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Learn and explore, especially change your work philosophy, adapt to the "people-oriented" educational concept, promote students' personalized development with humanized education, keep up with the pace of the times, and keep pace with the times. Only by making progress can we do a good job as a class teacher.

Education must focus on the inherent development requirements of "people" and regard "people" as the purpose of education itself. This is the essence of education that people should pursue under the slogan of "quality education". Promoting human nature is an important mission entrusted to us in the 21st century.

Education must start from "human nature" and from every living person. Education that starts from "human nature" meets the various needs of human development; education that starts from every living person enables everyone's personality to be fully developed.

Everyone Everyone has their own potential, but the direction of development of each person's potential may be different. So in school and in the class, every student has the right to actively develop according to his or her potential characteristics. Every student not only has his own potential, but also the development of these potentials will be very different due to differences in personal acquired conditions. Big difference. In particular, the development of potential of some students will be suppressed because they are in an unfavorable environment. As one of the most important environments in students' lives, the class may become an obstacle to students' development, and it is more likely that such obstacles can be solved in the class social environment. As the core figure in the class society, the class teacher should of course take more responsibility for the personality development of students!

The class teacher should not only pay attention to the general development needs of students, but also pay attention to the development characteristics of each student, and provide effective help to students according to the development needs of each student. Meeting the developmental needs of each student requires class teachers to play a unique role.

Starting from "human nature", proposing "humanized education" is the need of the times and our wise choice. "Humanized education" includes various educational arts such as tolerance, democracy, equality, encouragement, and appreciation. Only in the atmosphere of "humanized education" can individuals with rich personalities be born. Allowing the existence of diversity is an important manifestation of modern people's modern consciousness. As the guide of students, the class teacher should first have this consciousness. According to reports, a class teacher at a middle school in Shanxi Province guided students to carry out the "My Best" activity during work practice, which was well received by teachers, students and parents. Students' enthusiasm was unprecedentedly high, and every student had something shining in him. The art of an educator is to guide students to discover their own strengths and thereby develop their own potential. Under the guidance of this class teacher, the subject consciousness of every student in the class has increased unprecedentedly. The students have revealed their secrets from the perspectives of what they love the most, hate the most, can the most, fear the most, desire the most... etc., and encourage the middle school students to each other. Personality and virtue are cultivated, and subjectivity is promoted.

Adhering to the old rules and following the rules are the fundamental characteristics of the traditional class teacher. Only in the new era can the class teacher be worthy of the title of student guide if he has a sense of innovation. Traditional education follows a "shaping model", which has the disadvantage of ignoring people's individuality, suppressing their individuality, and even stifling their innovative spirit. To cultivate students with rich personality and innovative spirit, we must have teachers with rich personality and innovative spirit. As the basic organization of the entire school education work, classes are establishing an innovative style, forming innovative consciousness, carrying out innovative activities, and cultivating innovative talents. aspect has special significance. As a class teacher who organizes, manages, educates, and guides the class, he should first have a sense of innovation.

1. Reflection on past educational behaviors.

A middle school student wrote angrily on the Internet:

I have been running between school and home all day long, and I have become numb!

Studying should be a happy thing, but why am I in so much pain? The school system! A system that destroys humanity! I have been brainwashed by the school system all day long, and I have become expressionless and emotionless; like a machine, is the fundamental purpose of education to turn us into machines? ! No! We must resist!

We must resist. What will be the consequences of not resisting? Accept the persecution of a system that is even more destructive to humanity!

Students, let us unite and fight to overthrow the unreasonable and inhumane system! And fight!

There is also this letter to the class teacher:

Dear old class teacher:

Hello!

Please forgive the unintentional offense to the students! I want to tell you my long-held opinion, I hope you will never be angry, let alone get angry!

