First, I think the most important thing is that teachers must not discriminate against underachievers, regard them as a stumbling block and burden to improve class performance, and often criticize them in class. The direct result of this will not only improve their grades, but also make them more disgusted with learning and get worse grades.
Teachers should fully care for them and let them know that they have not been abandoned and there is still hope for promotion. Teachers should let them know their trust and expectation. This implicit expectation of teachers is very effective in specific teaching practice. There are many underachievers, and it is precisely because of the teachers' infinite care and trust that they finally become angry and strive for success. A trusting look and a sweet smile may give them infinite strength.
In addition, teachers should be good at discovering the strengths of underachievers. Through active guidance, transfer their interest to study. That is "empathy" in pedagogy. Everyone has his own advantages and advantages, and it is more valuable to find these in the underachievers. Some male students may fail English every time, but he plays basketball very well. Teachers can guide: Take Yao Ming as an example. If one day you enter the nba, you will be miserable if you don't know English! In short, this requires careful observation and active guidance from teachers.
Second, this approach is similar to the "western development" strategy currently implemented in China (accelerating the western economy through abundant funds and talents in the southeast coast). Teachers can make full use of the outstanding students in the class and let them help the underachievers. Because after all, we live and study together and get to know each other better, so the effect of counseling will be more obvious. At the same time, it also strengthened the feelings between classmates. It helps to cultivate their spirit of cooperation and mutual assistance, which is exactly the professional quality that modern people should have. This is also what we traditionally call the "one gang, one" model.
What this method should pay attention to is that it cannot become a mere formality, and it should pay attention to its concrete effect. If our teacher wants to
Let the people who receive help realize that this is not a shameful thing, but a very meaningful thing, which is absolutely beneficial to themselves, indicating that teachers and students have not given up on themselves and there is still hope for themselves (this is very important). The direct purpose of helping yourself is to improve your grades. In addition, in order to avoid hurting his self-esteem, the teacher can also make it clear that the person who provides help is not necessarily better than him in everything. Maybe that classmate is not as good as him in sports and computer. This will give students a relative psychological balance and help them accept help.
For those who help, teachers should let them know that helping others is a very meaningful thing, which can not only enhance the feelings between classmates, cultivate good interpersonal relationships, help others improve their grades, but also improve their own grades. While tutoring others, I have deepened my understanding of knowledge, which is helpful for the consolidation of my own knowledge. It is a very glorious thing to be able to give love to others. Although it may delay my spare time, it's worth it.
In addition, teachers should regularly check the effect of assistance, and if there is obvious improvement, they should give praise in class in time. The power of praise is infinite. This is an affirmation to both sides: let the underachievers see hope and have the motivation to continue to make progress; Help providers see the effect of their efforts and enhance their determination to continue to help until they succeed.
Thirdly, if the foundation is poor, for example, some teachers can't even know Chinese Pinyin, then we can also see if there are other ways to make up for it through parents and let him catch up as soon as possible. After all, they know children best. Although this is the responsibility of educators, it is also the obligation of parents to cultivate children and make them progress.
Therefore, teachers should communicate with parents more, understand the specific living conditions of students and find out the reasons for poor grades. Sometimes it is not enough to rely only on the strength of the school, but also the cooperation of parents. Because many students don't want to study, the reason is more or less related to family, and the influence of family on children can't be ignored by us educators. Only by prescribing the right medicine can we achieve the goal of getting twice the result with half the effort. There is another place that needs special attention: when communicating with parents, teachers should let students know that teachers are here to help him, not to "report" or "complain", so as to eliminate their psychological burden and actively cooperate, otherwise students will feel disgusted and rebellious, and the result will be even worse. In addition, when a teacher visits home, he should not blindly tell his parents about the shortcomings of the student, but should appropriately mention his advantages and strengths, so that parents can see the bright spot of the child and actively cooperate with the teacher's work to avoid despair of the child.
In short, through these efforts, underachievers feel the concern and expectation of teachers, classmates and parents, and gradually change their learning attitude, changing "others let him learn" into "I want to learn" and generating learning motivation. After all, the points we mentioned above are all external causes in philosophy, and external causes can only work through internal causes. Therefore, underachievers can really improve their grades only if they have their own requirements and subjective initiative, and this is our teacher's task.
Improving the performance of underachievers is a long-term and arduous task, which can not be completed overnight, nor can it be easily seen. But I believe that as long as we teachers make sincere efforts, we will certainly achieve good results!