Summary of guiding activities

Summary of mentoring activities 1 In a blink of an eye, I have been teaching physics for nearly a year in senior three. Looking back on this year, it can be described as ups and downs. Under the care of the master and other teachers, I gradually got on the right track in the teaching of senior three, became familiar with the students and the classroom, understood what the senior three teachers should do, and made it clear that students should be organized, infected and guided as much as possible in the classroom. I become more mature in teaching!

Teachers are a sacred profession, and teachers are endowed with high expectations by society. For the teacher personally, the heavy class hours and the pressure from teaching and parents of students have put me under great psychological pressure. Lack of experience and unfamiliarity often put me in a passive predicament in education and teaching.

I am honored to be Mr. Qiu Lei's apprentice. Teacher Song's solid basic teaching skills and rich teaching experience make me feel particularly practical. As an apprentice, I became the beneficiary of mentoring activities. For a year, I have been teaching in senior three. Teacher Qiu is very concerned about me and asks him questions every time, such as: how to design teaching? What should I pay attention to in class? How to review? Wait, he always tells me what he thinks. He always gives me everything, which benefits me a lot. He is also very modest. Every time I thank him, he always says: We learn from each other.

One of the basic activities of mentoring is to listen to and comment on each other's lessons, which has become the most direct way for most apprentices to learn from their masters. This semester, the master listened to several of my classes. Every time he carefully recorded my teaching process and commented on me in all aspects (such as teaching design, teaching language, teaching attitude, evaluation language, blackboard writing, etc.). ). In the course evaluation, my guidance is not only manifested in the theoretical level, but also in every specific link, and even every evaluation language of students has been carefully pondered, which reminds me that students' subjective status should be fully reflected in the classroom and helps me find some problems that I can't pay attention to. He will also explain his design to me in detail according to my teaching content, and sometimes he will imitate me as a "student" and let me tell it like a lecture to a student. Usually, the teacher will communicate with me in time if there are any good measures, difficulties or key points in class, and try to avoid some problems in my class, which will save me a lot of detours and really benefit me a lot.

I also learned a lot from listening to the master class. The biggest feature of Teacher Song's class is clear organization, clear thinking and his own ideas. His class feels very leisurely and easy to understand, and the classroom atmosphere is also very good! Make students discover the beauty of physics, appreciate the beauty of science and apply scientific knowledge to life in time to experience the mystery of science in life. In the process of listening to the master class many times, I gradually realized his agility in thinking and accurately grasped the flash of each class. In this repeated process, I benefited a lot.

Through this year's mentoring activities, I have a deeper understanding: it is in the teaching and research of mentoring that the teaching ability of apprentices has been greatly improved. Below I will talk about my harvest in detail from the perspective of an apprentice:

1. How to treat lectures correctly? The teacher told me that attending classes can help me find some problems that I can't notice. As usual, I need not be nervous. Let go of the burden and be passionate, which will be more attractive to students. At the same time, it also made me discover many shortcomings of myself, which really benefited me a lot.

2. How to prepare lessons? Because I want to explain the idea of preparing lessons to the teacher before class, I will pay special attention to the classroom teaching design when preparing lessons. In other words, special attention should be paid to arranging teaching activities around teaching objectives, rather than giving lectures for the content. Through a period of tempering, I improved my lesson preparation level.

3. Be good at using the opportunity of class evaluation to find out the shortcomings and be a conscientious person. When the master gives me a lecture, he will tell me many advantages and disadvantages that I didn't realize. For example, in dealing with a teaching link, I may think it is more appropriate from the teacher's point of view, but I don't know what the effect will be, and my master can feel the students' reaction and the effect from the listener's point of view when listening to the class. This kind of feeling will be fed back to me in time when evaluating the class, which will play a positive or negative role and let me make conscious adjustments in the future.

4. After listening to the master class, what did I learn? I also gained a lot from listening to the master class. The biggest characteristics of Mr. Qiu's class are strong organization, clear thinking, innovation, and passion and vitality in the classroom. His class feels very laid-back, and all aspects of teaching are interlocking, such as flowing water, and the classroom atmosphere is also very good! In this repeated learning process, I realized the true meaning of teacher Song's classroom teaching, which had a far-reaching impact on my future teaching.

