Shen Lei, English teacher at Nanjing Zhiyuan Junior High School
Personal public number: Shen Lei's class teacher's handwriting
Shen Lei
The first blockbuster movie in 2021 is "Send You a Little Red Flower". What is "Little Red Flower"? In the film, Ma Xiaoyuan painted a small red flower for Wei Yihang and said: "Reward you for being proactive for the first time in your life." "Here, the little red flower is a symbol, a symbol of affirmation, recognition, and reward, which interprets that every person who lives an active life deserves a simple and beautiful reward.
As soon as New Year's Day passes, the pace of the final exam is near. This exam, which has been jokingly called the "disaster blockbuster of the year" by netizens, always makes it easy for students to become nervous and nervous. Massive knowledge, fast-paced classrooms, parents and teachers who are fried at any time, themselves who have goals but are not self-controlled enough... In the face of final revision and exams, are students more concerned about getting a small red flower?
As a testing link of learning, the final examination constitutes a complete system with mastering new knowledge, consolidating internalization, and compensating for error correction, which is a necessary process for learning. Therefore, going all out to prepare for the exam is something that every student should take seriously. This is not only the feedback of learning, but also the basis for adjusting the direction and learning in depth.
The premise of effective review is the teacher's planning and the scaffolding provided.
The implementation of effective review is reflected in the motivation, behavior and will quality of students during the review stage. As long as students review carefully, teachers should affirm in time, give positive evaluations, recognize students' efforts, and reward students with a "little red flower".
Children write statements that motivate and compare each other
In order to improve the effect of the reward, teachers may wish to customize different types of "little red flowers" according to the review needs and psychological characteristics of students at different levels.
Send a "challenge flower" and stimulate the eugenics to jump
The learning content of the review stage is different from the new teaching stage, and eugenics often show insufficient interest and less excitement for review because they have a good grasp of the basic knowledge. So the "little red flower" awarded to them should be a challenging task.
The "moderate challenge" requires students to comprehensively use the relationship between knowledge and knowledge to solve problems, construct knowledge as a whole, and then share and express it. Teachers can invite this part of the students to participate in the teaching of the review class, if you want to explain the knowledge clearly, the students will certainly carry out a lot of independent combing before the class, clear the logical relationship; teachers also need to give them more space in the choice of homework after class, so that they have the opportunity to participate in the proposition of typical topics and the preparation of review materials.
Such two practices can greatly mobilize the enthusiasm of eugenics, not only improve the sense of achievement, but also strengthen the sense of responsibility.
Send a "praise flower" to make the middle born confident
In daily education and teaching, teachers often "grasp the two ends and promote the middle". Students at both ends are more likely to receive the attention of teachers, and the reassurance of intermediate students also causes insufficient teacher-student interaction to a certain extent. Intermediate students usually listen carefully to lectures and do according to the requirements of the teacher in the review stage, but the teacher-student relationship is not very close, and the awareness of actively finding targeted problems is not strong.
During the review period, teachers should take the initiative to pay more attention to intermediate students. In the classroom, they are asked to answer questions, and they are encouraged to explain their ideas and steps to solve the problems, which is to guide them to construct knowledge and organize the process of learning; leave enough time for thinking and answering, and spare no effort to praise their serious efforts in the classroom (in front of the students) and affirm the effectiveness of their review. After class, one-on-one communication can be added to guide them to find the growth point of the discipline (a certain question type, a certain method, a certain type of knowledge), and provide targeted training to help them achieve the growth point.
Such two interactions can quickly make up for the lack of daily contact, help intermediate students find their own improvement points, review more targetedly, improve self-confidence, and stimulate initiative.
The children provided me with a list of self-recommended pre-test praise or criticism
Send a "motivation flower" to help the future students keep the bottom line
The few latecomers who are most likely to give up or even lie down during the revision stage are a small number of latecomers. They also want to work hard, but they suffer from more knowledge loopholes and no way to keep up with the rhythm of review, so they often show changes in the early stage of review, weak willpower in the middle period, and discouragement in the later stage.
Standardizing requirements, keeping the bottom line, continuous motivation, and unconditional care are the core secrets of teachers to help latecomers during the review period. The strategy can be divided into three steps: 1. Clearly tell students "I want to help you", so that students know that the teacher has not given up on them and is willing to help them face difficulties; 2. Provide a "must know the knowledge list", so that students can grasp the knowledge that must be mastered according to the list (the requirements at the level and energy level need to be appropriately reduced); 3. Sign the "Daily Pass Contract", let the students follow the teacher's requirements, punch the basic level every day, and ensure that the "easy questions" are obtained.
The advantage of this is to help the latecomers see the possibility of their own progress. Only when students see their actual progress will they believe that through hard work there is still a chance to make up, improve self-confidence, and maintain self-esteem.
Send a "hint flower" and let the critical students feel the anticipation
There is also a common group among students at different levels – critical students. They are the kind of person who, regardless of the difficulty of the test paper, always has a tail number of 8 or 9, which is a pity.
What such students need is not a guide to specific knowledge, but a positive psychological cue. I often joke with critical students" This time it is 78/88 again, I am ready to send you 2 points, help you improve a score bracket, the next test through their own efforts to return to me, okay?" "Over time, there is no need for dialogue between teachers and students, and a look from the teacher and a pat on their shoulder can make the students understand and tacitly agree with each other."
Such hints not only express the teacher's expectations and confidence in the students, but also make the critical students more focused during the revision and examination. Scrutinizing, reducing mistakes, getting one or two more points, and lifting their heads up to improve their scores have become their beautiful expectations.
Send a "target flower" to guide students to compare with themselves
Appropriate goals give the preparation of the exam an external motivation and direction, and a review plan is formulated according to the goals, forming a sustainable and adjustable review strategy.
How do I determine my exam goals? The first - set the expected score, which is difficult to grasp, after all, the difficulty of the test paper will change. The second - setting the object of catching up, such as the alienated slogan "1 more test, kill a thousand people", which is easy to cause utilitarian vicious competition. The more reasonable is the third kind - compared with oneself.
How do you compare yourself? I recommend that during the review period, you should revisit the examination paper and analysis of the previous comprehensive examination, revisit the previous loss of points, review the reasons for not losing points and the items that can be raised (question types, knowledge structure), which will help avoid the mistakes in this review. If you really do what you shouldn't lose, you lose less or even no loss, the improvement of the test effect is inevitable, and your own progress is also certain.
Guide students to compare with themselves, so that the goal becomes more specific, more controllable, and more actionable.
Send students a small red flower, positive feedback on students' performance during the review period, let them with recognition, reward and self-confidence, face difficulties, face positively, and put into action.
The movie "Send You a Little Red Flower" also has a profound meaning, that is, "love and cherish".
Every student who works hard during the revision period deserves to be rewarded with a small red flower.
Cherish the efforts of students and love the efforts of students. Only in this way can teachers become participants and caregivers in the growth of students; only in this way can teachers inspire students to know themselves, accept themselves, affirm themselves, plan themselves, and live each day seriously.
Send students a small red flower, let's help the review together!
Proofread sheng yuanyuan
Source: Purple Cow News