Do you want students to run to your lessons and be ready to study your subject all day long?

Then it is worth taking into service the wonderful statement of Anatole France: " The knowledge that is absorbed with appetite is better assimilated.".

Now let's talk about how to put this advice into practice.

Of course, the best way is to conduct non-standard lessons. But this method does not always work. Agree, it is difficult for absolutely every topic to find non-standard ways of explaining and reinforcing. And the methodology does not recommend getting involved in non-standard lessons.

But there are several components that will help you diversify any lesson.

1. A strong start is the key to success. Always start the lesson in an unusual, interesting way. This is the moment when you can use non-standard methods to the fullest. For example, instead of a boring homework survey, hold a blitz tournament, mini-testing, arrange a competition, competition. If the topic is new, then you can start the lesson with some intriguing messages, interesting facts on the topic.

2. Be sure to plan the lesson based on the individual characteristics of the students. Any task should be planned in such a way as to take into account different options for complexity. So you involve not only activists, but also lagging students who often just yawn in the classroom. Find something for everyone!

3. Use technique! Believe me, a presentation that tells, for example, the biography of a writer or the properties of iron, will be remembered much better than a monotonous explanation.

4. Include game elements. Always and in any class! Even high school students are happy to join the game.

5. Break stereotypes! Do not drive the lessons into the usual framework: a lecture is a survey. Try building the lesson differently. The lack of interest of students is often due precisely to the fact that they know in advance all the stages of the lesson. Don't follow patterns.

6. Involve students in explaining a new topic. Searching for information on your own reinforces knowledge more than listening to a ready-made explanation. Let them try! This can be done at a preliminary stage by giving the task to find some information on a future new topic. Or during the lesson, referring to the life experience of the students themselves.

7. Behave outside the box! Are you used to explaining a topic while standing at the blackboard? Try giving a lecture sitting in a chair in front of the class. If you always wear a business suit, try wearing a bright sweater next time.

One can give an example of one of the brightest teachers, a teacher of literature. For example, when there was a lecture on the work of Mayakovsky, the teacher came to the lesson in a yellow jacket. By the end of the lesson, all the students remembered that the futurists loved shocking. And this teacher came to the lesson on the biography of Gogol in a Ukrainian shirt. The effect was amazing. Such lessons are remembered for a lifetime!

8. Keep in reserve a few unusual, even shocking questions, remarks, riddles. If you notice that during the lesson the students begin to get bored and distracted - it's time to change the subject, pause. An unexpected question will always help to activate attention.

And finally - replenish your methodical piggy bank. Interesting tricks and methods can be peeped from colleagues. Yes, and the worldwide network offers a lot of material for each subject, for each year of study. Believe me, the search for non-trivial solutions and methods is a fascinating thing.

Instruction

Whether the lesson will be interesting for children, whether they want to take an active part in it, depends on how well the teacher thought out every detail of the lesson. When organizing a lesson, it is necessary to rely on its purpose. Clearly define what the student should take away from the lesson, what task the lesson will solve: whether it will be the study of new material or a lesson in repetition, generalization and systematization of knowledge, a control lesson.

Achieving the goal will directly depend on the motivation of the students. Therefore, make every effort to make them want to know what you are telling them. Actively use your creative, diverse methods, techniques and teaching aids.

Choose the form of the lesson. It is determined in accordance with its goals and the age of the students.
The forms of the lesson are very diverse, each teacher brings something of his own. Lessons for learning new material can be in the form of an adventure, a lesson, a surprise lesson, etc. For an older age, this may be, including prepared by the students themselves. A lesson to consolidate the material can be held in the form of a tournament. It can be either within one or several parallels. You can also organize an excursion, a hike. This will help not only to show students' interest in the lesson, but also to unite the class. The control lesson can be held in the form of a quiz. A lesson in the application of knowledge can be organized as a reportage lesson, a court lesson, an auction, a research lesson. For a combined lesson, it is suitable to conduct it in the form of a workshop, seminar, consultation. Seminars, lessons of cooperation of different ages are also useful. But it should be remembered that such lessons should be held in the system, but not every day. Students, firstly, will have to prepare, and secondly, they will know that not just an interesting lesson, but a holiday awaits them again. This raises the authority of the teacher in the eyes of the students. A computer, a projector, an interactive whiteboard, tables, illustrations - the correct and appropriate use of this will only decorate your lesson.

