one
I. Guiding ideology
Adhere to the * * * theory and the important thought of * * *, fully implement Scientific Outlook on Development, fully implement quality education, conscientiously implement the Party's * * * spirit and the State Council's "Several Opinions on Solving the Problem of Migrant Workers", focus on giving rural left-behind children more care, support and exercise, explore the educational management mechanism of rural left-behind children, and strive to create a good atmosphere for their healthy growth and promote their all-round physical and mental development.
Second, organize and lead.
In order to strengthen the leadership of caring for left-behind children, the school established a leading group for caring for left-behind children, with the following members:
Three, the implementation of three key tasks for left-behind children:
1。 Learning is mainly based on family education. Schools should classify and group the left-behind children one by one from the aspect of learning and implement them to every teacher. The teacher analyzes the students' learning situation in detail, formulates the learning assistance plan, and defines the time, content and phased effect of the assistance. Each left-behind child is led by a teacher to establish a learning helper, and the teacher should regularly check the effect of pairing assistance and establish a progress file.
2。 Put life first. Schools should pay more attention to left-behind children, ask more questions, help more, make students happy and reassure parents. Left-behind children are ill, so they should be treated and taken care of in time. It is necessary to guide left-behind children to learn to take care of themselves and develop civilized and healthy living habits.
3。 Give priority to activities. Schools should attach great importance to and seriously organize left-behind children to participate in group activities, or independently carry out some activities according to their characteristics, which will not only make them happy physically and mentally, but also cultivate their ability to live independently. It is necessary to enrich the cultural life of left-behind children and accept the influence of Chinese excellent traditional culture through reading and other forms.
Four. Content and arrangement of activities:
1. Start the theme education activity of caring for left-behind children, and the Young Pioneers Brigade of the school issued an initiative to the teachers and students of the whole school. Every office in the school has a home phone, which provides convenience for left-behind children to communicate with their parents during recess and enhances the feelings between students and parents.
Combined with the student counseling activities carried out by the academic affairs office of the school, the pairing mutual assistance activities with "hand in hand and common growth" as the main form are carried out between teachers and students. Combine the school's activities of "learning from Chinese and foreign celebrities and being successful teenagers" to guide left-behind children to do something meaningful.
2. Teachers in each class talk with 3-5 left-behind children once a week to learn about their recent study, life, emotions, making friends, health and other aspects, exchange feelings, and cultivate students' good mentality and healthy psychology.
3. Open the window of left-behind children's hearts, provide mental health education and counseling for left-behind children, and offer psychological counseling in schools to let students talk about their feelings.
4. Teachers organize class students and left-behind children to participate in the performance activities of the school class meeting, and give priority to the left-behind children to participate in a series of competitions such as calligraphy and handwritten newspapers, so that they can feel the collective concern and warmth.
5. Teachers should send birthday cards, write birthday speeches and send birthday wishes in class. On holidays, they can also hold various, simple, convenient and peaceful activities such as birthday parties, karaoke and story telling, so that every left-behind student can have a happy birthday.
Verb (abbreviation of verb) activity requirement
1. The faculty and staff of the whole school should fully understand the importance, urgency and practical significance of this activity, and do a good job in caring for the left-behind students from the overall situation and height of doing a good job in people's satisfaction education, improving the quality of the whole people, building a harmonious society, serving the construction of new countryside and maintaining social stability.
2. Each class of each grade should make corresponding activity plans in combination with this plan to ensure the activities are carried out in an orderly manner.
3. The teaching and administrative staff should actively cooperate with each other, creatively carry out their work, ensure that the activities are effective, and do not go through the motions and become a mere formality, so that all left-behind students in our school can get warm care and grow up healthily like other children.
4. Constantly sum up experience, highlight characteristics, vigorously publicize, expand the social impact of activities, and let more people of insight in society care for left-behind students.
two
The first is to establish a dynamic file of "left-behind children"
In order to strengthen the management of "left-behind children", our school has established a file of left-behind children, requiring all classes to comprehensively investigate and master the study and life of "left-behind children" through investigation, home visits and communication with parents or guardians, and to establish a detailed file of "left-behind children". At the same time, the personal files of left-behind children are dynamically managed, and the changes are supplemented in time to facilitate management.
Second, to create a "family-style" campus cultural atmosphere
In order to let the left-behind children feel the warmth of their families, the school will hold a symposium on "Left-behind children", a series of activities on "I am a good boy with ability" and a blackboard newspaper, calligraphy and painting and writing competition with the theme of "Growing up happily under the blue sky" this semester to create a strong atmosphere of caring for left-behind children. At the same time, the school is required to establish a "substitute parent system" for class teachers; Organize non-left-behind children and left-behind children to organize a housework, cook a meal and have a birthday; Organize loving families to spend weekends with left-behind children; Carry out the "Youth Civilization" and join hands with left-behind children. Through these activities, we can deepen the study life of left-behind children and create a "family-style" campus cultural atmosphere.
