After a colorful activity, our personal ability has made great progress, so we need to write a summary of the activity carefully. Want to know how to write the activity summary? The following is a summary of my activities of caring for left-behind children in middle schools (5 selected articles). Welcome to share.
The activity of caring for left-behind children in middle schools sums up the political height of our class's responsibility to students and society, fully understands the importance and urgency of caring for left-behind students in rural areas, implements "caring for special groups", strengthens the management education for floating children and left-behind students, and makes them regard the class as their home. These activities are summarized as follows:
First, attach great importance to and strengthen leadership.
The school attaches great importance to the education of left-behind students and has set up a leading group with the principal as the leader and the class teacher as the member. The Group holds regular meetings to study and discuss the ideological and moral situation of left-behind students in our school, formulate relevant measures and arrange corresponding management personnel to ensure that special group students can stay, study well and grow up healthily and happily.
Second, improve the system and implement the responsibility.
1. Establish a system of personal files and growth record bags for migrant children and left-behind students.
Through investigation and study, we can find out the specific number and basic situation of floating children and left-behind students, establish their personal files and contact cards, dynamically manage their personal files and contact cards, supplement and change relevant contents in time, and do a good job in student management handover of floating children and left-behind students at the end of the school year. The growth record bag collects students' learning, activities, daily behavior performance, emotional performance and other information, records the relevant evaluation in the process of students' development, and the class teacher reports the relevant situation to parents in time.
2. Establish a team of "adoptive parents" and implement the "adoptive parents" system.
Establish a team of adoptive parents composed of class teachers and subject teachers, responsible for the management and guidance of the study life of migrant children and left-behind students, including physical and psychological education. Through the class meeting, the class mobilizes all the students to be the insiders and study guides of the floating children and the left-behind students. Escrow parents should take care of their thoughts, study, life and health, master their family situation, ideological expression, academic performance and daily behavior, and be good "five members" (ideological and moral counselors, emotional communicators, daily behavior supervisors, daily life managers and healthy growth guidance teachers) so that floating children and left-behind students can feel the care of their loved ones.
The main work is embodied in the following aspects:
1, master the basic situation of migrant children and left-behind students, achieve "three ones", visit their families once a month, have a heart-to-heart talk with their parents once a month, and write a letter to their parents every semester.
2. Caring for students' spiritual growth, paying attention to students' emotions, paying attention to the psychological life, moral sentiment and aesthetic interest education of left-behind students, and communicating with students to make up for the lack of affection of left-behind students.
3. Provide necessary help, care about children's diet and daily life, and deal with emergencies.
4. Carry out "twining" assistance, arrange class cadres, outstanding students and neighbors of "left-behind students" to "twine" with them and help them in life and study.
5. Correct bad behavior habits and turn them into "problem children".
6. Establish a "home-school" contact system.
In order to keep abreast of all aspects of the situation, it is necessary to educate and manage migrant children and left-behind students in a targeted manner, establish a "home-school" regular contact system, receive parents' home visits once a month, and call parents once a month. Visit the families of "left-behind students" more often, and often go deep into the families of students to provide study guidance and guide parents or relatives how to care for their children. The family of "floating children and left-behind students" should be visited, that is, they are in a bad mood, poor health, poor grades, late, leave early, have disputes with their classmates, find and solve problems in time through home visits, guide children with knowledge, and warm them with love.
In a word, with regard to the education of special groups, although our class has done a lot of work, gained some experience and made some achievements, with the continuous development and changes of society, we also find it difficult to make progress. Without the support of the big environment, the education problem of "left-behind students" will become more and more difficult. Now we will ask several questions that we deeply feel:
1. As there are more and more "special groups", schools and teachers cannot help and care about their education. Schools and teachers can't take the place of parents and society to fulfill their educational responsibilities.
2. The concept of family education is wrong, and some even run counter to school education. Parents' quality needs to be improved urgently. Some parents spoil, oppress, indulge or be simple and rude to their children, which greatly hinders our education.
Summary of caring for left-behind children in middle schools II. Caring for "left-behind children" is to let them face life and study with a sunny smile, strive for self-improvement, and grow up happily and healthily. This is the theme of caring for "left-behind children" in our school. The activities of left-behind children in this school year are summarized as follows:
First, use the theme class meeting to strengthen care.
Our school requires a class meeting on the theme of "Caring for Left-behind Children". Instructors and teachers of each squadron set up sub-themes, plan activity plans and organize students to hold theme class meetings according to the specific conditions of left-behind children in this class. Through the theme squadron meeting, educate the left-behind children with positive and negative examples, let them know that time is gone forever and arrange their own study and entertainment reasonably. Through activities, left-behind children learn to take care of themselves from an early age, know what they have to do, and take the initiative to participate in housework. By organizing a "smile-sending" activity, students can experience the joy of helping others in practice and in the collective, help others when they know that they are in trouble, and regard caring for others as a happy part of their lives. With the help of teachers and classmates, Cai, a classmate of our school, was rated as a "self-improvement teenager" for left-behind children in Putian City.
