Keep a peaceful mind and cultivate confident students.

? This trip to Shanghai has benefited me a lot. Whether it's the teacher's "when a class teacher is in charge, students should first discover their own advantages, and teachers should also discover their own advantages", or the WeChat class meeting class, Jin's "vision determines the realm", or that the essence of quality education is the harmonious development of people's socialization and personality, we can feel their different educational art and charm by listening to their practice and thinking in the front line of education. But in my study, what impressed me most was the persistence and sincerity of several teachers in education. There are no complicated realities in their minds, and some are just devoted to research. I think this is related to their understanding of the work of the class teacher. After this understanding, they are all in a peaceful state of mind when facing work. This mentality is very important to the class teacher. I have been thinking about how to be a class teacher since I came back from school. What kind of students should the class teacher train? Later, I read the book "May your life be illuminated by love" by Wu Zhihong, a psychological counselor. After reading it, I went back to think about the experts I met during my trip to Shanghai, and then I went to see the work of the head teacher. It seems that all problems can be solved.

? First, the class teacher should keep a peaceful mind.

? The head teacher's mentality is the state of the whole class. At work, we often find that the more anxious the class teacher is, the more frequent the class situation is. When students make mistakes that teachers have repeatedly stressed not to make, when students are in poor learning state near the exam, when subject teachers reflect students' problems to the class teacher, when the heavy work makes the class teacher breathless ... The class teacher's mentality is often difficult to keep calm, and he often breaks into a furious rage or endlessly criticizes, but when he calms down, I will tell myself "no need" and "all unsatisfactory phenomena are normal", but when he is a class teacher. What students can see is the unstable mood of the class teacher, and the accusations and criticisms against them when things happen. This moment of exposing one's "shortcomings" to students may become a moment of "breaking faith with students". In this way, classes will become more and more difficult, students will become more and more slack, and students will not care about the teacher's "anger."

So, how to keep a peaceful mind? I think these two aspects need attention.

First of all, add a pair of spiritual eyes and learn to examine the relationship between yourself and students from the perspective of internal relations. We should jump out of the teacher-student relationship and look at our relationship with students from an almost bystander perspective. The more class emergencies happen, the more you need to calm down, the more you need to "escape" yourself, and the more you need to analyze what the situation is now. Every child is a spiritual individual with independent thoughts, and any language of the class teacher may have an impact on the students. Therefore, before solving students' contradictions and doing students' ideological work, we must make full preparations, understand students' childhood and observe their internal relations. What is it, more "inner parents" or "inner children"? In the process of prescribing the right medicine, we must make clear the relationship between teachers and students. ?

Secondly, we should accept the fact that students are different individuals. A person's greatest motivation is to be himself, and children are no exception. Parents and teachers interfere too much with children's self-affirmation ability, so children are doomed to be uncreative children. Only under the background of the unified requirements of the school, the head teacher fully affirms the differences of students' individual identities and allows students with different personalities, different thinking and different work styles to exist, can the head teacher have a good attitude. For a class teacher, "acceptance" is an essential quality. No matter what kind of students, it is a godsend to get along with teachers and classmates, and they must devote themselves wholeheartedly to God's arrangement. "Protection" is necessary. No matter what kind of students they are, class teachers should try their best to protect their personality development, teach students how to live according to social survival rules and protect their personality publicity. With this kind of "acceptance" and "protection" psychology, the head teacher can have a good attitude and a good state.

Second, the class teacher should cultivate confident students.

After twelve years of teaching and seven years as a class teacher, I often wonder what kind of person I should teach my students. I used to think that students should be trained to be diligent and optimistic, so the class slogan has "diligence". The word "optimism", now think about such a slogan, is not specific. How to be correct and diligent and how to be appropriate and optimistic is not clear enough. I used to think that students should be turned into people who do things in a planned way, so I asked to write study plans, study plans, holiday plans and so on. Now I think this "plan" should be a method rather than the "quality" I want. Wu Zhihong mentioned in his book that "schools and families should not be' chicken farms' and cultivate' good children' in batches, but they have lost the ability of independence and innovation". Feng Enhong mentioned in his lecture that "I was born useful, and I was born useful. All-round development does not mean excellent courses, nor is it balanced development. All-round development is for 2100000 students in China, and it is impossible for every student to be all-round. This is a misunderstanding. " My understanding is that the only way to make a child truly outstanding is to make him become himself, that is, to be a "confident" child. A person will have self-confidence only if he does what he wants to do, and self-confidence comes from countless willingness and persistence. Of course, this kind of "willingness to do" cannot be unilaterally understood as "children can do whatever they want", and the most basic moral bottom line and family education bottom line are still needed.

"Criticism" is a common means of education in class, but the class teacher must use it carefully and use it appropriately when students violate the "bottom line" such as class rules and discipline. You shouldn't criticize the whole class because of a student's mistake, and you shouldn't embellish the criticism. You shouldn't criticize the student because of one thing and involve another. Sometimes "joking criticism" is more effective than "angry criticism". In short, criticism needs to be cautious and has methods. The antonym of "criticism" is "praise" To some extent, students' "self-confidence" comes from teachers' praise, especially from the head teacher. Then I think the basic principle is: as long as you praise yourself, praise yourself to death. Grasp every little thing that students do well, such as cleaning the blackboard, sweeping the floor, giving lectures to students and so on. In the last month of last semester, our Grade One 12 class had a "bucket of kindness", which was made of a lollipop bucket of a true knowledge stick. Later, the students simply called it "cow bucket". At the beginning, I also advocated it with the mentality of giving it a try, asking everyone to write all the good things in the class every day on post-it notes and put them in the bucket. I will randomly select three post-it notes in the ninth class every day. I will read out the contents of the post-it notes and reward the students who do good deeds with a lollipop. This way of "fighting" has turned the praise of the class teacher into everyone's praise. After last semester's attempt, the effect is very good, and students are looking forward to this moment every day. Later, I found that this method not only makes students who have done good deeds have more recognized self-confidence, but also helps students to develop their own strengths, which is also conducive to forming a good class atmosphere, and can also avoid the singleness of the class teacher's "praise". After all, the content of "good deeds" has been tested by "the masses". In short, "criticism" is to correct small mistakes in the process of students' growth, and "praise" is to establish students' healthy and confident psychology. They are all educational means that the class teacher should do purposefully and in a planned way. The class teacher should consciously protect students and cultivate confident students.

Crabs always walk sideways, owls always sleep during the day, bats always hang upside down from trees, and they go to bad habit correction classes to correct themselves. A few years later, they all graduated successfully and got their doctorates. However, crabs are still rampant, owls still sleep during the day and move at night, and bats still stand upside down.

The moral of this story is actually simple: action is more important than knowledge.

Faced with every study or training, we often proudly accept the impact of a lot of new knowledge, but forget what we should do. This trip to Shanghai, while admiring all the experts, I thought about my own ability. I'm sure I can't use all the experts' theories, but that's nothing. After all, other people's knowledge cannot automatically save me and help me. I only practice and apply good knowledge to my life, then learning is meaningful. I may not be a well-known head teacher in China like an expert in my life, but if I can be a qualified head teacher in Yan 'an Experimental Middle School, I hope that's enough!