Effect. The teacher is not superman. In a fast-paced and competitive society, the pressure of work and life will bring all kinds of negative effects to teachers' psychology, and bad psychological emotions such as bad mood and bad mood are inevitable. The key is that every teacher should be good at psychological self-regulation before taking up his post, and consciously face a busy day's work with a good mood. The following comes from
From the perspective of management, this paper talks about how to do a good job of psychological adjustment for teachers before taking up their posts.
I. Institutional guarantee
As a kindergarten leader, we should first attach great importance to the psychological adjustment of teachers before taking up their posts and standardize the system. For example, on the basis of teachers' full discussion, "let a good mood enter the classroom" can be implemented as the basic requirements and garden rules for every teacher before entering the classroom. This is helpful to the teacher. Fully realize the importance of "psychological adjustment" ideologically, so that they can consciously face psychologically sensitive and immature children with a good mood and mentality to ensure the quality of education and teaching; Second, it helps teachers to form a "fixed pattern" in action-before taking up their posts, they should consciously act and try to adjust their mentality regardless of their mood; Third, it is helpful for kindergartens to implement the management idea of "people-oriented" more concretely and thoroughly. Because since "let a good mood enter the class" is the garden rule, kindergarten managers will inevitably pay more attention to it.
Caring about each teacher's psychological state before taking up the post can better understand the various situations of teachers in time and give timely and appropriate help.
Second, the implementation measures
System is a kind of norm and constraint to teachers' behavior, and it is more a kind of "heteronomy" in behavior. We need to take some effective measures to really make teachers work with a good mood. In practice, we have explored the following three measures:
1. Create an environment to help teachers adjust themselves: the environment will affect a person's mood, and a good environment will bring a good mood, and vice versa. To this end, we have reformed the environment of the kindergarten communication room and given it a new "function", that is, as a "psychological adjustment station" for teachers. For example, we put flowers on the table in the reception room, and there are refreshing landscape paintings, quiet music and "fun" computers (optional animations, jokes, small games, various songs, etc. In addition, we put some short and interesting "labels" on the wall-"Are you ready?" "Are you emotionally stable?" "Do you hear the children laughing already?" "Forget things outside of work for a while." "So happy!" "The children are waiting for you with smiles on their faces." ..... Give the teacher a hint. Giving full play to the role of "psychological adjustment station" can greatly improve the effectiveness of "letting good mood enter the classroom" in implementation.
2, threading the needle to help teachers master skills: understanding and mastering some basic knowledge and skills of psychological adjustment will undoubtedly help teachers to maintain a good psychological state more effectively in complex work. To this end, we pay attention to guide teachers to master some knowledge and methods of psychological adjustment from all aspects. First of all, provide teachers with books on psychology, philosophy of life and mentality adjustment, such as Social Psychology, Correct Your Attitude towards Life, Psychological Counseling, etc. Let the teacher understand in reading that what kind of mentality there is what kind of life, and a sound mentality is more powerful than a hundred kinds of wisdom! Teachers are engineers of the human soul, so they should learn to adjust their mentality, so as to constantly adjust their attitudes towards life and work, and pursue an active and happy life based on purifying the soul and driven by survival and development. Secondly, kindergartens are not equipped with professional mental health education teachers, which, to a certain extent, makes some bad psychological conditions that teachers have formed for a long time unable to be alleviated and resolved in time, which is very harmful to teachers' mental health over time. In view of this, we regularly hire university psychology professors to hold mental health lectures or group consultations for kindergarten teachers, which has played an obvious role in maintaining a good attitude of teachers.
3. Provide a timely release station for teachers: the virtual nature of the network is undoubtedly more conducive to everyone to open their hearts, speak freely and release psychological discomfort. To some extent, it is more conducive to teachers' inner opening and communication and self-psychological adjustment than real forums. To this end, we specially set up a "station agent" teacher forum on the kindergarten website (kindergarten teachers can log in and speak with their real names or online names), and organize teachers to "discuss and exchange" in two ways: first, kindergarten network management personnel put forward relevant questions according to teachers' psychological conditions for discussion, and invited relevant leaders or teachers to preside over them. In order to make the discussion have theoretical guidance, experts can be invited as guests when necessary; The second is to let teachers ask questions freely, follow posts freely, what they understand, what they don't understand, what they can say and what they can't say, inspire and guide each other, and make the forum a place for teachers to pour out their hearts and solve some psychological problems in time. In addition, we also encourage teachers to adjust their psychology through "self-dialogue" on the internet, that is, dialogue with several different "I's" they play.