I know that you love us deeply, you have paid a lot for us, and you have arranged everything for us... But I hate you for this. You have paid a heavy price for our study and life. We understand the cost, but we cannot understand it, because when you sacrifice your family and yourself, you also sacrifice us. Under your tireless education, we have lost a lot of extracurricular activities. We don’t have time to watch TV, movies, or enjoy music. What’s even more frightening is that under your tireless education, we don’t know how to think. With your “obedient education” "Under the education, we learned to be obedient, and at the same time we lost our emotions, personality and thoughts. We became robots that were manipulated and used by others.

Your students are worried

Aren’t we shocked when we saw this post and this letter? ! When we educators (especially head teachers) think of selfless dedication to students, and when our hearts are broken for students, have we ever thought about what exactly do students want? What are students thinking about? Why do students often make unconventional actions to vent their dissatisfaction with school management?

If our class teachers don’t know anything about this, then why should we be our students’ class teachers? How can a teacher who is not qualified to be a class teacher educate students well? This series of questions had to cause our class teacher to conduct a deep reflection on his work behavior.

Reflection 1: “Rule of man” is greater than “rule of law”.

Many class teachers have become accustomed to the "rule of man" at work: the class teacher has the final say on all matters big and small. The quality of the class style does not only depend on the students' self-education and self-management abilities, but also on the students' self-education and self-management abilities. It depends on the personal quality of the head teacher. For students, this kind of "paternalism" is more like control than management! Perhaps on the surface, the students' collective order and discipline are good, but the potential negative effects of education are worrying. Students only have the obligation to obey but no right to participate. Students' sense of ownership is restricted and their creative spirit is restrained. Therefore, the work of the class teacher should move from "rule by man" to "rule by law." Through "rule of law" management, the authority of the class teacher is transformed into collective authority, institutionalizing students' self-education and management, and enhancing students' awareness and ability of democratic management. Changing the work of the class teacher from "rule by man" to "rule by law" is not only an improvement in management methods, but also an update of work concepts.

Reflection 2: Violating humanized “control”.

United values ??and mindsets are still affecting some people, and class teachers are no exception. Many head teachers have formed the habit of being in charge of everything, and taking charge of everything. The "codes" and "norms" are full of words such as "strictly prohibited", "not allowed", and "not allowed". Things that should not be managed must be managed. For example, some class teachers regard children's age characteristics, psychological characteristics, and resulting behaviors as "discipline violations" and criticize or punish them. This is not only the class teacher's own trouble, but also misunderstanding and wronging the students. It's really ridiculous to regard a child's nature and personality as shortcomings and mistakes.

Can we regard children’s love of movement and fun as “shortcomings”? ? Sometimes students' bad performances are clearly personality, psychological and behavioral problems that need to be understood and treated, but they are considered to be ideological and moral problems and criticized and punished. They are obviously natural manifestations of students' nature and potential and should be guided. and encouragement, but they are considered to be not doing their job properly and doing anything wrong and are blocked and suppressed; it is obvious that they only have poor test scores in one or a few courses and should be inspired and helped, but they are considered to be hopeless and treated with discrimination and Cold eyes; clearly childish mistakes and accidental mistakes, which should be educated and tolerated, but are considered to be bad habits that have not been changed, put on the line, and criticized... All of these seriously affect the full development of students' personality and the formation of a sound personality. .

No wonder many children are criticized and corporally punished by their teachers without knowing where they went wrong. This phenomenon that violates the laws of education is a manifestation of the class teacher's psychological ignorance and lack of humanized control. For example, some children like reading novels, some children like singing, and some children like sports activities. These are their interests and hobbies. Some children are lively, some are silent, some are withdrawn, and some are blunt. These are all personality issues. There is no need to insist on uniformity. This has little to do with personal moral character. There is no need for our class teacher to take care of it. . Education is a kind of guidance and a true art of love. Therefore, when it comes to educating young students who are growing up, our class teachers should naturally encourage and guide them from a more positive perspective. Create a relaxed and free educational environment for children, which is conducive to their healthy growth. A child's activeness and love for playing are not only shortcomings or mistakes, but a point of growth for morality and intelligence. Children's nature is a virgin territory waiting to be developed. If these aspects are ignored, quality education will be greatly compromised. .

