chatted with a friend and talked about "pushing the door and listening to the class".
Because of the good relationship, my friend complained in front of me and roughly reviewed it. His deep hatred of "pushing the door and listening to the class" is mainly due to the following four reasons -
, one of which will disrupt normal classroom teaching. colleagues described this picture to me: the teachers were giving a vivid lesson on the podium, and suddenly the classroom door was pushed open, and several school leaders were in a row with small stools and sat behind the classroom and sounded like class. The classroom atmosphere that finally got hot was instantly cold.
Secondly, the comments after listening to the class often make the teacher feel at a loss. Some leaders have never entered the classroom, but after listening to the class, they always have to evaluate the teacher. Perhaps in order to demonstrate their "authority", they blame the teacher and criticize the whole class properly and make the teacher feel at a loss.
Third, compared with ordinary teachers, leaders have much more phone calls, but some leaders are unconscious. During meetings, they remind teachers to turn their phones to silent. However, when listening to the class, their phones always keep ringing, interrupting the classroom again and again.
The fourth is because he feels that the normal classes are not open classes, and it is impossible to be as perfect as open classes. When he sees someone listening to , he will inevitably be nervous.
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After hearing what my friend said, I couldn't help but laugh.
First of all, the situation of entering the classroom to listen to the class as a friend mentioned has never seen me in my more than 20 years of teaching. Moreover, if someone really comes to listen to my class like this, I will definitely blow him out.
Secondly, although we usually listen to the lectures, although we will also evaluate the teacher's teaching, from my personal experience, after listening to my class, the leader makes more suggestions than completely deny it. Moreover, most of the leaders are experts in teaching now.
As for the third point my friend said, I really can't refute it, because such a thing has really happened, but this is not limited to leaders, and many teachers themselves do the same.
Of course, I disagree with the fourth point he said for 200%. The reason is very simple - whether in the past or present, open classes have more or less performance characteristics. If used for evaluation or concept display, such classes do have an irreplaceable effect, but they really don’t have much effect on improving classroom teaching effectiveness.
Because, , whether it is teachers or students, the most common lessons are still normal. Only normal things are real. The teaching level of a school teacher still depends on normal classes.
Moreover, in my personal understanding, only classes full of flaws are the most valuable classes.
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For this reason, I checked it online and found that the Internet has long been a big deal about "pushing the door and listening to the class".
Some people support it and some people oppose it, but overall, opposition prevails, and opposition opinions are similar to those of friends (I even think that the reason why friends are so resistant is that they read some statements online).
carefully sorted out the opinions that support the "open door to listen to the class" can be roughly divided into three categories -
The first category of view: As the school managers, the management of teaching work is their duty. The matter of entering the classroom to listen to the class is not so much their power, but rather their obligation. If they don’t go to the classroom to listen to the class, they will be the biggest dereliction of duty.
The second category of view: In class, the teacher’s focus should be on students. Letting students grow in class is the most important thing. As for whether there are people listening to the class, it is not within the scope of the teacher’s consideration. In other words, as long as really teaches students with all their heart, they will be prepared and will not be afraid of being listened to.
The third category of view: As teachers, they are never perfect, and it is inevitable that there are flaws in the classroom. If no one listens to the class, it is difficult to find problems based on ourselves alone. After is listened to, selectively accepting other people's opinions can effectively improve our teaching ability.
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Think carefully, the reason why "opening the door to listen to the class" is so aroused to the point of "heaven angry and people resentment" is nothing more than two reasons: one is that there are problems in the organization of the class activities, and the other is that the evaluation direction after listening to the class has deviated.
In my understanding, "opening the door and listening to the class" is not a disaster. The key lies in when to push the door and how to listen.
Although in our ideal state, there is no difference between someone listening to a class and no one listening to a class, if it is really like what my friend said, the teacher goes in and listens to the class halfway through the class, it will definitely have an impact on the teaching.
practices are not only disrespectful to teachers and students, but also disrespectful to the teaching itself.
If you really want to listen to the class, you should say hello to the teacher in advance and go to the classroom before class. If you want to listen to the class on a whim and cannot listen to the full class, you should stand outside the classroom obediently and listen.
Of course, when to say hello is a matter of opinion.
Personally think that if you want to listen to the most realistic class, it is enough to say hello to you ten minutes before class. After all, a truly responsible teacher will definitely prepare the class in advance. Even if you don’t go to the class, they will teach every class seriously. The reason why
still wants to say hello is on the one hand, it is respect for teachers' labor, and on the other hand, it is also respect for students and the classroom.
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There has never been a conclusion on how to listen to regular classes, but I think, as a listener, you should at least do the following:
First of all, listeners should be familiar with the teaching content.
As a school administrator, it is impossible for me to know every class well, but before listening to the class, you should at least be familiar with the textbooks and know what the teacher is talking about in this class.
Secondly, listeners should also "prepare lessons" first.
The "preparation" mentioned here is different from the teacher's preparation, but I think that as a listener, during the listening process, you should also have your own teaching ideas for this class. The listening process is also a process of thinking collision.
Third, listeners should take their own notes on the class.
In recent years, I have listened to many classes and met many teachers, but most teachers simply record the teaching process of the teachers. Such listening records have no value except for making materials.
When listening to the class, we might as well be students and record our reflections and doubts, which is also a promotion for ourselves, and the listeners should do this.
, especially when listening to classes in other subjects, this should be the case.
As for the small things like turning the phone into a silent state in advance, it should not belong to the category of listening to the class, but the most basic social knowledge, so naturally I don’t need to go into details.
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How to evaluate after listening to the class is a problem that needs to be treated differently -
After listening to the class of young teachers, listeners should focus on encouragement and guidance. After all, except for a few people with extremely high talent, most young teachers' classes are flawed. We must let them see the shortcomings, and let them see hope and direction.
After listening to the old teacher's class, the listener should focus on his own doubts. finds the best teaching strategies in the collision of different thinking, which has a great promoting effect on the listeners and the lecturers.
After listening to the lessons of the backbone teachers, the listeners should be "picky" and criticize more and less flattery, because most of the backbone teachers are leaders in school teaching. Only when they gradually become perfect can they better lead other teachers.
Of course, no matter what kind of teacher's class , before evaluating and discussing, we should first listen to the teacher's own opinions, know their teaching intentions, and then give our own evaluation and suggestions after thinking along the teacher's ideas. In this process, must not require full blame, especially for young teachers.
If you just stand in your own perspective, you will evaluate blindly, which is purely a waste of each other's time.
In my understanding, the matter of evaluating classes is also a kind of learning for evaluators.
Of course, as the person being listened to, you should also understand the principle of "listening both sides will make it clear and partial, and listen to it will make it dark", and selectively accept various criticisms and evaluations, thereby improving your subsequent classroom teaching.
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Personally, I like others to listen to my classes, and I can do that in any class.
However, I also have my requirements -
first, be sure to enter the classroom in advance, don’t wait until my class is halfway through before breaking in. As for whether to say hello to me in advance, I don't care much.
Second, you must communicate with me after class , even if you are not a teacher in this subject, because I always feel that teachers who are not a teacher in this subject can see a lot of different things from their own perspective.
3. When communicating, please don’t talk about my advantages, and don’t look for my advantages with a magnifying glass. Because I know more than anyone else. What I want to hear most are things that I can’t see myself, and this is my deficiency. Compared to the so-called face, I value my inner self in the classroom more.
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