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Primary School Caring for Left-behind Children Activity Plan_Left-behind Children Caring Activity Plan (2)

Part 4 of the activity plan for caring for left-behind children in primary schools

In order to do a good job in caring for left-behind children in the whole school, we will effectively solve the problems of lack of family affection, poor supervision, academic difficulties, helplessness in daily life, and psychological problems for left-behind children. This plan is specially formulated to deal with practical problems such as imbalance.

1. Overall requirements

Guided by the spirit of the Party, the Third and Fourth Plenary Sessions of the 18th Central Committee, and in accordance with the overall requirements of providing Fenggang education that satisfies the people and building a harmonious society , actively mobilize the whole society to strive to create a healthy and happy growth environment for left-behind children in rural areas, form a good trend of widespread care for left-behind children in the whole society, and promote the healthy development of education.

2. Objectives and tasks

Strengthen organizational leadership and take effective measures to establish a trinity care network of family, society and school; strengthen the main position of school education and create a warm campus environment; mobilize Social power to create a safe and harmonious social environment. Continuously optimize the healthy growth environment for left-behind children to ensure that left-behind children have a guaranteed life, psychological guidance, learning progress, and attention to their growth.

3. Work content

(1) Establish a school leadership group for caring for left-behind children. Team leader: Li Duoliang

Deputy team leader: Ma Hong

Members: Yang Qing, Zhang Jingzhong, Hui Tianjing, Mei Luo, Ming Wang, Xiansheng, Li Rongtai, Yang Shiqian, Liu Chaolun, Zhang Yu, Yu Chaojin

The leadership group has an office under the Young Pioneers, and Teacher Ma Hong is responsible for daily work.

(2) Find out the bottom line and establish a ledger of left-behind children.

Each class teacher must be responsible for establishing and improving information files (basic information of left-behind children, health status, guardian contact information, etc.). Relevant information is submitted to the school's leading group office for caring for left-behind children twice every year in March and at the end of September to ensure that the work on caring for left-behind children is clear and the situation is clear.

(3) Effectively strengthen the education and management of left-behind children.

Give full play to the role of schools as the main channel and main front, and effectively strengthen the management and education of left-behind children. The first is to train or equip full-time (part-time) psychological counseling teachers in a planned way and establish psychological counseling rooms. The second is to provide targeted extracurricular tutoring for left-behind children, organize different extracurricular interest groups, hold regular theme class meetings, team activities, organize calligraphy and painting exhibitions, speech contests, theatrical performances, reading activities and inspirational education, so as to give priority to tutoring in learning. , giving priority to care in life, priority in arrangement of activities, and priority in education and supervision in terms of safety. The third is to establish family mailboxes and family telephones in each class to build a platform for left-behind children to communicate with their relatives; to urge left-behind children to communicate with their parents frequently, and to guide parents to have regular emotional exchanges with their children to make up for the negative impact of the absence of parents on their children. The fourth is to strengthen campus cultural construction and sports and health education to create a good environment for left-behind children's study, physical and mental health and life.

(4) Give full play to the role of parent schools.

Each class must carry out its work seriously, communicate regularly with parents or guardians of left-behind students, guide parents to fully understand the responsibilities and obligations of family education, and correctly handle the relationship between migrant workers and their children's education.

(5) Effectively strengthen the work of acting parents.

Each class should implement a surrogate parent system, with the head teacher or subject teacher acting as the surrogate parent of the left-behind children to meet the psychological needs of the left-behind children. Each teacher must act as an agent for more than one parent of a left-behind child. At work, surrogate parents are required to achieve: "Three Knowledges, Three Mores, and Two Communication." The "three knowledges" are: knowing the personal situation, family situation, and learning situation of the left-behind children; the "three mores" are having more heart-to-heart conversations with the left-behind children, organizing students to participate in group activities, and visiting their homes; the "second communication" is: Regularly communicate with the parents and custodians (guardians) of left-behind children to fully understand their life and psychological needs, and provide students with family-like warmth so that they can study with peace of mind.

(6) Actively establish a home for left-behind children.

