Teacher reading notes

Teacher reading notes

The role is an individual who is in a certain social position. According to the objective expectations of the society, he adapts to the behavioral pattern exhibited by the social environment by his own subjective ability. Role commitment is the essence of human socialization. Teacher socialization means that teachers gradually understand and recognize their position in professional groups or social structures in the school system, comprehend and follow the role expectations of groups and society in this position, learn how to successfully fulfill their role obligations, and demonstrate appropriate roles. The process of behavior. I believe that teacher growth is the socialization process in which teachers learn to teach and constantly acquire the role expectations and norms related to teachers.

First, the exploration stage of the initial faculty: confirmation and adaptation of professional roles

The exploratory stage of the initial faculty refers to the teacher's first few years after teaching, learning to do daily teaching work, and gradually achieving a period of professional socialization. The teacher student is transformed from a student to a teacher, and the teacher role stipulates a series of behaviors he should have. At this stage, the first teachers are mainly to survive in teaching, to explore coping strategies, to constantly adjust individual professional goals, to confirm and adapt to the role of teachers.

Although the initial teachers made a lot of preparations before teaching, but a lot of things that need to be understood need to be experienced in professional activities, social activities and new situations to truly learn. For them, the formation of the teacher's identity means the transformation of the role: the past is the student, may be more "care" and "guidance" by the family and the school; now is the teacher, to assume the manager, the motivator, the communicator Roles such as organizers, consultants, and thinkers, and are subject to “management” and “reconstruction” by the school. This requires them to play different roles and take different actions in different situations. This is indeed a severe test for the first teacher.

One of the biggest difficulties teachers face in role transformation is the transition from a student to a professional person with the ability to manage the learning environment. However, in the preparatory education they accepted, there was hardly any mention of conversion roles and lack of training in classroom control. Therefore, after they go to the teaching position, they often face up to the incidents in the classroom and the various behaviors of the students. They lack sufficient flexible and effective processing techniques, and even cannot carry out normal teaching activities. It is difficult to resolve the contradictions in the classroom. The questions raised by the students are not answered. These make them doubtful about their competence. It is also a challenging task for the first teacher to become a motivator of student motivation. Because they not only must first motivate themselves, but also need to have practical skills and strategies to stimulate students to participate in learning. However, the obstacles of personal life and the tremendous pressure of the profession are not conducive to the beginning of the teacher becoming an effective and mature motivator. After entering a new environment, the first-time teachers are exposed to many groups and individuals who are not in contact with the professional preparation stage. Therefore, it is necessary to be a communicator to adapt to the teacher's work as soon as possible. Communication is the process by which individuals share ideas, ideas, thoughts, and feelings in a common, understandable way. Teaching is carried out in communication and interaction. Without communication, teaching and learning will become impossible. If a teacher can't communicate and communicate effectively with the students, the teaching will be difficult to carry out smoothly. In addition to effective communication with students, teachers must also communicate with colleagues, parents, and managers in a timely manner. Since the first teacher has just arrived in a new environment, the understanding of others is not deep, and the communication style and style are limited. To become an effective communicator, they need to internalize and experience the concepts and skills contained in the role of the communicator. Apply and think. If an incumbent teacher can't adapt to the role of the communicator, even in a high degree of communication anxiety, then he may have to consider the conversion work. The role of the organizer played by the teacher requires the teacher to have strict plans and arrangements in the classroom teaching activities. Practice has proved that careful preparation of lessons and reasonable planning are the key to reducing classroom management problems. An effective organizer needs to have a comprehensive understanding of the needs of the students, a clear grasp of the purpose of the teaching, and further excavation and internalization of the teaching materials, which requires reasonable selection and flexible use of the teaching strategies. These depend on the accumulation of practical experience and the skill of teaching. In addition, the teacher assumes the role of a student consultant or consultant. In addition to asking questions from teachers, students also have some personal life issues that need to be consulted. These problems are usually caused by some extracurricular factors, but they are handled in schools and even in the classroom. Some incumbent teachers believe that it is not their responsibility to intervene in private life outside the classroom. Even if they have responsibilities and obligations, they cannot identify the source of the problem because they lack experience.

The problem will be handled inappropriately. In short, at this stage, novice teachers strive to undertake these roles, and constantly reflect and adjust their teaching ideas and behaviors, hoping to be recognized, accepted, and have successful teaching performances by students, colleagues, and school leaders.

