1, encourage by example, and show the personality charm of the head teacher. The noble personality charm of the head teacher is one of the important factors to enhance the cohesion of the class. If you want to do a good job in the classroom, you must improve your own quality, because everything you say and do will become the object of students' imitation. Only when the class teacher becomes an example in students' minds will he "sneak into the night with the wind, moisten things quietly" in his work, and encourage students to learn and progress. First of all, by learning modern teaching theory and teaching technology, we strive to integrate "preaching, teaching and solving doubts" so that students can feel the fun of modern teaching. Expand your knowledge, learn to get in touch with what students like, experience their emotional experience and shorten the distance between teachers and students. Secondly, strengthen moral cultivation and be a teacher that students admire. The words and deeds of the head teacher have a subtle influence on the students, which will leave a deep impression on them and even affect their lives. In class management, standardizing one's words and deeds and being an example for students will promote the formation of students' good moral quality. For example, teachers treat every student objectively and fairly, and enjoying fairness itself is an incentive force. Thirdly, practice and innovate boldly, and be an all-rounder with practical ability. In class management, class teachers need to have many abilities, such as organization and coordination, language expression, training and using talents. These abilities can't be formed overnight, and they need the constant practice and innovation of the class teacher. For example, teachers' flexible classroom teaching organization ability and humorous language will stimulate students' progress. 2. Participate in incentives and cultivate students' self-management ability. Participation is to ask each member to contribute his own experience, viewpoints and methods, and to discuss and learn together in order to make the best decision. Human nature tends to be independent, and everyone has the desire to manage their own life, study and work. Middle school is a period when people move towards independence, and their sense of participation is particularly strong. Therefore, it is necessary to guide students to participate in class management to the maximum extent, so that they can become active managers from passive managers. The establishment of three sets of class committees in class management enables every student to participate in the class management team, the rotation system of class management responsibilities, and various class work activity groups. , so that some decisions in class management can reflect students' subjective consciousness to the maximum extent, such as "class oath", "convention on reading extracurricular books in class", "convention on class civilization", "class training, class songs" and so on. Students' participation in class management has enhanced their sense of ownership and brought their enthusiasm into play. 3. Emotional motivation to tap students' potential. There are differences in the intellectual development of students. Treating students with love and tolerating them with a hundred times of patience is a favorable means of emotional motivation. In class management, we should "face up to differences and be kind to them". Only by caring for students and letting them feel the warmth of the collective can we communicate sincerely with students, play a huge emotional incentive role, and let each student's potential be developed and developed successfully. You can use the blackboard newspaper, class bulletin board, homework comment and teacher evaluation in the student evaluation manual to write some inspiring words to enhance students' confidence and strengthen emotional communication between teachers and students. Students are repetitive in the process of growing up, and it is easier to eliminate students' rebellious psychology with more tolerance and understanding. Because love and trust are what students want most. When dealing with poor students, we should be good at discovering their bright spots in teaching and management. Even if there is a little progress, we should give them timely affirmation, so that they can build up their self-confidence and advance on a good development track. 4. Competitive incentives to show students' personalities and specialties. Several principles that should be paid attention to in implementing competitive incentives in class management. First of all, the principle of fairness should prevent any unreasonable factors, including the prejudice of the class teacher and other factors. Second, the principle of full participation. The competition among middle school students in the class should not only be the competition of a few top "players", but should be the participation of all the students, so that students of different levels can compete at different levels. The third is the principle of development, which is to let every student develop physically and mentally. This is closely related to the second principle. In our specific class management, it is reflected in the following aspects: First, grouping should embody the principle of fairness, and competition among groups is carried out under relatively fair conditions. Secondly, the formation of a strong class committee is a platform to show students' personalities and specialties, and a prerequisite for forming a good class spirit. Class cadres are organizers and advocates of class activities. The selection, training and use of class cadres are particularly important. Students with outstanding performance, willingness to serve their classmates and strong organizational skills are appointed as class cadres, and the class teacher should guide them to handle the relationship between study and work, exercise their ability and serve their classmates. Strictly ask them to point out the shortcomings in their work and praise their achievements in time. The implementation of the cadre rotation system allows the class committee to introduce competition, so that every student has the opportunity to show himself, receive frustration education and exercise the psychological quality necessary for his survival and development. Third, in the weekly incentive meeting, the selection of class stars should be more mass and widely representative (such as saving star, labor star, sports star, civilization star, art star, learning star, progress star, etc.). ), so as to give "students with learning difficulties" confidence in reaching the standard and give "top students" higher pressure to climb; See Si Qi, guide students to learn from students with special skills, learn from each other's strong points and improve together. For example, the award of "Learning Excellence Award" has no incentive effect on most students, while the award of "Learning Progress Award" has incentive effect on students at any level. Only by extensive encouragement can all students have a goal to strive for, a goal that can be achieved by hard work, and the purpose of encouragement can be achieved more effectively. Fourthly, the competitive incentive mechanism is introduced into every environment of the class. Classroom, extracurricular, group activities, cleaning and other points can show students' personal strengths, which is a stage for them to show their self-style, and lay a good foundation for the all-round progress of the class with personal benign development. 