The first part: the plan of caring for left-behind children 1. Establish a dynamic file of "left-behind children"
In order to strengthen the management of "left-behind children", our school has established a file of left-behind children, requiring all classes to comprehensively investigate and master the study and life of "left-behind children" through investigation, home visits and communication with parents or guardians, and to establish a detailed file of "left-behind children". At the same time, the personal files of left-behind children are dynamically managed, and the changes are supplemented and changed in time to facilitate management.
Second, to create a "family-style" campus cultural atmosphere
In order to let the left-behind children feel the warmth of their families, the school will hold a symposium on "Left-behind children", a series of activities on "I am a good boy with ability" and a blackboard newspaper, calligraphy and painting and writing competition with the theme of "Growing up happily under the blue sky" this semester to create a strong atmosphere of caring for left-behind children. At the same time, the school is required to establish a "substitute parent system" for class teachers; Organize non-left-behind children and left-behind children to organize a housework, cook a meal and have a birthday; Organize loving families to spend weekends with left-behind children; Carry out the "Youth Civilization" and join hands with left-behind children. Through these activities, we can deepen the study life of left-behind children and create a "family-style" campus cultural atmosphere.
Third, carry out a series of thanksgiving education activities.
In caring for left-behind children, schools should not only care about their life and study, but also let them learn to care about others and learn to be grateful. To this end, the school should organize left-behind children to listen to special lectures on gratitude education, so that they can feel the warmth of the school and cherish the happy life they have now. You can also organize them to hold a class meeting with the theme of "I share my worries for my parents", and guide them to establish a correct outlook on life and values and shape good love by doing something useful for their families and social schools.
Fourth, set up a "second line and one room"
In order to strengthen the spiritual communication between left-behind children and their parents, the school strives to open a "family hotline" (telephone hotline) this semester, so that parents who go out to work can call their children regularly; Open a "teacher hotline" so that parents who go out to work can get in touch with the class teacher at any time and build a bridge between left-behind children and their parents.
Set up a "mental health consultation room" and arrange experienced teachers as psychologists to help "left-behind children" solve their psychological confusion in time. At the same time, with the theme of "Teacher's love helps you grow up", we will carry out various activities that are helpful to the physical and mental health of left-behind children, such as theme classes (class meetings), letter contests on "Are you OK in another country", collective birthdays, lectures on legal safety and activities such as "I offer love for left-behind students", so that left-behind children can fully feel the warmth from their schools and families.
Fifth, carry out pairing assistance.
1, give help in learning.
Pairing helpers (teachers, staff of local departments and organizations, or "surrogate mothers" and "caring mothers") can grasp the ideological trends of left-behind children in time, analyze students' academic situation in detail, formulate learning assistance plans, and clarify the time, content and phased effects of assistance. Each left-behind child is led by the class teacher, and a learning assistant is established to help the left-behind children learn.
2. Pay attention to life care
The school will take care of left-behind children with family difficulties according to the policy, and provide living allowances to ensure that they complete compulsory education. Teachers who help or teach in pairs should usually "look at left-behind children more, ask more questions and help more". When the left-behind children are sick, this pair of helpers will be sent to the hospital in time to take care of them.
3. Pay attention to the arrangement of activities
Teachers who help or teach in pairs should organize left-behind children to participate in various activities such as theme class meetings, teams, social practice, speech contests, and cultural performances. Let the left-behind children learn and grow in a happy, harmonious and positive environment, and enhance their self-confidence in study and life. Let the left-behind children make up for the negative influence of the lack of family affection on their personality development through collective warmth, which not only makes them happy physically and mentally, but also cultivates their ability to live independently.
4. Pay attention to health education
Schools should pay special attention to the health of left-behind children, remind them to add clothes to prevent colds when the seasons change, guide them to pay attention to all kinds of safety when holidays come, and put their health education on the work agenda. In addition, when arranging psychological education classes, schools should offer at least one class every week, or infiltrate psychological health education into the teaching of various disciplines, and bring this work into the routine management of teaching. Teachers should carry out education around the left-behind children's psychological counseling and correction, thoughts and feelings, independent life and consideration for their parents, so that the left-behind children can experience the joy and happiness of life growth, eliminate bad emotional experience, establish an optimistic attitude towards life and cultivate a correct outlook on life and values.
