Section 1 class mother type, class official type, encouraging type, leader type and tutor type.

First, the class mother type: mainly rely on love to work and position yourself as the expectant mother of the students. Everything revolves around the relationship between teachers and students, and various activities are mainly driven by love.

Second, the class official type: mainly rely on supervision, inspection and evaluation and other management methods to carry out the work, self-positioning is the student's superior, the student's manager. Subdivision of class officials: honest and clean, favoring good students, favoring parents' powerful students as faint officials, praising and criticizing kindness, using good officials, blindly criticizing and punishing, and inviting parents as cruel officials. Sometimes like a policeman, sometimes like a judge, sometimes like a fireman, sometimes like a priest, and occasionally like an amiable elder.

Third, the agitator type: it mainly depends on grandstanding. The class teachers of the class mother type all resort to emotion, but the difference is that the former's emotional appeal is broader, not limited to maternal love and affection. Characteristics of the agitator: strong language and emotion, rich expression, exaggerated movements, and many students look at him with burning eyes.

Fourth, the leader type: mainly rely on activities to work, self-positioning is the leader, organizer and commander-in-chief. The easy problem is that students' personality may be suppressed.

5. Mentor type: mainly depends on ideological influence and personality charm to work, and self-positioning is the guide of students' life. They have their own independent educational ideas, extraordinary personality, and personality charm really have special ideas. They can use class cadres to fascinate students and make them willing to go through fire and water for their teachers. Wechat is often so high that students are superstitious, and many things can be completely rid of as long as they are carefully maintained or even remotely controlled. A thoughtful person thinks deeply about life and his growth path, and often thinks that his growth path is worth popularizing, so he copies his growth process on students and pushes it to others intentionally or unintentionally. Similar to the relationship between leaders and believers. Appraisal: They have different ideas and firmly believe that they are in correct contact with his students. You will find that they are more thoughtful, but they often follow the teacher's ideas and praise the teacher in his usual language.

Section 2. Type of scientist. "Defending the President" type. "Creditor" type, scholar type.

6. Scientist type: mainly rely on science to work. Self-orientation is first of all learners and researchers, followed by students' leaders and organizers. They respect their students first, and then they love them. When they encounter problems, they always take a research attitude to diagnose and then come up with solutions. For students, students are not just friends, but just research objects. For them, the work itself is an object between science and art, so they are also research objects. They attach great importance to continuous reflection and establish their own ideas. The relationship with students is similar to that between adults and friends, warm, rational and peaceful. Disadvantages: under the current system, it is not easy to be rated as excellent, and maybe it will be criticized, such as lax management and irresponsible attitude, which is not suitable for primary schools.

Seven, "maintenance of the president" type: mainly relying on power and empty feet to work, self-positioning: it is the mechanical executor of various tasks assigned by school leaders.

Eight, "village head" type: mainly rely on power and political skills to do things, self-positioning is standing, I am the master of my site, and I will act arbitrarily as soon as I finish it. Those who follow me will be happy, and those who oppose me will die. Tucao is to suppress, disagree and take care of one's own people. Style is autocratic.

Nine, "scholar" type: thinking is easy to go to extremes. From this extreme white to that extreme me, I am enthusiastic and busy, unable to find the direction and at a loss, or I will be anxious and disheartened. Old teachers keep the innocence and enthusiasm of young people, constantly surpass themselves as new teachers, be down-to-earth and not vain, do research seriously and don't give up their ideals easily. These two people are the hope of education.

The fourth chapter is the focus and boundary of the work of the head teacher.

Section 1 "There is no trivial matter on campus", and the work of the class teacher loses its focus.

There is no small matter on campus, which is the general call to improve teachers' educational awareness and encourage teachers to work hard. It is problematic to understand this slogan mechanically or even regard it as a scientific conclusion.

1. Education and management, education is the key.

2. The improvement of students' spiritual realm and the completion of education and teaching tasks, the former is the key.

3. Quality and academic performance, quality is the key.

4. Class collective and individual class collective are the key points.

Section 2. "There are no students who can't teach well, only teachers who can't teach well"-The work of the head teacher has lost its boundary.

