My thoughts after reading "Mind Map of the Work of Class Teachers"

The ultimate goal of class management is to promote the healthy development of every student in the class. Good class management is not about control, but about stimulating students' vitality, mobilizing students' enthusiasm, giving full play to students' potential, helping students achieve self-education, so that every student can become the best version of himself. Management is only a means, not an end. We cannot pursue results, rush for quick success, ignore educational laws and principles, adopt high-pressure control methods, and ignore students' rights. Next, we discuss how the author manages according to the ultimate goal of class management? In this book, Teacher Chen Yu uses a mind map to introduce the class organizational structure, job management, class affairs processing procedures, class culture construction and other work of the class teacher. Teacher Chen combines "scientific management", "humanistic management" and "cultural management". "" and other mainstream management methods are integrated and comprehensively applied to class management to practice the ultimate goal of promoting human development. As a class teacher, you must first pay attention to every student. Pay special attention to students with special personalities, abnormal behaviors, and rapid changes. Understand and help ordinary students through heart-to-heart talks, weekly journals, activities, and communication with parents. Give different ways and degrees of attention to different types of students. Strive to let love quietly nourish students' hearts and avoid excessive attention on the surface. Understand and understand students and establish a good teacher-student relationship. Understand the reasons behind students' behavior and actively explore educational methods suitable for students. Treat every student fairly and impartially, fully trust students, find common ground with students, get into students' hearts, help students solve difficulties, evaluate students in a diverse way, etc., to build a harmonious teacher-student relationship. A good and harmonious teacher-student relationship is the basis for good class management. Turn class work into positions and assign them to students one by one, giving students more opportunities to exercise, discovering and cultivating talents in their positions. Pay attention to "setting up posts based on people" and "setting up posts from the perspective of training students," and you can also implement job bidding. Person-based positioning means customizing positions according to the characteristics of students, that is, formulating positions according to students' personality characteristics, specialties and hobbies. Positions can also be set according to the needs of student development. Arrange the right people in the right positions and strive to ensure that people are in their proper positions and positions. After the position is determined, the head teacher cannot let it go and should implement on-the-job training. In on-the-job training, students are allowed to understand their job responsibilities, master job skills, and know what to do and how to do it. There are two methods of job training for class teachers: one is small-scale special training that is carried out in a concentrated manner, and the other is that the class teacher provides immediate guidance and comments to students during or after they are doing their work. During on-the-job training, students have improved their comprehensive qualities and enhanced their awareness of innovation. Wherever there is a post, there will be evaluation. Use post evaluation to motivate or remind students. The evaluation principle is "more praise, less criticism," which indirectly adjusts student behavior by evaluating work attitudes and effects. Soft evaluations and non-material incentives can be used more often, such as encouraging talks, notifications of awards, writing thank-you letters to parents, and setting up post-related awards (cleaning demonstration posts, job experts, outstanding mentors, etc.), etc., so that students can improve their performance in their own fields. Be more motivated in your position, learn to manage yourself, and improve your personal qualities. Leverage class culture to achieve students’ personal growth. Class culture includes spiritual culture, material culture, institutional culture, and behavioral culture. Spiritual culture includes class name, group values, class vision, special class courses, etc. The core of spiritual culture is group values, and correct group values ??play an important role in students' growth. For example, he talks casually in class and disrupts other people's classes. If the class develops a culture of listening attentively in class and actively answering questions, and everyone despises the phenomenon of disturbing others in class, then the problem of speaking in class will be solved. That is to say, using class style to influence everyone, so using cultural influence to educate students, and using group values ??to influence personal values, can truly cultivate students' noble character, encourage students to be positive, and grow faster. Promote student development through the class culture creation process. Class culture is not achieved overnight. It needs to be formed in the long-term class life, under the careful guidance of the class teacher, and by the joint efforts of the whole class of teachers and students. In this process, students' thoughts and behaviors are constantly changing, thereby forming correct values ??and developing good behavioral habits. Class culture has gone through four stages: creation, recognition, formation, and universalization, and gradually formed a system. First, keywords and key sentences are used to present the main body of cultural construction. For example, the author named the class Zhixing Class to build a class cultural system of "unity of knowledge and practice".

