更好的老师，更棒的课堂 | 外教团队工作坊，让英语学习更高效、更有趣！

During the training, the foreign teachers learned a series of practical classroom strategies—such as how to give clear instructions, quickly capture students' attention, and skillfully facilitate student interaction—enabling smoother lesson flow, helping children focus better, and encouraging them to think and express themselves more actively in English.

培训以“One Word Check - In”的破冰游戏拉开帷幕，外教协调员Killian 请外教们用一个词描述“课堂管理”带给他们的感受。

外教们踊跃发言，“Stressed（有压力的）”“Challenging（有挑战性的）”“Necessary（必要的）”“Empowering（赋能的）” 等词汇被逐一写在白板上。之后，Killian引出本次培训目标——将负面情绪转化为积极力量，助力外教们在课堂管理中乘风破浪。

The workshop commenced with an engaging ice-breaker activity called "One Word Check-in." Foreign teachers’ coordinator Killian invited teachers to describe their feelings towards "classroom management" in a single word. Words like "Stressed," "Challenging," "Necessary," and "Empowering" were shared and noted on the whiteboard. This exercise not only built immediate rapport among participants but also acknowledged the common challenges faced by teachers. Killian then introduced the workshop's objective: to transform these emotions from negative to positive, empowering teachers to navigate the complexities of classroom management with confidence.

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课堂管理不仅是维持纪律，更是营造学习文化。本次培训重新定义了课堂管理，提出清晰（Clarity）、一致（Consistency）、连接（Connection）和参与（Engagement）这四大管理支柱。

通过生动案例与互动讨论，外教们逐渐领悟，只有当指令清晰、规则一致、师生关系紧密且学生积极投入时，理想课堂才能成为现实。

Classroom management is not merely about enforcing discipline but about fostering a culture conducive to learning. The workshop redefined classroom management by introducing the Four Pillars of Management: Clarity, Consistency, Connection, and Engagement. Through thought-provoking case studies and interactive discussions, participants came to realize that a well-managed classroom is one where instructions are clear, rules are consistent, relationships between teachers and students are strong, and students are actively involved in the learning process.

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策略一：“常规与信号” 

外教们学习了视觉信号（如举手示意）和口头呼应（如 “Class，class! Yes，yes!”）的运用技巧，并现场模拟练习，感受其在迅速吸引学生注意力方面的效果。

策略二：清晰且分层的指令

外教们先是目睹了模糊指令（如 “大家分组讨论图片后写点东西”）带来的混乱，再见证了遵循 “4P” 原则（准备、提问、呈现、指向）的指令如何让学生行动高效、有条不紊，对比之下，外教们对精准指令的重要性有了深刻体悟。

策略三：教师雷达

“教师雷达”概念的提出，让外教们意识到在教室中有序走动、实时监测学生理解情况和行为动态的必要性，从而在问题萌芽之时便将其化解。

Strategy 1: Routines & Signals

Foreign teachers learned the effectiveness of visual signals (like raising a hand) and verbal chants (such as "Class, class! Yes, yes!"). They practiced call-and-response techniques to grasp how these methods can swiftly capture students' attention.

Strategy 2:Clear, Graded Instructions

Foreign teachers first witnessed the chaos caused by vague directives (e.g., "Okay everyone, so just get into groups and talk about the picture and then write something, okay? Go!"). Then, they saw how instructions following the "4Ps" principle (Prepare, Pose, Present, and Point) could lead to orderly student actions. This contrast helped teachers deeply appreciate the importance of precise instructions.

Strategy 3: Teacher Radar

The concept of "Teacher Radar" was introduced to emphasize the importance of teachers moving around the classroom to monitor students' understanding and preemptively address potential issues before they escalate.

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面对 “喋喋不休的孩子（The Chatty Cathys）” 和 “无措凝视（The Blank Stare）” 两大常见课堂情景，外教们将本次培训所学及时应用。

对于爱聊天的学生，外教们采用靠近学生、正面引导（如 “我喜欢你们的热情！现在，请用英语把想法说给同伴听，好吗？”）、分配小组角色等方法，巧妙将精力引回学习轨道。

当遭遇学生困惑无解的窘境时，外教们学会先通过两名学生示范，再向全班抛出概念检查问题（CCQ），确保全员理解后再开启活动，从源头避免无措凝视。

Participants were presented with two common classroom scenarios and tasked with finding solutions.

Faced with "The Chatty Cathys," teachers employed strategies such as proximity, positive framing ("I love your energy! Now, can you tell your partner your idea in English?"), and structured participation routines (assigning specific roles within groups) to channel students' enthusiasm back into the learning process.

In the case of "The Blank Stare," teachers recognized the lack of Checking for Understanding. They discussed how instructors could first demonstrate with two students and then ask a Concept Check Question (CCQ) to the entire class before commencing an activity, ensuring everyone is on the same page from the outset.

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As the workshop neared its end, Killian guided teachers to reflect individually on the question: "What is one strategy you will commit to trying in your next class?" Teachers jotted down their commitments on post-it notes and took them away as reminders. Promises such as "I will use one consistent attention signal," "I will always use a CCQ after instructions," "I will try 'proximity' before speaking to correct behavior," and "I will use more specific praise" reflect their determination to implement what they've learned.

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Killian invited teachers to revisit the initial "One Word Check-in" activity. A noticeable shift in teachers' sentiments was observed, with words like "Hopeful," "Equipped," and "Confident" emerging as new descriptors for their feelings towards classroom management.

Slide to see the English verison