Top 12 Practical Experiences to Foster Order and Silence in Elementary School Students

'Assign the class leader to monitor the whole class, deduct 1 point for excessive talking, reward for good behavior, eat snacks, avoid using inappropriate language, arrive late without wearing a scarf... But correct statements earn points. At the end of the class, the class leader celebrates birthdays, and team leaders announce the points added and deducted for their team. The team with the most deductions has to water the plants as punishment.' This monitoring helps the teacher identify which students have weaknesses or misbehaviors, allowing for appropriate intervention and monitoring. It fosters healthy student behavior, helps classmates assist each other, enhances academic spirit, preventing any students from falling behind. Every hour, commend good students or those who make progress and remind groups that haven't followed the class rules. After three weeks, you'll notice a positive change.'

As shared by this teacher, this method not only helps students behave well but also encourages them to speak up. Despite the initial unruliness, within a month, the class becomes orderly, and students enjoy being praised at the end of the hour, striving even harder.

Group learning is essential in education oriented towards developing students' competencies. When learning in groups, students share opinions, support each other to progress, and develop skills and qualities, enhancing themselves in the learning process. Grouping must ensure that students can learn conveniently, and the seating arrangement should facilitate discussion and collaboration under the teacher's guidance. Students should have easy access to note-taking, reading learning materials, and conducting experiments. Ideally, group sizes can be 2, 3, or preferably 4 to ensure effective collaboration. When forming groups, teachers should avoid: choosing a large number of groups that hinder communication and control of the group leader and members, leading to some students being neglected in discussions or not having the opportunity to express their opinions; selecting group learning methods that are not suitable for the teacher's methods and techniques, such as presentations, lectures, debates, without group discussions.

Teachers should: Optimize group sizes (preferably 4 students per group) so that students can discuss and collaborate on their tasks during learning. Each table of 4 students can be a group, or tables can be arranged to create groups of 4 students... The positions of group desks should be convenient for the teacher and students to move around the classroom. Adjust unnecessary items to clear space for group activities. Rotate appointing group leaders and members to report the results of group activities flexibly according to each lesson's requirements.

In reality, the more you scold, the more stubborn the child becomes. Try to find some positive aspects to praise them. Mischievous children are often very unique. No matter how smart they are, they are still children. Using loud threats or scolding won't work. The only way is to set a positive example to win them over.

Sharing funny stories with students is one of the experiences teachers should know. When the students are focused, you stop telling and set a condition. If they maintain order after listening to the lesson, you continue. This method will make students more interested and focused when listening to your stories. It's an effective approach if you want the whole class to be quiet and pay attention to your story. Sometimes we also need to listen and understand what they need, without necessarily raising our voice or getting angry with them. Playing countless games with children can be very enjoyable and effective.

Firstly, the teacher must establish clear classroom rules with explicit rewards and punishments. At the same time, the teacher must lead by example in speech and behavior. It's crucial to communicate with parents about the class rules. If any student is punished or praised on a particular day, you should discuss it with the parents on that day for timely feedback. There needs to be a close collaboration between teachers and parents.

For instance, applying penalties such as duty supervision, cleaning, copying penalties, or doing exercises as required, depending on the severity. Importantly, the teacher must supervise the disciplined students very seriously. Gradually, students will adapt to the discipline and rules. This method will help the whole class implement discipline in the best way with awareness and seriousness, both at school and at home, aiming to create a disciplined learning and playing environment for students that is safe and healthy.

Student notebooks are essential documents that support students in their learning process. Effective note-taking is crucial both in class and at home. The notebook helps students review their knowledge, skills, and academic results. It also allows teachers and parents to assess students' cognitive level and academic performance in secondary school. Based on student notebooks, teachers can understand students' learning process and make adjustments to achieve the desired results.

