Do you want students to rush to your lessons and be ready to study your subject for days on end?

Then it’s worth taking into account the wonderful statement of Anatole France: “ Knowledge that is absorbed with appetite is better absorbed".

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

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

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

1. A spectacular start is the key to success. Always start the lesson in an unusual and 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-test, organize a competition. If the topic is new, then you can start the lesson with some intriguing messages, interesting facts on this topic.

2. Be sure to plan your lesson based on individual characteristics students. Any task should be planned in such a way as to take into account different difficulty options. This way you will involve not only activists, but also lagging students who often simply yawn in class. Find something for everyone!

3. Use technology! Believe me, a presentation telling, 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 enjoy joining the game.

5. Break stereotypes! Do not force lessons into the usual framework: lecture - survey. Try constructing the lesson differently. Students' lack of interest is often due to the fact that they know all the stages of the lesson in advance. 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 work hard! This can be done at the preliminary stage by giving the task to find some information on a future new topic. Or during the lesson, turning 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 while sitting on a chair in front of the class. If you always wear a business suit, try wearing a bright sweater next time.

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

8. Keep a few unusual, even shocking questions, comments, and riddles in stock. If you notice that during the lesson students are starting to get bored and distracted, it’s time to change the topic and take a break. An unexpected question will always help to activate attention.

And finally - replenish your methodical piggy bank. You can learn interesting techniques and methods from your colleagues. And the World Wide Web offers a lot of material for every subject, for every year of study. Believe me, the search for non-trivial solutions and methods is a fascinating thing.

Anatole France very accurately noted the importance of an unusual presentation educational material, saying: “The knowledge that is absorbed with appetite is better absorbed.” Many experienced and novice teachers are wondering how to conduct an interesting lesson? Such that the children would be afraid to be late for it, and after the bell would not rush to leave the class.

How to awaken students’ “appetite” for new knowledge? How to make each lesson interesting and unusual? How to competently use well-known pedagogical techniques and techniques to teach memorable lessons? Our material is devoted to this topic.

Secrets of preparing and conducting an interesting lesson

So, every lesson should arouse the child’s interest. Yes, yes, exactly everyone. The history lesson should be interesting and in English, open lesson and traditional. In this case, the effectiveness of school teaching increases noticeably, and new material easily digestible. We will tell you how to prepare and conduct productive and fun lessons.

• Plan a lesson taking into account the age characteristics of the students, their emotional mood, and their inclination to work individually or study in a group. The concept of every interesting activity should have a creative beginning.
• Put yourself in the place of a child, do not limit the flight of your imagination - and non-standard solutions will definitely come up. And impeccable mastery of the material and pedagogical improvisation will allow you to conduct the prepared lesson in an interesting way.
• Always remember that a great start to a lesson is the key to success! Start the lesson actively (maybe with a small surprise!), clearly formulate its objectives, check homework, using .

• An interesting lesson is always divided into clear fragments with logical bridges between them. For example, do not dump a portion of new knowledge on students, but smoothly and logically move from one stage of the lesson to another. Each individual part of the lesson should not be lengthy (on average, up to 12 minutes, with the exception of explanations of new material).
• Use a variety of techniques to create an engaging lesson. Using a computer or electronic projector, you can simply and easily make both open and traditional lessons in any discipline interesting. Thus, presenting a significant event on the big screen or watching military newsreels will help the teacher teach an interesting history lesson.
• Be flexible! Equipment breakdown, student fatigue or unexpected questions are situations from which the teacher must be able to quickly and competently find a way out. For example, in order to relieve tension in the classroom, you need to have simple and fun tasks on the topic (preferably in a playful form).

• How to conduct interesting lessons for high school students? Don't be afraid to break stereotypes! Don't be afraid to experiment and improvise! Avoid templates! After all, the lack of interest in the lesson is most often due to the fact that students know all its stages in advance. This chain, which is pretty boring for the guys, can and should be broken.
• Don't do all the work for students to avoid silence and help them! Encourage constant student activity. Give children simple and logical instructions for completing tasks of any complexity. Make the most of every task.
• Use group work: such activities are not only interesting, but also teach children to make collective decisions and develop a sense of partnership. This form of work is often used to conduct an interesting open lesson.
• To teach interesting lessons, constantly search and find unusual and amazing facts for each topic that are not in the textbook. Surprise your students and never cease to be surprised with them!
• Create and constantly replenish your own methodological collection of the most successful, interesting and exciting tasks and forms of work, use entertaining material in every lesson.
• Thematic games will make lessons interesting in any classroom. The game creates a relaxed and relaxed atmosphere in the lesson, in which new knowledge is well absorbed. For example, by passing a small ball along the rows, you can arrange an active blitz poll. And role-playing games will help you conduct an interesting English lesson.