Know yourself correctly. Honestly admit that the role of the school is only a small part, will others ask you? Not being broad or narrow is the scientific attitude. Being a teacher is to find out the scope of your role and do what you can honestly.

1. Students' academic performance cannot be unilaterally accountable to the class teacher.

2. Problem students should be treated in three levels. Mild, moderate and severe. The class teacher's light education and moderate study abroad need to be sent to the work-study school by the Political and Educational Affairs Office and the psychological teacher.

3. Problem parents and the working community of public security organs should be involved.

4. Classroom discipline and students' performance on the subject cannot be unilaterally required by the class teacher.

Things that have nothing to do with class management can't be handed over to the class teacher casually. For example, check in, buy insurance, subscribe to magazines and so on. It will cause students' longitudinal thinking, insufficient horizontal communication ability and narrow vision.

The fifth chapter is the construction of class spirit-one of the three major sections of the class teacher's work.

1 What's the shift style?

Class spirit is a class with values as the core, distinctive atmosphere and behavior habits.

The connotation of class style has the following points: 1. Public opinion-oriented, proud of learning, ashamed of being tired of learning. 2. discipline. It should not be too strict and detailed. 3. Learning atmosphere. The really good learning atmosphere is conscious learning, active learning, interest learning and efficient learning, and learning cannot be limited to textbooks.

4. interpersonal relationships. Refers to the relationship between teachers and students and the relationship between students and students. The head teacher looks at the relationship between students from the perspective of tasks, and students look at interpersonal relationships from the perspective of private.

5. Environment.

6. Representative figures.

7. "Behavior brand": activities, habits, etiquette, etc.

How is the class spirit formed in the second quarter?

Class style: class teacher-led, student-led, school-led.

First, the class teacher leads 1. Morality-oriented, relying on their own moral model image to influence students, set an example everywhere. 2 management, strict rules and regulations, evaluation everywhere, and clear rewards and punishments. 3. strength is dominant. Thoughts on planning, closing and the head teacher of the stockade owner. 4. Activity-oriented. Starting from the students' situation rather than following, we can guide students not to show their traces, give full play to their self-management role and grasp the big joints.

Second, student-oriented.

1. Good students take the lead. 2. Problem-oriented. Most people keep silent. 4. Small group integration. Class style is the result of different friends and peers.

Third, the school is dominant. Lack of competent class teachers and students, teachers and students lack characteristics and personality. They follow the rules and regulations of the school and the school's inspection and evaluation. They have no characteristics, no passion and lack cohesion, but they will not fall apart and follow the crowd.

The third section wind diagnosis

Of course, the dominant class style depends on it, and the key point is to understand the hidden class style, which is the real atmosphere.

Formal diagnosis is divided into two levels: routine diagnosis and characteristic diagnosis. Conventional diagnosis is known, general situation is known, characteristic diagnosis is known, and class characteristics are known. Conventional diagnosis, first of all, from the three main dimensions of discipline and morality, learning and interpersonal relationship, the class style is divided into several levels; The second step is to divide people's impression of a class into three levels: first, then; Step 3: Combining the above two aspects, we can determine the semi-typing.

Section 4 How to Guide Class Style-Public Opinion

On the basic idea of class spirit guidance. First, the so-called class guidance style refers to improving the original office, and it is not necessary to make it reach a certain standard state. Secondly, guiding the class spirit only solves the mainstream of the class spirit, and we can't expect the whole class to speak with one voice and unite as one. The same idea is harmful, in fact, it can't be done, and it is also false. Third, the class teacher's personality may have a considerable impact on the class spirit, especially if the class teacher has outstanding personal charm or the students are young, which may cause some students. The fourth kind of guidance is not omnipotent. Guidance is only a means to cultivate class spirit, and it is often necessary to comprehensively use many other means to cultivate class spirit before choosing the appropriate means.

