A summary of caring for special students
Through our unremitting efforts, we have a clearer understanding of left-behind children, single parents and disabled teenagers, and our actions are more specific. We think that the monitoring of left-behind children should start from the following aspects: 1. We should refine our work and do small things well.
Left-behind students are not students with learning difficulties. As a huge group, first, we should find a breakthrough in the management of the left-behind students, make detailed work arrangements and understand the family status of the students, which now provides a generous background for prison management. Second, the responsibility should be placed on people and the responsibility should be in place. The management of left-behind students is not a matter for the class teacher alone. All teachers should work together, with division of leadership, specific objects and management methods, tracking records, growth assistance and stage or semester evaluation. Third, we should do small things well. The daily management of the school is mostly a trivial matter of students' life at school. But education is no small matter, and all the work of the school is to educate and train people. Although small, it is very educational. By doing these little things well, we should cultivate students' civilized behavior and good habits, and even benefit them for life. In the process of management, we should not make a mountain out of a molehill. On the surface, it looks calm, but the fragrance floating in students' hearts needs teachers to moisten things in the spring breeze.
2. Implement monitoring measures and make plans according to the school system.
First, implement "substitute parents", find responsible teachers, supervise students' diet and daily life, and manage students' property on their behalf. Students have a "boss", have something to report and have a fixed amount of money. Second, give full play to collective strength and form a public opinion network. The cooperation of class education comes from the cooperation of school, society and family, which requires the cooperation within the class. Teachers' cooperation and students' collective influence can influence students and give great encouragement to special children groups. At the same time, the class collective is a witness to supervise and restrain the students' behavior, and students will be watched by many pairs of eyes on their way to school. Therefore, teachers, especially class teachers, should adhere to the concept of democratic management, let students set their own behavior goals, adhere to the system to restrain people, use collective supervisors, and use true feelings to influence people. Third, carry out a variety of educational activities, develop students' specialties, and make students willing to go to school, attend classes and study. And seize every achievement they have made to give encouragement, appreciate students' innovative thinking, and guide left-behind students to stay away from temptation, be upright and take the right path.
3. Build a communication platform.
In the dialogue of equality, respect and mutual trust between teachers and students, the "inventory report" of students' behavior in one week is conducive to supervising teachers to understand students' trends in one week and put forward hopes and suggestions for the next stage of learning. Secondly, strengthening air communication and cooperation between students and parents, parents and supervisors is not only an attitude towards students' behavior, but also a new form of "parent school" trinity education network to urge parents to manage their children. Thirdly, establish a class communication platform, and use weekly classes and activity classes to carry out theme class meetings, so that students can express their feelings to their parents and classmates, vent their emotions and exchange their feelings.
The second chapter summarizes the activities of caring for special students.
Caring for "special children" is to let them face life, study, self-improvement and growth happily and healthily with a sunny smile. The activities of caring for special children in this semester are summarized as follows:
At the beginning of each semester, the class will hold a parent-teacher meeting, at which parents will be asked about the guardianship of students. Some studies are neglected and lack guidance on difficult problems; Some are not interested in learning, and their grades are generally unsatisfactory; Some are psychologically unhealthy and have great mood swings; Some people have bad behavior habits and often violate discipline. In order to solve the education problems of special children and make them better integrate into class families, we set up the Children's Home Care for Special Left-behind Children Project. In order to strengthen the unified leadership, management and tracking of the work of left-behind children, a leading group for caring for left-behind children was established. The formation of the principal personally, the vice principal is responsible for the safety and legal education of left-behind children, the general counselor is responsible for the ideological education of left-behind children, and the class teacher is responsible for the study and life education of left-behind children. Ensuring the smooth development of caring for left-behind children will help to improve their self-management, self-protection and self-regulation.
