Excerpted notes from "Being a Professional Class Teacher"

1. A new view on teachers: Teachers must regard education as their central task and educational professional knowledge as their Mainly professional knowledge, he lives up to his reputation.

2. As a class teacher, it is useless to complain. In addition to calling for system reform, I think the focus should be on improving one's own quality, looking inward for self-growth, and not looking outside.

3. To be a good class teacher today, you should have the following role awareness at the same time: educational manager, learning guide, equal interlocutor of students, learner, psychological worker, family education guide who.

4. When we deal with incidents in the classroom, we must firstly deal with them cleanly and quickly, secondly we must prevent bullying, and thirdly we must ensure that most students are effectively educated. This is educational management and leadership. .

5. The purpose of management is not to make students submit, but to educate them.

6. Please give a case from the work of a class teacher to explain in detail the difference between educational management and simple management.

7. If teachers are good at designing a variety of situations to allow as many students as possible to find a sense of learning success and self-realization, then no media can compete with you.

8. Please give an example of your understanding of the relationship between education and teaching.

9. Teachers as professionals should have the following ideas: analyze the problem, study the problem, find the "disease", and treat it from the root.

10. Please specifically recall a certain conversation you had with a student, analyze it yourself, or discuss it with colleagues: Is this an "equal" conversation? Give reasons.

11. Only when a person sees his own shortcomings and doubts the correctness of his own actions can he learn new things. This is one of the thinking characteristics of a real learner - criticality.

12. If teachers come to the podium with more question marks than students, it will actually be more beneficial to students' learning, because the first thing students need to learn is the teacher's attitude towards learning.

13. Teachers have two tasks: learning themselves and letting others learn. "Let" means to guide and encourage.

14. To establish a "learning society" is to turn everyone into a lifelong learner and to truly implement the ancient motto "live until you are old and learn" and no longer Stay verbal.

15. Please recall ten difficult things (in the work of the class teacher) within a week or a month. Think about the time when your reaction was mostly anger. Complain or calm down and reflect. The main question in your mind is "what to do" or "why". If the latter accounts for more than seven times in your responses, you have grasped the role of a "learner". Otherwise, you are not considered a "learner", and you need to change yourself!

16. The method of psychotherapy is different. It focuses on the research and guidance of students' inner world and encourages students to understand themselves. Psychotherapy tries to avoid making evaluations as much as possible, and only guides students to analyze their own psychology and let the students judge right and wrong by themselves. Sometimes, it does not care about right and wrong at all and only guides students to self-adjust.

17. The introduction of psychotherapy into educational science is of great significance and is the inevitable result of modernization, democratization and personalization of education.

18. Please come up with an educational case to explain how to do it using traditional thinking and how to do it using "psychological studio" thinking, and tell the difference between the two.

19. The class teacher must find a way to truly become an expert in family education, and truly understand the knowledge of family education and have a solid foundation, otherwise he will be completely unable to cope with the current social situation.

20. Teachers should criticize children who are habitually lazy and do not pay attention to listening as little as possible. They do not have the ability to listen. Criticism cannot increase this ability. The requirements for them can only be Lower it, even if you don’t lower it, just listen as much as you can, and slowly improve their abilities.

21. When diagnosing family education, you should not be too exaggerated or draw too absolute conclusions. You should estimate various possibilities and prescribe several "prescriptions" to try. If it works, then take this medicine. If the effect is not obvious, wait a little longer. If you find something is wrong, think of a solution quickly. If necessary, you may even need to re-diagnose, because it is very likely that the child has not the "disease" you thought. ".

22. Its formula is: guidance-feedback-re-coaching-re-feedback-re-coaching.

23. What is the solution to role conflicts?

(1) Master the sense of role

(2) Pay attention to role changes

24. The class teacher must be good at controlling his thoughts and feelings and flexibly choose appropriate roles. Role. Role change is an educational tact and a skill that needs to be learned. Improving the role change ability is also an important learning task for the class teacher.

25. Please choose a typical day in your work as a class teacher to see what roles you actually played on this day, and then reflect on what roles you should have played. Are there any ambiguous roles and roles? Where there is a conflict, consider how it should be resolved. ?

26. Appropriate class rules are those that most people can follow and a few people violate, and then through education and punishment, the number of people who violate them is reduced to a minimum. This is class rule role.

