Title i [premise]: the teacher's response to emergencies is one: the type of “natural disaster” from a classroom emergency is not closed, so it is impossible for classroom teaching to be completely isolated from the outside world and to learn in a “vacuum”. For example, there's a class in which a car outside the room is running through, or when the weather changes dramatically, it affects the indoor light, or the bee birds fly into the classroom as “infrequent guests”, and the "squeaks" continue, and when they do, the classroom may be a mess, especially in the lower class. “manual neglect” may be felt by teachers themselves, with a class, however well prepared it may be, sometimes unexpected in the classroom. For example, one of the teaching tools is forgotten; when multimedia is used, computers suddenly fail, especially before open classes, teachers are prepared enough, over and over and over and over and over and over, pick out the teaching aids, calculate the time of each link, but sometimes the bigger the occasion, the more unexpected emergencies occur. “ten-face ambushes” are caused by a variety of factors that affect the normal conduct of the classroom in the course of a classroom in which students are injured. For example, in the classroom, there was an accidental injury to the child as a result of the excessive play, or an altercation between students due to the unequal distribution of the two groups, or some naughty students who deliberately caused confusion in class. Out-of-the-clock visitors in the “off-the-clock” class, such as parents with new students, peer-to-peer leaders, or superior leaders, conduct screenings. Ii. Treatment of class emergencies is done in a cold-treated, hot-treatment way: teachers are treated in a more calm manner in the face of occasional incidents. The usual cold treatment methods are dispersing, swapping and shifting. The teachers “disperse” the focus of the entire class from occasional events to avoid events that continue to be the focus of attention. In exchange, teachers skilfully turn events into educational material, using facts to inspire students. The shift is to be made by teachers in an innovative way to direct pupils ' attention centres to the directions they have set. (a) teachers should be gentle and timely in recognizing errors and in making the natural transition to the original teaching process for adverse effects caused by their own negligence and carelessness, such as classroom disturbances caused by miswords, pronunciation, etc. • teachers are seriously critical of certain incidents while fighting iron, educating and decisively stopping them, and then turning to the issue as soon as possible. This treatment is primarily directed at serious breaches of class order and repeated discipline. This approach should be applied with care: (1) not to interrupt teaching for long periods. (2) criticism should be clear and unequivocal, without rude and threatening language, and avoid the phenomenon of “top bulls”. (3) criticism should be centred around one centre, not on multiple sides, paying particular attention to the “wave effect”, i. E. Not to reach the class by accusing a student. (4) teachers should avoid harsh and emotional accusations. Iii. Classroom critical incident management cases (1) natural disaster cases attracted the attention of all students at once. Such incidents should be handled coldly: 1. Teachers can use the exchange-rate method to stop classes, open doors and windows, release insects or kill insects. And then it's funny to say that even the bugs want to come and study, and that learning itself is interesting and attractive. Let's cherish our time and learn. Let's continue. Such treatment builds the ability of students to exclude interference with their studies. Teachers can use the shift to tell students that we can run a race that is better than who can resist interference and see who can take the lesson more seriously in cases of interference. In case of sudden power outages, the students should be appeased, they should be prevented from moving around at will, and they should be encouraged to play games that they do not normally have the opportunity to play in the dark. If you can close your eyes, you can play or teach them to read words. Or the teacher comes quietly to a student, lets one of the students speak words, lets the others guess. First, teachers need to raise their volume, and they can take a cold-treatment shift, so that students can read their books loud and loud and compete better than they can see who. This will stimulate interest and refocus attention on learning. (2) in cases of human negligence, such questions should be dealt with in a mild manner: first, they should be recognized by the students who have asked the questions and be commended for their thoughtful behaviour, then they should be used as an after-school exercise, so that the students can come home and find their answers and speak together during the next class. There are questions that can be explained directly to the students, and there are many ways to explain the knowledge point, and the teachers go back and find out what the professor is, and tell you to live and learn from it, to learn from it, to ask it without knowing it at all times. When a problem is discovered in writing, it is possible to change it in a timely manner, by asking questions in a form that is deliberately misspoken or miswritten, in order to impress the students. The education of teachers is essential, especially in case of emergencies in the classroom. What is referred to here as “smart” is an immediate solution. If you forget your teaching aids in public classes, you can draw graphics on the blackboard, either locally or directly. If the teaching aids are not part of the same day's teaching, they may be adapted in due course. An acting head of class should first be found inside the class to receive a lecture, or to do a subject or examination, and then a teacher who does not have a course should be asked to supervise (3) the case handling method of ambush: a competitive mechanism could be used to exercise some control, for example, a group going to the toilet would be suspended or another set of points added. It is also possible to provide that there are no sticker incentives for going to the toilet during classes. But it has to be specific
