Respect the individual differences of each person

People are different, everyone is very different, and differences in people's development also exist objectively. Only when education is implemented based on the actual physical and mental growth rate and intellectual development level is the true meaning of quality education. Therefore, to appreciate individuality, individual differences must be recognized and respected. Respect everyone's personality differences 1

If you say I am wrong, then it is best if you can prove that you are right. This statement may resonate in the hearts of many people. Just because their personality is different from that of the people around them, they are considered weird by others based on their own subjective consciousness. This kind of value is too narrow.

Here is a typical example: Xiaojing is a gentle and kind girl. Her hobbies are different from those of her peers. At a young age, she has a special liking for classical music, but Many students around me like pop music singers such as Jay Chou or Wang Leehom. Because of their different hobbies, Xiaojing and her classmates don't have many different topics. This is nothing, Xiaojing lives her own life quietly. However, others said behind his back that he was arrogant and aloof. This kind of comment made her feel very baffled. Is it weird to like classical music?

People have thousands of faces, and it is normal for everyone to have different hobbies. Although people have different choices of interests, as long as they are sincerely liked, it is valuable and worthy of respect. In the face of doubt and denial, it is very valuable to still be yourself and stick to your own choices.

But this does not mean that what you are is absolutely unique, and its existence is reasonable. We cannot distinguish between classical music and pop music, because they are two different types of music. Both kinds of music have something to enjoy and indulge in. Both types of music also have their own characteristics, and people who appreciate the music will have different feelings.

A carrot and a pit, everyone has their own choice, if you love classical music and can get happiness from it. Then no matter how much your classmates laugh at you, you can still tell them generously: "Actually, pop music and classical music are not opposed. They are just two different styles of music, each with its own advantages."

Summary: We can easily say the word respect, but it is not easy to achieve it, even more difficult than we imagined. Respect everyone's personality differences, seek common ground while reserving differences, discover the shining points of people around you, maintain normal development of friendships with others, and be needed by more people in an increasingly impetuous social environment. Respect everyone’s individual differences 2

1. Recognize differences and create differentiated classrooms

The new concept of curriculum reform tells us: students are the main body of the classroom, and recognize students’ differences , teachers can play their due leading role. To this end, the school has carried out the "Listen to Children's Hearts and Acknowledge Differences" activity to collect the true feelings and sincere wishes from the children's hearts and guide teachers to create differentiated classrooms based on the needs of students' personality differences. For example: Teacher Zhang Ping started from the actual needs of children's different levels of practice and gave the multimedia booth to the children to operate. In the "Apple on the Highway" homework class, she used multimedia courseware to design four writing objectives: 1. Please observe the comics carefully and write down the people, things and your thoughts you see; 2. Please observe the comics carefully , write down what you see about the characters’ demeanor, actions, what they do, and your thoughts; 3. Expand your imagination based on the cartoon characters’ demeanor and actions, and write down the psychological activities of the characters and your thoughts or feelings; 4. You can associate what you have seen or heard in your life based on the comics, and meet the difficulty requirements of the third goal. You can also make your own questions. Obviously, the difficulty of these four goals gradually increases. Students choose a goal they think they can achieve based on their composition foundation, and the computer will make a corresponding judgment.

If you choose goal 1, the computer will display: You are very humble and I believe you can achieve your goal; if you choose goal 2, the computer will display: Your goal is appropriately set, be more careful, and write it down quickly; if you choose goal 3, the computer will display: Good job ! You are a confident child, and I believe you must be "excellent"; choose goal 4, and the computer will display: You are a good student who loves to use your brain. I wish you success! In such a carefully designed differentiated classroom, when students work hard and reach or exceed their self-established learning goals, they will gain a sense of success and enhance their self-confidence.

Another example is that Teacher Zhao Jing’s pre-class preparation breaks the conventional requirement of 5 minutes. This is because of the differences in students’ emotional growth; Teacher Jiang Fenglan adjusts and adapts the teaching material content, which is due to the differences in children’s cognitive growth. Teacher Sun Tao’s words, “Don’t panic, take your time, kid” are the needs of students’ different intellectual growth.

Although such a differentiated classroom that evokes emotions is silent, the love is tangible. Teachers' professional quality and teacher ethics have also been improved unconsciously.

2. Appreciate differences and carry out differentiated activities

The school’s concept of “appreciating student differences and paying attention to life growth” not only promotes the growth of educators’ life consciousness, but also brings about Student laughter. We believe that cultivating students to become their “best selves” is their greatest success. In accordance with the rules of education and teaching, the school appreciates students' differences, develops differentiated courses, and actively organizes students to participate in various activities to create conditions for the development of students' personality differences. The school clearly stipulates the main tasks, specific requirements and regulations for teachers and students in differentiated activities, focusing on developing students' personalities and differences, teaching students in accordance with their aptitude, and allowing students to fully demonstrate their abilities in the activities.

We stipulate that every Friday afternoon is the activity time, breaking the boundaries of the original class, and dividing the students into groups according to their interests and specialties to carry out activities. Students can be fully independent and choose a project that suits them. The school arranges teachers to follow up and provide long-term tutoring to a group of students, teach them in accordance with their aptitude, and develop their specialties.

