How can we detect students bad behavior in class?

The so-called classroom problem behavior generally refers to the classroom behavior that occurs in the classroom, is inconsistent with the classroom behavior norms and teaching requirements, and affects the normal classroom order and teaching efficiency. Such behavior not only affects the physical and mental health of students, but also often causes classroom discipline problems and affects the quality of teaching.

According to the tendency of students' behavior, the classroom problem behaviors are divided into two categories: one is extroverted problem behavior and the other is introverted problem behavior. Extraverted problem behaviors mainly include aggressive behaviors such as quarreling with each other, provoking and pushing each other; Disruptive behaviors such as talking to each other and making loud noises; Deliberately attracting attention such as burlesque performances and strange mouths; and deliberate confrontation with class leaders or teachers, blind rebellion against authority that breaks classroom rules, and so on.

Problematic extroverted behaviour is easily detected, it can directly interfere with classroom discipline and affect the normal teaching activities, and teachers should resolutely and quickly stop such behaviour to prevent it from spreading in the classroom. Introverted problem behaviors are mainly manifested in absent-mindedness, crankiness, daydreaming, daze and other distracting behaviors in class. Withdrawal behaviors such as fear of asking questions, depression and withdrawal, and not socializing with classmates; irresponsible behaviors such as scribbling and plagiarizing homework; Late arrivals, early departures, truancy and other acts of resistance. Most introverted problem behaviors do not pose a direct threat to classroom order and are therefore not easily detected by teachers.

However, this kind of problem behavior has a great impact on the teaching effect and is also very harmful to students' personal growth. Therefore, in classroom management, teachers should not only judge problem behaviors based on the external manifestations of behaviors, but also carefully prevent and correct introverted problem behaviors in time.

The following are six common problem behaviors encountered by teachers, as well as suggestions and countermeasures, to help teachers deal with these behaviors appropriately.

Problem 1: Dozing off during class.

It is an annoying thing for students to doze off in class, and this should be brought to your attention. If there is a student who often dozes off, it is important to dig deeper and find out the cause, the reasons may include that he sleeps too late at night, feels bored at school, some diseases or medications***, etc. When examining these causes, we need to identify the main causes by understanding when and under what circumstances he dozed off.

Knowing why a student is dozing off helps you think about how to cope, making it clear whether to treat it as an illness problem or an emotional problem, or as a motivation or discipline issue.

Suggestions and countermeasures:

1.Wake up the student: Ask him if he is feeling unwell, and if so, take him to the doctor. If he says he feels well, advise him to drink a glass of water and 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 the next time you doze off again, move his desk away so that his head has no place to lean on.

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.Let him sit at the front of the classroom or near the podium: if he sits close to you, he is less likely to doze off.

One of the tasks of the teacher, as the organizer of teaching activities, is to create an environment conducive to the development of learning activities for students. Due to various reasons, students will always have some problem behaviors in the classroom from time to time, especially in the lower grades, such as being in a daze, dozing off, playing small games, talking to each other, losing concentration, looking around, standing up without permission, eating snacks, etc. When these problems arise, teachers should intervene and correct students' behaviors in the shortest possible time, and try to be as effective as possible without affecting the class.

1. Prevent problem behaviors before they happen.

Students make mistakes, and problematic behaviors in the classroom are sometimes due to ignorance, or due to carelessness, and some problematic behaviors are predestined before the class, rather than the running of classroom activities. Therefore, the best way to deal with problematic behaviors in the classroom is to prevent them from happening, rather than passively waiting for them to appear.

1) Develop a feasible classroom routine.

Classroom routine is the most basic daily classroom code of conduct that every student must abide by, and it guarantees the smooth running of teaching. If the classroom routine ignores the needs and opinions of the students and is taken care of by the teacher alone, then the obedience shown by the students is passive or coercive, which may ensure classroom discipline for a while, but after a while, the students are not happy to follow it, then the classroom problem behavior will appear, and it may be more severe than before. Only by fully respecting students and discussing them together can students accept these rules and regulations from the bottom of their hearts, and transform them from "other laws" to "self-discipline".

Once these rules and regulations are accepted, try to maintain and improve them in future classroom teaching activities, so as to really help students form good classroom behaviors and prevent problem behaviors.

2) Adjust student seats frequently.

An experimental study in the United States showed that children's behavior was influenced by their seat in teaching, and children's seat also affected their perception of them by teachers and peers. When the experimenter arbitrarily rearranged the children to their seats, the students were the most attentive in the class when they sat in the front row.

Students who move to the front when reassigning seats feel more liked by teachers. According to the results of this study, teachers can make full use of the allocation and adjustment of students' seats to effectively control and eliminate classroom behavior. At the same time, frequent seat adjustments can also prevent students from getting too familiar with their seats and getting involved in class.

I think you can just look more at what your student is doing, and pay more attention to what is the end, in my opinion, this is what it looks like, so that you can find out that the student is not performing well in class. Here's a supplement on behavior.

To determine the conceptual category of behavior, it is first necessary to define the conceptual category of action in order to distinguish behavior from simple physiological motor action processes. The concept of action can be divided into two senses: broad and narrow, if action is regarded as a kind of behavior, it only refers to a series of random movements and automation of behavior that leads to a certain goal, and this concept can be called the narrow concept of action. On the other hand, if the word action is divided into two parts, "action" and "action", then we can get a generalized concept of action, which can be as follows:

2] Behaviors are categorized in terms of goals and motivations.

