How to correctly handle various problems that arise in the classroom

In classroom teaching, we often find that students are distracted from learning and even have behaviors that affect classroom discipline, such as: students The students below do not listen carefully and engage in small tricks, causing the teacher to talk about the teacher on the blackboard, and the students to talk about theirs below, and the classroom teaching becomes a mess. At this time, if the teacher does not handle it properly, it will affect the classroom atmosphere. We all know that Mencius told a story in "Mencius. Gaozi 1": Two people with similar IQs simultaneously worshiped the master Yi Qiu as their teacher, but their academic performance was very different. This allusion tells us: The same teacher teaches, but the results are very different. This is not the difference in their intelligence, but the degree of concentration. This shows that in the process of listening to lectures, whether students are attentive or not is crucial to whether their academic performance improves. Psychologists believe that attentive learning is the pointing and concentration of cognitive objects by people's mental activities in a state of waking consciousness. When a person feels something faster, deeper, and longer. An educator once said: "Concentration is the only door to our soul, and everything in consciousness must pass through it before it can enter.". However, students are distracted in class and do not listen carefully. What are the reasons? I think there are the following aspects: 1. Internal reasons: (1) being in a daze, distracted, making small movements and talking small words. They took advantage of the teacher being very focused on teaching on the podium, and turned a deaf ear below, with dull eyes and dull expressions. Maybe they were thinking about someone or something; some were playing with toys, such as origami airplanes, and fiddling with school tools with great interest. Secretly reading books, eating unfinished snacks, drawing, etc.; or whispering, talking in a low voice, saying something irrelevant to the current classroom learning content... (2) Mental imbalance. Some students have their self-esteem hurt, such as being ridiculed, sarcastic, receiving undue interference, having conflicts with parents and classmates, etc., resulting in a lack of psychological security and self-confidence. Some students are overly dependent on their parents, lack patience for difficulties and challenges, or suffer from emotional distress. (3) Tendency to be tired of learning. Many students are overburdened. Teachers and parents have high expectations for them and set high goals for them. Many students feel guilty and troubled because they have not achieved the goals set by teachers and parents. mood. (4) Some have lost confidence in learning due to poor basic knowledge, and have no choice but to be forced by their parents to come to school to protect themselves from wind and rain and vent themselves. (5) Some people want to show off in front of their classmates and become the so-called "boss" in the class, looking for scumbags, touching this and that from time to time to show their prestige. Two: External reasons: (1) The learning content is inappropriate. The difficulty of learning content is also related to concentration. What you learn should not be too difficult or too easy. It should be appropriately difficult and easy. If what you learn is too difficult, has no connection with the knowledge you have mastered in the past, and cannot be understood, you will easily become sleepy, and of course it will be difficult to concentrate. What you learn should not be too easy. If the content of learning is limited to simply repeating what you have learned in the past, without spending much effort, your attention will inevitably be distracted. (2) The influence of classroom learning environment. Favorite toys placed on the desk, untimely layout in the classroom, loud noises and other noises, etc. These factors that have nothing to do with learning can easily create new excitement points in the cerebral cortex and interfere with students' concentration. (3) "Loveless" education method. Some of our teachers have not adapted to humanistic education, cannot lead by example themselves, do not have enough love for students, cannot enter the students' spiritual world, and establish a harmonious teacher-student relationship with the students. There are also some teachers who have not mastered the art of educating people. If their students do not perform well, they will only criticize, scold, and cynicize. They will not provide timely guidance or sincere encouragement when students have difficulties in learning. This kind of education without "love" is a huge blow to some students who are tired of studying. They often have a negative attitude of "breaking the jar and breaking it" because of their poor academic performance, and they also show poor performance in other aspects. Rebellious, negative and even some bad behavior. These behaviors aroused great resentment from teachers and classmates, so they began to isolate them, neglect them, not treat them as members of the group, not provide help, and not interact with them. This attitude deeply hurts them, severely dampens students' self-esteem, and puts them in a state of being unable to control themselves, resulting in inattention in class. (4) Wrong teaching and management methods. Some of our teachers found that students were not paying attention in class, and knowing that the students could not answer the questions because they were not paying attention, they deliberately raised their voices and beat them down: "Student so-and-so, please repeat what the teacher just said.", "Please answer this question just now." Question.", "I know you can't answer it." They only wait until the students are blushing with shame before they give up; some teachers do not change their roles and simply use " "Indoctrination", "injection" and "cramming" teaching models; some teachers do not have enough understanding and grasp of their own learning methods such as inquiry and cooperation, resulting in students' lack of intrinsic motivation to learn and inattention in class. (5) Family influence.