The focus is on the personality of the teacher

It is no secret that children often develop an interest in a subject thanks to the bright personality of the teacher who teaches it. What does that require?

• Leave your fatigue, worries and troubles outside the school door! Open up to communicate with your students! Children really appreciate appropriate and accessible humor in the classroom and dialogue on equal terms.
• Behave outside the box! Go beyond the usual boundaries, because the personality and behavior of the teacher in the classroom are extremely important. Do you traditionally wear a business suit? Wear a bright sweater to your next lesson! Is energy always in full swing? Conduct the lesson in a calm manner. Do you prefer to explain new material while standing at the board? Try to tell new topic, sitting at the table. As a result, children will follow the teacher with interest, subconsciously expecting something new and unusual from each lesson.
• Give more interesting examples from personal experience, because a teacher, first of all, is creative person And extraordinary personality. Vivid life examples are remembered much better than fictitious ones.

We hope that our recommendations will help teachers in preparing and conducting new, fun lessons. Remember that the desire for personal and professional self-improvement is the basis for successful and effective pedagogical activity, a guarantee that everyone new lesson will be interesting.

If a teacher sets educational goals for children, then every child must assign these goals. If a teacher tells, then everyone must listen and understand what is said. If a teacher asks a question, then this question must arise in front of everyone. That is, at every moment of time. When a teacher influences children, the changes he plans must occur with each of them. Does this always happen?

Involvement must be active. If a child just listens for 3040 minutes, he is not turned on. After all, we do not know what is happening in his thinking. We can check this if the child begins to say or do something about the topic being studied. The question of ensuring effective inclusion in educational activities It is not reducible to a question of the skill of the teacher or the intentions of the student; it is determined by the nature of the process itself.

It is important to solve three main questions here: 1. What to study? (content update) 2. Why study? (values ​​of education) 3. How to study? (updating teaching aids) the training session should be emotional, arouse interest in learning and cultivate the need for knowledge; the pace and rhythm of the training session must be optimal, the actions of the teacher and students must be complete; full contact is required in the interaction between teacher and student, pedagogical tact and pedagogical optimism must be observed in the lesson; the atmosphere of goodwill and active creative work should dominate; If possible, the types of activities of students should be changed, and various teaching methods and techniques should be optimally combined;

Have students come up with a hypothesis, provide data and an algorithm to test it, and then work together to prove or disprove it. Regardless of the subject you are studying, write an essay about a complex and controversial issue, such as the theory of probability, Darwin's theory of evolution, Lobachevsky's geometry, etc. Teach children to think out loud without fear of getting a bad grade. Offer to find Additional information on the topic, without suggesting sources (allow any educational sites, books, periodicals of the students’ choice, make a cheat sheet). Invite students to explain on their own why a particular topic is important and where it might be useful.

Describe two opposing points of view on the problem being studied and offer to find common origins for them. Do not present the material you are studying as absolute truth. Teach children to think critically. Ask students what they think about the issue being studied, regardless of the teacher's or textbook's point of view. Encourage sharing of ideas in class. Let children see that in addition to the opinions expressed in the textbook, there is also a wide variety of views of their classmates - right, wrong, controversial. Encourage questions of “why?” and why?".

Explain to students how to real life They will benefit from the acquired knowledge, skills and abilities. Make connections between the learning process and personal development. Show that the knowledge accumulated by science is in fact limited and there are still many “blank spots” that remain to be filled.