The second part: the planning scheme of caring for left-behind children.
According to the spirit of caring for left-behind children, combined with the actual work needs of left-behind children in our school, this plan is formulated in order to better play the educational function of the school and further promote the health education of left-behind children.
Second, the work objectives
1. Care about the study and life of left-behind children, and feel that school is home and teachers are friends.
2. Investigate and analyze the problems of left-behind children, find out the reasons that affect their healthy growth, and put forward effective measures and methods to create a healthy, happy, equal and harmonious growth environment for left-behind children.
3. Establish the files of left-behind children, and the filing rate of left-behind children reaches100%;
4. The enrollment rate and consolidation rate of left-behind children have reached100%;
5. Care for left-behind children and implement pairing assistance activities.
Third, the work leading group
Team leader: xxx
Deputy leader: xxx
Main team members: xxx
Fourth, the main measures
(A) to do a good job in basic engineering
Warm phone calls and the establishment of activity venues guide left-behind children to write a letter from home, urge left-behind children to read a good book, and mobilize students to send them a warm love.
(B) to play the role of the main position of the class
1, we should seriously investigate and study to find out the base of left-behind children.
2. Establish files of left-behind children.
Establish a special file and contact card for each left-behind child. Its basic contents include: students' basic information, parents' names, detailed home addresses and contact numbers, detailed addresses and contact numbers of parents' work units, occupations, detailed addresses, contact numbers, physical condition and age of guardians or their entrusted guardians. Through the establishment of contact card system, strengthen the contact between classes and students' parents and other guardians, and form a student-centered care network.
Step 3 focus on the theme
(1) study guide. The class should classify and group the left-behind children one by one from the aspect of learning and implement them to every teacher. The teacher analyzes the students' learning situation in detail, formulates the learning assistance plan, and defines the time, content and phased effect of the assistance. Teachers should regularly check the effect of pairing assistance and establish progress files.
(2) Life care. Teachers should pay more attention to left-behind children and ask more questions. When left-behind children get sick, they should be treated in time, taken care of carefully, and guide students to learn to take care of themselves and develop civilized and healthy living habits.
(3) Give priority to activities. Attaching great importance to and seriously organizing left-behind children to participate in group activities, or carrying out some activities independently according to their characteristics, can not only make them happy physically and mentally, but also cultivate their ability to live independently.
4. Carry out pairing assistance activities to experience the warmth and progress of the extended family.
(3) Establish and improve the system of helping teachers and left-behind children.
1. The school holds lectures regularly to help teachers, left-behind children, guardians or entrusted guardians. The head teacher is required to have a heart-to-heart talk with the "left-behind children" once a month, fill in the record card in detail, and formulate individual education management plans for a few "left-behind children" whose study has seriously declined and their personality development is not perfect, and teach them in accordance with their aptitude.
2. Carry out humanistic care activities. Let the left-behind students make up for the negative impact of the lack of family affection on their personality development through the warmth of teachers and collectives. Through regular theme class meetings and class activities, the left-behind students are organized to actively participate, so that they can live in a happy and harmonious atmosphere, find the feeling of going home, enhance their confidence in study and life, and realize the happiness of learning and growth.
(D) Pay attention to the mental health education of left-behind children.
1. Schools offer psychological education courses. Regularly carry out ideological education, emotional education, independent life education and considerate parents education, so that left-behind children can feel care.
2. Carry out experiential activity classes. Left-behind children experience the joy and happiness of life growth, establish an optimistic attitude towards life and cultivate a correct outlook on life and values.
Chapter III: Planning Scheme for Caring for Left-behind Children I. Guiding ideology
Establish a "people-oriented" educational concept, create a good atmosphere for the whole society to care for left-behind children in rural areas, and cultivate more new generations with all-round development in morality, intelligence, physique, beauty and labor for building a new socialist countryside.
