The kindergarten teacher's duty record of leading the class alone
I didn't find any records of a kindergarten teacher leading a class alone. I'm sorry, but I don't know how to answer based on the information I found. Read more exciting novels for free
How to write the work content record of the kindergarten class teacher
The work content record of the kindergarten head teacher could be written from the following aspects: ** 1. Child Care ** 1. ** Daily care ** - Record the details of taking care of the child like a mother, such as tidying up the child's clothes, tying the shoelaces, cutting the nails, etc., and asking if the child was thirsty, whether he needed to relieve himself, etc. - When the child missed his parents, the comforting methods given to him, such as holding the child in his arms, patting the back, singing with his face close to his face, etc., and the effect of these actions on the child to eliminate the sense of strangeness and increase the sense of security and intimacy. 2. ** Health and Safety ** - The results of daily observation of the child's physical health, mental appearance, and emotional changes. For example, if a child seemed to be in low spirits or depressed, the time of discovery, possible reasons, and measures taken should be recorded. - In terms of safety, they recorded the safety risks identified, such as the discovery of broken parts in toys that could cause injuries to children, as well as the daily safety education, including the time and content of safety education classes, as well as the specific situation of safety education for children at special times (before festivals, before holidays, and Friday afternoons). ** 2. Children's play activities ** 1. ** Game Organization ** - It recorded the various game activities, such as the organization process of games such as "small supermarket,""small hospital,""small farmer's market," including the purpose of the game planning, how to arrange the game content, and how to run the game through the various links of class and class. - The situation of playing with the child, such as the child's performance in the game, the interesting moments of interaction with the child, such as the child treating the class teacher as a close friend and inviting the class teacher to play at home or share toys. 2. ** Game Effect ** - Observe the gains of the children in the game, such as whether the children learned common sense in life, whether they improved their social skills, and the effect of the game on creating a happy and peaceful atmosphere. ** 3. Guidance for children's learning ** 1. ** Teaching Organization ** - Record the work done by the organizer in the teaching process, such as the selected teaching content, the teaching methods used, and how to organize the teacher to design the teaching scene and teaching links to ensure the continuity and systemization of the teaching process and avoid teaching jumps and disconnects. - How to stimulate children's interest in learning, such as the use of interesting teaching aids, unique teaching methods, and communication and coordination with the teacher. 2. ** Children's learning situation ** - Record the learning progress of different children. For example, some children have made significant progress in a certain subject or skill, while others may have learning difficulties. Take individual tutoring or overall adjustment of teaching strategies in response to these situations. ** 4. Class Management ** 1. ** Work Plan ** - At the beginning of the semester, a class work plan was made according to the actual situation of the class children and the requirements of the moral education goals of the kindergarten, including the analysis of the class children's situation, the goals set, and the measures to solve the problems. 2. ** Regular Cultivation ** - Record the routine education of the class, such as the efforts made to cultivate good habits of the children (such as walking gently, holding small chairs with both hands, greeting them when they enter the garden, not swearing, not fighting for toys, not throwing paper scraps, etc.), how to permeate the routine education into all aspects of the day, and the impact of the routine education on the order of the class and the quality of teaching. 3. ** All kinds of recording work ** - Record the details of the morning reception, including the matters entrusted by the parents, the reasons for the absence of the children, the activities of the children, such as their performance in class and games, and the change of shifts during the lunch break. ** 5. Home Education ** 1. ** Parents Communication ** - Record the contact with parents, such as the time and content of parent-teacher meetings, phone calls, home visits, problems found when communicating with parents about children's learning and living conditions, and educational measures discussed together. 2. ** Parent-child activity ** - Record the organization or invitation of parents to participate in parent-child activities in the park (such as parent open days, parent-child sports games, outings, various festivals, etc.), including the preparation of the activities, the participation of parents and children, and the promotion of the activities to the home. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A sample of the kindergarten holiday duty record form
The following is a sample of a kindergarten holiday duty record form: | duty time| School (school lock, campus security, etc.) inspection records| The main events in school that day| Other details were recorded.| All visitors and matters of the day (including teachers and staff)| The signature of the leader on duty| The signature of the teacher on duty| | --- | --- | --- | --- | --- | --- | --- | | Morning inspection time and situation record<br> Afternoon inspection time and situation record<br> Night patrol time and situation record (if any)| For example, the number of inspections, safety issues found, and the handling of the situation| For example, whether there are special inspections, equipment maintenance, students or parents coming to school, and so on| Such as temporary special circumstances, abnormal phenomena, etc.| Record the identity of the visitor, the reason for the visit, the arrival and departure time, etc.||| <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Experience and Reflection of Leading a Class in a Large Class in a kindergarten
