(A) humorous method

When making things difficult for students, teachers should respond humorously, appropriately and naively according to the way students attack. When fighting back, exert destructive power and expose the essence of his behavior or speech in laughter. For example, a teacher walked into the classroom and just pushed open the classroom door left unlocked. Suddenly, a broom fell and hit the teacher's lecture folder, and the classroom was in an uproar. This is obviously a prank played by the students, but the teacher didn't break into a furious rage. Instead, he gently picked up the lecture clip and broom that fell to the ground and said wryly, "It seems that I have many problems at work, and even the dumb broom ran to the door frame to express my dissatisfaction. Students, you get along with me every day and know me better. I hope that everyone will give me advice after class and help me improve my work! " After a whisper in class, it soon became quiet. Teachers use humor in the face of hurting themselves, which not only shows teachers' humor and generosity, but also frees themselves from embarrassing situations and creates a self-education situation for students.

(2) Tolerance Law

Tolerance means teachers' understanding and trust in students. It is not weakness, unprincipled accommodation, or connivance and cover-up. Tolerance should let students reflect in the depths of their souls, let students realize the kindness and good intentions of teachers, and urge students to educate themselves. For example, a teacher received a note from a student, which read: Teacher, do you think that being a teacher can subdue the students? You are cocky and blue, like a dead man, but who is afraid of you? The signature is: your most annoying student, waiting for your punishment. Instead of investigating the writer, the teacher read the letter in class and reviewed his simple and rude working methods. He thanked the classmate for calling the police and asked him to give him more opinions and photos in the future. The students sincerely admire the teacher's tolerance, and the relationship between teachers and students has become more harmonious since then.

(3) Warning method

For serious violations, teachers should give a serious warning and stop it immediately. In order not to affect the class, there is no need to pursue it too much in class, but the conversation after class should be carried out quickly. For example, a teacher is giving a lecture, and suddenly the students behind him are sipping their mouths and laughing. The teacher went to the back and took a look. It turned out that a classmate put a blank piece of paper on his mouth. The teacher was furious and was about to pursue it, but on second thought she changed her mind. I saw him gently tear off the note and then said seriously, "This prank is an insult to the personality of others and an immoral act. "I warned him to come to the office after class. I believe he will take the initiative to admit his mistake and correct it. " Then, the lecture will continue. After class, a "naughty boy" really came to the office.

(4) Two places at once method

Because students' pranks or emergencies violate discipline, if teachers focus on criticizing students, it will affect the study of the whole class. In order to make the teaching go on normally and get rid of dealing with accidental events, teachers can adopt the method of two places at once. For example, when a teacher was giving a lecture, two students suddenly got into a fight, so we couldn't handle it. So the teacher arranged two thinking questions closely matching the teaching of this class for students to think about (or arranged several homework questions for students to do), so that the teacher can not only complete the teaching task, but also deal with accidents, so as not to lose sight of one thing.

(5) restraint method

This method can be used when a student's destructive behavior hides a desire to win the attention of others. For example, when the teacher was writing on the blackboard, a student quietly put an animal into the chalk box, and when the teacher took the chalk again, he found it. At this time, if the teacher uses verbal response, it may just cater to the purpose sought by the students. In fact, the restraint method shows students that teachers can keep calm about his attacks, and there is no need to break into a furious rage in class, pursue them in hot pursuit and make themselves worse.

(6) Grafting method

The emergence of some accidental events has attracted students' attention, and it is difficult for teachers to make students pay attention to the original teaching content. At this time, we can turn to explore the positive factors in the incident and guide the accidental events unrelated to classroom teaching to classroom teaching. Carry out education and teaching activities according to the situation. For example, a teacher in China was giving a lecture when suddenly a big Embryo Cat chased a mouse into the classroom. Most students watched the wonderful scene curiously, and some even caught up with it. In this case, the teacher did not stop the students from watching this wonderful scene, but randomly changed his original lecture plan and announced that the students were allowed to watch this scene for a while. Then make use of students' curiosity and interest, and ask them to make an oral composition according to this matter. This not only accords with students' curiosity, but also ensures the order of classroom teaching and expands the amount of information in classroom teaching, thus achieving the teaching purpose of Chinese class.

(7) Temporary freezing method

Temporarily freeze some accidents, still attend classes as planned, and deal with this incident after class or at other times. For example, a class of students returned to the classroom after class exercises, and just sat in their seats, suddenly someone screamed "ouch" and "ouch", and the teacher found that someone had nailed some nails to a girl's stool. Whether to find the perpetrator immediately or go to class as usual, the teacher chose the latter. He helped the victim nail the stool and continue the class. After class, the teacher suggested that the class teacher hold a class meeting with the theme "Where did the nails on the bench come from" to educate everyone. The perpetrators also took the initiative to admit their mistakes, and similar incidents never happened again.

(viii) Methods of transferring from mountainous areas

This method refers to the method that teachers cover up in time and skillfully when individual students are about to lose their manners. For example, in the classroom of 1 class (1), the students raised their hands enthusiastically and spoke in an orderly manner. When the teacher called a student who raised his hand for the third time, he finally ran to the teacher because he couldn't hold his urine. The teacher found that the front crotch of his trousers was wet, so he picked up the teacup and pretended to drink water, but the teacup slipped off the student and the teacher "wet" the student's trousers. None of the students in the class found any clues. The teacher said, "Sorry, you can change your pants in the dormitory while the other students continue their classes." Less than two minutes before and after the incident, the teacher skillfully led the students' attention to the teacher's behavior by "shifting the tiger in the mountain", which not only covered up the students' embarrassment, but also grasped the order of classroom teaching.

(9) Make the best use of the situation

Classroom teaching generally has strict procedures, and teachers should carefully design teaching links and arrange teaching steps reasonably. However, in actual teaching, information that affects the teaching process often appears, which requires teachers to change teaching procedures at any time according to the actual situation. For example, when a Chinese teacher was talking about "Beautiful Rooster", she originally planned to conduct a reading guide in the second link according to the text order. Unexpectedly, at the beginning of class, a student asked: rooster is very proud and not beautiful. Why is the title "Beautiful Rooster"? "The teacher immediately realized the crux of this problem. If we start from here, we can help students understand the text better. Ask the students to read the text carefully around "Is the rooster beautiful or not?" And ask a series of questions for discussion. Let students deeply understand what real beauty is.

(10) Method of changing ideas

Sometimes because the teacher doesn't study a problem enough before class, he can't go on explaining a problem; Sometimes, due to sudden interference in the lecture, such as students suddenly asking questions, physical illness and so on. The train of thought was interrupted. In this case, first, don't deal with prevarication forcibly, but try to eliminate self-psychological interference, communicate your memory of teaching ideas as soon as possible, or temporarily doubt a problem. Second, you can ask questions at will and change your mind. Teachers can temporarily stop explaining when thinking is interrupted, and temporarily arrange students to read texts or do exercises, so that students have sufficient thinking space and reorganize teaching links.

(1 1) problem transformation method

This method refers to the way that teachers set new questions about the events caused by difficult problems in teaching, so as to stimulate students to think and get rid of embarrassment. For example, when Yu Yi was teaching Mulan's poems, she thought the poems were not credible, and another student questioned that it was impossible to "walk with her for twelve years without knowing that Mulan was a girl". How can you not recognize a woman after twelve years of fighting with life? If nothing else, you will show a pair of little feet when you wash your feet. The teacher said, "In the Northern and Southern Dynasties, women did not bind their feet." The student asked again, "So when did China women start foot binding?" This time, the teacher froze. The teacher thought for a moment and said, "Let's all check the information after class. Let's check it first." Cleverly set a question for everyone to answer, which not only calmed the students' mood but also maintained the classroom teaching order.

(12) supplementary method

In classroom teaching, sometimes due to the ignorance of students' situation, the originally arranged teaching content is finished in half a class, because many students have mastered it, so they ask and answer questions like a stream and practice familiarity, which is soon completed. In this case, some necessary teaching links can be supplemented, such as reading the text, reciting the text and retelling the text; Or add some exercises, or organize students to discuss, or organize contests and quizzes. Sometimes you can ask students for advice, such as asking students to ask questions to test the teacher.

(13) heating method

The main difficulty of students with learning difficulties lies in their weak basic knowledge and lack of self-confidence. So when they answer questions, they are often incoherent. Sometimes they get close to the correct answer, but suddenly stop talking, for fear that they will be teased for answering the wrong question. In this case, the teacher should not ask him to stop answering questions, but simply repeat what he answered correctly and give affirmation and encouragement. Then he walked into the students, looked at him with expectant eyes, and gave a hint out of turn. Through the patience and enthusiasm of the teacher, the silence often changes suddenly, and finally the questions can be answered accurately and completely. At this point, the teacher should give affirmation and praise again, and will behave better and better in future questions and answers.

(14) discussion method

When the teacher talks about the problems that students are interested in, the students often talk spontaneously. If this phenomenon is stopped immediately, it will dampen students' enthusiasm. In this case, students can speak freely and then choose a representative to speak. In this way, all students' opinions can be expressed, students' enthusiasm can be mobilized and better teaching results can be achieved. For example, when a Chinese teacher was teaching Cao Yu's drama Thunderstorm, he said to Shi Ping, "Sir, is that all right?" (Looking at the park, tears will come out) "Students argued in class whether Shi Ping's tears were" moved "tears or" angry "tears. Teachers have also changed the original teaching plan, guided by the situation, and inspired students to straighten out their thinking and unify their understanding around the focus of debate between the two sides.

(15) challenge method

When teachers and students are emotionally opposed, teachers must not be impulsive, use harsh language to stimulate students, let alone overwhelm students with intimidation. We can use provocation appropriately to push the problem to a deeper level, so as to obtain the authoritative effect of convincing students and convince teachers. For example, a Chinese teacher was teaching the article "The Chameleon", and on the basis of students' preview, he asked the students, "What are the characteristics of the Chameleon? After a few pages, a classmate stood up from the back row to answer. He showed a smug expression and described the characteristics of chameleon to zoology with relish. From Chinese class to animal kingdom, suddenly, the classroom was in an uproar! At first, the teacher was angry and prepared to be emotional, but reason reminded the teacher. He glanced at the classroom and said quietly to the students, "Yes, you are right. The characteristic of chameleon is this. I can see that you have learned very well and can link the knowledge of zoology with learning Chinese. " Then, the teacher changed a sentence and turned to all the students in a provocative tone. Unfortunately, this classmate's intelligence was not used in the right place, and the gavel didn't hit the drum. As long as the students are a little smarter, it is not difficult to see that Chekhov, the humorist, borrowed the "fickle" characteristics of the chameleon as a metaphor ... The teacher said nothing, and after a few seconds, the students' thinking quickly got on the right track and raised their hands to speak.

(16) adjustment method

Sometimes, due to various reasons, the originally planned classroom structure is disrupted, such as forgetting the blackboard topic and summary. In this case, if you start all over again, time is not allowed; If a link is added immediately, it is inconsistent with the teaching process. At this time, the original planned classroom teaching structure can be appropriately adjusted. For example, a teacher is talking about the application of "engineering problems". When he went to class to practice, he guided students to do problems and reviewed classroom teaching, and found that there was no blackboard writing topic yet. He didn't panic, but continued quietly. In the summary class, he emphasized the content of this class and wrote down the topic according to the students' speeches. In this way, the title of blackboard writing is adjusted from the original beginning title to the end title, which not only points out the key points of classroom teaching, but also makes the classroom teaching links intact, and the effect is not worse than the original plan.

(17) hidden collection method

The valuable and insightful ideas put forward by students were absorbed after the teachers made a clear and affirmative judgment, and the original teaching plan was appropriately adjusted, which not only encouraged students, but also made the teaching process natural and smooth, and achieved good results. For example, when a teacher was teaching Fan Jinzhong's plays, he began to design a teaching method to let students know the theme of the article by comparing the changes before and after Fan Jinzhong's plays and people's different attitudes towards him. In practice, some students suggested that Jin Fan and Kong Yiji were both lower-level intellectuals who were deeply poisoned by the imperial examination system. Is it essentially the same? Teachers feel that this question is a good question, which is convenient to expose the disadvantages of the feudal imperial examination system. So he immediately changed the original teaching method, guided the students to compare the similarities and differences between Kong Yiji and Jin Fan, better grasped the theme of the article, and compared the different styles of writing, which left a deep impression on the students.

(18) misleading method

No matter how clever a person is, he will worry a lot and will inevitably lose. In classroom teaching, sometimes it is normal for teachers to make a little mistake. For example, writing on the blackboard is wrong, pronunciation is inaccurate, calculation is wrong, and demonstration fails. In this case, students can be asked to help find the mistakes. For example, the teacher deduced the arc length formula, but the result was wrong. After reviewing the derivation process, I couldn't find it. At this time, instead of panicking, the teacher had a brainwave and casually said to the students, "Now I want to test the students' attention and see who can find the teacher's mistakes." The whole class thought and checked, and raised their hands to correct their mistakes quickly. Mobilizing students to discuss and correct mistakes together not only mobilizes students' learning enthusiasm, but also buys time for teachers.

(19) hanging method

In classroom teaching, students often ask the teacher some unexpected questions, so that the teacher doesn't know what to answer at the moment; Or the teacher replied, because of lack of thinking, improper language expression, students are not satisfied. For example, the Chinese teacher is talking about "a hundred battles of generals die, and ten years of strong men return" in Mulan Poetry. After traveling together for twelve years, I didn't know Mulan was a girl. Some students suddenly asked, "Let's talk about ten years and twelve years. How many years did Mulan join the army? " The teacher didn't think about the question in advance, so it was difficult to answer clearly at the moment. In this case, in order not to affect the continuation of classroom teaching, questions can be hung up, so that students can find answers after class, so that students can continue their studies with peace of mind and prevent distraction. However, teachers should look for information after class or before the next class and give students a correct answer as soon as possible, instead of hanging in the balance.

(20) Fixation method

When the teacher catches the eyes of a misbehaving student (for example, the teacher finds that a student in the back row is looking for an opportunity to put a cartoon on a girl's back), the teacher immediately looks at the student with a strong and persistent expression of dissatisfaction, and at the same time hints at the student with a frown and eyebrows, making the student realize that the teacher has felt his bad behavior. The advantage of using this method is that teachers can nip bad behaviors in the bud without embarrassing students, disrupting the classroom and stopping the teaching rhythm.

(2 1) prompt method

When accidental events happen, teachers do not interrupt teaching activities, but quietly remind the parties in an implicit and indirect way to eliminate the unfavorable factors affecting teaching. Make the teaching go on normally. If a special-grade teacher is observing a class, the teacher finds that one student has gone out during the break, and another student has left after a few minutes. After a while, two students came back one after another. But in this process, teachers have never stopped teaching activities. What's going on here? The teacher didn't understand. I asked the special teacher after class. He said: I found a student with a sad face and fidgeting in class. I knew he might have to pee, so I strolled up to him and signaled him to go out. It was a long time before the students came back. I guessed that he might not have time to bring toilet paper, so he quietly asked the second student to take toilet paper. Sure enough, they came back. The teacher suddenly realized that everyone admired him. Teachers' suggestions to solve accidents will not affect the teaching process and will not damage students' self-esteem. For example, teachers can use the eyes, gestures, approach, questions and other suggestive methods to stop students from talking and making small moves.

(22) Ways of asking questions

When some students are found to be inattentive, let them answer questions or calculate exercises and force them to concentrate on their studies. For example, a math teacher found two students at the same table playing with their heads down in class. She pondered for a moment and immediately named one of them to answer the question, and one of them acted as an actor. They were at a loss by this sudden question. The answer was irrelevant and caused a burst of laughter. Since then, they have never played in class.

(23) Silence (pause) method

Because primary and secondary school students (especially primary school students) don't keep their attention for a long time, they are often distracted, inattentive or whispering, looking around or making small moves in class. In this case, if the teacher criticizes these students in front of the whole class, it will not only fail to achieve the expected results, but also affect the classroom teaching as scheduled and even dampen the students' enthusiasm for learning. At this time, the teacher can suddenly stop teaching and be silent for a moment. There are more silent words than vocal words. Quiet can not only attract students' attention and stimulate their thinking, but also play a role in maintaining teaching order.