The initial teachers will encounter difficulties in undertaking these roles, but as time goes by and the accumulation of teaching experience, most teachers will gradually adapt and assume these roles. The teacher's various preparations before the teaching laid the foundation for his socialization, and the completion of the teacher's socialization was mainly after the teaching. The school conditions, management methods, teacher culture and social cultural structure outside the school are the environmental forces that form the expectations and norms of social roles. These environmental forces have an important impact on the role, value and behavior of teachers. It turns out that after the new teachers have been teaching for several months, their educational concepts, attitudes and values ​​are similar to those of the teaching schools. The teaching schools have a more important influence in promoting their socialization. . From the perspective of social strategy, [2] the socialization of the first teacher generally goes through three stages: 1 strategic compliance. A new teacher begins with the requirements of an organization or an authority figure, or is subject to material constraints or restrictions, while teachers individually try to maintain and maintain their professional values ​​in different ways. For the incumbent teachers, colleagues and principals play a very important role in the socialization of teachers. 2 internal adjustment. Values ​​that are consistent with the ideas of the instructor may be absorbed, or adjusted to change their own understanding, thus becoming the value of the first teacher. In this process, the novice teacher internalizes the values ​​and norms of the organization into the self and learns how to perform the duties assigned to them, hoping to be consistent with the behavior of the school organization. 3 reinterpretation of the strategy. The initial teachers will re-recognize the behaviors expected by the surrounding organizations and the attitudes and values ​​of the senior teachers, form a strategic understanding, and incorporate the new ideas, new values ​​and new skills into the teaching activities to promote the innovation of the school. In fact, the socialization of teachers is a two-way process in which teachers interact with each other and interact with each other. In the process of interaction, teachers personally gradually perceive others' expectations of their roles from the symbolic behaviors exhibited by others, and then play their own professional roles through the judgment and adjustment of individual self. It embodies the mutual coordination between the external requirements of the society for teachers and the inherent requirements of teachers' socialization.

Second, the rapid development and stability stage: professional roles gradually mature

After the teacher passed the adaptation period, the teachers who decided to stay in the post gradually entered the rapid development stage of professional growth, and then entered the stable period. With the advancement of teaching practice, teachers gradually realized and understood the value and significance of the profession and experienced the joy of the profession. The professional belief of teachers is gradually established with the accumulation of teachers' teaching knowledge and experience. Many teachers no longer hesitate between various occupations, but concentrate on teaching work and promise to devote themselves to education. With the gradual enrichment of teachers' educational practice knowledge and wisdom, teachers' ideological concepts, value trends, aesthetic consciousness and social behavior are gradually stable, and their character characteristics and teaching styles are becoming more and more perfect. At this stage, many teachers' teaching life gradually breaks away from relying on others, has a sense of innovation and autonomy, can carry out complex work independently and independently, and the professional role gradually matures in reflective teaching practice.

As a manager, teachers with the accumulation of class management experience and the establishment of rules and regulations, gradually master the series of management methods, take effective management measures, properly handle all kinds of classroom incidents and students' various problem behaviors. Most teachers gradually become the motivators of a more proficient student learning motivation. They can build a supportive and positive learning environment based on an in-depth understanding of students' needs and personalities, select and implement motivational strategies that are appropriate to individual characteristics of students, and stimulate and enhance student participation through various channels and methods. . For example, to meet the individual needs of students, to strengthen the personal interests of education for students, to avoid the individual disappointment of students and public embarrassment, to break the boring routine, and so on. As a communicator, teachers gradually mastered a variety of teaching exchanges in the classroom, played less of an authority role, often appeared as learners and inquirers, and realized the importance of equal dialogue between teachers and students. Because of the familiarity with other teachers and administrators, teachers have mastered some skills in their communication with them. They can flexibly use various communication methods based on careful observation and analysis of other people's communication preferences, and based on personality and situation. Make corresponding adjustments to the changing factors of the environment.

Third, the continuous growth stage: the continuous adjustment of professional roles and continued socialization

After rapid development and stabilization, the growth rate of teachers has slowed down, but many excellent teachers are supported by strong career development motivation and a good development environment, and promoted by reasonable and effective teacher education models and strategies. It has maintained a state of continuous development and has gradually become an expert teacher or a scholar-type teacher. Some teachers have experienced the “plateau period” of development or the stage of stagnation and withdrawal. However, after personal subjective efforts and various concerns and assistance, they can also break through the plateau phenomenon and achieve sustainable growth.

