Contents
- Evidence #1 - no one can formulate a goal
- Proof #2: Diagnosis is a thing of the past
- Evidence #3: Lesson Became a Homework Service
- Evidence #4: The student becomes addicted
- Proof #5 - the error is repeated, the method is not
- Evidence #6 - feedback blurred
- Evidence #7: Relationships interfere with learning
- Before changing teachers
- When the conversation is appropriate and when it is not necessary to wait
- The main criterion
One bad lesson proves nothing. Even a strong teacher can choose an exercise that doesn’t work. Therefore, we evaluate not an episode, but a recurring system.
Evidence #1 - no one can formulate a goal
If after a month the answer is “well, we’re doing math,” progress is almost impossible to measure.
Proof #2: Diagnosis is a thing of the past
The student changes, so the individual program must also respond to the results.
Evidence #3: Lesson Became a Homework Service
Sometimes it is necessary, but if the entire hour is spent only on current school assignments, the root of the problem can remain intact.
Evidence #4: The student becomes addicted
- The teacher prompts you instantly.
- It works in class.
- Without a teacher, the result falls sharply.
- The child stops trying on his own.
Proof #5 - the error is repeated, the method is not
Repeating the same explanation louder is not a new pedagogical approach.
Evidence #6 - feedback blurred
| Blurred. | Specifically. |
|---|---|
| "It's okay." | “Equations are more stable, but fractions are slowing down.” |
| "We need to study more." | You need to practice a specific type of task 3 times. |
| "There's progress." | Now solves 8/10 problems without prompting. |
Evidence #7: Relationships interfere with learning
Fear of questioning, rudeness, humiliation, or trespassing cannot be attributed to “strict style.”
Before changing teachers
- Ask him how he assesses the current point.
- Ask them to formulate a goal.
- Find out what is hindering progress.
- Ask him what he wants to change.
- Find out how to check the effect of the change.
When the conversation is appropriate and when it is not necessary to wait
| Situation | Action. |
|---|---|
| Methodological problem | Discuss and give measurable time |
| No clear purpose. | Harmonize her. |
| Violation of security or borders | Stop class. |
The main criterion
- The student understands more.
- Doing more on their own;
- Know your own weaknesses;
- It depends on tips less, not more.
If the number of lessons is growing, but independence is not, this is an important reason to reconsider not only the teacher, but also the model of classes.
