On the third day, we began to test the results of our night's tossing, and five minutes was also a regular speech. The rules are as follows:
1. We divided into groups of four, and distributed Form D (pay attention to PTT speech and reply to PTT form to see ABCD form), and let everyone fill in the names of their team members on Form D, with one Form D, one Form * * and three Forms for each person.
2. It is suggested that we only pay attention to the performance of its team members and record our subjective feelings truthfully, so that we can put them forward to each team member in the group discussion later.
3. After the drill, everyone takes a C form and puts it on the table to fill it out as soon as possible, and then observes the performance of their team members when publishing their homework.
4. To make a "happy vault" at the beginning, the first sentence must say: "My topic is ……" The content should include a theory or concept and quote an example or story.
We are divided into two rows. When a student is doing exercises, the students in the opposite row should stand up and listen carefully to the students' speeches. Standing students can only sit down after they feel that the subject matter described by the students has truly reached rational cognition and perceptual cognition.
6. The listener must act according to his own subjective feelings. Don't be influenced by other students standing.
7. Exercisers must do it by themselves, and don't be influenced by the behavior of students standing.
In this way, we began to talk for five minutes one after another, and our performance this time has made great progress. Few students will forget to take the C form because they are nervous, and everything is going quite smoothly. Of course, some students seem to be responsible for joking. No matter what he says, there is always a sentence that will make people want to laugh. The five-minute speech soon ended. Then the teacher asked several questions:
1. How do you feel when you are standing and sitting while practicing?
2. Did you watch the video of your own exercise? What did you find?
3. Have you seen some of your little moves? What is good and what should be improved?
4. Do you feel any progress compared with your previous performance? What progress has been made? Why?
Then we began to discuss in groups. The rules are as follows:
Each group member should comment on each other and write down some special feelings and inspirations of the group, and write down the discussion results and feelings in Table C and Table D, with at least two requirements and at most four requirements.
Each group chooses a representative to report for no more than three minutes, and publish the contents of the discussion results and feelings, with no more than one poster.
Discussion time: half an hour
After each group report, the teacher led us to know another word: empathy. In this way, we started the research on establishing the prestige of lecturers!
Empathy itself is a skill and a state of mind. The main mentality of being a lecturer is to take students as the center and strive to make students achieve the learning effect. If students can know that the lecturer is thinking of them from their point of view, then their subjective impression of the lecturer will be good and their acceptance will be improved accordingly.
So how do lecturers establish empathy with students?
First of all, the lecturer should make an estimate of the students' situation-such as the questions they will ask and how they will react. At the beginning of class, students should be properly guided to ask questions and answer them one by one.
Secondly, in order to show empathy, you can make a PPP table (purpose/objective program flow/essentials profit/gain) at the beginning of the course, so that students can understand the course setting at the beginning of the course. The purpose is to put forward the significance of the course, and the goal is measurable, such as training professional lecturers, telling the time needed to complete the course in the process, and the essentials are the key points; Harvest is to describe the knowledge, skills and benefits provided by the course and stimulate learning motivation.
In fact, this is equivalent to making an estimate in advance, then asking proper questions at the beginning, and expressing the ability and experience of the lecturer by answering questions, so as to establish prestige and learn from each other.
The teacher also told us a funny story about a small factory owner who got the biggest customer with empathy (just pay attention to PTT speech and reply "empathy")
So the process of establishing empathy by the lecturer is as follows:
1. Give priority to students, face students' reactions to lecturers with empathy, and establish subjective impressions and common ground.
2. Introduce your qualifications/experience and establish the prestige of the lecturer.
3. Guide students to ask questions appropriately.
4. Give the key answers one by one
5. Form can be expressed by means of purpose, process and harvest.
Inductive summary
Teachers should make students have a good subjective impression of themselves within 5- 10 minutes of the start of the course, and at the same time use various methods in the course, such as reviewing the key points of the course and giving action plans. It is very useful to introduce the background and experience of the speaker and use the skills of empathy to draw out the purpose, process and harvest. These are all ways to deal with students' subjective impressions and establish the prestige of lecturers.
If the instructor has the above conditions and knows the training skills of adult students, but does not show them properly, the students will usually not accept them at first. What is the reason? The main reason is poor packaging. These packages include: behavior, intonation, appearance, way of speaking, etc.
If the lecturer is well packaged, but the connotation is not enough, in the long run, students will find that his ability is not enough. The short-term charm of each lecturer can depend on packaging, while the long-term charm comes from connotation.
Then we learned the importance and skills of the lecturer's questioning.
Questioning is a common teaching skill between teachers and students in the teaching process and one of the ways to realize teaching feedback. One of the good learning factors for adults is participation, and questioning is one of the means to inspire students' thinking and participation.
The knowledge that students need to learn in class is diverse, and the way of thinking of students also has different forms and levels, which requires teachers to ask questions in class in a variety of forms and skills.