Why do teachers often think that they are good at teaching when students are doing well?

Because in the teacher's opinion, the average score says it all.

Introduction: Every school has students who study well and study poorly, teachers should not condone students who study well, and teachers should continue to encourage students who study poorly. Every student has their own strengths and weaknesses, and teachers should be good at discovering their strengths and making up for their weaknesses.

Today, I would like to tell you how to educate students with particularly poor academic performance as a teacher.

Teachers should never deny a child the merits just because their grades are particularly poor. Teachers should actively understand each student, find the shining points in the students, and understand the reasons for their poor learning, so that they can take some targeted measures. Students with poor academic performance need more care, teachers should help them when they encounter difficulties, and sometimes they can also let the students with better academic performance in the class help more students with poor grades.

What the teacher has to do is to get to know each student and understand the reasons for each student's poor academic performance. It is the responsibility of a teacher to be good at finding the strengths of students to make up for the shortcomings of students, and to be good at saving losses. If the teacher often criticizes the poor student, it will make the poor student lose self-confidence and have no courage to continue learning.

The teacher's responsibility is to teach and educate, but also to care for the students, treat the students as their own children, and strive to educate them.

If the teacher finds that there are students in the class who are not learning well, all the teacher needs to do is to communicate with the child's parents. Some children's grades are particularly poor, because they usually encounter some problems in the family because of the noise of their parents, and their academic performance will be unsatisfactory, so they must not blindly blame the children. What teachers should tell parents is to actively guide their children, and not to always beat and scold their children, which will make children lose interest in learning.

Teachers should work with parents to improve students' academic performance.

In the face of students with poor academic performance, teachers should adjust their educational attitudes, and never blame students, thinking that students with poor learning are bad children, so that children have a great psychological burden, and carry out self-denial and lose interest in learning; Secondly, teachers can implement appropriate reward policies to encourage and reward children who have made slight progress in learning to stimulate children's interest in learning; Third, teachers can teach children according to their aptitude, children with poor learning may be particularly good in a certain aspect, such as good athletic talent, have a good ** cell, can communicate with their parents and then cultivate, so that children develop to diversification, fourth, teachers should give children certain psychological hints, tell children that you are very smart, do not be willing to fall, finally, teachers must not give up hope for students, communicate more with children who do not learn well, let them understand that teachers want them to become better.

First of all, we must create a good learning environment for our children, we must encourage our children to support them, talk to them, understand their ideas, and then find the right learning methods for our children.

Rational education should be carried out, attention should be paid to the development of students, attention should be paid to the quality education of students, attention should also be paid to the hearts of students, and attention should also be paid to the specific situation of students.

The more teachers look at students, the smarter they become, which is the Rosenthal effect in education. The experimenter believed that the teacher not only had higher expectations for the students on the list because of the experimenter's cues, but also consciously or unconsciously conveyed the implicit expectations to these students through attitudes, expressions, understanding, and giving more questions, counseling, and praise, and the students gave positive feedback to the teacher.

This feedback, in turn, inspires teachers to be more passionate about education, maintain their expectations, and give more attention to these students. This cycle is repeated, so that the intellectual, academic performance, and social behavior of these students move closer to the teacher's expectations, making the expectations a reality.

Experimental process. One day in 1968, American psychologists Rosenthal and LJacobson came to an elementary school and said he was going to conduct seven experiments. They selected three classes from grades 1 to 6 and gave a "future development trend test" to the students in these 18 classes.

Afterwards, Rosenthal gave the principal and the teachers a list of "the most promising people" in a approving tone, and told them to keep it confidential so as not to affect the correctness of the experiment. In fact, Rosenthal told an "authoritative lie" because the students on the list were picked at random.

Eight months later, Rosenthal and his assistants retested the students in those 18 classes, and the results were miraculous: all the students who made the list had improved their grades, and they were lively and cheerful, self-confident, intellectually curious, and more willing to deal with others.

I don't know what the effect is, but it's actually psychological autosuggestion and encouragement! There seems to be a similar experiment in the United States, which is to find some students who are actually similar, group some of them into groups and say that they will do something in the future, and then often praise them in daily life.

Learning is more important than ability.

The most important thing is the ability of teachers to learn on the spot.

Teachers can no longer sit in the book city and study in the library like college students and graduate students, and they spend a lot of time on the field of education and teaching.

The teachers themselves teach on a daily basis. Take your own teaching scene as the object of learning and reflection, and let such teaching nourish you every day. Teaching site of peer teachers.

For example, other teachers' open classes, seminars, and observation classes, and the daily teaching and research activities of the school's teaching and research group and lesson preparation group. This is the most daily activity that teachers participate in, including group lesson preparation, reading salons, seminars and other forms of activities. Such learning activities are a great improvement in teaching.

The quality of a good teacher.

In addition to being able to give lectures, excellent teachers also need to be able to interact with students in a positive way, so that the classroom atmosphere can be lively and lively. In the real classroom, some students with average foundation or timidity finally have the courage to stand up and answer the question once or twice, but unfortunately they make a mistake, but they are scolded or sneered and sarcastic by the teacher, and from then on, the student may never dare to raise his hand again.

For example, some students are ready to move, they want to open their mouths to answer, and they are willing to raise their hands, but they are almost a little bit courageous, and a good teacher will see it, and usually smile, nod or give him an encouraging look, and then the student will definitely stand up and answer without saying a word.