Third, carry out a series of thanksgiving education activities.
In caring for left-behind children, schools should not only care about their life and study, but also let them learn to care about others and learn to be grateful. To this end, the school should organize left-behind children to listen to special lectures on gratitude education, so that they can feel the warmth of the school and cherish the happy life they have now. You can also organize them to hold a class meeting with the theme of "I share my worries for my parents", and guide them to establish a correct outlook on life and values and shape good love by doing something useful for their families and social schools.
Fourth, set up a "second line and one room"
In order to strengthen the spiritual communication between left-behind children and their parents, the school strives to open a "family hotline" this semester, so that parents who go out to work can call their children regularly; Open a "teacher hotline" so that parents who go out to work can get in touch with the class teacher at any time and build a bridge between left-behind children and their parents.
Set up a "mental health consultation room" and arrange experienced teachers as psychologists to help "left-behind children" solve their psychological confusion in time. At the same time, with the theme of "Teacher's love helps you grow up", we will carry out in-depth activities that are helpful to the physical and mental health of left-behind children, such as theme class meetings, letter contests on "Are you OK in another country", collective birthdays, lectures on legal safety and activities such as "I offer love for left-behind students", so that left-behind children can fully feel the warmth from their schools and families.
Fifth, carry out pairing assistance.
1, give help in learning.
Pairing assistance can be a classroom teacher, a staff member of local departments and organizations, or a "surrogate mother" or a "caring mother", so as to keep abreast of the ideological trends of left-behind children, analyze the students' academic situation in detail, formulate a learning assistance plan, and clarify the time, content and phased effect of assistance. Each left-behind child is led by the class teacher, and a learning assistant is established to help the left-behind children learn.
2. Pay attention to life care
The school will take care of left-behind children with family difficulties according to the policy, and provide living allowances to ensure that they complete compulsory education. Teachers who help or teach in pairs should usually "look at left-behind children more, ask more questions and help more". When the left-behind children are sick, the helpers will be sent to the hospital in time and take good care of them.
3. Pay attention to the arrangement of activities
Teachers who help or teach in pairs should organize left-behind children to participate in various activities such as theme class meetings, teams, social practice, speech contests, and cultural performances. Let the left-behind children learn and grow in a happy, harmonious and positive environment, and enhance their self-confidence in study and life. Let the left-behind children make up for the negative influence of the lack of family affection on their personality development through collective warmth, which not only makes them happy physically and mentally, but also cultivates their ability to live independently.
4. Pay attention to health education
Schools should pay special attention to the health of left-behind children, remind them to buy more clothes when the seasons change to prevent colds, order them to pay attention to all kinds of safety when holidays come, and put their health education on the work agenda. In addition, when arranging psychological education classes, schools should offer at least one class every week, or infiltrate psychological health education into the teaching of various disciplines, and bring this work into the routine management of teaching. Teachers should carry out education around the left-behind children's psychological counseling and correction, thoughts and feelings, independent life and consideration for their parents, so that the left-behind children can experience the joy and happiness of life growth, eliminate bad emotional experience, establish an optimistic attitude towards life and cultivate a correct outlook on life and values.
three
First, the guiding ideology:
Guided by the theory of * * * and the important thought of * * *, adhere to Scientific Outlook on Development, establish the educational concept of "people-oriented", create a good atmosphere for the whole society to care for left-behind children in rural areas, and cultivate more socialist builders and successors with all-round development in morality, intelligence, physique, beauty and labor for building a new socialist countryside.
Second, the work objectives:
Through the investigation, analysis and research on the problems of left-behind children, this paper finds out the reasons that affect the healthy growth of left-behind children, puts forward effective measures and methods in a targeted manner, and pays close attention to implementation to create a healthy, happy, equal and harmonious growth environment for left-behind children. At the same time, it is necessary to strengthen leadership, form joint efforts, vigorously publicize, establish a target responsibility system, and improve the overall quality of the majority of minors.
Third, the main measures:
Perfecting the mechanism of giving full play to the main position of the school;
Formulate specific work plans, implement the "left-behind children" education work plan, sum up experience, set an example, and promote the institutionalization, standardization and regularization of the "left-behind children" education management. Make the school truly become the main position and channel for students to learn knowledge, culture and constantly improve their ideological consciousness.
1, set up a leading body and clarify the division of responsibilities. Set up a leading group for caring for left-behind children, strengthen the unified leadership and management of left-behind children's work, and ensure that all work requirements are fully and conscientiously implemented.
2, true love, "triple priority."
1 Give priority to family education in learning. Schools should classify and group the left-behind children one by one from the aspect of learning and implement them to every teacher. The teacher analyzes the students' learning situation in detail, formulates the learning assistance plan, and defines the time, content and phased effect of the assistance. Each left-behind child is led by a teacher to establish a learning helper, and the teacher should regularly check the effect of pairing assistance and establish a progress file.
