There are many ways for the professional growth of kindergarten teachers, among which the personal professional growth of kindergarten teachers based on the professional growth of kindergarten teachers' team has stronger vitality. Reflections on team management in kindergarten teachers' professional growth. Successful team management is the foundation and guarantee for the professional growth of kindergarten teachers' team, and it is also a key issue that every director must pay attention to.
Keywords kindergarten; Teachers' professional growth; Team management; The spirit of strict array
Every kindergarten teacher's personal growth is always worth appreciating and learning, but how to make teachers' personal professional growth more sustainable is a concern of all kindergarten teachers and every kindergarten director. For this, maybe we can get inspiration from geese.
First, the essence of the spirit of strict array
In the north, whenever the leaves begin to turn into Yellowstone, flocks of geese will regularly migrate to the south. In this process, the geese will encounter many difficulties and obstacles, and any negligence and slack may ruin their lives. Even so, the geese can overcome all kinds of challenges and reach their destination smoothly. It is worth noting that no wild goose can fly high and far in the strict array. Only by joining the geese can we cross the mountains and rivers and go through hardships to reach the same destination. Zoological studies have found that when geese fly forward one after another, the buoyancy and flying height of the last goose will increase by 765,438+0% due to the airflow driven by the flapping wings of the previous goose. Obviously, flying in strict array saves energy. If you leave the goose, every goose will have to make much greater efforts and will soon be exhausted and unable to resist all kinds of life-threatening forces. [1] Therefore, for geese, collective strength is the only effective way to ensure the safe migration of as many geese as possible. In this long and arduous migration process, the victory of the team is the victory of the individual, and the survival of the individual can only be discussed with the continuation of the population. At the same time, every wild goose grows up in a team. They learn to change themselves in the practice of long-distance flight, learn to assist and cooperate when danger comes, learn to persevere when encountering setbacks and difficulties, and learn to contribute during the long migration. ...
Second, the enlightenment of the spirit of strict array-the relationship between successful team management in kindergarten and teachers' professional growth.
(A) the principal is the "leading goose" among teachers.
The most essential feature of the spirit of strict array is unity. There are no individuals in the wisdom of geese, only teams. There is no personal glory, only the greatness of team spirit. Similarly, as a group, kindergarten teachers' team management thought determines the quality of team professional growth, which is directly related to the vitality of team professional growth. How to make teachers more United is the core issue of kindergarten team management. To solve this problem, the supervisor who embodies and implements the management thought plays a key role. In a strict battle, the leading geese are the key, and the leading geese should take the lead, which means they have to bear more difficulties and risks than other geese, so the leading geese should rotate every few minutes. However, kindergarten directors must stick to their posts for a long time and shoulder the responsibility of "leading geese" for a long time. Therefore, kindergarten principals have to undergo more tests in this respect. Only kindergarten principals who can stand the test can lead teachers to the road of sustainable development and efficient growth.
Every kindergarten has its own characteristics, and each kindergarten director also has his own management style. Their respective management concepts and corresponding management behaviors affect the cohesion and professional growth of their respective teams.
MacGregor believes that any form of management is influenced by managers' assumptions about human nature. He put forward two alternative views of human nature: X theory and Y theory. Theory X is a traditional management view that human nature is based on wrong assumptions. It attributes low labor efficiency or work efficiency to human nature, such as dishonesty, laziness and irresponsibility. It believes that compulsory supervision is necessary, and only by taking punishment as the main management means can people be forced to strive to achieve organizational goals. Theory Y holds that human nature is "good" and it is human instinct to ask for work. Given certain external conditions, people can be encouraged to work hard. It is a management method, which opposes the realization of command and supervision through rights, and holds that the task of management should be to give full play to the potential of employees, create conditions, combine personal needs with organizational goals, and obtain personal satisfaction by realizing organizational goals. In addition, John Morse put forward the Super Y theory, whose main point is that management should adopt different management methods for people according to different work nature and personnel quality. [2] In several kindergartens interviewed by the author, some directors' management behaviors reflect more advanced management concepts. Take director c as an example.