Schools should create fully functional left-behind children's homes, effectively strengthen the management and services of left-behind children, and gradually promote the school's left-behind children's homes, so that every left-behind child can enjoy the warmth of home. Schools should establish homes for left-behind children, increase investment in hardware, and regularly organize left-behind children to carry out cultural and sports activities that are beneficial to their physical and mental health, so that left-behind children can communicate and learn with teachers and classmates and enjoy the warmth of home.

(7) Do a good job in providing assistance and protection for left-behind children.

First, each class must effectively carry out temporary life support and other work for needy left-behind children. The second is to extensively mobilize caring people in society to show their love and do good things, do practical things and solve problems for left-behind children. The third is to take multiple measures to educate, influence and rescue left-behind children who have fallen behind in law and violate the law so that they can grow up healthily.

(8) Strengthen the safety and security of left-behind children.

The first is to increase the publicity of relevant laws and regulations such as the Compulsory Education Law and the Law on the Protection of Minors to protect the legitimate rights and interests of left-behind children in accordance with the law; the second is to speed up campus construction and supervision to provide Students are provided with a clean, beautified, green, civilized, safe, stable and harmonious campus environment. The third is to strengthen legal education and safety education to improve the legal awareness and self-protection abilities of left-behind children. The fourth is to implement the nutrition improvement plan in the compulsory education stage to ensure quality, quantity and safety.

4. Improve the mechanism

(1) Each class must attach great importance to and effectively incorporate the work of caring for left-behind children into the agenda, into the unified requirements for spiritual civilization construction, into education development planning, and into Annual target assessment.

(2) Each class should organize publicity and implementation of the relevant spirit of the province, city and county on caring for left-behind children, and publicize and care for left-behind children through posters, blackboards, printed materials and fixed slogans and other forms of publicity. The importance, necessity and urgency of the problem should guide and mobilize the whole society to pay attention to left-behind children and form a social atmosphere in which all efforts are made to manage the problem.

(3) Each class should formulate a work plan for caring for left-behind children, clearly specify the responsibilities and tasks, and assign dedicated personnel to take charge. Make sure that the work is arranged at the beginning of the year, there are activities, information submissions, and inspections at ordinary times, and there are assessments and summaries at the end of the year to ensure that the work of caring for left-behind children is effective.

Primary school care for left-behind children activity plan Part 5

1. Guiding ideology

In order to further strengthen the construction of a harmonious society, implement the scientific concept of development, and better utilize the school The educational function of the school is to further promote the mental health education of left-behind children, ensure the healthy and happy growth of left-behind children in our school, reassure the parents of left-behind children, and play their due role in the progress and stability of society. This work plan is specially formulated based on the growth status and actual needs of left-behind children in our school.

2. Work Objectives

Through investigation, analysis and research on the problems of left-behind children, find out the reasons that affect the healthy growth of left-behind children, and propose effective measures and measures in a targeted manner. We must pay close attention to the implementation of the measures to create a healthy, happy, equal and harmonious growth environment for "left-behind children". At the same time, we must strengthen leadership and form synergy to implement the goals.

3. Main measures

1. Establish an organizational leadership organization

① The school establishes a leading group for the "Caring for Left-behind Children Action" composed of the principal and the head teacher. ② Division of labor Be responsible and ensure the implementation of measures. Strengthen unified leadership and management of left-behind children to ensure that all work requirements are fully and conscientiously implemented.

2. Strengthen system construction to ensure the implementation of the plan

①. Develop a care action implementation plan and ensure that it is implemented step by step

②Convene regular meetings to discuss issues related to the study, life, and psychology of left-behind children once a month.

③ Incorporate the work of caring for left-behind children into the regular work of the class teacher. In the "Class Work Manual", there must be weekly work arrangements and records of caring actions

④ Incorporate the work performance of caring for left-behind children. Linked to the assessment of the class teacher, those who have made outstanding achievements in caring actions will be given priority in the selection of outstanding class teachers at the end of the year.

⑤At the end of the year, each class must carefully summarize their experience and write a summary of caring actions.

