Left-behind children work programme
Part 1: Work plan for left-behind children
In order to conscientiously implement the party's XXX spirit, implement the implementation opinions of the "three customs" project, earnestly carry out the work of "care for left-behind children", do a good job in mental health education for left-behind children, and combine the actual situation of our school to formulate the following implementation plan. :
First, the guiding ideology
Adhere to the guidance of Deng Xiaoping Theory and the important thinking of the "Three Represents", comprehensively implement the scientific development concept, comprehensively implement quality education, conscientiously implement the party's XXX spirit and the State Council's "Opinions on Solving the Problem of Migrant Workers", and Build Rural Labor Services The children of the output family receive more care, get more support, get more exercise, explore the education and management mechanism of left-behind children in rural areas, strive to create a good atmosphere for the healthy growth of left-behind children, promote the comprehensive development of the left-behind children, and build a harmonious society. Harmonious campus, harmonious family, and new rural services.
Second, organizational leadership
In order to strengthen the leadership of caring for left-behind children, the school set up a “Leading Left-behind Children” work leading group, which is composed of the following:
Team leader: Xiao Jinwu
Deputy leader: Wang Kaiping, Wang Wei
Members: Zhang Wenzhao, Jiang Huashan, Liu Gan, Zhu Shengyu
Third, implement three priorities for left-behind children:
1. Learn to give priority to counseling. The school should classify and group the left-behind children one by one from the learning aspect and implement them to each class teacher. The class teacher will analyze the student's academic situation, formulate the study and help plan, and clearly help the time, content and stage effect. Each left-behind child is led by a teacher to establish a learning helper. The teacher should regularly check the effect of the pairing and help establish a progressive file.
2. Give priority to life. The school should take a look at the left-behind children, ask more questions, and help one more, so that the students are happy and the parents are relieved. The canteen should pay attention to balanced nutrition and good body development. When left-behind children are sick, they should be treated promptly and taken care of. It is necessary to guide the left-behind children to learn to take care of themselves and develop a civilized and healthy living habit.
3. Prioritize activities. Schools should attach great importance to and seriously organize left-behind children to participate in group activities, or carry out some activities according to their characteristics, which not only make them happy, but also cultivate independent living ability. We must enrich the cultural life of left-behind children through books and other forms, and accept the Chinese traditional culture.
Fourth, the content and arrangement of the event:
In January and March, the theme education activities for caring for left-behind children were launched, and the school’s Young Pioneers Brigade gave an initiative to the teachers and students of the school. The school opened a family phone call, set up a special line, and open the phone number to provide convenience for left-behind children to contact and communicate with parents during classes, breaks, weekends or holidays, and to enhance the relationship between students and parents.
In conjunction with the “Teaching Management Month” conducted by the School of Academic Affairs, the student activities are carried out, and a pair of mutual help activities, which are “hand in hand and grow together”, are carried out between teachers and students. In conjunction with the school’s Lei Feng activities, the left-behind children are guided to do something meaningful.
2. In April, teachers of each class talked with 3-5 left-behind children every week to understand their recent learning, life, emotions, friends, body and other aspects, exchange feelings, and cultivate students' good attitude and health. psychological.
In March and May, open the window of the left-behind children's mind, provide mental health education and counseling for left-behind children, and provide psychological counseling to let students talk about their own words.
In April and June, the teachers organized class students and left-behind children to participate in the school art festival performance activities, and gave priority to the left-behind children to participate in calligraphy, hand-written newspapers and other series of competition activities, so that they felt the collective care and warmth.
5, teachers in the class should vigorously carry out a birthday card, write a birthday testimony, send a birthday greeting, holiday can also hold birthday party, karaoke, storytelling, etc. in various forms, rich in content, simple and easy, Warm and peaceful activities, let each left-behind student have a happy birthday.
V. Activity requirements
1. The faculty and staff of the whole school should fully understand the importance, urgency and practical significance of this activity. We must proceed from the overall situation and height of running the people's satisfaction education, improving the quality of the whole people, building a harmonious society, serving the new rural construction, and maintaining social stability. , and do a good job in caring for the students who stay behind.
2. Each class of each grade should formulate corresponding activity plans in conjunction with this plan to ensure that the activities are carried out in an orderly manner.
3. The majority of faculty and staff should actively cooperate and creatively carry out their work to ensure that the activities receive practical results, do not go through the scenes, and do not flow in the form, so that all the left-behind students of our school receive warm love and grow up as healthy as other children.
4. Constantly sum up experience, highlight characteristics, vigorously publicize, expand the social impact of activities, and let more people of insight in the community care for left-behind students.
Part 2: Working Program for Left - behind Children
The transfer of surplus rural labor to cities and towns is one of the effective ways for farmers to get rich. According to the survey, at present, there are 566 students with left-behind children in Xiaozhongzhong, a small village under the jurisdiction of the Central State Council, including 249 female students. To further implement the provincial and municipal requirements for strengthening and improving the ideological and moral construction of minors, effectively improve the survival and development of left-behind children in rural areas, promote the healthy, happy and comprehensive growth of left-behind children in rural areas, and accelerate the pace of building a new socialist countryside. Specially formulated the implementation plan for the work of left-behind children in rural areas of Liji Township.
First, the guiding ideology
Guided by Deng Xiaoping Theory and the important thinking of the 'Three Represents', adhere to the scientific concept of development, establish a "people-oriented" educational philosophy, create a good atmosphere for the whole society to care for left-behind children in rural areas, and cultivate more morality for building a new socialist countryside. A generation of newcomers with all-round development of intelligence, body, beauty and labor.
Second, the work object and the main target
Working object
The object of caring for the implementation of rural left-behind children is 0-16 years old in rural kindergartens, small and scattered rural children.
main target
1. Establish a file of left-behind children, so that the retention rate of left-behind children will reach 100%; the rate of filing of left-behind children will reach 98%;
2.100% of left-behind children have temporary guardians;
The admission rate of left-behind kindergartens from 3.3 to 6 years old is over 90%;
4. The enrollment rate and consolidation rate of left-behind children are 100%;
The health care management rate of left-behind children under 5.7 years old reaches 95%;
6. The rate of immunization for left-behind children is 95%;
7. Establish a mental health work file for left-behind children, with a filing rate of 100%;
8. By 2019, the help rate of the community and the left-behind children in rural areas will reach more than 95%;
9. 100% of legal aid is provided for cases involving left-behind children that meet the legal aid requirements;
10. The prevalence rate of tutoring knowledge of left-behind children's parents is 98%;
Third, the implementation time
The implementation time of caring for rural left-behind children is from October 20XX to December 20XX.
Fourth, the main measures
Build a network of care for rural left-behind children
Improve the guardianship network with relatives of left-behind children as the main body, and urge the temporary guardians to fulfill their legal responsibilities; actively contact the township party committees and governments, establish an administrative village management network with grassroots party and government organizations as the main body, and improve the working mechanism; The school's help network with faculty and staff as the main body, strengthen the close cooperation between schools, temporary guardians, legal guardians and the society, establish a perfect communication system with guardians, and establish a social care network with group organizations and volunteers as the main body. Road, giving care in thoughts and life, helping left-behind children in poverty; establishing a legal protection network with political and legal departments as the main body, earnestly safeguarding the legitimate rights and interests of left-behind children, preventing juvenile delinquency, and cracking down on crimes against minors behavior.
Establish a mechanism for school education and management of left-behind children
1. Identify the information and establish a "bank account"
Conduct a thorough investigation of the left-behind children in the school, and make clear the names, genders, ages of the left-behind children, the characteristics and interests of the left-behind children; clearly understand the medical history of the left-behind children; and clearly understand the working places and contact details of the left-behind children; Clear the name, address and contact details of the temporary guardian of the left-behind child. Do a good job in the mind, clear work, and timely analyze the problems of left-behind children, seriously study countermeasures, and effectively solve the difficulties of left-behind children in life, study, and thinking.
