On January 28, all class advisors of Mianyang Suburban Primary School gathered to focus on the most critical communication challenges across different educational stages, conducting a thematic seminar titled "Tailored Strategies for Different Stages, Effective Communication Methods" for the 2025 autumn semester conclusion. The seminar was chaired by Moral Education Director Liang Qiufang.
The workshop addressed distinct communication focal points segmented by grade levels. Grades 1-2 focused on "parent-school communication": building trust alliances to safeguard the starting point of growth. When first-graders transition from kindergarten to primary school, both parents and children face entirely new challenges. Communication at this stage goes beyond mere information exchange; it establishes trust, emotional connections, and collaborative beginnings. Several first-grade class advisors shared their approaches to building "partnerships" with parents through "shared goals, professional yet approachable attitudes, and proactive positive engagement"; they discussed managing class WeChat groups, teaching children organizational skills for school supplies through detailed guidance, cultivating good behavioral habits, and mobilizing parental involvement in classroom beautification and management. Student academic growth relies on collaborative efforts between school and family, with homework serving as crucial reinforcement of classroom knowledge. Several second-grade team advisors exchanged methods for communicating with parents about guiding and supervising children's homework practice, covering aspects like "clarifying assignment requirements and maintaining information synchronization," "creating focused environments and fostering independent habits," "optimizing checking methods with emphasis on process guidance," and "maintaining open communication channels for timely feedback." They also shared techniques for discussing students' behavioral issues with parents, including "acknowledging positives before addressing concerns, empathy first," "controlling emotions and maintaining calmness," "providing timely feedback to reinforce positive behaviors," and "respecting parents through perspective-taking," illustrated with practical examples that received unanimous approval.
Grades 3-4 concentrated on "teacher-student communication": deepening emotional connections to stimulate internal growth motivation. Middle-grade students show significantly enhanced self-awareness, transitioning from "authority compliance" to "rational persuasion." With increasing peer influence and more complex inner worlds, deep trust between teachers and students becomes crucial for guiding values and igniting learning motivation. Third-grade team advisors discussed methods and experiences in teacher-student communication through "carefully observing student behaviors, showing care through minor details to build mutual trust" and "helping children recognize their strengths and weaknesses." Fourth-grade team teachers shared practical examples from their work, explaining strategies for helping students develop rule awareness through "maintaining firm stance with gentle tone," "addressing issues clearly while believing in individuals," "implementing consequences while preserving warmth," and "setting requirements while providing support." They also facilitated共鸣 through communication techniques for student emotional guidance titled "Patience and Wisdom in Accompanying Emotional Growth" and approaches for "guiding students to recognize learning difficulties and overcome psychological barriers."
Grades 5-6 emphasized "peer-to-peer communication": establishing peer platforms to develop social competencies. Senior students exhibit stronger independence, with peer approval often surpassing teacher recognition. As interpersonal conflicts grow more complex and collaborative learning demands increase, fostering autonomous conflict resolution and teamwork skills becomes essential preparation for future middle school collective life and social interactions. Several fifth and sixth-grade class advisors shared insights on "guiding students to recognize their mistakes during peer conflicts," "helping students resolve grievances when perceiving teacher's conflict resolution as unfair to prevent teacher-student confrontation," "encouraging students to confide in teachers while protecting privacy," and "safeguarding student growth security while strengthening friendship bonds," creating strong relatability among participants.
Following grade-specific exchanges, the Vice Principal in charge of moral education delivered concluding remarks. He highly praised and recognized the meticulous preparation, practice-based sharing, and active discussions, encouraging class advisors to maintain innovative concepts, steady work ethics, flexible approaches, and excellence-driven styles in future responsibilities, living up to school and parental expectations.
All class advisors unanimously expressed their commitment to guiding and nurturing every Suburban Primary School student's happy, healthy growth with "benevolent love" in heart, action, aspiration, and wisdom.
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