Director C: I think the kindergarten environment is very important. The environment I'm talking about is not the hardware of the kindergarten, but the psychological atmosphere that a kindergarten gives teachers. This kindergarten teacher can feel it. For example, a teacher has just arrived, which makes her feel valued, has room for development, and can foresee her future, and so on. So when the teacher first comes to kindergarten, I will do something. I can't give them a direction at once, but at least I will give them all kinds of suggestions and encourage them to try more to achieve their goals. I can provide a more relaxed environment for kindergarten teachers, or implement various strategies to make them feel their value within their abilities. For example, kindergarten teachers are grouped, and each group has its own characteristics. According to the characteristics, set the goals within your power, so that teachers can be relatively confident and speak a lot of truth when communicating.
In the team management concept of the director, the needs and feelings of kindergarten teachers are the most important, followed by the external environment such as hardware facilities. Therefore, she attaches great importance to stimulating teachers' self-realization needs in various ways and making them feel their own value. This shows that the director fully trusts every teacher and believes that as long as the appropriate platform and opportunities are provided, their potential will definitely be brought into play. At the same time, the director will give different suggestions and help to teachers with different characteristics, so that every teacher has the confidence and motivation for self-development. According to Herzberg's two-factor theory, there are two factors that affect a person's work: one is "maintenance factor", that is, external factors related to working environment or working conditions. When these factors are improved, employees' dissatisfaction will be eliminated, but employees will not be encouraged to work actively; The other is "incentive factors", that is, internal factors related to the nature and content of the work itself, which are the source of motivation, such as achievement, concern and promotion. When an employee is satisfied with the work itself and has high enthusiasm, his dissatisfaction with the external environment can also produce a high degree of' endurance'. 〔3〕
Director C: Our kindergarten is a collective kindergarten, and everyone knows that unity is very important. Understand each other! It is not easy for a teacher to lead a class, and it is not easy for me to tell the teacher. Why? Every 10, you have to ask me about my salary, so teachers don't have this worry. But the teachers are all very good. No matter how many people in the class, they will say to me, "Are there any more students? Okay, okay. Bring a little more! " This is different from public parks. We don't have any extra prizes! Specific to the number of people in each class, no one came to me to care, that is to say, teachers don't care if I bring one more group and you bring one less. In a word: "It's not easy!" As long as we understand each other, everything will be easy.
This is a collective kindergarten, which is completely self-financing, and the "survival problem" is always the primary problem faced by the director. But even in such a difficult environment, she can still put respect and care for teachers in the first place, and stimulate their sense of belonging and mission as much as possible. It is not difficult to understand why teachers can overcome the limitations of the objective environment, and Qi Xin works together to help each other.
However, some directors are always influenced by traditional management ideas, and think that strict system management is the only magic weapon to ensure teachers' concentration on their work, which is also the embodiment of X theory in practice. According to Eric Byrne's interactive analysis theory, from the perspective of team building, this type of class teacher is more inclined to adopt parent-child communication, that is, the class teacher insists that every teacher respects his position and authority as a parent and does not seriously consider other people's views; While teachers are in the state of children. They tend to become dependent and emotional. Although he is an adult, he is not active and unwilling to take responsibility for his actions. They prefer to be told what to do, so when things go wrong, they can blame others instead of themselves. 〔4〕
A kindergarten teacher described this when talking about the biggest pressure in his career growth:
Teacher A: I think the kindergarten environment has a strong paternalistic atmosphere, whether from the perspective of leaders treating employees or teachers treating children. In fact, teachers are very conscious and do this work according to their conscience. However, this management method of leadership is easy for teachers to try their best to deal with teachers' laziness and poor work. This often brings great psychological pressure to teachers. There is also a paternalistic management atmosphere that makes people feel that there is always a pair of eyes staring at you.
