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Room 56, classroom 56
Rafe believes that there is no shortcut to success, and children must be guided by correct educational methods to become angels who love learning.

Rafe regards trust as the cornerstone of classroom 56. Based on trust, stimulate children's high demands on themselves. There is no fear in the classroom. Rafe gives the children trust and they have full freedom. Just because a child has the freedom to move fully does not mean that he can do whatever he wants. Children must cultivate discipline on the basis of freedom. Rafe pays attention to these issues in his teaching: personality, honesty, morality and mind. Rafe educates children around Kohlberg's "six levels of moral development", hoping that children can develop to a higher level.

Stage one: I don't want any trouble. In traditional education, teachers often play the role of "police". If the child is disobedient, the teacher will tell the child that he will be punished if he is disobedient. Therefore, disciplined children often "don't want to get into trouble". However, the ultimate goal of asking children to behave well is to convince them that this is the right thing, not because they are afraid of punishment.

Stage two: I want a reward. At this stage, children can observe discipline, but largely because they want more "little red flowers". However, it is often difficult to really understand the knowledge itself when studying for "Little Red Flower".

The third stage: I want to please someone. Children know how to study hard because they can get praise from their parents and teachers. However, sometimes parents are too strict with their children, and the pressure on their children will become greater and greater, so that children will eventually get tired of studying and living.

Stage 4: I will abide by the rules. Children understand that it is right to obey the rules and should follow them. Children can learn to say "thank you" when they get help from others and keep their voices down in public.

Stage 5: I can be considerate of others. Children can understand that whispering in the library is not to influence others, but it is a happy thing to help others in the nursing home.

Stage 6: Have your own code of conduct and follow it. Children have their own judgment standards and codes of conduct, can independently measure and judge the right and wrong of things, and can have good personal sentiments. Invent the millionaire game in class

1April, 984, Rafe's fifth grade will graduate in two months. Although the class atmosphere has improved, he is still under great threat. The other teachers in Room 56 have completely different values and behaviors from him, and they ruthlessly destroy the changes brought about by Rafe's hardships. So Rafe applied to the headmaster for free class education, and he taught himself all the courses. He stubbornly wants to bet with the headmaster and give him two months. If in the exam organized by the government in June, the scores of 56 classrooms are higher than in previous years, then from now on, he will have the final decision on 56 classrooms.

It is a great challenge for Rafe to be a chemistry teacher and head teacher, and to be a teacher who can teach many courses such as mathematics, nature, geography, history, English, music and physical education. His strategy is not to completely separate the subject. When teaching geography, he asked each student to represent a state, and stood up according to the position on the map. Then he asked "How many states are there in the United States" (50), added "a dozen" (12), subtracted "the number of supreme courts" (9), added "weeks in half a month" (2), and then divided by/kloc. In this way, mathematics and social teaching are interspersed.

Under the idea of curriculum integration, Rafe also borrowed the economic management system to manage classes. He distributed a kind of virtual currency to the whole class, and those who answered the questions correctly or were among the best in the test could get monetary rewards, while desks and chairs were commodities. The higher the seat, the higher the cost, and you can rent it when the deposit is small. If the deposit exceeds three times the rent, you can buy the ownership of the seat. If you have more, you can buy a neighbor seat and then charge someone else's rent.

Rafe also distributed a ledger to the children, which marked the date, transaction name, income, expenditure and so on. There are four bank administrators in the class who manage copies of eight to nine children's accounts, so that Rafe can see each child's financial situation at a glance.

In this way, children not only learn to calculate, but also know what ownership and use rights are, understand investment and financial management, and realize the hardships of parents making money. More importantly, they have witnessed the emergence or bankruptcy of some rich people, knowing that hard work can lead to the rise of status, and laziness will fall behind.

In June of that year, 39 Rafe students took the Stanford Grade 9 exam. As a result, three children were in the top 50 of the state, and 10 children were in the top 50 of Los Angeles. This set a historical record for primary schools in Berndt.

Rafe understood that there was no fixed teaching method. As long as he is as brave as a soldier, as wise as a philosopher and brave in exploration, he can create a different world even in a disastrous system.

Crazy Chicago hike

The success of the exam made the principal regard Rafe as the guarantee of high score and ask him to bring as many children as possible. Rafe doesn't want children to come into his classroom with the expectation of high marks. He insisted on taking 39 children in one class as a whole.

At the end of the day's new class, Rafe will design 30 questions, and let the students do consolidation exercises in the last class. There is no homework to finish, so they have to go home and do it again. The way he corrects his homework is not the level of grading, but according to the number of wrong questions, he requires all or part of it to be redone. Students are afraid to do it again, so they do it quickly and well. Rafe extended this idea to the arrangement of the annual teaching plan, and promised the students that if they could finish the course in 12 weeks, he would take them to travel for the remaining two weeks.

At the end of the semester, the students finished the course ahead of schedule, but an entrepreneur who promised to subsidize the students' travel expenses went back on his word and cancelled the funding plan. Rafe told students about this change as a case of personality cultivation, and guided them to study and evaluate the personality defects of some people in society. In order to fulfill his promise, Rafe led the children to rehearse Shakespeare's plays and set up a simple stage at school to invite parents to watch. Because Rafe has a certain reputation, parents who have no chance to send their children to his class regard watching performances as an opportunity to watch and learn. In this way, they succeeded in earning enough travel expenses.

I earned my own money. It's my first trip. The children are especially obedient. On the plane to Chicago, they all became ladies and gentlemen, so that they had never seen such a polite student tour group leader, especially in front of all the passengers, and read a thank-you letter emotionally. Rafe knows that the flower of personality is in full bloom. They are more spectacular and beautiful than the blue sky and white clouds outside the window.

After the trip to Chicago, there are two more contents of personality education in classroom 56, namely, earning class fees through performing arts programs; Reduce classroom teaching time and increase outdoor travel opportunities. Since then, Rafe's students have only stayed in the classroom for forty weeks every year, and traveled outside at other times.