1. Have self-confidence, be appropriately humble, and be the master of the classroom. Self-confidence is, to a certain extent, a manifestation of ability. Teachers should be people who have achieved academic success in a certain major or field. People who are knowledgeable have profound knowledge and are "at the bottom". As the saying goes, "You can only give others a glass of water if you have a bucket of water." Therefore, when you face drug addicts, you will naturally show a kind of confidence. This kind of self-confidence is like a catalyst that can mobilize people's potential and give full play to their initiative and enthusiasm in all aspects such as intelligence and physical strength. Therefore, some people say: "Confidence is half the battle." Teachers should have a certain degree of self-confidence in the classroom, so that they can impart knowledge with full enthusiasm and good condition. But self-confidence must also be controlled to a certain extent. Overconfidence will lead to arrogance, easily arouse the rebellious psychology of the recipient, which is offensive, and is not conducive to the spread of knowledge. Confidence and arrogance can not only be expressed through the teacher's language, but also the movements, expressions and demeanor can reveal this psychological trajectory. To grasp this "degree" well, you must practice "internal strength" well. Humility is a traditional virtue of the Chinese nation. Humility can promote people to make continuous progress, and it also has a kind of affinity. Being knowledgeable yet humble should be the highest level of a teacher. Really learned people and learned people are often humble and peaceful. However, as police officers who educate and correct drug addicts and teachers who educate and transform them, if they lack confidence and are too humble, the results will often be counterproductive. They will educate you in turn, making them doubt the accuracy and reliability of your education. And it creates a mentality of inhibition and resistance, which is also not conducive to the spread of knowledge. Confidence and humility are both good attitudes for dealing with people. Confidence requires ability and talent as "capital". Humility does not mean shallowness and ignorance. It also requires knowledge and knowledge as "capital". Be confident but not arrogant, be humble but not feel inferior; be confident in doing things and be humble. This is the most ideal combination. The so-called knowledge is communicated between people, and the same is true in the classroom. The police teacher grasps the entire classroom education and correction process, and conveys words and attitudes to the people in the classroom, which will affect the people in the classroom to a greater or lesser extent, and may If you talk about the idea of ??influencing other people's lives, you may be able to "awaken the dreamer" and benefit them for life, or you may be able to change the trajectory of your life. This is what education is all about. In the process of classroom teaching, we will use the method of citation, so classroom teaching is indispensable with citations and examples. Then we will encounter the problem of too many citations and insufficient evidence. Teachers need to express their opinions and opinions in class, and the elaboration of opinions and opinions is inseparable from the support of arguments. If you only talk about opinions and opinions without evidence or insufficient evidence, it will be dry and abstract, unconvincing, and difficult to understand and accept. Appropriately cite some theoretical arguments or factual arguments, especially some typical arguments. It is best to use the words of drug addicts and talk about their own affairs to cite the views of education and correction. This will often have the effect of getting twice the result with half the effort, not only the opinions , the insights are easy for drug addicts to accept, and at the same time, the lecture content can be rich, vivid and engaging. Only when a police teacher is backed by a rich accumulation of knowledge can he accumulate a lot in teaching. But it’s not about the number of citations, it’s about whether they can explain the problem. If the examples are typical and representative, and used appropriately, abstractions can be transformed into images, and the profound into the simple. It is best to quote what happened around drug addicts to illustrate. However, citing too many examples and too detailed examples will overwhelm the topic, drown out the argument, and distract the attention of drug addicts. It will not be able to serve as a "metaphor" and may go off-topic. 2. Correctly handle the relationship between teaching content and form. As a teacher, you should focus on studying teaching methods, art and techniques, because this is indeed necessary. The beautiful courseware layout, standard voice and intonation, and elegant gestures and instruments can undoubtedly provide people with beautiful enjoyment. However, the key to whether a class is good or bad lies in whether the teaching content is rich, novel and vivid, and whether it can provide useful enlightenment.
Full of energy, like the spring breeze blowing on the face, it brings a friendly and harmonious learning atmosphere to drug addicts. Because good expressions are always won with a smile. However, sometimes in class, drug addicts feel uneasy and unfocused when listening to lectures. Teachers can prompt or directly ask questions, or laugh at themselves to remind drug addicts to pay attention to it; for drug addicts who are undisciplined, When necessary, use a calm and silent method to stop it. This gives both parties a step down, which is not only conducive to teaching, but also conducive to developing the habit of listening carefully to drug rehabilitation personnel. 5. We must pay attention to the application of interactive links in classroom teaching. Interactive links in classroom teaching are also a very critical teaching method. If used well, it can attract more attention of drug addicts, deepen their impressions, and improve learning efficiency. However, if used poorly, It will affect your teaching plans and goals. (1) To master the initiative of interactive teaching, police teachers must be the main body to guide the direction, arguments and time of interaction. They must be just right and only as much as possible. In practice, I found that some police teachers’ interactions during class were always entangled in one or two issues, and they could not take the initiative in the interaction. Instead, they turned into discussions and debates, and were educated by drug rehabilitation personnel. Therefore, you must be prepared for the interaction, plan it in advance, be more thoughtful, and ask them to follow your ideas. (2) The form of interactive teaching is eclectic and can be diverse, such as asking questions, rhetorical questions, giving examples, reading, writing, singing, or group reading, reading aloud, role-playing, stepping off the podium to get closer, etc. A certain method can be used repeatedly in each class, or multiple methods can be used together. At the same time, coupled with teaching language and passion, good results can also be achieved.