First, make a plan to form a positive expected effect. The experimental results of "expectation effect" by psychologists Rosenthal and Jacobson show that teachers' expectations have a positive impact on students' behavior. In particular, the head teacher, who lives with students day and night, should guide students to make some presuppositions and help them make a comprehensive plan on the basis of fully understanding their psychological quality, intellectual ability and physical quality or changes. On the one hand, this should reflect the positive expectation of the class teacher for the students, so that the students can not only feel that this is the subjective prediction of the class teacher for their "future development", but also feel the obvious expectation and support from the class teacher's external behavior; On the other hand, the expectation of the head teacher is transformed into the expectation of students' self-awareness, creating a psychological environment for students' directional development, making students internalize the expectations of the head teacher, making their plans consistent with the expectations of the head teacher and teachers, making small short-term plans consistent with large long-term development, and laying a solid foundation for students' development. In fact, the difference between top students and underachievers is that the former has a clear and specific study plan, while the latter mostly studies by themselves, or where others point, or where teachers point, and they can't control themselves, and often live idly. Those high flyers, when talking about their success after graduating from college, always said that they benefited from the self-education plan of that year. Indeed, the predictability of the plan has a pointing effect on the success of students' development to a certain extent, and this success has played a decisive role in the expectations of both teachers and students. Second, follow-up observation to cultivate students' ability of attribution analysis. To some extent, the formulation of learning plan can form a positive expectation effect and promote success and development. But sometimes, the plan may fail for various reasons and lose its direction or normative role. Therefore, it is very important for teachers to guide students to analyze the reasons of success or failure in time, because this attribution of success or failure will have an impact on students' subsequent behavioral motives and self-development beliefs. Positive attribution will promote students' success. Only in this way can students keep their enthusiasm and enthusiasm for learning at all times. There is a student in my class, whose science scores are among the best in the class, but his mid-term exam is only at the middle level. He is very upset. I carefully analyzed the reasons with him. As soon as the scores of arts and sciences were compared, he immediately knew that his score was dragged down by the arts. But he thinks he usually studies liberal arts, so why can't he improve? I inquired about his planned timetable in detail. It turns out that he loves science, especially mathematics, and he can't stop when he often starts to do math problems. He often has little time to finish his liberal arts homework. Even though he reviewed liberal arts, he didn't get grades because he didn't invest enough time. I encourage him to revise his plan and pay attention to the balanced distribution of study time in all subjects, especially Chinese and English mathematics, which are the most important subjects and also important subjects in the college entrance examination. The student quickly showed me the new timetable, and agreed that I would follow up and supervise, and remind him whenever there was a phenomenon of attaching importance to reason over literature. Two months later, he had enough energy to study liberal arts. I have discussed with all the liberal arts teachers before and asked them to urge him together. As a result, he achieved quite good results in all subjects. This is a successful example of attribution analysis. The student's poor grades are not due to intelligence or ability, but to improper methods. Psychological research tells us that if an individual attributes an activity to a lack of ability, it will produce negative emotions, reduce or even disappear the expectation of success, and then reduce the motivation level of the corresponding post-judgment behavior. However, due to insufficient efforts or improper methods, individuals will maintain high expectations and enhance the motivation level of follow-up behavior. Similarly, attribution will also affect students' self-confidence. If students attribute their academic failure to lack of ability, their self-confidence will decrease. Therefore, in the actual learning guidance, the class teacher can only make a follow-up observation form for each student in advance, and be familiar with their various situations. If the students have problems, the class teacher can work with the students to prescribe the right medicine, conduct attribution analysis, solve the students' understanding problems, and guide the students to change their attribution methods, thus mobilizing the students' enthusiasm and allowing them to correct themselves, adjust themselves, treat themselves, motivate themselves and realize themselves in the actual implementation of the learning plan. However, in actual teaching, many teachers and students can't analyze the causes of mistakes in time and calmly, let alone formulate measures to correct them, thus forming a vicious circle chain: exam mistakes → depression → unintentional correction → lower grades → depression, and many underachievers follow this vicious circle chain, making themselves slip from the middle or even superior position to the bottom. It can be seen that positive attribution analysis and re-planning can improve students, while negative attribution analysis and abandonment of planning will lead to greater failure of students. Third, the formation of "I want to learn" the whole class learning cohesion, promote individual learning can be from the following aspects to form the whole class learning passion, expand cohesion. 1, inspired by sports activities, the whole class will hold a forum in time to talk about their feelings and experiences in sports activities, so as to draw various useful learning methods, such as "persistence" needed in long-distance running, which should be used in learning. The "race against time" needed to race with others should be applied to study immediately. We should resolutely get rid of the bad habit of wasting time, get rid of the incorrect concept that "a few minutes is not time", and learn from Lu Xun's time view of "using other people's coffee time to write". Use the spirit of "unity and mutual assistance to achieve the goal together" when tug-of-war with players to learn, and realize that learning is a long and challenging process, and fighting alone is by no means the way to overcome it. 2. Learn from Wei Shusheng and set up an "Efficient Learning Day" to make students feel positive and happy, thus promoting a good psychological cycle. The head teacher should pay attention to the preparation work: observe the learning state of the whole class in advance, so as to be confident, and then ask the students to make the timetable of "University Learning Day" one day in advance, and the head teacher should take a look at it to