First, how to be a class teacher with educational wisdom.
(A) What is educational wisdom
Educational wisdom is a sign that teachers' professional quality has reached a mature level, and it is the result of the comprehensive realization of teachers' various professional qualities. Teachers' educational wisdom is embodied in their teaching practice. Teachers with educational wisdom have the ability to keenly feel and accurately judge new situations and new problems that may arise in the process of generation and change, have the wit to grasp educational opportunities and transform educational contradictions and conflicts, have the courage to make timely choices and adjust educational behaviors according to the actual situation of the objects, and have the charm to make students actively participate in school life, love learning and creation, and be willing to have spiritual dialogues with others. Teachers with educational wisdom often have their own personality and unique style, and his educational work can reach the realm of combining science and art. For such teachers, education is not only a kind of work, but also a kind of enjoyment. Educational wisdom enables teachers to walk out of complicated, boring and heavy educational activities and enter a happy and wonderful educational life, which not only solves the problem of the development of teachers' professional ability, but also solves the problem of the realization of teachers' self-worth.
I think, as the backbone of the school, it is an unshirkable development goal for the head teacher to become a teacher with educational wisdom.
(B) the concept of wisdom
1, on the exploration of human nature Marx's theory: first there is food, clothing, housing and transportation, and then there is superstructure.
Maslow, an American humanist, believes that there are five levels of human pursuit: (1) physiological needs, (2) safety needs, (3) love needs (care), (4) respect needs and (5) self-realization needs.
China's ancient theory: First, goodness. Mencius once discussed the "goodness" of others. He said: "The goodness of human nature is more than water. There is nothing wrong with people and there is nothing wrong with water. " He also said: "Everyone has compassion; Everyone has a heart of good and evil; Everyone has a respectful heart; Everyone has a heart of right and wrong; Compassion, benevolence; The heart of good and evil, benevolence and righteousness; Respect and courtesy; The heart of right and wrong is also wise. Benevolence and wisdom do not come from the outside, but are inherent in me. " He believes that the pursuit of truth, goodness and beauty is human nature.
The second category is "evil". Xunzi once discussed the "evil" of mankind. He said: "Human nature is evil, and goodness is also false. Today's human nature is born with good interests and enough is enough, so it is a struggle for life and death; Born with disease and evil, follow it, so thieves are born with loyalty to death; Born to want eyes and ears, good sense of harmony, so fornication is born, etiquette and ethics die. " Similarly, I think Xunzi also made an absolute mistake, but his greed, indolence, and lustful voice do reflect the nature of human beings as animals.
Freud's psychoanalytic theory: personality is divided into three parts: id, ego and superego. I want a boiling cauldron full of various desires to be satisfied as soon as possible, regardless of reality. Self should consider the reality, like a rider, and can't let the horse rein. Superego is the ultimate goal pursued by human beings, according to moral ideals and perfect principles.
The purpose of saying this is to say a truth. People are false, ugly, true, good and beautiful. The purpose of education is people-oriented, weakening students' falsehood and ugliness and developing students' truth, goodness and beauty.
2. What is the focus of education?
Howard gardner, a psychologist at Harvard University, has a famous theory of multiple intelligences. He believes that everyone has at least seven kinds of intelligence, such as language, mathematical logic, space, body movements, music, interpersonal relationships and self-knowledge, but these seven kinds of intelligence will show individual differences in specific people. In other words, everyone has his own strengths and weaknesses. He is "extremely short" in this respect and may be "special" on the other hand. This is an old saying of China: "The feet are short, but the inches are long." So don't dwell on some shortcomings of students, but focus on their advantages.
The development of human wisdom is unbalanced, and there are always strong and weak wisdom. The focus of education is to discover and cultivate students' strengths, foster strengths and avoid weaknesses, so that every student can shine. There are no unsuccessful students, only unsuccessful education. The secret is to tap students' potential and cultivate their specialties.
3. How to deal with students' mistakes
Which do you prefer, the student who often gives you trouble or the student who often surprises you? The answer is self-evident, but which student does not make mistakes?
An education expert once said, "Schools are places where students are allowed to make mistakes".
In the 1920s, Mr. Lu Xun made a famous speech entitled "Before Genius", in which there was a sentence: "So I think, before we ask for genius, we should ask for people who can make it grow. -for example, if you want to have good trees and flowers, you must have good soil; Without soil, there would be no flowers and trees; So soil is more important than flowers and trees. " 65438-0994, Darlene of the United States went to Kunming, Yunnan Province as a visiting exchange teacher for academic exchange. Many teachers asked her, "How do American schools teach children creativity?" And repeatedly asked her to demonstrate in class. Darlene is puzzled: How is creativity "taught"? Suhomlinski once said: "Talents are not cultivated, but grow up by themselves." This sentence is worth considering. In my opinion, in our education, we should not explore any "innovative talent training mode", but should create a good teaching democratic atmosphere.