In short, after a school year, I feel I have made a lot of progress. I really appreciate my master and the teachers who helped me. I will continue to work hard, learn more from the master more actively and modestly, ask more questions, innovate actively and listen to the master's lessons more. Under the master's "passing, helping and bringing", I can quickly grow into a qualified senior three physics teacher!

Summary of mentoring activities 2 It's a great honor to be teacher Fan's apprentice this semester. She gave me a lot of guidance and help in professional ethics, teaching methods and student management without reservation, which really played the role of "passing, helping and bringing" and greatly improved me in all aspects.

One of the basic activities of mentoring is to listen to each other and evaluate classes, which has become the most direct way for most apprentices to learn from their masters. In this process, I have the following feelings:

1, what do you think of attending classes? Perhaps many new teachers are afraid of being trained and exposed. Therefore, the correct attitude is the first. Listening to classes can help me find some problems that I can't notice. If I let go of my burden, someone will be much more excited when listening to the class than when no one is listening, and the lecture will be more passionate and more infectious to the students.

2. How to prepare lessons? Because it is necessary to explain the idea of preparing lessons to the master before class, special attention will be paid to starting from the end when preparing lessons. In other words, pay special attention to arranging teaching activities around teaching objectives, rather than giving lectures for content, so as to improve the level of preparing lessons. The teacher will communicate with me in time if there are any good measures in class, any difficulties or key points that are easy to cause students' ambiguity, so that I can avoid some problems and take a lot of detours in class.

3. Be good at using the opportunity of class evaluation to find out the shortcomings and be a conscientious person. When the master gives me a lecture, he will tell me many advantages and disadvantages that I didn't realize. The teacher's guidance to me in classroom evaluation is not only at the theoretical level, but also in every specific link, and even every evaluation language of students has been carefully pondered, which makes me understand that students' dominant position should be fully reflected in the classroom.

4. What should I learn when listening to the master class? I also learned a lot from listening to the master class. Teacher Fan's class is characterized by strong organization and clear thinking. At the same time, it can arouse students' enthusiasm, really let students discover the beauty of Chinese in a happy learning atmosphere, appreciate the beauty of Chinese, and apply Chinese knowledge to life. Then we exchanged experiences after class. In the process of listening to the master class many times, I gradually realized her agility in thinking and accurately grasped the flash of each class. In this repeated process, I benefited a lot.

Since this semester, under the careful guidance of teacher Fan, under the influence of her earnest and down-to-earth work style and under the influence of good personality, I have improved in all aspects. Therefore, I would like to sincerely thank the school for providing me with such an opportunity, and sincerely thank Teacher Fan for his help and concern, which made me a beneficiary of the mentoring activities.

Summary of guiding activities 3 1. What we exchanged this semester.

1. Listen to lectures and communicate after class.

2. The lesson preparation guide requires you to have a global awareness when giving lectures. You must prepare a chapter for a class. At the same time, you should make two exercise books, study after-school exercises and counseling books, and make good use of teaching materials and counseling books.

3. Guide the study of new educational theories and theoretical knowledge of moral education classes.

4. In the two lectures, we exchanged views on the setting and presentation of learning objectives, the introduction of classroom situations, the form and content of group cooperation and communication, the setting of classroom links, the consistency of academic evaluation and the sublimation of the end. In this way, you can give a good lecture.

Second, my harvest.

1. I sorted out new courses such as learning objectives and learning design in the process of guiding communication, and I benefited from another in-depth understanding of the classroom content.

2. I learned from her a serious study attitude, a down-to-earth spirit and an open-minded attitude for advice.

3. Many of her advantages in class are worth learning, such as the sense of rhythm in class and concise language.

Third, the direction she should work hard next semester.

1. Ask more thoughtful questions in class.

2. During the winter vacation, you should do the 3 rd and 4 th final exam questions that have been compulsory for nearly three years, grasp the difficulty of the course content, and find out the correct knowledge points and extension points.

3. Do a set of college entrance examination questions every month, summarize and classify, examine knowledge points and solve problems.

