Inadvertently, the help work has come to an end. What achievements are worth sharing in retrospect? The following is a summary of the school assistance work I have carefully arranged for you, hoping to help you.

How to write a summary of school assistance (1) 1. Specific assistance measures

1, strengthen ideological education

Many students with learning difficulties often feel inferior when they get along with their classmates, so we should help them overcome their inferiority and build up their self-confidence. If you find it difficult to build self-confidence from the main course, you can start from the minor course. I often talk to helpers, once a week on average and once a month after the monthly exam, to help students build confidence in learning well and make progress.

2. Strengthen the degree of attention

In the usual teaching, pay more attention to this student, be diligent in observation, discovery, praise and correction, give him positive guidance and necessary counseling, and encourage this student's progress. Always contact the class teacher and the classroom teacher, pay close attention to the progress of the students and record it.

Step 3 Develop study habits

(1) Preparation before class

Prepare school supplies for the next day or prepare for the next class every day. Before class, let the students look at the textbook, find out the problems, find out the knowledge points, key points and difficulties reserved by the teacher, and summarize them by themselves. You can relax the requirements at first, as long as you complete part of it, step by step.

(2) Class link

First of all, we should tell the student to enter the classroom full of energy, put aside everything that has nothing to do with the classroom content, listen carefully, think while listening, and remember, and form a good habit of using both hands and brains. It is difficult for students to get started, but it is the result of learning to encourage students to persist, even if they only remember one or two points in a class.

(3) Practice.

Classroom exercises should be taken seriously. If not, you can ask a group of friends to help you solve it. Ask if you don't understand, don't pretend to understand, but don't forget. Of course, difficult questions can also be let go. After-class exercises mean that homework should be done carefully, on time, with a strong sense of time, without procrastination, and it is best to finish it independently and never copy homework.

4. Encourage students to help.

Help students with learning difficulties by encouraging outstanding students in the group. The contact time between teachers and students is always shorter than that between students, so we should help students with learning difficulties and let excellent students help them more in their usual studies. At the same time, we can learn all kinds of situations of students with learning difficulties from these students.

Second, sum up experience.

1, care for underachievers.

Any student and anyone has advantages and disadvantages. The advantages of gifted students are obvious, while the disadvantages of underachievers are easy to find, but they are not their advantages. This phenomenon is not conducive to students' progress. As teachers, we should respect them, try our best to find their bright spots, love them, love them is concrete, permeate our words and deeds to students, and slowly move and influence them. Students should be treated with a developmental perspective: the poor student's today is better than his yesterday, even if it is not, we should believe that his tomorrow will be better than today. Although they have shortcomings, they also know how to love and need love more. Underachievers are also children, and disgust and scolding can only be counterproductive. They should enjoy equality and democracy like other students, and they should also enjoy the love that excellent students get from teachers.

2, caring for underachievers, really moving people with emotion:

(1) To be honest, teachers should not have the slightest hypocrisy and deception. Once students find "falsehood", everything the teacher does will be regarded as "acting", because they lack the ability to distinguish, and they will say, "The teacher is telling us, but it is not like this." It turned out to be true or false.

(2) Being "accepted" refers to feeling various psychological expressions and opinions of underachievers in the learning process, such as fear, hesitation, satisfaction, indifference, misconceptions and accusations. Trust underachievers and encourage them to discuss freely.

(3) Understanding, that is, seeing things through students' eyes. As the saying goes, external factors work through internal factors, and educators' deep love for underachievers will surely make them realize the transformation to "self-learning and self-management".

3. Understand the reality of students in all aspects.

To do a good job in the transformation of underachievers, we must fully investigate and understand students and their various situations. This is the basis for doing a good job in transformation. We should approach them with confidence, become students' real "friends" and "intimate friends", and further carefully analyze the reasons why the underachievers fall behind.

In a word, the improvement of a student's ideological consciousness, the formation of moral behavior and the achievement of academic achievements are inseparable from the teacher's usual care and love, and we should make unremitting efforts to transform the underachievers. Today, with the implementation of quality education, we should renew our concepts, explore new educational methods, and strive to transform underachievers.

I have taught Chinese for three years this semester. Therefore, according to the learning characteristics of some students in my subject, I identified Sun Xuanbo and other students as students with learning difficulties in my subject. I focused on the guidance of students with learning difficulties, and selected students who really have difficulties in learning and often failed in exams as the target of assistance, and formulated a detailed assistance plan. With the patient and meticulous help of the teachers, the students.

1. Understand the students with learning difficulties and establish a harmonious relationship between teachers and students.

