[Keywords:] No matter the critical period, I have been a teacher for two and a half years in the construction of backbone team and the management of study style, and I have taken three classes so far. Looking back at that time, I felt a lot. I remember being a class teacher in the first year and taking over a third-grade class. At that time, I was inexperienced. I always thought that the third grade students could manage themselves well, so I boldly let go and let the students manage themselves. As you can imagine, I learned a painful lesson from it.
In the second year, the school arranged for me to be a first-year class teacher. I want to do a good job this time and start all over again. Because we have learned from the past, we have adopted a highly centralized management method. I do everything by myself, and even go to the classroom to do it with the students on duty every day. Make yourself look like an old hen who is only afraid of chicken injury. However, a year later, I found that although the students in our class won't go out to make trouble under my strict control, when it comes to working ability, they are far less powerful than the students in other classes. It seems that while controlling the students, I also control them to death. What do we do? After reading many books and articles on class management, we find that we have gone from one extreme to the other. How can we manage the class well and stop being an old hen? A sentence that often appears in the article has aroused my interest-"Management is irrelevant".
So how to "manage" and how to "ignore"? Around this problem, I have thought and practiced in the work of the head teacher this year, and I have also made some achievements and accumulated a little experience. Now, I want to make a simple summary on when to strengthen management, when to pay attention to management, and when to let things go.
First, the critical period should be strictly managed.
Psychological research shows that in the process of development, individuals are particularly sensitive to external stimuli and are easily influenced by the outside world to acquire certain abilities or behavior habits. If you miss this period, it will be difficult to form such ability or behavior habits. This period is usually called the "critical period" of education. The key period of class management is when freshmen just enter school and each semester begins. In the newly formed class, students, teachers and students are strangers, and the concept of class collective has not yet formed in students' minds. At this time, students' study, life and activities depend on the direct organization and guidance of the class teacher. Practice has proved that if there are no strict rules and regulations and organizational discipline in the class at this stage, it is easy to slack off and relax. At this time, the head teacher should put the cultivation education in the first place and establish perfect class rules and regulations. This article is from the secretary 1 14, please keep this mark when reprinting. Put forward practical requirements for students' study and life, let students know what they should do, what they are allowed to do, what they are forbidden to do, what they should praise and what they should criticize, and strictly check, evaluate and summarize students' performance, then an orderly classroom order will be formed in a short time. Of course, even if there are rules and regulations, students will inevitably bring some social adverse effects to the campus. At this time, the head teacher should reiterate all disciplines and review all requirements. If there are new regulations and requirements, he should inform the students in time so that each student can return to the normal class collective track in the shortest time.
In order to strictly manage the critical period, I made a class meeting at the beginning of this semester to preach and implement it to students. Also actively use the "three competitions" to publicize the problems of students in the "three competitions" table, so that students can have a clear understanding of their own shortcomings and mistakes.
Two, the construction of the backbone of students should pay attention to management.
To build an excellent class group, it is impossible to become a locomotive without a strong student backbone. The backbone of students, especially the small cadres of the class Committee, is the bridge between teachers and students and plays an important role in the class collective construction. At the beginning of freshmen's enrollment, the class teacher can set up a temporary class Committee meeting according to the previous student files. After a period of work and mutual understanding, the head teacher can re-elect the class cadres by the students themselves in a democratic way, and select those students who are enthusiastic, capable, excellent in academic performance and fair in handling affairs as cadres. For the newly formed class committee, the class teacher should not only be strict, but also care for and strengthen guidance. Generally, class committees have to go through "three steps" before completing their work independently: the first step is to "walk with help". At the beginning, the head teacher can handle the class affairs personally, while the class cadres are apprentices to learn the concepts and methods of class management. The second step is to "walk by hand". After the probation period, you can gradually let the class cadres do some management work. At this time, the class teacher can only be the "host" and the class cadres can be the "main actors". The third step is to "watch and go". That is, the class cadres organize the class committee meeting to manage the specific affairs of the class, and the class teacher acts as a staff officer and gives guidance when necessary. Generally, through the "three-step" exercise, most class cadres can be independent and competent.
