I see after-school care

Now the whole country is "double reduction" and implementing "after-school care". After-school care has been going on for more than a month this semester, during which I am also considering how to make after-school care more meaningful.

For more than a month, when students have sports activities, I have led them to play many group games. Students from the beginning of coy, retreat, not to participate in, watching, and now actively participate in and cooperate with each other. In particular, one student in a class is unsociable, and students don't like to take her. But I said that a group can't leave anyone behind, otherwise it will be a failure. We are playing a group game. At first, the students didn't understand, but later they could take her to play with them. ...

The purpose of after-school care and double reduction is to fully show children's nature and give them a chance to show their excellent side. Therefore, students should be the main body, and clubs (second class, interest groups) can be the main body to set up an activity group, which is in charge of one or more teachers. Students are free to choose what they like, but teachers can have disciplinary requirements. Those who are disobedient and have not finished their homework should stay in the classroom, accompanied by a specially responsible teacher. You can also use the obstacle-breaking mechanism (you can choose freely only if you have completed your homework and have no disciplinary behavior).

Carry out some group activities games, so that students can learn to communicate with their classmates normally, unite and help each other, communicate and express their feelings happily, and let teachers, parents and classmates know their inner thoughts, thus eliminating barriers, so that the relationship between teachers and students and the relationship between students and students will be harmonious.

On the division of labor of teachers:

Teachers who don't have special skills and don't want to participate can stay indoors to see students or do auxiliary work.

Encourage teachers who are good at and willing to participate to choose a project according to their own specialties, and also develop some contents, such as rolling iron rings, carpentry, specimen making, etc ... For some projects that students may like very much, on the one hand, several teachers can be grouped, or one teacher can be the main one, other teachers can cooperate, or teachers and students can be supported in the form of volunteers. The form of volunteers is good, and they can understand and guide students with individual problems.

In this way, both teachers and students can participate happily. It will be much better than the mentality of completing the "task".

Parents can be invited to participate in the later stage, and the parent-child relationship course I studied is just right for use. And it will be more effective for parents and children to participate together. Because many parents can understand, they can't go home.