How to develop students' self-management ability?
From this week, my colleagues and I will introduce you the main topics that we communicate with our students recently, and the meaningful life they are experiencing inside and outside of school, which can also be extended to your family for discussion. We hope to turn this discussion into a useful bridge between home and school to create a better environment for students to grow up.
This week, I will take the growth of G4 students as an example to share with you the development of students’ self-management ability. At the same time, this topic also applies to all grades of primary students.
G4 students are in the rapid growth stage of primary school. In their school life, they have the following characteristics: on the one hand, the consciousness of independence and autonomy is obviously enhanced. On the other hand, there is also a lack of good self-discipline, for example they are sometimes careless and indecisive in group activities. This completely accords with children's development and needs us to pay attention to and give effective help in time, especially for targeted guidance and stimulation. According to the development state of the students, both G4 national and international teachers take the following steps:
1. In learning, they set up more challenging tasks.
Recently, children have moved from the exploration of ‘the food and health’ to ‘the relationship between man and nature’. The teachers set different thematic tasks to enable children to understand the nature of the various animal habits, thus linking to human beings. "Animal crime scene investigation" is the topic that children are particularly interested in. Through advanced discussions, Internet inquiries, bold imagination, museum explorations and so on, teachers assigned the learning tasks and gave students more opportunities to explore independently.
2. In behavior, we focus on growth issues and help children develop self-management consciousness and ability.
Starting with the morning registration, children discuss their daily lives, and think over the current growth problems around the ten growth skills of "health and happiness".
3. In team cooperation, each role is clearer.
The group members take turns to overtake different responsibilities and get a deeper understanding and mutual assistance. In order to realize the sincere cooperation among the group members, teachers discussed with the children, worked out the specific tasks of different roles in the group cooperation, and enabled students to experience the sharing of different responsibilities through the rotation of roles.
To sum up, we attach great importance to all-round development including academic level, personality accomplishment and social ability at every stage of primary learning. We also hope to share you more.