Reflection 3: Too much “quantitative” management.

The work of the class teacher, in addition to instilling theory into students, is also to manage the development of students' behavioral norms. The work objects of the class teacher are people, not machine parts, not static objects. What we are looking forward to is a new generation of people who grow up lively and lively. Krupskaya wrote: "For children, thoughts are inseparable from specific people. The educational function of the school is to teach and educate people, emphasizing people-oriented, people-centered, respecting and understanding people, and more importantly, the soul is needed Promoting, persuading, and communicating require a comfortable and enterprising relaxed environment that is suitable for them. For example, system construction is an important measure in class management, but the formulation and implementation of the system need to vary from class to class and suit the students. Age characteristics, focusing on development rather than inspection, correction, and punishment. Human nature tells us that no one likes to be forced or follow orders. This is already well known in cities. , illustrates this point very well. The commonly used words in the past, such as "forbidden" and "violators will be fined", have been replaced by words such as "please..." and "protect the flowers and plants, which will bring a good mood to everyone". Replaced. According to reports, in order to achieve better reform results, Nanjing Prison no longer posted slogans like "Only people are allowed to be honest, no talking and moving", but replaced them with "Get up when you fall, this is Such famous aphorisms as "success". This is true for reforming criminals, not to mention that we are facing innocent and romantic students.

On the other hand, our education management rules and regulations are full of behavioral norms, punishment regulations, rewards and punishments The details, every school, every class, are the same for thousands of people. One by one, one by one, they are not concrete and comprehensive. The effect is unknown. They are often posted on the wall and talked about, but they are not implemented. Action. Once our education is digitized, it will often have negative effects. For example, in order to get more points in the evaluation of civilized classes, some class teachers allow students to cheat, pretend to be good people, do good deeds, and make fake donations, which actually harms the students. Young minds. We overemphasize scientific management, emphasize quantitative assessment, and restrict students with strict systems and cold numbers, which frustrates students' initiative and enthusiasm. This kind of management is still an inhumane management in nature. It is a manifestation of seeing things but not people. Quantitative management is now popular on campus, and digital evaluation has penetrated into all aspects of routine inspections. More and more people wear red armbands on campus, including administrative leaders, teachers on duty, and students on patrol. They all have one purpose - to deduct points. Apart from abusing different levels of punishment, there seems to be no suitable solution.

Some class teachers follow the example and ask the class leaders to evaluate the conduct of their classmates in the form of points. If a certain person speaks in class, 1 point will be deducted, and if a certain person makes a loud noise during class, 2 points will be deducted. As a result, the class leaders have no intention to study. , only caring about deducting points from you and him.

I think that too much and too obvious supervision atmosphere makes people feel disrespected, which is not conducive to the progress of education and teaching. Moreover, modern society needs talents with innovative thinking and creative abilities. Only in a relaxed and harmonious atmosphere can individual potential be released and people fully and freely develop. With the strong "gunpowder smell" of "management" ", stuck, pressure" cannot cultivate modern talents. In this kind of guarded and supervised environment, students feel as if they are facing an abyss, walking on thin ice, and everyone is in danger. It is not surprising that the relationship between the class teacher and the students is indifferent. Apart from being obedient, what else can the students trained in this way have? Personality at all?

The top priority is to completely change this inhumane status quo, make the class management system deeply rooted in the hearts of the people, and change heteronomy into self-discipline. Establish a management model full of humanistic care that is in line with the characteristics of the school and the class, and use management concepts characterized by spiritual guidance and value orientation to build a new home for the development of teachers and students.

Reflection 4: “Pseudo-sanctified” education.

