# educating for departure #
“students in school” are the most delicate flowers on campus and require more love from teachers. In rural areas, where the problem of “school invalids” is particularly acute, what are the reasons for this? How can we transform the rural “students”? How can we develop the potential of a poor student? This paper will focus on five aspects of the transformation of chemical pests。
Key words: rural school children; transformation; measures
Introduction
My school is a rural post-secondary school, where most students come from rural areas and have more students left behind, resulting in a greater number of students in need. The greatest responsibility as a teacher is to do well in the education of students, so the education of students in need is one of the major undertakings facing us. Through five years of school teacher life, i am aware of the importance of education for students in need, and through my own efforts i have achieved better results in the transformation of students in need. Many students in their grades and schools who are “renowned” at the time of admission to school are able to undergo a significant change in their behaviour patterns in the course of their studies in my class, and there has been a marked improvement in their performance。
In the office, teachers are often heard talking about students, especially “sick students”. In five years of teaching, most of what i've learned about my school as a "student" is different from the traditional "student." the school's “leaving students”, who are generally underperforming at home, often make mistakes during school, and after a period of time after their education, are very “good” and willing to help, be polite and have a collective sense of honour。
Ii. Causes of rural poverty
The causes of school difficulties are multiple, and one is the result of its own factors, such as low iq, poor attendance at classes, failure to complete homework after classes, poor learning habits, etc. The second factor is objective factors, such as the failure of the educators, the negative environmental impact of the family, society and so on, and the gradual loss of learning confidence. Moreover, due to the absolute uniformity of evaluation criteria, it is not possible to distinguish between individual differences among students. The main reasons for my school's poor production are basically:
(i) social and family factors
My school is located in towns that are starting to develop, with an underdeveloped culture and education; more families have more difficult economies and are not paying enough attention to education; more parents are poorly educated and suffer from poverty, often from a lack of identification, resistance to disruption and loss of interest in learning. These factors can lead to school dropouts。
(ii) school and teacher factors
My school is a rural secondary school with poor school infrastructure that makes it difficult to leave outstanding teachers behind, and an under-optimization of educational resources. Rural secondary schools continue to measure the excellence of a teacher by his or her performance, which inevitably leads teachers to pursue the “points” of students at all times, so that attitudes towards students in school are, in many cases, a blow to their self-esteem, motivation and interest in learning。
(iii) learning to be self-sufficient
Rural students mostly lack good learning behaviour, learning methods and learning strategies. Students are introverted, with a strong sense of inferiority or shyness, insufficient concentration of attention in the classroom, vulnerability to instability, insufficient learning initiative, lack of proper motivation to learn, lack of determination, and the perception of learning as a hardship or even a burden。
As it is said, “the ten fingers are also of a long duration”, it is more normal for students to have different levels of barriers to learning because of their own, family, social factors. It is the responsibility of teachers to help students in need to build up their belief in self-esteem, self-confidence, a gradual change in the mindset of failure and a positive internal dynamic of self-learning. The teacher then needs to take a developmental approach to the students in need, to warm them with “love”, to be confident that they have the potential to succeed and to have the will to succeed, to be equal in helping them to improve their quality in many ways。
Iii. Measures for chemical conversion
(i) focus on home visits。
One of my students has been very loose and unsuspecting since he was in school. In my home visit, i found that the former classmate was in a family reorganised and had a sensitive character due to the strict requirements imposed on him by his stepfather, which led to a perceived lack of care. In response to the problem, the time of home visits was used to communicate with students and their stepfathers at the same time, allowing them to open their hearts face to face. By communicating, students feel that her stepfather is really concerned with her, but in a way that promotes her growth with strict requirements, and that his stepfather is aware that he is not able to communicate with his children properly in life and that he is not able to take care of students in life. As a result of this home visit, not only did the student's family become more harmonious, but also the students and parents become more confident in me. The most important thing is that the student has changed his/her character, was quickly integrated into his/her class and became more interested in learning, which naturally led to a marked improvement in academic achievement。
Through this case, i have found that the transformation of school children is a complex task that requires close collaboration among schools, families, society, etc. Family visits are regularly conducted with parents, and they are invited to consult with parents about educational methods and to keep abreast of students in need in order to educate students together with parents. By interacting with their parents and members of their families, it is often possible to identify the symptoms of the problem so that they can be treated。
(ii) learning from love。
Yang, a former senior in my class, has a more flexible mind and an active mind. However, the lack of the necessary parental care in a divorced family leads to an over-thinking, resistance to learning and addiction to the internet. After an in-depth interview with his parents, knowing that he lacked care, i spoke to him from one to the next, looking into his situation and what assistance he needed and what appropriate assistance i could give him. Two weeks later, he himself took the initiative to speak to me and, while expressing his gratitude, said that he would study hard and that he would not waste any more time. Although he is not in my class now, he often talks to me and keeps his grades around 200 (previously around 500)。
The above-mentioned facts tell us that if we use a warm heart, we can melt the “cool” of the “teaching poor”. Love can generate enormous educational power, and the “effect of love” is particularly evident in school children. They often talk to the poor, warm their hearts, heal their hearts with the warmth of their hearts, wash their souls with the warmth of their hearts, wash themselves of the pollution of their souls, make them feel that teachers care for him at all times, so that they may overcome their sense of inferiority, build confidence, face difficult challenges, and be enthusiastic about learning. The majority of “students” are often the target of discrimination, socially stigmatized as “incompetent” by the left neighbour, often reprimanded in the family and often rejected in school by certain teachers or classmates. If teachers are able to take care of them in their lives, in their thoughts and in their studies, to help them, to build a bridge of friendship between teachers and students and to make them feel their true love, they will repay their teacher's care with a hundred times their own efforts。