2. Implement three priorities
Give priority to learning. The school should classify and group the left-behind children one by one from the learning aspect and implement them to each class teacher. The class teacher will analyze the student's academic situation, formulate the study and help plan, and clearly help the time, content and stage effect. Each left-behind child is led by a teacher to establish a learning helper. The teacher should regularly check the effect of the pairing and help establish a progressive file.
Give priority to life. The school should take a look at the left-behind children, ask more questions, and help one more, so that the students are happy and the parents are relieved. The canteen should pay attention to balanced nutrition and good body development. When left-behind children are sick, they should be treated promptly and taken care of. It is necessary to guide boarding students to learn to take care of themselves and develop a healthy and healthy living habit.
Priority is given to activities. Schools should attach great importance to and seriously organize left-behind children to participate in group activities, or carry out some activities according to their characteristics, which not only make them happy, but also cultivate independent living ability.
3. Multi-channel communication
Conduct talks and home visits. Conduct psychological counseling for left-behind children. Establish a class teacher and left-behind children to exchange ideas, and teachers should also carry out talk activities in conjunction with the learning situation, and care for the left-behind children with love, so that the left-behind children feel that the teacher is better than the parents and the school is better than the family. Class teachers and class teachers regularly conduct home visits, and inform parents or temporary guardians about their children's learning and living conditions, and explore ways to educate their children. After each home visit, you must write a quality home visit report.
Improve communication between schools and parents. Seriously run the "parent school", especially the "parental parents school." Train them and use radio, television and internet to open up tutor positions, guide parents and temporary guardians to master the methods and techniques of communicating with schools and children, and improve the level of education for children. In the face of major events, the teacher should communicate with the parents of the left-behind children who are working outside the home in time to achieve the purpose of sincere communication and problem solving.
Creating a social environment for the healthy growth of left-behind children
1. Centralize the surrounding environment of the National Primary School. Intensify the supervision, management and investigation of the surrounding environment of the national small and small, and cooperate with the public security, industry and commerce, and cultural departments to close the business premises such as Internet cafes or video game halls within 200 meters of the Chinese small campus.
2. Strengthen the construction of the "five old" team. The central small country hired 15 old teachers as external school counselors, and each village should also give full play to the special role of veteran cadres, veterans, old experts, old teachers and old models, and cooperate with relevant departments to strengthen supervision over Internet cafes and game halls. jobs. Guide left-behind children to stay away from bad hobbies, illegal places, unruly people, self-respect on the personality, learn to be self-reliant in life, self-discipline when you are alone, strive to be self-reliant in growth, prevent bad behavior, and grow up healthily and healthily.
Seriously grasp the management of the lodging department. Through extensive publicity, on the basis of students' willingness, we will do our utmost to mobilize the left-behind children to board the house, and to provide good nights counseling, accommodation, and meals for the boarders, so that the boarders can feel at ease and comfort, and let the parents feel at ease. At present, there are 107 boarding students left behind in our school, accounting for 52.7% of the total number of boarding students.
Establish a left-behind child service mechanism
1. Carry out social assistance activities to care for left-behind children. It is necessary to widely mobilize social forces and actively carry out various assistance activities for left-behind children. Invite the “Five Olds” as a good off-campus volunteer counselor, actively carry out the “big hand holding small hand” activities for the cultivation and growth education of left-behind children's ideological and moral quality; carry out the heart-to-hand contact and help activities; do good care and service work, so that Every left-behind child who is far from his parents can be "hearted, loved, protected, and hard to help."
2. Building a new platform for left-behind children's activities and exchanges. Establish a "left-behind children's home", "left-behind children's activity room", etc., to provide extracurricular activities for left-behind children.
,Work requirements
1. Establish a leading organization. Established a leading group of caring left-behind children with the head of the school, Sun Xinbing, to strengthen the unified leadership and management of left-behind children. Each village must also establish a corresponding leading body.
2. Clear division of responsibilities. The Party branch, the president's office, the trade union, the political and religious department, the academic affairs office, the boarding department, the Young Pioneers and other departments must combine their respective work functions and cooperate closely to earnestly do a good job in caring for rural left-behind children.
Part 3: Working Program for Left-behind Children
In order to earnestly do the work of left-behind children in Heishi Village, effectively improve the survival and development of left-behind children in rural areas, promote the healthy, happy and comprehensive growth of left-behind children in rural areas, accelerate the pace of building a new socialist countryside, and further implement the implementation measures for the construction of left-behind children's activity rooms in the provinces and cities. In combination with the actual situation, the implementation plan for the mobile children's activity room left in Heishi Village was specially formulated.
First, the guiding ideology
Guided by Deng Xiaoping Theory and the important thinking of the "Three Represents", adhere to the scientific concept of development, establish a "people-oriented" educational philosophy, build a system of education, custody and funding for left-behind children in rural areas, integrate social resources, broaden channels of social assistance, and maintain left-behind children. The legitimate rights and interests, optimize the social environment for the survival, development and participation of left-behind children, create a good atmosphere for the whole society to care for the left-behind children in rural areas, and cultivate more comprehensive development of morality, intelligence, body, beauty and labor for the construction of a new socialist countryside. Generation of newcomers.
Second, the work object and the main target
Working object
The target of the implementation of the care project for left-behind children in the village is the rural left-behind children aged 0-16 in kindergartens, small and middle schools, and scattered in the village.
main target
1. Establish a file of rural left-behind children, and the retention rate of left-behind children reaches 100%;
The enrollment rate of rural left-behind kindergartens from 2.3 to 6 years old is over 100%;
3. The enrollment rate and consolidation rate of left-behind children in rural areas are 100%;
4. The rate of immunization for rural left-behind children is 95%;
5. For cases involving rural left-behind children, in accordance with the provisions of legal aid, 100% of legal aid is granted;
6. The prevalence rate of tutoring knowledge of parents of rural left-behind children reached 98%;
Third, the main measures
Improve the mechanism and give full play to the role of the activity room
Formulate and implement the "left-behind children" work program, strengthen leadership, and promote the institutionalization and standardization of the "left-behind children" work.
1. Establish an organization to clarify the division of responsibilities. The village set up a leading group for caring for left-behind children, strengthened the unified leadership and management of left-behind children, and ensured that all work requirements were fully and conscientiously implemented. Administrative villages and schools must set up a working group for left-behind children to be responsible for the specific affairs of the grassroots.
2. Establish a file and contact card system for left-behind children. The Women’s Federation of the town should seriously investigate and study, find out the number of left-behind children, and establish special files and contact cards for each left-behind child. The basic content: the basic situation of the student, the parent's name, the family's detailed address, the contact number, the detailed address of the parent's work unit, the contact number, the occupation, detailed address, contact number, physical condition, age, etc. of the guardian or his entrusted guardian.
3, true love, "three priorities."
Give priority to learning. The school should classify and group the left-behind children one by one from the learning aspect and implement them to each class teacher. The class teacher will analyze the student's academic situation, formulate the study and help plan, and clearly help the time, content and stage effect. Each left-behind child is led by a teacher to establish a learning helper. The teacher should regularly check the effect of the pairing and help establish a progressive file.
Give priority to life. The school should take a look at the left-behind children, ask more questions, and help one more, so that the students are happy and the parents are relieved. The canteen should pay attention to balanced nutrition and good body development. When left-behind children are sick, they should be treated promptly and taken care of. It is necessary to guide boarding students to learn to take care of themselves and develop a healthy and healthy living habit.
Priority is given to activities. Schools should attach great importance to and seriously organize left-behind children to participate in group activities, or carry out some activities according to their characteristics, which not only make them happy, but also cultivate independent living ability.
Establish an educational guidance mechanism for guardians of left-behind children
Villages with more left-behind children should publicize and popularize tutoring knowledge, and educate parents of left-behind children and their temporary guardians to effectively assume the responsibilities and obligations of raising children. It is necessary to carry out the tutoring practice activities of “being a qualified parent and cultivating qualified personnel” among the parents of left-behind children, and to optimize parenting and guardianship behavior. We should use the holidays and busy seasons to organize a returning parents' meeting to guide the left-behind children's parents to establish a correct concept of teaching and learning, and to master scientific tutoring knowledge. Conditional schools can provide parenting education counseling and counseling services to parents and temporary guardians of left-behind children through the parent education website.