Teach children to set short and long-term goals for themselves, and help students track their progress. Create small “rewards” for achieving goals. Communicate regularly about the progress students have made. Together, analyze the students’ old successes and old mistakes, help them find their causes and patterns. Don’t forget about your students’ zone of proximal development. Strive to gradually expand its boundaries

Alternate deductive and inductive methods of explaining new material. Let students learn to independently establish the relationship between the general and the specific. Sometimes start a training session “from scratch” - without appealing to previously acquired knowledge. Involve “experts” to evaluate student work. For example, these could be parents or well-known people in your city, professionals in the field being studied. Update interdisciplinary connections. Gamification of learning. Offer to play games during the lesson that illustrate the phenomena being studied. Offer to create an “exhibit” on the topic you are studying with your own hands

A system of requirements for a person related to the communication process: competent speech, knowledge of oratorical techniques, the ability to show an individual approach to the interlocutor, the ability to communicate. Formation of creativity is the ability to create and find new original ideas, deviating from accepted patterns of thinking, successfully solve the problems at hand. To develop creativity, an active educational environment is necessary. Creativity means digging deeper, looking better, correcting mistakes, talking to a cat, diving into the depths, walking through walls, lighting up the sun, building a castle in the sand, welcome the future.

SURPRISE! It is well known that nothing attracts attention and stimulates the mind like something surprising. FORMULA: the teacher finds a point of view in which even the ordinary becomes surprising. Example. NATURAL SCIENCE Topic: "Water". - I immediately make the guys surprised. “Once,” I say, “in an African school the children were read a story about an amazing country in which people walk on water!” And the most interesting thing is that it was a true story! Now look out the window! Don't you and I walk on water? We are so accustomed to water that we do not notice, and often do not know, its amazing properties.

BIOLOGY - You know that the tawny owl feeds on grain-eating mice. An owl weighs about 250 g. How much grain do you think it can save during its life? (Students express their guesses: usually from 10 to 100 kg.) So, one owl saves 50 tons of grain in its life! An owl lives on average 50 years, eats a thousand mice a year, each of which destroys 1 kg of grain per year. BIOLOGY Suppose the average annual (or minimum) temperature of Antarctica drops by 10 degrees. What else can penguins “come up with” to survive in such conditions? (The teacher, asking this question, pursues a didactic goal: to study the real mechanisms of animal defense in extreme temperature conditions.)

The creative interaction between student and teacher, which provides education at a competency level, allows everyone to express and know themselves. When the level of didactic culture, the erudition of the teacher and student, and the culture of relationships are reflected in its organization. This is when a student learns himself, teaches others, and students teach him!

Ordinary, boring, interesting, good, unusual, about nothing, different (subjects), funny An ordinary lesson is a tradition of teaching, instruction, guardianship. Common, generally accepted, ordinary, simple, as always, normal, constant. The usual lesson is stable, good, time-tested lesson.

Lessons with modified methods of organization: lesson - meeting, lessons based on fantasy, lesson-fairy tale, lessons imitating any activities, lesson - travel, lesson - expedition, lesson - reasoning - lesson - paradox - lesson - "the amazing is nearby"

1. Refusal of the template in organizing the lesson. 2. Maximum involvement of class students in active activities during the lesson. 3. Not entertainment, but entertaining. 4. Development of the communication function in the lesson as a condition for ensuring mutual understanding, motivation to action, and a feeling of emotional satisfaction.
1. Be active 2. Express your point of view 3. Argue, know how to listen to others 4. Think and reason 5. Speak correctly and competently 6. Be successful For the learning process to be successful, students must succeed in every lesson. And students succeed when they understand what the teacher is talking about and can pass on the acquired knowledge to others. One of the conditions for successful learning is the active involvement of the student in the work during the lesson.
“5” points “4” points “3” – 8-9 points GENIUS – 20 points For an objection – 3 points For a correct answer – 2 points For a question – 1 point For working with concepts – 1 point

Concept Contents Volume Nature Everything that surrounds us and is not created by human hands I. By division: 1.1 Non-living 1.2. Living Environment All conditions of living and inanimate nature. In which the living system functions I. By the nature of the environment: 1.1. Water 1.2. Ground-air 1.3. Soil 1.4. Organism as an environment

Instructions

Whether the lesson will be interesting to children and whether they will want to take an active part in it depends on how well the teacher thought through 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: will it be learning new material or a lesson in repetition, generalization and systematization of knowledge, a test 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 about. Actively use your creativity, a variety of methods, techniques and teaching aids.

