[Case and analysis]:
In July 2003, I embarked on the journey of being a teacher with "love, responsibility, carefulness, patience and enthusiasm". How eager young teachers with lofty sentiments are to be with their students early!
Take over Class 5 (4) for the first time. When I first met the students, I said with deep affection, "Son, it is a kind of happiness that we can study together.". I admire you, like you, and trust you more ... "Trust is the basis of harmonious coexistence with students and the premise of cultivating class collective honor. "From then on, our class health contract to individuals, that is, everyone is responsible for their own seats, and the public position is the principle of being responsible nearby. Compare whose seat is the cleanest! ..... I hope that each of us can feel the collective happiness in this new semester. " The first sentence smells like "sweeping the snow at the front door" Although the second sentence is a summary of hope, students are confused in their "self" consciousness.
The next morning, I came to the classroom early, and what I saw was what I expected: everyone was scrambling to clean their own site with brooms. I went back to the office contentedly to prepare for class. The "contracting" effect of "everyone has his own interests" is aroused by short-term enthusiasm.
When I returned to class again, I was shocked: some students were reading, some were writing and drawing, some were playing, and more students were talking and laughing. Maybe I didn't arrange the morning reading task, maybe the class cadres didn't know their duties, maybe everyone was too excited to meet again after a long separation, or maybe ... my sudden "inspection" caught everyone off guard and hurried back to their seats. Guiding students to cherish the class collective honor with the idea of "contracting", the advantages and disadvantages of "going it alone" exist. "Division of labor does not divide families, and honor depends on everyone", and stimulating students' love is the fundamental solution to the problem. "Oops" a light shout, a male classmate tripped and almost fell. The perpetrator, the broom, lay in the corridor wantonly, and the kicked garbage danced as if laughing at me. I tried to pick up the broom and sweep the garbage into the dustpan. I forced a smile and said, "Thank you for treating me as a member of our Class 5 (4) and giving me a chance to serve the group. I believe that our joint efforts will definitely run the class well. " It is not uncommon for a class to leave sanitary tools at will, but a cohesive class will never have such disharmony.
[thinking]:
After 80s, we grew up under the brilliance of Lei Feng's spirit. "Learn from Lei Feng" is a popular campus song in primary and secondary schools. Lei Feng's spirit of self-sacrifice, collectivism and hard struggle impressed us deeply.
What about children now? They were born in the turbulent era of China's reform and grew up in the 2 1 century of multicultural conflict and integration. Come from different family backgrounds, different growth environments, and have different personalities, specialties and hobbies. Especially the only children, they are sensitive, confident, thoughtful and well-informed, but they are self-centered and indifferent. As a class teacher, what do you rely on to integrate these dozens of students with different personalities into a "small family" in a short time? It depends on the class collective sense of honor. Facts have proved that students who lack the sense of class collective honor go their own way and stay out of the group; Students with a strong sense of collective honor in the class are United, enterprising and positive. Class collective honor is the soul of collective construction. So how to cultivate students' sense of class collective honor?
Start with the idea that "the class is proud of me and I am proud of the class".
Establish everyone's awareness of actively serving the class, thus enhancing the sense of responsibility of the young master. At the same time, enhance the sense of honor for the class collective. Now some students think that the things in the class (such as participating in some school activities) are the things of the class cadres or some students, and have nothing to do with themselves. A look of "none of your business" In view of this situation, I contacted the contents of the chapter "Our Class" in the book "Morality and Society" to let them realize that they are a member of this class in the process of using metaphors to illustrate the relationship between individuals and classes. Recognizing that the class is their home, so that every student is willing to participate in class activities, and everyone is willing to make some contributions to the class, which not only enhances students' sense of class identity, but also enables students to correctly understand themselves, feel the value of their existence, and realize that they are an indispensable part of the class. Class construction will be better.
And through specific things, let students truly experience and truly feel the sense of glory brought by the class, and always strive to maintain the glory of the class. I still remember it was a morning meeting class:
Teacher: If you stay at school after school and are found by the teacher on duty, what will the teacher usually ask at the first sentence?