Part 4: Working Program for Left-behind Children
Our school has two campuses, the headquarters and the sheep's trotters. There are 16 teaching classes and 748 students. The campus environment is elegant, the layout is reasonable, the humanities are rich, and the greening rate is over 10%. It is a special school. Our school implements refined management, open education, and all-round education. The outstanding teachers of the school, the rich campus culture, the advanced concept of running a school, the distinctive characteristics of running a school, and the outstanding performance of education and teaching have been highly praised by all walks of life. In particular, we have made bold explorations in the education management of left-behind students. Innovative attempts to further implement the provincial, state, and county requirements for strengthening and improving the ideological and moral construction of minors, effectively improve the survival and development of rural left-behind children, and promote rural left-behind. Children's health, happiness, and overall growth, speed up the pace of building a new socialist countryside, and specially set up a small-village national center national small and small "care program for rural left-behind children."
First, the guiding ideology:
Guided by Deng Xiaoping Theory and the important thinking of the "Three Represents", adhere to the scientific concept of development, establish a "people-oriented" educational philosophy, create a good atmosphere for the whole society to care for the left-behind children in rural areas, and cultivate more morality for building a new socialist countryside. Socialist builders and successors with all-round development of intelligence, body, beauty and labor.
Second, the work objectives:
Through the investigation, analysis and research on the left-behind children, we can find out the reasons that affect the healthy growth of left-behind children, and put forward effective measures and methods in a targeted manner, and implement them to create a healthy, happy and equal way for the “left-behind children”. In the harmonious growth environment, at the same time, it is necessary to strengthen leadership, form synergy, vigorously publicize, establish a target responsibility system and a sound work evaluation system, and continuously improve the overall quality of the majority of minors.
1. Establish a file of left-behind children so that the retention rate of left-behind children reaches 100%;
2. The enrollment rate and consolidation rate of left-behind children are 100%;
3. The immunization rate of left-behind children is 95%;
4. For cases involving left-behind children, 100% of the legal aid is provided;
5. The prevalence rate of tutoring knowledge of left-behind children's parents is 95%.
Third, the main measures:
Improve the mechanism and give play to the role of the school’s main position:
Formulate specific work plans, implement the "left-behind children" education work program, strengthen leadership, sum up experience, establish a model, and promote the institutionalization, standardization and regularization of the education of "left-behind children". Make the school truly become the main front and main channel for students to learn knowledge, learn culture, and constantly improve their ideological consciousness.
1. Establish a leading organization and clarify the division of responsibilities. Establish a leading group for caring left-behind children, strengthen the unified leadership and management of left-behind children, and ensure that all work requirements are fully and conscientiously implemented. School offices, the Department of Political Affairs and Education, the Academic Affairs Office, the Young Pioneers and other departments must combine their respective work functions, strengthen contact and communication, and cooperate and cooperate with each other to earnestly do a good job in caring for rural left-behind children.
Team leader: Zhang Dingzhong Principal
Deputy Team Leader: Qin Zhongyin Academic Director
Tan Meilin, Director of Teaching and Research
Yao Shanan, Director of Political Education
Huang Chengwen Logistics Director
Member: All faculty and staff
2. Establish a file and contact card system for left-behind children.
Schools should seriously investigate and study, find out the bases of left-behind children, and establish special files and contact cards for each left-behind child. The basic content: the basic situation of the student, the parent's name, the family's detailed address, the contact number, the detailed address of the parent's work unit, the contact number, the occupation, detailed address, contact number, physical condition, age, etc. of the guardian or his entrusted guardian. The school arranges the personnel responsible for the management of the student registration file to manage the files of the left-behind children, and timely supplement or change the relevant contents of the contact card according to the changes of the students. Through the establishment of the contact card system, strengthen the school's contact with parents and other guardians, and form a student-centered care network. The school set up a family phone for left-behind children, telephone number: 6772035.
3, true love, "three priorities."
Give priority to learning. The school should classify and group the left-behind children one by one from the learning aspect and implement them to each class teacher. The class teacher will analyze the student's academic situation, formulate the study and help plan, and clearly help the time, content and stage effect. Each left-behind child is led by a teacher to establish a learning helper. The teacher should regularly check the effect of the pairing and help establish a progressive file.
Give priority to life. The school should take a look at the left-behind children, ask more questions, and help one more, so that the students are happy and the parents are relieved. The canteen should pay attention to balanced nutrition and good body development. When left-behind children are sick, they should be treated promptly and taken care of. It is necessary to guide boarding students to learn to take care of themselves and develop a healthy and healthy living habit.
Priority is given to activities. Schools should attach great importance to and seriously organize left-behind children to participate in group activities, or carry out some activities according to their characteristics, which not only make them happy, but also cultivate independent living ability.
4. Implement the system of faculty and staff to help the left-behind children.
The left-behind students have established key support objects and are equipped with help teachers and other faculty members. Paired help teachers and other faculty and staff should always talk with the left-behind students, keep abreast of the thoughts of left-behind students, and guide them to grow up healthily. Establish a diary of faculty and staff care for left-behind children, and train more outstanding teachers to become “agent parents”. For left-behind children who are boarding at school, teachers should communicate and communicate with left-behind children from time to time to master the thoughts and living conditions of left-behind children. For non-boarding children, teachers should regularly visit and communicate with temporary guardians to provide timely feedback on children's situation and help. Do a good job in children's ideological work. Let left-behind children grow up in the group of teachers and classmates, and compensate for the missing parenting education, so that they can walk out of loneliness and melancholy.
5. Establish a sound system of dialogue between teachers and left-behind children.
Schools should hold regular symposiums for helping teachers, left-behind children, guardians or entrusted guardians. Require the class teacher to talk with the "left-behind children" once a month, fill in the record card in detail, and formulate individual education management plans for a small number of "left-behind children" who are seriously degraded in learning, unsound personality development, unethical moral development, and suspected of violating the law, focusing on corrective treatment. And help, to be targeted, to teach students in accordance with their aptitude.
Carry out humanistic care activities. Let the left-behind students make up for the negative impact of the lack of family ties on their personality development through the warmth of teachers and the collective. Through regular class meetings and team activities, we organize various activities such as calligraphy and painting exhibitions, speech contests, and cultural performances, and organize the left-behind students to participate actively, so that they can live in a happy and harmonious atmosphere, find the feeling of going home, enhance learning and life. Confidence, experience the joy of learning and the joy of growing up.
6. Establish an emergency mechanism to care for left-behind children.
Establish a complete contact between left-behind children, schools, parents, and the government and emergency response mechanisms for emergencies. When the left-behind children encounter an emergency during school, they should inform the entrusted guardian within 30 minutes, and inform the parents of the foreign workers within one hour, and report to the superior education department and the township party committee government within 2 hours to ensure the safety of the left-behind children. Requirements, no delays. Sign the school safety work responsibility letter with the faculty and staff, and clarify the responsibility to ensure that students grow up in a safe environment.
7. Pay attention to the mental health education for left-behind children.
For left-behind children with moral behavioral deviations and psychological barriers, schools should focus on providing psychological education classes, vigorously carry out psychological counseling and psychological correction activities, and regularly carry out ideological education, emotional education, independent living education, and considerate parent education to make left-behind children feel prepared. Being cared for, experiencing the joy and happiness of life growth, eliminating bad emotional experiences, establishing an optimistic attitude towards life, and cultivating a correct outlook on life and values. In accordance with the requirements of the Ministry of Education's "Guidelines for the Guidance of China's Small Mental Health Education", we will actively explore the use of local courses or school courses to provide mental health education classes to guide left-behind students through the development of life. Make full use of modern educational resources, actively open a special telephone or e-mail to open a heart-to-heart mailbox, set up a spiritual station, establish a green channel for communication, and provide psychological counseling and counseling to students. Schools should designate teachers with good ideological quality, high level of work, and students' favorite to carry out related tasks. At the same time, pay attention to methods to create an equal and harmonious spiritual communication environment for students to fully feel the happiness of life and family relationships, and effectively improve left-behind children. The social adaptability and mental health level, focus on the mental health education of students. It is necessary to carry out research pilots on honing education, focusing on cultivating left-behind children's good personality psychological quality, independent living ability and self-protection awareness, and enhancing their social adaptability. It is necessary to hold regular literary, sports, science and technology and social practice activities to enable left-behind children to learn and grow in a happy and active environment.
