The so-called class management is a comprehensive activity that the class teacher makes full use of all kinds of things and resources related to the school and class through organization, planning, implementation and adjustment, and makes reasonable organization and deployment to realize the educational goal of class management and improve the quality of class service.
Class is a small society, which contains all aspects of teaching and teaching. Kindergarten class management has its particularity, including the management of children with different personalities and the management of education and teaching; There are both management of people and management of things. This requires teachers to have a variety of abilities: cohesion, the ability to find and solve new problems, so that class work can be continuously improved; We should have the ability to deal with all kinds of relationships and contradictions, such as relationships with other classes, classmates, teachers and children, kindergartens and parents, parents and parents, and so on. To create an educational environment of mutual respect, harmony, democracy and unity; We should have the spirit of taking care of the overall situation and being impartial and selfless, and avoid the formation of all kinds of unhealthy tendencies; We must also have the quality of solid work and selfless dedication, and have certain educational and teaching abilities to promote the development of class education and teaching. In the long-term kindergarten class management, I deeply realized that compared with children in the past, children in 2 1 century have the characteristics of wider knowledge, stronger thirst for knowledge, intelligence, activeness, naughty, love to explore, and dislike being bound by teachers and adults. In order to make kindergarten class management effective, we must have certain methods and strategies.
First, the change of managers' own management ideas.
Tao Xingzhi, a famous educator, said that "teaching is for not teaching"; Wei Shusheng said that "management is neglect". Fundamentally speaking, his thought is to give full play to children's main role in education management. The head teacher (head teacher) must change from the concept of authority to the concept of service. The head teacher in the traditional sense is the authority to manage the whole class. All activity plans, arrangements and rules of all classes are made by the head teacher alone, and teachers, nurses, children and parents in the same class obey the arrangements and passively cooperate with each other to carry out activities. With the promulgation and implementation of the Guiding Outline of Kindergarten Education, the new educational concept requires teachers to change from imparting traditional knowledge to supporting children's learning, and everyone is required to be a manager. Therefore, class managers should boldly decentralize the design and organization of class activities, from the authoritative front desk to the service background. Let children and parents come to the front desk of class management, especially respect children's wishes, appropriately delegate power and fully participate in class management. There will be a parent-teacher conference in the new semester of the big class. In the past, the class teacher always said and the parents listened. This semester, I made some reforms. In the QQ group of the class, let parents discuss how the parent-teacher conference should be held, what they want to know, collect and sort out their opinions, and then work out the content and form of the parent-teacher conference according to their opinions. At the parent-teacher meeting, after a brief introduction to the class, I answered the questions raised by my parents one by one. At the same time, parents who have experience in educating children in our class were invited to introduce their parenting experience. The parent-teacher conference was very successful, and parents also agreed with it. I tasted the sweetness of changing the role of the head teacher.
Second, integrate into children and cultivate autonomy.
The new concept of children holds that we should face up to the inherent immaturity, plasticity, openness and uniqueness of children at this age. At the same time, children have the potential of development, learning and education, and their development is changeable, phased and individual. Children are not accessories of adults, they are independent people, and each child is a unique person with unique personality characteristics. This is a brand-new concept of children, and it is the basis of building a new concept of kindergarten teaching management. Only by respecting children can teachers make children like themselves and children will cooperate with teachers. How to cultivate children's autonomy?
1. Teachers and students * * * make and abide by class rules, so that children can learn to manage themselves.
Without rules, there would be no Fiona Fang. Effective rule order is beneficial to the management of class activities and the interaction between teachers and students. The reason why a class is chaotic is often that children don't know what to do and what teachers expect. Teachers should discuss with children: which behaviors are accepted and appreciated by the class, which behaviors are not allowed and should be prohibited by the class, and what will happen if the class rules are violated. Teachers should try their best to give every child a chance to participate in the discussion and express their opinions. Then, according to the results of the discussion, teachers and students should plan together and formulate class routines that the whole class will abide by. Once the class rules are made, they must be observed, and teachers are no exception. If you change the class rules, you need to ask for everyone's consent. When making class rules, we should pay attention to not too many things, because too many rules will make children listen but not hear, turn a blind eye or be at a loss, and will not get substantive results. In the process of implementation, teachers should be fair and trustworthy, encourage more and punish less, and cultivate children to form the habit of consciously observing group regulations.