The role of teachers is given by specific times and specific educational lifestyles. As a result of social development and changes in education, the role of teachers will inevitably change. Through their own subjective efforts, teachers should adjust their role behaviors to adapt to changing social and educational developments, and meet the needs of the roles and new social expectations, so as to effectively fulfill their role obligations and Duties. In addition to the roles of managers, motivators, communicators, organizers, and consultants, teachers at this stage are more important to assume the roles of reformers, researchers, and reflective practitioners. It can be said that these three roles have special value and significance for the teacher's sustained growth, which is a necessary requirement for the sustainable development of teachers, and also a necessary condition for ordinary teachers to grow into expert teachers.

As reformers, expert teachers or scholarly teachers are more likely to accept new things and are more willing to change their behavior to meet the needs of all students. For teachers who are at a stage of stagnation and withdrawal, although they also recognize the obligation and responsibility to carry out teaching reforms, reforms actually mean changing some of their irrational beliefs and teaching habits, as well as with these habits. Some vested interests linked together. In addition, some teachers still have a fearful attitude toward reform, fear of giving up their familiar experience, lack of confidence in participating and completing reforms, and even think that reform will only cost themselves too much time. Therefore, teachers need to challenge themselves, be willing to accept new teaching life, share their opinions with students, and create a better learning environment for students, so that they can grow with their students more confidently. As a researcher, teachers have both the opportunities and conditions for teaching research and the ability to teach and research. Sternhouse pointed out that teachers are the heads of classrooms. From the perspective of experimental research, classrooms are the ideal laboratory for testing teaching theory. From the perspective of natural observation, teachers are well-deserved and effective practical observers. From the perspective of understanding teaching research, it is necessary to admit that teachers are full of rich research opportunities. [8] Such research opportunities require teachers to fully grasp and utilize. Scholar-type teachers use such opportunities and natural conditions to study the problems existing in teaching, so as to continuously improve their teaching behavior. In the teaching, some excellent teachers or expert teachers can not only test other people's teaching theories or hypotheses, but also have the ability to discover the teaching theories hidden behind the teaching practice, develop the theory of correcting others, put forward their own ideas and assumptions, and form their own Teaching ideas.

The length of a teacher's career does not automatically give teachers insight and wisdom. Is a 10-year-old teacher really teaching for 10 years or repeating 10 times? Some teachers who are in a period of stagnation and withdrawal are often limited to their own narrow experiences and habits, unable to extricate themselves, and their thoughts and opinions on others. Turn a blind eye. The experience of not critically rethinking is unreliable, and untested common sense is a guide to unreasonable behavior. Therefore, teachers in the continuous growth stage must be reflective teachers. Reflective teachers not only have classroom teaching knowledge, skills and skills, but more importantly, they have the ability to reflect, research, and improve their teaching methods and teaching content, as well as broader educational issues such as the social value and personal value of education. Exploration and processing capabilities. It can be said that critical reflection practice is one of the important characteristics that distinguishes expert teachers or scholar-type teachers from ordinary teachers. The former can look at the problem from a variety of perspectives, pursue and explore the true understanding of the practical experience that is concealed by common sense; be able to stand outside of their own practice, examine their own thoughts and behaviors from a broad perspective, and the background of teaching decisions Conduct a question. Teachers actively, persistently and thoughtfully think about their knowledge structure according to the situation and inference, and constantly surpass the limitations of self-teaching experience, making teaching more effective and full of personality charm. The purpose of rethinking teaching practice is to increase the rational autonomy of teachers, the rationality and effectiveness of pursuing practice, and to maintain a dynamic, open and sustainable development of teachers.

Teacher reading notes

The "Proposal for Teachers" is a monograph written by the former Soviet educator Suhomlinski. Every suggestion in the book is full of educational wisdom, vivid and analytical, and thought-provoking. Although the background of this book is in the former Soviet Union, it still has important guiding significance for our current education. From this, I understand a lot of vivid educational viewpoints. Here I would like to talk about some reading insights from the micro details.