8. Establish a sound inspection and assessment mechanism.
Strengthening the education and management of left-behind students should be included in the work target system as an important part of school education management. Establish and improve the work evaluation system, and regularly review the classes, departments and teachers, as an important basis for rewards and punishments. If the work is affected by ineffective work and dereliction of duty, the teacher's ethics and annual assessment are determined to be unqualified and given financial penalties.
Build an education network for the whole society and form a joint effort:
1. Strengthen communication and communication with parents or guardians of left-behind children.
The school should announce the contact number of the school leader, class teacher, and teacher to the parents of the left-behind children. Improve communication between schools and parents. Use telephones, home visits, etc. to guide parents or temporary guardians to master the methods and techniques of communication with schools and children, and to improve the level of children in education. In the face of major events, the teacher should communicate with the parents of the left-behind children who are working outside the home in time to achieve the purpose of sincere communication and problem solving. We also need to contact parents regularly through letters, telephone calls, and the Internet to help parents improve their own quality, change their educational concepts and ways of educating people, and pay attention to children's life, learning, psychological and physical conditions, and encourage children to study hard. Self-love and self-improvement, be a qualified social builder and successor.
2. Strengthen the education and training of the entrusted guardian.
The school must run a parent school, focus on improving the entrusted guardian's understanding of their own responsibilities, and strengthen the entrusted guardian to fulfill their duties and obligations during the period of entrustment. Schools should make full use of the school's educational positions and educational functions, and strengthen training and training for children or their guardians through training courses, symposiums, and briefings, and teach them a scientific concept of education and education. To improve the level of culture, change ideas and methods of education, and improve the level of education.
3. Strengthen cooperation with communities, village groups and families to create a strong and good education environment.
Schools should take the initiative to cooperate with local culture, industry and commerce, women's federations and other departments to mobilize all available educational resources and care for left-behind children. Attach importance to the joint education of home and school, require parents to communicate and communicate with children in various forms, pay more attention to children's physical and mental health, let children experience the love of the mother and mother, and strive to form a four-level educational network of government, village, school and family. Create a good social environment with a strong caring atmosphere and healthy growth of young students.
Defining responsibilities and working hard to create a good education environment:
1. Strengthen the small construction and management of boarding in China.
Through extensive publicity, on the basis of students' willingness, we will do our utmost to mobilize left-behind children to board and to do the daily work of boarding students, such as evening counseling, accommodation, and meals, so that boarders can feel at ease and comfort, so that parents can rest assured. Let rural left-behind children get the education, management, care and care they deserve. At the same time, combined with the increasing status of rural left-behind children, the concept of running a school is changed to improve the overall quality of students.
2. Strengthen funding for poor left-behind children.
Schools should give special care to left-behind children in terms of life and study. They should include left-behind children with family difficulties in the “two exemptions and one subsidy” plan, and provide living allowances by exempting miscellaneous fees, books and fees. To ensure that they complete nine years of compulsory education.
3. Renovate the surrounding environment of the campus.
Focus on rectifying the surrounding environment of the school and increase supervision, management and investigation of the surrounding environment of the campus. Guide left-behind children to stay away from bad hobbies, illegal places, unruly people, self-respect on the personality, learn to be self-reliant in life, self-discipline when you are alone, strive to be self-reliant in growth, prevent bad behavior, and grow up healthily and healthily.
4. Establish a seminar and exchange system.
The school conducts a summary of the education management of “left-behind children” every semester, holds regular seminars and symposiums, holds forums regularly, exchanges experiences, studies work, explores new roads, takes measures to strengthen the construction of weak schools, consolidates achievements, and enhances effectiveness. Continuously improve the level of education and management of left-behind students, and play an active role in the education management of “left-behind children”.
Chapter 5: Work Program for Left-behind Children
In order to give play to the exemplary role of faculty and staff, we will promote the school education and teaching work to a new level, and promote the healthy and happy growth of left-behind children. According to the actual situation of our school, the plan is as follows:
First, the guiding ideology:
Guided by the important thinking of the "Three Represents" and the spirit of the "XX Grand Conference", adhere to the scientific concept of development, establish a "people-oriented" educational philosophy, create a good atmosphere for all faculty and staff to care for left-behind students, relieve the worries of migrant workers, and promote staying behind Children grow up healthily and happily, creating a harmonious and caring campus care atmosphere.
Second, the work objectives:
Through the survey of left-behind students in the school, the left-behind students who need help are counted: poor left-behind students, psychological problems left behind, and students with learning difficulties. Organize all faculty and staff to recognize the students, analyze and study, find out the reasons that affect the healthy growth of these students, and propose effective measures and methods to create a healthy, happy, equal and harmonious growth environment for the left-behind students. . At the same time, strengthen leadership, form synergy, vigorously publicize, establish a target responsibility system and improve the work evaluation system.
Third, the leadership:
Team leader: Wang Hai
Deputy Team Leader: Cheng Chunyan
Member: Li Yanhong, Lu Tao, Liu Bozhen, Li Xiaowei
Fourth, the main measures:
1. Establish a file to help students and sign a letter of commitment. Seriously investigate and study, find out the base of left-behind children, and establish a special file for each left-behind child. The school and the party members and teachers signed a letter of commitment to help the students staying behind.
2. Establish and improve the system of faculty and staff to help students. Teachers and staff should always talk with the students in the team, keep abreast of the students' thoughts and keep them healthy. The faculty and staff should communicate and communicate with each other from time to time, master the thoughts, study and living conditions of the children who are left behind, and give certain guidance and help; regular home visits communicate with the temporary guardians, promptly feedback the students' situation, help to do Good student's ideological work. Regular symposiums of faculty, assisted students, guardians or entrusted guardians.
3. Carry out humanistic care activities. Focus on the mental health education for helping students. For a small number of students who have studied badly, have problems in thinking, and violated the school rules and regulations, the faculty and staff must formulate individual education management programs, communicate with students, and make nuances, emotions, and reason. We can make full use of our school's psychological counseling room, focusing on corrections and help, so that we can be targeted and teach students in accordance with their aptitude. Let them experience the happiness and happiness of life growth, eliminate the bad emotional experience, establish an optimistic attitude towards life, and cultivate a correct outlook on life and values. It is necessary to hold regular literary, sports, science and technology and social practice activities, and encourage pairs of students to actively participate in various activities such as theme class meetings, team activities, calligraphy and painting exhibitions, speech contests, cultural performances, etc., so that they can live in a happy and harmonious atmosphere and enhance learning. The confidence of life, the joy of learning, the joy of growing up, and the care of the school and teachers.
4. Strengthen communication and communication with parents or guardians. Communicate with parents through telephone home visits, field visits, etc., to guide parents or temporary guardians to master the methods and techniques of communication with schools and children, and to improve the level of education of children. When encountering major events, the teacher should communicate with the parents of the students in time to achieve the purpose of sincere communication and problem solving. It is also necessary to contact parents regularly through various forms such as letters, telephone calls, and the Internet to help parents improve their own quality, change their educational concepts and ways of educating people, pay attention to students' lives, learning situations, psychological and physiological conditions, and encourage students to study hard. Self-love and self-improvement, be a qualified social builder and successor.
The assistance work for left-behind children will be an important indicator for the semester assessment and year-end assessment of all faculty and staff. At the end of the year, the model teachers who stayed at the work, that is, the advanced workers of the school, are not allowed to participate in the evaluation of the school. First activity.
