Detailed Rules for English Classroom Management in Primary Schools 1
In order to improve classroom efficiency and optimize primary school English classroom teaching, primary school English teachers need to implement effective classroom management, ensure appropriate teaching content, carry out group cooperative learning, introduce competition control mechanism and improve classroom control ability.
(A) the organization of pre-class teaching
What is it called in English teaching? Warm up? , can well mobilize students' enthusiasm for learning and attract their attention. The forms can be: singing English songs, saying rhymes, playing games, listening to passwords, doing actions, adding and subtracting, counting off, answering dragons and so on.
(B) clear classroom signals
Clear and efficient classroom teaching can ensure the smooth progress of each teaching link, save time and improve efficiency. Stop, quiet signal. 1. The teacher said one, two, three. Students say three, two, one. 2. The teacher said ears, ears, and the students said listen, listen. (Eyes, eyes-look, look. ) 3. The teacher said: Add and subtract. Remind students that there are addition and subtraction formulas. Then the teacher asked a question for the students to answer. 4. clap your hands rhythmically. Students imitate the teacher and shoot the correct rhythm. 5. Hold high? Stop? Signboard. Reading signals: read, read, sit up straight. Pay attention to the signal: pencil and eraser. Underline signal: ruler pencil drill signal: open a small train signal: let? S do, one by one or one by one, ready, go. Deskmate cooperation signal: let? Yes, two. Two. Students who are required to call their names first are A in the dialogue and B. Group activity signal: let? Yes, four times four. According to the seating order, they are A, B, C and D respectively. This clear allocation of personnel and tasks saves time in explaining the rules of activities and makes the whole class compact and efficient. In group activities, appoint two leaders: the megaphone and the timer. Voice administrators should pay close attention to the voices of team members and stop students from raising the volume in time. The timekeeper should remind the team members of the time. In practice, it is found that classroom signals should be diversified and should be replaced or used alternately regularly, otherwise, after a period of time, students will no longer be interested in this signal, which will make it lose its original regulatory role.
(C) the development of classroom practices
1. Walk into the classroom three minutes before class, get ready for class supplies, and start a free English conversation with your partner.
Please raise your hand before you speak.
When reading aloud, put the book on the table and light it with your fingers, so that the teacher can check whether everyone has opened it. Point reading can strengthen students' memory of glyphs.
When a classmate speaks, other students must pay attention to the speaker, raise your hand if you have different opinions, and don't interrupt. If the speech is wrong, don't laugh.
When you are learning fast, such as taking notes, you should not sit and wait, but make full use of your time to read and recite what you have learned.
6. Remind and help your peers in time when they have problems (when they are absent or can't see clearly and won't record them).
(D) the implementation of the reward and punishment system
Discipline depends on students' conscious compliance and needs system maintenance. Students who perform well in class should be highly praised and given small rewards. Students who don't listen carefully should also be punished appropriately, such as being disqualified from participating in classroom games and undermining classroom discipline. 1. The first one. The first student who understands the teacher's requirements and studies hard can be praised. For example, the first one prepares for class, the first one opens the book, the first one raises his hand to speak, and the first one takes notes. 2. Give positive special praise to students who know the answer but don't raise their hands, punish them appropriately, deduct points, or read a text and perform dialogues for everyone. Students who participated in group activities, dialogues and performances were especially praised. Praise method: bonus system. Raise your hand once, get 2 points for a speech, 3 points for special praise from the teacher, and 4 points for participating in the performance. Raise your hand less than 3 times, and deduct 1 point. Deduct 2 points if you don't raise your hand at a time. Desertion will be deducted once 1 minute. Reward system. Outstanding performance in class, timely reward small apples or stickers. In order to encourage students to think and speak actively.
Detailed rules for the management of English classroom in primary schools II
These learning obstacles of students will become an important reason for poor classroom discipline, so teachers should master some methods to eliminate psychological obstacles in foreign language learning after understanding the above psychological obstacles:
1. Pay attention to the cultivation of students' non-intelligence factors.
2. Cultivate and stimulate students' learning motivation.
3. Cultivate students' perseverance in learning foreign languages.
4. Cultivate students' interest in learning foreign languages.
5. Cultivate students' hard-working character.
6. Cultivate students' willingness to learn a foreign language.
Detailed rules for the management of English classroom in primary schools 3
In the process of teaching, teachers play multiple roles, including imparting, organizing and controlling, as well as communication partners, creators and psychotherapy. Teachers should flexibly play different roles in different situations, and deal with interpersonal relationships in foreign language classrooms by playing different roles, including teacher-student relationships and classmates' relationships.