Second, use festivals to strengthen care.
On the occasion of New Year's Day, June 1st and other festivals, our school held a symposium on "Growing together under the blue sky-caring for left-behind children", providing school supplies for each child, providing them with psychological consultation and communication, so that these "left-behind children" can experience the care of the school. On June 1 day, the whole school launched a large-scale garden activity of "Celebrating June 1 and Caring for Left-behind Children", which made every left-behind child feel the warmth of the class, feel that he can study and live as happily as other children, and make their psychology full of sunshine and laughter.
Third, use information to strengthen care.
Each class has established a file of left-behind children, contact cards, statistical tables, basic information boarding tables, and boarding cards hand in hand with good friends. Every teacher pairs up with left-behind children and asks them to:
1, master the basic situation of left-behind students.
2. Care for students' spiritual growth, pay attention to students' joys and sorrows, pay attention to the education of psychological life, moral sentiment and aesthetic taste of "left-behind children", communicate students' emotions and make up for the lack of affection of left-behind children.
3. Provide necessary help, such as life, study and thinking.
4. Correct bad behavior habits and turn them into "problem children".
Fourth, strengthen care by "loving the world".
Every "left-behind child" has more than one good friend holding hands, helping him in his study and life, and growing and progressing with him. And during the birthday of the "left-behind children", the whole class offered birthday wishes to the "left-behind children" and sent their own small greeting cards and gifts. Let them feel the warmth and care of the collective.
Open up a "love world" to care for the left-behind children in all classes, publish a "love declaration", make a "love card map" and skillfully manage a "love publicity column". Choose works with novel ideas, distinctive themes and exquisite layout as the content of the publicity column.
A messenger of love with excellent academic performance, a touching declaration of love, and a colorful picture of love give the left-behind children sunshine warmth and sunshine enthusiasm.
Summary of caring for left-behind children in middle schools 3 xx school is the most remote mountain school in xx county, where 100% of students come from rural areas. There are more than 0/80 students in school, and left-behind children account for about 32%. In recent years, the education of left-behind children has become a topic that our school attaches great importance to. The school pays close attention to the present situation of left-behind children and takes targeted measures to make up for the negative impact brought by the lack of family education. And actively cooperate with the government and social forces to keep a sunshine for the hearts of left-behind children.
According to the school survey, the problems of left-behind students are mainly manifested in: the academic performance of left-behind students is generally poor and their consciousness is not strong. Poor behavior habits and poor self-control ability. Some left-behind students have psychological deviation, family loss and psychological imbalance.
In view of these phenomena and problems, the school insists on not being blind in management and not lax in education, and integrates the education of "left-behind students" into the routine work of the school, taking cultivation education as the core and activities as the carrier, approaching "left-behind students", entering the families of "left-behind children" and entering the inner world of "left-behind children". Prevent left-behind children from becoming "problem children". The following measures have been taken to strengthen education.
First, establish the files of left-behind children.
Establish a "three-knowledge, three-knowledge" mechanism (understand the basic situation of left-behind students, the situation of guardians, the whereabouts of parents going out to work and their contact numbers; Talk with the left-behind students, carry out collective activities full of humanistic care, and make home visits to the families of the left-behind students), so as to lay the foundation for targeted education management and form the working mechanism of school management.
Combining home visits with school visits, we communicate with the guardians of left-behind children by going out and inviting them in, guiding the guardians of left-behind students to strengthen the education and management of students and solving the growth problems of left-behind children. The number of left-behind children is changing, and the situation changes every year. Home visits to understand the situation have become an essential part of paying attention to left-behind children. Organize teachers to approach the left-behind children, enter their families, and face-to-face understand the children's life, study, emotional world in the family, or the troubles they encountered during their growth.
The second is to establish "staying in Children's Home"
In view of the relatively concentrated situation of left-behind children in schools, we set up a left-behind Children's Home in the Political and Educational Affairs Office, which is open to left-behind children twice a week, providing them with long-distance school calls and talking to their parents who work outside the home. "Stay in Children's Home" has two teachers on-site guidance all the year round. Let the left-behind Children's Home truly become the "second home" for the left-behind children.
Third, pay attention to students' mental health education.