In order to conscientiously implement the party's XXX spirit, implement the implementation opinions of the "three customs" project, earnestly carry out the work of "care for left-behind children", do a good job in mental health education for left-behind children, and combine the actual situation of our school to formulate the following implementation plan. :
First, the guiding ideology
Adhere to the guidance of Deng Xiaoping Theory and the important thinking of the "Three Represents", comprehensively implement the scientific development concept, comprehensively implement quality education, conscientiously implement the party's XXX spirit and the State Council's "Opinions on Solving the Problem of Migrant Workers", and Build Rural Labor Services The children of the output family receive more care, get more support, get more exercise, explore the education and management mechanism of left-behind children in rural areas, strive to create a good atmosphere for the healthy growth of left-behind children, promote the comprehensive development of the left-behind children, and build a harmonious society. Harmonious campus, harmonious family, and new rural services.
Second, organizational leadership
In order to strengthen the leadership of caring for left-behind children, the school set up a “Leading Left-behind Children” work leading group, which is composed of the following:
Team leader: Xiao Jinwu
Deputy leader: Wang Kaiping, Wang Wei
Members: Zhang Wenzhao, Jiang Huashan, Liu Gan, Zhu Shengyu
Third, implement three priorities for left-behind children:
1. Learn to give priority to counseling. The school should classify and group the left-behind children one by one from the learning aspect and implement them to each class teacher. The class teacher will analyze the student's academic situation, formulate the study and help plan, and clearly help the time, content and stage effect. Each left-behind child is led by a teacher to establish a learning helper. The teacher should regularly check the effect of the pairing and help establish a progressive file.
2. Give priority to life. The school should take a look at the left-behind children, ask more questions, and help one more, so that the students are happy and the parents are relieved. The canteen should pay attention to balanced nutrition and good body development. When left-behind children are sick, they should be treated promptly and taken care of. It is necessary to guide the left-behind children to learn to take care of themselves and develop a civilized and healthy living habit.
3. Prioritize activities. Schools should attach great importance to and seriously organize left-behind children to participate in group activities, or carry out some activities according to their characteristics, which not only make them happy, but also cultivate independent living ability. We must enrich the cultural life of left-behind children through books and other forms, and accept the Chinese traditional culture.
Fourth, the content and arrangement of the event:
In January and March, the theme education activities for caring for left-behind children were launched, and the school’s Young Pioneers Brigade gave an initiative to the teachers and students of the school. The school opened a family phone call, set up a special line, and open the phone number to provide convenience for left-behind children to contact and communicate with parents during classes, breaks, weekends or holidays, and to enhance the relationship between students and parents.
In conjunction with the “Teaching Management Month” conducted by the School of Academic Affairs, the student activities are carried out, and a pair of mutual help activities, which are “hand in hand and grow together”, are carried out between teachers and students. In conjunction with the school’s Lei Feng activities, the left-behind children are guided to do something meaningful.
2. In April, teachers of each class talked with 3-5 left-behind children every week to understand their recent learning, life, emotions, friends, body and other aspects, exchange feelings, and cultivate students' good attitude and health. psychological.
In March and May, open the window of the left-behind children's mind, provide mental health education and counseling for left-behind children, and provide psychological counseling to let students talk about their own words.
In April and June, the teachers organized class students and left-behind children to participate in the school art festival performance activities, and gave priority to the left-behind children to participate in calligraphy, hand-written newspapers and other series of competition activities, so that they felt the collective care and warmth.
5, teachers in the class should vigorously carry out a birthday card, write a birthday testimony, send a birthday greeting, holiday can also hold birthday party, karaoke, storytelling, etc. in various forms, rich in content, simple and easy, Warm and peaceful activities, let each left-behind student have a happy birthday.
V. Activity requirements
1. The faculty and staff of the whole school should fully understand the importance, urgency and practical significance of this activity. We must proceed from the overall situation and height of running the people's satisfaction education, improving the quality of the whole people, building a harmonious society, serving the new rural construction, and maintaining social stability. , and do a good job in caring for the students who stay behind.
2. Each class of each grade should formulate corresponding activity plans in conjunction with this plan to ensure that the activities are carried out in an orderly manner.
3. The majority of faculty and staff should actively cooperate and creatively carry out their work to ensure that the activities receive practical results, do not go through the scenes, and do not flow in the form, so that all the left-behind students of our school receive warm love and grow up as healthy as other children.
4. Constantly sum up experience, highlight characteristics, vigorously publicize, expand the social impact of activities, and let more people of insight in the community care for left-behind students.
Part 2: Working Program for Left - behind Children
The transfer of surplus rural labor to cities and towns is one of the effective ways for farmers to get rich. According to the survey, at present, there are 566 students with left-behind children in Xiaozhongzhong, a small village under the jurisdiction of the Central State Council, including 249 female students. To further implement the provincial and municipal requirements for strengthening and improving the ideological and moral construction of minors, effectively improve the survival and development of left-behind children in rural areas, promote the healthy, happy and comprehensive growth of left-behind children in rural areas, and accelerate the pace of building a new socialist countryside. Specially formulated the implementation plan for the work of left-behind children in rural areas of Liji Township.
First, the guiding ideology
Guided by Deng Xiaoping Theory and the important thinking of the 'Three Represents', adhere to the scientific concept of development, establish a "people-oriented" educational philosophy, create a good atmosphere for the whole society to care for left-behind children in rural areas, and cultivate more morality for building a new socialist countryside. A generation of newcomers with all-round development of intelligence, body, beauty and labor.
Second, the work object and the main target
Working object
The object of caring for the implementation of rural left-behind children is 0-16 years old in rural kindergartens, small and scattered rural children.
main target
1. Establish a file of left-behind children, so that the retention rate of left-behind children will reach 100%; the rate of filing of left-behind children will reach 98%;
2.100% of left-behind children have temporary guardians;
The admission rate of left-behind kindergartens from 3.3 to 6 years old is over 90%;
4. The enrollment rate and consolidation rate of left-behind children are 100%;
The health care management rate of left-behind children under 5.7 years old reaches 95%;
6. The rate of immunization for left-behind children is 95%;
7. Establish a mental health work file for left-behind children, with a filing rate of 100%;
8. By 2019, the help rate of the community and the left-behind children in rural areas will reach more than 95%;
9. 100% of legal aid is provided for cases involving left-behind children that meet the legal aid requirements;
10. The prevalence rate of tutoring knowledge of left-behind children's parents is 98%;
Third, the implementation time
The implementation time of caring for rural left-behind children is from October 20XX to December 20XX.
Fourth, the main measures
Build a network of care for rural left-behind children
Improve the guardianship network with relatives of left-behind children as the main body, and urge the temporary guardians to fulfill their legal responsibilities; actively contact the township party committees and governments, establish an administrative village management network with grassroots party and government organizations as the main body, and improve the working mechanism; The school's help network with faculty and staff as the main body, strengthen the close cooperation between schools, temporary guardians, legal guardians and the society, establish a perfect communication system with guardians, and establish a social care network with group organizations and volunteers as the main body. Road, giving care in thoughts and life, helping left-behind children in poverty; establishing a legal protection network with political and legal departments as the main body, earnestly safeguarding the legitimate rights and interests of left-behind children, preventing juvenile delinquency, and cracking down on crimes against minors behavior.
Establish a mechanism for school education and management of left-behind children
1. Identify the information and establish a "bank account"
Conduct a thorough investigation of the left-behind children in the school, and make clear the names, genders, ages of the left-behind children, the characteristics and interests of the left-behind children; clearly understand the medical history of the left-behind children; and clearly understand the working places and contact details of the left-behind children; Clear the name, address and contact details of the temporary guardian of the left-behind child. Do a good job in the mind, clear work, and timely analyze the problems of left-behind children, seriously study countermeasures, and effectively solve the difficulties of left-behind children in life, study, and thinking.