Leading a kindergarten class required a lot of experience and reflection. The following are some key points: ** 1. Management ** 1. ** Communication Style ** - Different from the small class teachers, the big class teachers had to be fast. The children in the upper class were about to enter primary school and needed to quickly understand the teacher's instructions and execute them. For example, the teacher succinctly expressed the task, such as "Dear children, you need to do two things well today." The first thing he did was to quickly tidy up his table and put it where he had taken it. The second thing was to quickly sit in your seat and solve the next problem. This simple and clear instruction allowed the child to clearly sense the requirements. 2. ** Building trust and respect ** - The children in the upper class had their own ideas. The teacher's standard and routine requirements were high. Only when the children felt that the teacher was trustworthy and respectful would they listen to the guidance. The teacher should improve the child's conventional ability through daily communication, so that the child would quickly like himself. ** 2. Habit Cultivation ** 1. ** Cultivating study habits ** - The big class was the transition stage from behavior habits to learning habits. During the transition period, it was necessary to help the child develop some abilities such as concentration and self-drive, and cultivate more difficult learning habits. For example, gradually guiding children to do things according to the learning process in their daily activities to lay the foundation for the development of learning habits in primary school. 2. ** Regular Habit Cultivation ** - Habits were still important, and good routines helped children adapt to the discipline requirements of primary school. Teachers should continue to emphasize and consolidate routine habits such as walking gently, carrying small chairs with both hands, greeting teachers and companions when entering the garden, not swearing, not fighting for toys, not throwing paper scraps, and so on. They should also permeate it into their daily lives and gradually develop the habit of self-discipline. ** 3. Event Organization ** 1. ** Connecting activities between children ** - He could organize some activities that connected the young and the young, such as simulating the primary school classroom, so that the child could adapt to the rhythm of the class and the time arrangement. They could also carry out fun activities related to the primary school curriculum to stimulate children's interest in learning knowledge. 2. ** Integration of gaming and learning ** - Although games were still an important way for children to learn, the content of games could be more challenging and targeted. For example, games with learning tasks, such as math games and literacy games, could allow children to learn knowledge in the game and improve their ability to solve problems. ** 4. Reflection ** 1. ** Command Validity ** - Reflect on whether the instructions you give are clear and concise enough, and whether the child can understand and execute them quickly. If you find that the child is not responding well to certain instructions, you need to adjust the way the instructions are expressed or give more examples. 2. ** Habit Formation Effect ** - Observe the child's habits, such as whether his study habits have improved and whether his routine habits have been consolidated. If there were problems with the child's habit formation, it was necessary to analyze whether it was due to inappropriate educational methods or individual differences, and then adjust the educational strategy. 3. ** Activity Suitableness ** - Review whether the activities organized meet the needs and development level of the children in the upper class. If the activity is too simple or difficult, it is not conducive to the child's growth. The content and form of the activity should be adjusted according to the child's feedback. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The content of the kindergarten teacher's reflection record
The kindergarten teacher's reflection records mainly included the following aspects: ** I. Records of gains and losses in teaching activities ** 1. ** Teaching effectiveness ** - If the teaching effect exceeded expectations, for example, if the teacher used a new teaching method to achieve unexpected good results, such as combining games with the teaching content (such as the middle class mathematics activity "Little Sheep Finding Home" in the form of games, children learned knowledge in the game), this successful teaching method needed to be recorded for future reference. - If the teaching effect was unsatisfactory, it had to be recorded truthfully. For example, the overall rhythm of the activity was too fast, without considering the actual understanding of the children; the summary was rushed and chaotic because the children were not allowed to return to their seats first; the shape of the room used in the game was inaccurate, the introduction was inappropriate, and there were too few shapes in the game. In the event of making New Year greeting cards, because there was no projector, the teacher's demonstration should be recorded when the children could not see clearly. 