New modes of class management include

Introduction: As the basic unit of school teaching activities, the class’s management level plays a decisive role in the healthy and comprehensive development of students and in completing various tasks of education and teaching. Therefore, we must explore new models in class management to adapt to the requirements of the new period. In the school's educational work, the work of the class teacher is a arduous, difficult and challenging job. It is the most important link in education and has a prominent status and important role. New model of class management

1. Regular management

Regular class management refers to the activities of managing the class through the formulation and implementation of rules and regulations. Rules and regulations are codes of conduct that students must abide by in their study, work and life. They have management, control and educational functions. Through the formulation of rules and regulations, all work in the class can be followed and orderly. Through the implementation of rules and regulations, students can cultivate good behavioral habits and excellent class style.

2. Parallel management

Parallel management of the class means that the class teacher not only affects the individual indirectly through the management of the collective, but also affects the collective through the direct management of the individual, so as to control the collective. A management method that combines personal management.

3. Democratic management

Class democratic management refers to a management method in which class members participate in class management on the premise of obeying the correct decisions of the class body and assuming responsibility. In essence, it is to give full play to the ownership spirit of each student and make each student the master of the class.

Class democratic management means that the class teacher and the students jointly determine the overall goals of the class, and then transform them into group goals and personal goals, integrating them with the overall goals of the class to form a goal system, and use this to promote Class management activities, management methods to achieve class goals. A new model of class management

1. The class teacher should give full play to the leading role

In any successful class management, the class teacher should be the leader of class independent management. It plays an important guiding role. How can we better give full play to the leading role of the class teacher in class management? I believe that the following three aspects need to be achieved: Solve three problems; establish four concepts; develop three courses.

(1) Solve three problems:

The first question: Where do you want to take your students? This is the goal issue of class management, the issue of willingness to achieve results, and the issue of value pursuit. The purpose of some class teachers is: as long as the students abide by the disciplines, do not violate disciplines, and do not cause trouble, it will make me worry-free and not cause me trouble; some class teachers' purpose of leading the class is: to let the students in their class get good grades, as long as Good grades don't matter anything else; some head teachers' purpose in leading a class is to allow their students to develop in an all-round way and have both ability and political integrity, especially focusing on the cultivation of moral character, "Be an adult before becoming a talent." Such a class teacher not only pays attention to students' grades, but also pays more attention to students' moral quality. The first type of class teacher often not only fails to save worry in the process of leading the class, but also causes constant troubles. The students in the class will have such a problem today: they are on vacation, and tomorrow they will have such a problem: they are playing truant, etc. The second type of class teacher often brings out students who have relatively good academic performance but relatively low other abilities. It will be difficult for them to adapt to the needs of social development in the future. They are what people call "nerds". The third type of class teacher usually leads the class very lively, but not chaotically, and is very organized. The students they bring out are often well-rounded and well-developed. They not only have strong learning ability, but also have high moral character. They will often become students in society in the future. The elite of social construction. It is self-evident what kind of class construction goals we should set and what type of class teacher we should be. To be honest, the above three types are not only a growth process for me, but also for most class teachers. I just hope that through learning and training opportunities like today, the growth process of our young class teachers can be shortened. , shorter.