2. Implement three priorities
Give priority to learning. The school should classify and group the left-behind children one by one from the learning aspect and implement them to each class teacher. The class teacher will analyze the student's academic situation, formulate the study and help plan, and clearly help the time, content and stage effect. Each left-behind child is led by a teacher to establish a learning helper. The teacher should regularly check the effect of the pairing and help establish a progressive file.
Give priority to life. The school should take a look at the left-behind children, ask more questions, and help one more, so that the students are happy and the parents are relieved. The canteen should pay attention to balanced nutrition and good body development. When left-behind children are sick, they should be treated promptly and taken care of. It is necessary to guide boarding students to learn to take care of themselves and develop a healthy and healthy living habit.
Priority is given to activities. Schools should attach great importance to and seriously organize left-behind children to participate in group activities, or carry out some activities according to their characteristics, which not only make them happy, but also cultivate independent living ability.
3. Multi-channel communication
Conduct talks and home visits. Conduct psychological counseling for left-behind children. Establish a class teacher and left-behind children to exchange ideas, and teachers should also carry out talk activities in conjunction with the learning situation, and care for the left-behind children with love, so that the left-behind children feel that the teacher is better than the parents and the school is better than the family. Class teachers and class teachers regularly conduct home visits, and inform parents or temporary guardians about their children's learning and living conditions, and explore ways to educate their children. After each home visit, you must write a quality home visit report.
Improve communication between schools and parents. Seriously run the "parent school", especially the "parental parents school." Train them and use radio, television and internet to open up tutor positions, guide parents and temporary guardians to master the methods and techniques of communicating with schools and children, and improve the level of education for children. In the face of major events, the teacher should communicate with the parents of the left-behind children who are working outside the home in time to achieve the purpose of sincere communication and problem solving.
Creating a social environment for the healthy growth of left-behind children
1. Centralize the surrounding environment of the National Primary School. Intensify the supervision, management and investigation of the surrounding environment of the national small and small, and cooperate with the public security, industry and commerce, and cultural departments to close the business premises such as Internet cafes or video game halls within 200 meters of the Chinese small campus.
2. Strengthen the construction of the "five old" team. The central small country hired 15 old teachers as external school counselors, and each village should also give full play to the special role of veteran cadres, veterans, old experts, old teachers and old models, and cooperate with relevant departments to strengthen supervision over Internet cafes and game halls. jobs. Guide left-behind children to stay away from bad hobbies, illegal places, unruly people, self-respect on the personality, learn to be self-reliant in life, self-discipline when you are alone, strive to be self-reliant in growth, prevent bad behavior, and grow up healthily and healthily.
Seriously grasp the management of the lodging department. Through extensive publicity, on the basis of students' willingness, we will do our utmost to mobilize the left-behind children to board the house, and to provide good nights counseling, accommodation, and meals for the boarders, so that the boarders can feel at ease and comfort, and let the parents feel at ease. At present, there are 107 boarding students left behind in our school, accounting for 52.7% of the total number of boarding students.
Establish a left-behind child service mechanism
1. Carry out social assistance activities to care for left-behind children. It is necessary to widely mobilize social forces and actively carry out various assistance activities for left-behind children. Invite the “Five Olds” as a good off-campus volunteer counselor, actively carry out the “big hand holding small hand” activities for the cultivation and growth education of left-behind children's ideological and moral quality; carry out the heart-to-hand contact and help activities; do good care and service work, so that Every left-behind child who is far from his parents can be "hearted, loved, protected, and hard to help."
2. Building a new platform for left-behind children's activities and exchanges. Establish a "left-behind children's home", "left-behind children's activity room", etc., to provide extracurricular activities for left-behind children.
,Work requirements
1. Establish a leading organization. Established a leading group of caring left-behind children with the head of the school, Sun Xinbing, to strengthen the unified leadership and management of left-behind children. Each village must also establish a corresponding leading body.
2. Clear division of responsibilities. The Party branch, the president's office, the trade union, the political and religious department, the academic affairs office, the boarding department, the Young Pioneers and other departments must combine their respective work functions and cooperate closely to earnestly do a good job in caring for rural left-behind children.
Part 3: Working Program for Left-behind Children
In order to earnestly do the work of left-behind children in Heishi Village, effectively improve the survival and development of left-behind children in rural areas, promote the healthy, happy and comprehensive growth of left-behind children in rural areas, accelerate the pace of building a new socialist countryside, and further implement the implementation measures for the construction of left-behind children's activity rooms in the provinces and cities. In combination with the actual situation, the implementation plan for the mobile children's activity room left in Heishi Village was specially formulated.
First, the guiding ideology
Guided by Deng Xiaoping Theory and the important thinking of the "Three Represents", adhere to the scientific concept of development, establish a "people-oriented" educational philosophy, build a system of education, custody and funding for left-behind children in rural areas, integrate social resources, broaden channels of social assistance, and maintain left-behind children. The legitimate rights and interests, optimize the social environment for the survival, development and participation of left-behind children, create a good atmosphere for the whole society to care for the left-behind children in rural areas, and cultivate more comprehensive development of morality, intelligence, body, beauty and labor for the construction of a new socialist countryside. Generation of newcomers.
Second, the work object and the main target
Working object
The target of the implementation of the care project for left-behind children in the village is the rural left-behind children aged 0-16 in kindergartens, small and middle schools, and scattered in the village.
main target
1. Establish a file of rural left-behind children, and the retention rate of left-behind children reaches 100%;
The enrollment rate of rural left-behind kindergartens from 2.3 to 6 years old is over 100%;
3. The enrollment rate and consolidation rate of left-behind children in rural areas are 100%;
4. The rate of immunization for rural left-behind children is 95%;
5. For cases involving rural left-behind children, in accordance with the provisions of legal aid, 100% of legal aid is granted;
6. The prevalence rate of tutoring knowledge of parents of rural left-behind children reached 98%;
Third, the main measures
Improve the mechanism and give full play to the role of the activity room
Formulate and implement the "left-behind children" work program, strengthen leadership, and promote the institutionalization and standardization of the "left-behind children" work.
1. Establish an organization to clarify the division of responsibilities. The village set up a leading group for caring for left-behind children, strengthened the unified leadership and management of left-behind children, and ensured that all work requirements were fully and conscientiously implemented. Administrative villages and schools must set up a working group for left-behind children to be responsible for the specific affairs of the grassroots.
2. Establish a file and contact card system for left-behind children. The Women’s Federation of the town should seriously investigate and study, find out the number of left-behind children, and establish special files and contact cards for each left-behind child. The basic content: the basic situation of the student, the parent's name, the family's detailed address, the contact number, the detailed address of the parent's work unit, the contact number, the occupation, detailed address, contact number, physical condition, age, etc. of the guardian or his entrusted guardian.
3, true love, "three priorities."
Give priority to learning. The school should classify and group the left-behind children one by one from the learning aspect and implement them to each class teacher. The class teacher will analyze the student's academic situation, formulate the study and help plan, and clearly help the time, content and stage effect. Each left-behind child is led by a teacher to establish a learning helper. The teacher should regularly check the effect of the pairing and help establish a progressive file.
Give priority to life. The school should take a look at the left-behind children, ask more questions, and help one more, so that the students are happy and the parents are relieved. The canteen should pay attention to balanced nutrition and good body development. When left-behind children are sick, they should be treated promptly and taken care of. It is necessary to guide boarding students to learn to take care of themselves and develop a healthy and healthy living habit.
Priority is given to activities. Schools should attach great importance to and seriously organize left-behind children to participate in group activities, or carry out some activities according to their characteristics, which not only make them happy, but also cultivate independent living ability.
Establish an educational guidance mechanism for guardians of left-behind children
Villages with more left-behind children should publicize and popularize tutoring knowledge, and educate parents of left-behind children and their temporary guardians to effectively assume the responsibilities and obligations of raising children. It is necessary to carry out the tutoring practice activities of “being a qualified parent and cultivating qualified personnel” among the parents of left-behind children, and to optimize parenting and guardianship behavior. We should use the holidays and busy seasons to organize a returning parents' meeting to guide the left-behind children's parents to establish a correct concept of teaching and learning, and to master scientific tutoring knowledge. Conditional schools can provide parenting education counseling and counseling services to parents and temporary guardians of left-behind children through the parent education website.