2. ** Infant's reaction ** - When the children showed positive responses to the teaching activities, such as in the New Year greeting card making activities, the children could actively participate in all aspects. When making the greeting cards on their own, some children asked the teacher to guide other children. This positive feedback needed to be recorded. - If the child had problems in the activity, such as in the mathematics activity "Little Sheep Finding Home", because the teacher did not consider the difference in the child's experience, some of the children had nothing to do because the task was simple. ** 2. Records of the teacher-student interaction ** 1. ** Teacher's influence on children ** - The teacher's performance in teaching would directly affect the child, such as the teacher's emotions, gestures, eyes, and so on. If the teacher's interesting opening made the classroom atmosphere lively, or if the teacher's negligence caused the child's attention to be distracted, it should be recorded. - In terms of the use of teaching aids, for example, in the scientific activity-assembling and disassembling ballpoint pens, although the teacher used a physical projector, the effect was not ideal, and the children could not see the demonstration steps clearly. 2. ** Children's Counteraction to Teachers ** - Children's various states also affect teachers 'teaching, such as children's attention, participation, fatigue, personality characteristics, and differences in experience. In the themed activity "Where is Spring?", the first conversation revealed that the child had a rich understanding of spring. This situation would affect the teacher's subsequent adjustment of teaching content and methods, which also needed to be recorded. In addition, the teacher should record the questions that the children raised during the activities that the teacher could not answer at the moment. The teacher should look for information and supplement the answers in the future. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Is it illegal to record a teacher's class video?
At present, there were no laws and regulations that stipulated that teachers could not record videos during class. If there was no law prohibiting it, there was permission. Therefore, it was not illegal to simply record videos of teachers in class. However, it may be illegal to use these videos for commercial profit without permission. For example, if a teacher was invited to record a teaching video without agreeing on the ownership of the copyright and the scope of use, if others used the video in the app without permission and spread it widely, it might violate the teacher's right to transmit information online. At the same time, if the recording of videos during class affected the normal teaching order, it might also involve disputes in education management, but this was not directly stipulated by the law. The novel " Humph, Call Me Senior Brother " is equally exciting. Everyone is welcome to click and read it!
Analysis and Reflection Report on the Class Teacher Leading the Class
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The Way of University: A Record of a Famous Teacher's Class
The following is a record of a famous teacher's lecture on the Way to a University: At the beginning of the class, the teacher mentioned the important concepts of the "three outlines" and "eight eyes" proposed in "The Way to University". Before class, the teacher arranged for the students to draw mind maps to understand. The students explained that the three cardinal guides were "Mingming De"(to show one's good virtue),"pro-people"(to be close to and caress the people, or to make the people of the world abandon the old and establish the new, eliminate evil and become good), and "stop at the best"(to make oneself and the people of the world reach the highest realm of moral cultivation). Students had different understandings of the relationship between the three cardinal guides. Some students believed that "Mingming De" was to maintain the inner virtue at the individual level, and "Being Close to the People" was to let the world maintain the virtue at the level of others, and then reach the realm of "Supreme Benevolence". There were also students who believed that "Mingming De" was to cultivate one's inner self, and "Being Close to the People" and "Stopping at Supreme Benevolence" were to expand the virtues of external cultivation. The teacher concluded that the mental stage of "cultivating oneself" was focused on "inner saints", the physical stage of "being close to the people" was focused on "outer kings", and the ultimate goal and ideal realm of the former two was "stopping at the best". The "three cardinal guides" constituted the steps of self-cultivation from the inside to the outside, from the individual to the group, reflecting the view of life that "poor people should be good to themselves, and great people should help the world". After that, he discussed,"Knowing to stop and then there will be stability, stability and then there will be tranquility, tranquility and then there will be peace, peace and then there will be consideration, and then there will be gain." Things have a beginning and an end, and things have an end and a beginning. If you know what happens first and what happens later, you will be close to the Tao. Students believed that it could be seen as a goal and a method to achieve the goal. Only by firmly pursuing the goal of "stopping at perfection" could they achieve the later state and learn something. At the same time, this was also a method to emphasize the practice of "three cardinal guides" from the perspective of the method. It reminded them to pay attention to the order of operation, and this order was clearly reflected in the "eight eyes". As for the Eight Eyes, the students sorted out the order as: investigation of things, attainment of knowledge, sincerity, integrity, self-cultivation, regulation of the family, governing the country, and pacifying the world. He also mentioned that the second paragraph was divided into two parts. The first half used the "desire first" to deduce the practical steps from the goal of "manifesting virtue in the world", while the second half deduced the final result from "investigating things".
