Cô giáo được học trò "bảo kê" vì... | TS. Nguyễn Thị Thu Anh | The EduChangers EP4

Key Concepts

• Positive Reinforcement: Utilizing praise and recognition to encourage student engagement and academic performance.
• Differentiated Instruction: Adapting teaching methods to cater to individual student needs and learning styles.
• Student Motivation: Understanding and addressing factors that influence a student’s desire to learn.
• Classroom Dynamics: The interactions and relationships between students and teachers within a learning environment.
• Unexpected Influence: The impact a student can have on the behavior of their peers.

The Case of “Bảo Kê Thu Anh” and Student Motivation

The narrative centers around a student, referred to as “cậu đấy” (that boy), who seemingly “protects” or advocates for another student, Thu Anh, within the classroom. This “protection” manifests not as bullying prevention, but as a subtle encouragement of positive academic behavior amongst his peers. The initial observation is that this student was perceived by classmates as disengaged – “học trò là mọi người cũng bảo ôi tránh xa cậu bé đấy ra nó sẽ không ghi chép bài đâu, nó sẽ chả học bài đâu” (students would say, ‘stay away from that boy, he won’t take notes, he won’t study’). This perception was based on his past behavior of not taking notes or appearing to study.

Observation and Targeted Engagement

The teacher, however, didn’t dismiss the student based on this reputation. Instead, she actively observed him during class. She confirmed the initial assessment – he wasn’t taking notes. However, during a subsequent lesson focusing on the geographical features of Northeast Vietnam (“đặc điểm địa hình của miền Đông Bắc”), she strategically engaged him. She had previously provided guidance on the topic and then specifically called on him to present his understanding.

Utilizing Existing Knowledge & Positive Feedback

The teacher leveraged the student’s existing knowledge base, noting that “Em ấy thông minh mà” (He’s intelligent). He responded exceptionally well to the request, demonstrating a strong grasp of the material. The teacher then solicited feedback from the class regarding his performance, receiving confirmation that his answer was “rất tốt” (very good). Crucially, she awarded him a perfect score (“cho bạn 10 điểm nhá”) and publicly praised him with applause.

The Impact of Recognition

The teacher observed a significant emotional response in the student – “cái niềm vui đặc biệt hình như nó ít được ghi nhận” (a special joy that seemed rarely acknowledged). This suggests the student’s positive contributions had previously gone unnoticed or unappreciated. This moment of recognition appears to have been a turning point.

From Perceived Disengagement to Proactive Learning

Within two months, the student proactively sought out opportunities for academic advancement, asking if the teacher offered tutoring or exam preparation classes (“cậu nói là cô có lớp nào ôn thi không?”). He specifically expressed interest in preparing for the “khối C” exam, which includes Geography (“thi ngôn địa lý”). The teacher learned from the class’s homeroom teacher that the student had been subtly encouraging his classmates to attend geography class and study diligently (“nó nhắc bọn họ trong sinh trong lớp đến giờ địa nhá học hành tử tế”).

Reinterpreting “Bảo Kê” and the Power of Positive Influence

The teacher initially found the notion of being “protected” by this student amusing (“cô chả nghĩ là mình được bảo kê theo kiểu như thế”). However, she realized that this “protection” wasn’t about controlling or intimidating others, but about fostering a positive learning environment. The student’s own increased engagement motivated his peers to participate and study. The narrative concludes with the understanding that the student’s positive influence extended beyond his own academic performance, creating a ripple effect within the classroom.

Synthesis

This anecdote highlights the importance of looking beyond initial perceptions of students and recognizing their potential. Strategic engagement, positive reinforcement, and acknowledging individual strengths can unlock motivation and foster a positive classroom dynamic. The case of “cậu đấy” demonstrates that even students perceived as disengaged can become powerful advocates for learning, influencing their peers in unexpected and beneficial ways. The teacher’s approach of differentiated instruction and focusing on the student’s existing knowledge proved to be a catalyst for positive change.