I. Case Description Last spring, a transfer student, Luo Liang, was transferred to this class. She is 6 years old, cheerful, talkative and polite, and soon became one with the children in the class. But before long, the children in the class began to lose things. After observation, I found that Luo Liang had taken them. As long as she looks at other people's toys, books in class, and even chalk used by teachers, she will secretly take it away, whether it is useful to herself or not. As time goes on, her behavior tends to increase.

Second, the case analysis

Luo Liang was born in an ordinary worker's family with a general family. Because his parents were busy with work, Luo Liang was taken care of by his elderly grandmother when he was over one year old. Grandma is too old to discipline Luo Liang. Because Luo Liang is naughty, grandma often gives her candy to coax her. Therefore, Luo Liang has developed the habit of loving candy, and it is difficult to settle down without eating it for a day. Later, even when she was playing with her neighbor's children, she would casually take other people's candy, which gradually developed into an act of casually taking other people's food and toys. After the neighbors found out, they couldn't help complaining at home. Grandma not only hit her but also nagged her. Obviously, the appearance of Luo Liang has a deep connection with her growing environment: First, her parents have been away from her for a long time, and she lacks timely correction and correct guidance and education from her parents for her bad behavior. Although sometimes she knows that this behavior is inappropriate, she can't control her behavior; Secondly, her mental dependence and satisfaction for many years can only be met by other means, which leads to her bad behavior of stealing from others.

Third, the implementation steps

1. Observe, record and analyze bad behaviors.

In order to better educate Luo Liang, I continuously observed and recorded her bad behavior from Monday to Saturday without any interference from Luo Liang.

As can be seen from the above data and observation process:

The average theft frequency is 1-2 times a day.

Theft has the following characteristics: it is generally used during recess and outdoor activities, when there are few people in the classroom or when teachers and friends are not paying attention.

Reasons for stealing: gluttony, such as food and candy; Like, such as cartoon pictures, plasticine; Need, such as watercolor pens; Habits, such as staples and paper clips.

Consequences of theft: parents' complaints, teachers' and parents' criticisms; Being rejected by classmates (few children are willing to play with her); Can't get the trust of others (as soon as the child can't find something, everyone immediately points the finger at her).

2. Strategies to change bad behaviors.

Home-school cooperative education: I actively communicated with Luo Liang's parents when they saw Luo Liang off, but they deliberately avoided me. Maybe I'm afraid I'll complain about her daughter like the original kindergarten teacher and make them lose face. So, I used written communication to record Luo Liang's performance in the park. For Luo Liang's bad behavior, I avoid using "XX parents complain that she stole other people's things again, please strengthen education." Wait for blunt sentences, but praise Luo Liang's hand, such as: "Today, she helped the teacher make a small flower, which was very beautiful." "She saw a child's hairpin is very beautiful, like it very much, and wanted to take it home, but later she didn't take it back because she knew that the child had lost something. My heart will be very uncomfortable. The child has improved and knows how to think for others! " This makes Luo Liang's parents willing to accept my feedback, and also willing to reflect Luo Liang's performance at home in the same way, and actively cooperate with me to carry out educational work.

Appropriate punishment: I combine the principle of "strengthening" education and educate her with appropriate punishment. For example, after Luo Liang commits theft, one of her favorite games will be suspended until she admits her mistake and behaves well.

Constant interference: that is, teachers insert some compulsive concepts into students' life events, so that these life events can be combined with compulsive concepts, and finally form a form of coercion against coercion. Every day, my teacher or I will take Luo Liang to the office for questioning and ask her what she did this day, and interrupt her from time to time and ask her: Did you steal something? Don't steal! If there is, play her with a rubber band tied to her wrist and let her finish the day's work. And warned her that when she wanted to steal something, she would beat herself with a rubber band tied to her wrist.

Combination of reward and encouragement: according to Luo Liang's interests and needs, I have formulated some rules of reward and encouragement, such as: no more than one theft in a week, and I will give her a star at the weekend appraisal; If there is no theft within a week, then I will let her be a small monitor for one day or my parents will take her to the park to play and cultivate her control ability.

3. Change the influence of bad behavior.

From February to July, 2006, during this semester, after our correction, the theft in Luo Liang was significantly reduced, as shown in the following table: