The following article comes from Mr. Rong's light classroom, written by Mr. Rong Xiang
Teacher Rong's light classroom.
It's short, and it's rare to meet. - Record the thoughts and feelings of a front-line primary school educator
A few months ago, a one-year teacher asked me how I could take notes in class? She felt that she couldn't grasp the point, and she just wrote down every sentence that the teacher said in class. I briefly shared a little bit of my experience and sent it out today.
First, listen to the class section
As a junior teacher, I think the first thing is to record the major sections of a lesson. Generally speaking, we write down the teacher-student interaction from beginning to end, and the record is very detailed but there is no "construction", which means that a good lesson will have a clear plate relationship. You have to think about the logical relationship between these sections, activity 1 and activity 2 and activity 3, why is it designed like this? Think about his idea of this design. Secondly, you can give each section a time and pull a horizontal axis coordinate. Look at which section he spends the most time in? Think about why he spends the most time? That must be the point, so this focus of this class is what he wants to break through, and the core difficulty comes out. The "line" of the classroom here is from the conversation and then the introduction of the new lesson, to the first task, the second task, the third task, and finally the summary. You can write down the time, and then use a few keywords to remember what it did in this section, and sort out his ideas for designing this class.
Second, listen to the important and difficult points of teaching
Second, I think it is important to remember the core questions asked by the teacher, and then remember some of the key answers of the students, especially those that the teacher focused on the evaluation, and record how the teacher evaluated. I think this is very important for the beginning of the service teacher, after remembering the core questions and evaluations, you should also think about it: what is the context of the questions he asks? is why he asks them this way? which teaching goal does the design of such a question point to? and then how are the students' answers guided? You may also need to think about these questions while remembering. You can circle or write these keywords, which are the main questions, which are scaffolded questions, and how to introduce your next link in the evaluation.
Third, listen to the characteristics of the course type
I think according to the different types of lessons, you can also focus on some classroom design, for example, in the expression class, how many times did he ask the students to write? what was the first time to write, what is the goal, what is the second time to write, what is the third time to write, what is the relationship between these several writings, and then you have to think, if I design an expression class, how to build its scaffolds and ladders? The other is the reading class, if the reading class, I think I can remember the number of times he reads. The first time I read it, then I read it carefully, and then how do I read it at the end? Every time I read it, the teacher must have his intention, and in the process of reading, what is he going to do? I think it is to consciously know what I want to listen to and what I want to remember.
Fourth, listen to the classroom control
From my own feelings, controlling the classroom is the most difficult for a beginner teacher. This includes the sense of dialogue in the classroom, that is, how to interact with teachers and students, how to conduct classroom evaluation, and how to grasp the classroom for effective generation. Secondly, I think it is also important to listen to the teacher's style, such as the teacher's language style, teaching posture, classroom management, etc. Because many famous teachers are self-contained, or humorous, or upright and generous, but without exception, they can grasp the class in their own way, catch the students, record their behavior, and record classic quotations, you can start to imitate, and then gradually form your own style.
Fifth, listen to the doorway of experience
Why do I often listen to lectures, it seems that I have not made much progress. I think it's just a lack of reflection and summary, and I often write it down and then throw it aside. In order to achieve qualitative change, the key lies in one's own summary and induction. I suggest that you can classify and summarize a type of course, such as importing, what are the better ways? How do you design a pre-class conversation? What are the more ingenious methods of board books? Categorize and summarize them, and you will form a resource library. In addition to listening to the class, I think it is also necessary to listen to the evaluation class, and if the teacher comes to the lecture himself, you should listen carefully to his textbook analysis, goal setting, task drive, etc. If there are other teachers who evaluate the lessons, they should focus on recording which aspect of the lesson they are from, and have you paid attention to how to organize the language for lesson evaluation? In the long run, you will naturally be a teacher who is good at listening to the lessons.
Sixth, listen to the wisdom of the students
In addition to listening to the teacher, we should also listen to the students, because the students are the only criterion for testing the teacher's teaching results. Listen to students, if it is a regular class, you can sit directly among the students and see the completion of students' activities, so as to test whether the teacher's teaching is implemented? Listen to students, but also listen to their classroom wisdom, such as the efficiency of group communication, the process of achievement reporting, the smooth language expression, the humanistic feelings in the classroom, etc. The more the student shines, the more it proves the success of the class, the teacher, and the class, so that you can make him your focus after you come down. You can ask the teacher about the daily practice, you can observe the daily management of the class, and so on.
Source: Teacher Rong's light classroom
Author: Rong Xiang
Editor: Wu Wenqin
Review: Huang Xiaoyu Liu Jing