Second, the target requirements
1. Improve the psychological quality of left-behind children, develop their potential, cultivate their health quality, prevent mental illness and promote the sound development of their personality. Strengthen the left-behind children's adaptability, self-adjustment, appropriate help-seeking and healthy growth in study, life, interpersonal communication and self-cognition, and promote the all-round and healthy growth of students.
2. Solidly promote mental health education in practice and activities, and form a long-term, effective and feasible working mechanism of "Left-behind Children's Mental Health Care Action" in terms of policies, materials, environment and teachers.
3. Further strengthen and promote the work of the Political and Educational Affairs Office and the Young Pioneers Organization in school quality education, and make due contributions to improving the comprehensive quality of left-behind children.
Third, specific arrangements.
1, advocate the teachers and students of the whole school and offer love to the left-behind children. At the opening ceremony, a fund-raising activity was held for poor left-behind children to make them feel the warmth of home.
2, between teachers and students to carry out "hand in hand, common growth" as the main form of pairing activities (peer pairing, teacher-student pairing).
3. Implement paternalistic system to meet the psychological needs of left-behind children. On behalf of the parents of the two left-behind children, the teacher regularly talks with the students, understands their life and psychological needs, gives them family-like warmth, and lets them study with peace of mind.
4. Each class organizes the "left-behind children" in this class to carry out the "Parents Love Both Places" activity, so that students can tell their parents about the fun and difficulties in their study and life and communicate with their parents better. (The envelope is provided by the school free of charge) In May, the school will carry out an essay-writing activity with the theme of "A letter to a distant parent".
5. Open the window of the left-behind children's hearts, give a mental health education class for the left-behind children every month, set up psychological consultation in the Political and Educational Affairs Office, let students talk about their feelings, set up a secret mailbox under the teaching building, open the mailbox every Friday, and give a reply after reading it.
6. Pay attention to the life and study of left-behind students. Every teacher needs to help two left-behind children, communicate with them at any time, and pay attention to their thoughts, study and life. Teachers who help and teach must actively fulfill their parental obligations and correctly guide their children's growth in accordance with the parents' responsibilities of "three knowing and three knowing" and the specific requirements of "three two".
"Three Knows" means knowing the personal situation, family situation and learning situation of left-behind children.
"Sanduo" means talking with left-behind children, participating in school students' collective activities and home visits.
"Three communication" means regular communication with parents, guardians and teachers of left-behind children.
"March 2" means contacting and communicating with left-behind children and tutoring homework twice a week; Contact parents, teachers and guardians of left-behind children twice a month; Visit the home of left-behind children twice every two months.
7. At the end of the semester, each teacher should write a summary of experience and submit it to the Political and Educational Affairs Office for the record. For the implementation and careful writing of the thesis, the final assessment will give extra points; Those who are perfunctory will be deducted from the final assessment.
Fourthly, the achievement of moral education.
After the joint efforts of all teachers and students over the past year, our school has made certain achievements in the work of "left-behind children". Students have good behavior habits, improved grades, courtesy and self-reliance.
Chapter IV: Planning Scheme for Caring for Left-behind Children In order to effectively care for left-behind children and do a good job in their mental health education, the following implementation scheme is formulated in combination with the reality of our school:
I. Guiding ideology
Fully implement Scientific Outlook on Development, fully implement quality education, focus on giving more care, support and exercise to rural left-behind children, explore the education management mechanism of rural left-behind children, strive to create a good atmosphere for the healthy growth of rural left-behind children, promote their all-round physical and mental development, and serve the construction of a harmonious society, a harmonious campus, a harmonious family and a new countryside.
Second, organize and lead.
In order to strengthen the leadership of caring for left-behind children, the school established a leading group for caring for left-behind children, with the following members:
Third, implement three key tasks for left-behind children.
1, learning is mainly based on family education.
Schools should classify and group the left-behind children one by one from the aspect of learning and implement them to every teacher. The teacher analyzes the students' learning situation in detail, formulates the learning assistance plan, and defines the time, content and phased effect of the assistance. Each left-behind child is led by a teacher to establish a learning helper, and the teacher should regularly check the effect of pairing assistance and establish a progress file.
