How to overcome students’ poor self-discipline

Self-discipline, as an excellent quality, is one of the qualities that school education strives to cultivate among students. Unfortunately, the self-discipline performance of some students is not satisfactory. In recent years, the home-based online teaching model under the background of the epidemic has further exposed the problem of students\’ low self-discipline. Phenomenons such as inattention and short duration in listening to lectures, and using mobile phones while taking online classes often appear in news media reports. middle. Many teachers have seen the dangers of low self-discipline in students, but are unable to find ways to cultivate students\’ self-discipline. Montessori education concept, the real Montessori education in the family, selected program [all 3 volumes PDF] This article starts from the analysis of the nature of self-discipline, divides self-discipline into three levels: self-focus, self-management and self-drive, and proposes to train students Possible directions for autonomy. The Nature of Self-Discipline: Self-Focus, Self-Management, and Self-Driven What is Self-Discipline? Autonomy and heteronomy often appear as a pair of antonyms. If heterodiscipline means accepting the constraints, supervision and inspection of others, and only being able to behave correctly under the supervision of others, then self-discipline is a great thing, possessing strength and courage. Self-discipline enables people to act and prepare in advance, sprint toward their goals, and fight against things that hinder the achievement of their goals. Self-discipline first originates from concern for oneself. In Freud\’s personality theory, the ego is the key factor and the core of coordinating the id and superego. When a person\’s self-development is insufficient, his behavior is often arbitrary behavior based on the \”pleasure principle\” or social repression without individuality. This is the root cause of many students\’ lack of self-discipline. Excessive care from the family has caused a serious loss of the self-concept that students should have grown up in. Some students may even feel that they are just a tool of their parents and have no sense of control over their own destiny. Therefore, the awakening of self-awareness is the premise and foundation of self-discipline. It is not enough to pay attention to oneself, self-discipline also manifests itself as self-management. Self-management is the process of internalizing external norms and principles into the heart. This process is equivalent to what we generally understand as self-discipline. If students don\’t know how to manage themselves, it means they don\’t have the tools to develop self-discipline, so self-discipline development will definitely be half the result with half the effort. Therefore, teaching students self-management methods and skills is the core link in cultivating students\’ self-discipline. But self-management cannot simply be equated with self-discipline. There is a lot of discussion about self-management in society now, but why is it not translated into the self-discipline development we hope for students? This is actually due to the one-sided emphasis on the role of self-management. Although some students have learned a lot of self-management methods, they do not know what \”self\” is or what the ultimate goal of self-management is, so they cannot talk about true self-discipline. When students\’ self-awareness has awakened and they have mastered the method of self-management, the last step of self-discipline should appear – self-driving. The core of self-motivation is why self-discipline, that is, the goal of self-discipline. Some people equate self-discipline with self-control, but in fact they do not realize the goal of self-discipline. There is an essential difference between self-discipline and \”self-alienation\”, \”self-exploitation\” and \”self-exploitation\”, self-control often regards oneself as a calculable individual and engages in activities in a state of competition and anxiety in order to achieve \”self-value-added\”. In other words, in the process of setting up their own behavioral rules and putting them into action, they use result orientation as a legislative principle and cannot tolerate any accidents and possibilities. This behavior is contrary to the meaning of life. True self-discipline accepts the truth that life cannot be forcibly controlled, and always maintains active, open consciousness and spontaneity in the process of practice. Therefore, self-discipline is when people realize that they are their own masters, and that they take responsibility for their own actions based on understanding what kind of person they want to be and what kind of behavior they want to do. It is a way to make oneself better. A conscious state of self-confidence, better health, and greater pursuit of goodness. Self-disciplined people can use their own rationality reasonably. This expression of subjectivity and self-responsibility is a true conviction of self-awareness from the heart. Therefore, only when an individual perceives that his behavior stems from his own conscious and autonomous pursuit, rather than being imposed on himself from the outside, is the self-discipline behavior in