The head teacher is the head teacher (C)

A, manager b, leader c, organizer d, instructor class individual education is the deepening of collective education and (a)

A, supplement B, develop C, improve D, and improve class management is (B) in the process of class management.

A, the central link B, the primary link C, the intermediate link D, and the end link conduct evaluation must be realistic and grasp the students (A)

A, mainstream B, advantages C, disadvantages D, all personal activities are carried out by students under the guidance of the class teacher (C)

A, organizing activities B, group activities C, independent activities D, cultural and sports activities This is a successful summer camp (A)

A, key B, characteristics C, guarantee D, content The student collective is both the object of education and the object of education (C)

A, object b, content c, means d, according to the words and deeds of the class teacher itself is a kind of (b)

A, educational content B, educational factors C, educational strength D, educational principle course is school education (A)

A, basic unit B, organization form C, object D, main class activities to achieve class goals (A)

A, fundamental guarantee B, important ways C, main forms D, and important contents are indispensable in collective life (D)

A, Content B, Mode C, Mode D, Standard (B) Where parents are teachers, especially class teachers.

A, collaborator B, assistant C, leader D, supporter imitation is unique to students (B)

A, lifestyle B, learning style C, activity style D, communication style Self-awareness is the subject's understanding of himself and the (A) of human personality.

A, the core B, the symbol C, the characteristic D, and the result of loving students and being honest with each other is individual education (B)

A, premise B, psychological foundation C, key D, and emotional foundation The exemplary role of the role model is related to the prestige of the role model in the eyes of the educated (B). A, inverse ratio B, direct ratio C, irrelevant D, unknown students' needs in the process of education (D)

A, result B, link C, goal D, and starting point are strict with and respect for students. It seems contradictory, but it is actually (a)

A, consistent B, dialectical C, differentiation D, the connection of two or more choices

Subjective education theory regards the educational process as the main body.

A. Educational resources B. Educational content C. Teachers D. Educational methods E. The forms of student class activities are (BCD).

A. Extracurricular activities B. Group activities C. Individual activities D. ABCD is the main method to cultivate students' daily behavior norms in mass activities.

A. Behavioral practice method B. Environmental cultivation method C. Activity education method D. Moral evaluation method Class activities should adhere to the principles of (ACD).

A. Directionality B. Controllability C. Integrity D. Subjectivity

Class education for middle school students by class teachers mainly includes (BCD).

A. Social education B. Class moral education C. Class intellectual education D. The daily management of middle school students' continuing education and employment education classes mainly includes (ABCD).

A. Teaching routine B. Life hygiene C. Teaching environment D. The main types of daily management of the file class teacher are (ABCD).

A. Experience management B. Administration C. Arbitrary management D. Scientific management The characteristics of family education are mainly (ABD).

A. Long-term and continuity B. Early and fundamental C. Planned and normative D. The leading force of natural and random class moral education is (b).

A. Student B. Class teacher C. Class teacher D. The main reason for the formation of informal groups of class cadres is (ABCD).

A. Interest-oriented B. Psychology C. Geography D. Similar types are divided by nature, and the types of informal groups are mainly (ABC).

A. Positive B. Intermediate C. Negative D. Virtual middle school students can be divided into (ABCD) and other types.

A. ambitious B. realistic C. dependent D. there are ways and means to improve and perfect the quality of temporary class teachers (ABCD).

A. correct self-examination. B. Strengthen theoretical study. C. deepen educational practice. Attach importance to educational information feedback. The characteristics of the head teacher's work skills in each formation stage are mainly manifested in (ABC). A. Changes in activity structure B. Changes in activity speed and quality C. Adjustment function of activity itself D. Accumulation of knowledge and promotion of theory The form of parent-teacher conference can be divided into (BCD) according to its content.

A. Principal's office meeting B. Briefing meeting C. Parents' meeting D. Experience exchange meeting The main methods to cultivate students' daily behavior norms are (ABCD).

A. Behavior Practice Law B. Environmental Cultivation Law C. Activity Education Law D. Moral Evaluation Law The principle of organizing and coordinating family education forces is mainly (ABC).

A. Combination of planning and randomness B. Combination of guidance and respect for parents C. Case analysis of combination of universality and pertinence;

A teacher said: children grow up by making mistakes. Her implication is that no student can grow up without making mistakes. This philosophical sentence tells us that it is impossible for students to make mistakes. As a teacher, don't make a fuss, but treat it correctly. So, what should students do when they make mistakes? We believe that:

First of all, find out the reason why Chu made mistakes. Don't criticize and blame until you find out the reason. This will not help solve the problem, and students can't learn from their mistakes and correct them.

The reasons why students make mistakes are extremely complicated. If you don't investigate carefully, you will often be covered up by some superficial phenomena, and you can't find the real reason, so you will make mistakes. The reasons why students make mistakes are as follows:

First, lack of experience and make mistakes. Students often make mistakes because they are young, have little knowledge, and especially lack experience. For example, they asked to paint the walls of the classroom. Because they have no experience in this field, they didn't paint the wall white, but painted it uglier. Even, they spilled pools of water on the classroom floor, making the classroom dirtier. What is serious is that the water that painted the wall still flows to the classroom downstairs, which makes the classrooms of other classes very dirty and creates a "disaster". Such mistakes are common due to lack of experience. This requires teachers to try to teach them some simple ways to do something in advance, or give them guidance, so as to avoid mistakes.

Second, I made a mistake out of curiosity. It is a good thing that children are curious. But they often make mistakes out of curiosity. For example, he becomes curious about something, can't see it, can't play it, and can't open it. As a result, he watched, played and even opened it, which led to mistakes. Third, the weak concept of right and wrong leads to mistakes. Because their moral evaluation ability is very low, they can't tell what is good, what is bad, what is beautiful and what is ugly. They regard the bad as good and the ugly as beautiful, which leads to mistakes. "Jianghu loyalty" is feudal loyalty, which is a bad thing, but they think it is "enough friends" and regard it as a good thing, which leads to mistakes.

Fourth, others made mistakes. This means that children would not have made mistakes, but made mistakes with the help of others. For example, two classmates were fighting, and he ran to stop it and got punched. After eating this stuffy fist, his anger suddenly came up and he fought, forming a "two strikes one" and playing the wrong number.

Fifth, external bad incentives. Made mistakes under bad external incentives such as bad guys and bad things.

To sum up, we can see that the reasons for students' mistakes are complicated. Therefore, only by finding out the causes of mistakes and then carrying out targeted education will we receive the due results. Indiscriminate accusations and criticisms can't get the effect of education, and it is not conducive to students to correct their mistakes!

Secondly, after students make mistakes, teachers should calmly explain the reasons to students and inspire them to tell the truth and admit their mistakes. When they admit their mistakes, they should be forgiven and given a chance to correct them. Don't always cling to them and "expose" them in public. Doing so will have two different effects: first, it will make students feel inferior and feel that once they make a mistake, they will never turn over and lift their heads; Moreover, if he makes a mistake in the future, he will never admit it again, because if he admits it, it will become a handle for the teacher to "fix" him, and he will have to stop admitting it. Therefore, teachers should do the right thing; Allow students to make mistakes, but also allow them to correct them. Don't cling to them.

Thirdly, students make mistakes, so long as they make some corrections, even if the corrections are not thorough, teachers should encourage them. Finally, when students make mistakes, teachers can neither criticize indiscriminately nor ignore them. Since it is a mistake, we should take it seriously and regard the students' mistakes as an opportunity to educate them. In this way, students who make mistakes can be educated, and other students can take warning. Of course, this requires the wit and art of the class teacher.