"The most intimidating thing is to send my children to school, old, blind, can't ride a tricycle, this is good, other parents of our cooperative mutual aid group can help me pick up and drop off my children" "I can't read, I don't know if my children write right, they sometimes fool me and I don't know." In the cooperation and mutual aid group, Sun Tzu's little teacher helped me check and supervise. My son doesn't blame me anymore." The parents who said these words are the grandparents and grandmothers of the rural left-behind children, and their grandchildren attend Zhuji Town Center Primary School in Leling City, Shandong Province. It all stems from the collaborative mutual aid groups implemented by the school.
How collaborative mutual aid groups work
The so-called "collaborative mutual aid group" refers to the close cooperation between home and school, the establishment of a joint organization of multiple families, the children gathered together, in the same time together to learn, show together, play together, grow together, through mutual help to achieve the purpose of common improvement. The collaborative mutual aid group fundamentally solves the problem of students' playmates, effectively prevents children from indulging in the Internet, television, and mobile phones, and allows students to develop good habits in solidarity and mutual assistance. At the same time, it also allows multiple families to get married by their children and close the neighborhood relationship.
In order to solve the problem of education for left-behind children in rural areas, we have launched a collaborative mutual aid group on the basis of extensive research. There are mainly the following types of cooperative mutual aid groups: First, the senior cooperative mutual aid groups. This is the most basic form of cooperative mutual aid group, which can be students of the same grade in the same village, students of the same grade in different villages, students of different grades in the same village (senior system), and students of different grades in different villages. The second is the mentor-type collaboration and mutual aid group. Recruit caring people from among the village sages to teach children related skills. The third is the government-type cooperation and mutual aid group. Relevant government departments participate in educational activities to accompany children's growth.
We require the tutors of the collaboration and mutual aid group to lead the students in strict accordance with the specified time, place and goal, pay attention to the cultivation education, send the content of each activity and the wonderful moments of the students to the home-school exchange group in time for sharing; and contact the class teacher in time after the end of the weekly activities to report on the student activities this week and solve the problems in a timely manner.
In practice, we focus on process management of collaborative mutual aid groups. The activities of the cooperative mutual aid group must be "five certainties". Fixed personnel: hold a home-school exchange meeting, the same village or neighboring village parents free combination, the class teacher registers the name of the group member, the name of the group leader, the activity location, the contact number, etc., each group of 3-5 people; fixed time: every Saturday, morning 8:30-10:30 a.m.; set the location: the activity location to ensure an elegant learning environment; the fixed content: the teacher sets the semester goal at the beginning of the semester, decomposed into weekly, specifically for the knowledge, activity and display of the three parts; the fixed evaluation: the teacher does not regularly go to the activity site to check each group, On Mondays, students will learn about student activities after arriving at school, and the evaluation of students will be based on activity groups.
The senior-type collaborative mutual aid group, which is generally composed of 3-5 students, can embed 1 senior outstanding senior to lead the activity together, and 1 guardian supervises, and can take turns to pick up and drop off students. In the case of mentor-type cooperative mutual aid groups, guardians or village sages in member families who understand the theoretical knowledge of education and teaching are embedded in the cooperative mutual aid group to exert their residual heat, serve their neighbors, and provide tutoring or skills services for students. As far as the government-type cooperation and mutual aid group is concerned, it is necessary to incorporate the unified management of the school in terms of teachers, content, and venues, and truly implement the care for left-behind children.
What initiatives to support the Collaborative Mutual Aid Group
On the basis of the implementation of the collaborative mutual aid group, we have also adopted relevant supporting measures. The first is to establish a "three-clear, three-more-three platform". "Three clearances, three more three platforms" refers to clarifying the basic situation of left-behind students, the guardianship of left-behind students, the whereabouts of left-behind students' parents going out to work and contact telephone numbers; talking more with left-behind students, communicating with parents by phone WeChat, and visiting the homes of left-behind students; and establishing mobile phone communication platforms, school video telephone communication platforms, and cooperative organization platforms. Left-behind children and parents are required to communicate every day and week by telephone, text message, video and other means. The main contents of student exchanges include: caring for their parents' work and living conditions, thanking their parents, reporting personal situations, and showing their learning attitudes to their parents. The main contents of parental communication are: care for and care for children, understand the child's situation according to the report, and communicate with teachers in a timely manner, thank the school and teachers...
The second is to pay attention to students' mental health education. We train and train mental health teachers, increase the psychological counseling and psychological correction of left-behind children, increase the intensity of counseling, create conditions to open targeted mental health classes, create counseling mailboxes, family hotlines, etc., timely discover the psychological pressure of left-behind children, and carry out reasonable counseling.
The third is to organize and carry out a variety of caring activities. Carry out literary and artistic activities, writing competitions, a letter to parents, a "true confession" family phone call, a visit to the Jilubian Revolution Memorial Hall, a classic recitation contest and other activities, so that left-behind children can grow up happily.
The fourth is to establish a home for left-behind children. The multimedia video system of each class is open to left-behind children during recess and class meetings, for students to video call with their parents who are migrant workers. The purpose is to allow these children to see their parents often, and to reassure parents who work outside the home that their children are studying at school. The school plans to collect pictures and videos of parents doing business outside the home, edit and make them for children to watch, so that children can understand the working and living conditions of their parents who are migrant workers and businessmen, and feel the hard work of their parents.
Fifth, the cultivation of behavioral habits is education. All schools in the town carry out special training on "behavior habit formation education", and unify the requirements and deployment of students from the aspects of civilized etiquette, road team discipline, health habits, and learning habits. Every year, the Qingming Festival organizes activities to commemorate the martyrs, and the March 8th Festival thanks to the mother... The purpose is to cultivate children's self-management ability and communication skills, form good learning and living habits, and develop a healthy and independent personality.
What the Collaborative Mutual Aid Group changed
The collaboration and mutual aid group has not only won the high praise of the majority of parents, but also promoted the life growth of students. Student Wang Mengting, a quiet and handsome little girl, is the mentor of 5 children in the first grade (2) class. Through her study in the collaborative mutual aid group, Wang Mengting was quite touched: "The collaborative mutual aid group has given me confidence and courage. In the process of helping my little brother and sister learn, I suddenly found myself daring to speak boldly. When I wanted to be lazy, I told myself how the 'teacher' could not control himself, so I quickly adjusted myself. Now I am not only often praised by my parents, but also respected by my little brothers and sisters. I think I'm awesome! ”
The mutual aid group has solved the educational problems of rural left-behind children, so that they are no longer lonely, with school companions and playmates, life is full of fun; changed the learning mode of rural children, to a large extent to solve the problem of life-based and fragmented learning; so that school education extends to the family, so that children are no longer addicted to games, but look forward to learning with partners, showing together, and improving together; integrating educational resources, allowing parents to participate in children's learning, village sages to participate in education, and social forces to participate in education. The integration of various resources has made education more perfect; the excellent traditional culture of the countryside has been restored, and the villagers have been good neighborly and mutually helpful, and the neighborhood relations have been harmonized.
(The author is the former principal of Zhuji Town Center Primary School in Leling City, Shandong Province)
China Teachers Daily, October 27, 2021, 14th edition
Author: Li Ying