In order to do a good job in caring for the left-behind children in the whole school and effectively solve the practical problems of the left-behind children, such as lack of affection, poor supervision, academic difficulties, loss of help in life and psychological imbalance, this plan is formulated.
I. General requirements
Guided by the spirit of the Party and the Third and Fourth Plenary Sessions of the 18th CPC Central Committee, and in accordance with the overall requirements of running Fenggang education that the people are satisfied with and building a harmonious society, we will actively mobilize all social forces, strive to create a healthy and happy growth environment for left-behind children in rural areas, form a good fashion in which the whole society cares for left-behind children extensively, and promote the healthy development of education.
II. Objectives and tasks
Strengthen organizational leadership, take effective measures to establish a caring network of family, society and school; Strengthen the main position of school education and create a warm campus environment; Mobilize social forces to create a safe and harmonious social environment. Constantly optimize the healthy growth environment of left-behind children, and realize that left-behind children have a secure life, psychological counseling, progress in learning, and concern for growth.
Third, the work content
(a) the establishment of the school care for left-behind children work leading group. Team leader: Li Duoliang
Deputy Team Leader: Ma Hong
Member: Tian Huijingmei Li Rongtai Yang Shiqian Liu Chaolun Yu
The leading group consists of the Young Pioneers Office, and Mr. Ma Hong is responsible for the daily work.
(2) Find out the base number and establish an account for left-behind children.
The class teacher must be responsible for each class, and establish and improve information files (basic information of left-behind children, health status, contact information of guardians, etc.). ). At the end of March and the end of September each year, report the relevant situation to the office of the Leading Group for Caring for Left-behind Children in schools twice to ensure that the care for left-behind children is clear and clear.
(3) Strengthen the education and management of left-behind children.
Give full play to the role of the school as the main channel and front, and earnestly strengthen the management and education of left-behind children. One is to train or equip full-time (part-time) psychological counseling teachers in a planned way and establish psychological counseling rooms. The second is to provide targeted after-school counseling for left-behind children, organize different after-school interest groups, hold regular theme class meetings and team activities, hold painting and calligraphy exhibitions, speech contests, cultural performances, reading activities and inspirational education, so as to give priority to learning counseling, life care, activities and safety education supervision. Third, each class establishes a home email address and a home phone number to build a platform for left-behind children to communicate with their loved ones; Supervise left-behind children to communicate with their parents frequently, and guide parents to communicate with their children frequently to make up for the adverse effects caused by their parents' absence. Fourth, strengthen campus culture construction and sports health education to create a good environment for left-behind children's study, physical and mental health and life.
(4) Give play to the role of parents' schools.
All classes should conscientiously carry out their work, communicate regularly with parents or guardians of left-behind students, guide parents to fully understand the responsibilities and obligations of family education, and correctly handle the relationship between migrant workers and their children's education.
(5) strengthen the work of acting as a parent.
Every class should implement the system of agency paternalism, with the class teacher or subject teacher as the agent parents of the left-behind children to meet their psychological needs. Each teacher should represent the parents of more than one left-behind child. In the work, it is required that the acting parents must achieve "three knowledge, three more, two links". "Three Knows" means: knowing the personal situation, family situation and learning situation of left-behind children; "Sanduo" means talking with left-behind children, organizing students to participate in group activities and home visits; "Second communication" is to contact and communicate with the parents and guardians of left-behind children in a specified period, fully understand their life and psychological needs, give students family-like warmth and let them study with peace of mind.
(six) actively create left-behind Children's Home.
Schools should build a fully functional left-behind Children's Home, effectively strengthen the management and service of left-behind children, and gradually promote the school to stay in Children's Home, so that every left-behind child can enjoy the warmth of home. Schools should set up left-behind Children's Home, increase investment in hardware, and regularly organize left-behind children to carry out some cultural and sports activities beneficial to their physical and mental health, so that left-behind children can exchange studies with teachers and classmates and enjoy the warmth of home.
(seven) do a good job in the rescue and protection of left-behind children.
First, each class should effectively provide temporary assistance to the left-behind children with difficulties. The second is to widely mobilize caring people in society to offer love and do good deeds, practical things and difficult problems for left-behind children. Third, take various measures to educate, reform and save the illegal left-behind children so that they can grow up healthily.
(eight) to strengthen the safety of left-behind children.
