Reflection of the work of the class teacher

After the training of the class teacher , I saw the cases in the classroom, the countermeasures of the class teacher , and the explanations of the experts, which benefited me a lot; it enriched my knowledge and filled my blank spots and blind spots. For the situation that has happened before, we have to think deeply and reflect, instead of throwing it away like garbage. "Learning without thinking, then thinking, but not learning is awkward." Confucius, an ancient Chinese thinker and educator, left us with this philosophical statement. In today's educational undertakings, we must also "educate" and " "Thinking", especially "reflection", combines "experience plus reflection equals growth." The self-reflection of the class teacher can be carried out from the aspects of ideological and moral quality, knowledge quality and psychological quality:

First, as a class teacher , I should reflect on my ideology and morality whether I love education or not; whether I dare to take responsibility; whether I can care for every student with love. In terms of knowledge quality, the class teacher should reflect on whether he has extensive knowledge, whether he has the ability of lifelong learning and continuous innovation, and whether he can solve the problems of students' thoughts, learning and behaviors with educational science theory. In terms of psychological quality, reflect on whether or not you are consistently pursuing your own life goals; for trivial daily education work, whether the spirit is full and the mind is clear.

Second, in daily life, reflect on whether I care about every student and truly respect each student. The process of class teacher management class is essentially a two-way emotional communication process between the class teacher and the student. Only by respecting the personality and self-respect of students and treating each student equally can students have a sense of pleasure and dignity in their study and life, and their potential and intelligence can be fully developed. How should the class teacher respect the students? First of all, ask yourself whether you really love students. Love is the foundation of respect. If you leave the true love for the students, respect can only be a false form; only the love from the heart can produce true respect. There are students with mental retardation in the class, students with poor academic performance, students who are isolated and rejected, students who are at fault, students with serious shortcomings and defects, and even students who disagree with themselves. If the class teacher can accept not to reject them, it is love, that is, respect. Secondly, it is easier for a person to find others' mistakes than to find their own mistakes, and it is easier to blame others than to review themselves. Some class teachers often say a lot of shortcomings of students: one is not disciplined, the teacher is not respected, the homework can't be done seriously, and the self is centered... Imagine if the class teacher can stand on an equal position with the students. Take a look at yourself first: Do you see students as equals to us in education? What if I am in the student's position? ... think about these problems and then examine the students. Maybe some of the problems in the eyes of the class teacher are not a problem. Once again, an in-depth understanding of the connotation of respect: respect is not obedience to indulgence, nor is it simply to give students face. The student's "no" requires the class teacher to communicate with the students more separately under the class and open the student's heart. And educating students to abide by the rules and cultivate students' sense of responsibility is to respect the deeper performance of students.

Third, in the work of the class teacher , I also have some shortcomings. For example, in the ideological work of the students, I am eager for quick success. I want to change some students in a short period of time. I don’t have any specific treatment for the students, but use some comparisons. A single, rigid method often has a counterproductive situation; the mastery of the psychological activities of the students is not in place, so it is sometimes difficult to work.