2. Rich and orderly activity space, so that children can become the masters of the environment.
Don't underestimate every child, they all have their own thoughts and world. With the improvement of cognitive level and the accumulation of life experience, their logical thinking ability, judgment and analysis ability and language expression ability have made a qualitative leap, reaching a certain height and changing with each passing day. Suhomlinski once said, "Teachers should only prepare building materials-bricks, steel bars, soil and so on. And students have to build their own houses. " Children's learning and development are realized in the interaction with the surrounding environment and materials. Teachers should use the principle of overall planning and arrange the activity room into multiple activity areas according to children's interests. Each activity area provides a sufficient number of toys and operating materials, in which the placement of materials is open, in line with children's interests and ability development, and will be changed regularly with the course content. Mr. Chen Heqin pointed out: "Children can be more familiar with and care about things in the environment through their thoughts and the environment arranged by their hands." Therefore, children should actively participate in creating the material environment. What should be put in every corner? How can I put it? How to decorate the wall? Let the children discuss, make and place each other. Let every child have the opportunity to show his works and let the children become the masters of the environment. Although it takes more time and energy for children to participate in the creation of the environment than for teachers to complete it independently, as far as its educational effect is concerned, it can improve children's hobbies and creativity and make them feel successful and responsible in changing the environment. It also helps to educate children to cherish the fruits of labor.
3. Build an educational platform to make children become confident people.
Suhomlinski has a wonderful metaphor: carefully protect students' young hearts like dew on a lotus leaf. The crystal dew is beautiful and lovely, but it is also very fragile. Children's bright spots and creative consciousness, like small dew, need the care of teachers. If magnified by the teacher, it will become learning motivation and positive self-motivation. These children will make great progress in the appreciation and care of teachers and gradually become confident people. Only teachers who really care, love and understand children can have the most obvious educational effect. For example, there is a child in my class, Xu, who is smart, but timid and not good at expressing himself. I know in my heart that children like this should have more opportunities! To this end, I quickly showed the teacher's concern. "Today, the child took the initiative to answer the teacher's question for the first time, which is really gratifying!" In short, the family is happy. The next day, the child whispered a word in my ear: "My mother praised me yesterday." I touched his head and smiled and said to him, "You are great, keep working hard!" " "Unexpectedly, in the days to come, this surprisingly timid child was surrounded by me and" chattered ". My brief words are like giving him confidence and letting him overcome himself and difficulties. Indeed, for these children with a strong sense of inferiority, teachers should care and respect them with full trust, and pay special attention to creating conditions to help children achieve even seemingly insignificant success in some aspects, and affirm this small success in time, so as to help children turn a small fire of faith into a prairie fire of self-esteem, illuminate their life path and move towards a successful tomorrow.
4. Implement open and fair democratic education so that children can enjoy equal rights.
The Guiding Outline of Kindergarten Education points out: "Teachers' roles in activities should be guides, supporters and collaborators". As teachers, we should pay attention to children, follow them and treat every child equally and democratically. Good interpersonal relationship is an important part of class appearance. In the classroom, we should strive to create an equal and harmonious relationship between teachers and students and between students and students. Only in this way can the unified and serious daily teaching activities become serious and vivid, and the class will show strong vitality. When establishing routine, first of all, teachers should step down from the throne of "leader" and "commander-in-chief" and get rid of the deep-rooted bondage of "teaching dignity", instead of "issuing imperial edicts" with a straight face and giving children an equal, fair and reasonable educational environment. At work, I put forward my own requirements for my children in an equal and harmonious environment and discussed them with them.
5. Choose flexible teaching methods, create effective teaching methods, and let children become active learners.
First of all, teachers should constantly improve their professional level, create effective methods to complete teaching tasks and face teaching challenges. A good wooden barrel wants to hold more water, and its manufacture and maintenance must be completed by carpenters. A good class is inseparable from the careful management of teachers. As the old saying goes, "Learn from your teacher and believe in his way." In order to make a class have a good appearance and let children develop actively, teachers as managers must master the rhythm of children's development.
Secondly, let children "discover learning" in activities. Children are the main body of learning, and teachers should respect and protect them instead of or directly control their subjective activities. Teachers should pay attention to guiding children's "discovery learning" in activities, that is, through hands-on operation, personal practice and communication with people, children can discover things they didn't know before, so as to gain various direct experiences, experiences and ways of thinking about the material world and interpersonal communication. For example, in the role-playing area, children learn various interpersonal attitudes and skills by playing the roles of people from all walks of life and family members. In early childhood, this method can stimulate children's active learning and cultivate their active attitude.
Third, make full use of parents' resources to promote class management.
