Guidance Program for Language Potential Students

By planning and rationally arranging time and tasks, you can achieve your goals and clarify the purpose of each task. Push yourself to implement your plan. Below I will bring you the content of the tutoring program for students with language potential. I hope you will like it.

Part 1 of the Guidance Plan for Chinese Potential Students:

1. Guiding Ideology

Implement quality education and create a community of concern and support The good atmosphere for educational development allows every student to develop healthily and harmoniously, improves the quality of education, and truly teaches students in accordance with their aptitude. This semester, I will continue to do a better job in transforming underachievers.

2. Work goals

1. Strive to achieve 80% conversion rate for underachievers.

2. Cultivate underachieving students to establish lofty ideals.

3. Develop good study habits and behavioral habits, and there are some learning methods suitable for individuals.

3. Analysis of the situation of underachievers in my class

The ratio of underachievers in my class accounts for about 20% of the class. The main characteristics of underachievers are:

1. Strong sense of inferiority. Underachievers are criticized more because they are poorer in all aspects. The reprimands and curses from their parents, the sarcasm and sarcasm from their classmates, and the "disapproval" of some teachers made them feel inferior and then gave up on themselves.

2. Strong rebellious psychology. Because I deeply feel that others despise me and the words and deeds of underachievers. For example, not doing homework is considered "brave", and reporting the situation to the teacher is considered "selling out a friend". They value feelings and loyalty when dealing with classmates. Words and deeds cannot be consistent in daily moral behavior.

The formation of underachievers is certainly related to factors such as family, society and students, but it is more directly related to teachers’ educational ideas, educational attitudes and methods. As Suhomlinsky said: The basis of educational talent lies in the deep belief that it is possible to successfully educate every child. I do not believe that there are incurable children, teenagers or young men and women. ?In fact, underachievers also have their strengths and shining points, and teachers should also be able to do a good job in transforming each underachiever.

IV. Work measures and methods

1. Act with emotion and eliminate alertness.

The only way to eliminate the wariness is for teachers to love the underachievers truly and deeply, and to infiltrate strict requirements into their love. Educational practice tells us that love is the most effective educational method. Teachers' emotions can warm a cold heart and make the prodigal son turn back. When students experience the teacher's love and ardent expectations for them, they will become "close to their teachers and believe in their teachings."

2. Respect trust and arouse self-esteem.

Self-esteem is one of the important signs of people's self-awareness and one of the driving forces for progress. It is expressed as self-respect for individuals and requires others to respect their rights and personality. Teachers should respect and trust underachievers and gradually eliminate their doubts. Inferiority mentality, arouse self-esteem and cultivate self-esteem. Therefore, teachers should pay special attention to the following points:

(1) The requirements for underachievers should be moderate. If the requirements are too high, they will think it is unattainable and will be discouraged; if the requirements are too low, it will not be conducive to cultivating underachievers' learning perseverance and ability to overcome difficulties.

(2) Let the underachievers succeed. Only when they truly experience the joy of success through hard work can they build up the confidence and desire to make progress. Teachers can assign some tasks within their ability and give appropriate encouragement after completion.

(3) Let underachievers fully develop their talents and fully demonstrate their strengths. Consideration should be given when selecting class cadres so that they can also hold certain positions and play a role in the collective.

3. Learn to understand and enhance the ability of underachievers to distinguish right from wrong.

Teachers should use reason to improve the moral consciousness and self-motivation of underachieving students, and cultivate the concept of right and wrong among underachieving students. They must insist on positive induction, convince people with reason, and avoid being simple and rude, or using force to pressure people. Reasoning to them must be thorough, and must be combined with role model education and specific examples, using collective public opinion, and supplemented by clear rewards and punishments.

4. Create situations to exercise the will of underachievers.

To deal with students’ bad behavior, reasoning alone is not enough, so teachers should use certain means to consciously create specific appropriate situations. For example, in order to cultivate students' willpower, teachers should appropriately create some difficult situations to exercise their willpower to fight bravely against various inducements, and cultivate their tenacious perseverance to overcome difficulties and themselves.

5. Persevere and educate repeatedly to consolidate the good behavioral habits of underachievers.

The transformation of underachievers cannot be achieved overnight. It generally needs to go through four stages: awakening, transformation, repetition, and stability. Therefore, during the transformation process, it is a normal phenomenon for underachievers to relapse and relapse many times. For this very arduous work, teachers must be full of enthusiasm and must follow the laws of education, "repeatedly, repeatedly", and make the best use of the situation so that the underachievers can maintain the momentum of continuous advancement.

6. Establish a reward mechanism, praise progressive students in a big way, and confidently commend students who help underachievers.

5. Main work arrangements

1. Conduct lectures on behavioral habits for underachievers with poor behavioral habits.

2. Conduct a series of legal education for underachievers who have weak legal concepts.

3. Conduct psychological counseling activities for underachievers with serious psychological disorders.

4. Provide learning purpose education for underachievers whose learning goals are unclear.

5. In view of the weak family education of some underachieving students, carry out special home visits to establish contact with parents and frequently communicate with students about their study and living conditions.

Part Two of the Tutoring Plan for Chinese Potential Students:

1. Tutoring Targets

Yang Guangchi, Zhao Longxing, Sha Wanming, Zhao Guixun, Li Quanqi, He Zhujuan, Sha Jinlong , Que Jianlan, Zhao Qiuxia,

2. Analysis of the situation of potential students

Judging from the performance of students in my class at school, "potential students" can be divided into three major categories :

1. Disciplinary potential students: Very poor behavioral habits, unruly, naughty and active, often unable to control their words and deeds, disrupting the classroom, and affecting the learning of others, but they have high IQs. Sometimes academic performance is acceptable.