Now many of our teachers are used to blocking students and are not allowed to punish them like this. As a result, students make fewer mistakes, but there is no innovative behavior. I think this educational result at the expense of students' innovative nature is a kind of credit sale.
There are few big trees beside Huayuan Road. The mountains and forests are covered with columns. Let students grow naturally, don't be afraid of students making mistakes, and allow students to make mistakes. After students make mistakes, it is important to turn them into educational resources artistically, so that students can "learn from mistakes" and "learn from mistakes".
4. What is the highest educational art?
There is a national excellent class teacher who summed up his work and went through three stages. At the beginning, students were strictly disciplined, which was not allowed, and that was not allowed. Students are often criticized and really "honest", but all the work in the class can't get on. Later, I consulted many old class teachers and learned some methods to educate students. Students began to be active and class work improved. Later, after reading Suhomlinski's "Student Psychology" and "How to Cultivate Real People", I really realized that love for students is the highest art of education. I try to consider the problem from the perspective of students, think about the development of students' lives, and care about students from the heart. Class assignments have made great progress. No matter what activities the school engages in, his class is the first, and he was finally rated as the "advanced class" in the country.
Love, with magical power, is the highest educational art.
(C) management wisdom
1, broken window theory and sock effect
If someone breaks the window glass of a building and can't repair it in time, it may connive at others to break more windows in some implied way. Therefore, in this insensitive atmosphere, crime will breed. This is the criminologist Karin's famous "broken window theory".
In class work, if there is a "broken window" behavior in this complete building, this small "broken window" behavior is very disharmonious for this complete and coordinated class. Your indifference encouraged more students to follow suit. Over time, there will be more "broken windows" in the classroom. ...
In the daily management of a class, the attendance rate seems to be very small. In the eyes of many students, it is an insignificant one. Being a minute late will never affect my classroom study, because what can I get from a minute's study? But being late can reflect a person's learning state and mental outlook.
In other words, when the management of a class is perfect, students are in a whole-hearted class group. Of course, students have strong self-discipline in their own behavior and will not be late. This strict classroom atmosphere will make students involuntarily think: Never be late. However, if someone is late once and the class teacher doesn't correct it, it will give other students a hint: they can be late. The more people are late, the more indulgent they are to those who are not late. The next thing can be imagined. It can be said that this class will soon fall into chaos. This is the case with attendance management, and so is the management of other classes.
In personal education, it also conforms to this "glass window theory". A self-disciplined person always gives himself a serious warning when facing some mistakes: "You can't do it", so he can always stop in front of mistakes. When he makes a mistake for the first time, he has to go through a fierce ideological process, and there is always a sense of fear and guilt before doing something wrong. I feel a little relieved after my mistakes. It's no big deal after making a mistake. If I don't educate myself, I will make more or bigger mistakes. Over time, I fell into the abyss. Even in the class, there is a feeling that "I am a poor student, who am I afraid of?" If education is carried out at this time, it will be difficult to go to heaven. This is what people often say: nip in the bud. From the students themselves, we should also find and repair the "glass window" in time to improve ourselves.
If we understand "broken window theory" from another angle, it is called "sock effect": a pair of clean socks urges people to change a pair of new shoes; The update of shoes will arouse people's desire to update pants; After the trousers were updated, the coat became a pain in people's hearts; The change of coat will make people's face clean; ..... Soon, a person's image has changed.
In daily class management, we are good at finding the bright spots in the class and looking for some educational materials close to students' study and life. For example: set some good examples, or have excellent learning quality; Or excellent moral quality and so on. Through these pairs of "clean socks", the class can be transformed in many ways and form a positive atmosphere.
For personal education, the "sock effect" can also be used. A class of dozens of students will inevitably have a few underachievers, and the class teacher should treat them correctly in an all-round way, not only seeing the "short" places, but not the "long" places. We should be good at finding "clean socks" on them. If some people are not consciously disciplined, they can bravely help others. Some cultural achievements are not ideal, but they have certain specialties in style, some are taciturn in appearance, but can think independently, and often have original opinions on some issues: some are behind others for a while, but they also have the desire to compete for the upper reaches and honor, and so on. This requires our class teacher to fully understand and be good at observing and discovering "long" from "short", so as to promote "long" and avoid "short".