Based on the objectives and form of the lesson, select the methods and techniques of teaching. They are classified on various grounds and can be: verbal, visual, practical, explanatory and illustrative method, reproductive method, method of problem presentation, partial search, or heuristic method, research method, etc. Methods of problem-based learning are of great importance for the development of the cognitive interest of schoolchildren, since they are the ones that are more capable of activating students in the classroom. Problem question, problem task, problem situation, etc. - all this allows you to make any lesson interesting, due to the fact that the children themselves take part in finding the answer. With the partial-search method, the independent search of students is given more importance than with the problematic method. The teacher only guides the students in their actions. More difficult for the teacher to organize and for the students to perform is the research method. The teacher only creates a problem situation, and students, in order to solve it, must see the problem, determine ways to solve it and find an answer.

The use of various helps to increase the cognitive interest of students, and this is inextricably linked with a better assimilation of the material being studied, the development of their creative abilities, attention, memory, and thinking. The student will be happy to attend your lessons, knowing that they are always interesting.

Related videos

One of the global problems of the modern school is considered to be a sharp decline, and sometimes a complete lack of interest of students in the subjects studied, in particular in the Russian language. As a result, we have a decrease in the level of literacy, widespread tongue-tiedness and the inability to logically and competently express thoughts.

The opinion of many psychologists says that interest in science is usually called the emotional attitude of students to the subject, causing them to desire to learn the material being studied, and stimulating their passion for it. This attitude is outwardly manifested in curiosity and attention, in activity in the classroom.

Question how to make the lesson interesting exciting and to ensure that he develops the creative activity of the child, arouses cognitive interest, today not only teachers are concerned. Today, many teachers are working on the problem of which educational technologies contribute to a better disclosure of knowledge to the child, which the teacher will appreciate on merit.

Nowadays, many different methods have been developed in conducting classes that help the teacher to be more interesting and effective, and the children to maximize their individual abilities. One of the most effective today, according to many scientists, is considered an interactive teaching method.

This is a way of cognition, which is based mainly on the dialogue forms of interaction of all participants in the learning process. This is an education that is completely immersed in communication, during which children acquire teamwork skills. In such a process, mutual learning takes place for each and all.

In recent years, the introduction of a new technology for the development of critical thinking into the learning process has gained popularity. Its essence lies in modeling the conditions, situations that contribute to the creative self-realization of the child. This technology is based on the three-phase structure of the lesson composition (from challenge to comprehension and to reflection), which repeats the very process of perception and assimilation of any kind of information. She answers the question to a large extent. how to make the lesson interesting, emotional, productive and effective.

With the ever-increasing volume of the material being studied, including its theoretical level, the method of simple memorization and memorization of the textual causes only a negative attitude towards learning. And if this theoretical material, which is difficult to perceive, is grouped into blocks, or basic schemes, then it is possible to significantly increase the amount of material without much overload of students, and thus do Russian lessons practically uncomplicated, and even attractive.

An important role in the formation of students' interest in Russian language lessons belongs to the competent selection of didactic materials. It must be accessible, entertaining, interesting and educational.

An integral part of any modern educational process, including a lesson, has become the use of information and communication technologies. Now teachers have the opportunity to use different media in the classroom: from a computer to special training programs. Undoubtedly, in such lessons the studied material will remain in the memory of the child in the form of vivid images, which helps the teacher to further activate the cognitive activity of the student.

It is well known that the interest in any activity increases sharply in children when they are included in game situations. According to psychologists, children, especially of primary and teenage school age, have a great need for play activities. Therefore, for them, even the phrase of their parents: “After games do lessons!”, as a rule, is an additional motivation. So why not use didactic games for this purpose in Russian language lessons, within reasonable limits, of course.

Of particular note are the non-traditional forms of conducting lessons that are popular today, for example, a lesson-holiday, a lesson-concert, a lesson-travel, etc. After such games to do lessons any child will only enjoy. And all students are, first of all, children, so the game is a powerful tool for awakening their interest!

With the introduction of elements of research activity into teaching technologies, the teacher has the opportunity not only to teach traditionally, but simply to help students learn, directing his cognitive activity in the right direction. One of the most popular types of this kind of research work of students today is considered to be the method of projects. Thus, a modern lesson is a kind of pedagogical work of art, in which the teacher brings his own individual creativity, methodical style.