which self-awareness truly takes effect. That is to say, only when the principle of self-discipline is a law that the subject obeys voluntarily and voluntarily, can it produce the due practical utility and personal dignity in it. Cultivation of students\’ self-discipline 01 Cultivate students\’ self-focus and form a sense of self-responsibility. People are not born with self-discipline. Self-discipline is formed through acquired cultivation. In cultivating students\’ self-discipline, we must first inspire students to realize their own existence and value. The existence of individual human beings has meaning and unique value, and everyone must live to achieve a better self. When individuals come together, they will promote the progress of the entire country and society. Just like the questions asked by the ancient Greek philosopher Plato, every student must first answer \”Who am I\”, \”Where do I come from\” and \”Where do I want to go\”. Only by being aware of oneself and paying attention to oneself can self-discipline be possible. In the practice of education and teaching, teachers should encourage students to conduct self-exploration and form unique individual experiences; encourage them to coordinate their formed self-concepts with biological instincts and social norms, and help students develop a high sense of self-worth and develop a sense of self through praise. A sense of control over life. Psychologist Erikson mentioned in his psychosocial development stage theory that when an individual successfully completes the tasks of the corresponding life stage, he will develop self-confidence; otherwise, he will fall into an \”identity crisis.\” Therefore, when teachers cultivate students\’ self-discipline quality, they should pay attention to communicating with students through praise. If teachers often use criticism and accusation to communicate with students, students will become increasingly self-defeated and gradually hide themselves. Teachers should change the single evaluation standard and negative communication method, try to evaluate students from more dimensions, explore the shining points of students, pay attention to students\’ learning qualities and personal qualities that are difficult to quantify, and always keep in mind that the goal of education is to cultivate Lively, free, and all-round developed people, deliver praise and encouragement to students, and promote the development of students\’ self-discipline. 02 Teach students self-management methods and techniques. Self-management is an instrumental element of self-discipline and one of the core processes. believeMany teachers have tried many methods and have learned many self-management theories, methods and techniques, which are all necessary. But learning new methods is always painful for students, so how to improve the learning efficiency and effectiveness of students\’ self-management? Japanese educator Manabu Sato proposed in his book \”The Joy of Learning – Towards Dialogue\” that the previous \”ladder-type\” courses should be converted into \”mountain-climbing\” courses. \”Mountain-climbing\” courses pay more attention to the combination of students\’ learning experience and life experience, and give students the dominant position and autonomy in learning through dialogue and communication teaching methods. Although the goal of learning is still to reach the top, the value of the \”mountain-climbing\” course lies in the learning experience of active exploration and the joy gained in the learning process, transforming the \”hard study\” that squeezes time and self into one of self-exploration and self-realization. \”Enjoy learning\”. Dewey also used maps and explorers\’ adventure experiences as metaphors to vividly illustrate the intrinsic relationship between the formation of subject knowledge and the original experience of human civilization behind it. Education should be the stimulation of consciousness, the resonance of emotions, and the awakening of spirit. It should be students\’ clear understanding and mission call of their own situation. Education, as a bridge that constructs embodied practical connections between students and the world, does not instill knowledge into students, but activates the original meaning of human civilization. The occurrence of embodied practice from individual experience to human social experience is the occurrence and flow process of students\’ consciousness that is constantly infiltrated and nourished by the river of human civilization. Only the generation of embodied, processual, and situational thinking can better stimulate students\’ sense of competence, allowing students to feel that they are intimately connected with the learning content, the tasks to be completed, or the challenges they face. In the learning process of \”mountaineering\” courses, students can freely choose their mountaineering path based on their own life experience. Teachers play the role of \”tour guides\”, paying close attention to students\’ learning psychology and behavioral trends, protecting students\’ curiosity, and not Suppress students\’ learning instinct based on curiosity. On this basis, with the help of textbook content and teaching skills, we can build a close connection between students and human social