First, set the game situation to stimulate children's interest in actively following the routine.
Games are children's nature and favorite activities. They are in line with children's physiological development level and can meet children's needs. Cultivating children's good behavior through games can really get twice the result with half the effort. If the teacher's empty talk can only arouse children's resistance and make them feel bored, especially children in small classes, by setting up game situations, children can be interested in actively observing routines and let them unconsciously accept correct behavior concepts in games, which will be much easier for children to accept. In kindergarten, taking a walk after meals is an activity beneficial to children's health, but children in small classes are lively and often chase each other. I have reminded them many times, but it has little effect. So I tried a different method and said to them, "Shall we walk like little turtles?" After that, the child was particularly interested in learning how to walk slowly with me. Then I continued to guide them to imitate the actions of snails and ducklings. The children are happy to walk slowly. Some children told me that turtles, snails and ducklings walk in different ways. In this way, the anthropomorphic method makes walking a game. In the eyes of children, this is not a walk, but a game. The use of games is very popular with children, and the effect is immediate. Therefore, for children in small classes, boring preaching can't play any role, but using anthropomorphic and gamification methods to guide children is more in line with their age characteristics, easier to accept and understand, and can also form a good routine.
Second, let children feel its importance through intuitive and vivid methods.
Children in small classes always forget to rinse their mouths after eating, so I thought of an intuitive way to compare them: I prepared two clean white bowls, one filled with clear water and the other empty. After eating, I asked each child to spit a mouthful of mouthwash into the empty bowl, which was very fresh for the children. After eating, every child happily vomited a mouthful of mouthwash, and I waited for the whole class to finish eating. The water in this bowl is so clean, and the water in that bowl is so dirty and disgusting. There are a lot of white things and a lot of dregs! . "In this way, children can not only see the difference between gargling after meals and not gargling, but also really feel the importance of good habits. Since then, the habit of children not gargling after meals has really improved significantly.
Third, encourage praise and guide children positively.
As the saying goes, good children are boastful. Guided by encouragement and praise, children are more acceptable. When children's little progress is praised by teachers, they will be more confident and happy, because the psychological environment of love and respect is conducive to children's active learning.
When the children in our class just started eating, there were rice grains on the table and on the ground, which has always been a problem to be solved. To this end, I often praise those children who eat cleanly and pay attention to hygiene. "Jia Jia ate very cleanly today." "Dongdong has made progress. There is not a grain of rice on his desk or on the ground." "Pumbaa is like a big tiger today, eating very well." "Today, we invite children who eat clean and don't spill rice to be duty students." At this time, the children are munching, and the phenomenon of scattered rice has obviously improved. Therefore, in daily life, as a teacher, don't be stingy with your praise and encouragement because of small things, because children will work harder to do every small thing in order to get the teacher's approval. This will greatly promote the positive development of children and help them form correct concepts.
Fourth, combine children's life experience to guide children to understand routines.
For young children, empty preaching is useless, and understanding must be based on existing experience.
For some time, children often do not dry their hands after washing their hands. In view of this problem, I have told my children many times that I can remember it in the first few days and forget it after a long time, so I have never solved it well. So I put it another way, saying that washing hands is to bathe small hands (because some time ago, there happened to be more children in the class who caught a cold and got sick, so I said to them, "Small hands will get sick if they don't dry after taking a shower." Because children have life experience about colds, what I said is easy for children to understand, so some children said to me while wiping their hands, "Teacher, you will cough if you don't dry your hands." "Teacher, you see my hands are not clean, and my little hands won't get sick." From then on, children can dry their hands without reminding every time they wash their hands. Therefore, regular training should be based on children's full self-experience, so that children can understand and consciously abide by it, which is more conducive to giving play to children's initiative after understanding.
Fifth, teachers should set an example for children.
Teachers are very influential people in children's minds, and every move can play a huge infectious role. Therefore, we must become an example for children to learn and do a good job of demonstrating children. For example, we ask young children to queue up when drinking water. At this time, I have to queue up when I am thirsty, and I can't get water directly in front. Ask the children to keep quiet and don't talk during the nap. At this time, we can't talk loudly, let alone chat in the dormitory, because the children hear the teacher and want to talk to the friends next to them. If the bedroom is quiet, children who want to talk will give up the idea of talking.
Six, teachers and students should abide by the class rules.
The reason why a class is chaotic is often because children don't know what to do, so teachers and children should discuss it together; What behaviors are accepted and appreciated by the class, and what behaviors are not allowed by the class and should be prohibited; What will be the result of violation. Teachers should try their best to give every child a chance to participate in the discussion and express their opinions. Then according to the results of the discussion, teachers and students jointly plan and formulate the class routines that the whole class should abide by. Once the class rules are made, they must be observed together, and teachers are no exception. If you change the class rules, you need to ask for everyone's consent.
Because the inhibition function of children's cerebral cortex is not perfect, teachers can turn boring and monotonous language tips into implicit environmental tips when asking children to abide by class rules, such as: sticking small footprints on the left and right sides of the stairs to remind children to walk on the right side when going up and down the stairs; Stick the pictures of hand washing on the wall of the sink (method, order); Stick small footprints on the ground to remind children to queue up for drinking water, and stick a picture of a cup on the cup cabinet with a scale line to let children know that they can't waste a proper amount of water to drink; Post pictures of children's songs on the bedroom wall ("Salute, hug, bend over, my clothes are folded") to let children know the correct order of folding clothes and pants; Post pictures of small animals cheating on their pants in the toilet, and remind children to learn to tie their pants after going to the toilet at any time. These methods can prevent children from making noise because they have nothing to do, and can also avoid teachers' excessive command and intervention, so that children can understand where to do things, so that activities can be carried out in an orderly manner without interference, and gradually change from heteronomy to self-discipline in habit formation.
Seven, the same class teachers should keep pace and act in unison.
Eight, pay attention to the work of parents, so that good routines can be strengthened in the family.
Family is another learning garden for children, and parents are another teacher. Many children can maintain good habits under the reminder of kindergarten teachers and peers, but they have become different at home. Therefore, it is necessary to do a good job of parents, let parents also pay attention to cultivating their children's good work and rest rules at home, distribute some materials to parents, help them master some scientific tutoring methods, and strengthen their children's good behavior habits.
In short, the routine training should start from dribs and drabs, step by step. When training routines, it is the key to grasp the age characteristics of children. We should also pay attention to let children become the masters of routines, promote children's active thinking and obedience, and stimulate their initiative. As long as we keep trying in practice, pay more attention to our work, use more ways and means, and be a conscientious person, our work will be carried out more effectively and our children will grow healthier and happier.