In recent years, "happy education" and "successful education" have become the mainstream of society, while criticism as one of the educational means is often ignored. Trees need watering and fertilization, but also pruning and cutting leaves; Tree people need care and love, as well as criticism and education. In class management, there is no doubt that the head teacher should give priority to praise in the education of students. But this does not mean that students who make mistakes cannot be criticized. In fact, criticism, like praise, is a means of educating students. Criticism and praise should go hand in hand and be integrated. Advocating quality education does not mean giving up critical education. But it should be said that almost all people like praise and are afraid of being criticized. In order for students to accept criticism, teachers' criticism should be full of true feelings, so that students can truly realize their mistakes and understand that teachers' criticism is for his own good. 1. Criticizing students is a matter, not a person. When criticizing, we must aim at a specific student and thing, and we can't generalize. When criticizing students, we should distinguish between personal behavior and the personal behavior of the criticized students. Teachers should criticize a certain behavior and situation of students, instead of turning it into an evaluation of a certain student. Teachers' criticism, discipline and even punishment of students are aimed at students' behavior, not their dignity. Read an article "Can dignity be picked up again? It is about a student reading an extracurricular book in class, and the teacher tore the book to pieces on the spot. Afterwards, the teacher asked the students to apologize, but the students refused to accept the teacher's apology and asked: "A person's dignity has been lost, can it be picked up again?" "Can you use an apology to make up for my injury? You don't deserve to be my teacher! It can be seen that students' dignity must be taken into account in critical education, otherwise criticism will not have a good educational effect. 2. Criticize students accurately, and combine "criticism" and "evaluation" organically. Before criticizing, we must pay attention to the nature of the mistakes made by students. Accurate communication will turn your criticism into an opportunity to improve the relationship. Criticism is to point out and correct students' mistakes or shortcomings. Evaluation is to comment and judge the mistakes made by students. Criticism is the premise of criticism and criticism is the deepening of criticism. They are causality and dialectical unity. The purpose of criticism is to correct, help and guide through criticism, so that the criticized can find the gap, make things clear and avoid repeating the same mistakes. Therefore, when criticizing students, we can't simply finish things in batches and equate criticism with negation, so the relationship between teachers and students will not be harmonious! Teachers should take "criticism" as the starting point and "evaluation" as the foothold, not just "criticism" without "evaluation", or emphasize "criticism" and organically combine "criticism" with "evaluation". 3. Criticizing students should pay attention to the occasion. The relationship between the occasion of students' mistakes and criticism and the effect is very obvious. The same thing, whether the criticism occasion is appropriate or not, is related to the quality of criticism. Teachers should choose appropriate occasions to criticize according to the nature and degree of students' mistakes and their personality and temper. Generally speaking, people and things with serious nature, great influence or universality should be publicly criticized to prevent the development of the situation. On the contrary, we should adopt the method of non-public criticism to correct the deviation and prevent the self-esteem of the criticized person from being hurt by making a mountain out of a molehill, thus creating a good environment for students to understand and correct their mistakes. However, many teachers like to use the office as a place to criticize students, thinking that the atmosphere in the office is serious and has a deterrent effect on students who make mistakes. Some students are introverted and have strong self-esteem. Being accused in public in the office will make him feel ashamed and humiliated. Teachers are often seen spitting at them, and students bow their heads and accept it silently. Finally, it seems that I was persuaded by the teacher, but my self-esteem was seriously hurt. From then on, there was psychological estrangement and prejudice against teachers, which affected the normal teacher-student relationship. There are even a few grumpy students who contradict the teacher face to face, making the teacher unable to step down and making the problem worse. 4. Criticize students and pay attention to the unity of criticism. The shortcomings and mistakes of class cadres and ordinary students should be criticized. If the students are approved but not approved, the students will be unbalanced, the prestige of the teachers will be reduced, the class will be disunited, and the harmony between teachers and students will be affected. 5. Criticism should be "reasonable" and make good use of silent education. When the teacher thinks that it is necessary to criticize a student because he has made a mistake or has a bad learning attitude, you can praise one of his advantages peacefully first, so that the critical opinions become soft and easy to listen to and accept. If a student is more emotional and praised so gently, he will change from a "tiger" to a lovely "big cat". When criticizing, it is suggested to use more suggestive sentences, such as "If I were you, I would ..." It may be better to use more silent language such as eyes and gestures. I have read such a story: a rural school invited a female provincial special-grade teacher to attend an open class. When the special-grade teacher walked into the classroom, chalk dust was scattered on the podium and the table was covered with chalk dust. After a week's scanning, the special-grade teacher quickly cleaned up the chalk on the table, then walked off the platform, went around to the front, turned his back on the students, faced the blackboard and gently blew away the chalk dust on the table. After a moment of silence, applause broke out in the classroom ... From this story, we can see that the teacher knows the art of "criticism" very well. In the face of the poor sanitary environment in the classroom, she didn't show any dissatisfaction, but just "scanned it with her eyes for a week", which is undoubtedly a silent criticism, and won the applause of the students with her words and deeds and tolerance, thus reaching the highest level of "silence is better than sound" education. 6. Give him a chance to correct after criticizing. When educating students about punishment, because our target is students, some students can't change their mistakes at once. Therefore, we should also "help", not kill the students who made mistakes with a stick, but give them a chance to turn over. "Limited disciplinary exemption system", "optional disciplinary system" and "quasi-disciplinary warning system" can be adopted. 7. Criticism and education should be "blocked in front". The so-called front gear means that the teacher is criticizing.