civilization, review and activate the content of education, so that it can produce original meaning, enrich students\’ spiritual world with intuitive images, and increase innovation and creativity. seeds, and then help students develop self-discipline. The most important thing about education is not the fragments, but the whole. Education is the combination of knowledge, intention and action. Teachers should avoid instilling conclusive, abstract and systematic theoretical knowledge directly into students. Only by integrating students\’ sensory abilities can students awaken their self-awareness in the long history of mankind and the vast world. Teachers should pay attention to the process of learning, make learning a practical activity full of initiative, cooperation, inquiry and reflection, and consciously integrate morality, emotion, history, art and curriculum content in the teaching process to give full play to education. The humanistic nature allows students to gain comprehensive sensory abilities in the process of embodied learning, constantly opens up possible lives, and arouses students\’ yearning for a better life. 03 Create role models and help students develop self-motivation and self-discipline. Although self-discipline is a quality of students, the process of its formation ultimately depends on the guidance of teachers and parents.. Compared with students with low self-identity, the self-discipline behavior of students with high self-identity is not motivated by catering to others, but is generated from the heart out of the desire to become a better version of themselves. Therefore, in addition to abandoning single evaluation standards and negative communication, teachers should also create role models for students to pursue and help students develop self-motivation. First, find or create role models for students. As people grow up, they will continue to construct their ideal image of themselves, regard it as the goal of moving forward, and use it to make corresponding behaviors and correct wrong behaviors. This ideal self-image comes from the yearning for the personality charm of role models. When students appreciate and envy someone\’s personality, behavior style and lifestyle, they will know in an instant what kind of person they want to be and what kind of life they want to live; at this moment, students not only gain the possibility desire, and also gained the motivation and direction to move forward consciously. This power of self-discipline comes from the worship of role models, and also from the wonderful life indirectly experienced through role models. The deeper and broader a student\’s understanding of the world is, the more clearly he can outline his future self-image. Secondly, students should be helped to be self-motivated. If the power of role models provides students with imagination and a source of strength for the formation of self-discipline, then self-motivation helps students change their inherent understanding of difficulties and challenges and gain a sense of self-efficacy to overcome difficulties and get rid of decadence. As long as students feel \”brightened\” or \”shocked\” about anything, they will be able to do what they should do \”vigorously\”. Teachers can help students dismantle the difficulties they have encountered, and during the dismantling process, they can think about where the difficulties lie, whether there is avoidance or procrastination behavior, what are the specific reasons for procrastination, and propose solutions for different reasons. The purpose of this analysis process is not to criticize, blame or rigidly establish norms, but to discover successful episodes in students\’ similar difficult experiences, consolidate students\’ self-efficacy of \”being able to complete tasks efficiently\”, and enable them to reconstruct their perceptions in similar scenarios. Gain experience and become more optimistic and confident. Specifically, teachers can guide students like this when cultivating students\’ self-motivation – \”Look, your thinking in this link is reasonable and your approach is reasonable and worthy of recognition. It\’s just that the details need to be improved. When you encounter similar problems in the future In this case, you might as well do this…\” or \”Your idea is very unique, but because the steps are cumbersome, you haven\’t had time to implement it yet. If you want to put it into practice, what do you think is the difficulty? Do you want to try it? If you succeed, you will gain unparalleled benefits. A sense of accomplishment and joy.” Every teacher has been a student, and can relate to students\’ experiences of procrastination and fear of difficulties. CCTV Recommendation: More than 500 high-scoring excellent documentaries are recommended. Children will become addicted to self-discipline after watching the pattern. At this time, teachers are people with rich coping experience. They should use their own experience, feelings and experience knowledge to help students clarify problems through empathy. , find the crux and propose constructive solutions. In fact, most students do not regard the teacher\’s instructions as nagging. Instead, they are willing to listen to the teacher\’s past experience and look forward to their own \”sudden enlightenment.\”