Respecting people’s individuality and promoting individualized development requires respecting people’s way of survival. The same goes for students. The current work of class teachers is full of pseudo-sanctification tendencies. Perhaps what the class teacher instills the most into the students is to study hard, get into famous universities, get into key universities, and become scientists, engineers, writers, teachers, etc. in the future, people who are envied by everyone. And whoever has "no ambition" will definitely be hated by everyone. Disdainful. Teachers and students lack civilian awareness. Perhaps this is one of the reasons why books such as "Harvard Girls", "Beijing University Boys" and "Oxford Boys" continue to sell well. We believe that if it is a small grass, it will have green earth; if it is a big tree, it will bear fruits; if it is a rose, it will bloom flowers.

In foreign primary and secondary schools, no one educates children to compress the space for their own existence. To put it bluntly, the purpose of studying is to find a good job. In the second grade of middle school, teachers ask students to talk about future career choices in class. If a student talks about his ideal: In the future, I want to make more money, buy a good car, live in a good house, and visit famous places around the world... As long as he abides by the law and obtains all these through his own efforts, no one will think there is anything wrong with it. After all, this world is composed of thousands of ordinary people, including the teachers who educate them. Therefore, what's wrong with being an upright ordinary person? There is such an interesting thing: After Truman was elected as the President of the United States, when reporters went to interview his mother, they said to her: "You must be very proud to have such a son." Truman's mother replied: "Yes. However, I also have a son who makes me proud - he is digging potatoes in the field now. "If she sees the problem from a mother's perspective, then let's say it's us. Would Chinese mothers, or Chinese teachers, also be able to give such an answer? Schools should confidently teach students to understand and develop "personal value". Improving students' "personal value" should be the main task of quality education in schools. The improvement of national quality depends on the improvement of each citizen's quality. "For oneself" is not a bad thing. Just imagine if everyone as an individual treats life with a serious and positive attitude and carries out "self-design" and "self-design". "Self-development", "self-realization" and "self-sublimation" instead of "waiting, relying on and asking" from the country, then this country must be full of vitality and hope. For education, the overall improvement of the quality of the people is the most important. Our education should cultivate a large number of Einsteins, Edisons, and Bills. Gates, Michael. Jordan, Carl. Lewis, however, was above all about producing good citizens.

Pseudo-sanctified education is vulnerable to all kinds of despicable words and deeds. When students answer the teacher's questions, they can be logical and talkative, but in actual actions they run counter to it. Anyone can list the disadvantages of visiting Internet cafes, but there are not a few people who leave the classroom and go straight to Internet cafes. A student who answers the etiquette standards for students such as "respecting parents and loving the collective" on a written examination paper on ideological and moral character can definitely get a high score or even a perfect score, but when he returns home, he still has food to eat, hands to wear clothes, and is even more bossy to his parents. . On the Chinese language test paper, ask students to write a paragraph based on the situation: What should you do if someone borrows something from you but fails to return it? The answer can be described as gentle and polite.

But in reality, it is often such trivial matters that cause constant friction until it reaches the head teacher. The class teacher puts on a mask to preach, saying things that even the teacher himself does not believe; the students put on a mask to receive the education from ear to ear, and appear to be submissive on the surface, but turn around and remain the same. The class teacher keeps educating students "for your own good," but the students are thinking in their minds, "Are you just doing it for those bonuses?" and their hearts are full of derogatory words. Some schools claim to be "for all children, for everything for children, for children." However, many head teachers and classroom teachers use their best to ridicule poor students in their daily education and teaching, and some find ways to transfer poor students to other schools. In an attempt to place the blame on others, some head teachers have even tried to ask the parents of poor students to go to the hospital to issue a certificate of mental retardation, so that the student's test scores will not be included in the average score and will not affect the teacher's "teaching performance." How can this kind of indifference, hypocrisy, and selfish education received in school not have an impact on students?

