also take certain measures to deal with problem behaviors. What measures teachers take depends on the nature and occasion of the problem. For example, some students sit quietly in their seats but don't listen to lectures, read comic books or sleep at their desks without snoring. This kind of problem behavior is introverted and has no obvious interference to classroom teaching. Therefore, teachers should not stop classroom teaching and publicly criticize. They can take measures such as giving signals, approaching control, asking questions and talking after class. Some students talk loudly, tease their classmates, pretend to be clowns and contradict their teachers. These behaviors are extroverted and have great interference to the classroom. Teachers must stop it quickly by warning, criticism and other measures, and punish it appropriately when necessary. (3) Flexible use of rewards and punishments. It is one of the effective ways to consolidate the management system and improve the management efficiency to encourage proper behavior by reward and stop bad behavior by punishment. There are many specific methods of rewards and punishments, such as teachers' approval and disapproval, praise and criticism, giving students some honors or canceling honors, awarding prizes, staying in school after class, suspending lectures and sending them to the principal's office. Pay attention to the following points when implementing rewards and punishments: first, use them flexibly according to the actual situation, focusing on rewards; The second is to maintain the authority of classroom rules and strictly implement rewards and punishments according to the rules; Third, punishment means should not be abused, let alone corporal punishment of students.
(C) reduce the level of classroom anxiety
Anxiety is an emotional state, an emotional response when a person's self-esteem is threatened. Moderate anxiety can effectively stimulate students' learning, so it is very necessary. However, excessive anxiety may affect students' academic performance and lead to problem behavior. Effective classroom management should help students reduce the intensity of anxiety before excessive anxiety forms problem behavior. There are two main ways to control students' anxiety: one is to understand and diagnose the causes of anxiety through conversation, and then induce students to vent their worries that cause anxiety. The second is to adjust the teaching situation appropriately for the reasons of anxiety, such as adjusting the teaching requirements and progress, and adjusting the methods or requirements of teaching evaluation. There are not only students' anxiety, but also teachers' anxiety in class. Usually, classroom discipline is an important reason for teachers' anxiety. Some teachers, especially some new teachers, often worry about students' discipline and problematic behaviors in class because of their lack of successful experience in classroom management, so they often take some blunt measures to control the classroom and frequently accuse and reprimand students. This intensifies the contradiction, disturbs the classroom and further aggravates the teacher's anxiety. In fact, whether classroom discipline can be maintained depends largely on teachers' attitude towards students and the interpersonal relationship between teachers and all students. If teachers can really care about, respect and love students, understand their requirements and pay attention to working methods, students will in turn safeguard and support teachers' work, classroom discipline will be easy to maintain, teachers' anxiety level will be greatly reduced, and classroom management efficiency will be improved accordingly.
(four) the implementation of behavior correction, psychological counseling.
Behavior correction is a method to use the principle of conditioned reflex to replace or eliminate students' bad behavior, thus strengthening students' good behavior. The method of behavior correction is more suitable for simple problem behaviors, such as speaking and being active in class. The specific steps of behavior correction include the following: (1) Determine the problem behavior that needs to be corrected; (2) setting a calibration target; (3) selecting appropriate reinforcing agent and reinforcing time; (4) Eliminating the stimulus to maintain or strengthen the problem behavior; (5) gradually replace or eliminate problem behaviors with good behaviors. Psychological counseling helps to improve the level of classroom discipline and form good behavior habits. The main goal of psychological counseling is to help students understand and evaluate themselves correctly by adjusting students' self-awareness, eliminating obstacles to their self-potential, and thus changing their external behavior. From this perspective, psychological counseling works from the inside out, unlike behavior correction, which is entirely aimed at changing external behavior, so it is more suitable for adjusting more complicated problem behaviors. However, the effectiveness of psychological counseling depends on whether the interpersonal relationship of trust, harmony and cooperation is truly established between teachers and students, and whether sincere ideological and emotional exchanges can be carried out. Therefore, this job has higher requirements for teachers.
Class discipline management method 1, focusing on emotional input.
Remember this famous saying:? Students don't care how much you know, let them know how much you care about them. ? Although, you don't need to be friends with them. Use the time before and after class to communicate with students more, showing that you are really interested in their lives. Of course, it may take time, but many successful teachers are very aware of the importance of maintaining a good teacher-student relationship with their students. Zhan Mu? Jaime escalante? The prototype of a movie "Be a Teacher" in real life explains his teaching career well? There is always a reward for giving? The truth.
