Introduction: As a class teacher, you must respect students’ emotions. Students are very good at observing and thinking. They are observing and making corresponding evaluations and reactions to everything you say, do, and do. If they truly feel that the teacher sincerely loves and cares for them, they will naturally recognize you, like to be close to you, and accept your education and guidance with sincerity. How to manage class discipline well
(1) Rebuild class norms and form healthy public opinion
The main reason for poor class discipline is that good norms have not been established, so norms must be re-established. Establishing norms cannot just stop at publishing various rules and regulations, rewards and punishments. The key lies in how to establish and maintain norms. Class norms are not formulated and established by the class teacher announcing them and then ordering students to implement them. It is best to mobilize students' collective sense of honor, mobilize students to discuss, formulate necessary rules, and implement, supervise and manage them themselves. Norms are vital.
Usually, we can achieve this through the following steps. First of all, organize the whole class to discuss: Should the discipline problems in our class be solved? Why? Where were the problems in the past? What changes need to be made? How to change? and other questions. Generally speaking, most students, even those who are not very good at studying, want to study and are not willing to mess around. As long as students feel that the purpose of discussing discipline issues is not to pursue individual "mistakes" or to settle old scores, they can realistically analyze the current situation of the class, and they are able to analyze the harm to bad discipline and ways to change it. It is not difficult to achieve *** consciousness. At the same time, they should be allowed to express their opinions on the curriculum, the teaching of teachers, the work of class teachers, etc., and speak freely, but not just stay at this level, but guide them to discuss future methods. Then, guide students to formulate the rules to be followed and the implementation method and starting date. Establish a mechanism for student self-management and self-supervision and strictly implement it. Teachers should do as little specific supervision as possible, and should be as little involved in specific handling of undisciplined student behavior as possible, leaving students to manage themselves. For example, students can be inspired to establish a weekly student system, a weekend evaluation system, a regular evaluation system, etc., and with the use of blackboard newspapers, posters and other publicity forms, students will gradually form a set of methods that are effective for themselves. What should be noted here is to make it clear that bygones are bygones, start from scratch, and give everyone an equal opportunity.
(2) Effectively solve specific problems related to discipline
If discipline problems are related to course quality, then curriculum issues must be effectively solved. Regarding this point, the first thing we need to clarify is whether disciplinary problems affect teaching, or whether teaching causes disciplinary problems. If you blindly insist that discipline affects the logic of teaching, and endlessly solve discipline problems, you will still not be able to solve the problem in the end. We all have this experience, that is, some teachers are always disruptive in class. He said that "the students are too chaotic to attend class", so he stopped to correct the discipline. The suspension of classes for rectification seemed to be very effective, and discipline was improved immediately, so the teacher was asked to come back to class, but the class was chaotic again. This shows that the problem is not discipline but teaching. The only effective way to solve such discipline problems is to improve teaching.
(3) Teachers should solve problems themselves and do not rely on the power of others
Teachers or head teachers who have had conflicts with student groups and caused discipline problems among students must Solve problems through communication between yourself and students, rather than trying to solve problems through class teachers or school leaders. The effect of trying to use powerful people to control students and solve discipline problems before going to class is often unsatisfactory. The reason is simple. First of all, the relationship between a certain teacher or class teacher and a class of students cannot be established or improved by anyone else; secondly, the fact that the teacher himself does not come forward to solve the problem will make the students feel that the teacher is incompetent, and will be more contemptuous and Disrespecting him may even make students resentful of teachers sanctioning themselves through powerful leaders or class teachers, so the result of doing so will often make the relationship more tense.
If teachers work with students on how to teach good classes with a sincere and self-disciplined attitude, and listen to students' opinions with an open mind, students will be moved by the teacher's sincere attitude, and they will admire the teacher's magnanimity and respect their bad behavior. Feel guilty enough to cooperate authentically with the teacher. In this way, the problem is easily solved.