If our education does not reflect in time, update the content in time, and change concepts in time, it will inevitably be abandoned by society and the times; moreover, if our education is only "rose-colored education", Then, once the students they train enter the society, they will inevitably run into obstacles.

2. Thoughts on humanized education to promote personalized development.

On the banner of "quality education", there is a capital word "人": it is an education with "people" in mind, an education full of humanity, and an education for the all-round development of all people. . Suhomlinsky's educational viewpoint is nothing more than a simple and humane wish: to cultivate every child into a happy person! His educational philosophy is: "Cultivate real people!" Let everyone who is trained by him live a happy life.

When Suhomlinsky was the principal of a rural middle school in Ukraine, he recorded this story: The biggest rose bloomed in the campus flower room, and the whole school was very surprised. , many students come to see it every day. This morning, Suhomlinski was walking on campus and saw a 4-year-old girl from the kindergarten picking the rose in the flower room, holding it in her hand, and looking out calmly. Suhomlinsky wanted to know why the little girl picked flowers. He bent down and asked kindly: "My child, who are you picking this flower for? Can you tell me?" The little girl said shyly: "Grandma is very ill. I told her that there was such a big rose in school. Grandma didn't believe it. I will pick it off and give it to her. After seeing it, I will send the flower back." After hearing the child's innocent answer, Suhomlinsky's heart trembled. He took the little girl and picked two more big roses from the flower room. He said to the child: "This one is for you. You are a child who knows how to love." "This one is for your mother, thank her for raising such a good child like you." This story has inspired me for a long time. I tell this story to more students so that our students can have wonderful qualities. Humanity, being able to live like a real person, with a rose in your heart that never fades.

As the philosopher James said: "The most ardent requirement in human nature is the desire for affirmation." This is human nature. Human nature is the basis of personality, personality promotes the perfection of human nature, and human nature affects personality development through education. Personality is the synthesis of all relatively stable qualities that an individual exhibits in life, and has the characteristics of uniqueness, integration and tendency. Developing personality is the continuous improvement of personality and the awakening of an individual's unique inner potential and qualifications. Developing personality, that is, affirming personality, means fully affirming individual subjectivity, which is the embodiment of people-oriented values ??and concepts. In primary and secondary education, the goal of personality development is to help each student form and demonstrate the uniqueness and advantages that are different from others based on the comprehensive and coordinated development of various qualities. The most important thing is to Promote students to form correct needs, motivations, interests that are in harmony with social development, civilized attitudes toward others, themselves, and the environment, and ability-centered psychological characteristics.

The philosopher Nietzsche once said: People who lack personality have no innovative spirit.

There is such a story: a calligraphy prodigy who participated in a Japanese youth calligraphy exhibition when he was 9 years old set off a whirlwind in Japan. All four works are in private collections, with a total value of 14 million yen. At that time, Japan's most famous calligrapher, Oda Murao, once predicted that a bright new star would surely rise in Japan's future calligraphy world.

Twenty years later, Oda Murao paid a special visit to this genius who was famous in the four islands when he was a child. After reading his works, Yang Tian sighed and said this: "Youjun (Right Army) Wang Xizhi), you ruined this prodigy."

It turns out that this little prodigy is addicted to copying Wang Xizhi's calligraphy. After twenty years of hard practice, his calligraphy personality has been completely polished. . Now his calligraphy is almost unreal when compared with Wang Xizhi's, but what about his own things? Not a trace to be found. In the eyes of connoisseurs, his calligraphy is no longer art but a disgusting imitation.

Never lose your individuality, that is the only truly valuable thing about a person. Looking at ancient and modern times, all those who have achieved great success are those who insist on their own personality and characteristics.

Dr. Yang Zhenning once pointedly pointed out: Having no personality and not pursuing one's own interests are the most serious shortcomings and shortcomings of current Chinese scholars and students who lack innovative consciousness and creativity.

