After reading the handbook of diagnosis and treatment for problem students, I realized that I should walk into students' lives, see more, think more, ask more why, and be close to students' hearts:
First, the teacher's attitude towards the problem students: when encountering problems, stabilize the situation first.
As a teacher, if you are patient with students, you can carefully observe their language and behavior, so that teachers can judge problem students more accurately. Without patience, students' problem behavior will only intensify, which is not what teachers want to see, and may lead to further reduction of teachers' patience. On the other hand, if teachers are patient with students, they will find out the causes of students' problem behaviors, and the thinking of dealing with students' problem behaviors will be clearer, thus promoting the solution of students' problem behaviors. And this result is what teachers want to see, and teachers will be more patient with students in the future. According to my experience, I think patience is the attitude basis of problem students' education.
There is such a passage in the book, "experience tells us that when dealing with problem students, as long as the teacher is in a hurry, it is easy to get things stiff and become passive." When people are excited, it is difficult to think rationally, and most problem students are not good at controlling their emotions. When they are impulsive, they get carried away. If the teacher opposes them, it is not only ineffective, but also undignified. Therefore, the premise of diagnosing and treating problem students is that teachers should be calm.
Second, think about why when you encounter something.
What should I do if I encounter problems in education, such as students not listening carefully in class, homework not being finished on time and always complaining? But I haven't thought about why students don't listen carefully in class and why homework isn't finished on time. As Mr. Wang analyzed, how can we know the countermeasures if we don't know the reasons why we don't finish our homework in class? After a good reflection, I think it's because we didn't know the students deeply and really walked into their spiritual world. Therefore, when solving problems, teachers should first think about "why" students behave like this, and find out the root of the problem, so as to prescribe the right medicine.
Third, "I will only blame others and will not reflect on myself."
Students' learning problem is the most concerned problem for teachers. There are always some students who don't pay attention to the lecture, are distracted in class, or often play pranks in class. We will blame students for not listening carefully and affecting other students' study. Or reflect this situation to the class teacher or parents, but we didn't think well about why students have all kinds of problems. Is it a student's problem or a teacher's curriculum design? What teachers should do most is to reflect on themselves, instead of blaming students and parents, otherwise teachers' ability cannot be effectively improved and their work will continue to get into trouble.
So in my mind, they just didn't listen to my lecture carefully. I also watch them carefully in class. Sometimes I suddenly ask him what I said, and he can answer. It turns out that these students lack a clear sense of self. In fact, he is not sure whether he is listening to the lecture. This requires us to help him analyze his listening posture and let them make some small adjustments.
I think that education is a science, so if there is a problem in education, we should solve it with scientific methods and attitudes. This requires our teachers to have a good quality and a scientific outlook on development, to think calmly and deal with objectively.
Reflections on reading the handbook of diagnosis and treatment for problem students 2. The handbook of diagnosis and treatment for problem students is a book that provides educational wisdom for teachers ... Faced with the specific' problem students' shown by the author in the book, they will unconsciously enter an educational scene, can't help thinking and discussing with the author, and then can't help thinking about their own students and education, and will be inspired by their thoughts while enjoying reading. When we open this book, we open the' treasure chest' of educational wisdom. "Teacher Li Zhenxi's words opened the skylight of my interest.
After in-depth reading, the contents of the book quickly caught my eye. After reading ten common misconceptions, I can't help feeling that this is exactly the mistake I made. In particular, what puzzles me most is "superstitious power, superstitious management, superstitious preaching, superstitious punishment" and "superstitious love when punishment doesn't work". So I couldn't wait to keep reading, and soon I finished reading eleven correct ideas. I remember when I was a class teacher, my anger was quite strong. I easily lose my temper and criticize students in class, and sometimes I am embarrassed. Moreover, I found that criticizing a student in this way, even if he was persuaded on the surface, was actually persuaded by the majesty of a class teacher. Later, in the process of being a class teacher, I constantly reflected and groped for some effective tricks. The first trick is called "three retreats and one gains". Why retreat? It's for better attacking forwards! When we criticize a student's shortcomings, we might as well praise his three advantages first, which is called "retreating three into one". Every student has his own advantages. As a class teacher, you should be good at capturing the bright spots of every student. Although it may only be a small bright spot, it is very likely that you can dig out a big gold mine buried in his heart through this small bright spot. Makarenko, a famous educator in the former Soviet Union, once said, "Look at the advantages of students with a magnifying glass and their shortcomings with a miniature mirror." Mr. Liu, a famous writer in China, also said this classic sentence in one of his works: "An ugly criminal also has his own spiritual beauty!" No matter how naughty our students are, they won't be equated with criminals, will they? There is a boy in our class, Ray, who is rebellious. The specific performance can be summarized in two sentences: the class teacher says nothing, and the class cadres think nothing is right! However, this student has a hobby of playing football, and his eloquence and reaction ability are very good. He is also a talent for publishing blackboard newspapers. At a class meeting, I took the opportunity to suddenly change the subject: "But have you thought about it? You are very talented in your class, but no one chose you as a class cadre. Have you ever calmly thought about why? " Then I analyzed the reasons with him one by one. At first, he just nodded. Later, he took the initiative to express his position. After a while, I had another long talk with him. Slowly, I found that this student has made great progress in learning attitude and getting along with his classmates. The book "Handbook of Diagnosis and Treatment for Problem Students" is a concrete analysis of specific problems, not an abstract theory; There are cases, but not just stories. Teacher Wang calmly and rationally dissected the educational problems we encounter almost every day, from which we can see that Teacher Wang's love for education is being poured into the analysis. Reading this book is of great help to our education and teaching.
