Do more vertical comparisons and implement dynamic management and evaluation. Like many class teachers, quantitative management is carried out from the beginning of enrollment, and evaluation is carried out from the aspects of study, health, discipline and attendance, and the monitor on duty is selected for recording, which is summarized every day, evaluated once a month, and scored about four times a semester, which is used as the basis for joining the league and final evaluation in turn. But every month's grades are dynamic, and every student is based on the first time. If there is progress in the second month, one month's grades will be automatically changed to improved grades. For example, if a student's comprehensive score in the first month is B, if his score in the second month is A, it means that you have made progress and improved, then your score in the first month will be automatically generated as A, which can fully mobilize the enthusiasm of students, let teachers and classmates see their progress, reduce horizontal comparison, and do more vertical comparison to see their progress, so as to prevent some students from breaking the jar. Among them, the monitor on duty is also consciously instructed to find out the bright spots of underachievers and must be praised in the daily summary. At the end of each semester, progress awards and contribution awards are also tilted towards them. This evaluation method not only objectively reflects students' daily performance, but also allows us to see students' progress objectively and scientifically with data at the end of the term. It gives students the opportunity to make up and correct, and it also meets our current evaluation standards. From the beginning of the first grade, the effect is still very good. Especially in the third grade, it can effectively avoid the expansion of problem students.
2. Encourage top students with appreciation education.
Find the motivation, never just see their achievements, but find their weaknesses. Most top students have excellent academic performance, a sense of superiority, a little aloof and arrogant, and feel good about themselves, so they often disapprove of teachers' praise in their studies, because every teacher has been treated like this, so the class teacher must find ways to find new growth points that excite him.
For example, there is a student in our class named Lin Jiapeng (experimental recommended student), who studies very well, and the midterm and final exams are basically in the top ten. However, he is poor in interpersonal relationship and communication with classmates. He also understands his parents' worries in his communication with them. As a junior one The monitor on duty, he met with difficulties in his work and quit his job. Criticizing him at that time before, he couldn't stand it and resolutely stopped being the team leader. Faced with this situation, when talking with him, I didn't criticize him too much, but let him choose a job, that is, cleaning the blackboard. This student is very serious. When he is on duty, the class platform and blackboard are the cleanest. Therefore, whenever he is on duty, I always praise him consciously. Sometimes I will erase and rewrite when the blackboard writing is not standardized, and I will add from time to time, "Look at the bad words I wrote, I am a little sorry for Jia Peng's erasure." At this time, when the students laugh, they will focus on him. What I found was his heartfelt shy smile. Over time, he took the initiative to come to me and wanted to try again as a team leader. During the conversation, he obviously felt more confident. In the second day of junior high school, he not only became the team leader on duty, but also assumed the task of the monitor on duty. Compared with Grade One, my academic performance is still excellent. More importantly, I have a much more positive attitude towards the class and can get along well with my classmates. In the one-on-one help activity in grade three, I also took the initiative to claim a poor student in my class as a companion to help him make progress.
Therefore, we need to praise the top students, and we need to find out their spiritual needs according to different people, and praise them in place to promote all-round development, so that they can serve the class and be the locomotive of the class while perfecting themselves.
3. Use appreciation education to transform problem students.
My understanding of underachievers is that they are caused by the "doting" of teachers and parents who hate iron and steel, and the suppression of students' inferiority complex. Recognizing this, I can be more tolerant of students with poor study and discipline, find out the symptoms of business trips, prescribe the right medicine and transform underachievers.
Every class has some problem students. If it is not handled properly, it will not only be neglected for three years, but also bring a devastating blow to the whole class, which is what we call "a mouse excrement spoils a pot of soup". Therefore, we should pay more attention to the education of these students.
I think it is necessary to find the bright spot of problem students and rebuild their self-confidence so that they will not be "crushed". When you meet such students, don't rush to seize them for education, but carefully observe them, find their advantages and disadvantages, and find a breakthrough to transform them. Talking with them, we can start with their bright spots, as the center of conversation encouragement, and guide them to regain their self-esteem and self-confidence, so as to correct their discipline and learning attitude. In fact, there are many kinds of problem students. For example, there is a student in my class named Che Haoran, whose academic performance is in the middle, but every quantitative evaluation is behind. He is usually free and loose, and he was not criticized at first, and the effect was not good. He even went to the opposite side in the second day of junior high school, and it was difficult to carry out his work. Observing that he is usually very caring, but his self-discipline ability is poor, we should start from this. On the second day of junior high school, our class sports meeting was regarded as a service class, and many students actively signed up, including Che Haoran. I put forward a request to the students who have served, that is, the teacher must grade Che Haoran after the service. As a result, the teacher gave him a very high evaluation, and he naturally got an A in the quantitative evaluation of this activity. It will be much better to calm down and talk to him about his usual performance and urge him to correct it.
Not long ago, I got such a message from Mr. Gengke. Our class is the only one who finished the microcomputer class and set the stool. It is Che Haoran and another problem student Wang Shida who do this work. I am very moved, moved by the persistence of my classmates, moved by their obscurity, and deeply reflect on what is a good student and what is a poor student. Therefore, as managers and educators, we should all think about it. How important is the teacher's praise and positive attitude, and vice versa? It may push students to the other side.
When I told this story in class, the whole class applauded the two students and thanked them for their contribution to the class. At the same time, I told my parents about the performance of these two students again at the final parent-teacher meeting. The shy smile on my parents' faces showed me the glory they brought to my parents. I believe that children can better understand the sense of belonging of the class in the conversation after returning to China.
Every Monday's summary points out the shortcomings, but at the same time it is more about the progress of students and classes. For example, near the end of the term, there are two students with poor grades in our class, both of whom are over 700 years old, and I am thinking about how to keep them busy. Every afternoon, they have to make up the microcomputer and get to work on time, so this is their highlight. This is what I must mention when I summarize on Monday. They are also very cooperative and can take time off, and
I have seen such a passage and share it with you: repeated thoughts do not necessarily belong to repeated education; Repeated offenses cannot be judged as unbearable. Educators should have a unique vision, and see that the underachievers have advanced by one hundred, although they have retreated by eighty after repeated times. These twenty years are not only a gratifying accumulation of quantity, but also some profound qualitative changes.
4. Use appreciation education to enhance class cohesion.
Some class teachers like to point out the shortcomings in the class and criticize this and that, but they downplay or say nothing about the good image in the class. They believe that the stricter the requirements for students, the more perfect their behavior will be. But I think that only when the collective has cohesion, students love the collective and think for the collective, will their behavior be standardized.
At the beginning of the semester, there will be a summary meeting every semester. I always design a few slides and give a serious commendation, so that every student can get the prize as much as possible. In addition to the regular study awards, I will design many other awards with awards to let them walk to the front of the podium. Of course, there will be students who can't win the prize. For example, last semester, there was a female classmate who was not outstanding in all aspects and had poor grades, but she was very proud. I discussed with the class Committee how to give her an award to help her, and finally gave her such an award and became a class cleaner. In fact, she did better than her, and she understood, so when I talked to her again, I told her clearly that the teacher really couldn't find your bright spot, and I hope she can really win one for herself next semester.