On The "Butterfly Effect" In Classrooms

"OK"-evaluation in classrooms refers to teachers' affirming, praising, and encouraging to students answers in teaching process. It includes three levels: affirmation is a simple recognition; praise is the positive assessment to students; encouragement is more concerned to the future than the praise, focusing on strengthening the success of students, and showing specific mistakes what students need to improve. "OK"-evaluation in classrooms often becomes the "Butterfly" in the primary schools' classes, generally functioning as "Butterfly Effect" to students' development, that means it often support students' development unexpected in their lives.It is regrettable that not all "OK"-evaluation in classrooms can play a positive "Butterfly Effect" in primary school teaching. By interviewing teachers, students, leaders of primary schools, leaders of training institutions, teachers of Normal colleges, and observing on-site in the primary school classrooms, together with reflective to my own teaching, some common problems in terms of "OK"-evaluation were found: everybody says "good" in teaching process; students' attitudes to the "OK"-evaluation are different tremendously; teachers feel inability, trainers divergent about it; and managers evaluate it without valid standards.Many factors leads to these problems of "OK"-evaluation in primary school classrooms: a considerable number of teachers adopt this type of evaluation blindly without profound understanding of some key concepts, which leading to mistake operation and the depreciation of the "OK"-evaluation in classrooms. Teachers are the first parishioners in classrooms so that they have an unshakable responsibility about the problem, because their conceptions in terms of respecting students, relationship between teachers and students, evaluation and evaluating technology are not correct., training departments and their managers should also be blamed, the reasons includes curriculum of normal colleges is not qualified to the teaching in primary schools; various departments only focus on theoretical knowledge in training, and practical knowledge is missed; Primary schools' manage is not effective or inability, and other issues.In order to make the "OK"-evaluation truly functioning in students development, and become a real "Butterfly" in classrooms, it is necessary for every participants' effort: teachers should learn from the famous teachers' successful assessing experiences, reflect the wonderful teaching cases, imitate some good paradigm, and master some strategies of the "OK"-evaluation, and finally build their own "OK"-evaluation in classrooms; Training sectors should not only pass some knowledge or conceptions to teachers, but also teach them some operating strategies of the "OK"-evaluation, and motivate them self-reflecting, self-improving in practice as well; Managers should manage the "OK"-evaluation in classrooms by using a combining evaluation method which integrates the subjective "5 point" evaluation and the objective form evaluation.