Regular Gardener Curriculum in Special Education School in Longgang District, Shenzhen

20201October 20-22, 165438+ ESLON EQ SEL Zheng Shuli of Sanyou Growth Group was invited by Longgang District Special Education School, Shenzhen City, Guangdong Province, to conduct a three-day teacher training for more than 60 teachers in the normal subject gardener class of the school.

The whole training is an interesting activity without profound and obscure theoretical indoctrination, which arouses participants' experience and observers' deep thinking. Mainly experiential, through a lot of role-playing and scene reproduction, learning while playing and learning while doing. ?

From the division of labor in groups, the production of family posters and team display, the meaning of "positive discipline" is reflected, and the educational principle of respecting equality, kindness and firmness is permeated.

Learning and leisure go hand in hand, and the brain occasionally needs a change of environment. After busy studying during the day, I held a buffet barbecue and bonfire party at night. We work in groups, experience the fun of labor, exchange ideas in the evening breeze, and dance in bonfires and music. Special teaching and research activities make teachers feel happy.

From the challenges encountered in the initial teaching, the expected morality and skills of students, and the environment that children need, the participating teachers actively participate in the experience and brainstorm. Change the style, wood and tree in the body game, and feel "kindness and firmness" with the body to deepen the understanding of the most important rule of positive discipline.

The change of education should start with the teacher's words and deeds. To change teachers' words and deeds, we must first help teachers understand their own styles and characteristics. Through the courier's four boxes, which one would you refuse? Four choices and four characteristics will help us better understand our own behavior patterns and the styles of students and parents, and deeply interpret how we should get along with ourselves and people with different styles and help them.

Teacher Zheng vividly explained the principle of emotion with the "brain in the palm". When emotions get out of control, there must be a "positive pause" first. we? By role-playing and creative learning, combined with Adler's game power, we can understand the personality characteristics of ourselves and our companions, deeply understand kindness and firmness, and learn to encourage and praise.

Children from the stars also have the need to seek a sense of belonging and value. Special education teachers also deeply understand and discuss the course content and share their own teaching cases.

Through a quiz of "no language", let the participating teachers realize the negative meaning left by "no language" in students' minds. Encourage participating teachers to use positive language that is more in line with the principles of respect and equality in future teaching management. Through the wrong interview form, teachers can perceive the more real beliefs behind children's behavior and find more suitable ways to help children.

In this training, we also invited Steven Foster, one of the authors of "Positive Discipline for Children with Special Needs", to make an online remote connection to share the doubts in the learning process with the teachers. Although Steven is far away from the United States, he felt the enthusiasm of teachers from China for education and teaching, and he was deeply moved. He hopes that we can bring positive discipline to every child in need, care about their happy growth, and look forward to more online communication in the future.

Mentor Steven Foster

Shenzhen Longgang Special Education School has always attached great importance to the professional growth of teachers and the improvement of teachers' professional quality. The purpose of this training is to guide teachers and students to grow together and share the joy of growth. As the teachers said, China's education for children with special needs is still in the primary stage of development, and more effective work is needed for front-line practice. * * * will escort their growth.