3. Strengthen the planning of caring actions so that caring actions can be carried out solidly and effectively.

①Clear the objects of care: rural children whose parents have been working outside for more than 3 months. ② Clarify the work content: Implement caring actions: "Five clarities" must be achieved: basic information, personality characteristics, interests and hobbies, health status, and contact information of parents and guardians. "Four Priorities": Prioritize education and supervision in terms of safety, priority in help and guidance in terms of learning, limited care and care in terms of daily life, and priority in participation and guidance in activities. "Three communications" maintain communication with the left-behind children themselves, with their parents working outside, and with the second guardian who takes care of the children at home. Dual management: Implement collaborative management between the head teacher and the second guardian. Establish a one-to-one assistance mechanism. We strive to create a superior environment for the healthy physical and mental development of left-behind children and solve the worries of parents working outside.

③Clear the specific goals of the care action: with the purpose of helping left-behind children grow up healthily, with the class as the carrier of care, and with classmates, teachers, and party members as the main body of care, to make up for the lack of sensitivity of left-behind children, Improving moral cultivation and culture has become the main content.

(1) Give priority to tutoring in study. Classes must classify and group left-behind children one by one in terms of learning, and implement this to every teacher. The teachers will make a detailed analysis of the students' academic situation, formulate a learning support plan, and clarify the time, content, and staged effects of the support. Each left-behind child is led by a teacher to designate a learning assistant. The teacher should conduct regular inspections on the effectiveness of paired assistance and establish a progress file.

(2) Prioritize care in life. Teachers should take one more look at left-behind children, ask more questions, and help them more, so that students can be happy and parents can feel at ease. Canteens should pay attention to balanced nutrition, which is beneficial to physical development. When left-behind children become ill, they must be diagnosed and treated promptly and taken good care of. Students should be guided to learn to take care of themselves and develop civilized and healthy living habits.

(3) Prioritize arrangements for activities. We attach great importance to and carefully organize left-behind children to participate in group activities, or carry out some activities individually according to their characteristics, which not only makes them happy physically and mentally, but also cultivates their ability to live independently.

4. Carry out assistance activities

The school implements a "one-to-one" help mechanism based on the learning and living conditions of "left-behind children". Each "left-behind child" has a A teacher and an outstanding student come to *** to help together; actively carry out the "left-behind children holding hands" activity to enhance mutual understanding and communication between students; the class teacher formulates a plan for "left-behind children" in the class at the beginning of each term Help plan, keep good records at ordinary times, and write a summary at the end of the semester, so that they can grow among teachers and classmates, and let them receive more supervision, care and love. The school has set up a family telephone number for left-behind children, allowing left-behind children to have regular family communications with their parents who are working abroad.

5. Establish a heart-to-heart discussion system

Schools should hold regular symposiums with teachers, left-behind children, guardians or entrusted guardians. Class teachers are required to have a heart-to-heart talk with "left-behind children" once a month and fill out record cards in detail. For a small number of "left-behind children" who have serious learning decline, incomplete personality development, anomalous moral development, and are suspected of breaking the law, they should formulate individual education management plans and focus on correction. and help, to be targeted and teach students in accordance with their aptitude. Actively carry out humanistic care activities to allow left-behind students to make up for the negative impact of the lack of family affection on their personality development through the warmth of teachers and the collective.

6. Pay attention to psychological counseling

For left-behind children with moral behavioral deviations and psychological disorders, class teachers and classroom teachers should have more heart-to-heart conversations with students, focus on psychological counseling, and carry out psychological correction activities . Regularly carry out ideological education, emotional education, independent living education and considerate parent education to make left-behind children feel cared for, experience the joy and happiness of life growth, eliminate negative emotional experiences, establish an optimistic attitude towards life, and cultivate a correct outlook on life , values.

Primary school care for left-behind children activity plan Part 6

In order to implement the spirit of the Chongqing Rural Left-behind Children Work Conference and the spirit of the 7th National Committee of the 11th County Party Committee, combined with the left-behind children in our school Based on the growth status and actual needs of children, in order to better carry out the work of caring for left-behind children, pay attention to the healthy growth of left-behind children, and further promote the mental health education of left-behind children, this plan is specially formulated.

