Little Z is a tall boy, who has been training wooden balls and is the national champion of wooden balls. When I was divided into classes in grade three, I was quite complacent. Anyway, I am the class teacher who picked up a ready-made national champion.

Therefore, I have always been very concerned about Xiao Z. Because of the particularity of wooden ball, the wooden ball special student of Zhengshi Middle School can apply, so the first concern is his grades. After the mid-term examination in culture class, the Z score is not ideal, which is far from the admission score of wooden ball special students. I am worried about him in my heart. I have talked to him several times, and he will listen carefully, but he will never change.

At the beginning of the incident, it was the first parent-teacher meeting in grade three. Xiao Z's mother stayed after the parent-teacher conference, but they all communicated with me, saying that from all the signs of Xiao Z, she felt that he was in love and asked me what to do. what can I do? I can only explain to my parents that this is not puppy love. Don't label children, be sure first. What's more, adolescence is not puppy love, but a good impression of the opposite sex.

After appeasing my parents, I pay more attention to the school situation of Xiao Z: I always look like I can't wake up in class. In the morning, I had a eyelid fight and listened to Chinese class. In the afternoon, I fell asleep directly on my desk. During recess, I am always active in corridors, classrooms of other classes, toilets and places to fetch water. There is no sign of heterosexual contact, but it is true that the mind is not studying.

Through the unexpected events of the sports meeting, I asked him alone on the playground: He has a girlfriend, so, who is your girlfriend? Xiao Z looked at me in surprise, bowed his head and shyly admitted that it was XXX. There was no other meaning together, just chatting, because everyone played cricket, got along well and spent more time. Of course, the result of this episode is that Z told me to break up. Admittedly, I don't believe his so-called "breakup". But I usually pay more attention to him. The only discovery is that after several conversations, the phenomenon of dozing off in class has eased, but the class is still a sleepy red-eyed rabbit. The frequency of going to the toilet and fetching water between classes is high; Homework plagiarism seems to be more serious, and so on.

Until one day, watching him lazily practice this running skipping (he had been practicing wooden balls before, and didn't participate in skipping running training with the class), I knew that he was intentional. It's a piece of cake for him to run 600 meters in two minutes and fifteen seconds, but he just bounced around the playground with a long face.

Back in the classroom, I called him out and asked him: Do you want to take the wooden ball test?

He looked at me hesitantly: I think …

I quickly said: this is not a question of whether I want it or not, but a question of whether I want it or not! Do you want to take an exam?

He: Me. ...

I pointed to the 20 15 high school admission score posted at the door of the office and said, go and see for yourself. Your mid-term exam results have already come out. Go and compare it. Can you go in?

He suddenly changed his face and stopped at all: I'm not going!

I asked him: Why not go?

He replied to me: don't look, you will definitely fail the exam!

I asked: What are you going to do?

He replied angrily: I won't take the exam!

I can only explain patiently: you don't have to tell me emotionally that you won't take the exam. Whether to take the exam or not is your business, not mine. I'll show you the score, so that you can understand the difference between your total score and the admission score. In the face of such a gap, what efforts should you make, to what extent, measure and estimate yourself, and how many points you need to improve in each course to reach this admission score. Your future is up to you. You don't need to reply to me now. Think about it yourself, calm down and discuss it with your parents. Give me an answer tomorrow: if you decide to take an examination of the wooden ball special students, then take it back to study and continue the wooden ball training in the morning; Quit from the wooden team without taking the exam and join the senior high school entrance examination sports team. Don't spend any more time on wooden balls. Think about it yourself.

After a class, Xiao Z came into my office and said, Teacher, I'm going to take an examination of the wooden ball special students. I will try my best! I replied with a smile: it's easy to say, please show your attitude and action! He left a message: OK. Leave my office.

With Z gone, I began to reflect on my behavior. I am really angry and anxious for his kindness, laziness and irresponsibility, so my words are inevitably fierce and my eyes are a little more severe. Students can't understand the meaning behind the language well, so they can only get the most obvious information in an intuitive way.

Indeed, I didn't laugh when I was talking to Z. I won't even let myself be angry with him. Although I saw him fooling around a second ago, my heart was burning with anger, but when I was talking to him, my anger flowed out of my face unnaturally and from the speed of my speech. So the first message Xiao Z collected was that I opposed his practice of wooden ball. I don't think he could be admitted to Zhengshi Middle School.

I also began to reflect on my attitude towards Chinese class representatives. For the class representative, I have always advocated highlighting his importance and safeguarding his authority. Although I think so, I may have reacted in and out of the classroom. For example, I always "wronged" my class representative in class and borrowed the name of the class representative when giving bad examples; When all the students can't meet my requirements, I always publicly "blame" my class representative; When any task is not completed on time, I always frown unconsciously when I ask the class representative to inform me otherwise. Although "pointing", "giving examples" and "frowning" are occasional and casual, smart children can always catch them, and then I always feel that my class representatives will become more and more accustomed to "bowing their heads" in the later stage.

I remember on the stairs, once a junior girl met me and said "Hello, teacher". I gave her a "hello" smile, and then I heard the students' surprised voice when she ran away: the teacher actually gave it back to me! The teacher smiled at me!

At this moment, I suddenly felt that as a teacher, I really should pay attention to my words and deeds, especially my expression and tone. Because of your casual frown, a casual whisper falls in the child's mind, but it will set off waves.

Teacher, please pay attention to your expression!