(4) Teachers must lead by example
Teachers must not only use words to persuade students, but more importantly, they must be consistent in their words and deeds. Words and actions reinforce each other. When they are consistent, the same information appears repeatedly, increasing its intensity; and when the information expressed by words and behaviors is inconsistent and contradictory, it causes confusion in students' minds because they do not know what they should accept. Which kind of information for teachers. In this case, students always think that the teacher's behavior is more authentic'. Therefore, teachers must take the lead in setting an example for what they ask students to do. Because only in this way can students believe that the teacher's requirements are correct, reasonable, credible and feasible. If a teacher requires students not to be late or leave early, but he arrives late and leaves early, and requires students not to wear scarves and gloves during exercises in winter, but he supervises the students fully armed with scarves and gloves, or even hides in the room to keep warm, then the students will not abide by discipline. of. Students are very sensitive to this unreasonable phenomenon. Students do not trust teachers whose words and deeds are inconsistent, and will have contempt and disgust for teachers who do not abide by disciplines and find fault with others in every possible way. In the presence of teachers without authority, undisciplined students will inevitably appear, and students who do not show discipline problems will tacitly support these "troublemakers". Here, in the interaction between teachers and students, we want to emphasize the huge power of role models. How to manage class discipline
Going to the toilet together before class
Some teachers start rushing to class as soon as the time comes. This is very wrong. Children in small classes must go to the toilet before class. Everyone needs to go to the toilet once, otherwise a child will suddenly appear in the middle of the class screaming for peeing or something. Even if the teacher in charge takes him away quietly and alone, no matter how good the discipline is, it will be affected.
Don’t let children take irrelevant things
When it’s time to go to class, don’t let children hold candies, toys and the like in their hands, and don’t let them eat anything in their mouths, otherwise The child will not be able to concentrate and will also affect other children. Explain the rules of class clearly to your children. They are not allowed to eat or play with their own toys.
Position the children in the class well
This is very important. Give the children a fixed point before each activity. You can put timely stickers on the activity venue in advance to train the children. Remember your position and know which point is yours. When the activity time comes, stand on the positioning point or move the small bench to your own point. This can reduce unnecessary competition.
Listen to music and queue up for admission quietly
Treat queuing up as a small game. Children are happy to join in. If they are not allowed to join, they will not be happy. Play music? Follow along. I let the children enter the activity venue in a happy mood and let the children participate in it, which prevents the children from doing other small things.
Clapping games to organize discipline
Once class starts, there is no guarantee that discipline will always be good. There will definitely be chaos in the middle. At this time, we must organize clapping games in time, clap according to the instructions, and keep the children draw your attention back. The clapping game I usually use is to ask you to do this with me, which is very effective. It can also be some finger games, etc.
Give children encouragement and rewards
During class, you should promptly praise those children who perform well, encourage other children to learn from them, and prepare some small rewards such as stickers and small red flowers to give out In this way, their children will be more motivated to attend class and will consciously do better in order to express themselves.
Teachers must cultivate prestige
During class, the teacher’s voice should not be too low, so that all the children in the class can hear clearly. They must keep their words and what they promise must be true. Be reasonable and resolutely refuse unreasonable requests, point out what your children do wrong and teach them to correct it, and praise them in a timely manner if they do well. Such a teacher will naturally make your children willing to listen to you.
How to manage class discipline
1. Do a good job in students’ ideological understanding.
All the management work of the class teacher, if summed up in one sentence, is to do a good job in students' ideological understanding. Students make various mistakes in learning and discipline. In the final analysis, it is due to insufficient ideological understanding. As the saying goes, thoughts are the guide to action. What kind of thoughts will lead to specific behaviors. Therefore, in my class management work, I attach great importance to this link and put it at the forefront of class work. I use opportunities such as class meetings, school TV speeches, and radio speeches by grade leaders to provide ideological education to students. When school and grade leaders speak, I will ask students to listen carefully in the classroom and do some discussions to deepen students' understanding of these issues. Pay attention to ideological education. Consciously get rid of your bad things from the depths of your soul without creating any resistance, and truly send the care of teachers and leaders into the hearts of students, and educate people with love, which will produce huge power. But it is easier said than done, but as long as we managers do it seriously and being more dedicated people can produce miracles.
