Care for left-behind children, six out of five

In terms of caring for left-behind children, our school has adopted the "Six-to-Five-to-Care for Left-behind Children" program, which has achieved good results.

One and six are:

There is a position, an organization, a plan, an activity, a help, and a display.

1. A place refers to a place or room where left-behind children have activities, such as a home for left-behind children. In a home for left-behind children, it is required to have computers, TVs, phones and other tools that can communicate with the parents of left-behind children; there must also be tables for activities, sofas for sitting and reading, and books suitable for children to read; Various rules and regulations for home construction, etc.

2. Organized

? There is a service group for caring for left-behind children (leader, deputy leader, members),

There is a roster of left-behind children

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There is a support team (list of teachers and students)

3. There is a plan

Everything will be done if it is not planned, and it will be ruined if it is not done in advance. Plan so that the next step can be carried out in an orderly manner. There are programs for caring for left-behind children, and there are activity plans for left-behind children

4. There are activities

Activity records. Only by recording each activity can we better reflect on the impact of carrying out this activity. The impact of left-behind children, thereby scientifically adjusting activity strategies.

5. There is assistance

There is a assistance plan

There is a record of assistance

There is a person responsible for assistance

We can implement a one-on-one or one-on-two support strategy for teachers and one-on-one support for students, using a "man-to-man tactic" similar to that used on the basketball court, so that each left-behind child has a person responsible for helping. Left-behind children learn.

6. There is a display

There is an activity display board for left-behind children

Show parents the highlights of left-behind children through the WeChat group.

Let parents who are away from home feel gratified when they see the shining points of their children, and let left-behind children build up their self-confidence by seeing their own advantages.

2. Five Ones

1. One Help Every Day

Establish a student or teacher-student one-help-one system, and a student or teacher will help every day Left-behind children learn, but this kind of help is not deliberate, but natural and can make left-behind children feel like they have good friends to ask questions whenever and wherever they encounter problems. Only by caring for left-behind children without leaving traces and leaving no traces of love can the spring breeze turn into rain. Otherwise, it may put pressure on both parties and be counterproductive.

2. Communicate every Monday

Allow left-behind children to send text messages, make phone calls or chat on WeChat with their parents once a week. It allows parents to feel that although they are not with their children, their children are always in front of them, making them feel like other children, always accompanied by their parents, thus becoming more lively and cheerful.

3. Family visits every semester

Let the head teacher personally visit the homes of left-behind children to truly understand the original families of left-behind children, so that teachers will not Left-behind children are criticized by teachers who do not know the reasons because they have no one to cook or are late for class because they are far away. This can also let teachers know how to educate such left-behind children in a scientific way. Going to the left-behind children's homes in person to deliver school supplies such as a schoolbag, pencil case, etc. will make the left-behind children feel that the teacher has not abandoned them, but cares about them more. Emotional education can melt the lonely hearts of left-behind children and make left-behind children more sunny and confident.

4. Annual guardian training

Guardians of left-behind children always have doubts about the discipline of their children and are in a dilemma because they feel that they are not the biological parents of the children. It is very necessary to educate guardians on how to properly educate, manage and care for left-behind children. Parents of left-behind children often worry about their children being bullied by other classmates, so it is also important to provide them with scientific accompanying education.

Therefore, as a school unit, we can use online communication and offline meetings to train parents and guardians of left-behind children at the appropriate time every year, so as to achieve an effective combination of school education and family education.

5. One growth file for each person

Establish a growth file for each left-behind child. The file can be based on semester as a time node, and record the parents and guardians of the left-behind children at each time node. Detailed records of contact information, working methods, etc. provide a thorough understanding of the original family situation of each left-behind child. The comparative method is used to record the changes in performance and personality characteristics of left-behind children, and combine them with the assistance strategies to verify the effectiveness of the current assistance strategies and adjust the strategies in a timely manner. Comprehensively analyze the growth process of left-behind children, and implement care for left-behind children in a detailed and practical manner.

In short, caring for left-behind children is a systematic project. It needs to pay attention to their original family situation, character development situation, the integration of school, family and society, and carry out care work according to local conditions, so that love can be traceless, spring breeze turns into rain, and Love grows silently together.