As the head teacher of blind children, the head teacher of special education for blind children should not only complete the routine work of the head teacher, but also put forward higher requirements for himself, especially combining the particularity of blind children in special education. Blind children in special education schools often come from poor rural families. Without pre-school basic education, they often close themselves up and are unwilling to communicate with others because of visual defects. At the same time, special education schools are often boarding schools. They left their parents when they were young and lived a collective life at school. There must be a lot of inappropriate places. As a class teacher, we must actively understand our inner world and different personality characteristics, so as to promote the smooth realization of the set goals in our studies. Compared with the head teacher, the head teacher should care about the students' physical and mental development in an all-round way and promote their all-round development.
First, the head teacher should be a "big friend" for blind children to pour out their hearts.
Blind children basically live in boarding schools, so in the daily school life, the person who has the most contact is the class teacher. From morning exercises in the morning, to classroom teaching and recess in the morning, to interest group activities in the afternoon, including order maintenance during three meals a day and dormitory inspection before going to bed at night, all belong to the work scope of the class teacher. Therefore, blind children can easily form a close relationship of trust between teachers and students in their daily communication with class teachers. If the class teacher can seize these opportunities to communicate with students, it will inevitably eliminate the strangeness between teachers and students, and then become the closest friends and trusted relatives of students. The main purpose of this is to let blind children find opportunities to confide their true feelings and emotions to the class teacher. Only by fully venting one's inner feelings can we avoid some mental diseases and avoid negative emotions. Only by taking the class teacher as the object to talk to, can we effectively solve their hearts to some extent. Therefore, the head teacher must strive to be a sincere "big friend" of blind children and learn to listen.
Second, the head teacher should effectively guide the psychological problems of blind children.
Before blind children enter school, their parents, relatives and friends are their spiritual good friends, which can guide them to correctly understand the world and look at life, and this responsibility is borne by the class teacher after entering school. As the head teacher of blind children, we must not ignore this important responsibility at work at this time, and always remember to pay attention to the psychological feelings or problems of blind children; At the same time, give them more affirmation and praise in their study and life, so that they can feel the trust and encouragement of teachers, thus avoiding a series of psychological problems. Children in the growth and development stage, because their physical and mental shaping has not been completed, sometimes inevitably go astray and walk into a dead end, especially blind children with physical defects, which are more prone to such distress. If these troubles are not solved in time, they may form certain psychological problems. Blind children with psychological problems are often withdrawn, talkative and very introverted, that is, they don't like to communicate with others or participate in group activities, which in turn affects their passion and achievements in learning. The specific performance is: either follow one's inclinations, or disobey discipline, or lie and make trouble, or even violate the law. Therefore, when the head teacher becomes a close "big friend" of the blind child, he should be more patient, more careful and more careful than the parents, relatives and friends of the blind child, so that he can find the unhealthy psychological problems that are easy to develop in advance and take the opportunity to effectively guide them. Specifically, we should know that when a person, especially a child, has psychological problems, it will be manifested in ordinary words and actions. That is to say, we should not only pay attention to the big aspects, but also learn to observe the details of life carefully and find clues to the problems. When we perceive some subtle differences different from usual, we should pay attention. In this case, the head teacher should open his heart, communicate sincerely with the students, and stand on the students' side to help them sort out their psychological problems. The method is to criticize less, encourage more, and show more concern and consideration, so as to gain emotional recognition, gradually infiltrate the correct values, outlook on life and world outlook, educate them to realize the dangers, and teach them how to be a strong person and how to face life and the world. This needs to be done step by step, not impatient.
Third, the head teacher should strive to effectively solve the life problems of blind children.
As a blind child, especially when I first went to school, my self-care ability is still very poor. Due to physical problems, the difficulties brought by invisibility are beyond the ordinary people's endurance. Therefore, blind children often encounter many life problems, and once they are faced with illness, cold, hunger and other problems, they will feel helpless and even afraid. At this time, they need someone to lend them a helping hand, which will bring them great spiritual comfort and make them feel warm. The head teacher should play this role well, so as to effectively narrow the distance with blind children. When the blind children are moved, that is, the moment when they trust the head teacher most, a harmonious relationship between teachers and students will occur at this time, which is very helpful to the above two points, that is, to be the "big friend" of the blind children and effectively ease their psychological problems. Because blind children will give the hope of solving difficulties to the class teacher, they will also have great trust in the class teacher and regard the class teacher as their parents and friends. Therefore, as a head teacher of blind children, we should avoid boredom, impatience and friendliness when blind children encounter hardships, otherwise it will cause great psychological harm to blind children, and this loss is irreparable. When blind children encounter difficulties in life and study, we just need to lend a friendly helping hand in time within our own ability, and help them solve the problem with a sincere attitude on the premise of respecting blind children. I believe there is no student who doesn't like such a class teacher. This will play a subtle and great role in promoting class work.