1. Guiding ideology

In order to create a good atmosphere for the whole society to care for left-behind children in rural areas, we must do a good job in caring for left-behind children in our school and ensure the healthy growth of "left-behind children". Lay the foundation for the builders and successors of socialism morally, intellectually, physically, aesthetically and laboriously.

2. Work Objectives

Through investigation and understanding of the basic situation and common problems of left-behind children in our school, establish and improve the work files for left-behind children, and find out the reasons that affect the healthy growth of left-behind children. Propose effective measures and methods in a targeted manner and pay close attention to their implementation to create a healthy, happy, equal and harmonious growth environment for "left-behind children". At the same time, we must strengthen leadership, form synergy, vigorously publicize, establish a target responsibility system and a complete work evaluation system, and continuously improve the level and effectiveness of our school's care for left-behind children.

1. Establish files for left-behind children, so that the filing rate of left-behind children reaches 100;

2. The enrollment rate and consolidation rate of left-behind children reach 100;

3. Care for left-behind children, carry out paired assistance activities, help left-behind children in study, life and psychological aspects, and promote the physical and mental healthy growth of left-behind children.

3. Main measures

1. Establish a leadership group and clarify the division of responsibilities. Establish a leading group for caring for left-behind children to strengthen unified leadership and management of left-behind children and ensure that all work requirements are fully and conscientiously implemented.

Team leader: Liu Shou'an

Deputy team leader: Wang Xiong Hequan

Team members: Liu Xiaoping, Zhao Liquan, head teacher of each class

2. Establish a left-behind Children's files and contact card system

It is necessary to conduct careful investigation and research to find out the number of left-behind children and establish a special file and contact card for each left-behind child. Its basic content: the student's basic information, parents' names, detailed home address and contact number, the detailed address and contact number of the parents' work unit, the occupation, detailed address, contact number, physical condition, age, etc. of the guardian or the guardian entrusted by him. The school arranges personnel responsible for student status file management to manage the files of left-behind children, and timely supplement or change the relevant content of the contact card according to changes in students. Through the establishment of the contact card system, the relationship between schools, classes, parents and other guardians of students is strengthened, and a student-centered care network is jointly formed.

3. Build a “family room and psychological consultation room for left-behind children”

The school has built a family room and psychological consultation room for left-behind children. The interior layout reflects warmth and humanity. There is a file cabinet for left-behind students, a telephone, a TV and a DVD player, a computer, and video equipment; part-time teachers are arranged to take turns to manage and receive psychological counseling from students, and keep records. At the same time, the family telephone number is fully utilized and the telephone number (023-51637082) is made public to provide convenience for left-behind students to contact and communicate with their parents during recess, extracurricular activities, holidays, etc., and enhance the relationship between students and their parents. Teachers who manage the “Family Phone” must organize and keep contact records.

4. True love and care

(1) Give priority to tutoring in studies. Classes must classify and group left-behind children one by one in terms of learning, and implement this to every teacher. The teachers will make a detailed analysis of the students' academic situation, formulate a learning support plan, and clarify the time, content, and staged effects of the support.

(2) Prioritize care in daily life and provide "love lunch" for left-behind children. Teachers should take one more look at left-behind children, ask more questions, and help them more, so that students can be happy and parents can feel at ease. The canteen should pay attention to balanced nutrition and provide left-behind children with one free egg every day. When left-behind children become ill, they must be diagnosed and treated promptly and taken good care of.

It is necessary to guide boarding students in grades 4, 5 and 6 to learn to take care of themselves and develop civilized and healthy living habits.

5. Implement a system of paired assistance for left-behind children

Identify key assistance targets among left-behind students and assign supporting teachers, and implement a "one-pair-for-one" system for students. Pairing Assistance teachers should often talk to left-behind students, keep abreast of their ideological trends, guide them to grow up healthily, and encourage more assistance teachers to become "acting parents."