Classify. According to the cause, behaviors can be divided into individual behaviors and group behaviors; According to the function of the behavior, it is divided into feeding behavior, avoidance behavior, sexual behavior and ** behavior. [1] Behaviors can be divided into three types: volitional behavior, subconscious behavior, and entertainment behavior in terms of the degree of clarity and initiative of goals and motivations in consciousness.

2] Acts of the will. Volitional behavior refers to people's behavior with clear motivation and goal, which can be divided into morale behavior with active motivation and non-morale behavior without active motivation according to whether the personal behavior motivation is unified with the overall long-term goal. The so-called initiative refers to the degree of unity of the overall long-term goals of individual motivation and behavior, including the degree of unity of individual goals and group goals, the degree of unity of tactical goals and strategic goals, the degree of unity of short-term goals and long-term goals, and so on.

2] Here are some examples:

1. A hostile mind. These students are extremely sensitive and self-esteem, do not put their studies first, and always and everywhere to maintain their perfect image, so they do not regard the teacher's kind questions as a test at all, and they do not realize that the problem of standing up has improved themselves in many aspects, but one-sidedly from the maintenance of their own image, thinking that the teacher's questioning is a kind of "picking" behavior, which is a deliberate damage to their own good image, and the teacher's continuous or repeated questions are identified as specifically looking for their own fault and losing their own ugliness.

2. Lack of courage to take who is not compromised. There are many such students, but in fact, it is a herd mentality that is making trouble, lacking the courage and courage to be the first in the world. This kind of student often lacks self-confidence, as soon as he hears the teacher's question, he immediately looks left and right, there are like-minded people who raise their hands, and there are no like-minded people who bow their heads and do not speak, their biggest enemy is not others, but themselves, it is they who beat themselves down.

3. Lack of a good attitude of seeing the virtuous and thinking together, and introspecting when seeing the unvirtuous. In class, it is not for the purpose of being eclectic and improving oneself, but to wear colored glasses to treat other people's opinions and words, to grasp other people's braids, to pick up other people's flaws, and use this as a handle to ridicule and ridicule others in and out of class. In fact, I also have high eye sockets and low ability, and I often stand up with flaws and loopholes, because I often ridicule others, so I am afraid that others will retaliate with a tooth for a tooth, and many times I artificially set up obstacles for myself, and I dare not stand up easily to show myself.

Fourth, there is no good habit of not using pen and ink and not reading. This kind of student is often reluctant to take notes on new books, and old books are not cherished and scribbled at will. Usually because I have a reference book in my hand or think I have understood, I am too lazy to record, and as a result, when I review it at the end, the book is empty and there is no "fruit of labor".

Fifth, it is difficult to integrate into the group and do not know how to cooperate and communicate. During the class discussion, the discussion is perfunctory, the discussion is not engaging, not in-depth, and even takes the opportunity to chat, and does not miss any minute of laissez-faire.

Above the classroom, when a student is found to be inattentive, the teacher can take the approach of eye gaze. The teacher focuses on the upset student for a short period of time. When students see the teacher's eyes, they immediately come back to their heads and listen carefully.

After all, students are afraid of teachers. Please note that teachers should not shout at students when they are not concentrating, as this will scare students and may leave a psychological shadow.

The teacher can deliberately walk to the student's side, and if the student is severely distracted, his eyes cannot be separated from what he is concerned about, and he cannot see the teacher's eyes. At this time, the teacher can get down from the podium and deliberately approach the students slowly. At this time, students are generally wary, fearing that the teacher will be criticized if he finds out.

Increase the volume appropriately. When a student is distracted, the teacher can raise the volume appropriately, use low and high tones to attract the distracted student's attention and pull him back into the classroom. In particular, you can walk up to the children and give a lecture in a slightly louder voice so that the students can naturally concentrate on listening to the teacher.

Tap the table. It's normal for students to be distracted at times above class. When the teacher notices, he can slowly approach the student and tap the student's desk as a reminder that he can continue with the lesson.

The teacher can touch the student's head slightly to draw the student's attention back to the classroom and keep them listening. The teacher can also walk in front of the student's eyes and touch the student's head. Such a slight movement seems to be unintentional gentleness.

Not only can it criticize the student, but it also allows the child to pay attention, make the student feel cared for by the teacher, and ask the student if he is unwell. When students are walking around nonchalantly, the teacher can gently get the student back into the learning mode. For example, you can walk up to a student and gently ask them if they are feeling any well, do they need to see a doctor?

The students naturally understand what they are doing, and the teachers care about him. Students will naturally feel ashamed and can then go back to the classroom.

To change the way of teaching, it is important to let students be the protagonists, you can let students give lectures by themselves, or you can let students discuss in groups, so that you can improve students' attention and attract students to study well.

Students' poor attention in class is likely to be due to the teacher's teaching content is not attractive enough, and the teacher can use the introduction of tricks to let the child enter the classroom learning state as soon as possible.

After noticing the student's distraction, you should remind him in time, and you can also increase your voice appropriately to attract his attention.

You can tell your children that they should study hard at this time, so that they will have a good development and a good job in the future, and they will not put a lot of financial pressure on their parents.

Communicate more with your children, communicate more with your children, and you should also pass on some positive energy to your children, telling them what kind of results will come after studying hard at this time, and what kind of way out they will have.

First of all, teachers should adjust students' mentality, set reasonable learning goals for students, and carefully observe, understand the true thoughts of children's hearts, take children to participate in some extracurricular activities, enrich children's cultural life, and create a good learning environment for children.

Correctly use the problems of the students in the classroom, and correctly deal with the problems of the students, guide the students to correct the problems that have arisen, inform the students of the consequences of these problems, and observe whether the students have more problems.