The Study Of Emotional Interactive Behavior Between Head Teacher And Underachiever In Primary School

As two special social roles,teachers and students have been social,symbiotic,and interactive since their inception.The teacher-student relationship and teacher-student interaction are born,intertwined,and interact with each other.The head teacher and the underachiever are even more special.First of all,the head teacher system is not widely used in the world,the development of class teacher system in China has ourselves’ distinctive national conditions and characteristics of the times.Unlike other teachers,the head teacher has educational functions,management functions and service functions.Therefore,the head teacher is also known as a special teacher.Underachievers are also special students.The types of underachievers are divided into academic backwardness,behavioral backwardness and ideological backwardness.There is no mutual exclusivity in the classification,thus,the underachievers can be divided into single backward type,double backward type and full backward type from three different levels.The behavior of emotional interaction between the head teacher and the underachiever refers to the behavior that occurs naturally and is full of emotion in the process of interaction.In order to explore the emotional interactive between the head teacher and the underachiever,this paper divides into three different dimensions,which are lingual project;bidirectional project and control project,as research framework.Taking the novice head teacher,the expert head teacher and the underachiever as research objects,through the observation and interview as research methods,compares respectively the behavior of emotional interaction between novice head teacher,expert head teacher interact with the underachiever.It is found that although the novice head teacher and the expert head teacher tend to be consistent in the language projects,bidirectional projects and control projects,the novice head teacher shows too high negative emotion in each project.The analysis shows that there are three main internal obstacles: First,some head teachers may have personal emotional preference;Second,influenced by the traditional teacher-student concept,some head teachers put themselves in the status of the authority,which limit the opportunities of underachievers to have emotional interactions with head teachers;third,the emotional interaction has invalid behavior.On the other hands,there are two external reasons: first,the complex and tedious workplace chores make the isolated head teacher exhausted.Facing the emotional needs of the underachievers,the head teacher often feels powerless;second,there is a clear boundary between teacher and student emotions and family emotions.Once the underachievers suffer from the lack of family emotion,no matter how much care is given by the head teacher,it is difficult to make up for the emotional trauma of the underachievers.Facing the ineffective emotional interaction between the head teacher and the underachievers,five senses can be used to awaken the “love” and “emotion” of the underachievers from the head teacher.The first is the sense of smell,Sensitively smell the type of underachiever;the second is perception,carefully observing the behaviors of the underachievers;the third is the sense of hearing,which can effectively listen to the voice calls of the underachievers;the fourth is the sense of touch,which is true contact with the underachievers;the fifth is the sense of dynamic,which dynamically generates the transformation path of underachievers.And the external path has two points,one is to standardize the non-state power in the head teacher in the workplace,can set up the double head teacher system or make the head teacher have more power,so as to avoid the head teacher is affected by the fragmented work and have no time to care about the emotional care of the underachiever;The second is to attach great importance to the family emotional needs of the underachiever,and to prevent or intervene in the relative deprivation and psychological adaptation of children with family emotional loss.