In school, many class teachers think that the management of students with excellent academic performance is relatively easy, while the education of underachievers is very difficult for many teachers. Once upon a time, as teachers, especially class teachers, we often complained about how weird these students were, how heartless they were, and even called them stupid. As we all know, there are no bad children, only bad education. Therefore, for teachers, especially class teachers, it is a subject worth studying. Underachievers usually refer to those students who are temporarily behind in their studies or behaviors. This kind of students have a negative impact on the normal development of class work, especially those with poor learning and moral character. So what? I think we can start from the following aspects: 1. Full of love and trust for them. Daisaku Ikeda, a Japanese educator, said: "Extending the hand of love is talent education." Love can stimulate students' interest, on the contrary, it may annihilate students' genius. We should adhere to the working methods of more praise, less naming and criticizing in public and positive guidance. We should give care to the underachiever from life and make him feel warm. Practice has proved that the effect is often better. From the psychological needs of students, love and trust are what they want most. Students are eager to grow up in an environment full of love and trust. Bing Xin, a writer, said that love is the premise and the foundation of education. Without love, there is no education. Teacher's intimacy can arouse students' intimacy. Teachers should care about underachievers with enthusiasm and sincerity, and help them in time whenever they have difficulties. Through group activities, cultivate the spirit of mutual assistance and friendship, let them feel the warmth of the group and study with peace of mind. Our teacher should care about poor students as much as fire fighting and disaster relief, and help them in time. Just gnashing curses and resentment can't achieve the goal of turning saboteurs into builders. If the class teacher can treat the underachievers with heartfelt love and trust, and be good at discovering their strengths and highlights, especially when they have made progress, even a little progress, they should be praised and affirmed in time, with more rain and dew and less wind and frost, to stimulate their self-motivation, thus promoting the underachievers to move forward on a good development track. 2. Communicate with underachievers and be their intimate friends. Emotion is a key to open students' hearts. Educator Xia Gaizun once said, "Without love, education would be a backwater." The head teacher must always spare some time to go deep into the study life of the underachievers inside and outside the school, make extensive contact with them, give them a hundred times of patience and meticulous care, understand their inner world and ideological trends, and be their bosom friends. Help underachievers overcome difficulties in study and life, and communicate with them more emotionally. This way of talking is often topic-free and easy-going, which can arouse strong emotional waves in students' hearts and make students feel close to their teachers, thus eliminating fear, removing psychological defense lines and further harmonizing the relationship between teachers and students. Then the students will regard you as a bosom friend and tell you what they think, so that you can help them make suggestions and find ways, and you will also know their personality characteristics and hobbies in your daily study and life, so that there is an underachiever named Jeff in our class, who often can't finish his homework, fails every exam and always bothers other students in every class. So I often talk to her alone, understand her ideological trends, analyze the harm of her behavior to the class, and let her understand and overcome herself. Any slight progress should be praised immediately, and besides criticism, she should be given a chance to correct her mistakes. Now her academic performance has made great progress. She can finish her homework on time every time and observe discipline in class. Third, we should strive for the cooperation of class cadres and parents. Students' living environment is mainly school, but social environment and family environment sometimes have greater influence on students than school education. The growth period of students is an important period in which the world outlook is gradually formed. Although they demand progress, they are not good at distinguishing right from wrong, good from evil, beauty from ugliness because of their young age and inexperience, and may even be infected with some bad thoughts and habits. Therefore, the head teacher should investigate and understand the student cadres, parents and teachers, strive for the cooperation of all aspects, find appropriate ways to educate students, let advanced students spread knowledge and advanced ideas to backward students, and do a good job in transforming backward students, so as to drive more and more students to grow and progress together. Fourth, we should respect them. When the mother picks up the crying baby, the crying will come to an abrupt end. This is his subconscious hope to get his mother's attention. The same is true for students, who also want to be respected by teachers. Suhomlinski, an educator in the former Soviet Union, said: "Self-esteem is the most sensitive corner of teenagers' psychology, the potential force for students' progress, the driving force for progress, the upward energy and a noble and pure