Our school requires that a class meeting be held on the theme of "caring for special children". According to the specific situation of special children in this class, set up sub-themes, plan and organize students to hold theme class meetings. Through the theme squadron meeting, educate the left-behind children with positive and negative examples, let them know that time is gone forever and arrange their own study and entertainment reasonably. Through activities, special left-behind children can learn to take care of themselves, know their own affairs and take the initiative to participate in housework. By organizing a "smile-sending" activity, students can experience the joy of helping others in practice and in the collective, help others when they know that they are in trouble, and regard caring for others as a happy part of their lives. Improve the normal psychological quality of special children through psychological education and consultation activities. They "learn to be strong, communicate, survive, understand and mediate themselves". They are unsociable, rebellious, free and loose, and have poor academic performance. After a period of help, they have changed, become lively and cheerful, learned to respect others, consciously abide by discipline, and their academic performance has improved significantly. Every "left-behind special child" has more than one good friend holding hands, helping him in his study and life, and growing and progressing with him. During the birthday of the "left-behind special children", the whole class offered birthday wishes to the "left-behind children" and sent their own small greeting cards and gifts. Let them feel the warmth and care of the collective.
Blackboard newspaper opens up a "caring world" for left-behind children, publishes a "declaration of love", makes a "map of love cards" and carefully manages a "publicity column of love". Choose works with novel ideas, distinctive themes and exquisite layout as the content of the publicity column. A messenger of love with excellent academic performance, a touching declaration of love, and a colorful picture of love give the left-behind children sunshine warmth and sunshine enthusiasm. Caring for special students is not only a matter of school classes, but also a common responsibility of the whole society. In short, it is the unshirkable responsibility and obligation of schools, families and society to create a good educational environment for special children. We should raise awareness, make concerted efforts with Qi Xin, and make active efforts to make left-behind children enjoy the same blue sky and care as all children, and implement quality education to every child.
The third chapter summarizes the activities of caring for special students.
In order to promote the healthy growth of young students, especially left-behind students and other special student groups, and strive to create a good atmosphere for the whole society to care for special student groups, our school has carried out a series of activities to care for left-behind students and other special student groups according to the relevant spirit of the Municipal Education Bureau and the actual situation of our school. These activities are reported as follows:
First, sort out the situation and improve the files of special group students.
In order to carry out activities in a solid and effective way, our school has sorted out students from these special groups, such as left-behind students, children of migrant workers, children of returning migrant workers, children of single-parent families, children of poor families and orphans. According to statistics, there are 2409 students in the school, including special group students 175. The school has set up information files for these students.
Second, strengthen responsibility and establish a leadership mechanism that cares for special student groups.
In order to strengthen the unified leadership, management and tracking of the work of left-behind students, school leaders attached great importance to it, held several school affairs meetings to study the work of caring for left-behind students, and set up a leading group for caring for left-behind students. (Team leader:, deputy team leader: Sun Jinxiang, team members: Yi Qianjin, Lu Yihua, Dong Jinhua, Guo Xiang) A network system has been formed in which President Wang is personally in charge, the working class is responsible for the safety and legal education of left-behind students, and the class teacher is responsible for the life education of left-behind students. Ensuring the smooth development of caring for left-behind students is helpful to improve the ability of self-management, self-protection and self-adjustment of left-behind students.
Third, activities lead, sending care to the hearts of special groups of students.
1. Use the time before and after the winter vacation to make home visits to students from special groups.
The school requires the head teacher to conduct targeted home visits to the students in this class according to the situation of the class, and coordinate the subject teachers to conduct home visits to the students according to the differences of the students' situation. After the activity, excellent classes and individuals will be rewarded.
2. Establish multi-channel home-school contact information.
The school requires all classes to put the students' quality evaluation cards, parents' report cards and other contact cards that can contact parents in the hands of parents, urge parents to pay attention to students' safety during holidays, and positively educate and guide students. For some special groups of students, we also tell their parents their home phone numbers, implement the entrusted guardians of special groups of students, inform students of their ideological and moral character, learning attitude, academic performance, behavior habits and living conditions during their school days, discuss educational methods, and encourage students to overcome difficulties and strive to become talents.