-Reflections on the activity of "Special Training Camp for Outstanding Educators"

20 12 65438+ 10/0/6, 17, the slightest chill has not stopped our enthusiasm for learning. Under the careful preparation of Teacher Yang, our mental health teachers in Kunshan gathered in Bailu Experimental Primary School for a two-day special training activity for outstanding educators. After mental health education and training, I have gained a lot. After learning a lot of professional psychological knowledge, many previous problems have been solved, and I really realized the importance of mental health.

After this study, I really feel that not only students but also teachers should keep mental health, which has been ignored by all of us. Teachers often have to do students' psychological work and solve problems for students. Who will solve teachers' psychological pressure? As a special group in society, teachers have brought themselves great confusion and pressure because of their social roles and responsibilities, as well as the inequality of their identity and social identity. So, how can teachers avoid or solve their own mental health problems? First of all, we should broaden our horizons and enrich our spare time. Secondly, we should have close friends. Talk to family and friends to relieve psychological pressure. Furthermore, make good use of holidays, adjust rest and make full preparations for next semester. Teachers should pay attention to their own psychology, face up to their own problems, see their own advantages, find their own shortcomings, and keep an open mind and a good attitude!

I also have a lot of confusion in class management. The biggest confusion is a boy (grade six) in the class. He is a little precocious, rebellious, unsociable, bullying classmates, swearing, and even keen on talking about adults ... It can be said that he is a time bomb in the class. He vandalized public property: he scribbled on the desk, and he wanted to erase the name of his classmate on the eagle horn (just because he didn't like or hate that student, he was always bullied when he met him); He is not attentive in class: school supplies are all over the table (including eating spoons), and he has been playing with pens, erasers, rulers and origami. He even changed the text into some obscene words when reading the text together, which made his classmates laugh. He made trouble after class: kicking the classroom door, unwilling to be on duty, kicking tables and stools, and even standing on the table while the teacher was away, shouting: Laozi is the best in the world; He asked his classmates for money and copied his homework to them ... I communicated with him no less than 20 times this semester and invited parents to come to school seven or eight times, which annoyed them. They even think that the teacher has a problem with the children and doesn't cooperate with the teacher. They also say that everything is fine and polite at home. The mother of the child is a temporary worker (often changing to different supermarkets) and the father is a community outpatient doctor. They are both very busy. Sometimes when they come to school, the teacher leaves in a hurry before making things clear. Repeatedly, ask the parents to come once, and the children will go back to eat a criticism. In a few days, they will make the same old mistakes again. Once, I had a class with him, and he finally said: He made trouble because my class teacher wanted to take care of him. I really can't do anything. I often reflect on myself, but my class is not vivid. I try my best to prepare for each class and improve classroom efficiency. He doesn't attend classes. As long as it doesn't affect other students, I won't criticize him in class, protect his self-esteem and communicate alone after class. No matter what the teacher says, he always nods "hmm", but after that, it is still the same. Teacher Jiang mentioned the "iceberg theory" in the lecture "The Art of Teacher-student Communication", which I had known before. Teacher Jiang said: behavior-coping attitude-feeling-feeling-viewpoint-expectation-desire-self. Students don't listen, "it's not correcting behavior, it's psychology." I think this sentence is very reasonable, but how can we see the deep things under the iceberg? How can I enter the child's psychology? I think students' behavioral mistakes are varied and the reasons are complicated. Teachers should promptly and effectively correct students' behavior mistakes. First of all, investigate the causes and prescribe the right medicine. There are both objective and subjective reasons for the formation of students' behavioral faults and bad morals, so teachers should make a realistic analysis. The analysis is not based on subjective speculation, impression and empiricism, but on the objective data obtained from careful investigation as the evidence of analysis and research, and the corresponding correction scheme is formulated. Second, eliminate doubts and opposition. Students with wrong behaviors are shrouded in suspicion and fear, and they are indifferent, alienated, even antagonistic and hostile to teachers and classmates. Deliberately "topping the cow" with the teacher. Teachers should love their students, that is, they should be enthusiastic about students who have made serious mistakes, care for them in many ways, help them sincerely, influence them with sincere feelings, and try their best to find a common language between teachers and students. Third, grasp the opportunity of education and touch the pain of the soul. Internal cause is the basis of change, and external cause is the condition of change. Teachers should be good at arousing their inner vibration through certain events, seize the ideological awakening and good opportunity, and give patient inspiration, guidance and help. Fourth, use "psychological displacement" to enhance moral awareness. Teachers should grasp the link of moral cognition in education, try their best to clean up the mental pollution in their minds, provide positive and negative lessons, guide them to "psychological displacement" and "psychological contrast", make them feel "remorse" and "guilt", and deeply feel the expectations of their families, schools and society. Gradually correct the wrong behavior. Fifth, protect self-esteem; Cultivate a sense of collective honor. Students who make mistakes in behavior do not have no self-esteem, nor do they want personal honor and prestige, but their self-esteem and sense of honor develop abnormally. Teachers should be good at discovering their bright spots, give them affirmation, encouragement and trust in time, arouse their self-esteem, help them "restore their reputation" in the class group, and strive to combine self-esteem with collective honor. Sixth, adjust the goal and strengthen it repeatedly. Students with behavioral mistakes tend to develop bad habits of different degrees, and will commit them again in a reflective way under the stimulation of bad incentives. Therefore, teachers should have a heart. I hope that next semester, I can go deep into the student's heart, walk into his heart and help him find his self-confidence and sunshine mentality.

Sunshine education starts from the heart. May teachers and classmates be happy every day!