The silent classroom

The first class of the school year is always the teacher said to be more, originally I have some cold, after two classes on Tuesday, surprisingly, I lost my voice. As a result of timely medication, the cough is significantly reduced, indicating that I am getting better, the good thing is that there is no class on Wednesday you can not have to talk, take a break maybe Thursday will be no problem.

The first thing I did on Wednesday was to take care of a few things in my office, fill out the annual evaluation form, and take the time to prepare for Thursday's class. I read and approved all the students' letters, and I was very touched. Several students expressed concern and worry about the teacher's voice, "Teacher, see your voice is a little mute, I am very distressed", "Teacher, you have to take care of yourself", "Teacher, you hurry to see a doctor for treatment", the heart is infinitely warm, although only the first class, but has won the children's hearts. The first class, but has won the children's heart, indicating that the first class is effective.

On Thursday, I woke up, coughing a lot less than the day before, but my voice is still not able to make a sound, today's two classes how to do? I'm a teacher that no matter how busy I am, I easily won't find someone to take my place, not because I'm worried that someone else won't be able to do it well, but because every teacher is very busy, and suddenly finding someone to take my place will add a lot of burden to others, so I'm sure I won't bother anyone else if I can solve it on my own. But what should I do if I lose my voice today? I still do not want to give others trouble, or on their own, then a silent classroom.

I added a page to the front of the PPT, typing "Today, Mr. Sun lost his voice and could not speak, so please forgive me. Today's learning task I will be presented through the screen, you according to the screen requirements to learn, OK?"

In class, I will first open the courseware, show this slide, the students look at the end of the surprisingly silent, concerned about looking at me, whispering "OK", some with gestures toward me that "OK!", when all the students are stretching out their hands "OK" and look at me with a smile, I know they understand what I mean, followed by the screen "class! I knew they understood what I meant, then I showed the screen "Class! Two words, the students also have a very tacit understanding of the rise, loudly asked "good teacher", I can only bow y to express my greetings.

I can not comment on the first letter of reply, I still present on the screen: "students gave me a letter of reply I carefully read, regardless of the number of words, but see your seriousness, sincerity and good learning, I am very happy! Individual students may have forgotten, I hope that in the future to complete the homework on time, take good notes, so that I can appreciate your wonderful notes, OK?" Students again gesture to express "OK", into the following learning.

Screen: "Chapter 1: Recognizing Living Things. What methods are used to observe living things? Please read textbook P3 to learn what observation is, tools for observation, purpose of observation, and what to look for in observation."

Students see the requirements, immediately began to read the textbook, and quickly found the answers, I use my hand to indicate the students to answer, three students answered each of these three aspects, and then show the new requirements:

"Name something in the schoolyard or at home that you think is a living thing, something that is not a living thing, and tell me the reason why you think it is a living thing? "

Students raise their hands to answer. "Teachers, students, and principals on campus are living things, as are trees and plants, and buildings, podium decorations, etc. are not living things", and students list many, many examples, all of which are essentially correct. Ask a new question:

"What is the difference between living and non-living things? Have a table discussion and list the characteristics that living things should have."

When students see what they understand, they begin a discussion, which is then shared. Since I haven't let the students read the book yet, some of the students' expressions are correct, some are not rigorous, and some have some problems, but I can't comment and correct them, so I can only use the writing in a stupid way. For example, a student said that living things have thoughts, I wrote "thoughts" on the board, with a big question mark? I wrote "thought" on the board with a big question mark, and the student responded by saying that people have thoughts, but it seems that animals also have thoughts. There was no way to affirm or deny, so I wrote "Plants, yes, no?" and the students immediately said "no", so I erased the word "thought" to show that it didn't fit all living things; Students say that living things can move, for example, people can walk, animals can run, etc. I write "movement" and then "all living things, yes, no?" and students say "no". So then remove "movement", not all living things can move; other characteristics can basically say, but the language is not rigorous and standardized, so continue to present the task on the screen:

"Please quickly look at the book P3-P7, to understand the characteristics of living things and mark them in your textbook. label them in your textbook." The goal is for students to be able to use standardized and rigorous language by reading the book.

The students immediately looked at the book very carefully, and when they saw me signaling to mark it up, they immediately took a pen and sketched it out. After a few minutes of students reading, a new task appears on the screen:

"Without reading the book, name the characteristics of organisms and be able to give an example (to give an example that is not in the textbook)."

Students think about it and begin to answer.

