With the development of economy, more and more rural surplus laborers leave their hometowns and flock to cities. They have no time to take care of their children's growth and education. Due to the lack of complete family education and warmth, and the careful study guidance and management of guardians, these children have many problems in learning, psychology and body. Many children are introverted, withdrawn, self-abased, unsociable, anxious, insecure, with poor interpersonal skills, naughty and willful, impulsive, irritable, neurotic and rebellious. Most children lack initiative and consciousness in their studies, are absent-minded and deal with things; Some children are undisciplined, do not abide by rules and regulations, are late, play truant, play truant, and are obsessed with "Internet cafes". The existence of these bad habits has caused great harm to the healthy growth of the next generation, and has also brought great obstacles to class education. In order to care for the left-behind children and ensure the healthy growth of the next generation, the class teacher should try his best to undertake the task of educating the left-behind children. Then, how should the class teacher educate the left-behind children?

First of all, establish a sound mechanism and give play to the leading role of the class teacher.

First of all, the class teacher should make specific and detailed education plans and work plans for the left-behind children. Cooperate with the school to create an atmosphere of caring for the education of left-behind children, actively participate in it, put the education of left-behind children on the agenda, put it on the table, and earnestly implement it, so as to truly make the class a temporary home for left-behind children to learn culture and be a man, and play a leading role. Set up a special file for "left-behind students" in the class, open a home phone, and strengthen the contact and communication among students, parents and teachers. In addition, the class teacher can also take advantage of the opportunity of parents returning home during the Spring Festival and holidays to hold parent-teacher conferences for left-behind children, fully communicate with parents, and ask parents to communicate with their children in various ways, pay more attention to their physical and mental health, and let children realize the father's love for mother's love and form a joint force effect.

Second, the class teacher should strengthen the psychological knowledge education of the left-behind children (1) The class teacher should establish a special file for the "left-behind students" to record the address, contact number, family situation, name and contact information of the parents of the left-behind students. Pay full attention to the individual psychology and individual needs of left-behind children, record the basic situation of left-behind children and the changes in each stage, conduct individual education and compensatory education for these left-behind children, and take the initiative to contact student guardians. (2) The head teacher should cooperate with the psychological teacher and conduct psychological counseling in time to understand what the students are thinking in this way, so that on the one hand, it can make up for the emotional lack of left-behind children, on the other hand, it can better strengthen the education of students. But we must pay attention to protecting their privacy and not causing harm to students. Teachers should also look at problems and do work from the perspective of left-behind children, otherwise this work will be difficult to achieve results.

Third, change the concept, protect the lost hearts of left-behind children with real teacher love 1, care for left-behind children, and comfort their lost hearts with warmth.

First of all, the class teacher should care about the students, but also care about the left-behind students. We should pay more attention to the study, life and ideological changes of left-behind students, increase emotional input, influence them with love and affection, and do everything possible to make up for their emotional lack in the family. In addition, the head teacher should often visit home to learn about the family environment and living conditions of the left-behind students, manage and guide their problems such as food, clothing, housing, transportation and sleep, help them solve their difficulties, soothe the hearts of the left-behind children with real teacher love, and let them rely on their parents and teachers, so as to achieve the goal of "loyalty to teachers". Finally, a group assistance activity with the theme of "left-behind students" was carried out, and each teacher was asked to help 1 2 poor left-behind students, so as to set an example of self-improvement, diligence and discipline for left-behind students and drive all students to make progress together. In the class, we celebrate the birthday of the left-behind students, sing birthday songs, send small gifts and send blessings. 2. Treat left-behind children as relatives and be close to their hearts.

The head teacher should change his ideas, not only be a good teacher of students' knowledge, but also play the role of comforter of students' hearts.

The head teacher should bend down and walk into the deep thoughts of left-behind children. Due to long-term separation from their parents, left-behind children cannot express their true happiness, troubles, loneliness and pain in time. Some children choose surfing the Internet and unhealthy books as emotional substitutes, which will cause great mental health problems for children. At this time, the head teacher should bend down, go deep into the hearts of left-behind children, understand their thoughts and needs, communicate with them in a targeted way, let sincere words open his heart, and let students feel that you are trustworthy, so as to tell you the truth and accept your truth. He can recognize his shortcomings and get rid of his bad behavior.

The head teacher should put down his airs and walk into the real life of left-behind children. The care of grandparents is often only to meet the food and clothing needs of left-behind children, and little attention is paid to their learning and growth. At this time, the head teacher should put down his airs, walk into the real life of left-behind children, understand his family situation, and take the initiative to take care of their lives while communicating with guardians. Even if it is an encouraging look and a knowing smile, the child will be very happy. He will feel from the heart that you are an amiable teacher and friend, and will also repay your excellent performance. The class teacher should nourish the left-behind children with beautiful words and deeds. For the left-behind children who lack affection, the education of the class teacher should be "gentle drizzle", touching him with kind words and infecting him with sincere feelings. The class teacher shall not use corporal punishment, satire, sarcasm or paternalism. In this way, students will feel that they have not been respected, understood, trusted and tolerated, will feel ashamed, inferior, enterprising and rebellious, and will only get farther and farther away from you. 3. Look at the problem of left-behind children with a broad mind.

There are many factors that affect the healthy growth of left-behind children, and the class teacher should have a broad mind to deal with the problems of left-behind children. Those children who have formed bad behavior habits will inevitably have repeated phenomena. The class teacher should treat it calmly, help the children analyze the reasons carefully, inspire them to correct their mistakes in time, avoid impatience and give up all their previous efforts.

Fourth, give full play to the special role of the class collective in the education of left-behind children 1. In view of the fact that the class pays more attention to "commonness" and ignores the special group or individual of left-behind children, we should give full play to the educational management function of the class teacher. The head teacher should give special care to these left-behind children, care about their family, life, study and confusion, enter them more, accept them more, and form a warm and relaxed growth and learning environment with the help of the class collective, so that the left-behind children can truly feel the warmth of the class collective, thus making up for the lack of affection caused by staying behind. 2. Carrying out various meaningful class collective activities and encouraging left-behind children to participate in and cooperate with other students will make left-behind children feel that they are also members of the class collective, thus generating a sense of belonging psychologically. Through activities, we can enhance the feelings of getting along with classmates, experience the happiness of life, experience the friendship between classmates and teachers and students, cultivate their team spirit and experience the happiness of helping others. At the same time, it can cultivate their abilities in all aspects and improve their self-confidence and self-esteem in activities. Gained a sense of accomplishment, making colorful activities a paradise for left-behind children to grow up. 3. Set up a "love group" for left-behind children, with class cadres and outstanding students as members. Each of them will pair up with one or two left-behind students to help them in life and study, so that they can encourage each other, care for each other and help each other.

Fifth, strengthen contact with society and pay attention to left-behind children together.

The problem of left-behind children cannot be fundamentally solved by the education of the class teacher alone. While doing well in the school, we should actively strive for educational resources outside the school. For example, we should strive for out-of-school education forces to implement education, such as hiring out-of-school counselors to play the role of old party member and old teachers around left-behind children and ask them to help manage and look after them. It also needs the active cooperation and common concern of the whole society, establishes an educational monitoring system for left-behind children in rural areas, mobilizes all available educational resources and cares for left-behind children. Efforts should be made to form a four-level linkage education network among government, village committees, schools and families, so as to create a strong caring atmosphere and a good social environment for the healthy growth of young students.

In a word, the education of left-behind children is an increasingly prominent social problem and a new topic for our education. We should be responsible for every child and give more care and care to these most vulnerable children.