First, successful teachers should have a high overall quality

What is teacher literacy? Suhomlinski describes the teacher's educational literacy from three aspects: this first means that teachers have extensive knowledge of the subjects they teach. A very important factor in the education literacy of teachers is to understand the various methods of studying children. There is another aspect of educational literacy. When it comes to it, it cannot be anxious. This is the teacher’s language cultivation.

Holmlinski said: An important feature of a teacher's educational literacy is that the more the teacher can use the textbook freely, the more emotional his story is, and the more time the student needs to spend on the textbook after the lecture. less. The first sign of educational literacy is that teachers can directly shape the students' reason and mind during lectures. Teachers telling textbooks is like talking to students who are talking. Teachers are not preaching the truth, but talking to the students.

Second, about reading

Suhomlinski believes that not letting his children read because of poor grades may affect his academic performance. On the contrary, if a child does not strengthen the training of reading, he can't improve his academic performance. Reading is built on practice. Some teachers and parents still have not changed their views. They think that reading extracurricular books will affect their academic performance, so they are forbidden to let children see them. In fact, on the contrary, without reading, the child is immersed in the monotony of doing exercises, can not afford the interest of learning, and can not improve the ability to learn. Without reading, children's views on life and society are too simple. If something happens that is not good for them, they can't extricate themselves and can't think of a solution. Every week, I leave a few classes of time for students to read. Obviously, their language and writing skills have improved. Whether alone or with a partner, I found that they all found fun. Therefore, reading the near is a fly-by for reading ability and even learning ability, and the far-reaching person can enter this big environment and become accessible in the environment, thus generating various feelings about life.

Therefore, each of our teachers should pay close attention to improve the ability of students to read quickly. In adolescence, the ability to read is of paramount importance. In the sixth and seventh grades, students should be able to grasp the full part of a long sentence at a glance. Without these abilities, the youngster's thinking will become dull, and thinking will seem to stop in front of many dead hutongs. If you can't grasp the meaning of the complete, logically independent part of a sentence at a glance, you can't guess the meaning of the rest when you don't read a sentence. This will not only be reflected in the current school. The results can't keep up, and it will affect the anatomy and physiology of the brain. Lack of reading ability will hinder and inhibit brain

The extremely fine linear plasticity of the fibers makes them unable to smoothly ensure the connection between neurons. Who is not good at reading, he is not good at thinking. Take what I think is good for the teacher:

The more difficult a child's learning is, the more obstacles he seems to overcome in his studies, and he should read more. Reading can teach him to think, and thinking can become a stimulus that stimulates intelligence. „„ The more students think, the more things he doesn’t understand in the world around him, the more sensitive he is to the knowledge, and the more you, the teacher, the easier it is to work.

Third, no or impossible abstract students

In the first suggestion, Suhomlinski asked us to "remember: there is no and no abstract student." The article says, “The skill and art of teaching and education lies in making every child’s strength and possibility come into play, so that he can enjoy the success of brain work.” “For a student, “five "Division" is a sign of achievement, and for another student, "three points" is a remarkable achievement. Teachers should be good at determining: how much each student can do at this moment, how to make his intelligence develop further. -- This is a very important factor in educational skills."

Yes, students in a class may learn the same materials at the same time, although they study and live together, but their knowledge and abilities are often uneven. In particular, some students who are temporarily behind will have learning psychological barriers. If they are not resolved in time, they will eventually lead to loss of confidence in learning. In fact, we also recognized the differences among students in teaching, and also paid attention to layered counseling and teaching in teaching. For example, for students with different learning conditions, we have different learning requirements and expectations. For example, in each class, the goal of learning before class is for most of the students. In the classroom operation, the completion situation often varies greatly. Some students complete the operation task in a few to ten minutes. The classmates may have waited until class and have not completed the task. For some students who are not well mastered, reduce the difficulty and requirements, so that they can complete their operational tasks on time, and pay more attention and guidance to them. Of course, in terms of how to stratify, I need to go deeper into practice and research. The ability to protect and nurture each student's self-esteem depends on the teacher's perception of the student's individual achievement in learning. Don't ask the child what he can't do.