Caring and caring for underachievers. This is an important prerequisite for doing well the ideological work of students with learning difficulties, and caring for students with learning difficulties is the golden key to open the hearts of future generations. Students with learning difficulties need warmth, trust and love more, so education should pay attention to art, be strict with love, and patiently help them improve their ideological understanding, and they should not be regarded as underachievers. Any underachiever can find a bright spot, establish a belief in his own shortcomings, and ignite three fires in his heart with fiery love: self-confidence, self-esteem and self-motivation.

2. Pay attention to the emotional communication with students with learning difficulties in and out of class.

A new beginning of the class. Every successful class has a good start. The main task before class is to make students' attention firmly concentrated at the beginning of teaching. The main methods are innovative, eclectic and appropriate in length.

3. Optimize the classroom and stimulate interest.

Flexible and diverse teaching methods are adopted to make students apply what they have learned, stimulate interest, take the initiative to learn and improve efficiency. Poor students are often afraid to speak because they are shy, so I try to ask them questions with moderate difficulty; In this way, the habit of students with learning difficulties is gradually formed. After a semester's study, the students with learning difficulties have greatly strengthened their sense of participation, eliminated their fear and been able to study in a harmonious and relaxed atmosphere.

4. Make plans and set goals.

Students are interested in learning mathematics and help them make a study plan. Because of the poor foundation, I urge to review and consolidate in time after class. One of the important reasons why students with learning difficulties are poor is that they have no goals. On the basis of a comprehensive understanding of each student with learning difficulties, I have set short-term and long-term learning goals for them, so that they can often achieve their goals, try the joy of success and stimulate their learning motivation.

5. Mutual help between classmates.

Let the students who study well and the students with learning difficulties form a mutual aid relationship, which not only achieves good results, but also strengthens the relationship between classmates. This will help to cultivate a good attitude of poor students.

In a word, teaching is a science, and attending classes is an art. It is even more difficult to teach well and ensure that every student can get good grades. However, as teachers, we have the responsibility to teach every student well and help every student realize the value of life. It is imperative to transform students with learning difficulties in mathematics, and it must be done well. The above is my practice and experience. Let me tell you something. I also hope that every teacher can pay attention to poor students and transform more students with learning difficulties. This is also the key to grasp the whole teaching. Students with learning difficulties have their commonness and individuality. Starting from the reality of each student with learning difficulties, we should adopt vivid and flexible educational methods, teach students in accordance with their aptitude and guide them to grow up healthily.

In recent years, according to the spirit of the State Council's "Decision on the Reform and Development of Basic Education" and "Decision on Further Strengthening Rural Education", in accordance with the unified assistance plan formulated by the County Education Bureau, combined with the current situation and reality of local education, the assistance work for weak rural schools has been started. In the past 20 years, we have continued to be pragmatic, carefully organized and implemented, and strived to promote the standardized and institutionalized operation of pairing assistance.

First, attach great importance to the formulation of work plans and implementation plans.

According to the document requirements of the county education bureau, our school quickly set up a leading group for pairing assistance for weak schools, worked out a plan, defined the tasks, and ensured the smooth implementation of pairing assistance. According to the "20__ year pairing assistance plan", the schools responsible for pairing assistance in our school are __X central school and __X township primary school.

Second, create an atmosphere and actively do a good job in pairing assistance.

It is an arduous educational project to carry out pairing assistance and strengthen the construction of weak schools. In order to vigorously publicize and promote this work, firstly, intensify publicity, hold the meeting of the school leadership and the faculty meeting in time, and publicize the far-reaching significance of pairing assistance; The second is to encourage young and middle-aged backbone teachers to help schools engage in teaching work in pairs, and link teaching with job evaluation, evaluation and promotion; The third is to organize teachers to help schools to carry out educational, teaching, research and exchange activities regularly.

Third, resource sharing and mutual promotion.

As the only complete middle school in two villages and towns in mountainous areas, the teaching and research conditions of our school are definitely better than those of our brother schools. So we set up the __X film teaching and research association in time to take the initiative to undertake the teaching and research work of this film. We also actively support the training of township teachers and provide venues and equipment as much as possible. Because our teachers have many opportunities to go out for training and study and bring back advanced educational concepts or teaching methods, we always take the initiative to communicate with helping schools. We will always try our best to help the school do office work and experiments well. Through pairing assistance, we have gained a lot: First, both sides have new school-running ideas and clear school-running goals. Second, the spirit of hard work, self-improvement and dedication of teaching teachers in remote schools has been carried forward and sublimated. Third, show the enthusiasm of students in difficulties. Fourth, the limited high-quality educational resources are shared, which promotes the further deepening of the reform of the education and personnel system and the balanced development of rural basic education. Fifth, the teaching and material support received by the aided schools has improved the conditions for running schools and enhanced the development potential.