To manage classroom discipline well, we must first correctly understand classroom discipline and realize that the main reasons for primary school students' violation of discipline are:
1. Pupils' learning purpose is not strong, and learning depends entirely on interest. If students are not interested in the arranged teaching content, or the teaching content is difficult, they will feel bored and easily lead to violation of discipline.
2. The teacher can't explain clearly and the students can't understand; Teachers are not responsible for teaching and feel depressed; The problem is not handled properly.
3. Pupils behave well and show off themselves; There are contradictions among students.
4. Students interfere with each other when practicing. Wait a minute.
Secondly, we should know how to use correct methods and means to stop bad behaviors in foreign language class, such as asking questions suddenly, stopping lectures, adjusting seats or making appropriate punishment, after-class treatment, individual conversation and psychological counseling.
Third, classroom management should pay attention to the combination of discipline and freedom, classroom rules should be practical and simple, and teachers' attitude should be positive, strict, tolerant, smiling and serious.
To achieve satisfactory classroom management results, teachers should also master some psychological knowledge and know some methods to eliminate psychological barriers of foreign language learners.
Foreign language learners have many psychological obstacles in class:
1, learning attitude: some students have a bad learning attitude and think that the teacher has mastered what he said and does not want to attend classes; Some people are afraid of difficulties because they don't understand, so they take the attitude of giving up and not listening; Think it's useless to learn a foreign language, and give up automatically.
2. Dissatisfaction with the teacher: because of the conflict with the teacher, I have a rebellious mentality, and I feel very disgusted every time I meet this foreign language teacher in class; Or because they are not satisfied with the foreign language level and teaching methods of foreign language teachers, they are unwilling to attend classes; I don't like a foreign language teacher, because I'm not satisfied with his character, so I don't attend classes.
3. Other aspects: class attendance is affected by family or classmate conflicts; Unwilling to attend classes because of the influence of social ugliness; Foreign language learning motivation is incorrect; Foreign language learning lacks perseverance, finds it difficult to learn, and gives up automatically; Introverted, afraid of being laughed at for saying the wrong thing, afraid to talk to others in a foreign language; Lack of concentration; Lack of confidence in learning a foreign language well; Lack of lofty ideals.
These learning obstacles of students will become an important reason for poor classroom discipline, so teachers should master some methods to eliminate psychological obstacles in foreign language learning after understanding the above psychological obstacles:
1. Pay attention to the cultivation of students' non-intelligence factors.
2. Cultivate and stimulate students' learning motivation.
3. Cultivate students' perseverance in learning foreign languages.
4. Cultivate students' interest in learning foreign languages.
5. Cultivate students' hard-working character.
6. Cultivate students' willingness to learn a foreign language.
Classroom management
1. According to the needs of the number of students and teaching methods, the seating arrangement is diversified and flexible.
2, the classroom instructions should be clear, pay attention to the formation of classroom routines when starting teaching, and commonly used teaching instructions should be spoken English.
3. Classroom discipline management: flexible and diverse methods. Teachers should not only have rules to follow, but also use their personality charm and prestige to control classroom discipline.
