StillHammer
f5aa93bcbd
Documentation personnelle complète
- CLAUDE.md : Instructions compactes et enrichies
- personnalités/ : Profils Alexis, Tingting, Ben, Xiaoxiao + TingtingWork.md
- couple_backlog/ : Historique conflits (16-22 octobre 2025)
- conversation_topics/ : Système suivi sujets actifs
- Projects/ : Analyses techniques et projets
- ToRemember/ : Leadership socratique, suivi conversations
- Promesses_à_tenir.md, observations_patterns.md
PowerPoint skill
- .claude/skills/pptx/ : Skill officiel Anthropic (html2pptx)
- Identité visuelle Tingting : Bordeaux + Or antique + Crème
- Exemple : personnalités/Tingting_Class73_Elegant.pptx
Organisation
- planning/, stratégie/, topics/, plan_discussion/
- .gitignore : node_modules, *.pptx (sauf personnalités/), HTML/JS temp
🎯 Repo propre : 129 fichiers essentiels, 0 dependencies
25 lines
4.5 KiB
Plaintext
25 lines
4.5 KiB
Plaintext
Homeroom Teacher Meeting Speech: Moving Forward Through Reflection, Uniting Through Warmth
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Speaker: Shi Tingting
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Time: (omitted)
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Opening Remarks (approximately 1 minute)
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Dear leaders and teachers, good afternoon. I am very grateful to the leadership for recognizing this plan of mine. The phrase "full of substance and life" is tremendous encouragement for me. In fact, this plan did not come out of nowhere; it is an "advancement based on reflection" after I systematically reviewed the gains and losses of leading Class 6(3) over the past year.
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Today, what I want to share is not just an individual work plan, but rather this thought process of "looking toward the future from the past." The theme of my report is: "From 'Management' to 'Education'—My Journey of Building Class Culture."
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Part One: Connecting Past and Future—My Work "Reflection Chain" (approximately 2 minutes)
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Looking back at sixth grade, I mainly focused on two foundations: "behavioral norms" and "academic atmosphere building." At that time, we cultivated habits through the "stamp system" and created a mutually supportive atmosphere through "study groups," and the class ran smoothly.
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But during the end-of-term summary, I discovered two "growth points" that urgently needed deepening:
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1. Insufficient depth in relationships: Students' mutual assistance mostly remained at the "problem-solving" level, lacking deeper emotional connections and spiritual encouragement.
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2. Unclear cultural core: The class had order and activities, but lacked a "soul" that all children could identify with in their hearts and be proud of.
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It was precisely based on these two reflections that the core of my seventh-grade plan shifted from "laying a solid foundation" to "shaping the soul." All my innovations are aimed at answering one question: How can a class move from "orderly management" to "cultural education"?
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Part Two: Focus on Practice—Making "Birthday Celebrations" a Crucible for Class Spirit (approximately 4 minutes)
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Next, I want to use a specific example to illustrate how this thinking is implemented. This is the "birthday celebration" tradition that we retained and upgraded from sixth grade.
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In sixth grade, it was just a heartwarming class management technique, aimed at making children happy and harmonizing relationships. But in seventh grade, I was determined to transform it into a core vehicle for class education, making it a crucible for forging "class spirit."
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Our core upgrade was adding the "compliment bombardment" segment.
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• Specific approach: At the birthday celebration, every single classmate must write a compliment card for the birthday student, and I compile these sincere words into a booklet as the most precious gift.
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• Vivid example: I want to share the story of Xiao Jing from our class. She has average grades and an introverted personality; she's an "quiet girl" who is easily overlooked in class. At her birthday celebration, she received comments like these: "You always keep the dirtiest corners for yourself during cleanup duty," "You silently handed me tissues when I was crying," "Your notebooks are always so neat and beautiful"... When she held that compliment booklet, tears couldn't stop flowing. Later she wrote in her weekly journal: "Teacher, I never knew before that I'm actually pretty good."
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• Educational reflection: At that moment, I deeply realized that this segment is not celebrating a child's birth, but rather, under the collective witness of the entire class, completing the affirmation and celebration of a life's value. It allows every child to be "seen," it allows confidence to take root and sprout in the hearts that need nourishment most. At the same time, for the students who write compliments, this is also a positive guidance in discovering beauty and spreading kindness.
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Part Three: Summary and Elevation—From "Activity" to "Culture" (approximately 1 minute)
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Therefore, our birthday celebration has already transformed from an activity into a ritual; from a form of care, it has settled into a culture. Together with our collectively discussed class motto "Class 7-3 united as one, unity of knowledge and action," it constitutes the flesh and bones of our class spirit.
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Finally, I want to say that homeroom teacher work is a warm journey of cultivation. It requires us to lower our heads and solidly do every small task well; it also requires us to raise our heads and give these small tasks profound meaning. I will continue to carry this insight gained from reflection, and together with my Class 7(3) children, write our story with more warmth and more depth.
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This concludes my sharing. Thank you all!
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