First, contact more students.
Teachers should have more contact with them. When he is stating something or expressing his views, the teacher should listen carefully and respect his views in order to gain his trust. Always looking for opportunities to talk with him about his interests and hobbies. When he entered the classroom, the teacher gave him a friendly look and made some positive comments on his words and deeds, such as "You walked in spirit today" and "You dressed appropriately and generously", which made his day start well. In this way, students feel very comfortable in class and feel that the teacher accepts him and supports him, and he will perform well.
Second, seize the highlights and give timely praise.
Teachers should praise every student as much as possible. When students behave well, behave properly, or make progress in their studies, they should seize the opportunity to affirm and praise them. Because of frequent setbacks and failures in school life, "problem students" especially need to be affirmed and praised by teachers or classmates, even if the teacher pats him on the shoulder when he behaves well. Therefore, teachers should be good at grasping their bright spots, especially in the case of large classes, teachers should pay more attention to these students. Once they have a good performance, they should seize the opportunity to give full affirmation and sincere appreciation and praise.
Third, put forward the task requirements concisely and clearly.
When assigning them tasks, teachers should put forward requirements in the most concise language. If the teacher covers everything and explains every detail one by one, he will often ignore the key points. Teachers can ask them to repeat what they are asked to do to make sure that they really understand. Teachers can ask them one or two requests at a time when explaining and assigning complex and big tasks. At the same time, teachers can also demonstrate and let them imitate.
Assign a student as his partner.
When he is too busy or not in the classroom, the teacher assigns classmates at the same table or adjacent table to help him study and form a partnership with him. This partner should be a mature and responsible student in the class. Another way to use this strategy is that when there are difficulties in learning and behavior problems, teachers can call relevant students, or they can let excellent students participate in it, discuss the problems in learning together and review improper behaviors together, so as to achieve the purpose of mutual help.
Five, homework varies from person to person.
If the assigned study task is too heavy for him, you can consider reducing it, for example, only asking him to do odd-numbered' topics'. When his confidence and ability are enhanced, increase the amount of homework appropriately; If his ability is far below that of his classmates, he will be specially assigned less difficult homework. If his learning motivation is insufficient, he should be given some homework that can stimulate his learning motivation and interest.
Six, break down the big task into small problems
Faced with a large number of complicated learning tasks, these students often have a fear of difficulties. They think they can't finish it, so they give up easily without trying. The teacher should break down the task and turn it into a small problem that is easy to do, so that students can feel confident and complete it smoothly. For example, they should not be required to complete a whole page of math problems at once. The correct way is to assign 2-3 questions at a time, check the completion, and add tasks as appropriate. In this way, students have really mastered the learning content, their learning ability has been strengthened and their self-confidence has been further established.
Seven, always remind and advise students to concentrate on listening in class.
Many "problem students" are inattentive and easily distracted in class, so it is difficult to complete all the activities according to the teacher's requirements from beginning to end in a class. Therefore, the teacher should try to remind or hint him to concentrate and call his thinking back to study. In fact, it is not difficult to do this. The teacher may go to his desk, or stare at him with his eyes, or pause while he is talking to remind him to listen carefully. In addition, the teacher can also establish a hint signal with him, for example, the teacher can scratch his head, pull his ears, open his eyes or blink. When he is absent-minded, the teacher will do these actions and give prompt in time.
Eight, ask parents for help
Invite parents to school, tell them about their children's study and performance in school, listen to their opinions, see if they have found a more successful educational strategy, or have any good suggestions, and how teachers should deal with it in class. Establish fixed communication and feedback channels and time with parents, so that teachers can reflect the performance of students to parents in time every day or every week, and parents can also provide teachers with information on their children's performance in time.
Nine, careful observation, find out the reasons for students' problem behavior.
When students have problem behaviors, such as talking back in class, dozing off, yelling and walking around at will, teachers should carefully observe and find out the reasons for these problem behaviors. Teachers should pay attention to the problem behavior, including what happened before or after this behavior appeared, when this behavior usually appeared, where the student appeared this behavior, whether his bad behavior pointed to a specific student and so on. Using the information obtained from observation, we can judge the causes of these problem behaviors. The reason may be that he wants to attract the attention of teachers or other students, retaliate against a classmate who is unfriendly to him or play tricks on another classmate, and try to divert the attention of teachers and other students from their own learning problems, and so on. If teachers can identify the potential reasons behind these problem behaviors, they can seize the opportunity to contain and eliminate them in time.
Ten, the use of behavioral therapy to correct students' problem behavior.
Behavioral psychology believes that human behavior is acquired. Since good behavior can be obtained through study, bad behavior can also be eliminated through study and training. Teachers can form students' good behaviors by positive reinforcement such as rewards, and remove students' abnormal or bad behaviors by regression or punishment. If the positive behavior of "problem students" is found, teachers should give some kind of reward to promote the frequency of this behavior. Teachers should determine the main manifestations of students' bad coping behaviors, determine the target behaviors that need to be corrected by observing, checking and recording the severity and frequency of students' bad behaviors, and then choose corrective strategies.
For most teachers, the education of "problem students" is really a difficult problem. They not only have to face the whole class, but also pay attention to these "problem students" from time to time. Sometimes, they try their best and make little progress. However, teachers' professional ethics and conscience tell them that "problem students" must never be ignored and abandoned, and they should be educated and transformed by every means. Because reforming "problem students" is as important as educating outstanding students.