这是我第一年正式成为班级的高中数学老师，因为过去没有接受过专业的师范类课程，所以感觉有必要参加一些正式培训，于是我选择了美国Moreland University的Teach-Now在线教师培训项目。在学习Module 4的时候，我意识到自己对于课堂管理还有许多经验上的不足。尤其体现在，当导师抛出一些学生干扰课堂的案例时，我脑中完全没有思路。幸运的是其他老师能够分享他们的经验和解决办法，我从中学习到了很多技巧。当然，其中不少课堂管理技巧是偏向小学课堂的，中学生相对成熟，所以其实管理难度是没有小学那么有挑战性的。与此同时，相比起西方国家的学生，我不得不说中国学生都是天使。以及，我所工作的学校对学生有很严格的管理体系，所以我的学生已经在学校的管理中内化了行为准则，因此没有给我的数学课堂带来特别多的挑战。
回到这个单元我们所学习的课堂管理技巧，我最印象深刻的是关于班级文化的培养。一些有经验的老师会强调在学期第一节课要立规矩。一套清晰的班级规矩能够让学生明确自己行为的标准和边界，从而按照规矩来行事。但是在这个单元我了解到，比起立规矩，更加高效且民主的管理方式是‘立文化’。如果可以带领学生创立一个友善、向上的班级文化，那么学生不再有一种被管束的感觉。同时他们还可以建立同理心和责任感。我认为这个理念非常好，不过具体如何操作我不是特别清晰。我想我需要请教身边的同事，看看他们是如何实践的。有些同事他们本人的性格之中就带有和学生建立亲近关系的特质，而我却不是很擅长与人熟络。我想，用一个最笨的办法就是付出真心，我相信学生可以感受到真心。虽然有很多老师提醒我不要付出真心，不然会受伤（学生因为和你关系好而轻视你的教学要求），但我想以一种真诚且有要求的态度去对待我的学生。我的学校聘请了一位教学督导，我认为她就具有这种特质。她让我感觉她真心为学生好，但同时她有一种让人不敢轻视的气场。我会多向她请教学习的。
This is my first year as a high school math teacher in my class. Since I haven't had formal training in education before, I felt it was necessary to participate in some professional development. That's why I chose the Teach-Now online teacher training program. While studying Module 4, I realized that I have a lot of shortcomings in classroom management. Especially when the instructor presented some cases of student disruptions, I had no idea how to handle them. Fortunately, other teachers were able to share their experiences and solutions, and I learned a lot of techniques from them. Of course, many of the classroom management techniques leaned towards elementary school classrooms, as middle school students are relatively more mature, so the management difficulty is not as challenging as in elementary school. At the same time, compared to students in Western countries, I have to say that Chinese students are like angels. Also, the school where I work has a strict management system for students, so my students have already internalized the code of conduct within the school, which hasn't posed many challenges in my math classroom.
Coming back to the classroom management techniques we learned in this unit, what impressed me the most was cultivating class culture. Some experienced teachers emphasize the need to establish rules in the first class of the semester. A clear set of class rules can help students understand the standards and boundaries of their behavior, so they can act accordingly. However, in this unit, I learned that a more effective and democratic management approach is to "establish culture" rather than just rules. If we can lead students to create a friendly and positive class culture, they no longer feel like they're being controlled. They can also develop empathy and a sense of responsibility. I think this concept is great, but I'm not very clear on how to implement it specifically. I think I need to consult my colleagues and see how they put it into practice. Some of them naturally have the qualities to establish close relationships with students, while I'm not very good at getting familiar with people. I believe that the simplest way is to be sincere and genuine, as I believe students can feel that. Although many teachers have warned me not to be too sincere, as students may take advantage of the close relationship and disregard my teaching requirements, I still want to approach my students with a sincere and demanding attitude. My school has hired an instructional supervisor who I think possesses these qualities. She makes me feel that she genuinely cares about the students, but at the same time, she has a commanding presence that demands respect. I will seek her guidance and learn from her.