Section 5 How to Guide Class Style-Discipline

Suhomlinski: The most important reason for the difficulty in educating young people lies in educational practice, which is carried out in front of them in a naked form. People of this age don't want to feel that they are being educated as in our nature. The art of education

Therefore, the best education should be the most hidden, always posing as an educator, but in fact it is the least educated.

The so-called relaxation of discipline is the way of civil and military affairs. You relax one by one, you relax one by one, then you relax one by one, and then you relax one by one. You can't stop reading the spell to the head teacher and the layman just by the frequency of each class. Can the Monkey King stand it if the Tang Priest keeps reciting the incantation? It must be rebellion. Leaders should learn from the wisdom of Tang Priest.

What should I do if I take a random shift?

1. Make new rules. 2. Put forward new goals. 3. Organize novel activities. 4. Small achievements. 5. Take killing one as an example, the attack surface must be small, and take out the real evidence. 6. reorganize the team. Class cadres should choose the right grassroots masses, choose the right people, talk to them and have meetings, and don't follow the bad style.

Section 6 How to Guide Class Style-Study Style

The most prominent feature of the exam-oriented method is learning, and poor students feel depressed. The really good method pays attention to everyone's full value, not just the exam-oriented value. When students learn to live a better life, they often do better in exams.

Section 7 How to Guide Class Style-Interpersonal Relationship

Two principles are the key to the guidance of class interpersonal relationship. 1 The relationship between teachers and students should pay attention to equality and mutual respect, and students and class teachers should not be unilaterally required to have the same personal views and feelings. The second principle guides the relationship between students. The head teacher should remain neutral in small groups, try to be impartial and inflexible, and stand in the position of small groups, which does not represent the interests of a few students.

The goal of class interpersonal relationship is harmony.

Chapter six, the daily management of the class-the second of the three blocks of the class teacher's work.

1 education and management

Don't teach the surname. Education itself is a high-tech occupation that requires creativity. The fundamental purpose of education is not to control students, but to help students learn to control themselves. The most demanding way is not that he satisfies me immediately, but that he really grows himself. Education is an office, focusing on children's formal growth, and management is urgent and needs immediate results. People who are eager for success are not suitable to be teachers, but should be engaged in other industries.

What does the second section have to do with it?

Most class teachers devote almost all their energy to the daily management of the class. In fact, the daily management with the lowest scientific and technological content requires the lowest professional ability of the class teacher. The guidance of class spirit needs the ability of class spirit diagnosis, activity planning and considerable personality appeal, and the diagnosis and treatment of problem students need scientific thinking mode. Only by strengthening daily management can we solve problems, build class spirit and do a good job in the daily management of diagnosis and treatment classes for problem students.

Daily management project of class teacher

Daily work: attendance, morning reading, homework collection, morning exercises, preparation before class, classroom discipline, eye exercises, recess activities, lunch, self-study, duty and school.

Work to be done at any time every day: students' mood, students' personal hygiene, students' health status, red scarf, school uniform, clothes, hairstyle, manners and manners, conflicts between classmates, throwing money and things, strange things, the relationship between classmates and teachers.

The first stage: flag-raising, duty week, class meeting, blackboard arrangement, classroom goods management, holiday celebrations, and participation in various competitions organized by the school.

The second stage: selecting student cadres, holding sports meetings, organizing mid-term and final exams, score statistics, student reviews, selecting outstanding students, and holding parent-teacher conferences.

Independent homework: class log, class fees, contact with parents alone, home visits, class activities.

If you want to learn to manage, you must learn to ignore class management. The key is to have a sense of subtraction. If you can manage, you can ignore it. If you can manage less, you can manage less. The class teacher who can let the students manage will not go out. The head teacher's steel must be used on the blade. The key to going out is not to be led by what is happening in front of you, but to evaluate your priorities.

There are several situations that can be considered as "inaction":

1. Things outside the work boundary of the class teacher can be avoided.

2. What ordinary students can do, the team leader may not be able to do, the class cadre may not be able to do, and the class teacher may not be able to do what students and class cadres cannot do. Never let the students around the head teacher, but do it yourself.

It is estimated that you will do useless work, but you won't.