Part 4: Working Program for Left-behind Children
Our school has two campuses, the headquarters and the sheep's trotters. There are 16 teaching classes and 748 students. The campus environment is elegant, the layout is reasonable, the humanities are rich, and the greening rate is over 10%. It is a special school. Our school implements refined management, open education, and all-round education. The outstanding teachers of the school, the rich campus culture, the advanced concept of running a school, the distinctive characteristics of running a school, and the outstanding performance of education and teaching have been highly praised by all walks of life. In particular, we have made bold explorations in the education management of left-behind students. Innovative attempts to further implement the provincial, state, and county requirements for strengthening and improving the ideological and moral construction of minors, effectively improve the survival and development of rural left-behind children, and promote rural left-behind. Children's health, happiness, and overall growth, speed up the pace of building a new socialist countryside, and specially set up a small-village national center national small and small "care program for rural left-behind children."
First, the guiding ideology:
Guided by Deng Xiaoping Theory and the important thinking of the "Three Represents", adhere to the scientific concept of development, establish a "people-oriented" educational philosophy, create a good atmosphere for the whole society to care for the left-behind children in rural areas, and cultivate more morality for building a new socialist countryside. Socialist builders and successors with all-round development of intelligence, body, beauty and labor.
Second, the work objectives:
Through the investigation, analysis and research on the left-behind children, we can find out the reasons that affect the healthy growth of left-behind children, and put forward effective measures and methods in a targeted manner, and implement them to create a healthy, happy and equal way for the “left-behind children”. In the harmonious growth environment, at the same time, it is necessary to strengthen leadership, form synergy, vigorously publicize, establish a target responsibility system and a sound work evaluation system, and continuously improve the overall quality of the majority of minors.
1. Establish a file of left-behind children so that the retention rate of left-behind children reaches 100%;
2. The enrollment rate and consolidation rate of left-behind children are 100%;
3. The immunization rate of left-behind children is 95%;
4. For cases involving left-behind children, 100% of the legal aid is provided;
5. The prevalence rate of tutoring knowledge of left-behind children's parents is 95%.
Third, the main measures:
Improve the mechanism and give play to the role of the school’s main position:
Formulate specific work plans, implement the "left-behind children" education work program, strengthen leadership, sum up experience, establish a model, and promote the institutionalization, standardization and regularization of the education of "left-behind children". Make the school truly become the main front and main channel for students to learn knowledge, learn culture, and constantly improve their ideological consciousness.
1. Establish a leading organization and clarify the division of responsibilities. Establish a leading group for caring left-behind children, strengthen the unified leadership and management of left-behind children, and ensure that all work requirements are fully and conscientiously implemented. School offices, the Department of Political Affairs and Education, the Academic Affairs Office, the Young Pioneers and other departments must combine their respective work functions, strengthen contact and communication, and cooperate and cooperate with each other to earnestly do a good job in caring for rural left-behind children.
Team leader: Zhang Dingzhong Principal
Deputy Team Leader: Qin Zhongyin Academic Director
Tan Meilin, Director of Teaching and Research
Yao Shanan, Director of Political Education
Huang Chengwen Logistics Director
Member: All faculty and staff
2. Establish a file and contact card system for left-behind children.
Schools should seriously investigate and study, find out the bases of left-behind children, and establish special files and contact cards for each left-behind child. The basic content: the basic situation of the student, the parent's name, the family's detailed address, the contact number, the detailed address of the parent's work unit, the contact number, the occupation, detailed address, contact number, physical condition, age, etc. of the guardian or his entrusted guardian. The school arranges the personnel responsible for the management of the student registration file to manage the files of the left-behind children, and timely supplement or change the relevant contents of the contact card according to the changes of the students. Through the establishment of the contact card system, strengthen the school's contact with parents and other guardians, and form a student-centered care network. The school set up a family phone for left-behind children, telephone number: 6772035.
3, true love, "three priorities."
Give priority to learning. The school should classify and group the left-behind children one by one from the learning aspect and implement them to each class teacher. The class teacher will analyze the student's academic situation, formulate the study and help plan, and clearly help the time, content and stage effect. Each left-behind child is led by a teacher to establish a learning helper. The teacher should regularly check the effect of the pairing and help establish a progressive file.
Give priority to life. The school should take a look at the left-behind children, ask more questions, and help one more, so that the students are happy and the parents are relieved. The canteen should pay attention to balanced nutrition and good body development. When left-behind children are sick, they should be treated promptly and taken care of. It is necessary to guide boarding students to learn to take care of themselves and develop a healthy and healthy living habit.
Priority is given to activities. Schools should attach great importance to and seriously organize left-behind children to participate in group activities, or carry out some activities according to their characteristics, which not only make them happy, but also cultivate independent living ability.
4. Implement the system of faculty and staff to help the left-behind children.
The left-behind students have established key support objects and are equipped with help teachers and other faculty members. Paired help teachers and other faculty and staff should always talk with the left-behind students, keep abreast of the thoughts of left-behind students, and guide them to grow up healthily. Establish a diary of faculty and staff care for left-behind children, and train more outstanding teachers to become “agent parents”. For left-behind children who are boarding at school, teachers should communicate and communicate with left-behind children from time to time to master the thoughts and living conditions of left-behind children. For non-boarding children, teachers should regularly visit and communicate with temporary guardians to provide timely feedback on children's situation and help. Do a good job in children's ideological work. Let left-behind children grow up in the group of teachers and classmates, and compensate for the missing parenting education, so that they can walk out of loneliness and melancholy.
5. Establish a sound system of dialogue between teachers and left-behind children.
Schools should hold regular symposiums for helping teachers, left-behind children, guardians or entrusted guardians. Require the class teacher to talk with the "left-behind children" once a month, fill in the record card in detail, and formulate individual education management plans for a small number of "left-behind children" who are seriously degraded in learning, unsound personality development, unethical moral development, and suspected of violating the law, focusing on corrective treatment. And help, to be targeted, to teach students in accordance with their aptitude.
Carry out humanistic care activities. Let the left-behind students make up for the negative impact of the lack of family ties on their personality development through the warmth of teachers and the collective. Through regular class meetings and team activities, we organize various activities such as calligraphy and painting exhibitions, speech contests, and cultural performances, and organize the left-behind students to participate actively, so that they can live in a happy and harmonious atmosphere, find the feeling of going home, enhance learning and life. Confidence, experience the joy of learning and the joy of growing up.
6. Establish an emergency mechanism to care for left-behind children.
Establish a complete contact between left-behind children, schools, parents, and the government and emergency response mechanisms for emergencies. When the left-behind children encounter an emergency during school, they should inform the entrusted guardian within 30 minutes, and inform the parents of the foreign workers within one hour, and report to the superior education department and the township party committee government within 2 hours to ensure the safety of the left-behind children. Requirements, no delays. Sign the school safety work responsibility letter with the faculty and staff, and clarify the responsibility to ensure that students grow up in a safe environment.
7. Pay attention to the mental health education for left-behind children.
For left-behind children with moral behavioral deviations and psychological barriers, schools should focus on providing psychological education classes, vigorously carry out psychological counseling and psychological correction activities, and regularly carry out ideological education, emotional education, independent living education, and considerate parent education to make left-behind children feel prepared. Being cared for, experiencing the joy and happiness of life growth, eliminating bad emotional experiences, establishing an optimistic attitude towards life, and cultivating a correct outlook on life and values. In accordance with the requirements of the Ministry of Education's "Guidelines for the Guidance of China's Small Mental Health Education", we will actively explore the use of local courses or school courses to provide mental health education classes to guide left-behind students through the development of life. Make full use of modern educational resources, actively open a special telephone or e-mail to open a heart-to-heart mailbox, set up a spiritual station, establish a green channel for communication, and provide psychological counseling and counseling to students. Schools should designate teachers with good ideological quality, high level of work, and students' favorite to carry out related tasks. At the same time, pay attention to methods to create an equal and harmonious spiritual communication environment for students to fully feel the happiness of life and family relationships, and effectively improve left-behind children. The social adaptability and mental health level, focus on the mental health education of students. It is necessary to carry out research pilots on honing education, focusing on cultivating left-behind children's good personality psychological quality, independent living ability and self-protection awareness, and enhancing their social adaptability. It is necessary to hold regular literary, sports, science and technology and social practice activities to enable left-behind children to learn and grow in a happy and active environment.