psychological quality." This shows that maintaining students' self-esteem is the premise of doing a good job of underachievers. The self-esteem of underachievers is sometimes strong and sometimes weak. Teachers should protect their "extremely fragile self-esteem" accordingly. As Suhomlinski said, we should be as cautious as dew on a trembling rose, give enthusiastic support to their reasonable demands and affirm their little progress. Teachers should not only respect underachievers themselves and protect their self-esteem, but also educate other students to respect underachievers and treat them equally. They must not be sarcastic, sarcastic or attack them. They should keep a good relationship with their classmates, help each other and make progress together. In education and teaching activities, if teachers find that students have done something wrong, they will hate iron and refuse to actively guide them, but blindly reprimand, blame and complain to parents, which will not only hurt students' self-esteem, but also easily lead to rebellious psychology, even rebellious psychology. So pay attention to guidance when talking to students. Wei Shusheng, a famous educator, said: "It is not difficult to criticize, blame or criticize a series of mistakes in front of students who make mistakes, but it is necessary to find out the negative side of his mistakes-strengths, so as to find the nemesis of mistakes." In fact, many underachievers, like most students, deeply hope to be comforted, protected, understood and respected by their parents, teachers, classmates and society. Redouble your efforts, catch up as soon as possible, and take off the hat of underachievers. However, due to unsatisfactory academic performance or repeated mistakes, they are often criticized, ridiculed, sarcastic, reprimanded, beaten and punished by teachers and parents, and are often given a cold shoulder, which greatly damages their personality and self-esteem, breeds antagonism with schools, families, teachers and parents, and thinks that they will be looked down upon anyway. As a result, they lost their motivation and formed an inferiority complex. They believe that instead of getting care and warmth from parents and teachers, it is better to seek compensation for lost "love" from outside the school and society. Enhance some "forces" by making friends like buddies. In a sense, the inferiority mentality of underachievers is to change the status quo and seek respect. It can be said that there is no sense of inferiority without self-esteem, and inferiority is a tortuous psychological reflection of self-esteem. To make progress requires hard work and painful choices, and their long-term bad habits of laziness, fear of hard mental work and lack of perseverance have caused psychological defects of weak will. Therefore, in the process of development, the contradiction between self-motivation and inertia is intertwined. Once you encounter insurmountable difficulties, you will retreat, retreat, lose the courage and confidence to move forward, and often relapse. Repetition of bad behavior habits. The class teacher must patiently grasp the opportunity, patiently carry out ideological education, seize the students' bright spots, praise them in time, and keep expanding. Last semester, there was a transfer student in my class who was introverted and had poor academic performance. Inferiority kept him away from the group. How to change his situation? I specially arranged a class cadre to help him. I didn't expect the class cadre to come to me crying the next day, saying that he had scolded her. I called him and asked him why. Unexpectedly, he snorted gently and said, "I don't want your pity!" " "I was shocked and suddenly realized that what he really needed was not formal concern, but a kind of heartfelt respect, so that he could discover his own advantages and gradually eliminate his inferiority. So I watched him secretly. Once, a stool in the class was broken. I found him home and quietly repaired the stool with tools. I praised him on the spot, and he blushed for the first time. From then on, his classmates invited him to play together more actively, and he no longer refused, because at this time he felt the respect of his teachers and classmates. 5. Treat them with tolerance. Tolerance is not forbearance, let alone connivance. Only when we find that children have done something wrong, we should first treat their mistakes with tolerance, and talk about the problem from different angles of children and adults, so that children can understand what they can and cannot do. Of course, everything has a process. Children should be given a process of studying hard and getting better. It's not easy to learn well alone. Students who fall behind because of naughty behavior are unruly, mischievous, do not accept the dignity of teachers, and sometimes even attack teachers. These are the reflections of their personalities, among which, they are likely to have creative potential. Therefore, the head teacher must not hate, criticize or attack, even if the teacher can't step down sometimes, he should tolerate, love and teach patiently, so as not to suppress talents. For those who fall behind because of poor academic performance, we should be more concerned and patient, make them believe that this is temporary, explore their bright spots, overcome their inferiority complex, don't give up on themselves because of temporary poor academic performance, cultivate their healthy psychology, and believe that they will burst into certain creative talents sooner or later. To this end, we should change the traditional concept of educating people, change