Lu.com October 29th In order to create a good reading and writing atmosphere and share teaching experience, on the afternoon of October 28, the "Qinyuanchun" reading and writing team of the Lanshan District Special Education School in Linyi City launched the "Special Teaching People and Talking about Special Education" activity.
This activity randomly selected 7 teachers to share and reflect on their educational stories.
Wu Kaiyun: Xiaoyu, I was the first student I noticed after I came to Class 6, Grade 3. When I saw him on the first day, my performance still vividly remembered it. He lay on the ground, rolling and crying, because the class was about to begin. The teacher took away his favorite magnetic film. After I asked him to calm down for a while, he stopped making noise and moved a chair to sit down, ignoring the teacher. When I went to nucleic acid test for , other students lined up together, but Xiaoyu was unwilling to follow everyone and squatted on the ground. The other students pulled him to queue up, and he started crying again. But later a life adaptation class made me discover the other side of him. He, who had never participated in the classroom, picked up the teacher's teaching aids to operate. Although the operation was not as demonstrated by the teacher, he showed interest in the activities in the classroom. With one key and one lock, I think that when dealing with special children, we need to deeply understand their interests and hobbies, so as to "prescribe the right medicine", teach according to their aptitude, and guide them correctly.
Wang Zhongfang: This semester, I was assigned to be a teacher in Class 1, Grade 1, as a life adaptation class and labor skills class. After several days of getting along, it is not difficult to find that every student has his own temper and some inappropriate behavior, and at the same time, he will also have his own highlights. From the first class we did not cooperate so well, but later on, we became more and more tacit. There will be our common efforts and some of my thoughts in the meantime. Before class, I will prepare some snacks. With these snacks, my class went smoother than before, because the child is naturally innocent, and a little snack is easily bought. Just say, "Take a good class and reward snacks for students who perform well after class." Every child performs particularly positively and will actively answer the teacher's questions.
Gao Menghan: 8-year-old Xiao Zhai likes to play mushroom nails very much. The first thing he does when he comes to the classroom every day is to find his mushroom nails. When he is placing mushroom nails, each row uses the same color, and the mushroom nails on each row must be arranged in order of one large and one small. If someone put a mushroom nail of other colors on him while he was in the arrangement, he would immediately take it down and put it back in the box. He never used mushroom nails to piece any pattern, but just lined up the operating boards row by row. After the operating board is neatly arranged, he will organize the used mushroom nails by himself. He is accustomed to taking mushroom nails off the operating board one by one and putting them back into the box. The whole process is absolutely not needed by others. If he forcibly helps him organize it, it will also cause his emotional problems.
We can see that Xiao Zhai's stereotyped behavior is very obvious. When he plugs in mushroom nails, he has rules that must be followed for the color and arrangement order of the mushroom nails. Destruction of the color or disrupting the order will trigger his emotional behavior. The behavior of helping him clean up will destroy the order he has arranged, and is regarded as a behavior that breaks the rules by him, so it will be strongly stopped by him. For autistic children, they enjoy it fully when they engage in stereotypes and enjoy it. When correcting stereotyped behaviors, we should pay attention to the methods we use to avoid causing emotional behaviors in children with autism.
Guo Rong: There are many children with autism in special education. I know that love, care and patience are crucial. In our class, the content of the words "going home from school, grandma's house." The head teacher said that only by establishing a sense of security can he "interact" with you. That's it, I will respond positively when he speaks. During class, he would also ask him individually and interact with him. Sometimes, he doesn't react and ignores me. I walked up to him and watched him talk to him. Gradually, he seemed to know me and accept me, and we established the most basic trust.Later, he would take the initiative to walk up to me and say "Go home from school", staring at me while saying that, as if waiting for me to respond to him. If he doesn't get a response, he will be unhappy, jump around and cry loudly. But if you respond to him "go back to grandma's house". He would be extremely happy, and immediately feel at ease, and return to his seat and sit down quietly. In order to get to know him in depth, I would let him doodle randomly on paper. From his graffiti, we can see that the colors he painted were colorful and appeared in large pieces. My heart is still very full. He likes to draw irregular ellipses from the center and then radiate outward in layers. Through his paintings, I can feel the light in his heart.
Zhang Mingdi: When Xiao Zhao first came, he was a particularly self-centered student. When asking the teacher questions, he must pester the teacher to get the answer. He always said to the teacher in an orderly tone, "Come here." He often had conflicts with the teacher, and always had inappropriate behavior when playing with other classmates. Later, after a period of school life, he changed and became good at thinking. He began to recognize the teacher's teachings, thought about what the teacher said, and lost his temper very few times. My life in the special school is very happy and fulfilling. Although my classmates are special, they bring me unique gains and experiences. I hope I can continue to improve my professionalism to help these children.
Gao Xiaolin: This semester, we came to the small family of Class 4, Grade 2. The students have relatively light obstacles, but I also found that these children have small emotions in one way or another. They often have disputes over toys, Mingyang will make a three-year-old humming sound, Xiaomi is so angry that she bulged her face, while Dagang will pretend that nothing happened and continue to play with her. Seeing that their daily relationship is not much different from that of ordinary students. Speaking of Dagang, he is also a very interesting child. He always says "eat" when he comes to school in the morning, and in the afternoon class, he will say "after school". He is also very clingy and often sticks to the teacher like glue, but he is also a child who can observe. This also made me understand that one educational method cannot be used to treat children in the class. Each child has a different temperament and we must find a method that suits each child's characteristics. I feel very pleased to see the children make a little progress. I am also sincerely happy to witness their small progress and small growth.
Wang Enmei: Tell me something that has touched me very much recently is the incident that happened to a parent of a student in our class during online teaching. The child is autistic and his degree is not light. He is not good at cognitive learning or language expression, and even the problems are more prominent in terms of emotional behavior. When I first received the online notification, I believe many parents were anxious. With this anxious mood, I couldn’t keep up with the action execution. Our classroom participation effect was not ideal, but this parent has been there every class, accompanying his children to study with the teacher, which gave me great motivation. I think no matter how hard it is to prepare lessons, it is worth it. No matter how difficult the class is, I am willing to challenge it. No matter how slow the child progresses, I am willing to persist. Especially when I see that it is not easy for children to learn every short sentence, and the results of parents' tutoring for every simple small task are not satisfactory, but they still insist on speaking, practicing, and completing it. In the tone and expression of this parent, I didn’t feel too much emotion. Even if the goal was too high, she would take the child to try it, giving people a feeling of not forcing or giving up. This spirit moved me so much!
Finally, Vice President Zhang Qinyan summarized the reading and writing activities. Zhang Qinyan said that for teachers, insisting on professional reading and improving reading quality is a way for teachers to grow professionally. As organizers and guides of educational and teaching activities, teachers will not be able to increase the components of burnout without theoretical guidance and blind hard work alone, which will be difficult to achieve the purpose of professional growth and quality improvement in the face of the complex work of education. When teachers read, they can establish educational beliefs and calm their work mindsets, and make it possible for teachers' professional growth and quality improvement.Reading is not enough, teachers should also learn to write. The reflections that teachers produce during the writing process mean that they maintain a careful examination of the experience they express, and that they should compare and argue with the theories of books, the practices of predecessors, and the experiences of others, so that what they express will not be superficial and too simple, and avoid your future practices from causing losses due to wrong experiences. (Correspondent Zang Yanhong)
Editor in charge: Wang Jun
Source: 00 Lu.com
