Problems And Countermeasures Of Teachers' Participation In Class Management In Senior High School

Since the reform and opening up,the education in our country has undergone rapid changes and great progress has been made.However,under the new policies and the requirements of the new era,school's class management needs to make further changes to establish a more effective class management model and system.Traditional class management requires the full responsibility of the head teacher,who is not only responsible for teaching,but also has to manage class discipline and cultivate students' ideological and moral character.In contrast,the subject teacher only needs to be responsible for subject teaching,and does not participate in class management.But the class is a big family,and the parents shouldn't be the head teacher alone.Subject teacher is also a member of the big family.To develop a class well,the subject teacher and the head teacher must work together,make concerted effort,and cooperate sincerely to establish a new order of class management.Therefore,the author mainly investigate Mianzhong Experimental School,focusing on the current situation of subject teachers' participation in class management,and the cooperation between subject teachers and head teachers.From the four perspectives of the school,head teachers,subject teachers,and students,I discovered some problems in class management.Combining with questionnaire surveys and interviews,I clarified the problems and responsibilities of the school,the head teachers,and the subject teachers.(1)In terms of schools: First of all,the school does not have a clear and rigid assessment mechanism for subject teachers to participate in class management,which makes many teachers lose the fundamental starting point for active participation in class management.Secondly,whether it is from the promotion and emphasis of class management training and learning,or from the development of soft culture,such as holding activities to promote the relationship between the head teacher and the subject teacher,the school has a lack of work.(2)In terms of the head teacher: First,they are used to going it alone and did not actively invite the subject teachers to participate in class affairs.Second,sometimes there will be acts of transgressing powers,interfering with the teaching arrangements of teachers in the subject.Thirdly,the relationship with the subject teacher is estranged,lack of communication,and fail to achieve a theoretically harmonious and pleasant relationship of equal cooperation,resulting in the inability to communicate and communicate on work matters without barriers.(3)Subject teachers: Most subject teachers believe that the head teacher should be fully responsible for the class.Driven by this traditional conservative concept,many teachers habitually shirk their responsibilities when encountering problems,lacking sense of responsibility.In addition,the subject teacher and the head teacher often have inconsistent arrangements and class management concepts,which leads to differences and increases the difficulty of mutual cooperation.The reasons for the above problems are,firstly,the inaccurate role positioning of the head teacher and the subject teacher and the different identities of the two have caused some conflicts.Secondly,the head teacher lacks a comprehensive and correct understanding of their own profession,and trusts between the teacher and the subject teacher.The lack also makes cooperation more difficult,and the lack of management time for subject teachers is also an objective problem.Coupled with the lack of communication and contact between the head teacher and the subject teacher,the relationship is alienated and unfamiliar,which is not conducive to the development of cooperative education.However,the school has not adopted appropriate means to stimulate and inspire motivation from both material and spiritual aspects,coupled with the lack of learning,training and assessment systems,so that teachers lack the motivation and motivation to cooperate with each other.Therefore,strategies and suggestions for improving the effective participation of subject teachers in class management are proposed from three perspectives.First of all,from the perspective of the head teacher,it can be operated from five aspects: build a network communication platform to build a collaborative management model;establish a harmonious cooperative relationship with subject teachers;help subject teachers establish prestige in front of students;establish regular meeting mechanism;appropriately delegate powers to the subject teacher.Meanwhile,subject teachers should also actively cooperate with the head teacher,unify their thinking with them,assist in the training of class leaders,and use their own identity advantages to infiltrate the students' moral education.As far as school is concerned,the new teacher evaluation system should be improved first,and secondly,teachers should be deeply motivated by internal and external dimensions.Such as: reasonable use of additional remuneration;optimizing the working environment;providing fair learning and promotion opportunities;deep professional understanding,changing the content of work and adjusting the difficulty of work.In order to promote the subject teachers to participate in class management.