1. Introduction
Student self-management includes student management class and student self-management. The former shows work ability, and the latter reflects restraint ability. Cultivating students' autonomous management capabilities is not only an important means to improve class management efficiency, but also an educational strategy to enhance students' subjective awareness. As the saying goes, "Teaching is not teaching, learning is growing." Therefore, teaching is to teach students to learn by themselves, that is, to cultivate students' independent learning ability. The following is the author’s practical experience in cultivating students’ autonomous management and learning abilities after teaching in a private high school for five years.
2. Why should we pay attention to the cultivation of students' independent management and independent learning abilities
Education is the entire process of cultivating the new generation to prepare for social life, and it is also the inheritance and development of human social production experience. The key link mainly refers to the process of training school-age children, teenagers, and young people. It also guides ideological education in cultivating talents for the country and society. Education is a practical activity that consciously affects people's physical and mental development and cultivates people. It takes place in a certain social background to promote individual socialization and social individuation. According to the definition of education, it is not difficult to find that our education is to enable students to learn to live and learn to live independently in society. Therefore, cultivating students' autonomous management and autonomous learning abilities is first of all a requirement of the educational purpose and nature of education. Secondly, many young class teachers will always do everything themselves because of their temporary enthusiasm when they first start this profession. The result is that in the eyes of students, it is difficult for the class to operate without a class teacher. The collective is still very bad for students' ability. At the same time, the vitality of the class teacher under such intensity of work will not be too strong.
3. How to cultivate students' autonomous management and independent learning abilities
According to Professor Hu Zhigang's "Theory of Educational Timing", we must choose the correct educational timing to give children appropriate education. The most important thing when a child is growing up is the environment, so if you want to change your child's habits, the best time is when they have just entered a new environment. For our high school class teachers, the best time to cultivate this ability is when students first enter high school. Student self-management mainly involves the following aspects: daily affairs in the class, such as cleaning, composition of class cadres, organization and management of class activities, and individual student self-management.
Based on the above understanding, I cultivate students' ability in the following aspects. The first thing is about the students on duty. When the first year of high school just started, I will not arrange any students on duty. There are not many daily affairs in the class. I will list them for them and then tell them, if you want to do something for the class, Just do it yourself; if no one else does it, then I will do it. At the same time, I will observe and record when they are doing things. Every day I share with them what moved me as a class teacher today, mainly including who has done something for the class, who has done something for others, and what our class has done well. Of course, I will also share what the class has not done well and what things no one has done.
Then there is the construction of a team of class cadres. The first is the division of labor. The class cadres I lead are mainly divided into the following three parts: one assistant class teacher, six duty monitors and two supervisors. The assistant class teacher is in charge of the six squad leaders and the contact with outside classes; the duty squad leader is responsible for recording the class situation on the day of duty; the inspection mainly records who is doing the class affairs, discovering and recording who has done more for the class and who has done more for the class. The inspectors have to interview me once a week. They can praise or complain about areas that are not good enough. The second is the generation of class cadres. I will not let students elect class cadres, but will adopt a self-recommendation method. I have two requirements for candidates for class cadres. The first is to apply for class cadres myself, which can be regarded as stating my reasons; the second is to be confident that I can become a model for the class and lead the class forward. Those who meet these two requirements All can be candidates for class cadres.
The most important thing to realize students' self-management is whether the team of class cadres is effective, so I have relatively high requirements for class cadres on duty, and the content is relatively clear. The class has a class diary. The class leader fills in the main content from morning exercises to morning reading, classes, recess, self-study, the earliest person to get to class and the last person to get to class, the record of going to bed 5 minutes early, etc., etc., must be recorded in detail. This thing should be recorded every day Leave it to me tonight. In the beginning, I would review it the next day, but now I basically review it and deal with it once a week. Many class teachers may have such a class diary, but I guess some class cadres dare not remember it, so it becomes just a formality, as if everything we see is good. In order to avoid this, I developed a day shift cadre system.
First of all, the monitor reminds students that class has started when the bell rings, and then records any disciplinary violations and is not allowed to remind them. If I walk into the classroom during the self-study class and it is noisy and there is no reflection in the class log, then I will Only 6 monitors will be dealt with, otherwise students who violate discipline will be dealt with.
Of course, in order to facilitate the squad leader's management, I have another rule: no explanation will be given for disciplinary records. Those who do not obey the squad leader's proper management will be treated as disrespecting the teacher.
Once again, it is the organization and management of class activities. The most important class activity is cleaning.
For the general cleaning, I designed a task allocation table. Each person has one task. The students choose it before the general cleaning and are responsible for it until the end. After each general cleaning, the assistant head teacher and a female monitor are responsible for checking and recording the performance of their duties and giving scores, which are written in the second column of this task allocation table. I attach great importance to the first general cleaning of school. I will participate in the entire process and check the records. I will also score in the third column of the form. I will also spend a long time commenting on the good aspects, positive examples, bad aspects, and negative aspects. The textbook does not criticize by name. After the general cleaning, the task assignment list is archived as a basis for final evaluation.
Other class activities include morning reading and classes, and of course class meetings. I will put forward clear standards at the beginning of the school year, and try to let students form early reading standards and lecture listening standards in the first three weeks. For example, when reading early at any time, everyone must hold the book in their hands, sit upright, and speak naturally. I caught this habit as soon as school started. And in class, my standard is that students should put their hands on the table, feet on the ground, sit upright, and stare at the teacher like flashlights, so that the teacher can strongly feel that this is your class alone.
There are also theme classes. In class meetings, I mainly tell a story, either an inspirational story or a short story about values. After telling it, I first talk about my feelings, and then the students can speak freely. This is also one of my measures for flexible class management. It should be said that the effect is still obvious, because students like this kind of class meeting, which brings a little relaxation to their boring high school life. Gradually, these activity pages became the characteristic culture of my class.
The last thing is the self-management of individual students. There is a famous saying from West Point Military Academy: If you want to lead others, you must first learn to lead yourself. This sentence is my philosophy on educating students about self-management. Every week when students return to school, I will ask them to summarize the previous week, which mainly includes the things they did well and the shortcomings last week; the outlook, plans and time arrangements for next week, and the focus of learning, etc.
4. Summary
The above are my practices in student management. After five years of practice, I feel that it is more effective. Although the students in the general high school have a poor learning foundation, but in the Children who grow up in such an environment can at least consider others when dealing with others. Academic performance is only a part of the three years of high school. I personally think that a child's complete growth is more important than academic performance. Of course, if you study in a class with a simple class style, your academic performance will definitely improve.
As a class teacher, our vision cannot be too narrow, and we cannot only pay attention to students' grades. We must not judge heroes based on grades alone. We can all find out by paying attention to every little thing about children in the class. The child is growing up slowly under our care. Especially when children have the ability to manage and learn independently, our class teachers can better explore their potential.