As long as you continue to invest in maintaining the relationship between teachers and students, you will always be rewarded: students are more inclined to obey your requirements; Even if you make mistakes, it is easier for students to understand.
2. How to deal with students testing your bottom line?
This temptation is manifested in various behaviors that violate discipline (whispering, deserting, etc.). ), it is a test of your classroom management ability. You need to stay calm and react appropriately in time, but don't overreact.
3. Ensure the continuity of the teaching process.
This means that teachers and students go all out, every student is absorbed, and the whole teaching process is carried out in an orderly, tense and orderly manner. However, in the process of teaching, it is inevitable that there will be various emergencies, such as cable broadcasting, fire alarm and the sound of electric lawn mower: sudden knock on the door. Sometimes, it is the teacher who inadvertently breaks the continuity of teaching, such as the digital equipment of audio-visual education is not ready, the teaching AIDS are misplaced and stopped to find them, and the students who violate the discipline stop to criticize them.
Unexpected events broke the normal teaching order and the classroom was in chaos. What kind of problems will occur when teaching is interrupted? It turns out that everyone studies with 95% ~ 100% energy, but it drops to zero because of the interruption. Teachers need to attract students' attention again and spend a lot of time to restore the original teaching rhythm.
Teachers should pay special attention to the transition from one teaching activity to another, and try their best to keep it steady and ensure the continuity of the whole process.
4. Let students actively participate in the whole teaching process.
Ensuring the interesting, organized and rhythmic teaching content can effectively reduce classroom behavior problems, although it sounds a bit trite. Students' lack of discipline is mostly a response to boring teaching. Of course, even the best and well-prepared teachers will have discipline problems in class. Only to a relatively small extent.
In addition, fast-paced teaching is more likely to attract students' attention.
5. State your discipline and requirements positively.
Some teachers are used to asking students to do nothing and seldom consider what they are asked to do. This negative way of asking questions is often inefficient. Don't expect students to guess your intentions. Set high standards for students (including academic and classroom behavior). Although it is difficult for students to exceed your requirements, they generally do not violate your standards.
6. The more rules, the better. The key is execution.
You need to control your class. But there is no need to set limits for students everywhere. Post the class rules in a conspicuous place in the classroom.
7. Maintain students' self-esteem.
Avoid open confrontation with students. In the long run, there will be no winner in this confrontation. If you have different opinions with students, try to communicate privately. Don't criticize students who make mistakes in front of other students.
8. Keep your eyes moving.
Eye contact is the most powerful weapon to maintain class order. Through timely eye contact, about 80% of potential violations can be stopped. Scan the whole class at least once every minute. You only need to focus on 4-5 students at a time. After four or five seconds, turn your attention to another group of students. Most teachers pay little attention to the students sitting at the far end of the classroom, but it is those unruly students who like to sit there.
9. Control classroom behavior and maintain normal teaching order.
Some researchers mentioned that teachers should have a long brain and a pair of eyes so as to always know what is happening in the classroom. Avoid turning your back on students, such as facing other students in the classroom when participating in group activities. It is very difficult to supervise the whole class while sitting and lecturing. It's best to talk while walking around the classroom. Effective teachers seem to have a special sixth sense. They can anticipate problems at any time and stop them in time.
10, adhere to the principle of gradual escalation when taking management measures.
When the initial strategy doesn't work, stronger measures can be taken; If stronger measures fail, there is no point in taking a moderate approach. Of course, this doesn't mean that you can finally pick up a baseball bat. If you are really out of control, choose a smaller tool. Eye contact can be regarded as a low-level confrontation. If the student doesn't correct his or her behavior, he or she needs to take further measures at this time. He or she can stand near his or her desk. This will not affect other students, thus maintaining the continuity of the teaching process.
1 1, by the power of silence.
Keep silent when making eye contact with students. Silence is power. Learn to use it effectively. After each instruction, pause for a moment and take a few deep breaths. This will keep you calm and give students time to reflect and realize their mistakes. If you feel it is necessary to upgrade further, please take a deep breath and pause for a moment before upgrading to consider whether it is necessary to upgrade. Avoid yelling at or humiliating students. Doing so will only make students hate you and make other students sympathize with students who violate discipline. There is no need for students' hostility and fear, and there is no need to fall into a strong conflict.