The head teacher can guide students to discover their potential "clean socks". Thereby promoting the transformation of self-orientation. I once read such a story: a person who lives in extreme hardship, but thinks about his own life, wants to recall what is the bright spot in his sad life before committing suicide. In this painful memory, he vaguely remembers painting a picture in primary school. The teacher gave such an evaluation: "The painting is messy, but the color is still used well." However, it was this sentence "but the color is still good" that made him give up the idea of ending his life. Therefore, when educating underachievers, we should look for their bright spots from many aspects and consciously expand them in order to ignite more bright spots.
"Broken window" and "socks" are two inevitable opposites for a class and an individual. "broken window theory" emphasizes discovering the external practical shortcomings and educating people from the external environment, while "sock effect" emphasizes tapping the inner bright spot and educating people from the inner psychology. However, there is unity between the two, that is, they are harmonious and unified, and a two-pronged approach can achieve miraculous results.
2, the management of students should establish a good system.
Seven people once lived together and shared a big bucket of porridge every day. Sadly, there is not enough porridge to eat every day.
At first, they drew lots to decide who would share the porridge, one serving a day. So every week, they are full only one day, that is, the day of porridge sharing. Later, they began to elect a noble person to share the porridge. Power will lead to corruption, and everyone began to try their best to please and bribe him, making the whole clique filled with smoke. Then everyone began to form a three-person porridge Committee and a four-person selection Committee, attacking each other and wrangling, and the porridge was cold in their mouths. Finally, I came up with a method: divide the porridge in turn, but the people who divide the porridge have to wait for everyone else to pick up the last bowl left. In order not to eat the least, everyone tries to distribute it equally, even if it is uneven, you can only admit it. Everyone is happy and kind, and life is getting better and better.
The same seven people, different distribution systems, will have different ethos. Therefore, if a school or a class has bad habits of work and rest, it must be a mechanism problem. Certainly it is not completely fair, just and open, and there is no strict reward for diligence and punishment for laziness. How to formulate such a system is a problem that every educator needs to consider.
3. Treat every student fairly.
A psychological survey shows that 84% of primary and secondary school students think that justice is an important professional ethics of teachers; 92% students think that eccentricity is the most unforgivable shortcoming of teachers. It can be seen that students' expectations of teacher fairness are quite high, and whether teachers are fair or not is closely related to their image in students' minds. When evaluating and rewarding students, we must seek truth from facts and distinguish between rewards and punishments. Rewards and punishments themselves are secondary, and students are often more concerned about whether teachers can handle them impartially and their attitudes and evaluations. If teachers can't practice impartiality in educational activities, it will hurt students' goodwill towards teachers and destroy the relationship between teachers and students.
James was an outstanding American economist at the beginning of last century. For a while, he was studying what is the biggest motivation for enterprises to motivate employees. He visited some enterprises and found that most enterprises regard salary as the first motivation to motivate employees, and reward those talents with strong ability and outstanding performance with heavy money. There are also a few enterprise managers who not only give special rewards to employees, but also give a variety of spiritual rewards. But no one denies that salary should be the biggest motivation.
Just as James was preparing to write his thesis, he was invited to give a lecture in an enterprise and met an acquaintance. This acquaintance used to work in a famous enterprise, but somehow he got here. James took it for granted that the company must have spent a lot of money to dig it up.
Unexpectedly, in the communication with this acquaintance, he was surprised to learn that the salary here is only half that of that famous enterprise. Asked about the reason, the acquaintance said happily, "Because it is more positive here!" He also explained that he has been to many enterprises, and many mediocre people are in high positions, pointing fingers at those who are talented. Those talented people may be appeased to survive at first, but after a long time, they will be indignant: why does he get more than my salary for nothing? His ability is not as good as mine, so why does he enjoy the same treatment as mine ... such a bad association will kill the morale of talents or make people leave.
Hearing his words, James felt suddenly enlightened. After he came back, he wrote a book, which sensationalized the world and spread widely: justice is the greatest motivation. In the book, he wrote: Justice is the guarantee and goal of the development and progress of human society. Justice is respect for personality, which allows a person to release his energy to the greatest extent. Unfair regularity is a kind of trampling on the soul, a provocation to civilization and a crime to society. Therefore, it is everyone's responsibility and obligation to adhere to the principle of fair management and handling of affairs.
If you are a school administrator, you need to uphold justice.