4. Listen to the teacher in the same preparation group.

Summary of mentoring activities 4 In a blink of an eye, I have been a teacher for more than a year. Looking back on the past year, it can be described as ups and downs. I am the beneficiary of mentoring, because under the care of the master and other teachers, I am gradually growing, mature and firm!

Teachers are a sacred profession, and teachers are endowed with high expectations by society. Before I started teaching, I was very optimistic about the respect teachers received, but I didn't know the pressure teachers were under. As the saying goes, "everything is difficult at the beginning." After work, I realized the heavy responsibility of teachers. As a teacher, the heavy class hours, the pressure from teaching, the pressure from students and parents all put me under great psychological pressure. Inexperienced and unfamiliar, young I always can't handle this or that problem well, and I often fall into a helpless predicament in education and teaching. This may be the first challenge that all new teachers need to meet!

It's a great honor to be teacher Liang's apprentice. I am a math teacher in Grade One, and Miss Liang is in charge of math teaching in Grade Six. Although the work content is temporarily different, the master has taught me a lot. Teacher Liang is very gentle, always smiling, honest and caring about me. Ask her questions every time, such as: how to design teaching? What should I pay attention to in class? How to review? ...... and so on, she will always take the trouble to tell me what she thinks, and always give me everything, which will benefit me a lot. She is also very modest. Every time I thank her, she always says, Let's learn from each other.

One of the basic activities of mentoring is to listen to each other and evaluate classes, which has become the most direct way for most apprentices to learn from their masters. This semester, Mr. Liang listened to my lectures several times and gave me comments in time. When commenting on the lecture, his guidance not only stays at the theoretical level, but also reflects in every specific link, and even carefully ponders every evaluation language of students, which makes me understand that students' dominant position should be fully reflected in the classroom. Help me find some problems that I can't notice. She will also explain her design to me in detail according to my teaching content, and sometimes she will imitate me as a "student" and let me tell her once like a lecture to a student. Usually, if the teacher has any good measures in her class, and there are any difficulties or key points that are easy to cause students' ambiguity, she will also communicate with me in time, so that some problems can be avoided in my class, and I will take a lot of detours, which really benefits me a lot.

I also learned a lot from listening to the master class. Teacher Liang's class is characterized by strong organization, clear thinking and his own ideas. His class feels very leisurely and easy to understand! The classroom atmosphere is also very good! Really let students discover the beauty of mathematics in a happy learning atmosphere, appreciate the beauty of mathematics, and apply mathematical knowledge to life. Then we exchanged experiences after class. In the process of listening to the master class many times, I gradually realized her agility in thinking and accurately grasped the flash of each class. In this repeated process, I benefited a lot.

After a year, I found myself making a lot of progress. I really want to thank my master and the teachers who helped me. I will continue to work hard, learn more from the master more actively and humbly, consult more, innovate actively, listen to the master's lessons more, and thrive under the master's "passing, helping and bringing"!

Summary of Mentoring Activities 5 "Mentoring" activity is a "helping" measure taken by our school to make young teachers grow up quickly, which has been implemented for nearly one semester. Commend the advanced, set an example, urge the backward, and catch up; Summing up experience, forming characteristics, analyzing deficiencies and improving rapidly are summarized as follows:

First, carry out various specific work around the "mentoring" activities. 1, successfully held the "mentoring" ceremony.

On March 18, our school held a grand ceremony of "mentoring". President Hu, President Meng, the leaders of the continuing education office and all the teachers attending the meeting were deeply impressed by his wonderful speech, rigorous process, unprecedented scale, overall planning for a rainy day, capable tutor and United atmosphere. The leader of the further education school even said during the discussion that if the experimental "learning from the teacher" model was to be extended to the whole city, it was not difficult to see that she was very satisfied with the activity and spoke highly of it.

2. Assist the tutor to complete the apprentice's "pre-test" activities.

After the ceremony, in order to let the tutor fully understand the comprehensive quality of the apprentice, we arranged and carried out the pre-trial activities of the tutor for the apprentice from April 10. Under the conditions of our ability, we gave the apprentice enough time and space, so that the tutor could understand the advantages and disadvantages and training needs of the apprentice through discussion, attending classes and observing specific activities such as class management, correcting homework and educating students, and formulate training objectives and strategies, and train the apprentice according to the training plan. To lay a solid foundation for continuing the work of "mentoring".