The core values ??of the class of "morality, responsibility, cooperation, and friendliness" are refined, pointing out the direction for the healthy development of the class and students. Promote the main body of class culture construction, materialize core values ??in an all-round way, and allow students to grow in the class cultural atmosphere. The spiritual aspects of the class are presented in a materialized way, such as designing class logos (class emblems, class flags, class uniforms), arranging the classroom environment, and designing exhibition boards, cultural walls, honor walls, class animals and plants that reflect the class spirit. These designs It must be meaningful and centered around the core culture of the class. Through long-term immersion, the class culture can be deeply rooted in the hearts of students and lay a foundation for the formation of good behavioral habits. Through themed class meetings, individual exchanges, and the formulation of conventions for the whole class, students can identify with the core values ??of the class. What happens every day in the class and the problems that arise provide the class teacher with rich materials. The class teacher should be good at using the cases around him to educate, such as the daily class news insisted by the author, to evaluate student behavior in a timely manner, and gradually form the core values ??of the class. Use institutional culture construction to guide student behavior, influence students' values, and play the role of cultural management. The class system is formulated by students and returns to students at the same time. The rewards in the system should be more than punishment, and the emphasis should be on encouragement. The class carries out rules education classes and provides relevant education on a daily basis to enable students to understand the importance of rules and cultivate rule awareness. The purpose of establishing systems and rules is not to punish students, but to transform core culture into students' actions. Establish a multi-evaluation system that is in line with the core values ??of the class to encourage every student to make continuous progress. The multi-evaluation system attaches great importance to the process and ignores the results. It does not judge heroes based on success or failure, and it cannot judge a student's study for one semester based on one test score. The evaluation cycle is short and emphasis is placed on staged evaluation. Evaluate students' stage-by-stage performance in a timely and sensitive manner, strengthen good behaviors, and correct inappropriate behaviors. For example, the author conducts weekly reviews on weekly class stars, monthly figures, top ten people who moved the class, etc., so that students' behavior can be adjusted in a timely manner. Assessment touches all aspects of the class to provide each student with an opportunity to succeed. The evaluation method is win-win, attaches great importance to students' personality development, and is open to all students. When the evaluation is irrelevant to them, students will not pay attention. Because class honors are always concentrated on a few people, most students are blocked out. The multi-evaluation method provides opportunities for all students. As long as they have outstanding performance in study, music, labor and work, they can win awards. It inspires all students to be proactive and work hard, and promotes the healthy development of every student. The more diverse and flexible the evaluation, the greater the promotion effect on the development of students' behavioral habits. An occasional good deed can be strengthened through evaluation, thereby motivating more students to engage in similar behavior and helping the class form a good atmosphere. The class never lacks positive energy, but lacks a flexible evaluation mechanism. Use a variety of activities to inspire different students. Class activities are not superficially lively and showy, but match the diversity of students' personalities and hobbies. Different activities inspire and educate different groups of people. Therefore, we must find ways to design different activities to inspire students with different characteristics. For example, the author's class activities around friendship include the theme class meeting "Auld Lang Syne", collective birthday parties, class food festivals, and food exchanges. Activities carried out around public ethics include themed class meetings on public ethics and private ethics, selection of "Top Ten Incidents that Touched the Class", public welfare lectures by "Class Leader Academician", mountaineering and picking up garbage, etc. Not only will the activities not affect student performance, but they will also inspire students to be positive and progressive. Use goals to inspire students. You can set short-term, mid-term and long-term goals, and set diversified goals, divide the big vision into small goals, realize them one by one, move forward in small steps, and get closer to success little by little, so that every student can realize his or her own wishes. Classes should provide students with a variety of stages, so that every student has the opportunity to show themselves, and give students the help they need most, so that students can become their best selves and feel the joy of growth.