The second question: How do you take students there. This is actually a question of strategies, approaches and methods of class management. ?If a worker wants to do his job well, he must first sharpen his tools. ?Whatever you do, you must pay attention to methods, and class management is no exception. Some class teachers advocate "force" to solve problems. As long as a student makes a mistake, he will first punch or kick him. The frightened students will be respectful in front of him and seem to be very obedient. In fact, most of them are dissatisfied with their mouths and do the same things behind their backs. set. Students brought up by this method can easily learn to use violence to fight violence. They will often use violence to solve problems. Fights and other violent incidents will often occur in the class, and they will easily engage in illegal crimes in the future. road. Of course, we now emphasize the protection of underage students and do not allow corporal punishment of students, so there are fewer and fewer such class teachers. However, there is still a market for "verbal violence". Some class teachers use violent language without using any curse words. It has reached the state of "touching the souls of students" and making them unforgettable for life. But this kind of unforgettable feeling is definitely the unforgettable feeling of the inner hurt caused by the class teacher to the student. When I was in grade 56, a girl was transferred to our class in the first semester of junior high school. When we first met, I felt that Bai Bai was quiet, very beautiful, but very introverted. She kept her head down when talking and didn't dare to look into people's eyes. After arriving in the class, I rarely communicate with my classmates. Later, after communicating with her parents, I learned the following: She was a very lively and outgoing girl in elementary school. She could sing, dance, and play the piano (level 10), and she often participated in various school activities. , was once a popular figure in primary school. But in junior high school, because the child is beautiful, versatile, lively and outgoing, and is very popular with the male classmates in the class, it is inevitable that he will have a few suitors. When the class teacher found out, he severely criticized her and said to her: "How many male classmates do you have to harm before you are satisfied? You are such a charlatan, you are so embarrassing to our class!" and other words that touched the heart of the child, The girl was deeply affected and her character changed drastically. I am becoming more and more introverted, unwilling to meet my classmates and teachers, or even go to school. Parents have no choice but to transfer their children to another school. Students educated by this method are often not confident, or very unsure in a certain aspect, and it is difficult to get rid of that kind of "spiritual harm". However, there are also some class teachers who seem to be neither impatient nor tepid, but students obey them, like them very much, and even love them. Such class teachers often focus on management strategies and methods. There are methods for class management, but there are no fixed methods. And if different people use the same method, the results will be different. Take the "four-person cooperation group" as an example. Some class teachers use it very skillfully and have achieved good results. For example, the high school entrance examination results of Teacher Li Yan, Class 7 of Grade 56, can speak for themselves. However, some class teachers manage classes according to Teacher Li's method, but they do not achieve the expected results. What does this mean? It means that when we learn from other people’s class management experience, we must learn from Mao Zedong. When Mao Zedong led the Chinese people to build a new China and the cause of socialism, he did it on the basis of Marxism-Leninism and combined it with China's national conditions. He did not take the road of urban liberation like Russia, but chose to surround the city with the countryside. Only with the path of socialism with Chinese characteristics can we succeed. When we learn from other people's management experience, we must not only know how to do it, but also why we do it, and we must combine it with the actual situation of the class and use it creatively, so that we can achieve the expected results. Otherwise, learning from other people's management experience will only result in the effect of imitating others.

The third question: How can you be sure that you have brought the students there. This is actually an evaluation issue of class management effectiveness. We must pay attention here to ensure that the effect evaluation is consistent with the management objectives. If your goal is to cultivate students with both ability and political integrity, but you only focus on students' academic performance in your evaluation, in this case, students will only focus on how to improve their academic performance, not on how to improve their academic performance. If you focus on the improvement of moral quality, your expected management goals will definitely not be achieved.

Therefore, the evaluation mechanism of the class directly determines whether the goals of your class management can be achieved, and it is also a criterion for testing whether you have brought students to the place you want to take.

The above three problems have been solved, but it does not mean that everything will be fine for our class management. In the process of solving the above three problems, we also need to establish four concepts.

(2) Establish four concepts

The first is the concept of educating people. Education is an act based on ideas, and is definitely not a simple operation; education flexibly cultivates talents, not mechanically trains monkeys; education is about educating people, not simply cultivating points. Although educational points are also an important aspect, otherwise our students would not be able to adapt to the current high school entrance examination and college entrance examination policies. However, if we only focus on educational points, it will definitely not be conducive to the all-round development of students. Although they have adapted to the high school entrance examination and college entrance examination policies, they will be difficult to adapt to the needs of social development, and they will definitely be eliminated in the fierce social competition in the future. You see, some units in society are recruiting talents now, and they will never accept you just based on your high academic qualifications. They pay more attention to your other abilities besides learning. Therefore, for the sake of students’ longer-term future, we must establish the concept of educating people.