First, increase the publicity of compulsory education law, law on the protection of minors and other relevant laws and regulations to protect the legitimate rights and interests of left-behind children according to law; The second is to speed up campus construction and supervision, and provide students with a clean, beautified, green, civilized, safe, stable and harmonious campus environment. The third is to strengthen legal education and safety education to improve the legal awareness and self-protection ability of left-behind children. The fourth is to implement the nutrition improvement plan in compulsory education to ensure quality, quantity and safety.
Fourth, improve the mechanism.
(a) each class should attach great importance to the care of left-behind children, put it on the agenda, into the unified requirements of spiritual civilization construction, into the education development plan, into the annual target assessment.
(2) Each class should organize publicity and implement the spirit of caring for left-behind children in provinces, cities and counties, publicize the importance, necessity and urgency of caring for left-behind children through wall newspapers, blackboard newspapers, printed materials and fixed slogans, guide and mobilize the whole society to pay attention to left-behind children, and form a social atmosphere of * * * management.
(3) Each class should make a work plan for caring for left-behind children, clarify responsibilities and tasks, and designate a person to be responsible. There will be work arrangements and activities at the beginning of the year, information will be submitted and checked at ordinary times, and assessment will be made at the end of the year to ensure that the care for left-behind children is fruitful.
Chapter 5 of the Care Plan for Left-behind Children in Primary Schools
I. Guiding ideology
In order to further strengthen the construction of a harmonious society, implement Scientific Outlook on Development, give full play to the educational function of the school, further promote the mental health education of left-behind children, ensure the healthy and happy growth of left-behind children in our school, reassure their parents and play their due role in social progress and stability. Combined with the growth status and actual needs of left-behind children in our school, this work plan is formulated.
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, 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 a joint force, and implement goals.
Third, the main measures
1, establish the organization and leadership.
① The school set up a leading group for caring for left-behind children, consisting of the principal and the class teacher. (2) the division of labor is responsible for ensuring the implementation of measures. Strengthen the unified leadership and management of left-behind children to ensure that all work requirements are fully and conscientiously implemented.
2, strengthen the system construction, to ensure the implementation of the program.
(1) make care action implementation plan, and ensure the implementation step by step as planned.
(2) Hold a regular meeting once a month to discuss the study, life and psychology of left-behind children.
③ Take care of left-behind children into the daily work of the class teacher. In the class team work manual, there should be weekly work arrangements and love action records.
④ Linking the performance of caring for left-behind children with the assessment of class teachers, and giving priority to the selection of outstanding class teachers at the end of the year.
⑤ At the end of the year, each class should conscientiously sum up experience and write a summary of caring actions.
3. Strengthen the planning of caring actions, so that caring actions can be carried out in a solid and effective way.
① Clear care object: rural children whose parents have been working outside the home for more than 3 months. ② Clarify the work content: Implement caring action: Make "five clarifications": basic information, personality characteristics, hobbies and health status, and clarify the contact information of parents and guardians. "Four Priorities": give priority to education and guardianship in safety, help and guidance in study, limited concern in life and participation in activities. "Three communication" keeps communication with the left-behind children themselves, with parents who work outside the home, and with the second guardian who looks after the children at home. Dual management: the class teacher and the second guardian cooperate in management. Establish a "one-on-one" assistance mechanism. Strive to create a good environment for the physical and mental healthy development of left-behind children and solve the worries of parents who go out to work.
③ Clarify the specific objectives of caring action: to help the left-behind children grow up healthily, to take the class as the caring carrier, and to take classmates, teachers and party member as the caring subjects, so as to make up for the lack of strong emotions of the left-behind children and improve their moral cultivation and cultural accomplishment.
(1) Give priority to tutoring in study. The class 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) Life is a priority. Teachers should pay more attention to left-behind children, ask more questions, help more, make students happy and reassure parents. The canteen should pay attention to balanced nutrition, which is conducive to physical development. Left-behind children are ill, so they should be treated and taken care of in time. It is necessary to guide students to learn to take care of themselves and develop civilized and healthy living habits.
(3) Give priority to activities. Attaching great importance to and seriously organizing left-behind children to participate in group activities, or carrying out some activities independently according to their characteristics, can not only make them happy physically and mentally, but also cultivate their ability to live independently.
4. Carry out assistance activities.
The school implements a "one-on-one" assistance mechanism for the study and life of "left-behind children", and each "left-behind children" has a teacher and an excellent student to help; Actively carry out "left-behind children hand in hand" activities to enhance mutual understanding and exchanges between students; At the beginning of each semester, the head teacher will make a help plan for the "left-behind children" in the class, make records at ordinary times and make a summary at the end of the term, so that they can grow up among teachers and classmates and get more supervision, care and love. The school has set up a home phone for left-behind children, so that left-behind children can communicate with their parents who work outside the home regularly.