The teacher's ability to determine the purpose, objectives and content of the lesson is an integral part of the educational process.

This is a terrible danger - idleness at the desk; idleness six hours a day, idleness for months and years. This corrupts, morally cripples a person, and neither the school team, nor the school district, nor the workshop - nothing can compensate for what is missing in the most important area where a person should be a worker - in the sphere of thought.
V.A. Sukhomlinsky
The child voluntarily does not reach out to study from an early age. You have to force him or attract him until he has a thirst for knowledge. A child with a desire for knowledge can be considered a person, one can nourish the hope that he will strive to know God, understand himself and the world around him, that he will learn to acquire good without sacrificing honor, and will avoid evil. Otherwise, he is destined to remain in ignorance, at best he will receive very superficial knowledge.
Abai
It is well known that one of the main conditions for the implementation of activities, the achievement of certain goals in any area is motivation. And at the heart of motivation are, as psychologists say, the needs and interests of the individual. Therefore, in order to achieve good success in the studies of schoolchildren, it is necessary to make learning a desirable process. Recall that the French writer Anatole France noted: “The knowledge that is absorbed with appetite is better absorbed.”
A well-known didacticist, one of the leading developers of the problem of forming interest in the learning process - Shchukina G.I. believes that an interesting lesson can be created due to the following conditions:
the personality of the teacher (very often even boring material explained by a favorite teacher is well absorbed);
the content of the educational material (when the child simply likes the content of this subject);
teaching methods and techniques.
How to instill in students an interest in learning? How to activate their cognitive activity in the classroom? How to make the learning process the most effective? Surely such questions arise in front of every teacher. Each of them, in the process of intensive searches, reflections, trials, finds his own version of solutions.
Whether the lesson will be interesting for children, whether they want to take an active part in it, depends on how well the teacher thought out every detail of the lesson. When organizing a lesson, it is necessary to rely on its purpose. Clearly define what the student should take away from the lesson, what task the lesson will solve: whether it will be the study of new material or a lesson in repetition, generalization and systematization of knowledge, a control lesson.
The TRIONE GOAL of the LESSON is a result pre-programmed by the teacher, which must be achieved by the teacher and students at the end of the lesson.
The triune goal of the lesson is a complex compound goal that incorporates three aspects: cognitive, educational and developmental. The goal of the lesson formulates the key result that teachers and students should strive for, and if it is defined inaccurately or the teacher has a poor idea of ​​​​the ways and means of achieving it, then it is difficult to talk about the effectiveness of the lesson
The triune goal of the lesson is the basis of expedient activity in the lesson not only of the teacher, but also of the students, giving it direction, to some extent it is the trigger of the lesson. It determines the nature of the interaction between the teacher and students in the classroom, and is realized not only in the activities of the teacher, but also in the activities of students and is achieved only when both sides strive for this. Therefore, the goal in the appropriate interpretation (only cognitive and in some cases developing aspects) should be set before the class in the student's version.
TCU is that systematizing core, without which the lesson will never turn into an integral system.
TCU is too general. It cannot be achieved by itself. It must be decomposed (divided) into the goals of stages and educational moments, if the lesson is clearly staged, or into the goals of educational moments, if the logical construction of the lesson is not related to its division into stages. In other words, we are talking about building a “tree of goals” of the lesson, where the TCU will be the “general goal”, and the tasks of educational and educational moments will be the milestones for achieving it.
Objectives are steps towards achieving a goal. The objectives of the lesson include: organization of interaction; mastering knowledge, skills, abilities; development of abilities, experience of creative activity, communication, etc. The objectives of the lesson must be formulated in such a way that it can be seen through which the goals of the lesson were achieved.
What is the composition of TCU? As we have already mentioned more than once, the goal of the lesson is triune and consists of three aspects. Let's consider each of them:
COGNITIVE Aspect of TCU
This is its main and defining aspect. It consists of the following requirements:
1. To teach and teach each student to independently acquire knowledge. To teach something to others is to show them what they must do in order to learn what they are being taught!
2. To carry out the fulfillment of the main requirements for mastering knowledge: completeness, depth, awareness, systematic, systematic, flexibility, depth, efficiency, strength.
