"Wisdom" in Class Strategies, "Grace" in Being a Homeroom Teacher

As the saying goes, "Only when you stand before a tall mountain do you realize your own insufficiency; only when walking with others do you recognize the teachers around you." Homeroom teachers are the core of class management, the bridge between school and home, and the main force in class management work. To further enhance the professional quality and management capabilities of homeroom teachers at Nanchong Transportation Technical School, and to strengthen the comprehensive and coordinated development of the homeroom teacher team, a homeroom teacher work seminar was held on December 14th. The school's party branch secretary and principal, Zheng Xinyu, along with vice principals Yan Lin and Tan He attended the meeting, which was also joined by nearly 50 homeroom teachers and middle-level and above cadres. The meeting was chaired by the head of the student affairs department, Tang Wei.

The year 2024 is filled with challenges and opportunities. In this year, we have made significant progress in various fields and also faced some difficulties and challenges. Through the joint efforts of all staff, we have successfully achieved our set goals.

"One can walk fast alone, but one can go far with companions; collective thinking leads to broader benefits, and drawing on the strengths of many leads to richer outcomes." At the meeting, six homeroom teacher representatives shared their insights on class stability and student retention. Teacher Chen Qian emphasized the importance of understanding teacher-student relationships, professional guidance, the role of class leaders, heart-to-heart conversations, building trust with parents, holiday management, and class activities. Teacher Jiang Xiaobo shared the "Three-Character Classic" of class control management: strictness in appearance, warmth in heart; addressing both general and key issues; recognizing commonalities and praising individualities; strictness in the classroom, warmth in the dormitory; setting goals, discussing ideals; understanding weaknesses, being a support; fostering growth, and pointing directions. These sharings demonstrated the rich connotations of homeroom teacher work, were inspiring, and provided valuable lessons and practical management wisdom for every homeroom teacher present.

The student affairs department collected difficult cases encountered in class management work, and homeroom teachers shared their valuable experiences in class management. Everyone expressed their opinions, sharing successful cases and discussing strategies for dealing with challenges. Focusing on daily behavior norms, student relationships, and other dimensions, they vividly shared their accumulated "Thirty-Six Stratagems" of class management. Some were veteran homeroom teachers with decades of experience, while others were always full of creativity as new homeroom teachers. Each one prepared carefully and shared their valuable experiences in leading classes without reservation. Some explained systematically how to do student work in depth, some expanded from specific points to the management of the entire class, and some started from the popular topic of "mobile phone management," vividly presenting the daily communication of a homeroom teacher with students and parents.

Homeroom teachers raised questions about the issues and difficulties they faced in school education, teaching, logistics, and their own class management. School leaders proposed corrective suggestions for the corresponding issues.

Vice Principal Yan Lin summarized the homeroom teacher work seminar. He emphasized that the improvement of homeroom teacher capabilities is inseparable from daily experience learning, continuous improvement, enrichment, and self-transcendence. It is about influencing personalities with personality, shaping spirits with spirit, and handling every detail in class management well, practicing to be a "learning-oriented," "wise," "thinking," and "reading" homeroom teacher.

Vice Principal Tan He further supplemented and emphasized recent work. Principal Tan stressed that classroom routines are the top priority in teaching, and it is necessary to focus on routines to help students develop good study habits. Homeroom teachers should combine the actual situation of each class to find suitable strategies for class management. He hopes that homeroom teachers can strengthen communication and cooperation with subject teachers to form an educational force, act in the name of pioneers, and make the school a pioneer.

At the end of the event, Principal Zheng Xinyu fully affirmed the activity and thanked the homeroom teacher team for their contribution to the school's educational cause. She emphasized that the task of controlling student flow is arduous and long-term, and all teaching staff must unswervingly promote this work. She also called for "four firm beliefs and three studies": firm belief in career choice, firm love and care for students, firm execution of school decisions, firm belief in the school; study of national, provincial, and municipal technical education-related documents and policies, learn from colleagues, and learn from students.

By adopting the best from others to improve oneself, this homeroom teacher experience sharing meeting was not only a collision of ideas but also an opportunity for mutual learning. It is believed that through this exchange, all homeroom teachers will gain inspiration, learn management skills, and the school's class management work will be more solid, promoting better and more comprehensive development of students.

Unity and collaboration, happy companionship. To enhance the cohesion and collaboration of homeroom teachers, help relieve occupational stress, channel tense and anxious emotions, and learn emotion control and empathy through mutual cooperation, enhancing the sense of happiness and belonging of homeroom teachers, a unique homeroom teacher team-building activity was held to relieve stress and empower homeroom teachers.

The student affairs department organized a variety of team-building activities for homeroom teachers, such as "Draw and Guess," "Guess the Song Title," "Clothing Relay," and "Ring Toss." Each team member brainstormed actively, contributing ideas and enhancing the team's efforts. Throughout the expansion activities, homeroom teachers were fully engaged and enthusiastic. They cooperated fully, were united and friendly, encouraged each other, and completed challenges together. Laughter and cheers were heard throughout, fully reflecting the team's vitality and passion. In the activities, homeroom teachers experienced the enthusiasm of their colleagues and felt the importance of teamwork.

The original intention is as firm as a rock, and moral education is silent but leaves a path. The work of homeroom teachers is arduous and long-term. The convening of this homeroom teacher meeting has pointed out the direction for class management and endowed new energy. All homeroom teachers of Nanchong Transportation Technical School will surely teach with virtue, lead by example, and devote themselves with more enthusiasm to the new term's work, focusing on unity to lay the foundation for the growth and development of students.

Submitted by: Nanchong Transportation Technical School