A summary of the kindergarten teacher's open class and a reflection on the big class
The following is a summary and reflection of the open class for kindergarten teachers: ** 1. Success ** 1. ** Teacher preparation ** - Many teachers attached great importance to public lessons and actively prepared for them. Some teachers sacrificed a lot of rest time to carefully organize their lesson plans, communicate with their colleagues about the content of the lesson, carefully read all kinds of materials, and even carefully make teaching aids. This serious and responsible attitude laid the foundation for the success of the public class. - In terms of grasping the teaching objectives, teachers could design and organize activities around the teaching objectives. According to the characteristics of the children in the upper class, the relatively boring teaching content was integrated into the game activities. For example, in music class, pictures and action performances were used to help children memorize lyrics, and musical melodies and rhythms were displayed with the help of maps, so that children could better understand music. In language class, pictures or a combination of pictures and texts were used to assist children in understanding and memorizing poems and story content. Through the creation of situations, role-playing and other ways to mobilize children's enthusiasm, so that children could learn knowledge in relaxed and happy games and situations to achieve the expected educational effect. 2. ** Teacher performance and progress ** - Most of the teachers had made progress and breakthroughs on the basis of their original teaching. Although there were certain problems in each class, they could all find their own highlights. For example, some teachers teach naturally and generously, and the curriculum design and grasp are accurate and in place; some teachers use concise language and the classroom rhythm is bright; some teachers are lively and generous, pay attention to teacher-student interaction, and have good classroom control ability; some teachers teach kindly and naturally, and dare to try to use new teaching methods such as PowerPoint teaching. 3. ** In terms of class evaluation ** - Teachers could use their break time to participate in lecture and class evaluation activities, and they could speak enthusiastically during the activities to fully express their thoughts. Everyone dared to admit their own shortcomings, and they could think deeply about the open class and share their thoughts and reflections. ** 2. Inadequacies and Reflection ** 1. ** Teaching content ** - There was a phenomenon of deliberately pursuing the integration of disciplines. Although it was a requirement of the outline that the content of each field should be infiltrated and connected, and it was better to integrate the content of each field through themed activities, in public classes, some teachers deliberately integrated the subject areas, resulting in the teaching content appearing scattered, without focus, and complicated. Moreover, in order to complete the integration of teaching content, the teaching time might be extended. This would exceed the attention time of the children, affect the teaching effect, and increase the burden on the children. 2. ** Teaching format ** - There was a phenomenon of alienation in the "demonstration" and "demonstration" classes. Public lessons were supposed to promote the professional growth of teachers and provide opportunities for observation and discussion. However, in reality, teachers 'teaching was too " perfect ", as if it had been overly polished. Children might just be props for teachers to teach and lose interest. For example, the use of multi-media was supposed to be a teaching aid, but some teachers only used it in a formal manner. They did not integrate it with the teaching content or their own teaching style, causing it to become a background for performance, which seemed abrupt. - Praise for children was formalized. In public classes, the frequency of praising children was too high. Most of them were general praises such as " you're great." This kind of evaluation was too vague. Children could not be clear about what they did well, and they could not obtain accurate and specific information to strengthen their own strengths. Over time, children might think that this kind of praise was cheap and lose the external motivation for development, or breed pride. 3. ** Teaching Evaluation ** - In the teaching evaluation, whether it was self-evaluation or other people's evaluation, teachers could not fully use the correct theory and ideas to observe, analyze and reflect on the public class. Since the success or failure of the open class involved the teacher's evaluation, many non-objective and non-scientific factors seeped into the evaluation process. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The kindergarten class wiped the table and listened to the record.