To achieve this, from the beginning of each teaching activity, the teacher should guide students to take notes in the following steps:

Record the task of the activity that the teacher transfers to the notebook. The group leader and classmates assist and remind each other in recording this task in their personal notebooks. Record individual opinions in the notebook. Teachers should give students enough time to independently think about the learning task and think personally about how to solve the problem based on subjective opinions and the students' level. Each member must have an opinion recorded in the notebook. Students may have more or fewer opinions, but each member must have at least one opinion recorded in the notebook (whether the opinion is correct or incorrect). Afterward, the group leader has the right to discuss with the group. Record the group's discussion opinions in the notebook. Each student will record in their notebook the opinions discussed by the group about the assigned task. Students should be asked to record the opinions of three peers in the notebook, and then analyze and compare the opinions to come up with the group's consensus on solving the assigned task. Record the presentation opinions reporting the group's results in the notebook. Discuss and choose the reporting method. For example, when reporting, use A0 paper, A4 paper, and a projector, supporting slides, or only oral reporting. When it comes to reporting the group's activities, the teacher should designate a student (especially those who lack confidence) to report. During group activities, teachers should avoid: Speaking loudly in front of the class, using slides, or explaining problems, which can disrupt the focus of the group's activities; Speaking in general terms and moving around too much in class without clear purpose. Teachers should: Choose a standing position to observe the activities of the groups and individual students, promptly detect when students raise their hands and need assistance or notification; Avoid the habit of 'giving away the answer' to students, affirm the truth, and summarize the knowledge for groups when they are working, but have not reported yet.

Warm-up activities (creating starting situations) are essential in teaching to develop students' abilities and enhance their problem-solving cognitive skills. This activity needs to create situations and issues where learners need to mobilize all their existing knowledge, experiences, and life skills to try to perceive and solve them in their own way. Thus, creating a starting situation is a learning activity, and the teacher's transfer task must be clear. Students must express their own opinions as well as the group's opinions on that issue, as well as presenting and reporting the results.

However, some teachers misuse this activity. For example, organizing games, singing, and dancing that are not related to the lesson or just to 'start' with the lesson's name that everyone knows. To organize this activity effectively, teachers should avoid: Having students engage in games, singing, and dancing that are not related to the lesson, especially abusing the Self-Governing Council to control this; choosing invaluable situations that lead to easy answers to simple problem-setting questions. The time for this activity is too short because it has not been considered a learning activity, students have not been given time to think, express their opinions; attempting to explain, summarize knowledge immediately in this activity... Teachers need to: Present the lesson's research issue when starting, which is closely related to the subsequent activity, forming knowledge already in the lesson's materials and textbooks. Consider this activity as a learning activity with a purpose, activity time, and activity product. Arrange suitable time for students to learn, express their views as well as the activity's products.

'Use a serious gaze to look directly at the person you are talking to, remind little by little, even a single sentence is a reminder, pinpoint issues, don't give vague reminders, remind from the way of sitting, holding a pen, in general, it must be serious. Also, always help and encourage students. Many children are scolded by the teacher for making mistakes, but they don't know how to correct them, so they need help. Additionally, if possible, create a cheerful atmosphere so that students can enjoy learning and feel that learning is no longer burdensome.'

Seriousness here does not mean a cold, rigid attitude. If too rigid, it will create a barrier between the teacher and the students, giving a sense of difficulty approaching and unfriendliness.

At the same time, it will keep the lesson in a state of tension, heaviness, and sometimes the teacher themselves may generate negative feelings towards the students, which is undesirable. Importantly, each teacher needs skillfulness, subtlety, applying that seriousness flexibly, to a reasonable extent, along with tolerance, gentleness so that students can perceive the teacher's affection while ensuring the quality of education. Remember not to be too strict, too cold with the students, just a combination of respect and seriousness with the students, seriousness with discipline, and order in your class will surely make a difference.

Thanks to each student for being quiet, and, if necessary, there can be a small reward. Rewards for students who focus on studying can be as simple as a pen, a test paper, a notebook, or simply applause... that's a way to encourage desired behaviors for teachers.