5. Establish a heart-to-heart talk system
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. Actively carry out humanistic care activities, so that left-behind students can make up for the negative impact of the lack of family ties on their personality development through the warmth of teachers and collectives.
6. Pay attention to psychological counseling
In view of the left-behind children with moral behavior deviation and psychological obstacles, class teachers and classroom teachers should talk with students more, focus on psychological counseling and carry out psychological correction activities. Regularly carry out ideological education, emotional education, independent life education and considerate parents education, so that left-behind children can feel care, experience the joy and happiness of life growth, eliminate bad emotional experiences, establish an optimistic attitude towards life and cultivate a correct outlook on life and values.
The sixth part of the care plan for left-behind children in primary schools
In order to implement the spirit of Chongqing Rural Left-behind Children Work Conference and the spirit of the Seventh National Committee of the Eleventh Central Committee, combined with the growth status and actual needs of left-behind children in our school, this plan is formulated to better care for left-behind children, pay attention to their healthy growth and further promote their mental health education.
I. Guiding ideology
In order to create a good atmosphere for the whole society to care for left-behind children in rural areas, do a good job in caring for left-behind children in our school, ensure the healthy growth of left-behind children, and lay the foundation for cultivating socialist builders and successors with all-round development in morality, intelligence, beauty and labor.
Second, the work objectives
By investigating the basic situation and common problems of left-behind children in our school, we can establish and improve the work files of left-behind children, find out the reasons that affect the healthy growth of left-behind children, put forward effective measures and methods in a targeted manner, and pay close attention to implementation, so as 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 work evaluation system, and constantly improve the level and effectiveness of caring for left-behind children in our school.
1. Establish the files of left-behind children, so that the filing rate of left-behind children can reach100%;
2. The enrollment rate and consolidation rate of left-behind children have reached100%;
3. Care for left-behind children, carry out pairing assistance activities, help left-behind children from the aspects of study, life and psychology, and promote their healthy physical and mental growth.
Third, the main measures
1, set up a leading group 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.
Team leader: Liu Shouan
Deputy Head: He Quan, Wang Xiong
Members: Liu Xiaoping and Zhao Liquan, head teachers of each class.
2. Establish a system of files and contact cards for left-behind children.
It is necessary to seriously investigate and study, find out the base of left-behind children, and establish a special file and contact card for each left-behind child. Its basic contents include: students' basic information, parents' names, detailed home addresses and contact numbers, detailed addresses and contact numbers of parents' work units, occupations, detailed addresses, contact numbers, physical condition and age of guardians or their entrusted guardians. The school arranges the personnel who are responsible for the management of student status files to manage the files of left-behind children, and supplements or changes the relevant contents of the contact card in time according to the changes of students. Through the establishment of contact card system, strengthen the contact between schools and classes and students' parents and other guardians, and form a student-centered care network.
3. Construction of "Family Room and Psychological Counseling Room for Left-behind Children"
The school has built a family room and a psychological counseling room for left-behind children. The interior layout reflects warmth and humanization. There are filing cabinets for left-behind students, telephones, televisions and DVD players, computers and video equipment; Arrange part-time teachers to take turns on duty to manage and receive psychological counseling from students, and make records. At the same time, give full play to the role of home telephone, and make public the telephone number (023-5 1637082), so as to facilitate the left-behind students to contact and communicate with their parents during recess, extracurricular activities, festivals and other time, and enhance the feelings between students and their parents. "Home phone" management teachers should sort out contact records.
4. True love
(1) Give priority to tutoring in study. The class 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.
(2) Give priority to life and provide a "love lunch" for left-behind children. Teachers should pay more attention to left-behind children, ask more questions, help more, make students happy and reassure parents. The canteen should pay attention to balanced nutrition and provide an egg for left-behind children free of charge every day. Left-behind children are ill, so they should be treated and taken care of in time. Guide four people,
Boarding students in grades five and six learn to take care of themselves and develop civilized and healthy living habits.
(3) Give priority to activities. Attaching great importance to and seriously organizing left-behind children to participate in group activities, or carrying out some activities independently according to their characteristics, can not only make them happy physically and mentally, but also cultivate their ability to live independently.
5. Implement the system of pairing to help left-behind children.
Establish key help targets among left-behind students and equip them with help teachers, and implement the "one-on-one" system for students. Paired help teachers should often talk with left-behind students, keep abreast of their ideological trends, guide them to grow up healthily, and urge more help teachers to become "surrogate parents".
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