Admit your mistake when it is time to admit it-also on how the class teacher treats the underachievers correctly. No matter which school, there are some underachievers, such as "problem students" with poor conduct, "difficult students" with poor academic performance, and "double poor students" with poor conduct and study. No matter what kind of underachievers are, their lack of self-confidence and their inability to know themselves correctly are the same characteristics. They have no position in the class group and are often ignored and forgotten. Students are reluctant to approach them, and even some teachers don't treat them as "people". On the surface, they look enterprising and aloof, and they take an indifferent attitude towards everything. In fact, their hearts are very fragile, and they are very concerned about the eyes of the people around them, especially the views of the head teacher as the head teacher. Maslow believes that everyone needs love and respect, and underachievers also need sunshine and rain. In particular, the class teacher should prevent his unintentional or intentional words and deeds from causing unforgettable harm to the underachievers. I have experienced such a thing. One night when I came home from work, I habitually turned on my computer to check if there were any new emails in my mailbox. A letter from a student inside caught my attention. It was written by a student named Little T in our class. The contents of the letter are as follows: Teacher Zhang: Hello! This is the second time I surf the Internet since the beginning of school. Maybe, in your eyes, I am not a good student. Indeed, my previous behavior was crazy. However, I am correcting it, starting from this semester. The purpose of writing to you is to hope that you can still regard me as a better student. I have tried my best to do better in all aspects since the beginning of school. I finished my class homework on time. But I want to know if you have any questions about my homework. If you believe that I did it myself, please don't always go to class to find Xiao L, then don't go back. I don't know whether you are intentional or not, but it gives me and Xiao S the feeling that we are thrown into a corner forgotten by the world. Why don't you come and see our answers? Apart from other subjects, we finished our math homework in the first time. You may think we copied it! Maybe you're defending our dignity by doing this. If we don't do your questions, it will be embarrassing for you to come and see our answers. In that case, thank you, but you don't have to do this. Even if we don't do it, you're here. Although we are a little embarrassed, you have given us higher dignity-in your heart, everyone is equal. In that case, we will study more confidently. Thank you Student: After reading the letter, I was very unhappy. As the head teacher, I also teach math in this class. When doing classroom exercises in class, I like to patrol back and forth between different lines in order to get feedback on students' learning effect in time. But to my surprise, a move I thought was casual-I accidentally missed two steps, which made little T have such an idea. I have deeply reflected on this matter. Education advocates people-oriented and student-oriented development, including underachievers. Transforming underachievers can't just stay in words, but have concrete actions. When we are engaged in daily education and teaching, we must constantly remind ourselves: Have you given up the underachievers? Do they have a place in your heart? Do you think underachievers are a little indifferent or full of expectations? Do you care about the learning and growth of underachievers as much as you care about top students? Maybe you will say, I have been paying close attention to these things, and I usually work hard to do them, but I was careless that time. But we should know that unintentional negligence is actually a kind of injury, even fatal. Take little t as an example. If he hadn't sent me an email, maybe I wouldn't have always realized my mistake. I am afraid that little T will give up some efforts and attempts he has started because he can't get my attention and recognition, and sink down and become an eternal "underachiever", and I will become a "sinner" because of this. I'm a little scared every time I think about it. It can be seen from T's letter to me that although I always "turn a blind eye" to him in class as he said, he still didn't give up his trust in me, but he still wrote me this letter, sending out a long-suppressed cry of underachievers. This is my great luck and his good luck. I have read his letter many times, and I don't think his request is too much. Isn't it just taking two more steps to see how his homework is doing? That's all. Since then, I have changed my previous "stingy" practice. My eyes have been swept at Little T more often, my legs and feet have been diligent, and I have held his exercise book more often. Of course, so have the rest of my classmates. Gradually, I read satisfaction and happiness from T's eyes, confidence and success from his manners, and his cultural achievements began to climb from the last place in the class. Although the scope is not large, we have seen the dawn. Watching little T immersed in hope, I really realized the sweetness of being a teacher. This seems to have passed, but I think we still need a class teacher who is interested in education