What should the head teacher do within a month after taking over the new class?

I am not a leader, so it would be difficult for me to be the class teacher. However, I want to be a class teacher because I can have more opportunities for growth, have closer connections with students, and have more research materials. Before the job assignments were assigned, I recommended myself to the dean of academic affairs: I want to be a class teacher and I want to lead a group of students from the first grade of junior high school. Teachers who have been a class teacher all know that when they take over a new class, the first month of construction is very critical. This will set the tone for future class development. So, I just took over a class, what do I need to do within a month? 1. Setting goals I need to figure out: What kind of class do I want to bring out? What kind of students do I want to produce? What style do I want to develop? How do I work with students to build our class? Wobbes et al. summarized eight types of teacher-student interactions: 1. Repressive type: students show fear of teachers. 2. Non-decisional/provocative type: mutual hostility and confrontation, and the teacher is unable to stop the chaos. 3. Hard-working type: task-oriented, with good and bad discipline. Teachers often struggle to maintain discipline and, while successful in maintaining discipline, often appear exhausted. 4. Tolerant type: Does not pay attention to rules or has no clear rules, and students have a lot of freedom; teachers can meet students\’ wishes, and students cooperate and support teachers; teachers\’ tolerant behavior sometimes causes minor order problems. 5. Non-decisional/tolerant type: Emphasis on teacher-student cooperation, students have greater freedom, teachers are very concerned about students, but teacher leadership is weak, sometimes some chaos occurs, and teachers often cannot decisively stop chaos. 6. Guidance type: task-oriented, strict with students, and the teacher-student relationship is not very close. 7. Authoritative type: Task-oriented, there are clear rules in the classroom and teachers often remind students to abide by them, teachers and students have a close relationship, the classroom atmosphere is pleasant, and teachers are very concerned about students\’ wishes and needs. 8. Tolerant and authoritative type: Emphasizes the combination of rules and student autonomy, uses fewer rules than the authoritative type, and values ​​​​students\’ autonomy; the teacher-student relationship is closer than the authoritative type, and students support and cooperate with teachers. I should not develop a repressive, hard-working, or directive relationship with my students; it is also difficult to develop an authoritative relationship; \”tolerance and non-decisiveness\” are things I need to be wary of over-expressing. Personal qualities, if used carefully, can also develop in a favorable direction. Tolerance and authoritativeness are things I can work on. On the first day of school, I will guide students to think about these questions: ① What kind of person do I want to grow into in three years of junior high school? ②What kind of person can I become? ③Am I willing to work hard to become who I am? What do I do when I encounter difficulties? In which direction should I strive? ④What kind of collective do we want to be? This is a reflection from personal goals to class goals. Students can be asked to write down their thoughts and write a letter to themselves three years later, which can be opened at the beginning of the second semester of junior high school. 2. In the first week of picking class names, we need to pick up a registration, which can be held in the first class meeting. In the early stage, I want to inspire and guide students to understand the school\’s \”Shiya culture\”: ① What does \”Shiya\” remind you of?Buds sprouted from the stone. What characteristics would this plant have? Stones carry the road, buds chase dreams. ②The school motto of “thickness is like a stone, great wisdom is like a bud” and the school philosophy of “deep roots, strong buds, and fragrant flowers”. ③Used as a metaphor for our class, what kind of class do we need? A \”sunny class\”. We need a \”sunny class\”. Next we need to discuss: ① What does a \”sunny class\” look like? ② If you use keywords to describe it, which words would you choose? ③ \”Sublate\” some keywords and Please connect the words to form a sentence. ④ Taking these sentences as the class connotation, please give three class names to our class. ⑤ Let’s discuss together: Which name should the class choose and why? ⑥ Let’s interpret it together: Why is this name chosen? If we use the growth process of plants as an analogy for our three years of junior high school, the first grade of junior high school for cultivating habits is like the seed germination period and the seedling growth period, the second grade of junior high school for forming character is like the juvenile growth period and the seedling development period, and the initial stage of learning is The third grade is the seedling flowering stage and seed formation stage. At the same time, students can be guided to think about their personal growth plans for junior high school. I can also buy some seeds so that students can witness the growth of plants under the first grade. 3. Forming the class committee. In forming the class committee, the tasks for the first month are: the first week: class intervention selection; the second week: class leader election; the third week: class leader trial; the fourth week: class leader election. appointment. A class is like a club or a company. To run it well requires an overall structure – organizational structure – position setting – position naming. Drawing on the practice shared by Teacher Wu Xiaoxia in a lecture, I initially imagined that our class should also establish five departments: Learning Department, Discipline Department, Logistics Department, Innovation Department and Legislative Supervision Department. The positions include chairman, executive secretary, and heads of departments, and specific positions are set up under each department. According to the principle of \”everyone has something to do, and everything is done by someone\”, all students must have at least one position. 4. Class rules If there are no rules, there will be no circle. Since students are the masters of the class, the formulation of rules must be completed together with students. Class training: Extract several keywords from class goals and class names. Class conventions: From the aspects of learning, discipline, logistics, system, innovation, etc., each department has its own section, which can be detailed from the one-day process (from entering school to leaving school) Determine goals, requirements, rewards and punishments, and initially form a daily routine. The whole class then discussed and improved it, and finally formed a class convention, class rules and regulations, and a daily routine for the class committee. To implement quantitative class rules, we must also adopt a points system (which can be quantified through class currency and paid in the form of wages). Many teachers’ approach is to let students auction seats based on points. I once tried to use safflower points in the form of safflower points, and then quantify the safflower into material rewards. This can stimulate students\’ enthusiasm in the short term, but it can easily weaken students\’ intrinsic motivation. Since it is a class rule, punitive measures are definitely necessary, and the details can be discussed with the students. Regarding the above issues, since the target is a collective, there may be pros and cons no matter what measures are taken. In the past, I have not explored a method that I particularly agree with. You can explore and explore with students later. In addition, according to the primacy effect, I should pay attention to and learn fromThe first time we met. I have to think about how I want to introduce myself then. The above idea is simple, but it requires a lot of work to be implemented in practice. I look forward to growing and making progress together with my students.