Fourth, strengthen contacts and establish a stable exchange visit mechanism.

In order to strengthen ties and promote common progress, we have also established a stable exchange visit mechanism. First, leaders exchange visits to keep abreast of the implementation of aid to Tibet, determine the priorities of the next stage of work, and coordinate with each other to ensure the smooth development of aid to Tibet. Second, teachers exchange visits and carry out teaching and research activities. It mainly takes open classes, demonstration classes and lectures as carriers to improve the application ability of teachers in practical teaching. Third, students exchange visits. Organize our students to establish "hand in hand" mutual learning activities with students from aided schools. Encourage students to donate money and materials to help poor students and students with learning difficulties in aided schools get spiritual, material and academic help. So as to achieve the goal of common progress.

In a word, it is a fundamental strategic move to carry out educational reform and pairing assistance. In the future work, we will continue to proceed from reality and pay attention to practical results, so that the two sides can achieve the purpose of mutual promotion, common improvement and sharing of high-quality resources, and make due contributions to gradually changing the conditions for running weak schools in rural areas and realizing the balanced development of basic education in urban and rural areas.

In order to actively respond to the call of provincial and municipal education administrative departments to further strengthen the pairing assistance between urban schools and rural schools, our school has twinned with xx schools. In our work, we adhere to the principle of seeking truth from facts, pioneering and innovating, and carefully study, organize and implement pairing assistance. It makes our school shorten the gap between urban and rural areas in teaching concepts and teaching methods. The work is summarized as follows:

First, attach great importance to it and make strict arrangements.

Pairing assistance between urban and rural areas is an important measure to coordinate the development of urban and rural education, optimize the allocation of teachers' resources and solve the problem of rural teachers' weakness, which is of great strategic significance to improve the quality of education in our school and promote the balanced development of compulsory education. School leaders attach great importance to pairing assistance, and this activity has been carried out in an orderly and effective manner from beginning to end.

Secondly, carrying out various activities has brought vitality to the education and teaching of our school.

At the school work meeting, the principal explained the significance of pairing assistance to the teacher many times. Therefore, in the process of being helped, we learn with an open mind, face it sincerely, change our hearts and promote our actions with emotion. In the work, we should actively strengthen contacts, establish a stable exchange visit mechanism, and improve the work efficiency of our school.

1, exchange visits between leaders, and update the concept of running a school. At the beginning of the semester, the leaders of the two schools jointly exchanged their development plans and work plans for the new semester, and conducted in-depth discussions on school education management, teaching research, education and scientific research. Understand the implementation of the assistance work, discuss the school development plan, determine the focus of work, coordinate with each other, formulate the implementation plan of assistance, and ensure the smooth development of the assistance work.

Teachers visit each other and learn from each other. Since the activity, our school has sent excellent teachers to xx school to guide practical teaching. Through teaching and research activities and special lectures, we can learn from each other's strong points and improve the classroom teaching effect in our school.

3, teaching demonstration, improve ability. In September 2008, under the attention of the leaders in charge and the leaders of xx school, we led the backbone teachers of Chinese and mathematics to give four demonstration classes for the teachers and students of xx school. Simple and novel classroom teaching design, exquisite teaching art, brand-new teaching concept and good teaching effect have benefited teachers a lot. It has effectively improved the application ability of teachers in our school in practical teaching.

4, network communication, friendship lasts forever. Through more than a year of mutual understanding, we have established a good friendship between our two schools and teachers, and exchanged teaching information and teaching methods through the network platform, which has improved and developed our teachers' teaching concepts, teaching methods and teachers' psychology.

Third, strengthen study and make continuous progress.

Pairing assistance is a very good move. Through pairing assistance, we have achieved fruitful results for our aided schools. The leadership's school-running concept is updated, and the school-running goal is more clear, which not only improves the school-running taste, but also enhances the professional quality of our teachers and wins a broader space for the further development of xx school. In the work of pairing assistance, the leaders and teachers of xx school pay, but what xx school gains is love, knowledge, experience, unity, friendship and understanding. ...

In the future work, we will actively pass on our excellent school-running methods to our brother schools with the help of the east wind of helping activities, and strive for the balanced development of urban and rural basic education.

How to write a summary of school assistance work (Chapter 5) Helping students with learning difficulties is an important link in class work, and it is also the key for class teachers to do a good job in class work. Students with learning difficulties are the key counseling targets of teachers, and counseling should be timely, comprehensive and persistent. The formation process of students with learning difficulties determines that the transformation work must be persistent.