The following is an example of a lesson record for a kindergarten table wiping activity: ** I. Teaching Record ** #(I) Basic Information - [Attendance time: specific time] - Discipline: Society (Labor Education) - Class: Senior class of kindergarten - [Instructor: Teacher's Name] - Task: Practice of wiping tables - Class Duration: 1 #(II) Teaching process 1. ** Introduction (about 5 minutes)** - The teacher started the class by proposing the content of the work, that is, each group had to clean the tables and chairs assigned to them in the previous activity, and it was clear that the student on duty (group leader) was responsible for the work of the group members. - The teacher guided the child to recall the relevant experience of wiping the table and asked about the procedures and methods of wiping the table, such as how many times the table and chair should be wiped, what to wipe, how to be considered clean, and where to wipe. The child responded positively. The teacher summarized and made clear the procedure: first, wipe the cloth with water mixed with disinfectant, and then wipe it again with clean water. The method was to wipe every side of the table and chair. This process combined the structure of the chair, the back, the table, and other structures to integrate mathematical knowledge into the learning process. 2. ** Practice (about 20 minutes)** - The children were divided into groups to clean the tables and chairs, and the teacher began to tour around to guide them. - The teacher paid attention to the method of wiping the children and organized the children to communicate in a timely manner. The method of wiping should also be different if the surface size was different. For example, if the table surface was large, push the rag away and press the palm on the rag to wipe; if the surface was small, use your fingers to wipe the corner of the rag, etc. - The teacher paid attention to the division of labor and cooperation of each group, and guided the students on duty to pay attention to the work of the team members and check them. - The teacher reminded the child to change the water in time and guided the child to understand the different methods of wiping different parts to master the labor skills. 3. ** Experience summary (about 10 minutes)** - The teacher led the children to experience the fruits of labor. By comparing the situation of the teacher wiping the table alone with the situation of everyone wiping the table together, if the teacher wiped the table alone, it would take a lot of time and it would be very tiring, but everyone only spent a little time and it was easy to work together, so that the children could feel the strength of many people. #(III) Student activities - During the introduction session, the children actively recalled the experience of wiping the table and enthusiastically answered the teacher's questions, showing a high degree of participation. - During the practical operation, the children worked in groups. Most of the children could wipe the table according to the teacher's guidance, and a small number of children needed the teacher to remind them again when wiping a small area. The students on duty actively performed their duties and paid attention to the labor situation of their team members, but some of them were not skilled enough in organizing and inspecting. - In the summary experience segment, the children could clearly experience the efficiency of collective labor, and their faces were filled with pride. #(IV) Teaching Effect - The children had basically mastered the correct procedures for wiping tables and the wiping methods for different surface sizes. They had achieved the teaching goal of understanding the procedures for wiping tables and chairs and feeling the relationship between the wiping methods and the surface size of objects. - In the process of labor, the children strengthened the awareness and behavior of the students on duty to check and remind the team members to work seriously. At the same time, they experienced the joy of labor. - Children's cooperation ability and self-service ability were trained and improved. ** 2. Teaching Evaluation ** #(I) Strengths 1. ** Clear teaching ideas ** - From the introduction phase to the detailed guidance and observation during the practical operation, to the final summary of the experience, the entire teaching process was in line with the laws of children's learning and cognition, step by step. - With the simple labor task of wiping the table as the carrier, it was ingeniously designed to integrate mathematical knowledge, labor awareness cultivation, cooperation ability training, and other educational objectives. 2. ** Teaching methods are appropriate ** - It used a variety of teaching methods such as questioning, guidance, and demonstration. Questioning can effectively stimulate children to think and recall; guiding method can help children master the correct method in practice; demonstration method (such as the teacher's summary of rubbing different surfaces) is intuitive and easy for children to understand. - In the process of children's labor, teachers would tour and guide, giving timely individual help and guidance. This kind of teaching method that paid attention to the development of each child was worthy of recognition. 