With the end of the senior high school entrance examination, the work of the class teacher this semester is coming to an end. I thought it would be a long and difficult time, but now I find it actually passes quickly. Looking back on the past six months, I am busy and full, nervous and excited, tired and happy. Students and teachers are under great pressure because of graduation and senior high school entrance examination. When I smiled and waved off the children in Grade Three, I felt a little relieved and a little lost. I began to review my lessons this semester. What have I gained this semester? What needs to be improved?
First of all, give every child the possibility of progress.
This semester, I continue to be the head teacher and math teacher in Grade One of Grade Three. This semester is especially crucial for junior three students. On June 18, they will face the first major turning point in their lives-the senior high school entrance examination, which is an exam to decide whether they will go to a high-quality high school, an ordinary high school or just a vocational school. They can't relax, let alone be lazy. Some students know and can urge themselves, but most students don't seem to have put their positions right yet. Whether as a class teacher or a classroom teacher, I am under great pressure, for fear that my carelessness will affect students' further studies.
All along, my goal has never been how many students can get high marks, which is impossible for me, but I want every child to try his best, even if there is a little progress every time, I will cheer for them. However, this is not a simple matter. The polarization of students in rural schools is too serious. Only a dozen students in the class really want to learn. The rest of the students either don't want to learn or want to learn but don't know where to start, because they don't know when they lost interest and confidence in learning. They gave up learning when they couldn't find a sense of accomplishment, and then they entered a vicious circle of not wanting to learn. But I know that no student really doesn't want to make progress. I can feel their helplessness and pain. They also want to be good children in the eyes of teachers and parents, but they have no direction, but I will not give up on them or let them give up on themselves.
But how can I give them confidence that they can do it? This reminds me of the "zone of recent development". Perhaps the reason why many students can't find self-confidence is because the goal they set for themselves was too huge, and they thought they could fly even if they were not proficient in walking. Then if I set their own goals for them, they can achieve them through their own efforts. So I began to find exercises with different difficulties for students at different stages. Students with relatively weak foundation should improve their computing ability first, middle-level students should improve their reading comprehension questions, and students with spare capacity should arrange geometry and function questions. If you have any questions, you can ask your classmates or me. At the beginning, few students would come to ask me questions, and they might think I would criticize them, so they were afraid to come. Gradually, I found that I would not scold them, but would patiently answer their questions, and the number of people increased. For students with weak foundation, their study habits are often not very good, so I let them come to me one by one to answer. Ordinary students are a little better, so what I ask is that they can put them on my desk after writing, and I will correct them uniformly. Students who need promotion come to the office to correct me. To my surprise, many students of other teachers always don't hand in their homework, and students who sleep in class also start to discuss the solutions to the problems, and even take the initiative to work overtime at night, which makes the class active. I know they have worked hard in this process, but they are undoubtedly happy, especially when they see their test scores improve. They know that anything is possible with hard work.
Second, give play to the role of class cadres' independent management
Before, I didn't dare to give students too much power when managing classes. I did everything by myself, but I didn't know that this was actually a distrust of students' ability and a good opportunity to exercise their ability. An excellent class group can not be separated from a team of class cadres with good quality who can work independently. A good class committee can play an exemplary role among students and form a good learning atmosphere in the class. On the contrary, a bad class committee can bring down a class. Especially for children in grade three, every child has his own ideas. If they don't obey anyone, they won't do what he asks, so they need excellent self-disciplined people to take the lead. After understanding and training last semester, our class has formed a relatively stable team of class cadres. Basically, every class cadre can clearly define his own responsibilities, arrange his own study and work reasonably, and strive to do his job well without affecting his study. Many things in the class are solved by ourselves, such as daily arrangement of duty, cleaning, book collection, inspection and so on. And report all aspects of the class to me. I just need to sum up the progress and shortcomings of the last class regularly, correct the students' bad habits in time, praise the advanced students, point out my dissatisfaction and satisfaction with their behavior, and constantly build their confidence and encourage them to do better. This semester, the class spirit of our class has been obviously improved, and great progress has been made in health, discipline and grades.