27. Ask the students in your class to write down all the rules they can think of that need to be followed. Then carefully study which ones are national requirements, which ones are school rules, and which ones are in the class. requirements, which are purely your personal suggestions, to publish the research results to students.

28. Criticism has two effects on the criticized person, one is to change his external actions, the other is to change his thinking.

29. The reason why some class teachers criticize students too much is that they do not understand the fundamental purpose of criticism, are not good at controlling their emotions, and lack the spirit of self-criticism. There are quite a few criticisms that can be turned into reminders.

30. Please note that if a student makes a mistake, he fully knows that it is wrong. Don't tell him "you are wrong" when criticizing. That is useless work. Criticism must provide students with new information and make students understand something they did not understand before.

31. Punishment is punishment only if it makes the punished "uncomfortable" just right.

32. The true meaning of education is not “inputting truth”, but “organizing educational life”. Activities are more important than dead knowledge. The main task of teachers is not to preach doctrines, but to create various situations that are conducive to students' growth and allow them to experience life rather than recite it. Teachers mostly focus on planning "educational activities" and only use famous sayings and aphorisms as an auxiliary educational tool.

33. When persuading students, the teacher’s language must provide new information. That is to say, you must say something that the students have never heard or thought of, otherwise the information content of your conversation will be zero. , it is difficult to achieve the purpose of persuasion. Persuasion should first accept the student's point of view (whether it is correct or not), and then proceed from this point of view to discuss

to help the students realize that there is something wrong with their point of view and adjust it.

34. Many of our class teachers have indeed ignored many of the students' strengths, taking them for granted without using praise to strengthen them. As a result, they are often weakened. In fact, there are many problems. Judging from the age of the students, they are normal and there is no need to make a fuss. It is clearer than knowing flaws but darker than knowing Yu.

35. Some children are compassionate, some have a sense of justice, some are quick-thinking, some are simple and honest, some are filial to their parents, some are considerate, some are good at interpersonal communication, Some are decisive in doing things, some are strong-willed...and so on. All good qualities recognized by society are included in the praise, and praise must not only focus on the regular management of the school. Increasing the educational color of praise and reducing the management color of praise is an issue that must be paid attention to. The real purpose of praise should be to enable students to improve their self-awareness and enhance their self-confidence.

36. Whether it is praise or criticism, it is all to help students understand themselves (confidant) more accurately. In this case, they must seek truth from facts.

37. As long as the class teacher does not blindly follow the social trend or blindly go against the social trend, he can still make a difference on the issue of role models, which will be easier for students to accept. If the class teacher sets a certain example and criticizes the students in a comparative way, the students will be disgusted no matter how good the example itself is. Don't promote role models by placing them in opposition to students.

38. Real happiness comes from transcending oneself and accomplishing things that one has not done before. People can also use themselves as examples and use past successes to encourage themselves to achieve greater success. It is ideal for teachers not to deliberately set an example for students but to unknowingly set an example.

39. Smart class teachers use the weapon of public opinion to educate students, use it indirectly as much as possible, and guide rather than lead public opinion. As for publicly arranging arrays to exert pressure from public opinion, they must be more cautious. Without a fairly solid mass base, Never act hastily.

40. For a typical thing that happened in the class, do a public opinion poll (you can write a small note anonymously), and then classify it to see if the students’ reaction is consistent with the class teacher’s prediction and why. , and think about what to do in the future.

41. Teacher love is a kind of professional love, not personal love. Teacher love should be rational, gentle, broad and selfless. Teacher love is also a "hidden weapon" , it is best to let it work quietly and moisturize things silently. Small love is colorful, and big love is traceless.

42. What aspects of the class teacher’s personality charm do students value most?

Affinity, good at listening, good at thinking from the child's perspective (empathy), fair and just, gentle, tolerant and patient, honest, optimistic and cheerful, humorous, beautiful.

43. Only with professional ability can you have professional dignity and real professional WeChat.

44. Scientist-type head teacher: The role is first of all learners and researchers. When they encounter problems, they always adopt a research attitude, diagnose, and then come up with solutions. An old teacher maintains the innocence and enthusiasm of young people and constantly surpasses himself.

45. (1) Education and management, education is the focus

(3) The improvement of students’ spiritual realm and the completion of education and teaching tasks, the former is the focus

(4) Quality and academic performance, quality is the key point

(5) The class group and individual students, the class group is the key point

There is no need for the class teacher to spend most of his energy on them Instead, we should devote more energy to taking care of the collective and the majority of people, because the class teacher does not serve individual students. The head teacher should be clear-headed and spend energy on things that can be done well, rather than trying hard to do things that are obviously impossible.

