Why do you want to sit next to your students?

There is an essential difference between observing and discussing classes and listening to lectures, and for me it is a change in consciousness, which has changed many of my inherent and negative thoughts. After many years of teaching, I have formed an inherent mindset about listening to and evaluating classes. The participants listened carefully and memorized to complete the task, and no one wanted to be the first to speak in the centralized evaluation with multiple participants.

Even if he did, he would have downplayed the issue and passed it aside. The evaluators' gains and experiences cannot be fully communicated, and there is less information about how to solve problems. The premise advocated by the observation and discussion is that the lecturer and the observer are on an equal footing, we don't have to sit at the end of the classroom during class observation, we can sit next to the students, the students explore independently, when they cooperate and communicate in the group, when the students do in-class exercises, we can stand up and see what the students are doing?

Understand students' cognitive strategies, sense of cooperation, personality traits, and examine students' learning effectiveness. Teachers who observe classes don't have to be so disciplined. By understanding the learning status of students, we can see whether the teacher's teaching strategy is correct, whether the guidance is appropriate, whether the organization is effective, whether the students are interested, and whether the teacher is effective.

The purpose of class observation is to find out the problems in teaching, and it is mainly observed by students' learning, rather than the performance of the teacher. Rather, they participate with the purpose of jointly researching the classroom, improving teaching, and improving the effectiveness of their own classrooms. Observing and discussing classes breaks the problem of "not wanting to expose your weaknesses in front of your colleagues, and not wanting your work to be criticized by others".

It is committed to allowing all teachers to observe each other's teaching, face existing problems, criticize each other frankly, discuss methods together, seek teaching innovation, and achieve common growth.

Lesson observation and discussion abandons the traditional generalized evaluation of course evaluation, and the discussant should participate in the whole process of teaching as a participant with questions and research directions. The study is point-based rather than surface-based, and is highly targeted. Those who observe and discuss the class are not only helping others, but also improving themselves and solving their own confusion in teaching through collective wisdom.

While asking questions, the observer should explain what I would do if I were a lecturer and give my own opinion. This kind of thinking allows the observer not to be a spectator, but to be in the middle of it. Thinking about "if I teach, how should I teach" can make you really gain and change in the course of observing the lesson, so that the process of observing and studying a lesson becomes a process of learning and preparing for the lesson by yourself, so that the discussion of the lesson can have a real impact on the teaching practice.

We often talk about being a research-oriented teacher, building a learning team, improving effective teaching, etc. These can be reflected in the form of class observation and discussion, which is an effective way for teachers to grow professionally, so I should consciously and actively participate in the activities of class observation and discussion, so that I can develop at the same time as observing and discussing classes.

Let the teacher think of himself as a student! By the way, monitor the students.

1. The main points of view on class observation and discussion.

1) Some practical problems and thoughts on "class observation and discussion".

1."Lesson observation and discussion" is a kind of training activity, which has the following characteristics compared with the familiar "listening to and evaluating lessons".

"Listening" points to sounds, "Guan" emphasizes the use of multiple senses to collect classroom information, and in the multi-land ambush senses, "the eyes are the windows of the soul". Through the observation of the eyes, in addition to words and actions, the situation and story of the classroom, the state and spirit of teachers and students will become the objects of feeling.

"Evaluation" is to draw conclusions and make judgments about the quality of the lesson; "Discussion" is not for the purpose of drawing conclusions, but to raise questions and express opinions around the classroom information collected by observing the class. "Discussion" is dialogue and reflection, and the discussion seeks the improvement of classroom teaching and the development of teachers' professional quality, and the class is just a platform for communication and development. If lesson evaluation treats teachers as objects waiting for help, lesson discussion trains teachers to be critical thinkers and doers, helping them to achieve their own emancipation.

"Lesson observation and discussion" is mainly applicable to daily teaching and research and teacher training activities, and the school is the most suitable place, in which teachers are the main body and protagonist. Daily, universal, and front-line teacher participation are not only the main characteristics of "class observation and discussion", but also its meaning and value.

2.The pursuit of "class observation and discussion".

First of all, it is necessary to establish an equal and democratic teaching and research culture, which needs to emancipate teachers and make them aware of their rights and the significance and value of their own practical experience. It is based on changing the traditional teaching and research culture, and teachers simply accept the views and opinions of experts and teaching researchers, and are only passive executors.

Secondly, "Lesson Observation and Discussion" is committed to changing teachers' attitudes and working methods. This attitude is a proactive and participatory attitude, from receiving to participating, from passive to active, from doing this every day to constantly discovering problems, researching problems, and working to change. In terms of improving the relationship between colleagues, the "Lesson Observation and Discussion" emphasizes openness, promotes mutual assistance, and strives to build an interpersonal atmosphere of mutual help in teaching and caring for each other in life.

Thirdly, "Lesson Observation and Discussion" is a research method for learning classroom teaching, and improving and developing it in the research. This method is to no longer look at the behavior of teaching in isolation and suggest the behavior of teaching, but to conduct a holistic study of concepts, behaviors, and effects through phenomena observation and dialogue discussions. In this process, teachers constantly discover themselves, constantly transform themselves, and constantly achieve themselves.

The above three are both ends and means to each other, and they are a process of mutual promotion and common development. However, in practice, the improvement of classroom teaching should be given a prominent position first, because it can be seen, touched, and easily felt by teachers. Only after feeling that there is practical help for them can teachers participate in a more proactive way, and the comprehensive benefits and goals of "lesson observation and discussion" can be finally realized.