From the first two years to the last two years, I really feel that my classmates have grown up a lot and behaved like adults. Think about it. In the third grade, because of the pressure of entering a higher school, I naturally worked harder than in the first and second grades. Compared with me at that time, today's children have a stronger sense of society and the times. They began to get in touch with society and accept modern ideas very early. Naturally, they know more about the importance of learning than I am 15 years old. In the process of contact with children, I feel that these 14-and 15-year-old children are very concerned about the recognition of their "consciousness" by teachers and parents, and in this specific period of junior three, their "consciousness" is optimistically imagined by me as: when it is proved by facts, no parents or teachers can get good grades. In addition, last summer vacation, I had a talk with my parents, hoping that they would do a good job in their children's psychological work and prepare for the third grade. Therefore, in my imagination, their cognition of grade three should naturally emerge from the first day of entering the gate of grade three. With this in mind, I made it clear at the beginning of school that the senior high school entrance examination is a big goal in life. And on the first day of school, I gave them the results of last year's senior high school entrance examination, the admission ratio, and the approximate ratio of key middle schools to non-key middle schools. I told them understandably that you have grown up and don't want your parents and teachers to interfere with you too much. The teacher believes that you can understand the importance of learning and that you can try your best to stand the test of grade three. After the call, I seldom mentioned "senior high school entrance examination" in my class, but consciously emphasized the words "when I grow up" and "when I face challenges". However, after a period of schooling, it turns out that my idea is quite different from the actual situation. Students who enter the new environment seem to be stuck in the impetuousness at the beginning of the new semester. They talked more about why school uniforms can't be worn naked, whether they can go out to school at noon, who should take the table tennis table during recess, and who is the new teacher ... They are irritable and emotionally unstable, and a little thing will attract their attention for a long time. Their classroom quality is worse than that of Grade Two. After school, they wandered around the classroom, joking with their classmates. Faced with this situation, I have to start to reflect on my class management policy since the beginning of school. I chatted with several students at different levels, and found that although they are all eager and understand the importance of the senior high school entrance examination, they have vague ideas on how to clearly express what learning is and for whom. Many people give me this answer: I'm tired of being lectured by adults, especially their nagging about the importance of the senior high school entrance examination. Actually, I know all this, but we can't just study all day. We have to have our own lives, right? I never thought about what would happen if I failed in the exam. I dare not think that if I fail, my mother will not scold me to death. Now at least 80% of my study is for my mother. Now I understand that my trust in them is actually "wishful thinking". Their consciousness is not manifested in the way of "proving with practical actions" as I imagined, but exists in the way of "getting rid of" and "rebelling", that is, getting rid of the requirements of parents and teachers, doing what they like and experiencing their young years. It is precisely because of this mentality that they are very tired of learning. At the same time, parents' strict requirements for learning and great satisfaction with life have caused their fear of learning, and they always feel that learning is to make their parents happy. This idea deepened their fear of the senior high school entrance examination. With such disgust and fear, they will naturally take every opportunity to get rid of it, so "consciousness" based on "sex" and "privacy" has become their only reason. Chatting and joking with classmates at school has become the only way to let them put down their burdens temporarily. Through such thinking, I understand that my misunderstanding and emphasis on their consciousness is actually encouraging their wrong ideas. As a class teacher, we should not blindly take it for granted, but calm down and carefully observe and understand the psychological characteristics of students at each stage. Only in this way can problems be issued in time. And prescribe the right medicine. For their "getting rid of" and "consciousness", adopting the education method of trust and encouragement can only make them more and more impetuous. More detailed psychological work can guide them and make them clear about their learning goals, so as to fundamentally reduce or even relieve their boredom with learning and turn "I want to learn" into "I want to learn". This also triggered my deeper thinking-the second reflection: after entering the third grade, I should pay more attention to the ideological tendency of the whole class. As the pressure of "senior high school entrance examination" approaches, as a teacher, the requirements for students' grades are becoming more and more urgent. This urgent mood made me pay attention