46. The work of a class teacher is various and complicated. However, when you think about it, there are only three major parts: class style construction, daily management of the class, and diagnosis and treatment of problem students. The first two items are face-grabbing points, and the last two items are gripping points.

47. Class interpersonal relationships refer to the teacher-student relationship and the student-student relationship. When we observe and influence class style, we can also start from the classroom environment. Whether the classroom is tidy, how students' belongings are placed, how well public property is protected, how to choose slogan content, how to hang slogans, what content is on the blackboard, etc., can all reveal information about the class style and even the personality of the class teacher.

48. Each person writes a few words that they want to say the most, and then creates a column at the back of the classroom to post them. It is called the "venting wall" and has achieved very good educational results. A mature class style has its own characteristics. It must have some differences from other classes, including activities, habits, etiquette, etc.

49. This kind of class often cultivates a good class style through continuous student activities, such as holding theme class meetings, holiday outings, participating in competitions, birthday parties, etc.

50. In fact, the first thing the class teacher has to do is to understand the students' situation. In order to cultivate a good class style, the class teacher must also be a "confidant" and understand what his strengths are and what method is suitable for him to do his work.

51. The purpose of class style diagnosis is not to select the best, but to understand.

Class Style Characteristics Diagnostic Questionnaire

(When giving it to students to fill out, just write "questionnaire", no need to mention "class style")

1. Who do you admire most?

2. Who do you hate the most?

3. What are your classmates’ favorite extracurricular activities?

4. What is the main topic of chat among your classmates?

5. What is the best thing about this class and what is the worst thing about this class?

6. Regarding the class style, what do you most want to say to the class teacher?

7. If you were to recommend a student to the whole school who best represents the image of this class, who would you recommend? Why recommend him?

8. What do you think is different about your class from other classes?

9. What are you most proud of in your class?

10. Have you ever heard students from other classes comment on your class? What did they say? Do you agree with their assessment?

11. If you had the opportunity to change classes, would you be willing to leave this class? Why?

52. Class style can be cultivated but not shaped. There are different atmospheres in all directions, and there are different winds and rains in every mile. To guide the class style, we only solve the mainstream of the class style. We cannot expect the whole class to " unite as one, unite as one."

53. The personality of the class teacher may have a considerable impact on the class style, especially if the class teacher has outstanding personal charm or the students are young. For example, discipline is one of the indispensable means to cultivate class style. Guidance is a soft weapon, and discipline is a hard weapon. Distinguishing these two weapons and clearly recognizing what kind of weapon you are using requires professional knowledge.

54. To cultivate a true sense of discipline, control alone is not enough. It is more important and fundamental to guide students to respect others. Grasping the two ends is management; grasping the middle is more guiding. Moderate discipline, conscious discipline, and relaxed discipline. To cultivate conscious discipline, the key is not to control things too tightly, too much, or too completely, but to pay attention to students' discipline experience. Preaching without experience cannot or is difficult to internalize. Only with experience can there be volition, and only with volition can there be consciousness.

55. Make a fuss about the process, try to discuss it with students, and try to make discipline a dynamic requirement from the students' hearts, rather than a static prohibition imposed on them by the teacher. Suhomlinsky said: "The most important reason for the difficulty in educating teenagers is that educational practice is carried out in a naked form in front of them, and people at this age are not willing to do so by their nature. Feeling that someone is educating him.

56. Please note that when students learn to live better, they will often do better on exams." Life attitude is the foundation, and examination ability is the branches.

57. As a class faces a new semester, morale can be boosted or not. This is a strategic issue involving class style. In public, do not mention this discouraging thing, but encourage the whole class with the bright prospects and new atmosphere of the new semester; secretly find these people and ask them to make up their homework.

58. (1) Things outside the boundaries of the class teacher’s work can be “not done” and “knowing that they cannot be done is not done”

(2) What ordinary students can do The group leader can "not do" things; the class cadres can "not do" the things that the group leader can do; the class teacher can "not do" the things that the class cadres can do.

(3) If it is estimated that the work will be useless, then "don't do it". Repeating the same method three times is enough

(4) For the "Sesame" incident, you can "not do it". Most of these mistakes will not have any bad impact on the child's future. The class teacher can pretend not to see them, or just click on them. You must learn the skill of "not seeing".

