Becoming intimate friends of new teachers is the premise of effective training and guidance for new teachers. Only by resonating emotionally can we produce good results in specific guidance.

First of all, we should give the new teacher a good first impression. No matter what day the new teacher is interviewed, he will take up his post on Tuesday and come to the office on Wednesday after the personnel training. What needs to be noted here is that we often ignore the first impression given by the teaching and research team leader to the new teacher. The work of the teaching and research team leader is busy, but when the new teacher arrives at the office, we must put down our work and communicate with the new teacher patiently and meticulously.

Second, give them warmth in details.

Some new teachers live in other places and are afraid of strange environments. Our team leader should take the lead in giving them warmth in the details of life and become their trustworthy person, so that the guidance work can be carried out in a harmonious environment and the new teachers will be willing to bring up the problems encountered in teaching for discussion.

Third, always remember the power of example.

As the teaching and research team leader, we are also role models for new teachers. We usually have more teachers, so our words and deeds and mentality are very important. Our mental outlook will affect them very directly. So always remember the power of example and be strict with yourself.

Fourth, communication skills are also very important.

Usually, we should find more bright spots in new teachers, and encourage and praise them more. Not difficult. The difficult thing is how to communicate with them when there are problems in their work. To put it mildly, it won't make any difference; I'm serious, but I'm afraid of hitting them. And in the process of making friends with new teachers, we should always keep a sense of proportion, because too close is easy to make our work impossible.

We found that the new teacher couldn't do well in his work. What should he do when he doesn't take the initiative? Next, I will talk about the case of xu teacher. Xu teacher is an excellent teacher. She did well in class. Usually, we will sort out some materials for new teachers in the group, which is also an important part of their learning and knowledge growth. However, I found that xu teacher was a little emotional and not active in information management, but I didn't say anything in public. But when we "date" alone, I first care about her personal life and then ask her how she feels at work. Does she feel busy? Have you ever been too busy? She also expressed her thoughts frankly. She feels that the work of sorting out information is very complicated and tiring. I didn't continue this topic. Instead, I asked her if she wanted to stay in Tengfei. She said that she liked the soaring working environment and wanted to stay.

Guide the work in a planned and targeted manner.

The training of new teachers must be carried out step by step as planned, and after completing the corresponding steps, there must be corresponding testing and passing standards.

In a planned way:

Planning is our very important premise.

The probationary period of the new teacher is two months, that is, eight weeks. The content of learning is mainly divided into three parts. The first part is to sort out and summarize the knowledge points. The second part is to attend classes, learn different styles of different teachers, and determine the route that suits you under the premise of imitation; The third part is the actual combat drill, which is the process of imitation and teaching, so that new teachers can find better themselves in the practice process.

How does the first part work? We will send the eight-week training plan to the new teacher at the beginning. It has what they need to do every day and the date of evaluation.

This is the training plan of our English group. In the plan, our English group asked the new teacher to sort out the important and difficult points of the school synchronous teaching materials, from grade three to grade three. This is the best way to get familiar with the textbook, so that new teachers can clearly understand the knowledge points of the school without contacting students, and lay the foundation for the expansion of new concepts (1) and (2) of our theme textbook in the future. The way of assessment is to let the teacher do the final exam or the junior high school entrance exam. In addition, it is necessary to sort out the new concepts (1) and (2) of key textbooks, emphasize the difficulties and recite the text.

It is especially important to mention here that new teachers must find out which unit this knowledge point appears in synchronous textbooks of several grades in the process of focusing on new concepts, which is very helpful for their later teaching.

The second part is our weekend lecture, and we will adopt a special lecture form. Let's take a look at this part of the training, which I personally attach great importance to, because it can not only familiarize new teachers with the class process, but also exercise their independent thinking ability. In addition, we can also see the state of our old teacher's class from the lecture form, which is a good way to get twice the result with half the effort.

I will make an appointment with my new teacher at 3 pm every Sunday. In addition to testing the completion of their tasks within a week. I will also talk frankly with them about their work this week:

What is the biggest gain from this week's work? What is the happiest thing? Do you like our working atmosphere? Did you encounter any difficulties? Can I help you?

The headmaster must be familiar with these problems. These are four questions that parents ask their children at the dinner table. In fact, training new teachers is just like training children, isn't it?

Evaluation stage:

We require the new teacher to take six classes before applying for evaluation. These six classes are mainly imitations, with special recording and grading methods, which also allow new teachers to see their growth.

These six classes are imitation classes. We will ask new teachers to do PPT by themselves and encourage new teachers to innovate. After six imitation classes, the evaluation form can be bound into a book, which is convenient for the principal to see the assessment status of the new teacher at a glance and also let the new teacher see his growth.

I want to mention some points for attention of the new teacher in class.

First, commenting on new teachers can let new teachers comment on each other after class, encourage them to participate and think, or let key teachers comment.

However, key teachers should pay special attention to two situations when commenting:

1. Comments focused on encouragement will raise one or two questions.

2. Critical comments, directly comment on the problems in the classroom. Therefore, the head of the teaching and research group should pay attention to the fact that the new teacher needs to help all English teachers with a private lesson before class. This can reduce their nervousness, and also prevent them from being frustrated after class, which will hurt their self-confidence.

Second, every new teacher has his own advantages and disadvantages in teaching. We need to affirm their advantages, encourage them more, enhance their self-confidence in teaching, let them carry forward these advantages in future teaching, and then point out one or two shortcomings for them to correct.

Third, while pointing out the problems, we should give solutions. In addition, we must grasp the main problems and point out that too many new teachers can't correct them at once, which will also hurt their confidence.

Fourth, our teaching and research team leader should have a correct attitude. The progress of new teachers needs a process and cannot be rushed. We should remember the truth that "haste makes waste".

Infiltrate training and guidance into all aspects of teaching and research activities.

Grasp all aspects of teaching and research activities. Guidance can be reflected everywhere in the activity, and there is no need to deliberately guide. It is necessary to combine explicit guidance with implicit guidance, so that guidance can moisten things silently.

First, give play to the role of collective lesson preparation. Let the new teachers make unified teaching plans, teaching arrangements and test papers, so that they can benefit from the whole teaching process.

Second, give play to the role of class evaluation and encourage newcomers to take the initiative to evaluate classes after class. When they have new ideas and good ideas, they should be encouraged in time.

Third, let new teachers participate in the collation of teaching and research materials in groups, and they can also learn different teaching methods and ideas in the process of collation.

Fourth, encourage new teachers to participate in and preside over teaching and research activities, help them do their preliminary work well, don't blame them for difficulties or mistakes, and let them grow up in setbacks.

Fifth, the probation period of our new teacher is two months. Being admitted does not mean that the exam for our teaching and research team leader is over. We should also pay attention to their class status and mentality and chat with them often. If a new teacher enters the branch school, he should also maintain good communication with the principal of the branch school.

Finally, I want to tell you that it is not easy to train an excellent new teacher. The new teacher is an excellent seed. We are sunshine, air, soil and fertilizer. Let them take root in our training, blossom beautiful flowers and bear fruitful fruits.