Reflections on Reading the Handbook of Diagnosis and Treatment for Problem Students 3 I read Wang Xiaochun's Handbook of Diagnosis and Treatment for Problem Students these days, which gives detailed instructions on the types of problem students and educational measures. The language is humorous and easy to understand.
What is the position of problem student education in teachers' work? Teacher Wang said in Chinese: According to his observation for many years, in the actual work of the school, there is a common phenomenon that teachers' energy distribution is unreasonable and upside down. This is not only a manifestation of educational inefficiency, but also a reason.
He mentioned four inversions. First, teachers spend more energy on management than on education and teaching. Second, a considerable part of teachers' experience is spent on education that is divorced from teaching. Even in teaching, teachers' main energy is often not used to really improve the level of lesson preparation and lecture art, but used in teaching management, such as urging homework, queuing for grading and so on. The third upside down is that the teacher is facing a class of students and should focus on most people. However, many teachers are actually concerned about problem students. The fourth one is upside down, and teachers often don't even think about the problem, just take care of it when they get started, and don't think about what is going on when they hit a nail. They will only continue to compete with students and call their parents, which is only to focus on secondary aspects.
Look at these four upside down, you will find that our education work is low in science and technology, inefficient and extensive. And a really good teacher should spend less time on the education of problem students. The teacher who faces the problem students every day is almost certain that his professional level is relatively low and his energy is upside down. Teacher Wang said that problem students are only a small part of teachers' work objects, and the education of problem students is by no means the better. Teachers should not be led by the nose by problem students, and spend more energy. Very worth thinking about!
In the part of "How to implement the intermediate policy of problem students' education". The author mentioned this point: ask "why" first instead of "how to do it". Teacher Wang said that problems create problems, and the teacher's first reaction is too important. It is this first reaction that determines the direction of the teacher's later action.
His suggestion and proposition is: when a teacher encounters a problem, the first reaction is like a scientist seeing a picture of a UFO and asking curiously, "What is this phenomenon?" Why is this happening? "This reaction leads to calmness, inquiry and research, which is most conducive to solving problems and is of great benefit to teachers' mental health.
When we calmly take the problem students as the research object, our disgust and disgust will be alleviated immediately, because you are unlikely to hate what you want to know, and curiosity can dilute the disgust. Even the stronger the desire, the calmer the attitude. That's what scientists do.
In normal teaching, when we encounter problems, we often consider what to do, instead of asking why first and not studying this phenomenon. Therefore, we are often filled with indignation and think about problems in a managerial way, so our thinking is wrong, so problems are often mishandled.
This reminds us that when we encounter problems in teaching, we should think more and study more, and we should not deal with them by our own feelings, nor should we rush to conclusions. We should treat everything with a scientific attitude, think more and study comprehensively, so as to solve the problem better. This book not only provides a scientific method for our education and teaching, but also makes us not only full of passion but also have a strategic vision in education and teaching.
Investigation, analysis and reasoning of 4 r after reading the Handbook of Diagnosis and Treatment for Problem Students. For example, students don't hand in their homework and listen carefully. There are many reasons, which cannot be generalized, so countermeasures often lack pertinence.