3. Carry out the activity of "Young Teachers' Growth Report Class" under the guidance of the tutor.

In order to test the effect of the "mentoring" activity, the "mentoring" activity and the report class of young teachers' growth in experimental primary schools were held from May 7 to May 25.

The vast majority of young teachers who attend classes can take the initiative to consult their tutors, prepare lessons carefully, study textbooks carefully, analyze the learning situation carefully, make courseware carefully, pay attention to the study of teaching methods and explore learning methods; All tutors can help design the teaching process according to the characteristics of the apprentice on the basis of the pre-test, improve the teaching design repeatedly on the basis of the trial lecture, impart management experience again and again, and provide special training and face-to-face follow-up guidance to the apprentice in preparing lessons, attending classes, attending classes and evaluating classes, showing a highly responsible attitude and professionalism.

After the lecture, the tutors and all the leaders fully affirmed the achievements of young teachers, and conducted in-depth discussion and analysis on the gap between teaching practice and teaching presupposition, which pointed out the direction of efforts and practical short-term goals for the growth of young teachers and created conditions for their staged development.

4. Carry out the activity of "Walking into the Tutor's Classroom to Learn the Tutor's Style"

Listening to lectures is one of the ways to train young teachers to grow up quickly. Therefore, from May 18 -22, the activity of "Walking into the Tutor's Classroom to Learn the Tutor's Style" was launched. All young teachers can take the initiative to walk into the tutor's classroom, so as to see more, listen more, think more and remember more. Look, look at the tutor's teaching attitude, blackboard writing, teaching methods, ability to control the classroom, methods of organizing teaching, handling of classroom accidents, teachers and students' feelings, classroom atmosphere, time arrangement, etc. Listening, we should first "understand" ourselves as students and deeply understand the key points and difficulties, then "listen to the whole", listen to the tutor's explanation of basic knowledge, the cultivation of basic skills and the extension of extracurricular knowledge, and finally "listen thoroughly", thoroughly understand the integration of tutor's teaching materials and teaching methods, and truly digest and absorb the tutor's unique teaching personality; Think, listen and think about the purpose of the instructor's practice every time; Remember, targeted "remember, I want to remember". And after learning, you can communicate with your tutor first, ask targeted and difficult questions, and then compare with yourself, sum up the gains of learning and the direction of your future efforts.

5. Establish an apprentice growth manual for "mentoring" activities.

All young teachers have established their own growth manuals, which record the main process of the growth of apprentices in mentoring activities from the aspects of tutor planning, apprentice growth planning, teaching design and courseware for pre-exam registration, tutor guidance records, apprentice reflection after class, tutor diagnosis, apprentice attendance records, learning gains and so on. It reflects the development and improvement of young teachers and provides an important basis for the school to evaluate the results of mentoring activities.

Second, the achievements made

1. Mentors do their duty, teach by example, and practice "being a teacher by example".

Zhou,,, Zhao Shuli,,,, Zhang Yuping, Shan Di, Liu Shurong, Li Zhiwei, Li Rui 12 tutors entered the young teachers' classroom at the first time, made a preliminary test for the apprentices, understood their strengths and weaknesses, formulated a "tutor guidance plan" in a targeted manner, and guided them according to the plan.

Among them, three old teachers, Zhang Yuping, Lv Chunfang and Zhao Shuli, take time out to the apprentice's class every week to guide the apprentice on how to manage the class. Teachers, in particular, not only care about Sue in class management, but also care more about her in life. During Sue's illness, Teacher Zhang went to Sue's class every day to see if her condition improved and if there were any difficulties in class management, and to help Sue solve them in time. This motherly care deeply touched Sue and inspired her to keep forging ahead.

Li Wei and Guan Lili, two tutors, couldn't listen to their disciples' regular classes, so they started with lectures and revised and improved the teaching design again and again, which ensured the quality of lectures for Fan Ning and Wu Shanhong. I hereby commend them.