Third, close relationship with students.
When I joined the work, all the teachers around me told me to be tough and serious with the students, so that they would be afraid of you and listen to you, especially since I am still thin. If not, they will definitely bully you. But the educational theory I have learned tells me that this is not the fundamental solution. It's not my purpose to make students afraid of me. What I want is that students really trust me, accept me, and are willing to tell me their feelings. At the beginning of last semester, we named me "Minba" together, which is a unique title between me and our class. Although they will meet new teachers and classmates in the future, this title does not belong to other teachers or classmates, but only to them. Bold students are used to calling me that, while some introverted students just call me that when chatting on QQ, but I know this name has always stayed in their hearts.
Moreover, I also know that if we want to truly enter the hearts of students, we must sincerely care for them and love them, not only in thought, study and life, but also in concrete actions. During the construction of class culture, I accompany them to decorate; When tug-of-war, I cheered for them more excitedly than anyone else; In the early physical training, I got up early with them to train; My heart was filled with joy when other teachers praised their remarkable progress. Many, many moments, I really feel like their old mother, they are all my children, and everyone is so cute. So when I saw the surprise they prepared for me on graduation night, I was really moved, but more reluctant and gratified.
Fourth, carry out the art maker project.
In addition to being a math teacher in the third grade, I am also a music teacher and an art teacher this semester. I really came into contact with art when I was in college, and I enjoyed the process of artistic creation very much. This has become my pleasure after work. As a township school, our school is short of teachers and professional art teachers, and the school does not attach great importance to non-unified examination subjects such as music and art. Art classes either become self-study classes or are occupied by other teachers. Therefore, students have little contact with art and don't know much. Many students think that art is "painting", but they don't know that art involves a wide range of neighborhoods. Children are born artists and their imagination and creativity should not be buried. Moreover, by junior high school, many students have gradually lost their motivation to learn and even lost confidence in themselves, but art is easy and fun for them, so I want art to be a way to encourage them to make progress. Therefore, with the support of "Teach for China", we cooperated with a like-minded teacher in our school and successfully launched a maker project called "Exploring the other side of art" in the first class of junior high school.
From the initial determination of the course content, to the writing of the principal's approval application, to the purchase of teaching materials, and to the formal implementation of the course, I encountered many difficulties. The pressure of entering a higher school brought by the third grade teaching, the working hours from 6 am to 6 pm 1 1, and the disapproval of other teachers made me doubt the significance of doing it more than once. But looking at the children's extremely happy smiles and elaborate works, I gave up the idea of giving up. Although there are still many areas to be improved in the project, I am still very grateful to myself for persevering.
Fifth, actively participate in teaching and research activities to improve themselves.
If a teacher needs to make progress, he must keep learning. This semester, I participated in two school-capacity classes, one was the "National Primary School Mathematics Teachers' Teaching Observation Activity", and the other was the junior middle school mathematics observation activity organized by the county. The two activities let me see the love and spirit of famous mathematics teachers for mathematics, and also see the teachers who are struggling in the front line of mathematics teaching. I also participated in the Young Teachers Competition organized by Chenzhou City. From the design to the final presentation of the micro-course, I have too many places to make up.
Six, reflect on their own problems
Calm down and think about it, I also found that I still have some places to improve:
First, I am afraid of difficulties. When I want to do something, I often think about the difficulty of it first, and then I am afraid that I can't do it well, which will hurt my self-confidence. In the next time, I will try my best to overcome it.
Second, they are not good at summarizing, and there is no systematic analysis and reflection on the solution of each problem. They should form the habit of recording and summarizing, accumulate experience for the next work, and promote their progress faster.
Third, we didn't make good use of the weekend time and wasted a lot of time. It's a waste to think about it now. In fact, you can do many things on weekends, such as reading books, writing teaching logs and so on.
No matter how much I gained or lost, my first batch of students graduated. I think this friendship will be the most precious memory of this period. They will be more sensible and I will work harder.