8. Establish a sound inspection and assessment mechanism.
Strengthening the education and management of left-behind students should be included in the work target system as an important part of school education management. Establish and improve the work evaluation system, and regularly review the classes, departments and teachers, as an important basis for rewards and punishments. If the work is affected by ineffective work and dereliction of duty, the teacher's ethics and annual assessment are determined to be unqualified and given financial penalties.
Build an education network for the whole society and form a joint effort:
1. Strengthen communication and communication with parents or guardians of left-behind children.
The school should announce the contact number of the school leader, class teacher, and teacher to the parents of the left-behind children. Improve communication between schools and parents. Use telephones, home visits, etc. to guide parents or temporary guardians to master the methods and techniques of communication with schools and children, and to improve the level of children in education. In the face of major events, the teacher should communicate with the parents of the left-behind children who are working outside the home in time to achieve the purpose of sincere communication and problem solving. We also need to contact parents regularly through letters, telephone calls, and the Internet to help parents improve their own quality, change their educational concepts and ways of educating people, and pay attention to children's life, learning, psychological and physical conditions, and encourage children to study hard. Self-love and self-improvement, be a qualified social builder and successor.
2. Strengthen the education and training of the entrusted guardian.
The school must run a parent school, focus on improving the entrusted guardian's understanding of their own responsibilities, and strengthen the entrusted guardian to fulfill their duties and obligations during the period of entrustment. Schools should make full use of the school's educational positions and educational functions, and strengthen training and training for children or their guardians through training courses, symposiums, and briefings, and teach them a scientific concept of education and education. To improve the level of culture, change ideas and methods of education, and improve the level of education.
3. Strengthen cooperation with communities, village groups and families to create a strong and good education environment.
Schools should take the initiative to cooperate with local culture, industry and commerce, women's federations and other departments to mobilize all available educational resources and care for left-behind children. Attach importance to the joint education of home and school, require parents to communicate and communicate with children in various forms, pay more attention to children's physical and mental health, let children experience the love of the mother and mother, and strive to form a four-level educational network of government, village, school and family. Create a good social environment with a strong caring atmosphere and healthy growth of young students.
Defining responsibilities and working hard to create a good education environment:
1. Strengthen the small construction and management of boarding in China.
Through extensive publicity, on the basis of students' willingness, we will do our utmost to mobilize left-behind children to board and to do the daily work of boarding students, such as evening counseling, accommodation, and meals, so that boarders can feel at ease and comfort, so that parents can rest assured. Let rural left-behind children get the education, management, care and care they deserve. At the same time, combined with the increasing status of rural left-behind children, the concept of running a school is changed to improve the overall quality of students.
2. Strengthen funding for poor left-behind children.
Schools should give special care to left-behind children in terms of life and study. They should include left-behind children with family difficulties in the “two exemptions and one subsidy” plan, and provide living allowances by exempting miscellaneous fees, books and fees. To ensure that they complete nine years of compulsory education.
3. Renovate the surrounding environment of the campus.
Focus on rectifying the surrounding environment of the school and increase supervision, management and investigation of the surrounding environment of the campus. Guide left-behind children to stay away from bad hobbies, illegal places, unruly people, self-respect on the personality, learn to be self-reliant in life, self-discipline when you are alone, strive to be self-reliant in growth, prevent bad behavior, and grow up healthily and healthily.
4. Establish a seminar and exchange system.
The school conducts a summary of the education management of “left-behind children” every semester, holds regular seminars and symposiums, holds forums regularly, exchanges experiences, studies work, explores new roads, takes measures to strengthen the construction of weak schools, consolidates achievements, and enhances effectiveness. Continuously improve the level of education and management of left-behind students, and play an active role in the education management of “left-behind children”.
Chapter 5: Work Program for Left-behind Children
In order to give play to the exemplary role of faculty and staff, we will promote the school education and teaching work to a new level, and promote the healthy and happy growth of left-behind children. According to the actual situation of our school, the plan is as follows:
First, the guiding ideology:
Guided by the important thinking of the "Three Represents" and the spirit of the "XX Grand Conference", adhere to the scientific concept of development, establish a "people-oriented" educational philosophy, create a good atmosphere for all faculty and staff to care for left-behind students, relieve the worries of migrant workers, and promote staying behind Children grow up healthily and happily, creating a harmonious and caring campus care atmosphere.
Second, the work objectives:
Through the survey of left-behind students in the school, the left-behind students who need help are counted: poor left-behind students, psychological problems left behind, and students with learning difficulties. Organize all faculty and staff to recognize the students, analyze and study, find out the reasons that affect the healthy growth of these students, and propose effective measures and methods to create a healthy, happy, equal and harmonious growth environment for the left-behind students. . At the same time, strengthen leadership, form synergy, vigorously publicize, establish a target responsibility system and improve the work evaluation system.
Third, the leadership:
Team leader: Wang Hai
Deputy Team Leader: Cheng Chunyan
Member: Li Yanhong, Lu Tao, Liu Bozhen, Li Xiaowei
Fourth, the main measures:
1. Establish a file to help students and sign a letter of commitment. Seriously investigate and study, find out the base of left-behind children, and establish a special file for each left-behind child. The school and the party members and teachers signed a letter of commitment to help the students staying behind.
2. Establish and improve the system of faculty and staff to help students. Teachers and staff should always talk with the students in the team, keep abreast of the students' thoughts and keep them healthy. The faculty and staff should communicate and communicate with each other from time to time, master the thoughts, study and living conditions of the children who are left behind, and give certain guidance and help; regular home visits communicate with the temporary guardians, promptly feedback the students' situation, help to do Good student's ideological work. Regular symposiums of faculty, assisted students, guardians or entrusted guardians.
3. Carry out humanistic care activities. Focus on the mental health education for helping students. For a small number of students who have studied badly, have problems in thinking, and violated the school rules and regulations, the faculty and staff must formulate individual education management programs, communicate with students, and make nuances, emotions, and reason. We can make full use of our school's psychological counseling room, focusing on corrections and help, so that we can be targeted and teach students in accordance with their aptitude. Let them experience the happiness and happiness of life growth, eliminate the bad emotional experience, establish an optimistic attitude towards life, and cultivate a correct outlook on life and values. It is necessary to hold regular literary, sports, science and technology and social practice activities, and encourage pairs of students to actively participate in various activities such as theme class meetings, team activities, calligraphy and painting exhibitions, speech contests, cultural performances, etc., so that they can live in a happy and harmonious atmosphere and enhance learning. The confidence of life, the joy of learning, the joy of growing up, and the care of the school and teachers.
4. Strengthen communication and communication with parents or guardians. Communicate with parents through telephone home visits, field visits, etc., to guide parents or temporary guardians to master the methods and techniques of communication with schools and children, and to improve the level of education of children. When encountering major events, the teacher should communicate with the parents of the students in time to achieve the purpose of sincere communication and problem solving. It is also necessary to contact parents regularly through various forms such as letters, telephone calls, and the Internet to help parents improve their own quality, change their educational concepts and ways of educating people, pay attention to students' lives, learning situations, psychological and physiological conditions, and encourage students to study hard. Self-love and self-improvement, be a qualified social builder and successor.
The assistance work for left-behind children will be an important indicator for the semester assessment and year-end assessment of all faculty and staff. At the end of the year, the model teachers who stayed at the work, that is, the advanced workers of the school, are not allowed to participate in the evaluation of the school. First activity.
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