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Teach English in Donghui Zhen - Yangquan Shi

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As a teacher, classroom management is one of the most things that I care about. In my opinion, effective classroom management is a prerequisite for good learning results. In my classroom, effective classroom management has always been my goal. I have taught children aged 3-8 for nearly three years, which makes me understand the importance of classroom management and how difficult it is to achieve effective classroom management. Teachers need love, patience and wisdom. Every child is unique, and children of different ages have different characteristics, which requires teachers to flexibly use different ways to treat different children. 1. Interactive with students To achieve good classroom management, the premise is that the classroom has a good atmosphere and there is a harmonious relationship between teachers and students. How to interact with students and establish relationships with them? When I read The Five Languages of Love, I talked about five ways of expressing love: words of encouragement, physical contact, moments of meditation, acts of service and gifts. These methods can be applied to building relationships with children. I will encourage my children positively and concretely. For example, he packs up his schoolbag quickly. She is very attentive and serious when she reads books. He is willing to help others. Even if it is a small progress, I hope the children can feel that they are concerned in the classroom. 2. Proper Discipline It is necessary to set up classroom discipline in the classroom. It is necessary to set up classroom rules in the classroom. My students are all younger children. They are between 3.5 and 9 years old. They are very young so that they need teachers to use classroom discipline to tell them what is right and what is wrong. Children are generally naturally selfish and need discipline to grow inner strength and character. Students need to know how to treat other people and need to learn to wait patiently. In my classroom, I will ask students to obey the following classroom rules: 1. Listen to the teacher, 2. Look at the teacher, 3. Raise your hands before speaking, 4. Be nice to your friends. Before each class, I would ask them to review the class rules once to help them really understand and abide by the class rules. 3. Reinforce Behavior When I was studying educational psychology, I had learned several types of behavioral reinforcement, such as positive reinforcement, negative reinforcement and natural reinforcement. These methods are often used in my classroom management. In my classroom, I try to use positive reinforcement and natural reinforcement instead of negative reinforcement. Unless students' behavior really needs to be well regulated, I hope my students can form good behavior habits in a positive atmosphere. I praise the children who sit very well in class and urge other children to follow. I also discuss with students before class what is a good learning attitude and what I expect of their classroom performance, so that they are willing to cooperate with instructions and obey discipline. When I need to correct students' behavior, such as pulling their attention back to class, I will come to them and pat them on the shoulder, ask them to answer questions or change the tone of my voice. 4. Discipline style Different teachers have different styles of discipline. Some are authoritarian teachers, some are permissive teachers, and some are authoritative teachers. Authoritarian teacher tries to over assert their power as teacher and demands respect instead of earning it from the students. Permissive teacher allows students to do whatever they want in the classroom. They are scared of being tough or don’t know how to discipline children. Authoritative teacher identify the differences in the children and set the environment to help everyone succeed. I hope I can be an authoritative teacher and treat students gently and firmly. I will try my best to ensure the fairness of classroom discipline and help and encourage students to make progress.


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