2. Potential students who cannot learn: normal IQ, but cannot listen to lectures, often absent-minded, difficult to concentrate, poor self-control, many small movements, confused thinking, severe inertia, and high playfulness , I don’t like to use my brain very much, and my family environment is not good (single-parent family or doting family). Suitable for one-to-one teaching.

3. Slow-responsive potential students: These students are timid, well-behaved, obedient, and disciplined, but have slow responses, poor understanding, and long-term accumulation of difficult problems, resulting in learning difficulties and low performance. Even with one-to-one teaching, the improvement is not too obvious.

3. Transformation measures for potential students

For the above three types of students, I have formulated the following transformation measures for this issue:

1. For the first type of students Potential students

(1) Use various methods to encourage, guide and educate, and try our best to control the student from disturbing the classroom or affecting other people’s learning;

(2) Get in touch with parents, Exchange opinions, discuss and discuss specific methods to educate the student;

(3) Collect information, consult experts, follow up and study, and try out better education methods. What I can do now is to basically control myself from yelling at will, not disturbing other people's studies too much, and to strengthen the student to do his best to restrain himself, abide by the rules, and learn to be a human being first.

At present, students with special needs can only let nature take its course when it comes to learning. Teachers can only strive to take care of the whole class, control special students, and keep classroom teaching in good order within a limited time.

2. For the second type of potential students, teachers should be patient, increase supervision, remind them frequently, and cooperate with home and school. At the same time, strict requirements should be imposed, inertia should be overcome, good study habits should be given top priority, and progress should be encouraged in a timely manner to enhance confidence. This kind of students can gradually develop good habits and improve their academic performance in the educational process of strict requirements, frequent reminders, diligent supervision, and multiple guidance.

3. For the third type of potential students, teachers must not only be patient, but also caring. Do not discriminate against unresponsive students. Increase counseling efforts. Cooperation between tutors and tutors is more important. Because such students are not sensitive to numbers, have poor understanding ability, have many difficult questions, and have great learning difficulties. Teachers should give more encouragement and care to such students to build their self-confidence. Whenever possible, provide more "one-on-one" tutoring, requiring students to master simple knowledge and basic calculations, and strive to achieve satisfactory academic performance.

IV. Specific work on transforming potential students

(1) Discover bright spots and create opportunities for success

(2) Cultivate study habits and teach learning methods .

(3) Do a good job of making up for the difference.

(4) Help in pairs and work together to manage the problem.

(5) Persevere and consolidate habits

Potential students cannot improve their academic performance in a day or two, or in a week or two. The transformation of potential students' learning attitudes and learning habits cannot be achieved overnight. It generally needs to go through four stages: awakening, transformation, repetition, and stability. Therefore, in the transition process from failing to passing, they must have many iterations, which I think is a normal phenomenon. Therefore, I must devote myself to the work of making up for the gaps with enthusiasm, and strive to make the potential students in my class bid farewell to falling behind and move toward success.

5. Tutoring time

Monday to Friday, 12:00-12:30 every day

Part 3 of the tutoring plan for potential Chinese students:

1. Guiding ideology:

Individual differences among students are an objective existence, so tutoring for students with learning difficulties is an indispensable part. Establish the correct concept that it is equally important to transform a student with learning difficulties and to cultivate a eugenic student, and that teachers should not choose the students they educate, but should create education suitable for different students.

The transformation of students with learning difficulties is an important part of class work. Students with learning difficulties are my key targets for counseling, and counseling must be timely, comprehensive, and persistent. In the transformation work of students with learning difficulties, we must not only discover their shining points, praise them in time for progress, and build confidence, so that students with learning difficulties can get rid of lagging behind and catch up with other students. For this reason, I have specially formulated a transformation plan for students with learning difficulties.

2. List of students with learning difficulties:

Wang Yunle

Yan Siqi

Zhao Yueqi

Yang Zhirui

Lu Haihang

3. Reasons for the formation of students with learning difficulties:

1. Parents do not pay attention to their children’s learning, or have limited ability to help their children learn.

2. Students themselves have poor acceptance ability.

3. Many smart students are afraid of hardship and have little interest in learning.

IV. Specific measures:

1. Cultivate the self-confidence of students with learning difficulties. Only by establishing the self-confidence of underachievers is the starting point for the transformation work.

2. Use camera tutoring during class time. Ask them more questions in class, and ask students with learning difficulties more basic knowledge to encourage them to make continuous progress. When students with learning difficulties make many mistakes in their homework, teachers should correct them in person, point out the mistakes, and provide patient guidance.

3. Individual tutoring in after-school time.

Let students with learning difficulties develop some competitions, such as to see who makes faster progress.

4. Parents and teachers cooperate. For parents who are capable of tutoring, I arrange appropriate and appropriate learning content so that parents can assist and tutor students with learning difficulties at home. Those who are really unable to provide guidance hope that parents can cooperate with the supervision work. Regularly communicate with parents of students with learning difficulties to find out their study and homework situation at home. Regularly allow students with learning difficulties to summarize their progress.

The above is the content of the tutoring plan for students with Chinese language potential that I have brought to you. Thank you for reading.