教师可以做的一件事是花时间来定义不同的单词。所以“尊重”这个词对每个人的意思是什么，以及如何在特定规则中共享和封装这些不同的定义？一个人可以定义尊重，因为把手和脚保持给自己，而另一个学生可以在老师在谈话时将其定义。因此，能够听到所有学生的信仰，能够创造一个全面的东西，以至于所有学生都在整个学生都会听到。必威中国电竞另一个词可能是“参与”。这些学生可以参与它是什么样的？有些学生可能想喊出他们的答案。其他学生可能想要举手。一种nd so providing spaces for each of those types of students to be able to participate in the activity without it being a detriment to others and being able to find compromises throughout that allow all students to feel like they’re in a safe learning environment so that they can learn and grow as much as possible. Students often just want to be heard, and I think the teacher has an obligation to provide the students voice in the classroom and be able to build an environment based off of their needs, rather than focusing specifically on what the teacher wants to accomplish.
我经常看到，当规则只以一种方式定义结构时，无论是参与、学习、尊重还是互动，它们都是有偏见的。只有当老师为学生着想，并考虑到完成事情的多种方式时，我才会认为事情在文化上更体贴。但尤其是初学的老师，他们想要建立一种权威，一种控制。为了做到这一点，学生们必须遵循一种方法。通常，这是一种沉默的方式，安静地坐在你的桌子上，只有老师的指令被听到，并成为一个委派信息的人。这可能会更容易，因为它是安静的，安静的，是老师一直想象的。但是仅仅因为他们沉默了并不意味着学生们在学习。他们需要真正思考，学生需要什么才能成功，需要什么才能融入教材。我认为学生可以分享他们参与和学习的代价。但我想,如果你也有机会问他们,需要做些什么为别人在你的教室里学习,这样他们可以走出自己的,真正考虑同龄人和能够认识到大多数学生很诚实的说,“好吧,我知道我需要这个,但我知道其他人, they may need something a little bit different.” So is there a way to bridge and compromise those sort of differences? I think another way would be to have the teacher consider certain times that prioritize certain structures and other times that prioritize other structures. So the idea of engaging in classroom, some students like to yell out the answers because to them they’re so excited they have it they just cannot wait, as opposed to others who want the opportunity to raise their hand and be able to be called on. I think there’s value in both, but I think there is a time and place for both. And so the teacher can preempt lessons or discussions and saying, “At this time, we are going to accept hands raised only” or “At this time, I just want to hear you shout out the different answers.” I think that allows students to be able to feel accepted in certain places. And I think the teacher also has the opportunity to share with the students the pros and cons of both types of modalities, because to some extent the students need to be able to understand these different structures. They need to be able to recognize that it’s appropriate to do certain types of actions and not so much in the others. Being able to work between different environments can equip the students to be able to succeed in multiple contexts, but also recognize the value of different types of participation in this example so that they can continue to grow as learners.
我认为在学年提前设定规则并为这些规则保持一致的基础是很重要的。我相信它通过对课程如何流程的预期和结构进行预期和结构来创造有效的学习环境。我确实有一些钉书钉的规则，但我让学生有机会分享他们希望在课堂上发生的事情，我们可以尊重，负责，以及我们列出的方式。它允许学生进行谈话。如果约翰尼说，“哦，我想我们应该在学校嚼口香糖。我不认为应该违反规则。“莎莉可能会说，“好吧，如果我们在学校嚼口香糖，如果它落在嘴里，怎么会被扣上桌子或堵在鞋子上？”因此，它允许在同行组内进行利用的对话。我认为这很好，因为他们都有有效点。所以我们作为一堂课谈论它，我们说，“嗯，作为一所学校，规则是我们不能嚼口香糖，”它涵盖了安全问题和清洁问题。 So we agree upon the no-gum-in-school, but I love the opportunities that pop up with the students giving their suggestions and students agreeing or not agreeing. And we do talk about it’s OK not to agree, but we’re going to do it respectfully, and if you have something you would like to say, we don’t have to agree with you. We will respect you, but we don’t have to agree with your statement, such as the gum incident. But it gives the students ownership for the classroom that they’re going to be in all year. So they’re setting these expectations. I hold them to those expectations. And, of course, I make sure that the foundational ones are in there, but they do a great job of covering most of them. And it gives an easier redirect to say, “Look, we agreed we’re going to do this. Are you doing this right now? Take a minute and think about it,” and I’ll leave it at that because they have the chance to see the rules that are in our room hanging on the wall for everyone to see. We write it nice and big as a reminder. It is an easier redirect, even it could be nonverbal, which is even better because then everything keeps flowing. There’s no interruption.
课堂规则是保持有效学习环境的关键。当孩子们知道他们的期望是什么时，介绍和教学课堂规则是我教室里的多步过程。它始终开始通过单词和图片明确教导规则，然后我们花了一些时间来播放，并且包括示例和非示例。必威中国电竞所以我们确保每个人都了解合适的是什么以及不合适的。然后，我们继续前进的行业练习步骤，其中通过规则和期望引导，然后为这些小事奖励，无论是高五，无论是在外面的一些额外时间，因为每个人都认为这条规则必威中国电竞。但它确实很重要，让他们引导练习。每次在休息时，我们都会确保我们在每次过渡后重新开始这些东西。每个星期一，我们回来的孩子时需要被教导。因此，我们确保我们正在进行这些事情，并且期望在各时间都是视觉和发布必威中国电竞，因此它们总是可以重新推荐。我投资教学规则的教学时间，因为它实际上全年省了这么多时间。必威中国电竞 If children know what’s expected of them and we can just get to work, we don’t have to take time to stop, reassess, and get back on track because everyone knows what is expected of them.