In English teaching, the problem of underachievers is a topic that can never be finished. The reason why the problem of underachievers is so troublesome is that it does not form overnight. Some students have not developed good study habits since childhood, and they cannot adapt to it in middle school and indulge themselves again and again. Once bad habits are formed, it is not easy to change them. This requires teachers to have enough patience and resilience to deal with this thorny problem. I have been teaching English in primary and secondary schools for many years, and I would like to talk about some superficial experiences, namely, the three rules of educational transformation for underachievers. Rule 1: Be tolerant and kind, but also explore the "sparkling points", fully respect and be confident. The so-called underachievers in English refer to students who cannot meet the basic requirements of the teaching objectives for the student's grade level in English learning. The formation of underachievers is certainly related to factors such as family, society and students, but it is more directly related to teachers’ educational attitudes and classroom teaching. As Suhomlinsky said: "The foundation of education lies in the deep belief that it is possible to successfully educate every child. I do not believe that there are hopeless children, teenagers or young men and women." In fact, underachievers also have their strengths and weaknesses. Shining point. As teachers, we cannot give up on underachievers or make them a burden to society. Instead, we should treat them correctly, help them, and do a good job in transformation. Tolerance and kindness are the prerequisite for good transformation work. Tolerance is not only a teacher's virtue, but also a human virtue. Tolerance to others is a virtue; and tolerance to one's own students is one of the basic qualities that a teacher must possess. Tolerance and kindness are another connotation of a teacher's good image and a valuable quality. The essence of tolerance and kindness is the teacher's self-confidence; belief in one's own personality, belief in one's own education, and belief in one's own students. Use the powerful spiritual power of respect, understanding, and trust to influence, inform, edify, induce, and influence students, and give students a time-space perspective and initiative for self-reflection, self-correction, self-selection, and self-improvement; thus embodying Show the unique humanistic education function of teachers. To be tolerant and kind to students, firstly, students are all young children who are not deeply involved in the world, and adults will inevitably make mistakes, let alone them; secondly, tolerance can influence students more than reprimands, and is conducive to students' education. Tolerance is the understanding of students’ mistakes from the bottom of their hearts, and it is also the best way and method to reflect the teacher-student relationship. Third, treating students well means that teachers use broad love to influence them, which is conducive to stimulating students' self-esteem and enhancing self-confidence. Suhomlinsky believes that self-esteem is the pinnacle of human nature, and stimulating students' self-esteem is "the first golden rule of education." Moreover, he vividly pointed out: "Be careful about trembling like a rose." Falling dewdrops." Teachers are good at discovering "sparkling points" to transform underachievers. French educator Rousseau once said: "It is much wiser to praise students for their small progress than to laugh at their obvious evil deeds." When they make mistakes, they should try their best to avoid criticism in public to maintain their "face", which will play a great role in improving the learning confidence and performance of underachievers. These discussions give us great inspiration: as long as teachers can respect students, believe in students, love students, and cultivate students' self-esteem, students will increase their self-confidence, work hard towards being a good student, and will eventually become a good student. . Help underachievers regain their self-confidence and build self-esteem, thereby stimulating a strong interest in learning. Respect is the prerequisite for loving students and helping them regain their self-confidence. Underachievers who have achieved good results should be praised and encouraged in a timely manner. In order to encourage them to better develop their strengths and improve their enthusiasm for learning. When they make some mistakes or their results are temporarily unsatisfactory, don't be sarcastic or sarcastic, let alone criticize them in public, but talk to them alone. Use euphemistic language to persuade and educate and work with him to find out the reasons, so as to truly understand people with reason, move them with emotion, and guide them with action. Teachers should try their best to discover their shining points and give them more praise and encouragement. In addition, try to provide them with opportunities to express themselves in front of the class.
Rule 3: Build a harmonious relationship between school, family and society. The education of children is a systematic project, which consists of three aspects: school education, social education and family education. The three are a whole, interconnected and mutually reinforcing. A child's earliest education comes from the family, so family education is crucial. Close the connection between schools, families and society, strengthen the guidance of family education, improve the level of family education, and ensure mutual cooperation and coordination among the three. In this way, the education we carry out that combines school, family and society can better achieve its goal and enable children to become a new generation with ideals, morality, culture and discipline. Family education is the foundation, family education is the earliest education, and family education is the cornerstone of the entire education. School education is the core. Schools have the responsibility to help parents master correct educational ideas and methods, improve the consciousness and scientific nature of family education, promote the consistency of family education and school education, and jointly train the next generation into socialist construction talents. This is because: First, the school education content is authoritative. Teachers are highly educated talents who are superior to ordinary people in terms of knowledge and educational concepts, so school education has a certain authority. It can enable students to have certain standards in knowledge and a certain direction in learning. Second, school education is organized and planned. School education is planned uniformly by the national education department and professionally organized by professionals. It is in line with students' cognitive patterns and ages, making students' learning more step-by-step and progressive. Third, school education is highly professional. Schools are the most specialized places for cultivating people. Although cultivating talents is not the "patent" of schools, cultivating people is the fundamental function of schools. The first reason for the emergence of schools is to cultivate people, and the first reason for the existence of schools is to cultivate people. The function of schools is to cultivate people, whether it is public or private, whether it is a university, a middle school, or an elementary school. School education has a relatively systematic and complete specialized curriculum. Curriculum is educational content specially organized for learners’ learning. It has a series of requirements and specifications. Curriculum is the embodiment of the “patent” of school education and cannot be replaced by family and society. Schools are not only that, but school education is mainly carried out through teachers who specialize in education. Teachers are professional educators who specialize in education and cultivate people. Teachers have been specially trained, have specialized subject knowledge and related knowledge, have minimum professional ethics, and understand certain pedagogy and psychology knowledge. They can preach, teach, and resolve doubts. Students can acquire knowledge under the guidance of teachers. Fourth, school education has a strong foundation. From the perspective of lifelong education, school education at all levels and types lays the foundation for life-long development at different levels, including seeking knowledge and "being a human being." In particular, basic education and general education have a "tone-setting" and even "qualitative" significance to a person's life-long development, and have a decisive impact on the development prospects and development potential of a person's life. In a sense, all types of education at all levels They are all laying the foundation for people to learn to be a good person, learn to do things, learn to survive, learn to learn, and learn to keep fit. Therefore, the education of underachievers should be targeted and the right medicine should be prescribed. Conduct a comprehensive understanding and comprehensive analysis of underachieving students to find the root causes and main factors, understand the personality and hobbies of underachieving students, their main advantages and disadvantages, and the reasons for falling behind, as well as the impact of school, family, and society on them, and then help them make corrections in a targeted manner. When students experience their teachers' love and earnest expectations for them, they will become "close to their teachers and believe in their teachings." In short, it is not easy to do a good job in the educational transformation of underachievers. It requires teachers to be tolerant and kind to underachievers, and to explore "sparkling points", fully respect and be confident, and strive to help underachievers master learning methods and promote the personality development of underachievers. , improve learning ability, help get rid of anxiety, build a harmonious relationship between school, family and society, so that underachievers can thrive in a pleasant environment.