Teacher Li Rui of kindergarten often goes deep into the apprentice's class and instructs her on how to cultivate children's living habits and study habits and how to communicate with parents. Under the patient guidance of Mr. Li Rui, Mr. Cao has grown rapidly and formed a unique style in class management.

2. Apprentices "respect their teachers and trust their ways" to shape a positive self.

(1) Ask for advice with an open mind and lay the foundation for self-transcendence with a positive attitude. When writing the lecture lesson plan, six teachers, He, Wu Jing, Zhou Jiefei, Ding, Zhang Huan and Cao Lei, can complete the teaching design in the shortest time and submit it to the tutor for acceptance, and can timely revise and improve the teaching design according to the tutor's guidance. Because, He, Zhou Jiefei and Ding are teachers' tutors and teaching and research staff of further education schools, communication is not very convenient. Four teachers use the network to communicate, and when they can't enter the tutor's classroom, they take the initiative to enter the classroom of their academic leaders.

Here we would like to pay special tribute to three teachers.

First of all, teacher Su, who is the only teacher in charge of the class who gives a trial lecture on Chinese and mathematics; The other two are teachers Fan Ning and Wu Shanhong. Because these two teachers are not teaching their own subjects now, they should seek interdisciplinary advice from their tutors and finish their lectures while completing their teaching tasks.

Cao Lei, a kindergarten teacher, deserves special praise. Before being transferred to our school, Mr. Cao had been engaged in primary education and was unfamiliar with preschool education. However, she obeyed the arrangement and did not show any slack. Instead, she studied hard, consulted modestly, and recorded the teacher's instructions in a small notebook. Enter the state in the shortest time and complete the role transformation well.

(2) Strive to master the discipline teaching rules and achieve excellent teaching results.

Under the guidance of their tutors, Chelu and Zhang Huan strive to realize the trinity teaching process of Chinese teaching before class, in-class communication and after-class review, and realize the change from focusing on imparting knowledge to focusing on the process and method of students acquiring knowledge, and strive to let go and let students find and solve problems themselves. Good teaching results have been achieved. Zhou Jiefei and Wu Shanhong's music class integrates imitation, singing and performance, which improves students' interest in learning. Song Ying's English class combines in-class and out-of-class knowledge, which broadens students' knowledge.

(3) Self-study teaching basic skills, improve teaching wit and the ability to control the classroom.

Che Lu and Zhang Huan's vivid model essay reading and beautiful interlanguage aroused students' interest in learning; Sue and Cao Lei changed their dull and serious tone and walked into the middle of the students to narrow the distance with them. Fan Ning's template painting, Ding's hand-made, Zhou Feifei's keyboard, her affinity and fluent oral English, as well as the relatively standard demonstration actions of He and Jason Wu, all show the improvement of young teachers' teaching philosophy and basic skills. What is particularly prominent is that Mr. Zhang Huan and Mr. Zhou Jiefei show their teaching wit that is inconsistent with their teaching experience. They can adjust the teaching links in time according to the unexpected events in the classroom, find another way and successfully complete the teaching task.

(4) Education and teaching starts with cultivating good habits, laying the foundation for students' lifelong learning.

With the help of the class management instructor, the class management of four young teachers in Senior One has made a lot of achievements. Teacher Che Lu and Teacher Su use simple passwords such as "Look at the teacher with small eyes" in class to adjust students' intentional attention; Teacher Zhang Huan uses reward to arouse students' enthusiasm and cultivate students' habit of listening carefully. Teacher Xie Yan attracts students by changing the teaching language, thus cultivating students to listen carefully. In short, the four teachers can do it, pay attention to students at all times in class, cultivate students' good behavior habits and study habits, and make the whole class look great. Cao Lei, a teacher in kindergarten, blends in with the children in a kind and gentle tone, and creates a relaxed and pleasant atmosphere with novel games as the carrier, so that the children can explore and learn independently in play.

3. Mentors and apprentices * * * learn together and * * * grow together, which promotes the deepening of school teaching and research work.