(24) Proximity method

In the teaching process, when students are found to have signs of instability, such as fidgeting, playing with things, reading books, dozing off, or even trying to play pranks, teachers can quietly walk up to the students concerned during the lecture, or pat them on the shoulder and touch their heads. As long as the teacher shows the intention of starting to approach the problem students, it will make the students' problem behavior change rapidly.

(twenty-five) praise method

Wang Gang, a math teacher, was about to give a lecture when suddenly a naughty student Xiaohua (often late) came into the classroom sweating profusely, and the whole class burst into laughter. Teacher Wang didn't criticize, but lost no time to say: He ran full head and sweat, which showed that he didn't laugh, didn't want to be late at all, and was enterprising. Let's cheer for his enterprising spirit! " The words sound just fell and applause rang out. This classmate is ashamed, ashamed and moved. Since then, I have never been late again.

(XXVI) Special law

In class, sometimes some "special events" will happen and should be "specially handled". For example, sometimes because of the sultry weather, someone suddenly falls ill and faints in class. Don't panic at this time. They should arrange for students to study by themselves, visit sick students by themselves, and send class cadres to the clinic to invite health care teachers. Then decide the treatment according to the severity of the disease. Continue to lecture after settling down. For example, when a child in the first grade of primary school is in class, he pulls his stool in his pants because of stomach trouble. Children are worried that their classmates will laugh and the teacher will reprimand them, but they want to cry and dare not make any noise, which is very uncomfortable. After the teacher found out, the lecture came to an end temporarily, arranged for the whole class to read the text aloud, quietly walked to the front of the pupils, took the pupils out of the classroom, comforted him, scrubbed him clean, then borrowed pants from the teacher with children in our school, helped the pupils put them on, and quickly quietly returned to the classroom.

(27) Emotional method

Borrowing a class or taking a new class, teachers and students don't know each other, and they may look at each other in class, show indifference, or even form a deadlock, which will affect normal teaching. In this case, teachers should first communicate with students, such as playing games and telling stories with teachers and students. This can quickly shorten the distance between teachers and students, make the feelings of teachers and students harmonious in just a few minutes, and then start teaching.

(28) induction

Through comparison, analysis, synthesis, induction and other methods, the teacher's "talk" can induce students' "thinking", and the teacher's "talk" can drive students' "face", making it plain, surprising and unattainable. This kind of strain method is suitable for the classroom scene where students' attention drops and they are sleepy because of theoretical, abstract and boring chapters. Using this method, we can mobilize part of students' physical and mental energy, cause emotional and intellectual buzz, and turn boring into an interesting and uplifting teaching atmosphere. But teachers' teaching style must be democratic and open, which is the key to success or failure. If teachers and students are psychologically intolerant, they will certainly not commit crimes, but will be induced instead of guided.

(29) Beat about the bush method

Instead of answering students' questions directly, teachers cleverly avoid topics and raise seemingly unrelated topics from the side to help students put on airs and save energy, which is to guide them to form a dynamic state of solving problems, so as to achieve the purpose of inspiration and reminder and let them find their own answers in thinking. This contingency strategy is often difficult to explain clearly in the face of some problems, and it is easy to cause opposing tug-of-war, but it cannot be used in the case of rejection.

(30) Set the suspension excitation mode.

Suspense often causes a strong psychological yearning and concern, which makes people eager to ask about the content. When students' psychological fatigue and interest decrease, teachers can quickly adjust the teaching angle and create suspense situations, thus creating students' psychological state of thirst for knowledge and accelerating their thinking.

Using this method, we should find the best time to set a rest, so that the content of teaching materials can be seamlessly connected with the teaching situation.

The performance of accidental events in class is unpredictable, and the contingency strategies listed above are only in a general sense and cannot cover all situations. In fact, in a specific emergency, no strategy is absolutely simple and omnipotent. It is often only applicable to the response requirements of different objects, different situations, different levels and different angles, so it has its inherent logical relationship. When using it, teachers are required to accurately grasp the relevant countermeasures according to the specific problem situations in the classroom, and must not be isolated, formulated or modeled. Only by focusing on the overall situation, grasping the overall situation, and combining the specific needs of classroom teaching activities and the basic principles of teaching, can we achieve the best effect of contingency.