2. Focus on life.
Schools should pay more attention to left-behind children, ask more questions, help more, make students happy and reassure parents. Left-behind children are ill, so they should be treated and taken care of in time. It is necessary to guide left-behind children to learn to take care of themselves and develop civilized and healthy living habits.
3. Give priority to activities.
Schools should attach great importance to and seriously organize left-behind children to participate in group activities, or independently carry out some activities according to their characteristics, which will not only make them happy physically and mentally, but also cultivate their ability to live independently. It is necessary to enrich the cultural life of left-behind children and accept the influence of Chinese excellent traditional culture through reading and other forms.
Four. Content and arrangement of activities
1, launched the theme education activity of caring for left-behind children, and the Young Pioneers Brigade of the school issued an initiative to the teachers and students of the school. Family telephones are set up in every office of the school, which provides convenience for left-behind children to communicate with their parents during recess and enhances the feelings between students and parents.
Combined with the student counseling activities carried out by the school's academic affairs office, the pairing mutual assistance activities (peer pairing, teacher-student pairing) with "hand in hand and common growth" as the main form are carried out between teachers and students. Combine the school's activities of "learning from Chinese and foreign celebrities and being successful teenagers" to guide left-behind children to do something meaningful.
2. Teachers in each class have a heart-to-heart talk with 3-5 left-behind children once a week to learn about their recent study, life, emotions, making friends, health and other aspects, exchange feelings, and cultivate students' good mentality and healthy psychology.
3. Open the window of left-behind children's hearts, provide mental health education and counseling for left-behind children, and offer psychological counseling in schools to let students talk about their feelings.
4. Teachers organize class students and left-behind children to participate in the performance activities of the school class meeting, and give priority to the left-behind children to participate in a series of competitions such as calligraphy and handwritten newspapers, so that they can feel the collective concern and warmth.
5. Teachers should send birthday cards, write birthday speeches and send birthday wishes in class. On holidays, they can also hold various, simple, convenient and peaceful activities such as birthday parties, karaoke and story telling, so that every left-behind student can have a happy birthday.
Verb (abbreviation of verb) activity requirement
1. The faculty and staff of the whole school should fully understand the importance, urgency and practical significance of this activity, and do a good job in caring for the left-behind students from the overall situation and height of doing a good job in people's satisfaction education, improving the quality of the whole people, building a harmonious society, serving the construction of new countryside and maintaining social stability.
2. Each grade and class should make corresponding activity plans in combination with this plan to ensure the activities are carried out in an orderly manner.
3. Teachers should actively cooperate and creatively carry out their work to ensure that the activities are effective, not going through the motions and becoming a mere formality, so that all left-behind students in our school can get warm care and grow up healthily like other children.
4, constantly sum up experience, highlight the characteristics, vigorously promote, expand the social impact of activities, so that more people of insight in society care for left-behind students.
Chapter five: the planning scheme of caring for left-behind children. 1. Guiding ideology.
With the development of economy and society, the transfer of rural labor force to cities is a win-win trend between urban and rural areas. How to make the "left-behind students" receive a normal, sound and perfect education and let them grow up healthily and happily like their peers has become a very realistic and urgent problem. Our school is located in the urban-rural fringe, and many families go out to work and do business. We strengthen the care, education and management of left-behind students, guide them in thought, study, words and deeds, and help them in life. Let the left-behind students feel the warmth of the school, let the left-behind students grow up healthily like other children, and serve the construction of a harmonious society!
Second, the work objectives.
Through the investigation, analysis and research on the problems of left-behind children, this paper finds out the reasons that affect the healthy growth of left-behind children, puts forward effective measures and methods, and pays close attention to implementation to create a healthy, happy, equal and harmonious growth environment for left-behind children. At the same time, it is necessary to strengthen leadership, form a joint force, vigorously publicize, establish a target responsibility system and a perfect job evaluation system, and constantly improve the overall quality of the majority of minors.
Third, the main measures.
(1) Strengthen contact and form a working mechanism.
