Reflections on the two-year experience of new teachers

After teaching for two years, I feel that I have completed my basic duties, and there are no major problems in my class, at least on the surface, the students in this class have no major psychological or behavioral problems. In learning, the class did not fall behind, and the students' grades did not drop excessively. Basically, they are still studying, and some of them love learning.

But reflecting on my own words, I feel that I am both strict and autocratic, and I condone weakness. I have taken drastic measures in the face of problems. Up to now, even if I change my methods and speak softly, the students' initial reaction is still fear. On the other hand, many times, I often ignore what they did wrong. Either very strict or very loose, this is very strict, that is very loose, doing things irregularly, acting unprincipled, only by my word.

This is the result of my hard work and my luck. However, when I study those excellent teachers, my thoughts are contradictory.

Good teaching effect and good class discipline seem to be inseparable from the strictness and attention of teachers. It seems that both I and other good teachers do this, but the methods of those excellent teachers and famous teachers don't seem to be like this. If their achievements are true, how can they be bridged?

When I study those people, I always feel that the teachers who used to stare and yell by more severe means are useless and incompetent. Even in the face of special students, this can only be counterproductive. How can I become a famous teacher and make my grades better?

Besides students, what else can you do for yourself?

Personally, I think there are two aspects. One is that in teaching, we should find ways to improve classroom quality. The better the class, the less need to use those means.

My biggest feeling in these two years is that middle school teachers should not show how much they know in class, but should do a good job of inspiring and guiding. In fact, all means are for this purpose, not for knowledge.

One is to improve the self-running ability of the class in management. Class management is not to let students be muppets of class teachers, but to guide and stimulate students' potential, thoughts and behaviors.

Teachers should be gardeners who water and moisten, not farmers who encourage them by pulling out seedlings.

Specifically, I should not indulge in the trap of the beautiful status quo, but should think about how some good phenomena are done. Can it be replicated in more people? Are there many hidden dangers? Which step or behavior of mine has achieved good results? What behaviors have you done are actually negative or redundant?

Some preliminary ideas:

1. Respecting students has won their love for me, but I also need to understand that they are still children and have many immature ideas and behaviors that need to be corrected.

2. Establishing dignity allows me to manage the class with half the effort, but praise and encouragement are also indispensable.

3. Reflecting and summing up, listening to opinions with an open mind avoids many mistakes, but I can't completely listen to others' opinions. I must have my own ideas, not only my own opinions, but also the ability to listen to opinions and make adjustments.

What I want to do next is:

Combing your own experience in some specific situations in the past two years, you can prepare in advance, guide in the process, and how to show the results afterwards.

It is necessary to consider both comprehensive and detailed operations. I hope that one day I can do everything easily without deliberately spending time.