How to organize a children s lunchtime exercise teacher s speech

Dear Principal Xu, dear teachers, lovely children, hello!

On this sunny early summer morning, I feel very honored to participate in the gymnastics competition in our kindergarten and to speak here as a parent representative.

I remember when I was pregnant, I saw the kindergarten open. Now my son is more than 5 years old, he is a healthy and lively handsome guy, as a mother, I am very pleased! The kindergarten has also grown stronger and more formal over the years, and has been respected by the majority of residents, as a parent, I am very glad that I chose the kindergarten.

Thank you, Director Xu, for your educational philosophy! Children get a comprehensive quality education here. We are glad to see that our children, from the innocent and ignorant when they first entered the kindergarten, to the current knowledgeable, polite, good at singing and dancing, playing the piano and painting, playing and playing, and the joy and hope of growing up in their young hearts.

Thank you, dear teachers! In more than two years, under the careful care and care of the teachers, the children have made great changes and gains in language, behavioral habits, personality, knowledge accumulation and other aspects.

And our children have grown up in such a good environment! They have learned to be grateful, to reciprocate, and to develop good living habits; They happily go to kindergarten and grow up happily in the collective. They have grown up to be children who dare to speak, ask and think!

Today, we gather here again to show our mom and dad, grandparents, grandparents, and our neighbors how strong we are and how agile we move. We are not only presenting a gymnastics competition, but also showing off a work of art. Let's cheer on our children and applaud them! Thank you!

Teachers speak mainly. The teacher is like a monologue and does not expect the child to respond.

The content of the communication is superficial and lacks meaning. Teachers often say, "Are the children having fun today?"Today, the children are doing well in the activity", etc., lack of deep digging and **.

There is a lack of interaction between teachers and children, and most of them are teachers. Or the teacher only communicates with individual children, and the other children do nothing, resulting in the evaluation cycle being in name only.

Dewey once criticized, "Most of the activities in school are too short to be thorough, or to lead one activity to another, and without changing this, good habits of reflective thinking cannot be developed." ”

So when do you need to evaluate in a group teaching activity? How do you organize an evaluation? We know that evaluation should be based on the teacher's grasp of the progress of the child's activities.

When most children have problems in their learning process, teachers can ask them to stop and discuss and solve the problem together. When some children's learning behaviors are innovative and demonstrative, while other children have experienced full autonomy, teachers can organize collective discussions and exchanges to give full play to the educational value of excellent experience; When children's learning process needs to be generalized and improved, and generalization and improvement are the natural results of the learning process rather than the teacher's indoctrination, teachers can help children form a primary concept and experience system in a timely manner.

I believe that in order to play its due role in organizing group teaching activities, teachers need to listen, so as to discover children's valuable views and confusions in time, and inspire and guide children to explore more deeply about unfinished or superficially completed activities.

First of all, thank you very much for taking time out of your busy schedule to participate in our parent-child activities today, and thank you for your support of our work! First of all, I would like to introduce it to parents.

First of all, let me tell you a little bit about the class: The total number of students in the class is boys and girls. The children in my class generally have a balanced intellectual development, good living habits, like to go to kindergarten, are willing to participate in various activities, have strong hands-on ability, and generally have good self-care ability.

However, there are also large individual differences among young children.

(1) Preschool teachers should pay attention to self-improvement and improvement. The improvement of the professional level of preschool teachers requires the joint action of all elements.

First, preschool teachers should have a strong belief in education.

Second, preschool teachers should correct their motivation and attitude.

Third, preschool teachers should establish the concept of lifelong learning.

2) All levels should provide effective support and policy guarantees for the professional development of preschool teachers.

First, the first departments of early childhood education should put forward operational requirements for teachers' professional growth.

Second, in the process of teacher training and teacher training, we should adhere to the principle of "people-oriented", and should fully consider the influencing factors such as the work status and living conditions of preschool teachers, and provide them with targeted, effective and flexible teacher training, so that the preschool teachers participating in the training can improve their theoretical level and case analysis ability and achieve professional growth.

Third, establish and improve the system and mechanism of the corresponding professional growth of teachers, so as to fill the gaps in the laws, regulations, systems and systems related to the professional growth of preschool teachers in China.

3) Kindergartens should create opportunities and conditions for the professional development of preschool teachers.

First, the kindergarten should strive to create a good working environment and living environment for the teaching staff, to create a supportive kindergarten spiritual culture for the improvement of the professional level of preschool teachers, through the organization of a variety of forms, content activities and competitions, to create a harmonious, equal and relaxed spiritual environment for kindergarten teachers, enhance the feelings between colleagues, improve the enthusiasm of preschool teachers for self-improvement, and enhance the sense of identity and dependence of kindergarten teachers.

Second, optimize the internal management of kindergartens and actively create a supportive kindergarten management culture.

Third, create a diverse teacher training culture.

4) Provide opportunities for exchange and cooperation between preschool teachers and preschool education theorists.

First, establish a platform for cooperation with preschool education theorists.

Second, create conditions for effective communication between theoretical experts and front-line teachers.

Hope it helps.