The school opened a psychological counseling room for students this year and arranged part-time counseling for full-time teachers. Increase the educational content of psychological counseling and psychological correction for left-behind children, increase the intensity of counseling, create conditions to offer targeted mental health classes, and open consultation mailboxes and family hotlines. , timely discover the explicit and implicit psychological pressure of "left-behind students" and provide reasonable counseling and follow-up services. Solve problems for them, so that the behavior deviation and psychological obstacles of left-behind students can be gradually corrected in a period of time.
Fourth, implement the teacher pairing assistance system.
Our school assigns left-behind children to classroom teachers for pairing assistance, helping teachers to talk with left-behind children at least once a month, visiting their homes at least once a semester, talking with their guardians at least once a month, and communicating with class teachers at least once a semester, and establishing a help work record book and a help growth record book. Teachers guide learning and care about life to compensate for the lack of family education for left-behind children, so that they can feel the warmth like relatives.
Organize all kinds of caring activities.
Under the leadership of the Leading Group for the Work of Left-behind Children in Children's Home, our school has arranged an enthusiastic, caring and responsible teacher, Mr. Sun Li, as the administrator of the left-behind children in Children's Home, responsible for the activities, psychological counseling and safety supervision of the left-behind children. The specific activities carried out by the school this year include: "literary activities, writing competitions, a letter to parents", "confession of true feelings" and other activities. Now, in our school's left-behind Children's Home, we can always see left-behind children absorbed in reading and reading newspapers, chatting on the Internet comfortably, playing ball games for fun, and patiently listening to teachers' guidance and education. Their faces are full of happiness and joy.
Summary of the activities of caring for left-behind children in middle schools 4 According to the implementation plan of the summer activity center for left-behind children in our school, we will build a rich and fertile sunshine station for left-behind children to cultivate their sentiments, develop their individuality and grow up happily. Summarized as follows.
First, the preliminary results
Our school aims to help the left-behind children grow up psychologically, and pays attention to mobilizing social forces to care for their all-round physical and mental development, aiming at making up for their emotional lack and promoting their psychological healthy growth. We adhere to the principle of "being serious, thinking about reality, doing practical things and seeking practical results", and carry out in-depth mental health care actions for left-behind children to create a good environment and favorable conditions for their healthy, happy, equal and harmonious growth. Some achievements have been made, which are embodied in the following aspects:
1, which improves the psychological quality of left-behind children. Develop the psychological potential of left-behind children, cultivate healthy psychological quality, prevent psychological diseases and promote the sound development of personality. It has enhanced the left-behind children's abilities of psychological adaptation, self-adjustment, moderate help-seeking and healthy growth in study, life, interpersonal communication and self-cognition, and promoted the all-round and healthy growth of left-behind children.
2. Effectively promoted the mental health education in schools, and formed a long-term, effective and feasible working mechanism of mental health care for left-behind children in terms of policies, environment, teachers and other related aspects.
3. Deepen the construction of left-behind children in Children's Home, pay more attention to the mental health of left-behind children on the basis of further improving the construction of "left-behind children in Children's Home", and initially build a happy and warm family for left-behind children in Children's Home.
4. Further strengthen and promote the work of the Youth League branch, the Academic Affairs Office and the Young Pioneers' organization in school quality education, and incorporate mental health education as an important part of quality education into the school education and teaching system and school-based curriculum development.
5. Through the exploration of mental health education for left-behind children in schools, it has promoted the development of school mental health education and formed a certain school mental health education mechanism. Now it is planned to promote mental health education in the whole town and all students for a period of time.
Second, the existing problems
1. Mental health education lacks professional guidance and expert guidance. The quality of education is not high and the effect is not obvious.
2. The mental health education platform for left-behind children has not been effectively established. The linkage mechanism among class teachers, moral education teachers and mental health teachers has not yet been established.
3. Schools and teachers need to raise awareness of mental health education.
In the future work, we will continue to improve the working mechanism of caring for "migrant left-behind children" project, sum up experience, bring forth the old and bring forth the new, pay close attention to the implementation of the work, and gradually push the care for "migrant left-behind children" deeper, so that migrant left-behind children and other children can grow up harmoniously, healthily and happily under the same blue sky.
Summary of the Activities of Caring for Left-behind Children in Middle Schools 5 In order to better care for left-behind children and create a healthy learning and living environment for them, our school fully realizes the importance and urgency of caring for left-behind children according to the work requirements of staying in Children's Home. Proceeding from reality, our school has strengthened the management education for left-behind students, making them regard the school as their home. In order to care for left-behind children, the activities are summarized as follows.
First, set up a caring group and strengthen leadership.