At present, there is a popular view that the teaching ability of teachers is very important, but there is one thing that is more important than ability, that is, character, and character is the most important.

It is recognized that the quality of teachers is more important than the ability to teach.

As a teacher, you must have two things, that is, teacher moral cultivation and teaching quality, if you lack one of them, then you do not have the standard of a competent teacher.

It's really like this, there are some teachers who have problems with their quality

That is, being a person is more important than ability.

Poor learning.

I think it must be that teaching poor students can better reflect the level of teachers, I roughly divide the level of teachers into excellent teachers, anyone can teach, their own business level is also extremely good good teachers, some people teach students well, some people are more suitable for teaching poor students, each has a teacher who is good at half a bucket of water, I didn't learn too many useful things in school, but it's enough to scare ordinary people (probably only singing bel canto) Poor teachers, almost no ability, mainly rely on marketing... Or maybe they barely teach, and they don't know how to do marketing, but they just sing well...

You have to teach students to sing, even if you are the champion, it doesn't mean that you can bring others to become champions, right?

Some of the good teachers are very good in their own conditions, so they are more suitable for teaching students with good conditions, but there are always very few good students, which can easily lead to lack of teaching experience, of course, these teachers can become excellent teachers as long as they continue to learn, and the conditions of students are good to a certain extent, in fact, there is no teacher or brother, such as the kind of person who can draw inferences, so why is this one cited by the teacher?

Students can discover and develop several new things through self-study.

There is a risk that excellent students will be left on the podium by the teacher, or that the questions cannot be answered, and the students will be asked. Therefore, teachers need to work harder, need more professional knowledge, ability reserves, and good adaptability, and may have to deal with the challenges of these excellent students at any time.

Students with good grades may not have so many generative problems in classroom teaching, but as a teacher, we must find a way to simplify the difficulties, find a way to use multiple teaching resources and multiple ** to stimulate students' interest in learning, so that students are interested in the subjects they are learning is the first place, and the second is to be patient, from time to time you can also chat with students about the recent situation, ideas, etc., and train students to study hard through a variety of ways.

The focus of the two is different, as long as the student is improved, then it is a good teacher, but the former has higher requirements for the teacher's special source of dust, and the teacher can have enough adaptability and experience to deal with it freely, so as a school leader, he will generally hand over a good class to a very experienced and professional old teacher, because a good class cannot allow any mistakes. Poor classes may be handed over to new teachers or teachers whose education and teaching level needs to be improved, because for these students, they only need to grasp the foundation.

These are two different concepts, and it cannot be said that they reflect the level of teachers.

The evaluation of teachers' teaching level should be feasible under the same conditions.

Students with poor grades are not only poor knowledge base, but also have problems with learning motivation and learning methods, and the primary task of teaching such students is not teaching, but to correct students' learning attitudes and cultivate learning habits, and then knowledge teaching.

It can be seen that students with good grades and students with poor grades are likely to be two types of "species", the former is mainly "teaching", and the latter is more in need of "education", so their teaching effects are not comparable.

To be sure, it is quite difficult to teach poor students to do well, but this is beyond the scope of this discussion of "teaching level".

Teaching poor learning, there are no students who can't teach well, only teachers who can't teach" This sentence was said by the famous educator Mr. Chen Heqin, which should be one of his important educational concepts.

There are no students who can't be taught well", which reflects the view of students - students can be "taught well".

As the object of education, any student must first admit that he can be educated, and that hail can make him grow and progress through education, and that it is not "rotten wood that cannot be carved". This is undoubtedly true.

However, "teaching well" is relative, not absolute. Different students are so different that it is impossible to get them to think and learn in unison in all aspects. In the short term, as long as each student improves on their original foundation, it should be considered "well-taught".

In the long run, some of the students taught become talents with excellent character and learning, and most of them become qualified citizens with good moral character, so they should be considered to be "teaching well". Some people understand "teaching well" to mean that every student is admitted to a university or even a key brand, which is a one-sided understanding formed in the environment of "examination-oriented education" and makes the mistake of ideological absoluteness.

Most of the students in a class are excellent in character and learning, and they are all admitted to Dali Chong School. A small number of students have good moral character, go to technical schools, vocational high schools, learn a skill, and are also good students. Three hundred and sixty lines, the line is the champion.

Such students should be considered "well-taught". Students who scored 40 points in the test, through the teacher's talk about bad sail education, have good ideology and morality, and scored 60 points in the test, and have improved, so they are "teaching well". It is impossible for everyone in a class to score 100 points.

A student who scores 30 points in the test will not be able to score 100 points if he is taught by a teacher who knows how to teach again. We respect the individuality of our students.

At the same time, it is also necessary to realize that "teaching well" is a process. On the one hand, not being able to "teach well" yesterday does not mean that we cannot "teach well" todayFailing to "teach well" today does not mean that we cannot "teach well" tomorrow. On the other hand, there was progress yesterday and it is not yet up to the standard of "good";Today there is progress, but it still does not meet the standard of "good";But if you stick to it and keep improving, you can reach the standard of "good".

This process is a process of "teaching and learning", which is not only a process of continuous improvement of students, but also a process of continuous improvement of teachers.

Only teachers who can't teach" is an incentive for teachers - teachers should constantly improve the level of education and teaching.