Secondly, the second chapter of this book gives detailed attribution to many common "symptoms" and gives corresponding treatment measures. For example, the novel is seriously acted, often late, classmates are contradictory, homework is not finished, carelessness and so on. Among them, the analysis of carelessness is very pertinent. Usually after the exam, students and teachers talk a lot. And it often becomes a weapon for students to defend themselves. Carelessness is actually a very complicated psychological phenomenon with various reasons. For example, impatience is very common in biological genetic problems. For example, the topic needs to write genotype, involving letters of multiple pairs of genes, and some students write the corresponding relationship wrong, or assign letters to a certain genotype at will. In fact, when doing the problem, calm down and write the letters next to the corresponding symbols step by step. Then you can better solve this problem by reading the following questions. The other is fear. Many students usually get good grades, and they will be abnormal when they take an exam. Many times parents think this is caused by nervousness. In fact, many times students are only good at understanding local knowledge, not comprehensive knowledge. There are also times when you are unfamiliar with some common test sites, and you will pay attention to it when doing the questions. Another situation is that students have strong short-term memory and weak long-term memory. Usually exams are mostly short-term memory, and the results are good. When the mid-term and final exams need long-term memory, which is not his strong point, there is a landslide. Of course, it is also possible to cheat at the same table during the quiz, and it will be exposed when it comes to the big exam. Of course, it's really because parents and teachers are afraid of being nervous. When people are under too much pressure, their intelligence will decline. This situation naturally requires parents to decompress. There are other reasons, so I won't analyze them in detail here. In short, sloppy phenomenon should be carefully analyzed, and the mechanism behind it should not be underestimated.
The second interesting symptom analysis is about "classmate conflict". Regarding the contradiction between classmates, we should talk more about respect and less about love, because love is abstract, and it is difficult for people to have love for no reason. Most students' contradictions depend not on love, but on the rules of the game, on fairness, on distinguishing right from wrong, on mutual respect, mutual concessions and on analyzing problems. One type of student conflict is poor language expression ability. To put it bluntly, you can't say it rationally, and you are not good at expressing yourself. It is always misunderstood, and you can only solve anxiety. It can also be seen that children's language expression ability should be cultivated from an early age. Children who already have this problem can also train step by step by insisting on reading aloud every day.
Another "symptom" is a serious novel trick, one of the reasons is that you can't understand and learn. Children are full of energy, like a flood, and the energy of ordinary students mainly flows to learning channels. Because the problem students don't understand, learning will not flow to the subject direction. This requires exhausting energy in other directions and trying to bring it back to study.
The concrete case analysis of the last module of this book is very interesting, and the cases are step by step. It can be seen that asking questions also requires ability. From many cases, we can see that we are prone to make subjective mistakes and can't find many concrete evidence to support our views. At the same time, from Mr. Wang's constant diagnosis, we can see his meticulous logical reasoning ability. There is such a case that a teacher has a headache because he can't communicate with his students, which is also a very common phenomenon. There are always some students who think very fast and have excellent eloquence. If you can't improve your debating ability in a short time, you can "avoid reality and be empty." Of course, in the long run, teachers should also train their debating ability.
After reading the Handbook of Diagnosis and Treatment for Problem Students, I deeply feel that an excellent teacher should be a very wise teacher. Wisdom here refers not only to solid professional knowledge, but also to being able to calmly analyze the reasons and solve them in a more scientific way when dealing with some problems (such as not finishing homework on time and not obeying classroom discipline in class), instead of conducting "moral education" every day. To sum up with what Mr. Wang said: "It is obviously impossible to solve all kinds of problems with the same love. Do not be superstitious about love. No love, no love. "
Although I am not a teacher yet, as far as the primary and secondary education I received in 12 is concerned, I would like to express my views on the intelligent education proposed by Mr. Wang from the perspective of the educated. As a student, reading Mr. Wang's book, I often agree with some words in the book. Because Mr. Wang often considers problems scientifically from the perspective of students! In Mr. Wang's original words, "the essence of education is not management, but help and communication."
Yes, when there are problems, teachers should ask students more reasons for doing so, instead of telling them that you should do this and not do that.
I remember when I was a child, I heard someone say, "A teacher in the next class was angry and cried by a classmate!" At that time, I always thought that these naughty students were really hateful and made the teachers cry. After reading this book, I had a second thought. In fact, even if you feel wronged again, the teacher should not cry in front of the students. If we want to educate these students with crying and "love", it is a bit too fragile and naive. And crying in front of students will leave an impression on these "problem students". "This teacher is too overbearing. I just said a few words and she cried. I'm not afraid of her! " . In this way, the teacher not only lost his dignity, but also failed to solve the problem, which also affected the normal class.
To put it another way, if the teacher doesn't quarrel with the students who offend him in class, give them time to calm down and wait until after class to talk to the students and get to know each other. Maybe everyone could solve the problem calmly at that time.