We have also classified the activity courses and established 38 activity groups according to the six categories of "knowledge, art, sports, technology, skills, and practice" to provide students with diverse choices. We have refined these six categories: knowledge category, including Chinese knowledge, looking at pictures and writing, writing training, mathematics and Rubik's Cube interest groups. The art category includes 11 groups including chorus, electronic keyboard, dance, waist drum, physical gymnastics, pencil calligraphy, pen calligraphy, brush calligraphy, chalk calligraphy, simple drawing, and computer painting. Sports category includes 8 groups including track and field, rope skipping, basketball, football, table tennis, backgammon, chess, and martial arts. The science and technology category includes three groups: aircraft model production, technology production, and waste utilization small production. The skills category includes three groups: paper cutting, pasting, and cross-stitch. The practical category includes 4 groups: little host, little reporter, little chef, and little announcer.

We have also set up many windows and blackboards on campus to regularly display various outstanding works of students. We use corridors and classrooms as display areas for class student works. Students can display their works at any time, so that students can Students with skills or interests can show off their talents, allowing them to further express their personalities and experience growth and happiness.

During the activity, we also invited the parents of the students to participate and hired parents to serve as instructors or judges. The parents saw children who were different from the ones they were familiar with. The wonderful performances of the children impressed them. I was shocked and sincerely grateful for the changes the school’s “differentiated education” has brought to the children. After seeing the performance of their child and other students at the art festival, the parents of Xiaoting, a student in Class 2 of Grade 5, said excitedly: “My child has become more confident now. He used to be introverted and shy, and spent most of his time hiding at home. She doesn't come out of her room and rarely participates in group activities in the class. Now, she can perform on stage in front of so many classmates and parents and always smile. As a parent, I really don't know how to thank the school. . ”

3. Respect differences and establish a differentiated evaluation system

The ultimate goal of education is student development. The school focuses on the concept of student development and looks at children from an ecological and diversified perspective.

The big trees have the grace of big trees, the grass has the charm of small grass, and the wild flowers have the fragrance of wild flowers. Therefore, we change the old, single quantitative evaluation into a diverse, developmental, process-oriented, motivating, and dynamic differential evaluation to promote student development. Evaluation is open to all, and every student is respected with appreciation. Particular respect is given to "students with mental retardation, students with poor academic performance, students who are isolated and rejected, students who have made mistakes, students with shortcomings, and students who disagree with themselves." Appreciate the uniqueness of every student; appreciate every student's achievement, even the smallest achievements; appreciate every student's questioning of textbooks and transcendence of themselves. As a psychologist said: As long as a person experiences the joy of success once, it will arouse the desire to pursue success many times.

Implement process development evaluation. The school actively promotes the reform of the scoreless evaluation system for daily examinations and the graded evaluation system for final examinations. The original three-level evaluation method of A, B, and C was relatively extensive and was not conducive to reflecting the academic level of students, so the school changed it to nine levels, including A-upper, A-A, A-lower...C-upper, C-lower, C-lower, etc. The evaluation is more accurate and operational, making it easier for students and parents to truly grasp their academic performance. At the same time, students' daily evaluation accounts for 50% and the final exam accounts for 50%. The two are combined as the student's total semester score, so that the usual learning attitude and learning performance are also reflected in the evaluation, so as to truly implement process evaluation. The school has also designed a process-based evaluation plan for "Childhood Over Flowers" students, which allows for fluctuations and repetitions in the development of students' personality. It adheres to the belief that primary school students' behavioral habits are malleable, respects children's age characteristics and personality characteristics, and pays attention to children's psychological feelings and ability range. Give students an open platform, room for improvement and hope of achievement.

Implement differentiated incentive evaluation. The school actively carries out the "Diversity Star" selection activities in accordance with the procedures of student personal application, parent participation, class evaluation, and school recognition, and fully affirms and encourages students. We have carried out nine-star evaluation activities such as Literary Star, Studying Star, Unity Star, Reading Star, Respecting Teachers Star, Savings Star, Art Star, Health Star, and Safety Star to train students in a hierarchical and targeted manner. The school also established a Flower Childhood Growth Manual for students based on the "Student Healthy Growth Education System" piloted by the Municipal Education Bureau. The manual focuses on the individual growth of students and focuses on positive guidance, effectively motivating students to develop healthily and become adults, effectively setting short-term goals, and guiding students to understand that as long as they work hard, they will gain something, and that they must start from small things to realize their own values ??and dreams. The Growth Manual*** is divided into seven sections: Today’s Harvest (allowing students to self-evaluate in terms of safety, civilization, discipline, learning, hygiene, emotions, etc.), Huiyue Body and Mind (the school developed the school-based textbook "I Love Chinese Ancient Poems" , an ancient poem every day, allowing students to accumulate cultural heritage), reading notes, goals for tomorrow, parents’ caring words, teachers’ affectionate messages, and various homework assignments. The Growth Manual has changed the past practice of only teachers evaluating students. Through the three-dimensional and multi-dimensional evaluation mechanism of teachers evaluating students, students' independent evaluation, and parents' participation in evaluation, it creates a warm psychological environment for each student's life growth.