The second is the development concept. The process of class management should be a process of continuous development and progress of students, otherwise your management will fail. The students we manage are "living" individuals. They are not static, and their changes are not always "for the better, for the better, and for the better". In other words, they cannot always be in "positive development". Sometimes there will be negative developments of this kind or another, and we need to help them get back on track in a timely manner. This kind of change in development and growth does not distinguish between good and bad learning. For example, Liu Hongyang, a student from Class 10, Grade 57, has always been among the top three in his class. However, once I saw him writing two pieces of "feelings" in the "Home-School Contact Book", I didn't understand it the first time. What does it mean? After reading it carefully with Teacher Wang Xiang'e, we realized that it was a very profound reflection on life. In the end, I was very dissatisfied with my current situation and felt that my life had no value. I am very sensitive to the fact that there is something wrong with his state of mind. I immediately went to the class teacher to find out about his recent class attendance and homework completion. Sure enough, some teachers have noticed some subtle changes in his class in the past two days. In the past, he was very active in following the teacher's ideas during class, but now Sometimes I don’t even look up during lectures, and some assignments are even handed in before I finish them. My feeling is indeed correct. How to find out the crux of his thinking? I was not eager to talk to him alone, nor did I go to criticize him for this. Instead, I chatted with the members of his group and several classmates who were often with him, and learned from the side I learned that he has some personal opinions on the repeated review of the knowledge he has learned in the second semester of the third grade of junior high school. Because he has mastered it better in the first and second grades of junior high school, he personally feels that there is no need to repeat it and thinks that doing so is simply a waste of his time. and life. Once you know the cause of the disease, the next step is to prescribe the right medicine. I wrote nearly a page of reply in his "Home-School Contact Book". The general meaning is to tell him that our current education is for the majority of students, and we cannot and will not only consider the learning of individual students or some students. Benefit. At the same time, he raised expectations and told him to take a long-term and broad view. Although you have excellent grades in our school, what about Huaiyin District? What about Jinan City? What about the future college entrance examination and the competition in society? How? Bridging this gap is what you need to do most right now. He replied: Teacher, I understand, thank you! Later, I asked the teacher to discuss whether he could control the class time independently without affecting the review and keeping up with the review progress? The teachers were very supportive. So I went to him alone again and told him the teachers' decision, and he happily accepted it. A small episode in the development passed smoothly.

The third is service concept. The new education policy proposed by the 18th National Congress of the Communist Party of China emphasizes: "Education must serve the people" and "Education must be provided to the satisfaction of the people". This also illustrates the importance of establishing a service concept.

Some teachers jokingly said: "Nowadays, students are so pampered that it is impossible to be a teacher. Maybe one day we will have to kneel down to teach students!" Although it is a joke, it also reflects the sentiments of some teachers. The educational philosophy has not changed in time, and we are still in a state of mind: I am the teacher and you are the student, and you must listen to me in everything!? In such a state, people will naturally feel that all students and even parents should obey me and not make any mistakes, otherwise you will feel sorry for me and you will not respect me. Therefore, he will feel that others owe him two hundred condoms, or at least one hundred condoms. This feeling greatly reduced his professional happiness. This will not be the case when we establish a service concept. Teachers, have you seen the waiters in hotels or shopping malls? When customers come and provide them with service opportunities, they are very happy, because this can reflect their value and bring them economic benefits. If we also establish a service concept, when students make mistakes or problems arise, you will be happy: My opportunity has come, I can finally serve you, and the value of my life can be realized in you. Although this is a bit exaggerated and a bit funny, it also makes sense. When we use our high-quality services to make students make progress, the happiness that comes from the heart is definitely not something that can be summarized by "adding roses to people and leaving lingering fragrance in hands".

The fourth is the concept of competition and cooperation. As long as the current high school entrance examination and college entrance examination policies remain unchanged, there will inevitably be competition among students, and only with competition can progress be achieved. However, simply emphasizing competition is definitely not enough. The development and progress of the current society places more emphasis on cooperation. Tens of thousands of parts of an airplane are produced by workers in many countries around the world. Many Nobel Prizes are awarded to people who cooperate. We What students need more is the awareness and ability to cooperate. That's why there are many models similar to "four-person cooperative group" learning. Therefore, we must establish the concept of competition and cooperation, so that our students can continue to make progress in competition and achieve a win-win situation in cooperation.

