In the process of educating students, many class teachers often fail to grasp the scale of "love" and "strictness" for students. They either love students too much, love them too casually, and lose the dignity of teachers, or tie them too tightly and manage them too hard, so that students can "talk about teachers".

It is worth learning by our educators, especially the class teacher.

First, loving students is the starting point and foundation of educating students.

Education cannot be without love, just as a pond cannot be without water. Without love, there is no education. Suhomlinski, an educator in the former Soviet Union, regarded teachers' love for students as "the mystery of education"

His motto is "serve the children heart and soul"

Experienced class teachers will have this experience. When students realize that the head teacher really cares about him and loves him, they will be willing to accept whether you help patiently, write carefully or even reprimand him if necessary. This is the so-called "pro-teacher, channel."

On the contrary, if the head teacher doesn't win the trust of the students, then even if your educational goal is correct and your educational method is scientific, education can't achieve the expected effect, because in the process of education, students are both the object of the teacher's role and show a kind of "reaction" at any time.

Second, the class teacher is strict with the students.

In educational practice, some

The class teacher's misinterpretation and misuse of "strictness" is thought-provoking. In their place, "severity" has evolved into corporal punishment and corporal punishment in disguise. Although the heart is good and the motive is good, but strictly unqualified, love will disappear. It is no longer the category of "strictness is love", but it has fallen into the mud pit of "strictness is harm", and students' self-esteem, personality and self-motivation are all "strict"

Without help, it is not good for people, and it is a hidden strangulation of students' personality development. The real strictness should be: 1, strict but not strict.

It is fair and necessary to be strict with students at any time. Lack of strict requirements and laissez-faire are irresponsible to students. But being strict doesn't mean being strict. Severity means that the head teacher's attitude is tough, arbitrary and paranoid. Severity will make children fear and shrink back. Over time, students' bad psychology such as dependence, nervousness and intention will breed. Therefore, the head teacher should be strict with the students. Not strict. 2. Strict and dignified "case" means scope and discretion. The head teacher is strict with the students, but must not exceed a certain range, and must be measured. The same mistake-not doing homework, there must be objective reasons for a student who is used to doing well, but it is hard to say for ordinary students. The head teacher can't criticize such students simply and rashly, but adopt different methods to strictly demand students. This different approach.