How do primary school class teachers cultivate students' financial aid management ability? 1. Respect students, trust students and stimulate their inner potential.
Since autonomous management is a city, we should take students as the center, put students in the main position of class management, mobilize students' internal motivation to the maximum extent through the influence of respect, trust, guidance and encouragement, stimulate students' enthusiasm, provide opportunities and environments for each student to express their personality and talents, and promote students to actively restrain themselves, actively participate in management, actively communicate and cooperate, and actively seek knowledge and learn, and finally achieve the goal of active development.
Everyone has a psychological need to be recognized and appreciated by others, and the satisfaction of this need will enhance people's sense of self-worth. Primary school students are in an important stage of building their sense of self-worth. The respect and trust of others is an important prerequisite for them to build self-esteem and self-confidence, which is an important foundation for people's life development.
Respect and trust from teachers not only help students to form positive self-knowledge and self-evaluation, but also create a good interpersonal environment of respect, equality, harmony and democracy for students, stimulate students' consciousness, enthusiasm, initiative and creativity in harmonious development, and realize the expectations of education-self-education and self-development.
Teachers use acceptance, communication, understanding, tolerance, acceptance, trust and support to make students gain respect experience in participating in education and teaching activities and meet their needs of self-esteem, thus activating the subjectivity of students' participation in their own development, enabling them to actively participate in education and teaching activities and achieve healthy development in harmony, thus laying a good foundation for their lifelong development.
2. Set practical goals and implement self-management.
Let students realize that the premise of self-management is to manage themselves first. Teachers can guide students to set realistic and feasible goals and encourage students' self-esteem, self-discipline and self-confidence. The following are the self-management goals set by several students:
The goal of civilized etiquette: ① to standardize the use of polite language in communication with people, and not to swear; ② Obey the teacher's education; 3 be honest and trustworthy, and change when you know your mistakes; (4) observing discipline and public order; ⑤ Have a correct view of right and wrong.
Classroom learning objectives: ① Listen carefully, learn to listen to other people's speeches and learn to think independently; ② Participate in cooperative learning and actively express personal opinions; (3) Exercise books are neat, standardized in format, correct in handwriting, corrected in time, and completed independently; (4) Don't cheat in exams, and you can complete your learning goals in every exam; ⑤ Read books every day and choose a good book that suits you.
Labor health objectives: ① do a good job of students on duty; ② Love labor and take an active part in public welfare activities; (3) Develop correct and hygienic eating habits, and don't choose to eat and wear; ④ Keep exercising and learn more sports skills.
Other targets?
With clear and specific goals, students have a direction to work hard. At this time, the supervision and evaluation of teachers and students can encourage students to experience success in achieving their goals step by step.
3. Find out how to train class cadres and give full play to their core role.
Class cadres are the powerful arms of class teachers, the ties and bridges connecting teachers and students, and the core strength of class affairs. Giving full play to the core role of class cadres is conducive to realizing class self-management and promoting the formation and development of self-management ability. Specific practices are as follows:
3. 1 Be strict, establish prestige and drive the whole class.
We should be strict with class cadres and ask them to set an example everywhere and in everything, and set an example for the whole class. Class cadres should take the lead in doing what students ask and resolutely refuse what students ask not to do. We should not tolerate the mistakes and shortcomings of class cadres, give enthusiastic help, pay attention to working methods, and don't criticize in public. It is necessary to adopt methods such as individual heart-to-heart talks and class committee meetings to help them correct their shortcomings and mistakes, point out the shortcomings in their work, be good at listening to the voices of class cadres, understand their confusion and doubts in time, and communicate with their hearts. Praise good class cadres in time, establish the prestige of class cadres among classmates, use excellent class cadres to drive the whole class and train more class cadres.
3.2 Develop responsibilities, create conditions, and promote the improvement of class cadres' self-management ability.
The head teacher should not only clarify the responsibilities of the class cadres, but also create certain conditions, give the class cadres the opportunity to work independently, give them a stage to display their talents and exercise their self-management ability and level. For example, the management of "morning reading" allows class cadres to take turns on duty, stand in front of the classroom to read books, and supervise students at the same time, and make comments and timely praise and criticism at the end of morning reading.
After a period of training, students have adapted to this management mode and their consciousness of reading has been greatly enhanced. Even if the teacher is away, they will study by themselves. If anyone is unconscious, class cadres and deskmates will remind him.
Another example is the blackboard newspaper, which was run by teachers at first. Slowly, let the propaganda Committee lead the students to run the business, from material selection to layout design. All the pictures, titles and contents are written by students themselves. Although I didn't do well at first, after the first period, the students gathered more and more ideas and the blackboard newspaper became better and better. I believe it will be better in the future.
3.3 Identification and selection, talented people come forth in large numbers.
In order to fully mobilize the enthusiasm of the whole class, I hold regular class meetings to summarize and evaluate the recent performance of class cadres and classmates, and select new class cadres. Mainly from five sections, namely: love learning, discipline, civilization, hygiene, doing Lei Feng-style good deeds.
The class committee is responsible for evaluating each part. According to the evaluation rules, quantitative evaluation is carried out, focusing on rewards, and finally the stars of literature, wisdom, discipline, management and creativity are selected. Most students can win one award, and those who win more than three awards will be promoted to class cadres. Through evaluation and encouragement, everyone in the class has something to do, the class cadre team has grown, the work enthusiasm has been improved, and the development of various work in the class and the formation and development of self-management ability have been promoted.
4. Carry out colorful extracurricular activities to help cultivate self-management ability.
Extracurricular activities in primary schools refer to all kinds of educational activities carried out purposefully, planned and organized outside the classroom teaching tasks. Extracurricular activities, such as outings, academic competitions, speech contests, sports meetings and safety drills, play a positive role in cultivating students' self-management ability.
For example, the theme activity of "Tomb-Sweeping Day Sacrifices to Sweep the Martyrs Cemetery" held this spring, before the activity, let students collect the heroic deeds of their ancestors, praise the poems and essays of martyrs, read a lot, and be emotionally prepared; Everyone began to make small white flowers and prepare for activities.
In the process of extracurricular reading and hands-on production, children's self-study ability and hands-on ability are cultivated, and their self-management ability is also exercised. Some students took the initiative to bring their cameras to record the wonderful moments of the activities, which left valuable video materials for our activities, which was even more unexpected.