Reading the model essay 1 Suhomlinski's educational wisdom says: "Talents can only be cultivated by talents, abilities can only be cultivated by abilities, and talents can only be cultivated by talents." It can be seen that the wisdom of students is opened by teachers, which requires teachers to become a wise man first. So all teachers in the world must be wise? I don't think so. At least I feel that I am not a wise man, but a learner who is "half a bucket of water" than a student. So how can we increase some wisdom and make ourselves a more intelligent teacher?
1. Wisdom comes from diligence.
"Diligence is a good training, and one point of hard work is one point of talent." I know that I am not a particularly smart person, so I need to make up for it with diligence. Especially as a teacher, we should strengthen the study and research of psychology and pedagogy. Teachers can become scholars and competent teachers only by absorbing nutrition from all the achievements of civilization in ancient and modern times and at home and abroad.
2. Wisdom comes from "communication"
Teachers' teaching is released by a single subject, and teachers' labor is individual most of the time Preparing lessons, learning textbooks, attending classes, tutoring and correcting homework are all complex mental tasks and should be done independently, but the communication between teachers can never be ignored. Communication means learning from each other and discussing together. "Stones from other mountains can attack jade". Being good at learning and learning from others is the shortcut to success. It is more advantageous to discuss together.
In short, the formation of intelligent teachers is not a one-off event. They should be diligent in thinking, constantly improve their thinking, perception and educational wisdom, be diligent in learning, be good at brainstorming and learn from others. "Smart teachers" should be the goal that our teachers constantly pursue and consciously explore.
The Wisdom of Education: What does the company want us to do with books and videos? I believe there are several reasons, on the one hand, to test my level in this field, on the other hand, to increase my professional knowledge, and the most important thing is to establish some more valuable and eternal wisdom for myself through watching and writing. With so many assessment contents, there is always one thing that moves you, there are always fragments that shock you, there is always a sentence that makes you suddenly enlightened, and there is always a feeling that you begin to understand life.
This is just like why Bible study education says to choose the best books for children to read and recite. That's the reason. Give him the best first and integrate into his life. When he grows up, he can walk and realize for a lifetime.
Therefore, the content of assessment should not be for assessment, nor should it be for writing. What I write immediately after reading is not necessarily my own feelings, but often some opinions of others, which I think makes sense. Only after 1 month, or even 1 year, can you say it, and that will truly become your own wisdom.
What should I do? Is to walk and realize. Good book, read it several times. However, we are busy at work and at home, and there are so many good books. What shall we do? I think extracting is a very good method. Extract what you see that you think is valuable. Read more when you have time, and a book becomes thinner and thinner until it is completely internalized. And many sparks of wisdom often have different feelings after watching them several times.
Let's really understand the meaning of the sentence "review the past and learn the new".
I think that for every teacher, underachievers are an unavoidable topic. In our class, the most worrying thing is underachievers. They not only make us fail again and again after trying our best to teach, but also lament the firmness of their brain structure-why can't they teach? And in the daily class management, we often fight with our wits. When I can't see the class, I secretly pull my studied deskmate to talk. After class, you chase and fight in groups of three and five, and almost all the quantitative management points in the class are repeatedly tossed by them. Therefore, underachievers are my biggest headache as a teacher and head teacher.
How to face them? What kind of education is effective? In the past few years as a teacher, I have been learning from teachers and teachers, and I am also exploring with my own practice. I read Teacher Li Zhenxi's "Wisdom of Education" during the holiday, which gave me a lot of inspiration:
The first is to turn criticism into praise. Teacher Li Zhenxi said, "Criticism is an important educational method, but sometimes praise is more effective. A wise teacher can find places where students can encourage and praise even if they make mistakes, and skillfully turn criticism into praise, thus touching students' hearts and educating them. "."I have a short temper. Every time I see a student make a mistake, I can't help but criticize loudly. But I found that after a long time, many underachievers became accustomed to it and could not arouse any reflection from them. In the future education and teaching work, I will learn from Miss Li and skillfully turn criticism into praise. I believe the effect will be very good.
The second is to guide underachievers with humorous and exaggerated words. In recent years, I have found that all children like the humorous and exaggerated language spoken by teachers, so I will deliberately use humorous and exaggerated language to achieve results when criticizing underachievers. Sometimes when a classmate talks in class, I will stop and say, "I hear eighty frogs barking." The children burst into laughter, and after laughing, it was basically quiet. Occasionally, a classmate will talk secretly, and I will say, "There is a little frog croaking." The students will be quiet at once. When some naughty underachievers go out after class and have a "small accident"-usually complaining to me with runny nose and tears, I will first use humorous language to appease the students' emotions. "Oh, your nose is almost one meter long, please wipe it with the teacher's' love brand toilet paper' ..." "Your eyes are redder than the white rabbit's, show me quickly ..." Out of the grievance, I knew I had made another mistake. Humorous language can not only pull children out of negative emotions, but also make them realize their mistakes immediately.
Then give underachievers more performance opportunities. Teacher Li Zhenxi said in the book: "Underachievers have seeds of good character more or less in their hearts." "The intelligence and wisdom of educators lies in guiding' underachievers' to often fight for their souls, so that they are not only good at discovering their own preciousness, but also brave enough to defeat the humble me with' noble me'." In fact, every student is eager for affirmation. I found that the underachievers felt a little inferior. Before the final exam last year, in order to encourage my classmates, I said in class, "Listen carefully and review well. Excellent students and progressive students have prizes. " As a result, my voice did not fall, and I heard a long sigh, "Alas, it wasn't me ..." This was said by a very sunny and naughty boy sitting in the first row, with an exaggerated tone. I said, "No way, efforts will make progress." He said to me seriously, "But I can't learn well." I appeased him for a long time, and finally agreed that the progress would be proved in about ten minutes. On another occasion, after school in the afternoon, several underachievers made up their homework in the classroom. After writing, I copied some exercises on the blackboard, and I wanted to tell them directly. As a result, I habitually asked, "Who raised your hand?" Several children scrambled to answer, which was completely different from the usual dull performance in class. Through these things, I found that underachievers also want to express themselves. However, due to basic reasons, the top students have finished their answers before they can come up with the answers in class. Over time, they formed the habit of not thinking. Therefore, at ordinary times, I always try my best to give underachievers a chance to perform. Although they are still underachievers, at least let them learn to think and make progress bit by bit. Take care of their self-esteem.
Finally, give students the initiative in education. Teacher Li Zhenxi said: "It is difficult for underachievers to educate themselves once and for all. Make mistakes-admit mistakes-correct mistakes-make mistakes-admit mistakes again ... this is a common cycle for underachievers. Educators should tolerate the backward students' "relapse" again and again. At the same time, we should continue to encourage students to overcome themselves again and again with enthusiasm and confidence, and guide them to gradually extend their' error cycle' or gradually reduce the degree of mistakes. I should pay special attention to this one. Many times, I don't have enough patience for underachievers. I always hope that they will be faster and faster. It is difficult for them to develop morally, intellectually, physically and aesthetically at once. Everyone loves flowers. In the future, I will learn from Teacher Li, learn to tolerate their "relapse", look at them with a developmental perspective, and wait for their "error cycle" to be gradually extended. ...
Finally, I like to end with a passage from Teacher Li's Wisdom of Education: We can't do things beyond our abilities and responsibilities, we can only do our work as well as we can-in this way, even if individual students are not "taught well" in the end, we still have a clear conscience!