Choose a lesson format. 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 different. Lessons on learning new material can be in the form of an adventure, a lesson, a surprise lesson, etc. For older children, this could be something prepared by the students themselves. A lesson in consolidating the material can be conducted in the form of a competition or tournament. This can be either within one class or several parallel classes. You can also organize an excursion or hike. This will contribute not only to students’ interest in the lesson, but also to unite the class. A test lesson can be conducted in the form of an Olympiad or a quiz. A lesson in applying knowledge can be organized as a report lesson, a trial lesson, an auction, or a research lesson. For a combined lesson, it is suitable to conduct it in the form of a workshop, seminar, or consultation. Seminars and lessons on multi-age collaboration are also useful. But it should be remembered that such lessons should be conducted 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 also raises the teacher’s authority in the eyes of students. Computer, projector, interactive whiteboard, tables, illustrations - the correct and appropriate use of this will only decorate your lesson.

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

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

Video on the topic

note

We are used to thinking about how to make a lesson useful: how to plan it so that everything is done in time? How to clearly explain a new topic? How to work it out effectively? But no less attention should be paid to making the lesson interesting. No matter how much useful material we prepare, the student will learn it much faster and better if he is involved.
Here are some strategies you can use to make any lesson and any topic interesting.

1) Warm up

The beginning usually sets the tone for the entire lesson. So if you want your lesson to immediately engage your student, start with an interesting warm-up, such as a game.

2) Games

This is the most effective way to interest the student, and at the same time practice new material. Games on any lexical or grammatical topic can be found on ESL sites and in various collections, such as Grammar Games and Activities And Vocabulary games and activities. By the way, adult students love games no less than children.
Practical and interesting task, which does not require additional materials - role-playing game. This task is more complex than just discussing the topic. It requires active participation, acting and creativity from the student, and therefore full attention.

3) Songs

Music is great for language learning. Words set to a rhythm are remembered faster. In addition, the song usually uses the same grammatical tense. Find out from the student what musical styles and groups he likes. By singing phrases from his favorite songs, he will quietly learn new vocabulary and master the necessary grammatical forms.

4) Stories

Present new grammar or vocabulary to the student in story form. For example, if you are studying the topic “Past Continuous/Past Simple”, you could start: “Yesterday, while I was going to work by the underground, a man came into the carriage and sat down opposite me. He had a monkey in his lap. The monkey was wearing jeans and a yellow jacket”(by the way, this is a true story). Such a presentation of the topic will be much more interesting for the student than: “Right, today we are going to study the difference between Past Continuous and Past Simple.”

5) Communication

In any task, include an element of Speaking, because for most students this is the most interesting aspect of learning a language. Even if you need to do an exercise like fill in the gaps, discuss with the student the photo that goes with the exercise or the most interesting sentence in it. Any task can always be “diluted” with the help of communication.

6) Changing tasks

Never turn a lesson into a lecture. Even students with good concentration will find it difficult to listen to a monologue for 20 minutes. foreign language. In addition, modern students are accustomed to quickly changing from one type of activity to another and to an interactive form of learning. Therefore, to keep it interesting, alternate the type and duration of tasks. Also, always prepare tasks that involve communication and active participation of the student. It is better to leave written exercises for homework.

7) Creative homework

By the way, about homework. Of course, it also has to be “useful,” but that doesn’t stop it from being interesting. Give your student creative homework assignments that he or she will want to do. For example, if you are studying past simple, ask him to prepare a recap of an episode of his favorite TV series. If you are studying the topic “Food”, ask him to create a menu for his own restaurant. Creative and interesting homework can be created for any grammar or vocabulary topic.

8) Flexible lesson plan

A plan is a necessary part of the lesson, and structure is the key to good results in your studies. At the same time, the lesson is much more interesting if the teacher knows how to adapt the plan to its course. Sometimes there comes a time when you need to deviate from the plan, for example, if a student has asked a really interesting question about grammar or the text you are working with has affected him and requires discussion.

9) Personalization

Any topic can be made interesting if you connect to it personal experience student, his opinion or preferences. For example, if you are studying a topic Present Perfect, ask the student about his travel or work experience (e.g. Which cities have you visited? Where have you worked?). The same can be done with any lexical topic.

10) Update

At this point we will talk about how to make the lesson interesting for the teacher. Your lesson can only be interesting for your student if it is interesting for you yourself. With the help of new activities, strategies and methods, the same topic can be taught differently each time.

Interesting lesson = full attention of your student = quick and effective learning of the material = progress and pleasure from learning the language.

Good luck and interesting lessons!