To tell the truth, the foundation is too weak to say. I just entered grade one in September. In the first month, some children can hardly write, and some don't even know their own names.
Therefore, from the training of sitting posture, to the training of holding pen gestures, to the teaching of strokes one by one, the age is there-the length of attention, it is really difficult to teach step by step.
However, although the doll is small, it is also easy to be fooled. As long as you find a clever trick, you can give them a good meal and make sure they will show you with all their strength!
So, how do you guide them to behave in the direction you want? That is, creating conditions, praise is often on the lips.
For example, when training sitting posture, you should keep your head straight, your shoulders flat, your arms open and your feet steady. According to this requirement, I will say, "If you can do this, it is 100! Now I want to see where the sitting position at 100 is! "
As soon as this was said, the children who were very sensitive to 100 all straightened up and wanted to sit in that 100 position.
Of course, children should be taught to understand that sitting posture should be natural, relaxed and straight. Otherwise, some children will want to be praised too much, and their bodies will be too nervous to persist.
Then boast all the way, touch your head, pat your shoulder, or give a thumbs up and say, "Your sitting posture is 100;" You are also 100, 100, 100 ... "The whole class is not left behind.
Occasionally meet someone who doesn't sit, give him a look and say to him:
"The teacher likes to see you sitting straight ... well, that's great. Now you are also 100. "
When necessary, reach out and help him straighten his posture, and then encourage him.
Before long, some children will become lax, so we will continue to guide them:
"Are you still sitting at 100?"
"100 is the favorite student who can persist!"
"At 100, it had feet and wings ... quietly, it ran away from some classmates and flew away ..."
With such a reminder, you will see that children will look at themselves, unconsciously move their bodies, adjust their sitting posture, and pull the slack children back.
When practicing writing, we often need to remind them of their writing posture and concentrate on it. The consciousness I instilled in the children is that when you start writing, you should write like a calligrapher!
I repeat this sentence. There are the following words:
"Where's the little calligrapher?"
"Who is the little calligrapher in our class?"
"Who is the little calligrapher's club today?"
"Who has made the greatest progress in writing today?"
"The teacher likes the way Ziyang students concentrate on writing."
"The teacher is very happy to see Hao Yu's classmates writing seriously!"
"Mr. Lingxiang is really into writing. I think no matter what happens outside the window, he will not be affected. " ......
When evaluating children's writing, most of them are in the primary stage, so the foundation is relatively poor. Therefore, if we only look at the overall effect, it is really not ideal. Then we look for compliments in the details.
For example, if a child shows you his handwriting, it is obviously not very good, but you can deduct a certain sum, show it to him and say:
"oh! This move is really good! This pen is well written! This one is also well written ... if you can write that one well, so much the better, ok? "
To evaluate the whole word is to deduct a few words from a line of words to praise: "This word is well written ... this is good ... this is good ... this is good ... will you continue to refuel?"
Such a fine boast, even if the child doesn't boast a lot, he won't hit the child.
On the contrary, children will be very encouraged. Even, I often see that some children will take the initiative to erase and rewrite those words that have not been praised. I didn't let him do it either.
Experience tells me that if you want your child to be what you expect, you should express what you want to see in the language of expectation, and guide and praise at the same time.
Moreover, the language of praise should be rich and varied. Even the same meaning, vocabulary and expression skills should be changed, and the more specific the description, the better. The most taboo to praise children is to talk in general terms, abstract and empty words, and have no purpose.