4. Pay attention to the warm-up before class. A good beginning is half the battle.
5. Use a variety of teaching methods to organize classroom teaching and give full play to students' initiative.
6. Teachers should fully prepare lessons before class.
7. Attention should be paid to the methods of correcting students' mistakes, focusing on encouragement.
8. Develop and use diversified teaching resources suitable for teaching objects.
In my five years of teaching experience, I dare not say that I have formed a set of ideal classroom management methods, but after five years of work practice and continuous learning, I have grown up step by step and gradually have some own views and practices. Classroom management is an art with various methods, and the factors that affect classroom management are also varied. Different teachers have different practices, and different practices can also have the same effect. To sum up, I think there are two main aspects of classroom management, one is the various management methods and means with strong operability, and the other is the hidden aspects of teachers' own professionalism, personality charm and personality characteristics. These two aspects are closely related, complementary and indispensable, and it is difficult to receive good management results. If a teacher imitates other people's management methods and means and lacks personality charm and professionalism, it is impossible to manage students well. On the contrary, if a teacher has a high self-cultivation and a generous and cheerful personality, but does not have any management skills or methods, it will not receive good management results. Therefore, in order to make the classroom teaching go smoothly and realize the teaching goal, it is necessary to carry out effective classroom management and implement effective classroom management. Teachers should pay attention to shaping the external image, strengthening the internal quality, and let themselves exude invisible personality charm, which makes classroom management half the battle. In addition, teachers should persist in learning, test the previous teaching management methods and means in practice, constantly reflect, turn other people's management skills into their own powerful management means, and then on this basis.
Combined with the above contents of my study, I think the basic requirements for classroom management teachers are:
First, establish and implement the necessary English classroom teaching routines
In order to make students better cooperate with English teachers to participate in learning activities, teachers should clearly announce the behavior requirements that students are required to do and are not allowed to do at the beginning of teaching. For example, try to speak English in English class, and speak little or no Chinese; Follow-up should be serious and the number of readings should be unified; When working in a group, help each other and practice together; After hearing the teacher's instructions, students should respond in time. Students should be familiar with some commonly used instructions and form habits.
Second, pay attention to carefully observe students' behavior.
There are many activities in English class, students practice independently and in groups, and the classroom atmosphere is active. To maintain good classroom discipline, teachers must fully understand the situation of all students in the teaching process and pay attention to their participation in English learning activities and the completion of learning tasks. When students violate discipline, they should make correct analysis and judgment, and then take corresponding appropriate measures.
Third, timely and properly handle violations.
When students violate discipline in the process of learning, teachers must respond quickly and deal with it in time. Generally speaking, if students only passively complete their learning tasks, teachers don't need to deal with them immediately in public, and they can adopt methods such as silence and frowning. If the students' violation of discipline has obviously interfered with the whole teaching process, teachers must deal with it immediately and take the methods of prompting, suggesting, stopping and even punishing according to the situation. If a student violates discipline in order to attract the teacher's attention, the teacher can ignore it. In short, when dealing with violations, try not to interrupt normal teaching, especially not to interrupt teaching frequently to deal with violations.
Fourth, the correct use of rewards and punishments.
As the saying goes:? Why not give one prize, but ten? . When students' positive behavior is rewarded, it will be consolidated and strengthened. Rewards in English classes are usually immaterial, such as verbal praise. At the same time, give a satisfied and approving look and smile; Material rewards include a small sticker, a small eraser and a small notebook, which will make students very excited.
In order to maintain classroom discipline, a certain punishment is also necessary. Punishment is a means by which English teachers consciously let students experience unpleasant experiences, thus influencing and changing students' behavior. The purpose of punishment is to stop or prevent the occurrence and recurrence of disciplinary actions. So-called? Kill chickens and scare monkeys? Under normal circumstances, collective punishment is not allowed. The punishment methods are as follows: First, temporarily suspend the right of students who violate discipline to participate in learning activities. There are many activities in English class, which are very popular with students. Once the students who violate the discipline stop participating in the activities and see other students eager to try, they will reflect on their own practices and thus restrain their behavior. The second is whether it is stereotyped, that is, criticizing in public, learning lessons, staying in school after class, etc. However, when teachers use punishment, they must make students understand that punishment is for punishing behavior, not for students.
Fifth, make use of students' curiosity and competitiveness to evaluate collective discipline and intelligence in class.
Educate every student with a sense of collective honor, promote the formation of healthy competition, and ensure good discipline in the classroom. For example, while practicing new knowledge, mixing competitive games, situational performances and simulation activities is not only interesting, but also enables students to strictly demand their oral expression ability with high standards. The competition is conducted in groups (divided into ABCD groups). Teachers should change their dominant position into the roles of consultation, supervision and evaluation, so that students can freely express their language skills.
Guess you are interested in:
1. Rules for discipline management in primary schools
2. Experience of efficient classroom English training in primary schools
3. Efficient classroom teaching mode of primary school English
4. Teaching methods of primary school students' English activities
5. Primary school English teachers' teaching plans