3. To form skills - accurate, unmistakably performed actions, brought to automatism due to repeated repetition.
4. To form skills - a combination of knowledge and skills that ensure the successful implementation of activities.
5. To form what the student should learn, be able to do as a result of work in the lesson.
“... it is advisable, when planning the educational goal of the lesson, to indicate what level of quality of knowledge, skills and abilities students are expected to achieve in this lesson: reproductive, constructive or creative”
DEVELOPING Aspect of TCU
This is the most difficult aspect of the goal for the teacher and almost always has difficulty planning. What explains this? It seems that there are two reasons for the difficulties. The first is that the teacher often strives to form a new developmental aspect of the goal for each lesson, forgetting that the development of the child is much slower than the process of his education and upbringing, that the independence of development is very relative and that it is carried out to a large extent as a result of a properly organized training and education. It follows that the same developmental aspect of the goal of a lesson can be formulated for the triune goals of several lessons, and sometimes for the lessons of an entire topic.
The developmental aspect consists of several blocks.
A. Development of speech:
Enrichment and complication of her vocabulary; complication of its semantic function (new knowledge brings new aspects of understanding); strengthening the communicative properties of speech (expressiveness, expressiveness); mastering by students of artistic images, expressive properties of the language.
SPEECH DEVELOPMENT - an indicator of the intellectual and general development of the student
B. Development of thinking
Very often, as a developing aspect of TCU, the task is to teach students to think. This, of course, is a progressive trend: knowledge can be forgotten, but the ability to think remains with a person forever. However, in this form, the goal will not be achieved, because it is too general, it needs to be planned more specifically.
Learn to analyze
learn to prioritize
learn to compare
learn to build analogies,
summarize and organize
prove and disprove
define and explain concepts
pose and solve problems.
Mastering these methods means the ability to think
B. Development of the sensory sphere. Here we are talking about the development of the eye, orientation in space and time, the accuracy and subtlety of distinguishing colors, light and shadows, shapes, sounds, shades of speech.
G. Development of the motor sphere. It provides for: mastering the motor skills of small muscles, the ability to control one's motor actions, develop motor dexterity, proportionality of movement, etc.
EDUCATIONAL Aspect of TCU
Truly, developmental education cannot but be educative. “to teach and educate is like a “lightning” on a jacket: both sides are tightened simultaneously and firmly by the unhurried movement of the lock - creative thought. It is this connecting thought that is the main thing in the lesson, ”wrote E. Ilyin, teacher of literature at the 516th school in Leningrad, in the Teacher’s Newspaper (10.02.81).
The lesson has the ability to influence the formation of many personality traits of students. The educational aspect should include the use of the content of educational material, teaching methods, forms of organization of cognitive activity in their interaction for the formation and development of moral, labor, aesthetic, patriotic, environmental and other qualities of the student's personality. It should be aimed at cultivating the right attitude to universal values, a high sense of civic duty.
“Educational education is such education, in the course of which the purposeful formation of the attitudes of students planned by the teacher to various phenomena of the surrounding life that the student encounters in the lesson is organized. The circle of these relations is wide enough. Therefore, the educational goal of the lesson will simultaneously cover a number of relationships. But these relations are quite mobile: from lesson to lesson, having in mind one educational goal, the teacher sets various educational tasks. And since the formation of an attitude does not occur at one moment, in one lesson, and time is needed for its formation, the teacher's attention to the educational goal and its tasks should be unquenchable and constant.
What moral objects does the student interact with in the lesson?
First of all, it is “other people”. All moral qualities that reflect the attitude towards another person should be purposefully formed and developed by the teacher in the lesson, regardless of his subject matter. The attitude towards “other people” is manifested through humanity, camaraderie, kindness, delicacy, courtesy, modesty, discipline, responsibility, honesty, humanity is integral to all other qualities. The formation of humane relations in the classroom is an enduring task of the teacher.
The second moral object, the attitude towards which the student constantly shows, is himself, his "I". Attitude towards oneself is manifested in such qualities as pride and modesty, exactingness towards oneself, self-esteem, discipline, accuracy, conscientiousness, responsibility and honesty
