Method of transforming problem students into excellent students

Method of transforming problem students into excellent students <br />文/浊酒自陶
1. More contact with students <br /> Teachers should be more in contact with them. When he is presenting something or expressing his or her opinion, the teacher must listen carefully and respect his point of view in order to gain his trust. Always looking for opportunities to talk to him about his interests and hobbies. When he walked into the classroom, the teacher cast a friendly eye and made some positive comments on his words and demeanor, such as "You walk very spiritually today", "Your clothes are generous", etc., making his day Have a good start. In this way, the students feel comfortable in the classroom and feel that the teacher accepts and supports him, and he will perform well.
Second, seize the flash point and give praise in time <br /> Teachers should try to praise every student as much as possible. When students perform well, behave well or learn to progress, they must be given affirmation and praise. Because of the frequent setbacks and failures in school life, “problem students” need to be affirmed and praised by teachers or classmates, even when the performance is good, the teacher gently takes a shot on his shoulder. Therefore, teachers should be good at capturing their shining points, especially when the class size is relatively large, teachers should pay more attention to these students. Once they have good performance, they must seize the opportunity and give full Affirmation and sincere appreciation and praise.
Third, concise and clear task requirements <br /> When assigning tasks to them, teachers should make requests in the most concise language. If the teacher is all-inclusive, and every detail is explained, they tend to ignore the key places. Teachers can ask them to repeat what they have asked to confirm whether they really understand. When teachers explain and arrange more complex and large-scale tasks, they can ask them one or two requests at a time. At the same time, teachers can also demonstrate and let them imitate.
4. Assigning a student to be his partner <br /> When busy or not in the classroom, the teacher assigns students at the same table or neighboring table to help him in learning and other aspects, and form a partnership with him. This partner should be a relatively mature and responsible student in the class. Another way to apply this strategy is that when learning difficulties and behavior problems, teachers can bring together relevant students, and also allow outstanding students to participate, discuss learning problems, review misconduct, and achieve The purpose of helping each other.
V. Assignment work varies from person to person

If the assigned learning task is too burdensome for him, consider reducing it, for example, allowing him to do only odd-numbered questions. When his confidence and ability are enhanced, the amount of work is appropriately increased; if his ability is far lower than that of his classmates, he is assigned a less difficult job. If his motivation for learning is not enough, then he should design some homework that will stimulate learning motivation and stimulate interest in learning.
6. Decomposing big tasks into small problems <br /> In the face of large and complex learning tasks, these students often have a feeling of fear. They feel that this is impossible for them to complete, so they can easily give up without trying. Teachers need to break down the task and turn it into a small problem that is easy to do, so that students feel confident and successfully complete. For example, they should not be required to complete a full page of math problems at a time. The correct approach is to arrange 2-3 questions each time, check the completion, and add tasks as appropriate. In this way, the students have mastered the learning content, the learning ability has been strengthened, and self-confidence has been further established.
Seven, always remind, suggest that students concentrate on listening to classes
Many people in the "problem students" are not focused, and it is easy to go to class. It is difficult to complete the activities of each link according to the requirements of teachers in one lesson. Therefore, the teacher should try to remind or imply that he concentrates and calls his mind back to learning. In fact, this is not difficult to do. The teacher may go to his desk, stare at him with his eyes, or pause for a while, in order to remind him to listen carefully. In addition, the teacher can work with him to establish a suggestive signal, for example, the teacher can scratch his head, pull his ears, open his eyes or blink. When his attention is dispersed, the teacher does these actions and prompts them.
8. Seek parental help <br />Invite parents to the school to tell them about their school's learning and performance, and listen to their opinions to see if they find a more successful education strategy, or for teachers in the classroom. How to deal with whether there are good suggestions. Establish a fixed communication feedback channel and time with parents, so that teachers can reflect the performance of students to parents on a daily or weekly basis, so parents can provide teachers with timely information about their performance.
Nine, carefully observe, find out the reasons for students' problem behaviors <br />When students have problematic behaviors, such as classmates, dozing, shouting, walking around, etc., teachers should carefully observe and find out the behaviors that lead to these problems. s reason. Teachers should pay attention to the situation of the problem behavior, including what happened before or after the behavior, when is the behavior usually occurs, where is the student’s behavior, and whether his bad behavior points to a certain Specific students, and so on. Using the information obtained from observations, you can determine the cause of the behavior that caused these problems. The reason may be that he wants to draw the attention of teachers or other classmates, retaliate against a classmate who is not friendly to him or go to tease another classmate, try to transfer the attention of teachers and other students to their learning problems, and so on. If teachers are able to identify the underlying causes behind these problem behaviors, they can take advantage of the opportunity to contain and eliminate them in a timely manner.
X. Using behavioral therapy to correct students' problem behaviors <br /> Behavioral psychology believes that human behavior is acquired, since good behavior can be obtained through learning, and bad behavior can be eliminated through learning and training. Teachers can use the positive reinforcement method such as rewards to form students' good behaviors, and use the elimination or punishment to remove students' abnormal or bad behaviors. If positive and positive behaviors of “problem students” are found, teachers should give some kind of reward to promote the frequency of such behaviors. Teachers should determine the main performance of students' bad behaviors, and observe, examine, and record the seriousness and frequency of students' bad behaviors, establish the target behaviors that need to be corrected, and then choose the corrective strategies.
For most teachers, the education of “problem students” is indeed a problem. They must face the whole class of students, but also pay attention to these "problem students" from time to time. Sometimes, they are bitter and hard-working, and they have little effect. However, teachers' professional ethics and teachers' conscience tell them that they must never ignore and abandon "problem students" and should try their best to educate and transform them. Because transforming “problem students” and educating outstanding students is equally important.
Author: liquor from Tao