一、暗示说服法。即用委婉的话语或示意的动作使学生领会,能自觉地接受老师的某种意见或做某件事情。其效果大大好于要求、命令的语言,能给学生留有思考的“缓冲”余地和起到“下台阶”的作用,以避免发生正面的顶撞和冲突。例如:王老师班极里有一名姓王的学生,上课不注意听讲,在下面搞小动作,然而王老师并没有声色具厉地吆喝:“王同学,注意听课,不要搞小动 First, suggesting persuasion. That is, with tactful words or gestures to enable students to understand, can consciously accept the teacher's advice or do something. The effect is much better than the requirement, the command language, can give the students to think ”buffer “ room and play a ”step down “ role to avoid a positive impact and conflict. For example: Wang class teacher has a surnamed Wang students, classes do not pay attention to listen in the following to engage in tricks, however, Wang did not shout: ”Wang classmates, pay attention to lectures, do not engage in minor moves