How to make students more willing to cooperate with me in class

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I used to stare at the whole class after asking questions, waiting to raise my hand. The longer we wait, the colder it gets. In the end, we can only call out names, and the students who are called out have a helpless expression on their faces.

Now I have changed my approach.

After throwing out the question, I said, "Don't raise your hand, everyone write down their thoughts in their notebooks, give you 40 seconds." After 40 seconds, I walked around the classroom and randomly looked at a few people's writings.

Mia is an introverted girl who hasn't raised her hand voluntarily for a whole semester. But every time she writes the answer, she is very serious. Several times when I walked over to check, she wrote even better than the student who raised her hand.

Once, after reading what she wrote, I lightly tapped on her desk and whispered, "This idea is very unique

She didn't look up, but I saw that her ears were red.

Afterwards, every time I walked up to her row, she would push the notebook out a little bit, as if saying, "Teacher, you can take a look

What moved me the most was when she wrote in her workbook after the midterm exam:

I used to be most afraid of math class, but now I am looking forward to those 40 seconds of quiet writing. Because during those 40 seconds, I am no longer afraid

When students experience less psychological pressure, their participation actually increases.

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In addition to writing it down, there is another trick that works better: talking to each other at the same table.

After throwing out the question, I said, "Two desk mates, please share your thoughts with each other for one minute

One minute later, I randomly selected someone, but the question I asked was not 'What do you think?' but 'What did your desk mate just say?'.

What's so wonderful about this move?

He stood up to relay someone else's viewpoint, not to expose his own thoughts. If what you said is wrong, it's also 'what my desk mate said', it has nothing to do with him.

The psychological burden will be reduced after a while.

And in order to convey it clearly, he must listen carefully to his desk mate. In the past, the two of them used to discuss things on their own, but now they know they need to be asked 'what did the desk mate say?' and their focus is immediately maximized.

Jie's changes are the most obvious. Before, he would bow his head and stand up to stare at the floor for a minute without speaking. After switching to this method, he was able to speak because he was only paraphrasing, not making a statement.

Once he finished paraphrasing, I asked, "Do you agree with your desk mate's idea

He thought for a moment and said, 'I think he's right, but I can add a little more.' Then he really added.

That was the first time he actively expressed his views in class.

Later, he wrote in his weekly journal, "Before, I thought speaking was scary, but now I feel like speaking is like passing a ball: catching it, passing it out, it's very simple

03 Everyone should participate in

The above two methods are effective, but every time they have to be pushed by the teacher before they can be turned, which can be tiring over time.

The easiest way is to build a mechanism that makes participation a habit.

My classroom now has three fixed sessions:

Step 1: At least once per class, all members should start writing.

Regardless of the issue, let everyone write it down first. Only after writing can we discuss or raise our hands.

Step 2: Speak anonymously once a week.

Write down the questions on paper and submit them. I will randomly draw a few and read them out for discussion. Some students dare not speak in person, but they are very brave to write it down.

Step 3: Participate in the normalization of points.

Raising your hand to answer, writing seriously, and engaging in discussions can all earn points. If you save enough, you can redeem small rewards such as "homework exemption coupons" and "seat selection rights".

This mechanism has been running for a semester, and the effect is even more obvious than I expected, with more people actively raising their hands.

I used to shout 'It's okay to raise your hand boldly' ten thousand times without anyone paying attention, but now they are raising their hands themselves.

This transformation made me understand:

When I no longer stare at someone raising their hand, I can hear more voices instead:

The voices written on paper, the whispers exchanged between desk mates, the bold ideas on anonymous notes.

These sounds may not be loud enough, but they are real enough; Perhaps not perfect, but precious enough.

Because they tell us that every child wants to express themselves, they just need to find a way that suits them.

And the job of a teacher is to help them find that way.