Any syllabus in any discipline contains only a certain level and a certain range of knowledge, and does not include living children. Different children have to reach the level and scope of this knowledge, and the path they take is different. Some children can read and solve the application questions completely independently in the first grade, while other children can do this until the end of the second grade or even the third grade. Teachers should be good at determining: what kind of obstacles and difficulties should be experienced, and guide children to approach the stipulations of the syllabus and how to achieve the syllabus requirements in each student's mental work.

This book has touched me too much, and I only talked about it at this time. Reading has benefited us a lot, and thinking has made us go further. As a young teacher, the road is still long. There are still many things we have to learn. We will climb hard and create miracles with educational wisdom!

Teacher reading notes

"Do not read the ink and not read" is the valuable reading experience that the predecessors summed up for us. With the gradual improvement of the emphasis on extracurricular reading for primary school students, teachers and teaching and research personnel have done a lot of research and exploration on how to guide students to take reading notes, to promote reading accumulation, and summed up a lot of effective and valuable experience. At the same time, the author also faintly felt that the extracurricular reading notes of primary school students are intricately complicated and cumbersome, which directly affects the development and effectiveness of extracurricular reading.

There is a “weekly reading statistics table” which is designed to be very detailed for the extracurricular reading records of primary school students. There are 12 items involved: reading time, reading content, reading materials, reading attitude, word count, Beautiful words excerpts, parental evaluations, weekly group evaluations, readings of content, and so on. Imagine, what kind of strong reading interest can not disappear under this numerous "requirements" and "regulations"?

The extracurricular reading of primary school students focuses on the cultivation of interest, and should advocate independent reading and reading. Self-determination and openness should become the main theme of extracurricular reading for primary school students. Do not let too many "requirements" and "additional conditions" bind their hands and feet, and become the bondage and embarrassment of primary school students' extracurricular reading.

Confucius, a great educator in ancient China, said: "The person who knows is not as good as the one who is good, and the one who is good is not as good as the one who is happy." Lin Yutang, who is studying Chinese and Western, also told us: "The book cannot be read hard, and strong reading must be invalid, but harmful. This is the first essential point of reading. "This is about diet, and the nutrients that are often forced to eat are often not well absorbed. "The students who know the good Chinese culture are all sneaked into the "Three Kingdoms" and "Water Margin" of millions of words. It is not a five-six-page essay in a school year. The Chinese language will be good." It means that there is a strong interest drive. Imagine, when you peek at the literary classics of millions of words, if you read and think about it, there is still a long list of "transcripts" waiting to be seen, and what is the disappointment of the meeting, and the passion of reading can survive? Reading, what you want is to be happy, and I forget both things. Moreover, even without such a large number of reading records, students who are able to read and read millions of words of the "Three Kingdoms" and "Water Margin" and other classic masterpieces, do not improve the language literacy?

Xue Ruiping, a famous teacher from Anhui, clearly opposed the feeling of letting primary school students write. "I personally think that this is a poisonous trick to corrupt children's interest in reading." Or let them be confused and not eager to understand. A kind of happiness may be more beneficial to them!" "Three reading methods" are free, convenient, less constrained, and timely reading, why have you paid attention to timely records? Stealing the classics of the classics of the ocean, all night long, full of enthusiasm, far-thinking, "I don't know if there is a Han, regardless of Wei Jin", why in the mind I still remember that "no pen and ink does not read"? On the MRT, the "reading family" in the waiting hall looks focused, and the detached thing, "four big are empty", the trace of the "reading notes" in the mind? Read to forget the situation, or burst into tears, or dumb Laughter, or sigh, or slap the case, and the author, and the protagonist of the text into one, "the heart is stunned", although not recorded in time, but it has melted into the memory, emotional depth, what regret?

Of course, this does not mean that primary school students do not need to read notes, because taking notes is an important means to better promote reading and promote accumulation. Just reading notes should be flexible and vary from person to person. Records should be advocating extensive, independent, and personalized, and it is best not to impose mandatory rules. Teachers can teach the commonly used methods to students. For example, in the subtleties of the language, draw a comment to facilitate the re-reading of the aftertaste; when the interest arises, the wonderful words can be extracted and recorded at any time; you can write in the blank space of the text. A brief brief experience, and so on. Excerpts can be carried out during reading, or they can be added after reading; the feelings can be long or short, and the language can be simplified and simplified; the interest can be remembered, and the happiness can be avoided. In short, notes do not have to be rigid in form and do not have to be subject to time and space.