In order to strengthen the unified leadership, management and tracking of the work of left-behind children, the school attaches great importance to the education of left-behind students, and established a leading group for caring for left-behind children with the principal as the team leader and middle-level cadres and class teachers as members. Responsibility, to ensure the smooth development of care for left-behind children, to ensure that left-behind students stay, learn well, grow up healthily and happily.
Two, improve the guardianship system, clear responsibility.
In order to ensure the care for left-behind children, the school has formulated a series of management systems.
1. Improve the files and contact cards of left-behind children.
The school conducted a serious investigation and study on all students, found out the situation of left-behind children in the school, established the files and contact cards of each left-behind child, and made clear the names, addresses and contact numbers of parents who went out to work; Knowing the name and contact information of the acting guardian is convenient for teachers to communicate with parents and acting guardians, and to cooperate with education, * * * has formed a caring network centered on left-behind children. And collect students' learning, activities, daily behavior, emotional performance and other information.
2. Establish an agent guardian team and implement teacher pairing to help left-behind children.
The head teacher, the subject teacher and the left-behind children in this class will help each other. Help teachers often talk with left-behind students, keep abreast of their ideological trends, visit their homes regularly, care about their lives, guide their study and guide their healthy growth. Let teachers become "surrogate parents" and let left-behind children grow up in the collective of teachers and classmates. The school has also contacted caring mothers in society in various ways. So far, four left-behind children have found caring social mothers, who are responsible for their children's annual study expenses, and will visit the school regularly, take them home on holidays and feel the warmth of home.
3. Establish a "home-school" contact system.
In order to keep abreast of all aspects of the situation and carry out targeted education management for left-behind students, the school has established a regular contact system. The school visits the surrogate guardian once a month and calls the parents once a month.
Third, create a caring atmosphere and carry out caring activities.
The school regards caring for "left-behind children" as an important part of the construction of teachers' morality. It pays full attention to "left-behind children", so that left-behind children can get in, stay and study well on campus, during home visits and in classes, and really let them feel the warmth of the big family of schools and classes. Taking advantage of the opportunities of New Year's Day and June 1st, it launched the activity of "Campus Dad, Campus Mom-Caring for Left-behind Children", so that every left-behind child can feel the warmth of the class, feel that he can study and live happily like other children, and make their psychology full of sunshine and laughter.
Fourth, feel warm and grow up happily.
The school invested a lot of money to build an activity room for left-behind students, equipped with computers, home phones, activity equipment, books and other facilities and equipment. Pay attention to their study and life. The school regularly and irregularly holds theme class meetings, class team activities, speech contests, cultural performances and other activities, so that they can enhance their confidence in study and life and realize the happiness of study and growth.
Verb (abbreviation of verb) has achieved satisfactory results.
Through all kinds of caring work, a caring network of school, society and family has been formed, and good results have been achieved. The situation of left-behind children has been significantly improved. The vast majority of left-behind children not only learn to take care of themselves, stand on their own feet, strengthen themselves and be self-disciplined, but also cultivate a tough and independent personality. There is a gratifying situation in which the majority of left-behind children study with peace of mind and their parents work with peace of mind.
Future work plan of intransitive verbs
1, advocate the teachers and students of the whole school and offer love to the left-behind children. At the opening ceremony, parents' activities on campus were held for poor left-behind children to make them feel the warmth of home.
2, combined with the teacher's "teacher assistance" activities, "hand in hand, common growth" as the main form of teacher-student pairing mutual assistance activities.
3. Implement paternalistic system to meet the psychological needs of left-behind children. On behalf of the parents of the two left-behind children, the teacher regularly talks with the students, understands their life and psychological needs, gives them family-like warmth, and lets them study with peace of mind.
4. Each class organizes the "left-behind children" in this class to carry out the "Parents Love Both Places" activity, so that students can tell their parents about the fun and difficulties in their study and life and communicate with their parents better. In May, the school will carry out an essay-writing activity with the theme of "A letter to distant parents".
5. Open the window of the left-behind children's hearts, give a mental health education class for the left-behind children every month, and offer psychological counseling so that students can talk about their feelings.
6. Pay attention to the life and study of left-behind students. Every teacher needs to help a left-behind child, communicate with the child at any time, and pay attention to the child's thoughts, study, life and other aspects.
Seven. existing problems
In a word, left-behind students are a social problem at present, and the whole society should care about them. Although our school has done a lot of work in this field, gained some experience and made some achievements, we also feel that it is not enough to rely solely on the efforts of the school. At present, the increase in the number of "left-behind students" has brought great confusion to schools and teachers. Secondly, the concept of family education is wrong, there is no way to educate parents, which greatly hinders school education. Therefore, it is necessary to moisten with love, care with heart, and warm with affection, so that "left-behind children" can walk out of the desert of the soul and enter the oasis of affection.
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