Put life first. Schools should pay more attention to left-behind children, ask more questions, help more, make students happy and reassure parents. It is necessary to guide boarding students to learn to take care of themselves and develop civilized and healthy living habits.
Give priority to activities. Schools should attach great importance to and seriously organize left-behind children to participate in group activities, or independently carry out some activities according to their characteristics, which will not only make them happy physically and mentally, but also cultivate their ability to live independently.
3. Implement the system of pairing teaching staff to help left-behind children.
Honrusu students set up key aid targets and are equipped with aid teachers and other teaching staff. Pairing teachers and other teaching staff should often talk with left-behind students, keep abreast of their ideological trends and guide them to grow up healthily. Establish a diary of the growth of teachers who care for left-behind children, and train more outstanding teachers to become "surrogate parents". Teachers should regularly visit and communicate with temporary guardians, give timely feedback on children's situation, and help them do a good job in their ideological work. Let the left-behind children grow up among teachers and classmates, make up for the lack of family education, and let them get out of loneliness and depression.
4. Establish and improve the system of talking with left-behind children.
Schools should hold symposiums regularly to help teachers, left-behind children, guardians or entrusted guardians. The head teacher is required to have a heart-to-heart talk with the "left-behind children" once a month, fill in the record card in detail, and make individual education management plans for a few "left-behind children" who have serious learning decline, imperfect personality development and are suspected of breaking the law, focusing on correction and help, so as 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 affection on their personality development through the warmth of teachers and collectives. By holding regular theme class meetings, team activities, calligraphy and painting exhibitions, speech contests, cultural performances and other activities, the left-behind students are organized to actively participate, so that they can live in a happy and harmonious atmosphere, find the feeling of coming home, enhance their confidence in study and life, and realize the happiness of learning and growth.
5. Pay attention to the mental health education of left-behind children.
In view of the left-behind children with moral behavior deviation and psychological obstacles, the class should focus on offering psychological education courses, vigorously carry out psychological consultation and psychological correction activities, and regularly carry out ideological education, emotional education, independent life education and considerate parents education, so that left-behind children can feel care, experience the happiness and happiness of life growth, eliminate bad emotional experiences, establish an optimistic attitude towards life and cultivate correct outlook on life and values. The head teacher should select teachers with good ideological quality, high professional level and students' favorite to perform related tasks; At the same time, we should pay attention to methods to create an equal and harmonious spiritual communication environment for students, so that they can fully feel the happiness of life and human affection, effectively improve the social adaptability and mental health level of left-behind children, and strive to do a good job in students' mental health education. It is necessary to carry out a pilot study on tempering education, focusing on cultivating left-behind children's good personality and psychological quality, independent living ability and self-protection awareness, and enhancing their social adaptability. It is necessary to hold literary, sports, scientific and social practice activities on a regular basis, so that left-behind children can learn and grow in a happy, harmonious and positive environment.
Second, build an educational network of the whole society and form a caring force;
1. Strengthen communication with parents or guardians of left-behind children.
The class should announce the contact numbers of the class teacher and the classroom teacher to the parents of left-behind children. Improve communication between schools and parents. Use telephone calls, home visits and other means to guide parents or temporary guardians to master the methods and skills of communication with schools and children, and improve the level of education for children. In case of major events, teachers should communicate with the parents of left-behind children who go out to work in time to achieve the purpose of sincere communication and problem solving. It is also necessary to contact parents regularly through letters, telephone calls, internet and other forms to help parents improve their own quality, change their educational concepts and ways of educating people, pay close attention to their children's life, study, psychology and physical condition, guide and encourage their children to study hard, love themselves and strive for self-improvement and become qualified social builders and successors.
2. Strengthen the education and training of entrusted guardians.
Classes should make full use of the educational status and functions of schools, and strengthen the education and training of children or their guardians by holding training courses, holding symposiums and reports. And teach them scientific educational ideas and methods to improve their cultural level, change their ideas and educational methods, and improve their educational level.
Clear responsibilities and strive to create a good educational environment;
1. Strengthen the construction and management of boarding classes.
Through extensive publicity, on the basis of students' willingness, we will do our best to mobilize left-behind children to board, and do a good job in daily work such as night counseling, accommodation and dining for boarders, so that boarders can feel at ease and parents can rest assured. Let left-behind children in rural areas get the education, management and care they deserve. At the same time, combined with the increasing number of left-behind children in rural areas, we should change the concept of running schools and improve the overall quality of students.
2. Establish a discussion and exchange system.
Every semester, classes will summarize the education and management of "left-behind children", hold symposiums regularly, exchange experiences, research work, explore new ways, take measures, strengthen the construction of weak schools, consolidate achievements, enhance actual results, continuously improve the education and management level of left-behind students, and give full play to the positive role of classes in the education and management of "left-behind children".