Children don't have enough to eat at school. What should teachers do? -How to turn life into a course?

The disconnection between life and curriculum has always been a serious problem. As a result, knowledge has not been transformed into power. For example, learning to write in class takes a lot of time to practice the so-called wonderful articles. However, in life, teachers can't write notices well and students can't write messages. Try to teach critical thinking in class, but in life, everything is impulsive, and what you have learned seems to have no influence at all. In a word, you can't kill a chicken in your life by practicing dragon killing in the classroom.

Why?

One reason is that learning in class can easily bring a false sense of security and control, while real life is full of uncertainty. In this case, it is difficult for teachers to have the corresponding teaching courage and take the big and small events in life as educational and teaching resources, so as to really exercise students and themselves.

For example, some parents have reported that children have not had enough to eat at school during this time, and I hope the teacher will give feedback to the school cafeteria. So, how did the teacher handle this matter?

A natural way to deal with it is to copy or take screenshots of parents' information to the school. This treatment is correct and cost-saving. However, if we consciously regard life as a course and everything that happens as a course resource, how can we solve this problem? Or, this matter, how should we use it?

1. What's the problem?

Determining the problem is the most important step to solve it. So, what is the problem in this case?

The question is "Are there any students who don't have enough to eat"? This is obviously not a problem, just information or unverified facts. Judging from common sense, the expression "I have never had enough to eat" may still have confusion between facts and feelings, which needs to be clarified.

The question is "how to ensure that this student always has enough to eat"? It's hard to say, because if this problem is to be established, it must be based on "never having enough to eat". In the absence of clear facts, the problem is still ambiguous, because there are still many possibilities, different possibilities, pointing to different problems.

Therefore, to understand the problem, we need a process of investigation, which is a process of clarifying facts and problems.

For example, you can investigate a set of questions:

1. Which meal or meals have you not had enough in the last three days? Is it breakfast, lunch or dinner?

2. In the process of taking meals, does anyone limit the number of times to take meals? Is it to limit the number of meals at a time (for example, to remind you to call less first and then call after eating), or to limit the number of meals as a whole?

3. Is the food provided by the restaurant insufficient, resulting in insufficient time for taking or adding meals?

Is it because there is food in the restaurant, but the food is too spicy or you don't like it?

5. Is it because of courses and other reasons (including teachers' habitual procrastination) that you are often late and finally have no food?

6. Is the situation of not having enough to eat an example or a common phenomenon? How many students have similar experiences?

……

In this process, it is particularly important to distinguish feelings from facts and find out the facts. Once the facts are clear, the problem is determined. The question may be:

1. How can restaurants make overall arrangements to ensure that each student has unlimited food? There are three possibilities: the total amount of food is insufficient; There are problems with food cooking, such as being too spicy; Improper food preparation. )

2. How to help students overcome picky eaters?

3. How to ensure that students eat on time?

……

If the problem is not clear, it will be difficult to improve the life of the restaurant. Because they will also wonder: Are we cooking too little? Probably, on the one hand, the canteen wastes a lot, and many meals have to be dumped. On the other hand, some students complain that they don't have enough to eat.

Second, metacognition: ask questions in a different way

The so-called metacognition is the reflection on the problem-solving process itself, including the examination and reflection on the personality, emotion and cognitive model of oneself and others.

Still taking this incident as an example, teachers might as well ask themselves two questions:

1. Why don't students solve their own problems, but ask their parents for help?

2. Why do students ask their parents to solve problems first instead of teachers?

These two questions are very important. They are no longer a matter of eating, but involve more fundamental problems. Understanding and answering this more basic question may bring sustained and profound progress in the classroom. And this is exactly what Sunset Province should discuss.

For example, discuss with students:

1. If you don't have enough to eat, who do you think is the most suitable to solve this problem? (Chef/Restaurant Manager/Principal/Teacher/Parents)

2. Who do you usually look for? Why do you tend to look for this person?

Not everyone can help you solve the problem. So, what's the order for you to find someone to solve it?

Theoretically, you may know the correct order to solve problems, but in practice, why not follow this order?

5. If you solve the problem yourself, what strategies can be used to solve the problem more effectively? What do you think is the best strategy?

……

In fact, we know that when students encounter problems, they often lack the courage to solve them themselves, but tend to push the problems to their parents and let them help them solve them. Many parents are also willing to stand up for their children. After all, not only parents, but also teachers often can't stop caring for students, so it is difficult to consciously and rationally encourage them to solve problems by themselves. Parents and teachers just appear as helpers.

