What are the contents of the counseling process record for students with learning difficulties?

One of the records of the counseling process for students with learning difficulties is the analysis of the causes of students with learning difficulties: 1. The learning foundation is not solid enough, and there are great difficulties in learning. 2. Learning is not active and conscious enough, and needs to be supervised and supervised, and it needs to be completed independently with a little pressure and a little counseling.

The above are those who have difficulties in learning, and there are a few who need to be guided and helped in the formation of behavioral habits. 3. The formation of good study habits is not enough, greedy for play, not serious, resulting in unstable grades. 4. Good behavior habits are not developed enough, self-requirements are lax, and sometimes small mistakes are made (such as not disciplined enough, swearing, intentionally or unintentionally moving other classmates).

An indispensable stage in the documentation of the counseling process for students with learning difficulties is the counseling program for students with learning difficulties:

1. Analyze each student, point out the shortcomings, make them clear where the shortcomings are, and at the same time find the strengths, build confidence and self-motivation.

2. In daily teaching, put forward strict and clear requirements, such as learning attitude, learning methods, and the amount of learning homework that must be completed on the day.

3. Supervise more after class, and use your spare time to check and fill in the gaps in the content you have learned in class and provide guidance. For students with poor self-control, lack of initiative and self-awareness, they are required to complete it regularly and quantitatively. Mobilize the power of the students in the group and the little teacher.

4. Pay attention to students with learning difficulties as much as possible in the classroom, keep in touch with parents, communicate with them, and let parents cooperate with the school to supervise their children's learning and help their children improve.

The purpose of counseling is to correct bad study habits, cultivate good study habits, and let them spontaneously develop an interest in learning.

Generally speaking, the record of the counseling process of students with learning difficulties is the whole process of recording the counseling process of students with learning difficulties, including the plan before counseling, the measures during counseling, and the plan after counseling. The purpose is to enable children to learn and grow better.

One of the records of the counseling process for students with learning difficulties is the analysis of the causes of students with learning difficulties

The teacher carefully analyzes the problems of students with academic difficulties, whether they are intellectual factors or non-intellectual factors, formulates a feasible counseling plan according to the existing problems, plans the time, and determines the phased counseling content.

Counseling students with academic difficulties can be started from the following aspects.

1. Cultivate the self-confidence of students with academic difficulties. Only by building up the self-confidence of the junior students can our transformation work find a starting point.

2. It is necessary to use scientific methods to educate junior students.

3. Be more tolerant and less blameworthy of students with academic difficulties. It is necessary to achieve "three hearts": sincerity, love, and patience.

4. The teacher's counseling should be timely and do a good job of counseling records.

5. The cooperation of the family is the external condition for the transfer of students with chemical difficulties. The influence of parents in the development of students is evident and extremely important. Teachers can communicate with parents and communicate information through various forms such as parent schools, parent conferences, and home visits.

6. In education and teaching methods.

The specific approach is as follows: Teachers should think of students with learning difficulties in class, and first, ask questions in class so that students with learning difficulties also have opportunities, rather than leaving them in the corner and no one cares. Second, it is necessary to encourage students with academic difficulties to actively participate, and it is important to participate, and it is not allowed to put them aside and ignore them.

Scenario analysis: The student is a third-grade student Lu Shou, who has been studying in our school for nearly three years, the student is not aggressive in class due to his poor Chinese foundation, and the student's self-control ability is poor, and he often sleeps, talks, and reads extracurricular books in class. As a result, the academic performance is very poor, and it also has a bad impact on the rest of the class.

Problems and Behaviours:

1.Learning: The foundation is relatively poor, the learning objectives are not clear, and there is no clue. Weak self-motivation.

2.Ideological and personality aspects: lazy, playful, love to sleep.

3. Life. Discipline: Basically able to abide by the rules of the school, but sometimes free and loose, self-control skills are poor From the above problems and behaviors, it can be seen that this fellow poor school is a student in my class who needs to be transformed.

Analysis of the causes of the problem:

Because parents are busy and do not care much about their children's growth, children in primary and secondary schools do not develop good study habits, and their learning foundation is too poor. Lack of self-consciousness in learning, the homework assigned by the teacher is not very good, sometimes the homework is not copied, the teacher does not understand and ask the teacher after class, the homework assigned by the teacher sometimes cannot be completed, there is no perseverance to overcome the difficulties in learning, the foundation is not solid, so that the academic performance is in the downstream.

Methods and implementation processes for transformation:

Care more and give more guidance in study and life.

As a Chinese teacher, I implement a supervision mechanism in learning, and if I find that I am lazy in learning with Hu Shu, I can talk to her at any time, so that she can feel that the teacher cares about and loves her, so that she can believe what the teacher says. At this time, I talked to her about life, family, life, and learning, and established confidence in learning. <>