12, don't overreact.
When you lose your composure in front of the whole class, it is they who control your behavior, not you. Some students will try to find your hotkey? Learn to control your behavior when it makes you out of control. Remember, most students' behaviors that annoy us are not out of evil or cowardice, but just inappropriate.
Of course, if students' bad behavior may hurt others or cause collective economic losses, measures should be taken in time to stop it. At this time, you may need the help of other adults. Don't dwell on students' past mistakes, chatter will only lead to students' alienation.
13, selective reaction.
Learn to ignore some minor violations, especially when you suspect that students' motivation is to lure you to fight. Of course, intentional injury and malicious input must be stopped. Small problems and problems you are not sure how to deal with at that time can be dealt with later, which will also buy you time and consider better solutions.
14, solve discipline problems by adjusting posts.
If several students in the class sit together, they often collude to violate discipline, rearrange their seats and separate those who violate discipline. You can do it skillfully without revealing your true intentions. For example, students are regrouped by counting, those who violate discipline are divided into different groups, and then different groups are arranged to sit in different areas of the classroom, thus separating the troublemakers.
15, avoid arguing with classmates in front of the whole class.
If you have different opinions with the students, you can suggest that there will be no winners in private discussion and public debate.
16, silent reprimand is more effective than shouting.
Indeed, some studies show that in the long run, scolding students loudly does more harm than good. Avoid yelling at students, which shows that your emotions are out of control. Your tone and nonverbal information should be consistent. If your body language is not correct enough, students may get the wrong information, and they may think that you are not serious.
17, talk about students' bad behavior, and tell the truth.
Wrong behavior is unacceptable, but don't deny students because of it. Strict and caring, students should be praised in time when they make good behaviors, and encouraged after they correct bad behaviors.
18, correctly understand the school's behavior management norms.
Including: what management measures should be taken for serious violations (such as fighting, drug abuse, alcoholism, truancy, etc.). )? What procedures should be followed when implementing management measures? Is it necessary to take suspension or probation? If so, how to achieve it? What are the responsibilities of parents for students' bad behavior?
19, starting school, further refining the management procedures of daily things in the class.
For example: attendance regulations, procedures for making up homework, distribution and collection of school supplies, management of going to the toilet and lunch, etc.
20, appease the emotional students.
Some students may act violently on impulse.
2 1. Walk around the classroom and expose some tricks.
Sometimes, students try their best to cover up their behavior (for example, whispering with their mouths covered, hiding behind desks, posting textbooks, reading books unrelated to their studies, etc.). ) and walk around the classroom to expose these tricks.
22. Help students learn from their mistakes.
Don't label students as failures because of their mistakes, but help them realize that each of us may make mistakes, and at the same time, we have an obligation to learn from them. Don't punish the whole class for one student's bad behavior.
Innocent students will be treated unfairly. Doing so will only lead to the whole class (and possibly parents) standing on your opposite side.
24. Provide opportunities for students.
Students' bad behavior is often to seek the attention and appreciation of others. Provide students with opportunities to get attention through appropriate behavior.
25. prepare some? Elasticity? Homework activities.
Like a group? Brainstorm? , crossword puzzles, review games, etc. When unexpected events occur (such as the explosion of slide light bulbs, visitors, students getting sick, students finishing their homework or exams ahead of schedule, etc.). ), let students do these homework.
26. Don't take students to the principal's office easily, and don't recruit parents to the school easily.
If you do this often, it only shows that there is something wrong with your classroom management. The results show that it can only lead to more serious and frequent bad behavior.
It is not an effective punishment to invite students outside the classroom.
You may be responsible for this. In addition, many students find the hall outside the classroom a very interesting place, especially when studying infighting.
28. Serious and deep-rooted student problems can be discussed with students in private.
Help students analyze the nature and causes of problems and allow students to express their personal views. Help students make plans, sign teacher-student contracts, and gradually correct bad behaviors. Avoid verbal attacks.
29. If some questions make you feel difficult, actively seek advice from others.
Ask your headmaster, experienced teachers, school psychologists, school consultants, etc. They may have had the same problem as you. Seek different views, learn from their failure experience and learn from their successful experience. If you can ask their advice, they will also feel a sense of accomplishment.
If you have difficulty in classroom management, you can take some courses.
You can consult your colleagues who have participated in relevant courses and ask them to help you make a choice.