The third object is society and the collective. The attitude of the student towards them is manifested in such qualities as a sense of duty, responsibility, diligence, conscientiousness, honesty, concern about the failures of comrades, the joy of empathy with their successes - all this shows the attitude of schoolchildren to the team, to the class. Careful attitude to the property of the school and teaching aids, maximum efficiency in the classroom - in this the student manifests himself as a member of society.
The most important moral category, the attitude towards which must be formed and developed all the time and which is constantly present in the lesson, is work.
The student's attitude to work is characterized by the following qualities: responsible homework, preparation of his workplace, discipline and composure, honesty and diligence. All this is subject to the influence of the teacher in the lesson.
And, finally, the fifth object, which, as a moral value, is constantly present in the lesson, is the Motherland. The attitude towards her is manifested in conscientiousness and responsibility, in a sense of pride in her successes, in concern for her difficulties, in the desire to achieve the highest success in mental development in order to benefit her, in a general attitude towards teaching and her educational work. It is extremely important that the teacher reveal this high connection with the Motherland and develop it all the time in the children.
The set goals of the activity are inextricably linked with the content of education, with its elements, with a specific subject content and influence its selection. The content can be used in full, in part or supplemented in such a way as to contribute to the achievement of the intended level of assimilation of relevant knowledge and skills by students.
The content of education in a general sense is a reflection of social experience, represented by knowledge, methods of activity, experience of creative activity and experience of an emotionally valuable attitude to the world.
The content of the educational material is the material that is to be mastered by students. On this basis, all educational activities of students are carried out.
The content is fixed in the textbook. It serves as a concretization of the educational material, the main source of knowledge and organization of independent activities of students. When developing a lesson, the teacher has the right to use any sources of knowledge, but there is a list of textbooks recommended by the Ministry of Education.
Achieving the goal will directly depend on the motivation of the students. Therefore, make every effort to make the students want to know what you are telling them. Actively use your creative potential, a variety of methods, techniques and teaching aids.
Choose the form of the lesson. It is determined in accordance with its goals and the age of the students.
The forms of the lesson are very diverse, each teacher brings something of his own. Lessons for learning new material can be in the form of a presentation, including one prepared by the students themselves. A lesson to consolidate the material can be held in the form of a competition, a tournament. It can be both within one class and several parallel classes. You can also organize a tour. This will help not only to show students' interest in the lesson, but also to unite the class. The control lesson can be held in the form of an Olympiad, a quiz. A lesson in the application of knowledge can be organized as a reportage lesson, a court lesson, an auction, a research lesson. For a combined lesson, it is suitable to conduct it in the form of a workshop, seminar, consultation. Seminars, lessons of cooperation of different ages are also useful. But it should be remembered that such lessons should be held in the system, but not every day. Students, firstly, will have to prepare, and secondly, they will know that not just an interesting lesson, but a holiday awaits them again. This raises the authority of the teacher in the eyes of the students. A computer, a projector, an interactive whiteboard, tables, illustrations - the correct and appropriate use of this will only decorate your lesson.
The use of various teaching methods contributes to an increase in the cognitive interest of students, and this is inextricably linked with a better assimilation of the material being studied, the development of their creative abilities, attention, memory, and thinking. The student will be happy to attend your lessons, knowing that they are always interesting.
Be sure to refer to the experience of students, this will help them feel like a part of the material being studied, and not just a listener.
Let the student express their opinion. This means that he reflects on the material, assimilates it.
Not all students are in a hurry to answer in class. Perhaps they are just shy. Find out what these students are interested in and try to connect with them through their hobbies. They will trust you, which means they will start speaking up in class. You can also give these children individual tasks more often.
The lesson is the main component of the educational process. The educational activity of the teacher and the student is largely focused on the lesson. That is why the quality of training students in a particular academic discipline is largely determined by the level of the lesson, its content and methodological content, its atmosphere. In order for this level to be high enough, it is necessary that the teacher, during the preparation of the lesson, try to make it a kind of work with its own idea, plot and denouement, like any work of art.

