First, the subject of norm establishment or evaluation of good habits has changed from a teacher to a teacher or a child.
In the past, I had many requirements for the unity of our class, and many individuals obeyed the rules of the group. Now I find that teachers and children establish rules together, and children will actively abide by them.
After going to the toilet every day in my class, the teacher is responsible for checking and urging the children to wash their hands, but some children always ignore the importance of this link when the teacher is unprepared, so children often come to complain that someone has not washed their hands. Through observation, I found that individual children did not develop good hygiene habits. And after being reminded by the teacher, it is still the same as before, and there is no change. At first, I asked the teacher who looked at the toilet to strengthen the care of the children, and the effect was not obvious. Because teachers have to help some younger children tidy up their clothes, children often unconsciously. And children still neglect to wash their hands. For example, Zile in my class found that every time he washed his hands, he either dipped in water or didn't wash his hands directly. After repeated reminders by teachers and children, I still have no consciousness.
Obviously, passive obedience didn't solve the problem of children not washing their hands at all, so I went to consult some experienced teachers and looked up relevant information on the Internet many times. I did an experiment on children. I made my bed dirty on purpose, and then I brought a basin of clean water and hand sanitizer to the children to see what happened to the water after the teacher washed his hands. Later, the children were surprised to find that the water that was clean just now was dirty and black after washing their hands. I took the opportunity to guide children if they don't wash their hands, then what will happen to those dirty and black bacteria entering our bodies? For this reason, I specially asked Zile and the children who don't usually wash their hands: What happens if you don't wash your hands and put your dirty hands in your mouth? They also know how much they used to wash their hands.
After this small experiment, I was surprised to find that children will wash their hands seriously, which shows that children have their own ideas about daily routine training. Some children don't understand the reasons for regular training and the relationship between good living habits and themselves. At the same time, I realize that regular training for children should start with their understanding, so that some people can consciously fulfill the hard and fast rule of changing teachers.
In the communication with children, it is found that teachers' constructive suggestions often make children feel criticized, which leads to bad emotions, while the same evaluation subject is peers, and children confirm that they feel the same way. This shows that the evaluation theme will affect the evaluation effect.
Second, the content of good behavior habits has changed from subjectivity to humanism.
In the past, my aunt always had a full meal, but it happened that the children in our class ate slowly, so they always looked sad. But every time children who eat fast finish their toys, they can't help but want to participate in their games. Later, I asked my aunt to put a few bowls of rice less at a time, and then gave it to the slow-eating children, and even let it go specially. Although I still can't eat the top few, I won't eat my food until it's cold, especially now it's winter, and the food cools quickly.
Third, the performance of good behavior habits is that language instructions are transformed into discussion activities.
At the beginning of the semester, I found that many children in my class had the habit of dragging chairs. Two small chairs fell to the ground, dragged by the back of the chair, and their legs made a terrible noise along the ground. Our teacher kept reminding me, but the effect was not obvious. Later, I took him directly as a discussion activity and asked the children to discuss "how to care for the small chair". The children had a heated discussion. I'll say whatever you say. Some people say you can't shake your chair hard, others say you can't walk with your chair on your back, and so on. I showed it with exaggerated movements according to what the child said, which made the child laugh. I noticed the importance of immediate harvest and asked the children in time. Did the teacher do this just now? I also specially asked those children who like to take off their chairs. They know that when they do something wrong, they can realize their mistakes in time.
Fourth, take good behavior habits as the core, and construct the contents and methods of family education.
Family education is the same requirement for both families, in order to better promote the development of young children. The essence is the formation of habits, and the habits that children develop in the education of developing good behavior habits will benefit them for life. For example; The phenomenon that children can't work and rest on time, our garden has made a timetable for work and rest, so that parents can cooperate and develop good work and rest habits. At the same time, let parents reflect their children's behavior habits at home, and teachers will conduct collective or individual education in time to understand each other and promote their children's development to a greater extent.
Good behavior habits are very helpful to the growth of children throughout their lives. I believe the above points will be more helpful to my future work.