In recent years, the research on how to transform students with learning difficulties has become an important part of school teaching quality management. After entering the third grade, with the deepening of teaching materials, the polarization between students is becoming more and more serious. Paying attention to and transforming students with learning difficulties has become the top priority of the graduating class of grade three. In order to implement quality education and make every student develop comprehensively and actively, our school has taken various measures to transform students with learning difficulties, effectively controlled the number of students with learning difficulties, and made some efforts to comprehensively improve the teaching quality and implement the spirit of curriculum reform, which are summarized as follows:

We believe that to transform students with learning difficulties, we must analyze the attribution of students with learning difficulties. Only by fully understanding the causes of students with learning difficulties can we adopt correct methods and approaches and get twice the result with half the effort. In order to understand and transform the students with learning difficulties, the school guidance office lists the students with learning difficulties according to their grades, and establishes a portfolio of junior three students according to their data to record the family background, learning status and comprehensive evaluation of each student with learning difficulties. According to the causes, it can be roughly divided into attitude, behavior, habit and basic category. Give corresponding education and teaching measures to different types of class teachers and teachers with learning difficulties to help them make progress.

In the educational transformation of students with learning difficulties, we pay special attention to their good aspects, constantly enlarge their "bright spots" and pay attention to protecting their interest in learning. Adhere to the principle of giving priority to positive education and combining praise with criticism. Therefore, we should be good at discovering, excavating and amplifying their bright spots, such as vigorously carrying out successful education and holding hierarchical subject competitions to increase students' chances of success and stimulate their interest in learning.

As long as a person experiences the joy of success once, it will arouse countless efforts to pursue success, and it is also true for students with learning difficulties. The joy of success is the driving force of their transformation. We regularly publicize successful cases of transformation of students with learning difficulties to stimulate their enthusiasm for learning. When students with learning difficulties see their classmates who are similar to themselves praised, they will be shaken in their hearts and stimulate their desire for self-esteem, self-respect and self-improvement, thus embarking on the road of continuous struggle and success.

Most students with learning difficulties have serious learning inertia, lack initiative in learning and fail to develop good study habits. Therefore, it is necessary for students with learning difficulties to define their learning objectives, correct their learning attitudes, strengthen their learning will and form good study habits. The school requires teachers to pay attention to the learning habits and attitudes of students with learning difficulties in class, urge teachers to check the completion of students with learning difficulties, help them in time after class, and seize the bright spot to encourage and affirm them in time. At the same time, in order to provide more scientific and suitable learning methods for students with learning difficulties and hold student meetings in different classes, teachers put forward different requirements and hopes according to the actual situation of students. At the same time, students are issued with the responsibility book of stage goals, so that students can establish learning goals at different stages in combination with their own learning reality, and promote tasks and learning progress with goals. The guidance office insists on giving weekly guidance to students with learning difficulties to promote the change of students' learning style.

Hierarchical activities can more effectively realize the concept of developing every student. If it is the ideal ultimate goal to make every student develop, then it is undoubtedly the first step we should take to make every class develop. The practice of hierarchical activities makes us deeply realize that students' learning interest and motivation are closely related to their learning success, and hierarchical activities are an important way to help students experience success. The school has fully expanded the way of hierarchical activities and launched hierarchical student unions (school level, grade level and class level). According to the learning level of different students,

Multi-level academic competitions were held to encourage students at all levels to compete fairly. Its participants are no longer limited to top students, but all students with poor grades can participate in the competition, and everyone has a chance to succeed, thus achieving the goal of everyone's development. In terms of homework, teachers of all subjects designed basic homework and hierarchical homework according to the students' actual situation, taking hierarchical arrangement and hierarchical grades as the breakthrough, which improved the pertinence and effectiveness of homework. For students with learning difficulties, increase the proportion of basic questions, strengthen basic training, improve the pass rate, and ensure learning interest and enthusiasm.

The traditional view of teaching evaluation is based on scores, and the quality is divided by scores or grades. If measured by this scale, some students with learning difficulties will never reach the standard of excellent grades. This evaluation method is not conducive to developing students' potential and improving their physical and mental quality, and is not suitable for their all-round development. Teachers are changing their teaching ideas, measuring the progress of students with learning difficulties, and comparing themselves with themselves and yesterday. Allowing students to repeat their studies, fully believing in their intelligence and ability, and comparing their current grades with their original ones when evaluating their academic performance are conducive to their healthy psychological development, promoting their transformation as soon as possible and making new progress.