5, goal motivation, stimulate students' fighting spirit Expectation theory holds that people will have sufficient motivation only if they expect their actions to help achieve a certain goal, which can be expressed by the following formula: incentive intensity = target value × expected probability. In the formula, motivation is the degree to which individuals are willing to work hard to achieve their goals, the target value is the degree to which individuals attach importance to the goals they want to achieve, and the expected probability is the individual's estimation of the possibility that behavior activities can lead to the target results. This formula shows that the more a person values the target value, the higher the probability of realization and the stronger the degree of motivation. This provides a psychological basis for the goal motivation in class management. The head teacher should be good at guiding students to set goals, so that the class goals can form a goal system from small goals to big goals and from near goals to far goals. In practical work, students can be guided to make "class slogan" as the class goal first, then the overall goal is decomposed into different levels of goals in different semesters, then the semester goal is decomposed into three aspects: morality, intelligence and physique, and finally the students can be guided to make the goals for this semester according to their personal conditions. In this way, the targeted class will be transformed into students' personal goals, so that students can pay enough attention to the goals and have a clear and specific grasp, thus enhancing the motivation of the goals. When guiding students to set goals, on the one hand, we should educate students on outlook on life and values, so that students can have lofty long-term goals; On the other hand, we should set short-range goals according to our actual situation, and don't climb blindly, so as to give full play to the role of goal motivation. Setting the same goal in the class is to point out the direction for the class. Students who live in groups with good class atmosphere will have a sense of superiority and pride. The better the class spirit, the more students will improve their personal goals, so as to consciously strive to safeguard collective honor. Class style is an invisible force, which affects the collective members and makes them move towards higher goals. According to students' development goals, carefully organize distinctive activities so that students can enjoy the warmth of the classroom happily. A United and warm group will turn students from their love for the group to their study. Class activities make students become their own masters, fully display themselves, and stimulate their spirit of making progress, thus enhancing the cohesion of the class. 6. Evaluate the incentive measures to stimulate students' confidence to persist in their efforts. Some people take two groups of students as subjects to do mental arithmetic homework experiments, and only tell them that the first group tries its best; For the second group, they constantly evaluated their results. The results showed that the second group was higher than each group 16.5%. This tells us that evaluation, as a kind of information feedback, has an important incentive effect on students' behavior. In class management, there are all kinds of evaluations, oral and written, oral and non-oral, regular and random, and so on. In general, we should pay attention to several points when using evaluation incentives. First, pay attention to the timeliness of evaluation. As an intensive stimulus, evaluation can only be effective if it is given in time. A good behavior of students at the beginning of the semester is praised by the class teacher at the end of the semester, and its strengthening incentive effect is almost zero. Therefore, we should pay special attention to the application of random evaluation. The second is to pay attention to the concreteness of evaluation. Psychologist Page divided more than 70 classes into three groups. The first group only gave the grades of A, B, C and D, and there was no comment. The second group also gave adaptive comments in addition to their grades, that is, appropriate corrections and corresponding praise were given according to the characteristics of students. The third group gives specific comments except grades, that is, the comments of each grade are specified in advance. The results show that adaptive comments have the greatest incentive effect (the subjects in this group have the greatest progress), followed by specific comments, and only scoring without comments is the worst. This suggests that the evaluation we give students should be targeted, concrete and vivid, and should not be satisfied with the abstract and boring evaluation of the results. The third is to pay attention to the certainty of evaluation. The results of a study show that 87.5% of students' grades have improved because of public evaluation, but only 0. 15% has regressed; Open sarcasm can improve students' grades 1 1.9%, and decrease students' grades 1%. This clearly tells us that positive comments such as praise and reward are much better than negative comments such as criticism and punishment. It is impossible for every class teacher not to use negative comments, but every wise class teacher is good at making more positive comments. Fourth, pay attention to the artistry of evaluation. Speaking of artistry, it seems difficult to grasp, but there are rules to follow. For example, in an experiment focusing on academic performance, the results show that 66.3% people have made progress through private censure, and only 10.7% people have regressed, while after public sarcasm, only1/0.9% people have made progress and 65 1% people have regressed. It seems that negative evaluation is not impossible, the key is to talk about artistry. Private criticism often makes it easy for students to accept teaching and correct behavior, and get twice the result with half the effort. For another example, are the prizes given to students in the warm applause of the whole class or quietly? There is also artistry between ways. For another example, sometimes a look and an action can inspire students to be more positive than a train's preaching. There is also an artistic problem of evaluation. In class management, expand incentives and rewards, such as setting up a "learning model award": rewarding the top ten academic achievements; "Learning Progress Award": five advanced students will be awarded, and the school-level exams will be evaluated once each. Create opportunities for the whole class, especially the underachievers, stimulate their enthusiasm, enhance their sense of responsibility as masters, and let students realize that "I am a member of the class collective, and I want to win glory for the class!" At the beginning of school, an "Outstanding Performance Award" will be held to reward students who have outstanding comprehensive performance in thought, study, discipline and health. Through evaluation and encouragement, we can promote their development and sow the seeds of hope for them. In class management, the class teacher regards every evaluation as a new starting point for students as far as possible, looking forward and facing the future, so that every evaluation becomes an inexhaustible motive force to inspire students to make persistent efforts! In class management, there will be unexpected gains by establishing an effective incentive mechanism and implementing measures. Only by practicing more, summarizing more and reflecting more can we go deep into the exploration level of the work of the head teacher and gradually become a "smart" teacher who keeps pace with the times! I believe that with a group of hard-working, willing to learn and responsible class teachers, through our continuous exploration and unreserved communication in our work, the class management of our school will certainly make progress and development! When guiding students to set goals, on the one hand, we should educate students on outlook on life and values, so that students can have lofty long-term goals; On the other hand, we should set short-range goals according to our actual situation, and don't climb blindly, so as to give full play to the role of goal motivation.