As the old saying goes, "Ask how clear the canal is, because there is flowing water at the source". The tutors said, "To guide an apprentice in a class, we need to deeply interpret the curriculum standards, teaching materials and students, and at the same time fully understand our apprentice. This is also a process of continuous improvement."

Through the "mentoring" activities, the teachers of the one-year group, the music group, the sports group, the art group and the English group will not only guide their apprentices before the teachers of this year's group finish class, but also actively participate in the discussion and offer suggestions, so that they can learn a lesson in the same group. During the class, teachers in the same group can attend the class and actively participate in the after-class evaluation, so as to grow together with young teachers, thus upgrading the "mentoring" activity to "year-group pairing" activity and promoting the in-depth development of school teaching and research work.

Third, the existing problems

1, individual teachers can't teach strictly according to the guidance of the tutor.

Some teachers can humbly accept the tutor's revision of teaching design, but when it comes to class, they put aside the tutor's opinions and their teaching is still the same as before. Some teachers even lead to the lack of links, which leads to the deviation of students' mastery of knowledge and can not guarantee the quality of teaching.

Here, I would like to remind young teachers that the purpose of asking you to learn from teachers is to improve your education and teaching concepts, standardize your incorrect education and teaching behaviors, implement the "two basics" more solidly and effectively, inherit excellent education and teaching methods, and let you take fewer detours! Therefore, the teaching plan reached between master and apprentice must be resolutely implemented, and opportunistic practices must be put an end to!

2. Individual teachers' enthusiasm for participation is not high, and there is procrastination in their work.

From the beginning of the "mentoring" activity, some teachers thought that the work of the "Apprenticeship Ceremony" was completed, and the work in the future was just a show, which led to the procrastination of the lecture and the inability to take the initiative to ask the tutor for advice. It required the tutor to urge many times to complete the teaching design, and even the tutor had to urge it again and again.

These phenomena show that these teachers are not really aware of their own gap, have no sense of progress and growth, lack the necessary elite consciousness of experimenters, and have not really become a member of the experimental group.

As young teachers, we should not only learn from their tutors' superb educational and teaching techniques, but also learn from their professional ethics, selfless dedication and leadership temperament of being the first and sacrificing oneself. We should establish the belief that without the willingness to learn and the quality of hard work, we are not qualified experimenters, and we are not excellent experimenters if we don't want or can't become the elite in the crowd. Only in this way can we do our work well.

3. Individual teachers' classroom teaching language is not standardized enough, and their basic teaching skills are not solid enough.

First of all, some teachers lead the way of "individual counseling", which shows that teachers only exchange questions and answers with individual students, and do not achieve their learning goals through cooperative exchanges between students; Secondly, some teachers' teaching organization language is dull and mechanical, which can't stimulate students' enthusiasm and potential, resulting in dull classroom atmosphere and poor teaching effect; Thirdly, the teacher's comment language has no sense of hierarchy, so it can't give students a proper evaluation from the heart, which is not conducive to cultivating the profoundness and openness of students' thinking; Finally, some teachers' teaching language is not standardized, and all teachers repeat students' answers, which greatly affects the teaching efficiency.

The relationship between teachers and apprentices is like an invisible bond between them, which makes teachers consciously or unconsciously increase the opportunities for communication and mutual learning, thus improving and achieving a win-win situation.

Because the "mentoring" activities in our school have just begun, the results are still very limited, and some aspects are even stagnant. But as long as we firmly follow the implementation plan, the road of teaching and research in experimental primary schools will be more exciting!

The cycle of "mentoring" activities is three years, and all the activities done this semester are just the beginning of "mentoring" activities. To achieve the goal of "qualified in one year, mature in two years, and become a backbone in three years", it is necessary for Qi Xin, a master and apprentice, to work together. I hope that all tutors will develop their advantages in their future work and continue to play the role of "passing, helping and bringing" until the apprentice reaches the goal of becoming a backbone. In the next three years, the school will summarize the activity stages every semester and commend the outstanding tutors and apprentices who have made great progress. Therefore, I hope that all teachers and apprentices can complete their future tasks with high quality according to the work arrangement of the school activity implementation plan.