Here, it is of great pedagogical significance to reflect on metacognition. Because it is possible for us to start with small things, let students learn to express their feelings and ideas bravely, communicate with others actively and in an appropriate way, and finally become problem solvers through small things, thus "learning to live", and in this process, develop their own intelligence and emotions and improve the level of socialization.

Why do students ask their parents for things instead of teachers? This is what the teacher should examine. There are two possibilities. First, the relationship between teachers and students has not developed to the point where students feel that they can talk to their teachers, or they are worried that they will be reprimanded if they find a teacher. Second, the teacher did not teach the students the procedures and methods to solve problems. For example, if you have any questions, you should inform the teacher in time, and the students have not been guided accordingly. Naturally, the first thing that comes to mind is parents. So for teachers, a challenge is how to digest most of the problems in class without disturbing parents easily.

Third, teachers become problem solvers.

This is another level of metacognition. How do teachers reflect on their cognitive model and problem-solving process?

Still this question, the teacher's easy response is-

This is the problem of the restaurant (or school), not mine. You didn't take good care of the students.

Teachers who love students very much will also stand on the side of students and breed complaints: What's wrong with you? Let the students not have enough to eat? !

However, here, there are several subjects that are very important and are likely to make teachers an outstanding person-

1. Everyone, including the teacher himself, is the subject from his own point of view and should cultivate the courage and wisdom to face the problem directly.

2. All problems are both troubles to get rid of and opportunities to take advantage of;

3. The essence of the problem is not the conflict between restaurant staff and students, but that restaurant staff, students and teachers are facing the same problem. By solving this problem, everyone can gain experience.

Many times, teachers will let problems happen. Why? First of all, he thinks this is not his own business, but the restaurant's business. He doesn't want to ask questions for his children because he is afraid of damaging his colleagues' relationship and what the leaders will think of him. This idea is human nature, but for educators, it is a "tragedy that is almost nothing." Because it fully proves that even in such a trivial matter, you lack the courage and responsibility to fight for students' rights and interests. So, how to carry out moral personality courses in the classroom? This has nothing to do with the school culture. School culture is another matter. After all, if everyone is silent, the headmaster will reflect. But the problem is, as the subject, your choice should not be decided by the environment, but by yourself.

It's a matter of courage. Courage also has a great influence on the relationship between teachers and students. Students yearn for honest and brave teachers.

In this process, wisdom can also be developed. For example, if you think the restaurant staff are too hard to criticize publicly, then you can communicate privately and combine your understanding of people with your efforts to solve problems. Of course, from the perspective of school administrators, apart from a few problems that are not suitable for publicity, what is really advocated is public discussion.

Secondly, treating problems as troubles or opportunities will bring completely different psychological states and behaviors. If you think the problem is trouble, you will be upset, depressed and complain. We always hope in our bones that more is better than less. However, if you take the problem as an opportunity, you will be excited. Using this problem, not only students can develop, but also a school can develop. Perhaps it can be said that whoever exerts such influence for a long time will lead the school invisibly.

Finally, the most important thing is to take "doing things, not being human" as one of the deepest principles and apply it in life. This is extremely difficult! It is difficult for us to tolerate others. This is not because we are not good, but because we lack some abilities that need to be cultivated, such as the ability to think from the other side's point of view, and it also stems from our inner fragility and powerlessness. After all, like students, when we solve problems in a non-optimal way, there will always be a cry in our hearts: "You didn't take good care of me!" " "This kind of love complex is a sign of psychological immaturity. Mature psychologists will say, "Let me help you solve the problem. This not only embodies a kind of problem-solving ability, but also is essentially "the ability to love".

Conclusion: Multidisciplinary and multi-course

Obviously, I didn't mention what the restaurant should think and what the principal should think. If there is a God's perspective, then the restaurant and the principal should respond sincerely and solve the problems in turn.

However, the significance of the principle of subjectivity, from the perspective of everyone concerned, is itself the subject. Instead of expecting others to change, it is better to change the environment with your own changes. This is leadership. Of course, this is not inconsistent with the requirement that the other party fulfill its obligations based on the rules of the game.

How do restaurants and schools understand and respond and take appropriate measures? This is the content of another article.

Anyway, back to the beginning, what I want to express is-

We should have the courage and wisdom to face the problem directly;

We should take the problem, no, life itself as a life course, develop students, develop ourselves, develop teams, and make everyone perfect day by day;

Don't point the gun at each other at any time, remember that we are a family that loves each other.

After all, this is Yuncheng International.

Saturday, September 8, 2065 at 438+08 am