In 2002, Japanese physicist Masatoshi Oshiba won the Nobel Prize for his "outstanding contributions to astrophysics, especially the discovery of neutrinos in the universe." What is less known is that this Nobel laureate collaborated with Academician Tang Xiaowei of the Institute of High Energy Physics of the Chinese Academy of Sciences in the late 1970s. They also selected an experimental location in China. However, due to the lack of innovation awareness among Chinese scholars, Fear of failure derails collaborative projects. Masajun Ochai returned to China and experimented alone. After 20 years of unremitting efforts, he finally succeeded.

Reflect on my country’s traditional education, which suppresses people’s individuality, obliterates their individuality, and even regards individuality as a dangerous factor, and does everything possible to restrict the development of students’ individuality. Traditional education puts people under the same influence in every activity, allowing them to read the same textbooks, listen to the same lectures, read the same materials, and participate in the same activities. In short, all measures of traditional education are to assimilate students' personalities and enable students to use unified norms to control their thoughts and behaviors. This is the biggest drawback of our country's education.

As far as the traditional education process is concerned, the head teacher, who is endowed with a certain authority by traditional culture, places many explicit or implicit social expectations on students, some of which are negative and negative factors that may directly restrict students' personality development. .

As far as explicit expectations are concerned, the class teacher plays a certain role in guiding and orienting students' behaviors or behavior patterns. The class teacher excessively demands uniformity and integrity, ignores or even belittles differences. Students can only value authority and follow the herd. Following the trend, we can only seek common ground while reserving differences, and must not stand out or be original. This has become a powerful thinking inertia, and is even recognized and respected by us.

The class teacher treats students as spiritual people rather than learning machines. He loves every student from the bottom of his heart and respects the student's personality, dignity and emotions. This is the prerequisite for developing students' personality, because personality education must respect the uniqueness of students' personalities, emotions, thoughts, etc., and especially respect the students' spiritual world. It requires educators to abandon the one-size-fits-all approach in "exam-oriented education" and truly achieve a one-size-fits-all approach. Opening a lock with a key and respecting students' individuality also means that we do not need to judge students' success by whether they are admitted to higher education, but respect their future development and firmly believe that every student will find his or her own place in social life in the future.

Suhomlinsky believes that the students’ minds are by no means a barren land, but a fertile field that already has sprouts of good thoughts and morals. Therefore, the responsibility of the class teacher is first to discover and correct the students Every seedling in the soil of the soul, let it continue to grow, and finally crowd out the weeds of its own shortcomings. The class teacher must create conditions so that each student can demonstrate a unique advantage in a certain aspect, so that every student can hold his head up and walk.

In today's quality education, students' personality development is receiving more and more attention. The more emphasis is placed on personality development, the more we cannot ignore the routine management of students. Personality development is not willful development. In primary and secondary school class management, routine management has always been valued, because it is the basis of all education and teaching work; "Education has the power to cultivate the creative spirit, but also has the power to suppress the creative spirit." Educational management and human personality development Belong to two different but related categories. Management is a basic social practice activity for human beings. Its connotation is to implement organization, coordination, planning, command and other control activities in order to improve the efficiency of activities and achieve the goals of a certain project.

Introducing management into education is to enable students to behave according to certain rules through organizational training and develop basic qualities in being a person and doing things. The development of human personality is the expansion and realization of individual potential. It should be said that the ideal and pursuit of human personality development did not show its light until modern society. In a free and relaxed environment, individuals' potential can be developed into their own advantages and form specialties that can break through certain limitations.