The excessive demands and expectations of some of our parents make students feel that no matter how hard they try, they cannot meet their parents' requirements, and no matter how hard they try, they fail. Gradually, they lose confidence and have doubts about their abilities, resulting in inattention in learning. The consequences; some parents just let it go and don't pay attention to it. They are indifferent whether the students have studied or done their homework when they go home from school, and they have not played the role of supervision and supervision. This has caused students to ignore learning and not concentrate in class; there are also some family members Disharmony affects students' emotions. In such a family, students cannot feel the warmth of the family at all, become anxious and unfocused in class. (6) Social factors. The illegal opening of some entertainment venues, such as game rooms and Internet cafes, does not prohibit students under the age of 18 from entering, which makes some students taste the sweetness of games and can no longer calm down to learn knowledge that they think is boring. Some students often play in Internet cafes until dawn, and fall asleep on their desks as soon as they arrive in the classroom, turning day into night. This phenomenon is most common in rural areas. In response to the above factors, in classroom teaching, how can we prevent students from violating discipline, organize teaching, stimulate students' enthusiasm for learning, make them focus, and add interest to the classroom without hurting students' self-esteem? I think we might as well use the following Several ways to deal with it. 1: Insinuation method It is common for teachers to criticize students. If the method is used properly, it will have unexpected educational effects. For example, if students do small tricks or tell jokes in class, if the teacher cannot use insinuations or humorous or motivating methods to educate and correct them, and does not pay attention to the art of criticism, but adopts straightforward questioning, it will easily dampen the students' emotions, affect the classroom teaching atmosphere, and even cause Students become bored with the teacher's classes. For example, when I was giving a lecture, I found that a student was lowering his head and making small movements and not listening carefully. I did not point it out at the time, but turned a blind eye. Then I pointed to the student next to me who was listening very carefully and said to everyone: "×× The classmate listened carefully, shall we learn from him?" The students answered in unison: "Yes", so all the students became attentive, and the student who made small moves also began to listen to the class seriously. 2: Gaze suggestion method Once, I was taking a Chinese class and found that a student in the class was not paying attention to the class. He would either make small movements, or stare straight at the blackboard or a certain place, and sometimes turn back to follow other students. When a classmate was speaking, I really wanted to call out his name and make him look embarrassed in front of the whole class, but when I thought about it, wouldn't this hurt the student's self-esteem? I thought of using words to remind him, but I felt that doing so would not hurt the student's self-esteem. Unlike the previous idea, this not only fails to save face for that student, but also diverts the attention of other children and affects the efficiency of classroom teaching. At this time, I used the eye suggestion method. During the lecture, I turned my face in his direction, kept looking at him, and conveyed my blame and reminder to him between my eyebrows. A harsh rebuke is better. When our eyes collided, his face turned red, he lowered his head in shame, and stopped making small moves. From then on, he changed and became attentive to lectures, and his academic performance improved greatly. Three: Change the intonation method. The ups and downs, cadences and cadences of the teacher's voice are the lively spring flowing in the classroom. When you encounter students who cannot restrain themselves, you might as well use the "overtone" in your tone and let this clear spring quietly restrain and guide them, and the problem will be solved skillfully. Four: Behavior Guidance Method The so-called "behavior guidance method" refers to: implementing a set of measures to reward the good and punish the bad in classroom management to encourage positive behavior and reduce negative behavior. It must be adhered to for a long time and form a system. Rewards for excellence are mainly verbal expressions of praise, while punishment for inferiority is to do a good deed for others or the collective to compensate for guilt; to sing a song or perform a small show for everyone to increase the concept of self-control; to write a letter of guarantee, etc. Providing behavioral guidance to students through this method can expand students' healthy self-awareness and promote the self-improvement of their personality. For example: One time when I was very absorbed in the lecture, the students were listening very seriously and suddenly found that Mo Mingjie, the famous "troublemaker" in my class, was doing tricks with his classmates, so I walked to their desks and used I stared at them for a moment and then walked away. When get out of class was about to end, I praised the students who paid attention to the class, criticized Mo Mingjie and his classmates, and punished them for cleaning up after school. classroom and write a letter of guarantee. From then on, the two of them no longer dared to make small moves in class. They listened very seriously to the class, and the nickname of "Troublemaker King" disappeared. This method also has the effect of "killing one policeman and killing a hundred." Five: Tacit understanding Our school held a class research activity, and I also participated in it. I listened to a teacher’s open class. During the class, the teacher was talking and the students were all listening carefully. Only one of them was bowing his head and making small moves. students. The teacher saw this and did not call his name. Instead, he walked over casually and tapped the table with his hand. The student realized it immediately and stopped playing tricks. This action of the teacher is very subtle and cannot be noticed without careful observation. I think only the student and the teacher understand this action, right? Six: Group management method cooperative learning has been widely used by teachers in classroom teaching. In classroom teaching, student groups can help each other, supervise each other, and learn from each other. This not only mobilizes students' enthusiasm for learning, but also provides a reliable guarantee for the organization of classroom discipline. In short, there is a method for teaching but there is no definite method. In daily teaching work, there are still many methods worth exploring on how to deal with problems that arise in teaching tactfully.

For example, create a quiet and beautiful learning environment, and avoid noise and noise inside and outside the classroom. Only when the school is quiet can students' minds be "quiet." Decorating the classroom well, posting famous quotes and students' calligraphy works around the walls; placing green plants in the corners and windowsills of the classroom; playing music and video materials related to the classroom content in the classroom can make students enter a state of concentration on learning. . At the same time, we must establish a democratic and standardized new classroom order, determine reasonable teaching content, carry out more interesting learning activities, and most importantly, care for every student with sincere care. We must open our arms to embrace them. Students will definitely eliminate the gap between them and their teachers and get closer to their teachers psychologically. We must encourage students in a timely manner for their progress in the classroom to help them build confidence, thereby generating the intention to continue to move forward and gain a sense of psychological satisfaction, success and self-esteem. A huge motivation that motivates them to keep moving forward.