The "Guidelines for Kindergarten Education" clearly points out that families are important partners. We should strive for parents' understanding, support and active participation based on the principles of respect, equality and cooperation, and actively support and help parents improve their educational ability. Parents are the people who know children best, so if we want to manage the children in our class well, our teachers can't do without their support and help. Every parent wants their children to be valued by teachers, and they all want teachers to take care of their children more. It is fairer for children to be wronged at school. Facing so many children with different personalities, how can our teachers better manage the class? This must first get the support of parents. Advocating parents to participate in class management not only makes parents feel respected, but also makes the work of the class teacher much easier. After parents joined the class management, their sense of responsibility for the class was also strengthened. They will also consider everything from the perspective of the class and discuss with the class teacher. With the approval and support of parents, the class teacher can carry out class activities faster and better.
1. Change parents' ideas and clarify the importance of cultivating education.
We often find a baby in our home and garden. In kindergarten, some children will eat by themselves and robbers will do what they can. At home, parents reflect their children's willfulness and dependence. Therefore, we believe that it is not enough for children to form good behavior habits only in kindergartens. If the family doesn't cooperate, the good behavior habits that have been developed in kindergarten will be diluted or even disappeared at home. Therefore, teachers try their best to help parents establish correct concepts through various channels. For example, posting articles about parents' educational behavior and norms in the parents' garden; In the class QQ group, put forward a topic salon about parents' behavior norms, so that parents can discuss and solve it according to their own situation; Give full play to the role of parents' open days, witness children's performance and other channels, publicize children's physical and mental characteristics and the feasibility and necessity of developing education, let parents know the scientific laws that must be followed in raising children, and adhere to the educational principles of combining strict love, giving priority to positive education, setting an example and consistent education. Behavioral habits formed in kindergartens can be consolidated and developed at home. * * * Family education promotes children's education.
2. Understand the relationship between family integration and class management.
Family is the cell of society, and children's family education is increasingly showing its unique position in the process of human growth. Many parents have realized the importance of family education and started to look at the old and new topic of family cooperation with cautious eyes. The orderly development of kindergarten management is inseparable from the support and cooperation of parents. In kindergarten class management, parents should be consulted or involved in the guidance, guide parents to cooperate with class management, help parents change their educational concepts and behaviors, and improve their family education ability; Publicize the goals and requirements of early childhood education to parents, so that parents can cooperate and form a joint force to promote the healthy development of children's body and mind.
3. Diversification of family cooperation forms is beneficial to the development of class management.
In practical work, many parents think that the harmonious development of children's body and mind is a matter for kindergartens and teachers. In addition, now they are all only children, and the children are spoiled at home, and some work is not carried out very well. In order to mobilize parents to participate in class construction, we can hold a parent-teacher meeting at the beginning of each semester to build a bridge for communication between teachers and parents. At the parent-teacher meeting, we will introduce some work that will be carried out this semester, some things that children will start school, some things that parents will cooperate with, and the importance of family cooperation, so that parents can understand that only parents' effective participation can promote the harmonious development of children's body and mind and make our class management better. Regular two-way communication should be established between home and home, and the two sides should exchange information and opinions at any time, so that teachers can fully understand the development of children, so as to keep abreast of each other in education and improve the quality of class management.
4. Guide the creation of family environment and cultivate good habits in practice.
The establishment of goals has given a direction to formative education and standardized children's behavior, but formative education not only stays in the establishment of goals, but more importantly, it is to implement actions. Therefore, we adhere to the principle of paying equal attention to family education and kindergarten education. Teachers should promptly report their children's behaviors and shortcomings in the park to their parents, find out the reasons together with their parents, and take measures to correct their bad behavior habits. Parents actively cooperate to keep up with the pace of kindergarten education. Create conditions for family education and kindergarten education to promote each other and consolidate educational achievements.
Teachers should guide and encourage parents and children with positive words and actions, so that children can constantly overcome the incompatibility and disharmony in understanding, action and ability, constantly improve their independence and develop the habit of self-reliance in the process of exploring their own world.
Teachers and parents work together to adapt to children's development and changes, meet their independent requirements, encourage children to actively explore, so as to gain fun and successful experience of activities, cultivate children to "do their own things" and let them "try", and at the same time give them some specific guidance to help them master some necessary skills. The child's ability is acquired in the process of hands-on operation. Parents are sincerely happy to see that the child has finally mastered the method after repeated exploration. Slowly, parents let their children do more things, and children become more clever: distribute chopsticks to their families when eating, wash their feet and help them with slippers, beat their backs with their fists when they are tired, call their teachers when their companions are sick, and buy new books and toys at home and are willing to take them to kindergarten to share with friends. Gradually, some good quality habits began to develop.
In a word, kindergarten class management is an arduous and long work, which needs the cooperation, coordination and communication of all forces. More front-line teachers and managers are needed to explore new ideas of kindergarten class management under the guidance of the new "Outline" educational concept, promote the harmonious development of children in all aspects, and make the level of kindergarten class management reach a new level.