I remember what our primary school did at that time was to let the teacher go back to the office first, and then let another teacher give moral education to the students who offended the teacher. How can you say that the crying female teacher must be right? Perhaps, when arguing with the students, the female teacher got hot-headed and said something that offended the students. Although our traditional concept for thousands of years is "respecting teachers and valuing morality", it is absolutely unscientific to criticize students blindly and consider problems only from the perspective of teachers.
In the same way, when there are problems with students' grades, we should first analyze the root causes of the decline in grades from the perspective of students.
Judging from my own experience as a tutor, one of the students I teach now always says that she will understand the topic after explaining it to her, but she is too lazy to write it on paper. After teaching her several classes, I found that this student is actually quite smart. She knows many questions, but she is too lazy. This laziness is sometimes reflected in thinking. For example, some difficult problems only need to turn a corner, and she won't turn. Isn't she? That's not true. I think it's because she is too lazy to turn. When she wrote her homework, she thought, "Anyway, the teacher will speak. If you don't understand, you can ask my tutor." So she didn't get much training in thinking and dealing with difficult problems in her usual practice, so she naturally caught a cold during the exam! So I plan to guide her to think independently in every class in the future, instead of telling him the problem-solving process directly. After several classes like this, I found that her problem-solving ability has improved.
An excellent teacher is first and foremost a teacher full of wisdom. He must use the knowledge of psychology and sociology when analyzing problems. As a normal student, I still have a long way to go.
Reflections on reading the handbook of diagnosis and treatment for problem students 6. This month, the reading club assigned to read Wang Xiaochun's Handbook of Diagnosis and Treatment for Problem Students, which gained a lot. I feel suddenly enlightened about the puzzling problems in my previous work. This also confirms the relationship between theory and practice. Only by using theory to guide practice can we do a good job as a class teacher and be really comfortable.
Over the years, I have been committed to helping problem students, but I have not done systematic thinking and analysis. Teacher Wang Xiaochun divided the problem students into five categories:
① Students with behavioral problems: "lazy".
This kind of students are mainly manifested in their behavior habits, violating class discipline, being rude and sloppy, arriving late and leaving early, and generally having no moral problems, but they like to "make trouble". Educate this kind of students, avoid grabbing eyebrows and beards, and correct everything. We just need to grasp the most destructive problems and the problems that are easy to correct. Step by step, not seeking immediate results.
The root of habit problems is usually at home. My colleagues and I agree that "problem students generally have problems at home." So it is very important to win the cooperation of parents.
② Problem students who are tired of learning: "lazy".
There is nothing wrong with this kind of students' morality, but when it comes to learning, they don't like learning and are bored. I don't like listening to lectures, and I don't like doing homework. This kind of students are not suitable for punishment, especially learning punishment, such as plagiarism, which will only make students hate learning more. The key is to find out the reasons for being tired of learning, whether it is background knowledge or intelligence, poor foundation or unsuitable learning type (for example, I prefer communicative learning to being beautiful). Only by knowing the reasons can we know how to encourage and give confidence and learn a sense of accomplishment.
③ Students with psychological problems: "strange".
This kind of students' way of thinking is "different", manic, aggressive or melancholy, suspicious and self-mutilation. This kind of problem is difficult to deal with because it is often related to family and childhood experiences. Teachers should be cautious, focus on defense, pay attention to communication methods and remind other students. Avoid being too active, which is counterproductive.
④ Students with moral problems: "bad".
Such students are not simply "naughty", but evil spirits. Fighting and robbing, stealing money, many people are "marginal students" and have problems with their values. One foot has entered the society, which is related to social undesirable elements. This kind of students have higher requirements for teachers' own social experience and combat ability, and try their best to stabilize the overall situation of the class, stabilize students and not intensify contradictions. Of course, if necessary, disciplinary measures should be taken, even in conjunction with public security and other institutions.
⑤ "Good Student" Problem Student: "Scary".
This kind of students may have "dual personality", "two-faced" or poor anti-frustration ability, and suddenly they are stimulated and burst out, making extreme behavior puzzling. The key to educating students well is not to praise them too much, so that they can learn to accept their true selves, find signs and prevent collapse, especially after an accident, and let them have a rest and relax themselves.
The above is the classification of Mr. Wang's research, which is not only enlightening, but more importantly, it can make me see the students' "problems" more clearly, so that it is possible to prescribe the right medicine.
Education is both a science and an art. The education of every student should be a process of moistening things quietly and slowly simmering. No educational method can be immediate and takes time. Students with educational problems need not only love and patience, but also wisdom. When you encounter a problem, ask "why" first, then "how to do it", and then prescribe the right medicine. Use effective methods and strategies to guide education and teaching, so that education can achieve the good effect of "moistening things and being silent".