make a basis for the test. The selection criteria of this day can be when the whole class tends to relax, or before the exam. The former can remind students that the current learning state is incorrect and should be corrected in time, while the latter can promote students' use of time. In addition, students are required to give themselves a powerful ideological motivation for the high-speed operation of "Efficient Learning Day". Of course, this activity should not be carried out often. As Wei Shusheng said, this does not conform to the law of human development, and it will be counterproductive. Fourth, adhere to the principle of coordination. This principle is that class managers actively organize and coordinate all aspects of class education, cooperate with each other, cooperate with each other, and do a good job in class management in step. The main factors affecting students' growth and class management are family, society and school. Primary and middle school students spend most of their time at home, and their parents' lifestyle, words and deeds have left a deep imprint on their moral quality, thoughts and behaviors. With the growth of students' age, the influence of society on them is increasing, and the influence on class management can not be underestimated. Therefore, the head teacher should contact the forces of family, society and school extensively, so that they can cooperate closely and complement each other's advantages, and form a joint network of comprehensive management of class students. To implement the principle of coordination, we should give full play to the role of teachers' collective. If class management is to be effective, it needs the close cooperation of teachers to form a United teacher collective. Without a good teacher collective, it is impossible to form a unified educational force and manage the class well. Mainly reflected in the study, the class teacher can reach a * * * understanding with the previous teachers-layered teaching. The so-called hierarchical teaching is to divide students into different levels according to their foundation and ability, establish corresponding teaching objectives and requirements, and implement corresponding teaching means and methods. There are two kinds of stratified teaching: one is stratified in class. It is to divide students into two or more levels, organize them into different classes, and implement the teaching process with different goals and requirements, that is, set up "key classes" and "non-key classes"; The first is the stratification within the class. That is to say, under the premise of not changing the class establishment of students, subject teachers implement different teaching processes with different goals and requirements for students at different levels. In-class hierarchical teaching not only has the advantages of in-class hierarchical teaching, but also overcomes its disadvantages, which is an ideal teaching method. Implementing hierarchical teaching is the most direct embodiment of implementing the principle of teaching students in accordance with their aptitude. Teaching students in accordance with their aptitude is the eternal theme of educational activities. There is no doubt that students are different in foundation, intelligence and ability. This is especially true after the expansion of enrollment. When we are teaching, we usually have such an experience. Students at both ends of the foundation and ability don't like listening and are easily distracted. Because we are all middle-level students, students with good foundation and strong ability, who have mastered the knowledge taught by teachers for a long time, or understand it as soon as they speak. On the contrary, students with poor foundation and weak ability just can't master it. Therefore, teachers should prepare students when preparing lessons, and establish different teaching objectives and requirements according to students of different levels; When teaching, we should implement hierarchical teaching and adopt different teaching methods and means for students at different levels. Implementing hierarchical teaching is the need to give full play to students' main role. In the past, most of our teachers (especially political teachers) used full-time irrigation, which was really out of helplessness, because the students' level was different, so they had to "talk more without leaking". To implement hierarchical teaching, teachers should give more explanations to students with poor thinking ability, which can make students with strong thinking ability think more, discuss more and practice more. Implementing hierarchical teaching is the need to lay a solid foundation for students. It is very important for all students to master the basic knowledge. However, the process and teaching methods vary from person to person: students in senior classes have strong understanding ability and do not need too much explanation from teachers. They use heuristic teaching and do a little instruction, so that they have more time to open their minds, solve problems and master knowledge. This is more conducive to memory and application, because they really understand knowledge and turn it into their own things; If students in middle and lower grades want to master basic knowledge, they need a lot of repeated practice to master it. Therefore, the implementation of hierarchical teaching can adopt different teaching methods for students of different levels, which will help students lay a good foundation and improve their ability. Implementing hierarchical teaching is the need to cultivate and improve students' practical ability. The ability of students to obtain information and solve problems with knowledge depends not only on their mastery of basic knowledge, but also on their corresponding intellectual requirements. As I said before, people are different. We should proceed from the reality of students and should not "cut the knife". For middle and lower grade students, we should not ask too much, but should pay attention to the development of intelligence and the cultivation of ability. By strengthening the memory of basic knowledge, practice makes perfect and flexible application can be realized. Therefore, teachers should take pains to explain and let students practice; For senior students, we should pay attention to the development of intelligence and the improvement of ability. Through open guidance, students can think deeply from multiple angles, compare and synthesize existing knowledge, and draw inferences from others, so as to solve old problems and obtain new information. In a word, for teachers, cultivating students' ability and improving students' ability are two different levels of processes, which need to be implemented in hierarchical practice. Practice has proved that hierarchical teaching is an effective method to give full play to students' main role, mobilize their learning enthusiasm, cultivate their practical ability and improve teaching quality. Many students with low enthusiasm for learning, because they can get the correct degree of teaching guidance in class and after class, their grades have risen steadily, which greatly encourages such students to readjust their learning attitudes and study plans. However, students with good academic performance no longer feel dispensable and boring in class, and their concentration index rises sharply, which makes them invest more enthusiasm after class and achieve better results. ]