The problem has been solved and the concept has been established. We still need to develop three types of courses.

(3) Develop three types of courses

The first type is class meeting courses. I personally think that the class meeting is the main position to achieve the class evaluation effect. The various evaluation mechanisms we have developed must be evaluated at least once a week (or every day) (the duration of the evaluation can be long or short), and the terms and conditions of those evaluations must be implemented, otherwise the evaluation mechanism will be like a deaf ear? Got the decorations. Some class teachers are afraid of trouble, or feel that subject learning is more important, so they skip the class or let teachers from other subjects teach it. This may seem to save trouble, and may also achieve some subject learning effects, but in the long run, you lose of more. Without the implementation of the evaluation mechanism, our class management goals will be difficult to achieve or impossible to achieve at all. Therefore, this class meeting is very important and cannot be omitted.

The second category is activity courses. Activity classes are the best time to enhance class cohesion. ?Practice brings true knowledge? What students gain from activities is definitely much more than what they simply learn from textbooks, and it will have a great impact on students, even lifelong. When you look back on your good times in junior high school, high school or college, what can you remember or remember the most? (Except for your first love) it is often activities you do with your classmates. The most important thing is that during the activities, it is easy to form class cohesion and play a very good role in promoting class learning. Therefore, some people think that holding activities will delay students' learning is wrong.

The third category is parent-teacher conference courses. The purpose of holding parent-teacher conferences in schools is to establish a cooperative relationship of understanding, trust, and consistent goals between the school and the family. However, the results of some parent-teacher conferences are disappointing. The head teacher talks about the school’s class scores and complains about the students’ There are too many petitions and more requests for parents; while parents are asked to speak less, communicate less with each other, and study and solve students' problems less.

As a result, parent-teacher meetings have turned into press conferences on test results, reports, complaints, lectures, and even criticism and complaints, becoming the prelude to a "storm". When I get home, I will either give him a severe training or a severe beating. In short, I should return the anger I received at the parent-teacher conference to my child twice as much. Such parent-teacher conferences are often ineffective. If we change the angle, re-examine the parent-teacher meeting, stand at the height of curriculum reform, and realize the conceptual transformation from "school, teachers, and scores as the center" to "respecting students and parents as the main body", fully considering their feelings and interests; in terms of content, realize the transformation from focusing only on test scores to focusing on the all-round development of students; in terms of form, realize the transformation from a single preaching and complaining type to a mutual communication type between parents, students and teachers. This will allow Students and parents are willing to hold parent-teacher meetings, like to have parent-teacher meetings, and look forward to having parent-teacher meetings.

2. We must give full play to the main role of students.

Junior high schools are different from primary schools. As they grow older, junior high school students will have a stronger and stronger sense of autonomy and independence, so they will become more and more disgusted with "nanny-style" management. In order to better adapt to the characteristics of students' growth, I allow students to become the main body of independent management of the class and participate in all aspects of class management. The core of class management is the construction of class culture, including the construction of institutional culture, environmental culture and spiritual culture. I will talk about how to give full play to the main role of students and enhance students' independent management from the following three aspects.

(1) System culture construction:

The formulation of the class management system is by no means the needs of the class teacher, but the needs of the class work and all students. Therefore, its formulation must be To follow the mass line, students must be fully involved. My approach is to first ask all students to write down your requirements for every aspect and time period of a day's study and life at school. In other words, what do you want to live in during this time period or on this occasion? In such a class, it is best to summarize it in one sentence or a few short sentences. Then make two reasonable suggestions based on your own beautiful vision. Based on the students' wishes and suggestions, the class teacher and the class cadres worked together to compile the "First Draft of the Daily Routine" for the whole class to discuss and supplement. At the same time, parents' opinions were fully solicited. Based on the opinions raised, relevant content was added or deleted again, and the draft was compiled. The finalized "One-day Routine Requirements" will be signed by students and parents, and the next step will be to strictly follow this system and be implemented by relevant class cadres and duty personnel. At the beginning of each semester, opinions must be solicited again, and this system can be modified according to changes in various aspects. However, once it is finalized and signed, it must be adhered to unconditionally. If there are individual circumstances, such as some students (Zhang Han) whose families are far away from arriving at school on time, etc., parents and students must write an application together, and the whole class will vote and approve it before special arrangements can be made. Other systems are also established in this way. In addition to the "One-day Routine Requirements", there are also "Class Leader Management Responsibilities", "Health Duty System", "Team Leader Management Responsibilities", "Lunch Break and Self-Study Regulations", "One-day Class Teacher Responsibilities", "Evaluation of Excellence and Priority" System", "Property Management Regulations", etc. These systems must be established on the basis of fully soliciting the opinions of each student and in line with the principle of the minority obeying the majority. Precisely because it is the students who have formulated these rules and regulations, they will be willing to implement them voluntarily, and it is not easy for conflicts between teachers and students to arise.

