At the beginning of this semester, based on the students' final biological test scores last semester, I really implemented the layered assignments.
Students who have achieved a B+ grade in the final test of last semester, generally speaking, the enthusiasm and initiative of learning are relatively strong. Therefore, I gave them the right to choose to complete "online assignments" or "written assignments." Therefore, the current national education policy does not encourage teachers to assign online homework to students. However, because I work in Zhongshan City, Guangdong Province, where the economy is relatively developed. Whether it’s the parents’ thinking or the financial conditions of the student’s family, I’m just worried that some students, although their academic performance is good, but their parents do not support him to complete the online homework, so they will be given a chance to complete the “written homework”. .
It turns out that there are such students in the four classes I teach, but there are only six students. The remaining students with good grades choose to complete the "online homework".
Students whose final exam scores do not reach the B+ level, I estimate and call them biocritical students. These students have many problems with their learning attitudes and learning habits. In order to help them hand in hand, I don’t allow them to choose “online assignments” and can only complete written assignments honestly.
I and the biology class representatives of each class have cooperated very tacitly. First of all. , I printed a copy of the list of students who have completed the written assignments to each class representative.
The class representative will give me the written assignments of the above students on the second day of class. ,I also gave each class representative a beautiful notebook to register the names of students who missed homework. Before each class, the class representative would spread out the notebook and put it on the podium. As long as I saw the student's name registered on it, I asked the student whose name was registered to stand and listen to the class.
Therefore, most students are relatively active in handing in their homework. After all, few students like to stand behind the classroom and listen to me every time.
Since the number of students completing written assignments in each class is not large, it will feel easier to correct student assignments. When I specifically corrected each homework, I would slow down a bit and be more serious than before. Whenever I find an error in my homework, the homework will be released by mine alone. After correcting the assignments handed in by the critical students in each class, I naturally divided the assignments into two types. If the score reaches 100, I will personally hand it over to the class representative, and ask the class representative to return it to me, at least on the student’s desk and not littered.
I will deduct the problematic workbooks in the homework, and ask these students who have not got their own workbooks to come to me. I will point out the problems in their homework face to face and teach them how to correct them separately. In this link, I handled it better than before. When a student with homework problems comes to me, I will truly "do the right thing and not the person" and only talk about the problems in the homework and how to correct them. I will not criticize the students first as before.
Although I am such a short and sharp and rude man has become gentle and pleasant, but the students with problems in the homework behave not proactive enough, they always make me wait. In the end, I couldn’t wait any longer, so I had to change from passive to active.Holding the biology textbook in one hand, and holding the problematic workbook in the other hand, he "visited the door" personally, called the owners of those workbooks outside the classroom, and taught them how to correct them in person.
Now I am facing students, this is because this link is not well done. There was a problem with homework, and I didn't know how to come to me proactively. Of course, this is just a joke. Actually, I have figured it out. Lack of proactive learning is the real "root of disease" of those critical students. If they all come to me so actively, they won't become critical students. This is the so-called cause and effect.
Now that I have found the "root of disease", I hope I can become a "good doctor" who can treat students' learning habits. I will definitely continue to work hard in accordance with the currently formed cooperation model. No matter what the result is, I will definitely feel very happy in the process of struggling.
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