Abstract Today’s students are difficult to manage and educate, which has basically become the common knowledge of every educator. Practice has proved that using conventional means to solve "problem students" in education is not only ineffective, but actually aggravates the problem. To this end, we need to update our concepts and break the rules, and deal with them abnormally in alternative ways, which will yield unexpected results.
Keywords problem generation; handling; true feelings; thinking
"Sun Tzu's Art of War" says: "To attack the enemy when he is unprepared, to surprise him", which means to emphasize the victory by surprise. "Rebound Pipa" is one of the strategies to win unexpectedly. "Rebound Pipa" in education is to use reverse thinking and "do the opposite". This is both a method and an art. Education will only be effective if the educator gently touches the string deep in the hearts of the educated. As a teacher, especially a head teacher, when positive criticism and guidance cannot be effective, you might as well change your thinking angle, do reverse thinking, and bounce back Pipa, which may be able to solve the problems in education.
Today’s students are difficult to manage and educate. This has basically become the common knowledge of every educator. I often hear teachers lament that every class of students is not as good as the last. Those students who often violate the moral code of conduct and have more serious moral faults are called problem students. Practice has proved that using conventional means to solve "problem students" in education is not only ineffective, but actually aggravates the problem. To this end, we need to update our concepts, break conventions, adapt methods, and deal with abnormalities, which will yield unexpected results. Now I summarize some of my experience in working as a class teacher for the readers.
1. Use "still the same" to replace "remains the same"
"Repeatedly taught" is a derogatory term. Once teachers use "repeatedly taught" to label students, the consequences will be disastrous. It will aggravate students' feelings of alienation and confrontation, which will undoubtedly make education worse. Therefore, don’t use “remain the same despite repeated admonitions”. Instead, use “still the same”. Because one of the obvious characteristics of "problem students" is that they often have problems, and sometimes the same problem appears repeatedly. The teacher feels that "it is tolerable and which is intolerable", so he decides that "children cannot be taught" and loses patience. As a result, students "sorrow nothing more than dying."
In the education of "problem students", sometimes the students still seem to be the same and indifferent, but in fact their inner fortress will still be shaken. If you don't notice it, they are very likely to change. After all, Physical growth, psychological growth, dead seedlings may also bear fruit.
2. Use "forced smile" instead of "stern voice"
When some teachers are in a good mood, they will be in high spirits, downplay students' problems, become absent-minded, or repeatedly He talks endlessly over and over again; when he is in a bad mood and faces minor problems, he often gets angry and gets angry with a stern tone, "wanting to put him to death and then quickly", with harsh words, ruthless blows, and even physical punishment. This shows that some teachers lack due responsibility for education and students, and treat students purely based on their own likes and dislikes, temperament and feelings, which often results in blindness and randomness in education. At the same time, it also shows the immaturity and instability of teachers' personality and psychology. Ultimately, this is also related to the evaluation standards for teachers and students. Teachers are eager for quick success and are under great pressure, and are prone to reactions of depression, anxiety, and depression. The problem comes from students, and teachers have their own problems. The two problems may "complement each other", overlap each other, and form a synergy. Over time, a vicious circle will be formed, and emotional teachers will "create" emotional students. Therefore, replacing "severe voice and look" with "forcing a cheerful face" and moving people with emotion will often have good results.
3. Replace "clichés" with "targeted" ones
Preaching seems to be the patent and specialty of teachers. It seems to be innate and self-taught. Especially for students with problems, if they don't talk about it, it is not enough to reflect the teacher's responsibility and level, and the teacher will be unwilling to do so; if he talks about it, the students may not listen, or even get worse. It’s really a dilemma, but it’s even more difficult not to advance or retreat. In fact, it’s not that students don’t understand the teachings, but because of their psychological and physical immaturity, unstable temperament, and poor self-control, they cannot achieve the lofty goals mentioned by the teacher, so they have to give up on themselves.
The correct educational method is to be targeted, discuss the matter as it is, without too many connections and extensions, and conduct in-depth analysis based on the problems that occurred. In this way, students feel that the atmosphere of life is strong, the entry point is appropriate, the truth is simple and easy to accept; at the same time, Give appropriate and operable guidance and restrictions, and set up a ladder that can be climbed step by step without any effort. This is what is called making a fuss out of a molehill.