"Living things need nutrients, for example, we have to eat every day, and if we don't eat, we will ...... Plants also need to be fertilized" (Unfortunately, I couldn't explain to the students the difference between plants and animals needing substances, and I couldn't introduce photosynthesis in plants, so I had to Leave it to be added later)

"Living things can grow and reproduce, for example, we will grow up, plants will grow taller, and people will have babies" is very correct and does not repeat the question.

"Living things can inherit and mutate, for example, I look a lot like my dad, but I'm not exactly the same" is also a good example of inheritance but also of mutation.

"Living things can respond to external stimuli, for example, a dog will run when it sees a meaty bone", of course, this is right, and I wrote "Plants, yes, no? "and gave the example of the mimosa.

"Living things can excrete body wastes, such as people and animals will excrete feces and urine, plants will fall leaves", can not explain too much, but I am afraid to give the students the wrong knowledge, write on the board "urination is the excretion of wastes, feces is not", had to leave the I'm not sure if I'm going to be able to do that.

"Living things can breathe, such as people can take in oxygen and expel carbon dioxide." Then asked "plants?" Students answered "yes".

"Living things are made of cells." I added on the board, "Except for viruses, all living things are made of cells", which will only be supplemented by the cell section.

In order to consolidate the study of biological characteristics, I collected a lot of pictures in advance, designed to "test you" link: "I will show some pictures, please judge the characteristics of living things according to the pictures." Students gesture "OK", can not wait.

First, cheetahs hunting for food and farmers watering the land - organisms need nutrients to live;

Second, whales spouting high columns of water in the ocean - organisms can breathe;

Third: hogweed. flytrap, a lion looking ahead - living things can respond to external stimuli;

Sheet 4: autumn leaves, a man sweating, a child peeing - living things can excrete waste products produced by metabolism in the body;

Sheet 5: plants blossom and animals produce flowers and fruit; and Sheet 5: plants blossom and bear fruit, animal mothers and babies, small babies - living things can grow and reproduce;

Sheet 6: big horse and pony, father and son who look alike, pig mothers and a group of piglets of different colors - living things have the characteristics of heredity and variation;

Sheet 7: a man and his wife, a man and his wife, a man and his wife, a man and his wife

Sheet 7: blood cells, bacteria, etc. - all living things except viruses are made of cells.

The students' answers were all very good, and I had a new task come up:

"Determine if what is represented in the following pictures is an organism or not, and why?"

Ancient ginkgo trees, coral (some said yes, some said no, some students pointed to the picture and said those white ones on top were, I affirmed the students and wrote "the coral polyps on top are living things, the bones left behind are not"), a little boy sculpted in stone, stalactites (some said yes, but most thought no, I wrote "it can grow", immediately a student said that is not growth, just minerals, students are still very good), Ultraman (students look at the Ultraman are excited, some say yes, some say no, each elaborated on the reasons, and finally agreed: no).

Can not continue to ask questions can not be summarized in the language, let the students use the rest of the time to do a good job of organizing the notes, the main points to remember.

Both classes were conducted in silence. Although a lot of the knowledge could not be further supplemented or explained, the students were extremely engaged and motivated. In the first class, class 4 was in better shape than class 3, and the discipline was great, but I was pleasantly surprised that in this silent class, class 3 was even better, and not a single student was distracted or inattentive.

The voice, the teacher's weapon, or the teacher is to rely on the voice of the work of the people, can not speak is too bad, but occasionally the voice is not good, you can try not to speak to the class, the effect may not be bad, the main class before the serious preparation, the task of each link is written clearly, the need to think about the design of the problem, as well as to achieve good results.

Of course, I still hope that in the future the voice does not have problems or less problems. After all, a good voice can express more fully what one wants to say.

Another thing: In order to protect my voice, and in order to bring better results to my students in the classroom, I went online and bought a 400 RMB loudspeaker, which is probably one of the most expensive loudspeakers a teacher can use. Because some time ago, listening to the class found that teachers use ordinary amplifier sound effect is very bad, I listen to a lesson are feeling tinnitus dizzy, going crazy, the students day after day to listen to the lesson in this environment how painful? I told the teacher that I could turn down the volume a little bit, but I couldn't hear the sound behind me, and I couldn't shout at the top of my lungs, so it's really a problem for me to be a teacher without a good voice.

This semester, I've been thinking about not using a loudspeaker in class, and the first class gave me a hard time, so I'm thinking about whether there's a way to solve this problem. Without amplifiers, my voice is obviously not good, there is no better sound quality amplifiers, not to bring students to listen to the painful feelings? I can not go to class with the whole square dance sound, right? Internet search, finally found a small high-quality amplifier, although expensive, only good quality is worth it. Today, the megaphone received, next week the class can be used, or wireless microphone, dejected, I hope the effect is better.