4. Sesame incident can be avoided.

5. The situation is unknown, so I won't do it for the time being.

6. Dealing with individual things will affect the overall situation and will not be done for the time being.

7. Don't be prepared.

8. Save language and thinking time like saving energy and water.

Who's in charge in the third quarter

Class managers are divided into three levels. The first-level manager is the class teacher. Main management responsibilities: select second-level managers and third-level managers to agree on their management responsibilities and working methods with students; Supervise the work of level 23 managers; Identify incurable diseases that second-and third-level managers really can't handle.

The second-level manager is the main responsibility of the class Committee. He should do his job well, supervise and help the third-level manager, deal with the problems that the group leader can't solve, and report to the class teacher if he can't solve them himself.

The third-level manager is the group leader, whose main responsibility is to do a good job and remind our classmates what to do and what not to do.

Team leaders can be divided into two categories, namely, the head of the standing school and the head of the special group, who are responsible for a job respectively. The deputy team leader is responsible for the overall situation and security, and he wants to ensure that the work of this group can be completed.

Class committees can also be divided into two categories: permanent class committees and special class committees.

An excellent class teacher should mobilize all positive factors, so that every student in the class feels that I have made contributions to the group, and I am not redundant.

Attention should be paid to the selection, training and use of small cadres: 1. Don't treat small cadres as national cadres. Don't treat small cadres as cronies. Don't expect too much. 4. Not seeking perfection. 5. Don't use the woo method easily. 6. Don't replace small cadres easily.

An important reason why many class teachers can't help you manage is that students should be allowed to do things. He has 100 problems that he should deal with by himself, and he imagines that children should help him solve them.

The fourth quarter how to manage

First, management needs wisdom.

Second, management should be people-oriented.

Third, the management should prepare a variety of programs.

Fourth, management is inseparable from compromise.

Manabu Sato: Conflict and compromise, conflict and compromise, conflict and compromise ... this cycle can be said to be the characteristics of classroom life. It can be considered that the classroom is a place to engage in daily teaching, complete some activities and realize some value. But in this process, it is also a place of teaching and learning, which is difficult to deal with and has to make some compromises. This activity is achieved through countless conflicts and compromises, and it is by no means a pure process in an ideal environment. Curriculum and teachers

Because competing with students is like a reckless commander attacking automatically, I don't know that retreating is often a defeat, so it is better to retreat.

Five, things happen to explore the reasons, classified solution.

Sixth, enhance the artistry of management.

Chapter VII Diagnosis and Treatment of Problem Students —— The third of the three blocks in the work of a class teacher

1 Definition and classification of problem students.

First, what is a problem student?

Students who have serious problems in morality, learning attitude, habits and psychology are problem students whose problems cannot be solved by conventional educational means.

Second, the classification of problem students.

1. The horizontal classification can be divided into the following types: bad behavior habit type, study-weariness type, psychological obstacle type, moral character type and good student type.

2. According to the severity of the problem, it is vertically divided into mild, moderate and severe.

Section 2 steps and methods of diagnosis and treatment for problem students.

1. Problem students and class style. Starting from grasping the class style and stabilizing the basic masses, don't be led by the nose by problem students.

2. Diagnosis and treatment of problem students and daily management of classes. Generally, the class teacher should not have more than three diagnosis and treatment problems in a semester, and they should not be the focus at the same time, otherwise the energy is not enough.

Steps and methods of diagnosis and treatment for problem students;

1. Identify who is a problem student and who is not. Observe and study for a month, and see if the conventional education methods can make it progress. If not, it is a problem student.

2. Determine whose problem the problem is, and determine the degree of the problem after the problem arises.

3. Look at the degree of harm and problems caused by problem students to the class collective, as well as their own danger, so as to determine the priorities of the work.

4. The premise of diagnosis and treatment is to fully understand the situation.

5. Make a hypothesis and make a preliminary diagnosis. An excellent teacher must do this. When you have a problem, his mind will pop up all possible reasons for this problem just like opening a computer file. With such a reference file one by one, the teacher can compare the students in front of him with the description of this file. If there is a coincidence, what kind of student this student may belong to. Naturally, a preliminary diagnosis can be made.