In short, management is a means, which pursues the consistency, unity and coordination of different individuals; personality development is the goal or ideal, which pursues the uniqueness, advantage and freedom of individuals. To a certain extent, there are indeed contradictions between the two, so some misunderstandings and practices are prone to occur in actual work. When it comes to strengthening management, we take "management" as the purpose and manage for the sake of "management." Until the students are managed in an obedient and submissive manner, the personality development of the students is inhibited; when it comes to developing personality, it seems to mean letting go and relaxing, downplaying management, and the two become incompatible "fish" and "bear's paws". However, modern education requires both the development of personality and the indispensability of management. Facts have also proved that under well-organized and conventional management conditions, talents who are both civilized and disciplined, as well as lively and innovative can indeed be cultivated. In fact, there is unity between the implementation of class management and the development of personality in the process of cultivating people in schools, and they can be coordinated. Standardizing behavior and developing personality can be regarded as two aspects of education.

Starting from the purpose of education, class routine management regulates, guides, and educates students' daily behaviors in order to cultivate students' qualities of civility, courtesy, diligence, and harmony. The quality of being civilized, courteous, and law-abiding is very necessary for collective, social and personal development, because the happy life and development of any individual requires an orderly social environment and coordinated relationships between people to achieve. The development goal of good personality can only be formed and manifest its effectiveness in an environment of harmonious coexistence with others and the collective. Moreover, civilized behavioral habits themselves are an aspect of a person's good personality. A person who is good at self-discipline is a truly creative person. In short, class routine management creates conditions for the development of students' good personalities, and students' lively personalities add vitality to class routine life.

Diagnostic treatment of the relationship between regular class management and the development of student personality requires class teachers to have clear and clear awareness and meticulous working methods in daily operations. The contents and goals of conventional management must be preached regularly and persistently and implemented firmly, but the methods of management and education must be flexible and changeable.

First of all, the target requirements of regular management must be distinguished according to the age characteristics of students. For primary school students, behavioral standard education is mainly carried out within the smaller scope of individual students - family - teachers - classmates, so as to cultivate their honest and polite, love of cleanliness, love of learning, discipline, lively and generous, and healthy personality Base. For middle school students, standard requirements must be implemented within a larger scope of individuals, families, schools, and communities. They are required to be balanced, harmonious and beautiful inside and outside themselves, respect others, and treat study, work, family, and society responsibly. This requires them to have relatively systematic values.

Secondly, flexible and flexible methods should be adopted to implement routine management, such as explanation method, game method, competition method, etc., to make routine management lively and make students feel happy to learn and abide by routine.

3. Love - the cornerstone of humanized education.

The most basic condition for being a good class teacher is to have a heart that loves all students. "Without love, there is no education." Love is the cornerstone of humanized education. Without humanity and emotion, all education is impossible. To love students, you must enter the students' emotional world, and you must regard yourself as a friend of the students and feel their joy, anger, sorrow, and joy. The influence of the head teacher on students is the interaction and communication between teachers and students. Respecting students' personality, individuality, dignity, and rights is the starting point and destination of humanized education. Humanized education is the core of the class teacher's work philosophy. The class teacher's work target is students. Only by fully understanding, respecting, and trusting students can education truly be deeply rooted in the hearts of the people and create a successful education that allows students to develop their personality and personality in an all-round way. Being a class teacher is the job of being a human being, and people are emotional and rational. Emotion determines the direction of thinking, and reason determines the result of thinking. Only by starting with emotion and human nature can we achieve the goal of convincing people with reason.

Using humanistic education to promote individualized development is a new concept for the work of the class teacher. This concept determines the work attitude and working methods of the class teacher. The education of students also requires sincere love for students. "Without love for students, it is impossible to sincerely educate students." Because if there is no love for students, it is impossible to care about students, and it is impossible to observe students diligently. Therefore, it is impossible to discover Problems existing in students make it impossible to provide timely, necessary, and effective criticism, education and guidance to students, let alone help students solve their problems.

To love students is to love all students. The difference of students is absolute. There will always be differences among students at any time and under any circumstances. This determines that as a class teacher, accepting every student is unconditional. Students in school hope to be respected, cared for, loved, helped and educated by their class teachers. It is the common psychological needs of students that class teachers treat students equally and fairly, and it is also the basic requirement of humanized education. The love of the head teacher