4. Use "appreciate the advantages" instead of "focus on the shortcomings"
Some teachers talk about the shortcomings of problem students, and they speak clearly and convincingly. When talking to students, they take pleasure in selling out their students' shortcomings. When educating students face to face, they gnash their teeth, dig out all the old notebooks, and sound the alarm in their hearts tirelessly, hoping to attract students' attention and promote their transformation, but the results are exactly the opposite. From a psychological point of view, teachers focusing on students' shortcomings is equivalent to repeatedly strengthening students' negative perceptions of themselves, which invisibly creates the subconscious feeling of "self-esteem and self-abasement". They feel that teachers and classmates also view themselves in the same way, and that they are really worthless! From then on, self-confidence is wiped out and self-esteem is ignored; when shrouded and controlled by this kind of consciousness, students will fall into a state of anxiety, irritability, low self-esteem, pessimism, or feel self-pity, or break the pot, or be cynical, or cynical...
If we change our minds and talk about students’ strengths for a long time, mention them face to face or behind their backs, or even mention them “unintentionally” on purpose, then students’ self-confidence and self-esteem will be restored and strengthened. , maybe things will get better from now on. Praise the students who don’t do their homework for being good at thinking, praise the students who are rude and unrestrained, praise the students who love to dress up for their love of beauty, and praise them with an appreciative attitude. At the same time, praise other students. Pointing out the shortcomings will have the effect of suppressing and promoting, allowing you to relax your vigilance and relax your "resistance", so that you can accept it naturally.
5. Use "vertical stimulation" instead of "horizontal comparison"
When educating "problem students", some teachers like to say this: "Look at this person, ××, has made such progress "Come on, why haven't you changed?" "Compared with XX, you are so different!" So lack of perseverance..." "As long as you can read more, do your homework seriously, and do half of XX, the teacher will be very happy..."
In fact, people always have an exclusive mentality, especially Students are in the process of physical and mental growth, and they have some "problems" themselves. This characteristic is even more obvious. Therefore, if teachers want to compare, they can only make "vertical comparisons", that is, comparing students' past, present, and assumptions. For comparison with the future, the reference is himself. Relatively speaking, "problem students" are easier to accept themselves. As long as there is a little change and progress, teachers must be good at detecting and willing to affirm, so that students can find that they can change, have a pleasant experience, and feel that teachers are truly good for themselves. Only by being close to his teacher can you believe in his teaching!
6. Use "disdainful teaching" to replace "hard words"
Mencius once had a famous theory that special methods can be adopted for stubborn students, that is, " "Teaching with disdain", ignoring students, neglecting students, deliberately making them feel that the teacher has been disappointed with them, and disdainful of education at all. This is to use silence to stop, to use cold to stimulate heat, sometimes to achieve special effects. For example, students who seriously violate disciplines and do not want to repent can be treated coldly. Practice has proved that if this method is used occasionally, after a period of time, such students will start to take the initiative to get close to the teacher after a short period of loneliness, and behave positively in everything. And it holds up well.
Students who still do not correct their mistakes after repeated education generally have poor self-control ability, often make mistakes "unconsciously" and "inadvertently", and lack good behavioral habits. Teachers always criticize such students and nag them endlessly. Faced with this kind of repetitive and inefficient "noise", students will only become bored and rebellious. The teacher's "turning a blind eye" was unexpected. It breaks students' reaction inertia, guides students to re-understand the teacher's attitude, and then re-understand their own behavior. When students truly realize their mistakes ideologically, they will spontaneously generate a motivation to "correct" - this is self-discipline, which allows students to consciously regulate their own behavior.
"Turn a blind eye" to education can not only create pressure on students, but also enable students to release the pressure in their hearts and turn it into motivation, encourage students to be proactive, and sometimes adjust the atmosphere to form a harmonious atmosphere. It helps to cultivate students' self-reflection , the excellent quality of self-correcting mistakes.
Bing Xin once said: "There is not a flower in the world that is not beautiful, and there is not a student that is not lovely." Indeed, as long as you are good at discovering and adopt appropriate education methods according to each person, every Students are all lovely; as long as you give them a little sunshine, they will repay you throughout the spring.
References
[1] Ni Gaowu. Let “problem students” no longer become a problem［J］． Chinese Education Journal, 2006 (3).
[2] Huang Jiahe. The education and transformation of “problem students” [J]. Journal of East China Jiaotong University, 2003 (3).
[3] Feng Jun. A brief discussion on how class teachers deal with “problem students” [J]. Youth and Society: Chinese and Foreign Education Research, 2009 (3).