to the results of their quizzes, unified exercises and other exams. Almost all the conversations with students focus on the topics of study and senior high school entrance examination. However, I found that the more I emphasized their grades, the more their grades dropped. I couldn't figure it out at first. Why don't I worry about them? Through observation, I found that although everyone is happy to come to class every day, the gray tone in the weekly diary is getting heavier and heavier, and many people inexplicably write down one sad text after another. The inconspicuous bud of adolescence in senior one and senior two is desperately displayed at this critical moment. The students are talking about the relationship between boys and girls in private, and the boredom and fear of learning mentioned above make them extremely impetuous. Of course, it will definitely affect their study. At this time, as a class teacher, it is obviously not the right medicine to simply emphasize learning and senior high school entrance examination. Only by solving their ideological problems one by one and restoring their impetuous emotions can we improve our grades. In front of students, teachers, especially class teachers, must have a clear attitude towards every phenomenon, especially because in the third grade, an ideological tendency that is not conducive to learning must not be allowed to form a climate in the class. For example, for the relationship between boys and girls, I adopted the method of understanding and persuasion in the second day of junior high school. After all, children are changeable. The less I understand them, the more boring they are, and naturally they will break up. But by the third day, time is tight, and it is obviously not suitable to adopt this method again. At this time, we must transfer our knowledge to the underground, have a heart-to-heart conversation and exchange with them, and be sure to make our attitude clear in front of the whole class. Let them know how meaningless this so-called aimless feeling is compared with the senior high school entrance examination. We should always pay attention to students' thoughts and mentality and do this work well. For every problem that appears, we should be clear about our attitude and regulate students accordingly. Only in this way can we master the ideological tendency of the whole class and guide them in the direction they want. In short, in the third stage, ideological work should not be ignored, but should become particularly important. Only by solving ideological problems can we ensure learning. Reflection 3: Face all kinds of problems among students with a correct attitude. When I entered the third grade, I found that students were not as practical and conscious as I thought. The learning atmosphere in the class is not as strong as I thought; I was really anxious when my academic performance declined instead of improving. As soon as I entered the class, my smile disappeared. I used to say that the problem was encouragement and hope, but now it has become preaching and criticism. With less lubricant, the operation is more and more rough. In fact, if you think about it carefully, it is really these 14-and 15-year-old children who are under the greatest pressure and have the most tiring life at the moment. In fact, they care about their academic performance more than anyone else, but they just don't want to show it in public. As a class teacher, the first task should be to try their best to adjust their emotions, ease their irritability, and let them face the day's study tasks with a relaxed attitude as much as possible. In a good mood, work efficiency is high. This is a law that applies to everyone. When I was restless and criticized them, I actually transferred my impatience to them. After a long time, instead of listening, they became more and more disgusted with preaching. Therefore, in the special period of grade three, as a class teacher, we should maintain a peaceful and happy attitude. If there is a problem, it won't help if they don't ask for random criticism. Only by talking to them calmly and finding out the reasons can we find a solution to the problem. This was well grasped in the second grade, but by the third grade, the composition was suddenly lost. In the final analysis, it's my bad attitude, and I'm too eager for quick success and instant benefit. I found that children in grade three are more sensitive than before. When they are restless, especially when they are dissatisfied with their studies, a smile from the teacher will bring them a good mood all day. Therefore, in the face of them, it is very important to control your emotions. You should always remind yourself that you are the backbone of more than 30 children, and your emotions directly affect them. Only by grasping ourselves first can we grasp the initiative and guide them. In short, the third grade is a very special stage. During this period, not only can we not simplify the work of the class teacher, but we should also guide them more attentively, carefully and patiently according to their psychological characteristics, and try our best to make them gradually concentrate on their studies. Of course, student work always needs a process, and we are faced with children with brains and thoughts. It is unrealistic to ask them to act completely according to their own will. This requires you to have a good attitude and great patience. At this point, we are in agreement with the students' desire, that is, try our best to make the results more satisfactory.