The school carefully investigates and studies, finds out the base number of left-behind children, and establishes special files and contact cards for each left-behind child. Its basic information: students' basic situation, parents' names, detailed home addresses and contact numbers,
The detailed address and contact telephone number of the parents' work unit, the occupation, detailed address, contact telephone number, physical condition and age of the guardian or his entrusted guardian. The school arranges the personnel responsible for the management of student status files to manage the files of left-behind children, and timely supplements or changes the relevant information of contact cards according to the changes of students. Through the establishment of contact card system, strengthen the contact between schools and parents and other guardians of students, form a student-centered care network, and urge "surrogate parents" and their guardians to earnestly assume the responsibilities and obligations of raising children.
(2) True love, everyone's participation.
(1) learning. Schools should classify the left-behind children one by one from the learning side and implement them to every teacher. The teacher will analyze the students' learning situation in detail, make a learning assistance plan, and make clear the time, materials and phased effects of the assistance. Each left-behind child is led by a teacher to establish a learning helper, and the teacher should regularly check the effect of pairing assistance. The school encourages outstanding students to establish "one-on-one" assistance with left-behind children, and provides study guidance for left-behind children in their spare time;
(2) Life is a priority. Schools should pay more attention to left-behind children, ask more questions and help them to develop polite and healthy living habits, make students happy and reassure parents. Left-behind children are ill, so they should be treated and taken care of in time. For some left-behind children from poor families, the school also donated school uniforms and school supplies, which propped up a clear sky for their growth.
(3) Give priority to activities. The school attaches great importance to and seriously organizes left-behind children to participate in mass activities, or independently carries out some activities according to their characteristics, which not only makes them physically and mentally happy, but also cultivates their potential for independent life.
(3) Perfect personality and build a harmonious campus.
The school regularly carries out ideological education, emotional education, independent life education and considerate parents education for left-behind children with moral behavior deviation and psychological obstacles, so that left-behind children can feel care, experience the joy and happiness of life growth, eliminate bad emotional experience, establish an optimistic attitude towards life and cultivate correct outlook on life and values. Carry out exercise education, focus on cultivating left-behind children's good personality and psychological quality, independent living potential and self-protection awareness, and enhance their social adaptability. Organize literary, sports, science and technology, social practice activities, so that left-behind children can learn and grow in a happy and harmonious environment and have upward intentions.
(D) the establishment of the whole society's educational network, forming a caring force.
1. Strengthen communication with parents or guardians of left-behind children.
Schools should announce the contact numbers of school leaders, class teachers and classroom teachers to the parents of left-behind children. Improve communication between schools and parents. Use telephone calls, home visits and other means to guide parents or temporary guardians to master the methods and skills of communication with schools and children, and improve the level of education for children. When encountering major events, teachers should communicate with the parents of left-behind children who go out to work in time to achieve the purpose of sincere communication and problem solving. It is also necessary to contact parents regularly through letters, telephone calls, internet and other forms to help parents improve their own quality, change their educational concepts and methods, pay close attention to their children's life, study conditions and psychological and physical conditions, guide and encourage their children to study hard, love themselves and strive for self-improvement and become qualified social builders and successors.
2. Strengthen the education and training of entrusted guardians.
Schools should run parent schools well, strive to improve the entrusted guardians' understanding of their own responsibilities, and strengthen the entrusted guardians to earnestly perform their duties and obligations during the entrustment period. Schools should make full use of their educational status and role, strengthen the education and training of children or their guardians by holding training courses, holding symposiums and reporting meetings, impart scientific educational concepts and methods to them, improve their cultural level, change their ideological concepts and educational methods, and improve their educational level.
3. Improve the surrounding environment of the campus.
Focus on rectifying the surrounding environment of the school and increase the supervision, management and investigation of the surrounding environment of the campus. Guide left-behind children to stay away from bad hobbies, illegal places and unruly people, realize self-esteem in personality, learn to stand on their own feet in life, be self-disciplined when they are alone, strive for self-improvement in their growth, prevent bad behavior and grow up happily and healthily.