Teacher instruction language recommendation

I remember the physical education teacher in junior high school who said: Whoever dares to wear a skirt to my class again will be punished for a handstand.

At the end of the outdoor activities, a long line lined up at the door of the classroom, and I began to tell the children the requirements: "Baby, after entering the classroom for a while, enter gently, do not run, and then go to urinate, wash your hands, and drink water." When I felt that I had finished talking about the next few things to do, and all the points of attention had been reminded "in detail", I found that except for a few particularly "bright" children looking at me, everyone else was confused, and some were even in a daze, and the effect was not good, and the children did not know what to do after entering the classroom.

The next day, still at the door of the classroom, I bent over: "I'm looking for bright eyes in **?" As he spoke, his eyes swept over each child from back to front, "Yo, I found Jiajia's bright eyes."

As soon as I finished speaking, I saw that the eyes of several children instantly looked at me, seeking affirmation. Then I said what I asked when I entered the door, and immediately after I finished speaking, I asked, "I'm going to test you!"

What did the teacher say about the first thing to do when you enter the classroom? At this point, Pipsqueak reacted the fastest: "I know, I want to pee!"

I immediately gave a thumbs up and said, "Yes, it's pee!" Your ears are so good!

So, after we entered the classroom for a while, we had to urinate and wash our hands and drink water.

Through the comparison of two days, I found that the mistakes that our teachers often like to make in daily life are the following:

First: Verbal instigation. The more I try to explain it, the more the child doesn't understand. If you always use long descriptive language, don't know how to make trade-offs, and talk about the points of attention and requirements of everything, it will make the child unable to grasp the key points and listen to nothing.

Second, emphasize textual language, ignoring facial expressions, tone of voice, and body movements. In the process of guiding the children, the teacher has been actively interacting with the children through eyes, gestures, and instant praise, attracting each child's attention, while I only care about my own requests and do not consider each child's reaction.

Third: Ignore the accumulation from day to day. Children's routines are not created overnight, but need to be accumulated and strengthened day after day. After the activity, the teacher also reminded the children to carry out the request again tomorrow through affirmation.

In response to these problems, I have made the following adjustments:

First: ask more questions and demonstrate more, for children in Nursery classes, vivid expressions and exaggerated tones are essential. Children's behavior is based on imitation learning, to let the child do what to do, first do it to the child, the child often does not have a direct response to some language instructions, we must be supplemented by intonation, body language, such as gestures, movements, so that the child understands what we mean.

Second: Appropriate summary, children in small classes are obedient and easy to "listen to half sentences", so the teacher's sentences should be as concise as possible, and some requirements can be converted into rhythmic smooth words or nursery rhymes to help children sort out their memories and summarize. When the teacher has finished making a request, it is appropriate to ask the child:

What did I just say? to get their attention. On the one hand, it can observe the child's grasp of language information, and on the other hand, it can also help the child to sort out his thoughts again.

Third: Positive guidance, teachers should guide children in positive language and tell children what to do.

This is something that is defined when the CPU is designed, not by assembly language.

When the CPU was designed, it made such a rule:

If it is 8-bit division, then the dividend (AL) will be extended to 16 bits, that is, the value of ah+al will be used as the dividend (no matter what the original value of AH is, use ax as the dividend, so if you divide AL by 8 digits, you need to clear AH to 0 first).

In the same way as ax = ah * 100h + al, if it is 16 bit divided, you need to expand ax to 32 bits, and it is defined as: dx + ax, (dx clears 0).

The value is dx * 10000h + ax, which is where the 32-digit number comes from.

What is the specific model of PLC you use?

Hello classmate, yes, if you want to be.

If you go to the squadron member, you need to obey.

Teacher's instructions.

To improve the effectiveness of primary school English classroom teaching, teachers should consider the following aspects:

1. Classroom teaching activities should have clear objectivesUnder the new curriculum concept, the overall goal of English courses in the basic education stage is to cultivate students' comprehensive language skills, and students' ability to do things in English is the main embodiment of the achievement of classroom teaching goals. In primary school English classroom teaching, teachers widely use task-based teaching activities that are close to students' lives and easy for students to participate in and experience.

Second, the creation of scenarios should be real and easy to operate, and the time should be allocated reasonably. The new curriculum advocates the creation of authentic, challenging, and open teaching environments and problem situations. Teachers are required to create vivid and interesting teaching situations based on students' life experience and existing knowledge, and guide students to carry out activities such as observation, operation, conjecture, reasoning, and communication, so that students can master basic knowledge and skills through learning activities.

Creating real teaching situations that are in line with the teaching content and close to students' lives is an important way to implement effective teaching in primary school English classrooms. In primary school English teaching, there are mainly teaching situations created with the help of objects and images, teaching situations created with the help of actions (activities), and teaching situations created with the help of language.