Elementary school students are naturally innocent in their thinking, being praised or rewarded, even with very small rewards, makes them extremely excited. Therefore, expressing gratitude or giving a small reward also helps them concentrate and be more motivated in class. Making the class more lively, when students are praised, others will also try to compete and enhance their abilities thanks to the teacher's compliments.

An essential step in the lesson is systematizing the knowledge formed during the lesson. Usually, teachers organize this activity in the section “Knowledge Formation” or “Practice.” In the lesson, the teacher must systematize the knowledge. The lesson can be a teaching topic consisting of lessons with content that requires the teacher to choose the right time to systematize the knowledge to ensure that the lesson's goal is achieved. That is, the lesson must achieve the goals of the knowledge and skills standard in the prescribed general education program. To organize the systematization of the lesson, teachers should: Discuss as a whole class about the new knowledge formed in the “Knowledge Formation” activity with the issues that students initially discover in the “Initiation” activity to raise questions. Based on that, the teacher has comments to evaluate the results of the group activities or individual students, select and record in their “class notebook.” This is the best time for teachers to have an overview, evaluate, and learn from their activity organization.

Teachers must be referees, judges to finalize the knowledge, helping students realize the truth. If students still face difficulties, teachers need to use techniques or methods to assist them, even providing explanations with practical examples on that issue, or continuing to encourage students to explore outside the classroom... When systematizing knowledge, the teacher needs to compile (can make study sheets) theoretical questions, basic exercises (preferably essay questions) to ensure that the knowledge and skills standard of the current program that the lesson's goal has set out are achieved. Students can be organized to experience before “finalizing” the entire lesson's knowledge.

Reward students with points for positive behavior and deduct points when students have behavioral issues. Teachers can also draw it as a racetrack or divide it into different levels. Every time the class maintains order, the entire class moves up a higher level, and conversely, if someone disrupts the order, the teacher can move the class position down.

This way, you visually show students where their class stands, whether advancing or falling behind. If they are moving forward, they will be excited and perform even better with all the teacher's requests. If they are falling behind, they will feel a bit down, and at this point, you need to encourage them a bit, regain their spirit, and the little ones will continue to push the ladder up. This method will help attract and create additional motivation for students in the learning process. Children inherently love games, and if you know how to apply them in teaching, students will listen and pay more attention.

Concluding a teaching session, teachers should proactively wrap up and assign homework to students. Typically, at least 3 to 5 minutes before concluding the class (if not continuing in the next session), teachers should have students pause their on-class activities, even if the work on the board is still unfinished. The challenge lies in how to handle pedagogical situations for each group and student in the class. Based on the results and progress of each group of students' activities, teachers should assign tasks for students to do at home. Homework assignments can include:

For groups with unfinished activities: Continue researching and exploring the unresolved issues from the class, provide suggestions for students to implement at home, and apply them in practice. Require students to report the results of their at-home activities through learning products. For groups that have completed their tasks: Assign tasks for students to further apply in practice, propose alternative solutions already covered in the lesson. Require students to report the results of their at-home activities through learning products.

Avoid assigning homework to students with questions or exercises that require rote memorization; instead, choose practical learning situations and tasks related to real-world scenarios that demand collaboration with the community for exploration and discovery.

In a typical classroom, not all students tend to disrupt, only a few individuals or a small group. If you arrange seats for disruptive students close to each other, you unintentionally facilitate their disruptive behavior. In such cases, what you need to do is separate those disruptive students apart.

This is a common strategy employed by most teachers. It's easy to observe that certain students become the focal point of disruptions, while others may remain silent throughout the session. So why not seat these two types of students next to each other? Separate an underperforming student with one who is academically conscious, fostering a supportive environment for mutual assistance and joint efforts in studies. This method enables students to progress and unleash their full potential in the learning process.