(2) Environmental culture construction:

Marx once said: People create the environment, and similarly, the environment can also create people. Ninety percent of students' time at school is spent in the classroom. A clean and beautiful indoor environment is the main position for implementing quality education and the main place where teachers and students work and live. This must also be the subject of class management? Students go and finish, go and assign. I mainly guided the students to improve the hexagram training.

Hexagon refers to the book corner (each person turns in two books every month, and changes them once a month, and has a reading plan and reading exchanges), and the biology corner (brings some flowers, plants, fish and insects to decorate the classroom, and changes them once a month according to the group) ), Environmental Protection Corner (indoor garbage is sorted, recyclables are put together, and excess is sold as class fees), Evaluation Corner (one evaluation per week according to class rules, included in the "Personal Moral Bank", and used as a personal quality level at the end of the semester and various evaluation criteria), Honor Corner (one review per week, and the week’s learning star, discipline star, moral model, daily pacesetter, etc.), Display Corner (one group per week, you can show your own Specialties such as calligraphy, painting, handicrafts, etc.). The first training refers to the class training, which is also provided by the students on the basis of students' full understanding of the class management objectives, and then the whole class votes to select the one recognized by the majority of students as the class training (morality, strict practice, diligent study, and knowledge) . The layout of the class environment and culture, if used properly, can have a very good educational effect on students. For example, you can display students' calligraphy works according to your needs. In the first grade of junior high school, in order to develop education, you can write "Good habits, beneficial to life", "I am confident and I am happy". In the second grade of junior high school, to prevent polarization, you can write "Competition makes people progress, cooperation." Bringing a win-win situation? In order to promote ideal education and the spirit of hard work in the third grade of junior high school, you can write? How big is the heart, how big is the dream, and how big is the achievement?, The edge of the sword comes from sharpening, and the fragrance of plum blossoms comes from the bitter cold? etc. This silent and subtle influence lasts for a long time, and the results are very significant.

(3) Spiritual and cultural construction:

A good mental outlook, a healthy class style, and a democratic and harmonious teacher-student relationship are essential for cultivating students' sentiments, beautifying their souls, and regulating their students. Behavior also plays a crucial role. How to promote "truth, goodness, and beauty" in the class and resist "false, evil, and ugliness"? I gave full play to the important role of the two newspapers. The two newspapers refer to the blackboard newspaper and the class weekly newspaper (handwritten newspaper). In addition to being produced in accordance with the unified requirements of the school, the blackboard newspaper can also be flexibly mastered and interspersed according to the needs of your own class, such as some hot topics in the current society. Discussions, opinions on the phenomenon of moral decline and lack of morality, can also be a display of some of the results and achievements achieved in current national construction, etc. Let students pay attention to the society and the country and enhance students' patriotic awareness. The weekly class report is usually completed by the class teacher on duty. It is mainly a summary of the work of the class during the week. All personnel involved in class management provide the good aspects and shortcomings found in the management, the good people and good deeds discovered, teachers and students The harmonious approach in the relationship, what problems still need to be solved, how to solve them, and the feeling of being on duty, etc. The whole class takes turns to do this, so that they will personally experience the difficulty and hardship of managing a class, and will support the management of other students more in the future, which is very beneficial to independent class management.