4, put down the teacher's shelf
When reading The Analects of Confucius, I especially yearned for such a scene: the disciples sat around a place casually, and the teacher said, now please talk about your ambitions. So the disciples began to talk noisily. Some people want to be officials, some have deep thoughts, some want to do education, and some are shy. They just want to take a bath in the Yihe River with a few people, blow a breeze, sing and go home happily. Teachers always smile and nod from time to time. When they have the same ideas as themselves, they will sigh and praise them greatly. Teachers don't have lofty shelves, and students don't feel constrained, such as sitting in the spring breeze. This is an educational scene created by a generation of masters.
In the history of modern education in China, Tao Xingzhi is an admirable monument. He founded the theory of "life education". He defined life education as "educating life, educating with life, and educating for the needs of life", and systematically put it into educational practice to study, work and cultivate with students. What is the need for us to maintain the dignity of teachers, not to go deep into students' lives and live with them?
Above, I only briefly talked about my understanding of how to be a teacher in charge with educational wisdom from three aspects. But compared with the work of some class teachers in our school, there is a big gap with this goal. This is reflected in:
1. Some teachers have a weak sense of responsibility, lack initiative, muddle through their work, and feel bored and restless.
In today's society, there are more and more only children, and parents have higher and higher expectations for their children. For us teachers, we should have a high sense of responsibility and be responsible for parents and students. It is inevitable that teenage students make some mistakes, but some of our old class teachers are bored because they have been dealing with students for a long time and have seen more. Especially when students commit a phenomenon that they have explicitly stopped, they often fly into a rage. Sometimes at a certain stage, when several things happen in the class, I feel restless and tired. These will bring a lot of inconvenience to work.
2. The head teacher's management style is single, backward and simple, and the management style is conservative and conformist.
We find that some old class teachers often think they have a set, do not strive for progress, stick to the rules, and work in a stereotyped and formulaic way, which makes the class lifeless, like a stagnant pool, and the consequences will inevitably be students' complaints and accusations, resulting in alienation and tension between teachers and students. Others like to rely on experience and make subjective judgments in their work. Experience can provide reference for people to avoid detours. However, if the head teacher blindly relies on experience and ignores the particularity of the individual students, he will often give priority to the ancestors, form subjective prejudice, and sometimes even draw completely opposite conclusions.
3. Lack of love, patience and sincerity in work.
Some young teachers lose patience and confidence in their students after a period of time because they are naughty, so they blame them blindly. Some teachers lack sincere communication with students and can never enter the inner world of students. It boils down to the teacher's lack of love. If there is a class teacher, one of his students is very naughty. Once he violates discipline, the class teacher will send him to the Political and Educational Affairs Office and hand him over to the school for handling. Since then, students have had a resistance to the class teacher, so they have an aversion to learning, and later put forward the idea of quitting school to their parents.
Some teachers don't pay attention to their words and deeds, which will often cause trauma to students' minds.
In class work, some class teachers are eager for success and hate iron to produce steel. Although they have a strong desire and good motivation to teach students well, the result is counterproductive and brings undue losses to education and teaching. Give a few examples. Some class teachers often like to say to students who are disobedient and unwilling to receive education: "I can't control you, please ask your parents to come" or "go to the Political and Educational Affairs Office with you". The harm of doing so is to expose one's incompetence, lose the prestige of the class teacher, and at the same time make the students disgusted. Some students who dare to refute their own remarks or are dissatisfied with their own practices often say, "Who are you? If I don't care about you, I won't be a class teacher. " "Let's see who is afraid of who." This kind of harm is: losing identity, losing personality, threatening students, and students are not satisfied with it. Others told some students whose emotions are already very antagonistic that they deliberately embarrassed themselves on some issues: "You are naughty, I will get even with you later" and "Be careful, don't blame me for not graduating later". This is intimidating students and forcing them to submit, but being scared for a while will not last long, and it will make students feel resentful. Of course, there are many wrong words and deeds that are "stubborn and incorrigible", "rotten wood cannot be carved", "incorrigible" and "incorrigible", which do great harm to students. I hope they can attract everyone's attention.
Educator Tao Xingzhi said: "Teachers are artistic sculptors who create truth, goodness and beauty." "Pro-teacher" can better "believe in its way". Every teacher should adhere to the concept of "people-oriented" and be an educator with educational wisdom. Let all of us in Jiazhong continue to carry forward the "Jiazhong spirit", keep pace with the times, be determined to innovate and do all the work well; On the basis of basically achieving the school-running goal of "first-class in the province, well-known in China and influential overseas", we will forge ahead and build a cultural management model based on Qionghai's "three-color culture" to become a national-level demonstration high school with high quality and cultural characteristics!