Student: What class are you in? (Some students said)
Teacher: What would you say?
Student: Class 5 (4)! (Almost all the students in the class speak in unison)
Teacher: If you take the initiative to help junior students clean up, what will teachers ask first if they know?
Student: What class are you in?
Teacher: What would you say?
Teacher: Class 5 (4)!
Health: What do you think of this?
I can't remember clearly what the students said, but I can clearly remember that everyone said the word "honor".
Through this small meeting, everyone will understand that excellent classes in the eyes of others are not proved by comments, but by dribs and drabs of performance. The honor of Class 5 (4) was not won by others, but by everyone in the class! With this strong sense of collective honor, the students' union has been striving to win glory for the class and feels honored to be a member of the class. Therefore, everyone will strive for honor for the class more consciously and maintain the honor of the class with their own actions.
Second, know people and be good at their duties, and improve the enthusiasm for serving the collective.
In class management, we should know people and be good at their duties, stimulate each student's enthusiasm for study and work, organize a United and enterprising class cadre team, and enhance class cohesion. Through various role settings, each student has a certain position in the collective and has his own satisfactory role. In this way, the enthusiasm and initiative of each student are mobilized. "The train runs fast, all depends on the front". A lean, enthusiastic, organized and prestigious team of class cadres plays a vital role in the formation of class cohesion. In the appointment of class cadres, I choose good students with strong working ability and high prestige to serve my classmates on the principle of individual voluntariness, classmate selection and teacher control. We should be strict with ourselves, set an example for class cadres, and eliminate the bad impression that class cadres are the lackeys and eyes and ears of class teachers in students' minds, so as to enhance the prestige of class cadres, give them "autonomy" and let them do their work with confidence. I asked the class cadres to hold regular summary meetings to carry out criticism and self-criticism. Facts have proved that the overall strength of a higher class cadre team makes the relationship between students more United, can mobilize the enthusiasm of students, and thus enhance the cohesion of the class.
Third, praise in time, encourage more, and gradually establish a sense of class honor.
Every day, some small things happen, and I often make a fuss about some typical ones. In class, if two people at the same table share a book, I will "make a fuss" and ask who helped who solve the problem without a book. If one classmate forgets to bring a red scarf, another classmate will lend him the extra red scarf. I will guide my classmates to talk about their views on this matter. Some people say that this classmate should not wear a red scarf, which is disrespectful to the national flag; Some students said that this kind of behavior is sloppy on the surface, but in fact it is a weak collective concept; Some students praised the students who took the initiative to borrow the red scarf and carried forward the spirit of helping each other when they were in trouble. This is the performance of loving the collective ... The result of the discussion is that those who forget to bring it are ashamed, those who borrow it are proud, and students will also distinguish right from wrong and take it as a warning, thus forming a correct public opinion orientation and establishing a sense of class honor.
Fourthly, introduce competition and enhance the consciousness of "I am a collective"
Napoleon famously said, "A soldier who doesn't want to be a general is not a good soldier." Life is full of competition. The history of natural development is the history of "natural selection" elimination; The development history of human society is a history of "a hundred battles". Competition means innovation, breakthrough, vitality and development. The essence of competition is success, the spirit of competition is participation, the rationality of competition is equality and competition itself is improvement. To cultivate students' competitive consciousness, we should adhere to the competitive concept of "no one has me, many people have me, many people are superior, and others are superior to me". Teachers should support and encourage students to participate in various competitions and cultivate a sense of honor and responsibility.
Before the start of school, I will fully understand each student's thoughts, studies and activities, and then divide them into four groups (as evenly as possible) according to the relationship of complementary personality, complementary grades and complementary thoughts. Then various competitions are held, such as: good deeds, health appraisal, story telling, singing, discipline, homework ... Through competitions again and again, scores are added again and again, so that forty or fifty people in the class become more than a dozen. Everyone has a small group in his heart, and we must win glory for our group.
Five, weekly feedback, with collective progress to boost morale.
Every Friday, the whole class forms a routine weekly inventory.
