In the face of students, it is very important to do well the regulation of classroom discipline and gradually make students form the habit of consciously observing classroom discipline. Therefore, by analyzing the situation of students in our class, I put forward my own classroom discipline strategy for your reference only. What is discipline? Discipline roughly means' correcting mistakes and strengthening training'. What I mean here is that the purpose is self-discipline, that is, the purpose of training is to let everyone guide and supervise themselves. Therefore, if the teacher uses this word in this sentence, he means that the child should have the experience of improving his self-monitoring ability and make him a more self-oriented person. "Children, just walked out of the state of freedom, immediately by severe constraints. At first, they may try to abide by it because of the freshness and happiness of going to school, but slowly, the playful nature of children will undoubtedly be shown, so it will be suppressed. The teacher's criticism and restraint made him feel depressed and decadent. However, classroom discipline is necessary, an effective guarantee for classroom teaching and a reflection of teachers' organization. It is a form of control between the authoritative view of discipline and the laissez-faire view of discipline, which can be defined as the external norms and control imposed on students' classroom behavior. Although these principles and controls come from outside, they can be internalized by students, so that they can consciously guide and supervise themselves. Obviously, if the classroom behavior norms that bind students mainly rely on external forces to enforce them, it is compulsory discipline. If we mainly rely on everyone's understanding of the classroom code of conduct and consciously implement it, it is conscious discipline. The cultivation of conscious discipline is a long process, so we can't be impatient. The present situation of children's discipline in our class: first, start school and behave well. They are very attentive in class, sit upright, listen carefully, raise their hands actively, and fear their teachers. That's because of the freshness and happiness of going to school, as well as curiosity about attending classes. After ten minutes, the students gradually showed a relaxed state. I don't concentrate in class, I don't have the habit of listening to lectures, I often talk, some people start to make small moves, and I also start to contradict the teacher. This is the student's in our nature. Although this subject began to decline because of its nature, it should not be disturbed by their nature, otherwise how can the efficiency of the classroom be reflected? Therefore, as a teacher, we should start to study the rules of classroom discipline. Children and boys in our class are the groups that have the greatest influence on classroom discipline. There are three leaders among the boys. Many troubles are caused by these leaders, but these leaders are very smart and have great personality. Girls are more obedient and sensible. In view of these situations, I decided to adopt the following strategies: 1. Facing the whole class, I used different competition forms to attract them to remind each other and supervise each other. For example, mountaineering games to see which group reaches the top of the mountain first. For example, the seven-color flower game, to see which group of petals is the most, and the strawberry team, pineapple team and so on play the five-pointed star, four birds, each representing a team, to see which bird flies to the branches the fastest. After doing this, I found that their enthusiasm was particularly high, for fear that their actions would affect the whole group, so I reminded each other that classroom discipline was easier to control. But there is a disadvantage, that is, you have to change the pattern and keep changing, otherwise the students' interest and novelty will be gone. In fact, this is the product of the combination of teacher-driven discipline and group-driven discipline. The thoughtfulness of teachers and the construction of classroom structure make students feel safe, and the promotion of groups makes students more willing to sacrifice their own interests and abide by the discipline promoted by groups. 2. Use rhythm instead of "shouting". This is about how to make students quiet down as soon as possible after reading by themselves for a period of time. In the past, I could only shout at the top of my lungs, "one, two, three, calm down!" " "But the effect is getting worse. Later, inspired by others, I switched to rhythmic clapping. I want them to clap "da da" twice when they stop, and the students clap five times when they hear it, and sit down as soon as they are finished. I found this method very effective, which not only focused their attention, but also made the class look relaxed and orderly. Facing individuals, I try to treat them with kindness now. For example, a child always likes to talk below without raising his hand, so I seriously criticized him in class and called him after class to listen to his feelings. Let him know that the teacher likes you for your own good. Your behavior will affect the whole class. Another child likes to do something on purpose in class. I severely criticized him in class and talked to him after class. It turns out that the child did this to get my attention. I feel ashamed that I didn't pay good attention to every student. I will make every child feel that the teacher is paying attention to him in the future. The child needs love, and the teacher is kind to him. His thoughts can be remembered! For such a child, criticize when he does something wrong, praise his progress in time, let him feel your love, and he will try to control his behavior that affects classroom discipline and make progress day by day. Although the lessons in our class are not very good now, they are improving after all. I think it is very important to make students like your class. If the class is attractive to them, they will naturally listen carefully. So in addition to continuing to do the above three points, I also need to use art to arouse students' interest, just like I do in class, to speed up the pace and let students have something to do. In this way, the classroom discipline is naturally well regulated. But it is not enough for children to realize that I will be punished for doing something that has nothing to do with the classroom. The ideal of discipline is to make children consciously abide by it and realize that I should do so. This is a habit. From heteronomy to self-discipline, although it takes a long time to develop this discipline, there is a long-term process of cultivation and development. The behavior of senior one children is almost completely characterized by obedience to authority, which is the heteronomy stage of authority. But we can gradually infiltrate the idea of consciously observing discipline in the present heteronomy. For example, "it is best to be a child who is different from the teacher" and so on. Therefore, we should pay attention to every child, use different methods to control our classroom discipline freely, and develop the habit and consciousness of consciously observing discipline. Then, the extension and connotation of the discipline will be realized.