(5) If the situation is unclear, we will not do it for the time being.

(6) If individual matters are handled, it will affect the overall situation, so we will not do it for the time being.

(7) Not prepared and "not ready".

(8) Save language like energy and water, leaving time for thinking. Class teachers often reflect on their own education and teaching language, and streamline it as much as possible. Spend more energy to "fix the root cause" - find ways to catch the class style and problems when they arise.

59. Establishing class style mainly relies on guidance, not blocking.

60. A good class teacher should establish a management network in the class with clear levels and clear responsibilities, so that "everyone has something to do, everyone has something to do, and everyone knows what to do."

(1) Select (sometimes by election, sometimes by designation) second-level managers (class leaders) and third-level managers (team leaders)

( 2) Agree with student *** on their management responsibilities and working methods

(3) Supervise the work of second- and third-level managers

(4) Handle second- and third-level management "Difficult and complicated diseases" that the patient really cannot handle

61. What does the leader of the standing team do? His task is to remind the special team leaders to do their jobs well. If someone forgets or is irresponsible, the standing team leader will temporarily take over for him. In other words, the standing team leader takes care of the overall situation and As for "guaranteed", he must ensure that the work of the group can be completed.

62. You can arrange a "seat class committee" who is responsible for understanding the opinions and requirements of the whole class on seats, promptly making seat adjustment suggestions to the class teacher, and becoming the "seat expert" of the class. Such things as wearing school uniforms, doing eye exercises, and walking in line after school

63. You can consider establishing a "little judge" group in the class, and the students in the class will democratically select three students who are recognized as the most impartial and selfless students to serve as judges. If a conflict between a judge and a student cannot be resolved by the group leader, it can be submitted to a small judge for arbitration or mediation. If the parties are not satisfied, they can appeal to the class teacher. This can probably filter out a lot of trivial matters.

64. You can consider establishing a "think tank" to allow students to democratically recommend a few students who are recognized as the smartest and have the most ideas (their academic performance may not necessarily be top-notch) to serve as advisers to the class teacher. A big help.

65. In order to avoid the possible disadvantages caused by decentralization, the head teacher must pay attention to clearly stipulating what everyone should do, and once determined, do not change it arbitrarily; Prepare various plans to ensure that any link that goes wrong has remedial measures prepared in advance. This is a quite complex system project that requires a lot of thinking from the head teacher.

(1) Don’t treat small cadres as “national cadres”

(2) Don’t treat small cadres as “cronies”

(3) Don’t expect too much Gao

The main tasks of small cadres when dealing with students who do not observe discipline are nothing more than to remind and advise. It is good to do this, and the rest is criticism, punishment, taking measures, case diagnosis and treatment, etc. , are all the affairs of the class teacher. You must pay attention to that you can only assign tasks to students that they are really capable of, and your expectations must be realistic.

(4) Don’t ask for full blame

(5) You should use the “recruitment” method easily

(6) Don’t replace small cadres easily and don’t mention this matter , arrange for another person to be the "officer" and actually take over his work. The class teacher must pay attention to protecting the self-esteem and self-confidence of each student.

66. Please design a hierarchical daily management network for the class, clearly arrange various daily management projects, and then find a few students to listen to their opinions.

67. Classification of problem students:

(1) Bad behavioral habits

To solve such problems, in addition to general class management and education , case diagnosis and treatment must also be carried out. It is best to find the specific "mistake points" in their family education so that parents can make conscious adjustments to help their children make progress.

To this end, teachers must master the professional skills to guide family education. Just calling parents to complain is not enough. You must learn to diagnose problems in family education and be able to "advise" parents. Of course, students must also be "advised".

(2) Study-weary type

(3) Psychological disorder type

(4) Moral type

(5) "Good "Student" type

68. Generally, it is best for the class teacher to diagnose and treat (carefully study) no more than three problem students in one semester, and they cannot be the focus at the same time, otherwise they will not have enough energy.

69. Helping children is not the same. It is to first understand the characteristics of the child, start from his reality, and help him realize himself. "Think about yourself and face yourself", "Because you are in contact with children every day, people whose knowledge and social experience are not as good as yours."

70. The longer a teacher teaches, the worse his thinking becomes. The more rigid, the simpler the mind. In the eyes of people from other walks of life, it is naturally "stupid". You must read, and you must constantly look for people smarter than yourself and communicate with them to sharpen your mind and keep your thinking alive.