In response to the common dislike of learning among underachievers, we provide underachievers with a sense of achievement, maintain their self-confidence, and continuously improve their performance through methods such as cultivating students' "skills", participating in class management, and giving priority to performance in class. Reduce the psychological pressure of underachievers and mobilize their enthusiasm for learning. Keywords: underachievers, learning, enthusiasm 1. Cultivate students’ “skills”. James said: "Everyone has the ability to succeed in life. Everyone is born with a unique way of seeing, hearing, touching and thinking. Everyone can become a thoughtful and creative person, an accomplished person. "People are successful." Because of this, every student may have a "skill". Careful teachers should pay attention to the student's "unique method" and once they discover his or her potential, they should fully and enthusiastically make the best use of the situation. , create conditions for its development. For example: There is a classmate in my class whose foundation is unimaginably poor. He cannot read decimal points and cannot write the character "Ling" in Hailing District. But is he really useless? No. He is very active in class activities and works neatly. After I discovered this advantage of his, I often gave him something to do within his ability, and praised him in class in a timely manner. This gave him confidence, and he had the courage to raise his hand to speak and talk about his strengths in the ideological and moral class. When students realize that they are worse than others in some aspects, that they are not inferior to others in everything, and that they do not need to suspect others of discriminating against them, self-confidence and courage will arise spontaneously, and they will gradually move towards success. 2. Everyone participates in class management. Let all students in the class participate in class management, and do not have the monitor to take care of everything alone. Regardless of grades, regardless of gender, we will do our best to make reasonable arrangements based on each person's strengths. I follow this concept. After more than a year of practice, my class has basically formed a culture in which everyone has something to do and everyone can do something. This gives everyone, especially underachievers, the opportunity to participate in class management, and creates a respected environment for them, which not only enhances their self-confidence, but also cultivates their self-management abilities and achieves good results. 3. Give priority to class performance. In my daily work, I follow this principle: whether it is answering or performing on stage, as long as the underachievers raise their hands, they will be given priority to perform. As long as they ask questions, they will give priority to answers, and encourage them to ask if they don’t understand; as long as they have questions, Prioritize tutoring to satisfy their desire for knowledge. After the new curriculum reform, the mathematics subject pays more attention to students' participation awareness and hands-on ability. Since underachievers are weak in mathematical foundation and theoretical knowledge, teachers should give full play to their main role in classroom teaching, encourage them to do more hands-on operations, explore new knowledge and concepts in activities, and let some boring and difficult students learn more. Mathematical knowledge is imprinted on their minds during activities. With the help and support of teachers, they will greatly increase their courage to perform in class, enhance their interest in learning and confidence in speaking in class, and their personality will also be continuously developed and improved in the learning process. 4. Reform methods to attract students. In the process of classroom teaching, I often use intuitive means, including physical objects, models, actions, pictures, and simple drawings, and use audio-visual media to create vivid situations, optimize teaching links, and strive to make my teaching easily understood and accepted by underachievers. , and keeps them fresh. Another point is: don't pursue speed just to catch up with the progress. Take more care of the underachievers and follow the steps from easy to difficult, from simple to complex, so as to mobilize their enthusiasm for learning. 5. Provide enthusiastic support and pay attention to guidance. Most underachievers have feelings of inferiority, loneliness, and indifference to teachers and classmates. Underachievers who have made mistakes often subjectively believe that their teachers despise them and despise them, so they are unwilling to approach teachers who truly care and love them, and adopt an attitude of avoidance, silence, or even confrontation. For example: There is a student in my class who is a left-behind child. He has lived with his grandparents for a long time, lacks father's and mother's love, is in the growth and development period of teenagers, and is very rebellious. He felt that his parents had abandoned him, which he couldn't understand, and he felt so painful that he often missed school and didn't complete his homework on time. For a special student like him, not only did I not dislike him, but I took the initiative to approach him, let him open his heart, understand his inner thoughts, guide him to get out of setbacks, cultivate his strong will, and establish a correct outlook on life. For students who have made mistakes, I tell them clearly: What the teacher values ??more is your performance after making mistakes, and let the past be forgotten. And afterwards, I pay special attention to his performance in all aspects, praise him in time if he does well, and educate him in time if he does something wrong. This not only eliminated his concerns but also prompted a change in his attitude. In short, as long as teachers treat every student with care and love, treat each student with respect and equality, and stimulate their enthusiasm for learning, they can achieve the purpose of improving education and teaching effects.