2. Fully implement the squad leader responsibility system, team leader responsibility system, and room leader responsibility system.
There are 67 people in our class. There are a lot of people, and management work is complicated. If everything has to be done by hand, then even if the head teacher tries his best, he will probably be full of loopholes, and he will not be able to take care of the east. So how can we do this difficult job well? Chairman Mao's approach is better, which is to take the road of mobilizing the masses. It has become a top priority to get all the students in the class to take action and establish a set of effective systems and methods. In practice, I summarize these systems into the squad leader responsibility system, the team leader responsibility system, the room leader responsibility system, etc.
1. Squad leader responsibility system: The class teacher nominates the squad leader, and the squad leader nominates other class cadres. The class teacher talks and approves the approval. All class cadres are responsible to the squad leader. If necessary, the squad leader can report to the class teacher at any time. replace. All work in the class is assigned by the squad leader to relevant cadres for implementation. Whoever goes wrong is responsible. Investigate layer upon layer. The class teacher does not need to be the first to do everything, otherwise, sometimes it will be thankless.
2. Group leader responsibility system: The members of this group are responsible to the group leader, and the group leader is responsible to the class cadres and class teachers. The team leader is responsible for the organization of the group's "1+1" model discussion class; the inspection and supervision of team members' homework; the maintenance of discipline in self-study classes, the supervision of students' study habits, etc. Lead the group to formulate group rules and regulations.
3. Room head responsibility system: The dormitory work is the work of the head teacher. It is not only related to the management performance of the class; it is also related to the honor and disgrace of the grade department. The head teacher is also doing his best, but I don’t know why. I was deducted points again. It’s really hard to guard against! What should I do? If there is a good way, entrust this work to the room director. If there is a problem in the dormitory, the room director will be held responsible. Sign a responsibility letter with the room director to strengthen the room manager’s responsibility. Responsibility.
Some people say that if you do this, your job as a class teacher will be too easy. You don’t have to do anything. In fact, this is not the case. The long march of thousands of miles has only completed the first step. The class teacher must prepare for a rainy day and prepare for all possibilities. I want to be ahead of the problem and teach the squad leader, team leader, and room director how to deal with it, so as to nip possible problems in the bud, instead of waiting for things to happen and then worrying about them, as rushing to death will not help.
3. Establish an effective quantitative assessment mechanism. There are many clues in class management work. To do it well, a set of systems must be established to standardize and institutionalize it. In terms of class hygiene, discipline, learning, etc., a quantitative assessment system has been established, which is organically combined with the team leader responsibility system. At the end of each week, each group will be ranked, rewarded and punished based on the quantitative records of the squad leader on duty. Groups that often rank in the lead are given certain care in terms of position ranking and merit evaluation, in order to stimulate and mobilize the enthusiasm of the whole class.
4. Strengthen coordination and communication with teachers. Can classroom management be transformed into huge benefits. It also depends on the tacit cooperation between the classroom teacher and the class management. The class teacher should communicate and coordinate with the class teacher in a timely manner so that the class teacher can understand and cooperate with the management work of the class, thereby forming a class synergy. Create an excellent and advanced class collective. (Such as how to initiate group discussions, check student homework, etc.
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5. Seize the opportunity to enhance the cohesion of the class. The cohesiveness of the class determines whether a class group can succeed. It is also the key to whether the classmates can think in one place and work hard in one place.
The formation of cohesion needs to be achieved through a certain carrier. This class seizes the carriers of school sports games, regular inspections and assessments of grades, and the arrangement of class cultural atmosphere to enhance the cohesion and centripetal force of the class. Establish the prestige of the class teacher.