(iii) seize the “light spots” of the “savvy students” and build confidence in their self-reliance。
Our students, chen chen, are very smart and very motivated, but they are too active: they can't sit down and they can't hear, they can leave or talk to their fellow students as soon as they have a free time; but they can answer the questions if it is difficult for him to do so, if the teacher gives them the right number. This means that such students can understand as long as they listen carefully. I have therefore changed him in class by asking at least three to five questions a day, leaving him without time to leave, and by encouraging his ability to answer questions, commending his flashpoint. These students cannot be rushed, let alone brutalized and punished at will. They are given more opportunities to encounter simple problems in the course of their classes, to motivate students in the light language, to actively promote later development through mentoring, to develop their desire to learn competitively through the competition mechanism of the class groups, to conduct more student-friendly competitions in order to stimulate interest in subsequent studies, and to give students the pleasure of learning from difficulties to enjoy progress。
Confidence is the first step towards success. Lack of self-confidence is one of the main factors in failure. And the reason for the lack of confidence on the part of the “leaving students” is that they have problems. To build their self-confidence, we must first open their hearts. So how do we open it? First of all, it is necessary to look for a “light spot” for “scrutinized students” to choose the time for education, and only with self-confidence can a person realize his or her inherent potential and succeed in learning, career and life. Once their “light spots” have been discovered, it is timely to confirm that, once progress has been made, even modest progress must be encouraged in a timely manner. Of course, students should be commended for their language and art, for their intelligence and diligence, for their excellence and progress。
(iv) to give tolerance to the “leaving student” and respect the personality of the “leaving student”。
The education of students in difficulty takes the form of equality and respect for their personality. To make them feel equal in their language and in their actions and to make their physical and mental development normal. Go to school, be a big friend. Students in school are often frustrated and failed, so they are lonely and in particular need of warmth and love, entering school and understanding the reasons for their learning difficulties. “students” suffer from poor academic performance, worse behavioural habits, parental blame and discrimination, which seriously undermines their self-confidence and creates a sense of inferiority. There are always such psychological obstacles to them as the contradiction between demands for self-esteem and lack of respect; the contradiction between victory and failure; and the tension between passion for progress and weakness。
The shortcomings of the “savvy students” tend to obscure their virtues and their sense of inferiority obscures their advances. As a result, teachers should be more positive, less negative, more encouraged and less critical about the “pupil”. The mistakes they had committed should be condoned, as they were children with inadequate consideration, a lack of mental maturity and a lack of judgement. So let's not be overly critical of the mistakes made by the schoolboys, let them be tolerant and respect their personality. If it is one-size-fits-all, it is counterproductive。
(v) increased concern for children left behind
The majority of school-age children in rural areas are children left behind, who differ significantly from those who are not. In the prime period of study, it is desirable to be educated in a good family and social environment and to make continuous progress in learning, but the lack of effective parental supervision makes it difficult for the remaining students to develop good learning habits, and there are frequent failures to complete their work, truancy and dropouts. Of particular importance is the fact that some of the children left behind are becoming a new group among the displaced. The children left behind are at a critical stage in building an ideal awareness of their lives, and without the help of their parents in their ideas and values, they are vulnerable to life stances, deviance in values and, in some cases, criminalization. I communicate with students and parents on a regular basis, making more home visits and giving students a sense of what teachers really do. Educators' love for their students will surely transform them into “self-learning, self-management”。
(vi) teaching them effective learning methods
Practice has shown that learning difficulties are mainly manifested in relative isolation of knowledge, a superficial understanding of the methodology, ambiguity in its use and a lack of systematic aggregation and integration of activities。
To inform students that the first is to indicate whether a chemical conclusion is correct, and no matter how many specific examples are verified, it is not guaranteed. The second is to determine the validity of a chemical conclusion, which requires a step-by-step, well-founded reasoning. Through rigorous scientific experimentation and scientific evidence. As a result, teachers should guide effective learning methods in the course of their teaching, so that students feel that chemistry is not scary, that chemistry is useful and that they can solve some of their life problems with the knowledge of chemistry they have learned. Today's teaching is about not teaching tomorrow, so that students will never learn, and finally learn。
(vii) attention to children of single-parent families and students with family difficulties
There are more and more children of single-parent families in society, but in rural areas the overall mentality is still lagging behind, leading to children of single-parent families often having more serious psychological problems; and the lack of parental guidance, due to single parents, can lead to an increase in the psychological problems of children, seriously affecting their learning. For example, my class of students, huang chi, is a single-parent family with a long-standing psychological backlog and an aversion to learning. When i got the information in time, i used to talk to him and teach him how to guide himself. Slowly, he has come out of his own psychological shadow, and his achievements are steadily rising。
Students with family difficulties often have a greater sense of self-esteem, and they must also be provided with timely psychological counselling, as it affects their learning and their interpersonal interaction. For example, my class, wang, does have a difficult family economy, but their self-esteem is particularly high and they are vulnerable to unintended harm from fellow students. As a result, there were few friends in the first year of school. Through my patience, she slowly integrated into the class, and more and more friends。
Concluding remarks
Children in school need the attention of parents and teachers, and of society as a whole. One of the main aims of education is to improve the quality of the population as a whole. Every teacher must not give up on students who are in difficulty. Modernization requires people from all walks of life. Attention to students who are in need is to focus on the future of society. It is to be hoped that teachers and parents are not the only ones who are in need of education。
I believe that love is a catalyst for transformation. As long as teachers show love and perseverance, they are constantly helping them to build confidence in learning chemistry, and there must be some success in turning back. However, in the course of implementation, changes in strategies should be made in the light of the changing circumstances of the students, so as to be able to adjust in a timely manner, and to focus on the improvement of the student situation。