and really cares about the growth of students to further reflect. First of all, we must establish a correct view of students, treat every student equally, and earnestly "have someone in mind", whether it is an excellent student, an average student or an underachiever. It's not terrible to have underachievers. The key is whether you have transformed the "heart" of underachievers and paid more attention to them. The head teacher must always convey information to the underachievers through his own language, expression, movement and posture. That is, the teacher is aware of your existence, and you are an indispensable member of the class collective organization, rather than an "abandoned child" who is outside the group. T in front finally wrote to me, in fact, because I snubbed him many times. Secondly, we should be good at capturing the best opportunity for the transformation of underachievers. There is a saying: it is now or never. The class teacher should pay more attention to the underachievers' every move. When they show some signs of "positive progress", they should act immediately and give timely guidance, which can often play a role of four or two. In his letter, Little T asked me to regard him as a better student and complained that when I didn't watch his homework in class, the essence was the best time to reform him. At this time, get twice the result with half the effort. If the students are too disappointed to remind you in some way, then you are passive, just like I met. If the above "email" incident, I just apologize to an underachiever in disguise, then in the following situation, I will bite the bullet and put down my airs and say "I'm sorry" to the students. There is a girl named Xiao J in my class, whose academic performance has been ranked at the bottom of the class, and she often violates discipline and rules. Once before class, a teacher in my class told me that several students were sleeping in the last row of the classroom just now. I was very angry when I heard that. When it was my turn to have the next class, I didn't ask random questions, didn't use words, and criticized the students in the last row. Just then, I found little J with his head down. With her previous impression in my mind, I shouted angrily to her, "Little J, you must be sleeping in class!" " "The words sound just fell and little J's face suddenly changed and he leaned his head on the table. I thought, am I right? Then, I stopped asking little J and started my lecture. After about ten minutes, I suddenly heard something tearing in the classroom. When I looked intently, it turned out that it was little J who tore her math book into pieces angrily. I was afraid that the confrontation with little J in class would affect the normal teaching, so I pretended to watch calmly and continued the class. After class, I returned to the office with a livid face and drank three cups of tea in a row, and my mood gradually calmed down. Then I found some girls sitting next to little J to understand the situation. From their mouth, I know that little J has been more serious in that teacher's class, and no one sleeps with her. Later, I found several other students and made further confirmation. Finally, I decided that I really wronged little J. She tore the book because I seriously hurt her self-esteem. When I taught myself that night, I called Xiao J outside the classroom, had a full communication with her, and solemnly apologized to her, hoping that she would forget the unpleasantness in class as soon as possible, and the teacher would not act so rashly in the future. In fact, I did this after a fierce ideological struggle, because this is the first time I have "bowed my head and admitted my mistakes" to my students since I taught. The next day, I found a math book for little J, encouraged her to study hard and try to catch up with her grades in the future, and told her not to tear up the book again, and she accepted it gladly. This may be because my sincerity has influenced her, which has narrowed the psychological distance between me and her and made her realize that I am still a trustworthy class teacher. At this point, the matter is basically over. However, the impact of my handling of this matter continues. Since then, little J's attitude towards mathematics has changed a lot. His attention in math class was much more concentrated than before, and he passed the final exam for the first time. The so-called "close to his teacher and believe in his way" may be nothing more than that. The biggest revelation of "tearing books in class" is that a class teacher should never look at underachievers with colored glasses. Underachievers do have many shortcomings, but should the class teacher be influenced by the "halo effect" and magnify his own shortcomings so as not to trust them? Is it possible to criticize underachievers rudely? I think that if I had more trust and tolerance, the incident of "tearing books in class" could have been avoided. In fact, the above two things have been written for more than a year, but they have been lingering in my mind. Today, I can write them. I really think I can get it off my chest. As the saying goes, "the work of a class teacher is no small matter." "How to treat underachievers correctly may be a problem that the class teacher can never solve. However, please remember that taking action and sincerely apologizing can sometimes bring unexpected victories.