A comprehensive guide to teaching skills for trainers, easily creating a 100% continuation rate

1、 Attract students' attention and make the classroom quiet

1. Try to do nothing first.

Standing quietly, completely calm. The nearest student will notice, and gradually other students will also notice. Leave one or two minutes before giving the lecture.

2. Don't take the chaos of students as disrespect towards you.

This is the most natural human nature, unless something noteworthy happens.

3. Assign some tasks first.

Find something for the students to do before class. Print these tasks on paper and distribute them, or write the labels on the blackboard.

4. Don't shout loudly!

If you still haven't quieted down, please restrain the impulse to shout out "quiet down" loudly. Let's have a quiet chat with a few students who seem ready to listen to the lesson.

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5. Utilize human curiosity.

Sometimes whispering is a good idea! Human nature also includes curiosity that refuses to miss anything. Speak softly to the students closest to you, and many of the remaining students will also stop talking so that they can hear what you are saying.

2、 Dealing with interference

1. Accept the fact that you have also been disturbed.

Trying to ignore the source of interference and continue teaching has no benefits, as most students' attention has been disrupted by the interference. Or they are paying attention to how you will react, instead of focusing on what you are saying or doing.

2. Note that some disruptive events are irresistible.

In this case, it is important not to criticize students who cause interference or embarrass them at this time.

3. Transform distractions into positive learning experiences.

If possible, identify areas worth learning from student interference. The more they perceive their interference as being taken seriously, the more they pay attention to avoiding unnecessary interference.

4. Be patient with colleagues.

Be especially careful when disturbed by colleagues or other teachers, even if their disturbance is unwelcome and not due to urgent matters, but you must treat them gently and never let students see that you have a little bit of impatience.

5. Pay attention to your distance from the students.

Get closer to students who cause interference. Standing next to students has a much greater impact on them than standing at the other end of the classroom.

6. Find the motivation for interference.

If the interference persists, it may make students tired of listening to lectures and hope to have some clearer tasks. At this point, it is important to avoid the idea of "starting and finishing".

7. Prepare some things for students who cause interference to do.

Prepare some relevant questions for the class content of the day, and if necessary, ask students to answer a question when they interfere. This is very useful for dealing with those discouraging distractions.

3、 Ensure equal opportunities during teaching

1. Ensure consistency in student behavior.

Ensure that you treat students with the same attitude when asking them to answer questions or express opinions, regardless of their background.

2. Mix boys and girls into groups to complete the task.

At a certain age, the natural tendency of students is to sit with classmates of the same gender, and you must intervene in the seating arrangement. Do not group by gender, but try to use more casual methods, such as grouping by age and hair color.

3. Avoid discriminatory role assignments.

Try to avoid asking only boys to carry furniture and boxes, or only girls to do cleaning work.

4. Raise students' awareness of equality.

Encourage them to objectively deal with unfair events. Help them find practical and feasible solutions to address inequality issues.

5. Prevent student bias.

Criticize students who display bias in their words and actions, and guide them towards developing a correct and fair attitude.

6. Pay attention to students who may face unequal treatment.

Get feedback from students and pay attention to any emotions that may arise due to unfairness in some aspect.

7. Pay attention to gender reactions as much as possible.

Because boys always perform worse than girls. Carefully observing boys' reactions to various tasks and activities may also help you engage in activities that promote fair handling.

8. Pay attention to the balance of humor.

Do not make jokes or anecdotes that may be perceived as insulting by a certain group of people.

4、 Strategies to evoke a sense of achievement

1. Explain the requirements for each semester to the students.

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Tell them what they need to learn and practice during this period, and make sure it aligns with your overall plan.

2. Set different goals for students based on their abilities or previous performance.

Students all need progress and challenges. If you assign the same task to all students, it can only satisfy a very small number of students.

3. Teach students to visualize their learning process.

Teach them to use charts. Mark the results achieved each time. This also contributes to students' time management skills.

4. Set goals based on the previous performance comparison.

If possible, ask students to review their past performance, develop a transition plan to check learning outcomes and provide feedback information, and tap into each student's maximum potential.

5、 Correcting students' homework

1. Leave space for comments.

For example, ask students to leave blank spaces on both sides of the paper or at the end of the assignment for you to make comments.

2. Understand the students' emotions when they receive their corrected homework.

Do not make jokes or anecdotes that may be perceived as insulting by a certain group of people.

4、 Strategies to evoke a sense of achievementRemember, when students receive their graded assignments, they are usually very nervous, which means they are sensitive to the comments on the workbook, especially the ones they first see.{{BLOG_SUBTITLE:3. Remember the importance of grades.

If you grade students, they often pay attention to the score first, and the score will also dominate their reaction to the comments you write. If the score is too high, they may ignore most of the feedback; But if the score is too low, they may be very frustrated and not even look at the comments you write. In response to these situations, carefully consider whether scoring is really important, and perhaps whether it is necessary to provide feedback first before scoring.

4. Be careful when dealing with crosses.

Remember, the red cross next to a mistake can make people feel very frustrated and discouraged. Try to use other methods to point out students' mistakes, such as using highlighters to draw the wrong parts and marking them next to them.

5. Find a better way than checking.

Although red dots are good news for students, we can also add some more affirmative words, such as "good point of view", "well done", etc., which can greatly encourage students.

6、 Obtain feedback information from students

1. Pay attention to information that can provide feedback.

Students' facial expressions are the fastest source of feedback. They will provide feedback on you, the assignments you assign, and your teaching methods. By careful observation, you will immediately distinguish whether their attitude towards something is enthusiastic or annoyed.

2. Collect evidence that expresses students' viewpoints.

Do we need to send some questionnaires to students to obtain their feedback on a certain event.

3. Accept praise.

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Do not ignore or reject students' praise for you. Let the students who acknowledge you know that you have seen their information, rather than excluding all positive information.

4. We also accept negative information.

Regard the obtained information as feedback, rather than criticism, willing to listen and help students express negative information. A better approach is to thank them for their evaluation.

5. Ignore non serious information.

There are always some students who don't answer questions seriously. Ignore these issues and focus on useful information.

6. Make students believe that their opinions can be effective.

Tell the students that you will redesign the course based on their feedback.