Topic 1- What's the happy event in our class this week? First of all, students think carefully about their performance this week, and then tell other students boldly and confidently; Then let the students use keen eyes to find the good deeds of this class this week and praise them; Finally, The monitor on duty read out the good deeds recorded in the class diary and wrote down the missing good deeds. Every time you say a word, the students applaud warmly. For others, for yourself and for the class, the joy is beyond words.
Followed by topic 2-what are the shortcomings this week? Some people come forward to admit their mistakes. I believe that the collective influence on him at that time was far-reaching, and it was a kind of quiet education. Their attitude is sincere and positive, and their hearts are full of guilt and anxiety. So, at that time, I never severely criticized them, just whispered: I hope I can make amends next week ... no matter "I am for everyone" or "self-criticism", I will get a reward representing honor-different scores.
Last topic-which group is the winner this week? Two student representatives accumulate extra points together, and then check with each group of reporters to publish each group's scores. * * * Cheer for the winning team, and ask the team with the least score to prepare gifts and sincerely offer blessings!
Sixth, use "ten stars" to make students grow up consciously.
According to the "ten-star" evaluation method put forward by the school, students are guided to make progress and strive for stars. The "Ten Stars" are: literature star, Chinese star, mathematics star, English star (self-care star), progress star, sports star, art star, labor star and progress star. The evaluation of "Ten Stars" students is directional, comprehensive and operable, which is close to students' reality. The evaluation content is to set specific conditions and evaluation scores for each star according to the requirements of primary school students' daily behavior norms. The evaluation process and conditions of ten-star students are open, mutual supervision, fair and just.
Strive to be a civilized class, students win ten stars, which is a humanized management thought. It cancels the head teacher's arbitrariness towards students, implements the management concept of "people-oriented, laying the foundation for students' lifelong development", regards students as class owners, fully trusts students, respects students' personality, protects students' self-esteem, taps students' potential and develops students' personality. Let students integrate into class management, self-evaluation and self-education. Action has a goal, development has a direction, everyone has a bright spot, and what's more, they can get a few stars. It has changed the phenomenon that a few students get "three good" and most students get nothing. Students can see their own advantages, know their own shortcomings, and make clear the direction of their efforts. Through the evaluation of stars, students' sense of competition is enhanced. Eight stars for nine planets, nine planets for ten stars. You chase after me and don't want to lag behind. The head teacher has less direct management of class affairs, less orders, easy work and rules to follow. Through class self-management and star self-evaluation, students' sense of ownership is enhanced, students' management ability is improved, students' subjective initiative is brought into full play, classes are healthy, activities are vigorous and work is full of vitality. Students' sentiments, thoughts, knowledge and creativity have been sublimated, which has laid a solid foundation for students' lifelong development and established a correct outlook on life and pursuit of life value.
Seventh, create activities to let students feel the happiness of loving the group.
Carrying out colorful activities is a good opportunity to show students' talents and reflect class spirit. At the same time, it is also a good opportunity to cultivate the sense of class collective honor and the main form of class cohesion.
1. At every meeting, I ask everyone: Who do you represent? We always take an active part in school activities, and every time I take pains to discuss with you: What are the advantages and disadvantages of our class compared with other classes? Discuss countermeasures and plans. In this way, after training, students have goals and confidence, and they don't want to know. It is easier to achieve excellent results. Show your talents in the large-scale activities organized by the school and get the affirmation of the school. In this way, the students in the class will have a sense of pride and will be more willing to do their duty to win glory for the class.
2. During the month of learning from Lei Feng, our class initiated and organized the activity of "I do something for the collective". Some students donate books for the collective; Some help students with learning difficulties; Some draw water for classmates and clean the table ... During the activity, students help and care for each other, which not only helps others feel the happiness of "giving roses", but also feels the warmth of the group when accepting the help of others, which enhances their friendship and then sublimates into collective feelings.
In a word, class honor is like a huge magnetic field. With the sense of class honor, students will love the class, give full play to their initiative and creativity, and show their sense of responsibility as masters. In this way, everyone contributes and makes suggestions, thus forming a United, effective and positive group, and then other work in the class has a foundation.