Combined with the actual situation, how to understand the problem behavior in the classroom and how

Combined with the actual situation, how to understand the problem behavior in the classroom and how to deal with it correctly

Answer: The following measures should be taken for the handling of problematic behaviors in the classroom:

1) Develop an appropriate teaching plan. The teaching purpose, content and methods in the teaching plan must be appropriate to the level or level of the students, so that the students can achieve satisfactory results through learning and improve their self-confidence and self-esteem;

2) Help students adjust the cognitive structure of learning. When introducing a new question, teachers must explain clearly the ins and outs of the teaching content and the connection between new knowledge and old knowledge, so that students can know what to do without being nervous.

3) Give precise and strict guidance. Guidance should include what students do, why, how, how to get help, what to do after completing the assignment, how much time it takes to complete the assignment, and what to do if the assignment is not completed by the specified time, so that the student is well informed. It is important for teachers to be active in their students' questions so that students can experience a safe and supportive atmosphere;

4) Establish a good teaching order. Teaching should be carried out in a pleasant, harmonious and orderly atmosphere, so that teachers and students can be in a calm state of emotion and active thinking, and only then can they produce good teaching results;

5) Behavior modification and psychological counseling. Behavior modification is a way to reinforce good behaviors and rule out bad behaviors in students. Psychological counseling mainly changes students' external behaviors by changing students' cognition, beliefs, values, and moral values.

6) Coordinate partnerships. Creating a good interpersonal environment for students with problem behaviors so that they can use their talents and play an active role in the class group can improve their self-confidence and improve their status in the class. At the same time, it is necessary to stop harmful behavior among students;

7) Work with parents. Teachers must take the initiative to cooperate with parents, exchange information, and work together to take effective measures to correct students' bad behaviors and promote the development of students' positive behaviors.

The main reasons for the occurrence of problem behaviors in the classroom:

1) Teachers' educational failures. The main manifestations are: errors in guiding ideology, anomie in management, deviations in teaching, etc.;

2) The physical and mental factors of the student. First, there are more problem behaviors in boys, especially explicit problem behaviors, than in girls; Second, students' physical disabilities are prone to problematic behaviors. Thirdly, psychological deficit is also an important cause of students' problem behaviors.

3) Environmental factors. It mainly includes the family, the public**, the internal environment of the classroom, etc.

Countermeasures can start with the following:

1) Understand the needs of the student. Only by understanding the psychological needs of students can we mobilize their enthusiasm for learning, cultivate their learning consciousness, and make them actively participate in teaching activities, so as to ensure the completion of teaching tasks. Only when the purpose, content and method of teaching are adapted to the needs of students, can they better inspire students' consciousness of learning and ensure the effective completion of learning tasks.

2) build positive teacher-student relationships and peer relationships;

3) implement effective pedagogical measures to promote optimal learning;

4) Establish classroom norms.

Introduction: I used to admire the kind of students who had the courage to ask questions in class, I felt that their knowledge was very rich, and sometimes the questions they raised could not be answered by the teacher, and I felt that I needed to learn from them. But when I become a teacher, I will find that if I meet such a classmate, I feel a little embarrassed, because I can't give an answer within my ability.

So how should we deal with such a problem? Let me tell you today.

In fact, there will be such a problem in real life, after all, the students must have more ideas than the teacher, and there are so many students in the class that there is only one teacher, and he can't deal with all the students' problems with a single brain. Because the child's question is very clear, but I am not sure that I don't know the answer, and there is no one in the class who can answer it, so I will admit it directly, saying that I don't know, of course, and we can also tell the students that we can do it, and then also learn from other senior teachers to see if we can get a more unified answer.

Of course, you can also praise the student's question, if the student asks some questions, you can give guidance, but if the student has no problem, you can push the question to the student, so that they can find an effective solution. If students can answer questions correctly, then it is really necessary to give praise, and as a teacher, they must always improve their professional ability, only in this way can they meet the needs of students to a greater extent in the classroom. At the same time, we must find the answers to the questions after class, don't just say that we don't know, but there are no questions from classmates, we must record the questions asked by students, and then find time to find opportunities to solve them, and then let students realize that we respect him very much and value their questions.

First of all, I can't answer it for the time being! Then make an effort to discuss it with other teachers after class and make sure the student will take care of his questions and tell them as soon as they have an answer.

I think the best way to do this is for students to form discussion groups and brainstorm on the problem.

I'll leave this question for the time being and look for the answer at the end of class, I may not be able to solve it at that time, and I will tell the students the truth.

I think it can be said that the teacher is not very clear about this problem, and after class, we will go together to **, what is the reason.

In addition to persuasive education and behavior training, the following classroom management skills can also be used to solve temporary classroom discipline problems.

1) Use signals to stop bad behavior. When bad behavior is discovered, teachers can use signals such as staring, shaking head, and coughing to signal students to stop bad behavior.

2) Proximity control. Teachers can approach a student who has violated the discipline, try to stand next to him, and try to give him a reminder by patting him on the back or tapping on the table.

3) Improve interest in learning, ask questions related to teaching, let students think and give timely encouragement.

4) Use humor. Min Liang uses humor to correct bad behavior, without malice and without offending students.

5) Arrange your spare time. For students who respond quickly, they should be given assignments that interest them, and they should not be given the opportunity to violate discipline because they have nothing to do in class.

6) Remove triggers. Distracting books, playthings, etc., can be temporarily removed to eliminate incentives. For students who like to chat and play together during class, they can be adjusted out of their seats; For students who are easily distracted, they can be placed close to the teacher for easy control.

7) Make a request. In order to maintain order in the classroom, it is possible to act in unison by openly asking for it when necessary, but not to show reprimands, condemnation, sarcasm, or insulting criticism. In addition to the techniques mentioned above, methods such as individual conversations or punishments can be used if necessary.

But no matter which method is used, it should be the right thing and not the right person. Teachers should first respect, love and care for students, and help them correct their shortcomings, so that students can make progress.

1.Wake up the student: Ask him if he is feeling unwell, and if he is, send him to the doctor. If he says he feels well, advise him to drink a glass of water and then send him to the lounge to wash his face to overcome the tiredness.

2.Make it difficult for a student to doze off: If a student dozes off frequently, you make sure it's not caused by illness or medication, and when you doze off again the next time, move his desk away so that his head has nowhere to lean.

Give him a clipboard to write on, and when he tells you that he will never doze off again during class, ask him to move his desk back.

3.Sit him at the front of the classroom or near the lectern: if he sits close to you, he is less likely to doze off because you can notice him all the time.

If a student is sitting elsewhere in the classroom and sees him dozing off, you can walk up to him and your presence will wake him up. You may also consider placing him by a window where the light and fresh air will keep him awake.

4.Keep students active: Give them activities during the time of day when they are most likely to get sleepy. In fact, it's a good idea to incorporate some physical movement into the class and keep students engaged.

5.Ask questions unexpectedly: If he senses that you might ask him questions at any time, he will do his best to stay awake.

If you find him dozing off, ask him a question or give him something to do, the purpose of which is to raise his alertness, not to embarrass him, so the question must be something he can ask.

The language used by teachers outside the classroom to solve the difficult problems existing in students' learning is as follows: "Learning begins with thinking, and thinking originates from doubt".

The problem is the initial source of students' active learning, the spark that ignites the thinking of filial piety for students who are lacking in school, and the driving force for continuous exploration.