Tolerance should be moderate. We recognize the silent education function of tolerance education, and advocate that students should be cared and managed with "human culture", pay more attention to their "advantages" and "strengths" and tolerate their mistakes. Appropriate tolerance can build a warm psychological home for students and make them correct their mistakes. Endless tolerance will turn into tolerance, accommodation and even connivance for students' bad behavior. If we blindly "tolerate" students' bad behavior, on the one hand, these students will lose their moral cognition and moral orientation. Not only do they not realize that this is the teacher's respect for themselves, but also their positive expectation to improve their "bad behavior". On the contrary, they will misunderstand that this is the teacher's intention to "favor" and "shield" themselves, which invisibly makes these students feel "superior" and then "push your luck". On the other hand, this practice will also have a negative impact on the education of other students, leading to the general psychological dependence and interaction on the stereotype of "bad behavior-tolerant education", as well as contempt and doubt on the binding force of school rules and regulations and national laws, which will inevitably reduce the reliability and effectiveness of education.
Tolerance should seize the opportunity. Tolerance is also an art, so choose a good time. If tolerance is abused when conditions are not mature, its educational effect will be greatly reduced. "Chen Wen" mentioned that although President Chen has taken a tolerant attitude towards "problem" students many times (including paying the cigarettes owed to others). ), all failed. The following two changes were brought about by the school seizing the favorable opportunity of tolerance education: first, when students were in danger of being detained for fighting, they felt afraid and regretted; The second is to use the incident that "he was ill in hospital when he was a child" to impress him the most. When carrying out tolerance education, we should be good at creating and using effective opportunities that can promote students' transformation and awakening (that is, the embarrassing and angry situations in education focus on students' moral cognition contradictions or confusion), so that they can truly understand and feel the care, consideration and expectation of teachers. Only in this way can students gradually "internalize" the effect of tolerance education into conscious action.
Tolerance should be concrete and different. Tolerance is like a dose of medicine, even if the curative effect is excellent, it should have its specific scope of application and users, and it does not have unlimited "broad-spectrum" curative effect. Considering the individual differences of students, tolerance education should also suit the remedy to the case-it varies from person to person and from thing to thing. For those students with strong self-esteem, good grades and poor self-confidence, we should be more tolerant and understanding (their occasional bad performance may be caused by some specific factors), so as to get rid of the psychological pressure of inferiority and stimulate their desire and motivation to correct their mistakes. If you criticize without asking the reason, it will hurt their self-esteem and reduce the educational effect. For those "problem students" who have been arrogant, stubborn and outstanding in personality, blind tolerance may not be effective, but it may be counterproductive. At the same time, we must distinguish between bad behavior and subjective motivation. In moral will, moral motivation occupies a prominent position. If its bad behavior is caused by subjective "intentional", it is absolutely intolerable!
Tolerance should be combined with severity. Tolerance is not a panacea for all diseases, but a means to implement education. On the premise of tolerance education for students, a certain degree of criticism is essential, which is the concrete embodiment of the principle of "combining kindness with prestige" in pedagogy. The reason why the students in the aforementioned "Chen Wen" education case changed is mainly due to the intervention of the "police force" of the police station ("harsh education"). Tolerance and severe criticism are two different ways and means to embody the strengthening function of education. Tolerance can make students expect positive reinforcement (positive reinforcement), while severe criticism (punishment) can make students expect negative reinforcement (negative reinforcement) without doing certain behaviors. Both of them will have a good result.