Incentive mode of class teacher. Emotional encouragement of the class teacher.
Emotion is people's reflection on objective things, and its reflection form is inner experience or feeling, which has strong emotional color. To give full play to the emotional incentive function, the first difficulty lies in the fact that the head teacher is a natural person with complex emotions. How to maintain positive emotions and control negative emotions is the first condition to exert the emotional incentive effect of class teachers.
There are two kinds of emotional incentives for class teachers: verbal and nonverbal. The emotional incentive function of language mainly refers to the description and analysis of things by the class teacher in front of students, or when talking with students and receiving students' consultation, so that his language is full of emotions and students feel cordial and enthusiastic, thus truly realizing the care and love of the class teacher. Practice has proved that heart-to-heart talk can sometimes leave a lifelong impression on students and even change their value orientation, so that they can benefit for life.
If the head teacher's language is blunt and rude, or he is indifferent to the students' requirements, it will easily hurt the students' self-esteem and cause bad emotional reactions, which will eventually lead to students' antipathy to the head teacher and make the work of the head teacher meaningless. Non-verbal emotional incentive effect refers to the charisma generated by the class teacher through manners, appearance, emotions, actions, gestures, etc., thus producing an incentive effect.
The exertion of emotional motivation is not only related to the art of the class teacher's work, but also related to the class teacher's own quality and cultivation. People's emotion is a complex psychological activity, and this complex psychological activity also has its external manifestations. Teachers and students can peek at each other's feelings from each other's expressions. Students often say that the head teacher looks pale today, so be careful. There are often some bad phenomena in the classroom. If the teacher scolds and accuses loudly, the effect is far less than giving an understanding look in good faith or patting the students on the shoulder quietly.
After class, the classroom is in a mess, and it will achieve good results to look around often. Of course, the basis of emotional incentive effect is emotional transfer. A careful class teacher always cares about students' illness and realizes emotional communication when they can't take time off due to illness. In daily life, the class teacher pays attention to observing some emotions that students are experiencing and makes corresponding emotional responses, so as to keep the channels of emotional transfer unblocked and realize the optimization of emotional effects.
Second, the class teacher's inspiration and encouragement
Heuristic motivation is to inspire students to do according to the requirements of pedagogy tips. How can we give full play to the positive role of heuristic motivation in the work of class teachers? According to my own experience, I think we should do well in the following two aspects.
The first is the concrete application of learning inspiration and motivation in the work of class teachers. The most effective method here is positive education and guidance. For example, when educating students in patriotism, I find it essential to explain the truth in a positive way, but the effect is often unsatisfactory. It is only through some examples that the effect is different.
I once talked about how Li Siguang, the founder of China's modern geological theory, abandoned foreign generous material treatment and resolutely returned to the embrace of the motherland. With what he learned, he completely overthrew the conclusion that China was an oil-poor country, found brilliant achievements for the country, inspired students to understand patriotism, and achieved good results. For another example, in order to maintain the normal teaching order of the class, it is necessary to formulate class rules and student codes, but it is often not always possible to standardize students' behavior.
In practice, I start with common sense of life and inspire students to understand the necessity of rules. When students understand something, I will discuss with them to formulate a code of conduct, and the effect will be more ideal. Second, the class teacher's own inspiration and encouragement.
The head teacher should not neglect his own role in motivating students. The words and deeds of the head teacher are of great inspiring significance to the students. So where students are required to do it, the class teacher must take the lead in setting an example. If students are required to be honest and upright and what they look like, they must treat others honestly and upright and ask them to study hard. They must be conscientious, work hard and study hard in teaching business.
Third, the class teacher's expectations and incentives
The so-called expectation motivation of class teachers, from the psychological point of view, is the application of expectation theory in class teachers' work. Generally speaking, the basic connotation of class teacher's expectation motivation is how to use expectation to arouse students' enthusiasm and how to improve their expectations.
First, external goals should be appropriate. Expectation theory is an application? External target? Motivation theory arouses students' enthusiasm. Is the head teacher deciding? External target? When, must conform to the reality, meet the requirements of students. If you set standards for outstanding students in the class, you can't set the standards too high for students? Just out of my reach? Shake students' confidence. Once the students' expectations fail, the class teacher loses the role of expectation motivation.
The second is the class teacher's own encouragement to students. Whether the head teacher can become an important incentive force to mobilize students' enthusiasm depends first on the potency and expectation of the head teacher himself. The head teacher is trusted by students, and the higher the trust, the higher the titer and expectation of himself;
On the other hand, the head teacher is not trusted by the students and even makes them feel bored. The lower the effectiveness and expectation, it will even have a negative impact. It is conceivable that in this case, it is difficult for a class teacher to do a good job even if he has the best wishes. This requires the head teacher to distinguish right from wrong in the implementation of class management, reward and punishment properly, and be brave enough to accept when he says something wrong or does something wrong, so that his sense of efficacy and expectation will be higher and the expected incentive effect will be better.
Fourth, the fair incentive of the class teacher.
Pursuing fairness is a common psychological phenomenon. In class management, if students generally think that the head teacher treats others fairly, then students will feel comfortable and study hard; On the contrary, it will be full of resentment and affect students' learning mood. In the practice of class teachers, fair incentives are mainly reflected in the application of advanced appraisal and rewards and punishments.
In view of the fairness theory is mainly a kind of focus on? Results distribution? Class teachers should pay special attention to the application of fairness theory in summary and evaluation. The purpose of appraisal is to sum up the achievements, find out the shortcomings, commend the advanced, and mobilize the enthusiasm of students individually and collectively. To this end, the class teacher should deeply understand the students' ideological reality and solve the problems that are easy to appear.
For example, students with average academic performance and average performance in all aspects are prone to have indifference that has little to do with themselves. Due to the limitation of examination places, some students who are good in thought, study and health are not rated as excellent, and they will feel very hurt. We should ensure the quality of evaluation through timely guidance and let students have a sense of fairness.
At the same time, the class teacher's fair incentive should be reflected in rewards and punishments. Reward and punishment are both important means to improve enthusiasm. When the class teacher uses rewards and punishments, he must strive to be objective and fair. There is such an example. The monitor and the head teacher of a class sometimes have contradictions, and the work is not well coordinated, and the students are talking about it.
By the end of the semester, the students all thought that the monitor was not advanced, but after the results were announced, the monitor still ranked first among the outstanding students. Because the class teacher knows that the contradiction between him and the monitor is a misunderstanding of the work. It is precisely because the class teacher is strict with himself and insists on fairness and justice that the evaluation effect is very good. Of course, it is necessary to take some punishment measures for a few students who seriously violate the school rules, but the purpose of punishment is still to educate and strictly demand each other, so that the punished students can deeply understand the good intentions of the class teacher.
The incentive function of the head teacher should and can provide a broad space for the colorful work of the head teacher. But? Teaching uncertainty? In the specific work, the class teacher should flexibly change his own educational methods according to the educational practice, depending on people, things, times and places. Only in this way can we give full play to the incentive function of various incentive mechanisms and achieve better results.