the condescending habit of teachers, love every student, and believe that every student can succeed. Underachievers mostly lack correct and strong learning motivation, are not interested in learning and enterprising, and are mostly passive and blind. Most underachievers want to learn knowledge because they have not mastered the basic knowledge, but they can't learn it well. Over time, they turned their interest to spontaneity and spontaneity, turned to low-level, narrow and short-term aspects, and always felt a sense of mystery about some things. I always want to experience it personally, showing a strong guessing mentality. The more restrictions you set, the more mysterious and novel he feels, and the more he wants to find out. If we teachers can understand these psychological contradictions of underachievers and understand them more, sometimes we will not have the psychology of hating iron and not turning into steel, and we will be more tolerant and sincere about underachievers, because underachievers have long been used to yelling, criticizing and mocking, so we care about them with sincerity and respect, which can impress their hearts more. Teachers' respect, understanding, trust and care for students are the key to open students' hearts and the bridge to communicate teachers' and students' feelings. In the case of psychological compatibility, education is like spring breeze and rain. I think that if you are a qualified class teacher, you should win the trust of students with your sincerity, influence students with your enthusiasm and influence students with your personality charm. Sixth, enhance your self-confidence. As class teachers, we always don't like "underachievers" at all, whether we show it or not. Can't underachievers become talents? No, either. The childhood stories of Edison, Einstein, Hua and many other great men are enough to sober us up. As teachers, we should actively tap the potential and specialties of underachievers and create opportunities for them to express themselves in various ways. Organize various competitions and activities according to your hobbies, so that you can show your talents in the activities and get an emotional experience that is respected by others. This positive emotional experience makes them more motivated and confident. The shortcomings of underachievers often mask their advantages. This requires teachers to use magnifying glasses and microscopes to discover their advantages and advantages. Praise and fully affirm their bright spots, even small progress, because it can enhance their self-confidence. James, a famous American writer, famously said that "the most essential desire in human nature is to be appreciated", which fully shows the charm of this unique educational model of praise. Praise can stimulate students' positive strength to some extent. If teachers can give students praise and encouragement in time, it will enhance their self-confidence. An important reason why underachievers become underachievers is lack of self-confidence. Self-confidence is the key to success and the foundation to tap their potential. Facts have proved that the joy and satisfaction after success is the power to generate self-confidence. Only with self-confidence can we compete and make positive progress. So I try my best to create opportunities and conditions for underachievers, let them feel the joy of success, let them answer simple questions and lay more foundation in class, so as to get more affirmation and praise and arouse their enthusiasm. In extracurricular activities, I do everything possible to provide a stage for underachievers to show their abilities, encourage them to participate in the competition, let them experience success, enhance their self-confidence, stimulate their internal drive, and enhance their sense of competition and enterprising spirit. There is a student in my class, Li Manman. Her grades are always at the bottom of the class. She never raises her hand to speak in class. When the teacher asked her to talk, she always stood up without saying a word and asked her again without saying a word. Once, I asked a very simple question and deliberately asked her to answer it. See Li Manman stood up slowly, showing an awkward appearance. At this time, I kindly encouraged her to say, "Don't be afraid, the teacher believes that you will get the correct answer, and you should also believe in yourself." Everyone looked at Li Manman with expectant eyes, and she finally mustered the greatest courage and faltered out the answer. I immediately affirmed her answer and praised it, and the whole class applauded warmly. Li Manman tasted the joy of success and began to build up confidence. At first, she just raised her hand quietly. I seized the opportunity to give her more opportunities to answer questions. Gradually, Li Manman became more and more active. Every time she asks a question, she tries to answer it. After class, I often chat with her, make friends with her, and help her overcome her learning difficulties with my classmates. Through the joint efforts of everyone, the student's grades have made obvious progress. Of course, the work of educating underachievers is very important, but it is also a difficult problem. "Rome was not built in a day", and it is not a one-off event to transform underachievers. In the spirit of step by step, pay attention to the ways and means of work, observe from time to time, remind frequently, encourage more, grasp repeatedly and grasp repeatedly, so that the underachievers, a special group of students, can step out of the ranks of underachievers and constantly improve and perfect themselves.