6. Evaluate the role that family education can play.

7. come up with a diagnosis and treatment plan.

8. You must evaluate your diagnosis and treatment according to the feedback of treatment effect, and be ready to make corrections at any time.

The third section is a guide to the classification of problem families.

1. How to evaluate the role that family education can play in the diagnosis and treatment of problem students?

1. Do parents lose control of their children? 2. Parents' sense of responsibility. 3. Parents' honesty. 4. Whether parents are open-minded. 5. Parents' understanding. 6. Parents' willpower. 7. Parents' time. 8. Parents' educational concept. 9. The status of parents in the family. 10. Whether parents are consistent.

Second, the classification guidance of problem families. Teaching at home.

1. spoil the family. 2. A laissez-faire family. 3. Indulge the family. 4. Controlled family. 5. Cold family. 6. Informal families. 7. Families with high expectations. 8. vertical families, children are extremely lacking in families that communicate horizontally with their peers. 9. Conflicting families. 10. Inclined family. 1 1.

Section 4 Cases of Diagnosis and Treatment of Problem Students.

Conclusion: Be a happy and wise head teacher.

Recall the contents of the book: first, talk about the six role requirements of the class teacher. Then, it is expounded that 10 means that the head teacher influences the students. The class teachers are divided into nine categories, the focus and boundary of the class teachers' work are defined, the three class styles of the class teachers' work are expounded respectively, and the daily management problems of the class are diagnosed and dealt with.

There are three ways to educate children, taking care of them, coaxing them and introducing resumes. Recommend the third way.

To sum up the contents of this book in one sentence, that is to say, the class teacher should realize the change of thinking and working style, from only alternately using the method of tube and gentle coaxing to gradually adopting the method of more help. When a child is a teacher, it means that the commander coaxes the child, the teacher encourages the child to help, and the teacher is a researcher. When managing children, teachers hope that children are afraid, fear is the driving force, coaxing children is the teacher, hoping that children are happy and excitement is the driving force. Both of them mainly resort to feelings and are more emotional, but helping children is not a teacher. It is wise to hope that children are calm and sober, and it is calm and rational communication to help children. It is predicted that after many years, the model of assistance may become the mainstream of education model, and management and red education will be promoted as auxiliary models. At that time, education in China can be said to be modernized. This is a long and arduous process of brain exchange, and the biggest obstacle is not others, but ourselves.

Two stories. If you always copy yourself over and over again, you will only become tired and anxious, and you will never become a happy and wise head teacher. The premise of happiness is wisdom.

An extremely powerful habit force leads teachers to avoid themselves, resort to vulva, and explain themselves with the environment. This is caused by the system, and I am guilty in the exam. Teachers especially like to think along such lines. The only thing that can adapt to the environment is the characteristics of animals. We are human beings, and we have subjective initiative and subjectivity. We can choose ourselves, design ourselves and realize ourselves to some extent, which will react to the environment to some extent. The lack of subjectivity is the biggest psychological problem of teachers in China.

It is a common phenomenon that the longer a teacher teaches, the more rigid his thinking and the simpler his mind. People from other social classes naturally look stupid. How can we avoid this mental degradation? Be sure to read more books and keep looking for people smarter than yourself to communicate with, so as to work hard in your mind and keep the vitality of your thinking. Reading is a book that is difficult to understand when talking to smart people, because it is easy to go downhill.

How much time a person can spare for his own study besides completing his daily education and teaching work will determine his future destiny. A psychologist's words: Successful people choose what they really like. They spend a little more than 2/3 of their working time doing things they like, and less than13 of their time doing trivial things they don't like. What they like is internal satisfaction, not just external rewards, such as qi Xin's order and power, and of course they often get everything in the end.

Being a class teacher is not only glorious, but also a very interesting thing.

The narrator Mona Lisa is not only a work of art, but also a scientific research achievement of Leonardo da Vinci, the highest state of education and the perfect combination of art and science.