Teacher B: The director criticized me that day because Xiaotian in our class was very absorbed in his homework. I reminded him, but he was very focused and I didn't force him to get up. After seeing it, the director severely criticized: "Don't you talk to the child lying on the ground?" I said, "Yes, but he was very absorbed in writing there." She said, "It's no good concentrating on writing. You have to wake him up. " You said he didn't roll on the ground, but he was very devoted to his homework. Why not wake him up after he finishes?
Obviously, this management method makes teachers feel great pressure, and some practices of the director make teachers feel that they are being monitored and controlled, which makes active teachers feel wronged for their initiative and greatly dampens their initiative and enthusiasm. In addition, under this management mode, teachers feel that their ideas are ignored and worthless, and they just need to follow the instructions of the leaders, "everything will be fine." These ideas easily lead teachers to be naive, generate a lot of complaints and dissatisfaction, and are unwilling to make extra efforts to cope with and slack off their work. Once something goes wrong, they will not reflect, but will only shirk their responsibilities and lose their initiative and enthusiasm.
(B) Teachers' personal professional growth is completed in the team professional growth.
When a goose flies alone, it must overcome the resistance of the air. The stronger the wind, the harder it is. We need other geese to keep watch during the break. No goose can rest and keep vigil. The same is true for kindergarten teachers. No teacher can achieve sustainable development independently from the strength of the group. Growth can't be sustained by ourselves, we should work together with leaders and colleagues. Because no matter whether you have talents or superpowers, there are always some aspects that are inferior to others. Let colleagues who are better than you help you, learn from each other's strong points, or gradually improve yourself in the process of cooperating with excellent colleagues, so that your team can play its greatest role.
In terms of team growth, Director C mentioned above also has his own methods. According to age and characteristics, kindergarten teachers are divided into "youth group", "wisdom group" and "experience group", and each group has its own responsibilities and development goals. For example, the "Wisdom Group" is mainly responsible for teaching and scientific research. After each new teacher comes, the person in charge of the school will talk to them and help them make career plans.
Director of C Garden: For example, sometimes give them a theme, such as giving them a point of "parental work" in summer vacation, and the "experience group" and the "youth group" get together to discuss this point. After the discussion, I will call all the logistics staff of our kindergarten and the teachers of the "wisdom group" for feedback. For the "intelligent group", my requirements are strict, because they are mainly engaged in teaching and scientific research, and they are basically backbone teachers, all of whom have certain working years and are relatively mature.
The professional growth of teachers and the professional growth of teachers' team complement each other. The growth of individuals in the team can not only avoid the internal friction caused by the contradiction between colleagues caused by resource competition, but also lead the competition to a virtuous circle. Everyone is full of goodwill, colliding with each other, reminding each other and encouraging each other, and can get something from other members of the team that they can't achieve. This growth model is efficient and reasonable in time allocation and energy saving. Comprehensive strength is the best, and only under a strong group can individuals get the best development.
Flying in array, they have the same goal, division of labor and cooperation, and are extremely efficient. Although individuals sometimes sacrifice for the goals of the group, they can finally overcome all kinds of difficulties by the strength of the group. How to learn from geese and build a strict array of kindergarten teachers is the primary problem that every kindergarten leader must consider. How to lead geese, how to arouse the enthusiasm of geese, and how to make every "goose" have a sense of belonging and mission among geese are all worthy of our further thinking and exploration.
References:
Yuan Yin. Be in a tight array. Train the team with goose spirit [M]. Beijing: Oriental Publishing House, 2006.
[2] [3] Dream Xie kindergarten management [M]. Guangzhou: Guangdong Higher Education Press, 2000.
[4] Nicky Hayes. Successful team management [M]. Yang Bei, translated. Beijing: Tsinghua University Publishing House, 2002.
;