Many novice teachers, student interns of pedagogical universities experience fear of the student audience, uncertainty in their communication capabilities and doubts in their ability to establish contact with the class and position themselves as a teacher. If a young teacher fails to mobilize and gather his courage, even a methodically correct lesson may be in jeopardy. And students can interpret the timidity and indecision of the teacher as insufficient professionalism and lack of necessary competence.

It is necessary to prepare for the first lesson from the first day of study at a pedagogical university. Psychological preparation is very important, it is necessary to participate in various scientific conferences, where students can observe and practice methods of working with the audience. To cope with the fear of public speaking, it is useful to participate in student amateur performances, KVN, competitions, and even just ask questions to the teacher during the lecture.

Preparing for the lesson

Confidence is usually given by the presence of the following components of a good lesson:

1. An impeccable appearance that naturally starts with the bathroom and hygiene procedures. This point should not be underestimated, because. students always evaluate the appearance of the teacher and are quite critical of the existing shortcomings. Some kind of error, an awkward detail can cause the teacher to have a nickname and a reason for ridicule. The optimal suit for a man is a classic business suit with a tie; for a woman - a formal suit with a skirt or trousers.
2. Knowledge of your subject (or, in extreme cases, a good command of the topic of the lesson). According to research, the erudition of a teacher, a deep knowledge of his subject for students is more important than his personal characteristics. Students respect teachers who are well versed in their subject, and prefer strict and demanding teachers who have a broad outlook and supplement the material from the textbook with interesting facts.
3. Well thought out and learned lesson plan. While experienced teachers may limit themselves to a general outline of the lesson, novice teachers are encouraged to think through all the steps of the lesson (including the expected responses of the students) and the time allotted for each step. It is useful to have in reserve a few additional game exercises on the topic of the lesson in case the tasks provided for by the outline plan are exhausted long before the end of the lesson.
4. Good diction. All the previous points will be of little use if the teacher does not control his voice and speaks too quietly, indistinctly, slowly or quickly. Increasing or decreasing the volume of speech, pausing, emotionality helps to draw attention to the important points of the lesson, arouse the interest of students, create the appropriate mood, establish discipline, etc. Do not be lazy to rehearse all or some parts of the lesson in front of a mirror or classmate.

So, you cleaned yourself up, repeated the topic of the lesson again, got acquainted with additional literature, thought out and prepared an excellent lesson outline, rehearsed everything and are standing on the threshold of the classroom, armed with knowledge, enthusiasm and a pointer. What to do next, how to behave, what to pay attention to?

Conducting a lesson

1. Entrance to the classroom, first impression. This moment is very important, excessive fussiness, haste will not add weight to you in the eyes of students. Enter with dignity, put your magazine and bag on the teacher's table and chair, and get the students' attention (by clearing your throat, lightly tapping on the table, etc.). With a nod or a look, let the students know that they should stand up and greet you. Do not neglect this moment and take this ceremony as a proper and indispensable sign of respect. Moreover, it adjusts to the working mood and helps to establish the necessary subordination.
2. Acquaintance. If this is your first meeting with the class, introduce yourself (last, first and middle names), write your first and middle names on the board. To relieve tension, first tell us about your requirements, the rules for working in the lesson, the criteria for marks, touch upon organizational issues. For the first time, in order to remember your students faster, ask them to write their names on cards (it is better to prepare them in advance so that the students do not have to tear sheets from notebooks, and you do not have to waste time at this moment) and put them in front of you on the desk. Students love it when the teacher calls them by their first names. You can get creative and prepare exercises to break the ice and get to know each other better.
3. Work style. Do not try to immediately become friends with students, for many teachers this not only prevents them from objectively assessing the knowledge of "best friends", but in some cases can lead to a disruption of the lesson. Do not be liberal, "flirt" with students, promise rewards for good behavior and excellent studies: these are the duties of students, and the reward is a mark. Do not allow familiarity and familiarity in relations with children.
4. In no case do not try to gain authority by intimidating and humiliating students, suppressing them with your authority and omniscience. Do not try to "catch" students on trifles and do not abuse unsatisfactory marks (you put marks first of all on yourself as a teacher) - this is a sign of inexperience and incompetence.
5. When taking a break from work to give students a break from work, by no means tell jokes, it is better to prepare an informative story or an easy game in advance, provided that you can return discipline to the class after the game. If you are not sure, then it is better to conduct a traditional physical education minute.
6. Putting marks, comment, first be sure to praise for the effort, and then briefly comment.
7. At the end of the lesson, do not shout homework to the children after them: they must wait for your permission before leaving the classroom.
8. Be sure to fill out the journal, according to regulatory requirements, write down the date of the lesson, topic, homework. As experienced teachers joke, you can not give a lesson, but you must write it down!