In the use of class cadres, we should also pay attention to the collocation of both ends. In addition to guiding students to select capable and well-studied students as class cadres, we should also consider the psychological needs of other students. We can recommend some students who have gaps in learning but have the enthusiasm and ability to serve the class to participate in class management. Doing so can make underachievers increase their self-confidence, stimulate their enthusiasm for work and study, have a positive impact on other students and enhance the cohesion of the class. To this end, I opened courses such as "Turn off the lights" and "Open the door".
Many small posts such as "scholars" and "tea administrators" also give some students a stage to show themselves.
Third, the management of class style of study should be meticulous.
The style of study is the concentrated expression of the class spirit, and a good class group should have a strong learning atmosphere, a strong sense of competition and active inquiry thinking. The construction of class style of study is the foundation of class collective construction, and the style of study is a comprehensive reflection of students' learning objectives, learning attitudes, learning discipline, learning methods and learning effects. At present, many students have many problems in their learning attitudes and methods. Some students are not strict with themselves and lack the spirit of hard work. In view of this situation, the class teacher should take the construction of study style and arouse students' learning enthusiasm as the core task of class management. Specifically, it is to make students realize their responsibilities to themselves, their families, society and the country, realize their lack of knowledge, clarify the purpose of learning, enhance the sense of urgency of learning, stimulate the driving force of learning, and change "I want to learn" into "I want to learn". For some students with learning difficulties, the class teacher should give individual education and guidance to help them analyze the crux of the problem and effectively improve their learning level.
Fourth, let go when it is time to let go.
After completing the first three steps, the class has established perfect class rules and formed an orderly class order; Cultivate a capable, self-motivated team of class cadres who can serve the class; Established a good style of study in the class. At this time, as a class teacher, you can no longer do everything yourself, but dare to let go.
For example, I teach myself early every day. In the past, I always asked myself to come into the classroom before 7 o'clock every day and read aloud to the students. Now, I have given the heavy responsibility of reading to five class cadres, each of whom is responsible for one day a week. Every morning when I walk into the classroom, I see young cadres learning my method to read to everyone. I heard that students' articles are all from secretaries. Please keep this mark when reprinting. Because the students read aloud, my heart is full of joy.
Another example: labor hygiene in the class. I used to stare at students every day. I sign up one by one every day and assign tasks. Student work, so do I. Now I have assigned this task to five team leaders on duty. Every day after school, the shift leader will be responsible for the duty work. After the shift is finished and the team leader checks, they will call me in the office. At this time, I just need to check it again and point out where it is not clean. Since the implementation of the duty leader responsibility system, I am delighted to find that the students' enthusiasm for work is higher and the speed of duty is also improved. The fastest team can finish the task in ten minutes. Of course, the quality of duty is also very good, and it is more and more difficult for me to find problems during inspection. I handed over the supervision and maintenance of recess hygiene to our class's labor committee, who will supervise regularly and check irregularly. For those students who don't keep good hygiene and don't listen to advice, she has the right to write down their names and link them with the weekly "three competitions" evaluation. After a period of operation, the hygiene habits of every student in the class have improved. Therefore, in the "three competitions" of the school this semester, our class is rarely deducted from labor hygiene.
Of course, I just gave two very simple examples here, and there are many things that students can manage by themselves. This requires us, as class teachers, to observe carefully, discover constantly, try boldly, and let go when it is time to let go. My goal is to hope that during my absence, the whole class can operate in an orderly way and cultivate students' self-care ability.
In short, the "management" in class management is not comprehensive, and "no matter" is not herding sheep. As a class teacher, we should analyze the relationship between management and non-management, improve the management level and promote the all-round development of every student.