3. ** Focus on emotional experience ** - By emphasizing the joy brought by the fruits of labor, and comparing individual labor and collective labor, children can feel the power of collective strength, which is helpful in cultivating children's positive labor attitude and teamwork spirit. #(2) Inadequacies and suggestions 1. ** Time control ** - In the practical operation segment, due to the individual differences of the children, some children wiped the table slower, resulting in the final summary experience segment being a little rushed. It was suggested that in the next teaching, the time of each link could be allocated more reasonably according to the actual operation ability of the children, or more attention and guidance could be given to the children who were slow in operation in advance. 2. ** Training for students on duty ** - Although most of the students on duty could complete the basic tasks, some of them were not skilled enough in organizing and checking. Teachers could conduct more systematic training for the students on duty before the event to clarify their responsibilities and working methods and improve their organizational management skills. 3. ** Safety Awareness emphasized ** - Although there were no safety issues during the entire table cleaning activity, the teacher did not specifically emphasize the possible safety risks of using buckets, cleaners, and so on. In future teaching, safety precautions should be emphasized to children before the activity begins, such as not to let the washing agent enter the mouth, be careful of overturning the bucket, etc. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the regular record of the kindergarten class
The following is a general template and content example of a kindergarten class routine record form: ** I. Heading ** 1. ** Date **: Record the specific date of the routine inspection or record, such as [specific date]. 2. ** Class **: specify which class it is, such as Primary Class One, Middle Class Two, etc. ** II. Details and Record Details ** 1. ** Habit formation ** - ** Drinking Habits **: Record whether the child can take the initiative to drink water on time. For example,"Most children can take the initiative to drink water during class, but a few need to be reminded." - ** Washing habits **: Observe whether the children follow the requirements of gender separation, orderly queuing, correct hand washing steps, etc. It can be described as "Children can basically line up to wash their hands in the toilet. Most children wash their hands correctly, but some children need supervision." - ** Meal Habits **: Including whether they were picky eaters, whether they ate quietly, whether they could finish eating independently, etc. For example,"Most of the children were not picky eaters. They ate quietly and could finish eating independently. Two to three children ate slowly and were picky eaters." - ** Napping Habits **: For example,"Most children can fall asleep quickly and quietly, but some children have difficulty falling asleep and need to be comforted." 2. ** Courtesy and moral education ** - ** Manners **: Record whether the child takes the initiative to greet the teacher and peers and uses polite language."Most children can take the initiative to greet and use polite language, but some children do not use polite language enough when they have conflicts with their peers." - ** Group honor **: See if the children know how to bring glory to the class. For example,"In class activities, most children actively participate and show a certain sense of collective honor, but some children lack initiative." 3. ** Ability Cultivation ** - [Self-care ability: In terms of dressing, folding, and tying shoelaces, most children can dress themselves, but folding skills still need practice. Only a few children can tie their shoelaces independently.] - ** Learning ability **: For example, the degree of concentration in the classroom, the enthusiasm to participate in activities, etc."Children are more enthusiastic in hand-made activities, but some children are not focused enough in math activities." 4. ** Teaching activities ** - ** Activity participation **: Record the participation of the children in different teaching activities (such as music, art, language, etc.)."In music activities, the participation of the children is very high, and they can sing and dance with the teacher. However, when it comes to language storytelling, some children are not focused enough." - ** Learning Achievement **: For example,"After a week of teaching about number cognition, most children can recognize numbers from 1 to 5, but they still have difficulty writing them." 5. ** Maintaining the environment and order ** - ** Class Area Activity **: Observe whether the children follow the rules when they are in the area corners (such as the construction area, reading area, etc.)."In the construction area, most of the children can cooperate to build, but sometimes there will be situations where they compete for building blocks. In the reading area, the children can read quietly, but the books are not arranged neatly." - ** Protect classroom facilities **: Record whether the children have climbed the tables and chairs, destroyed the teaching materials, etc."The situation of the children protecting the classroom facilities is relatively good. No intentional destruction has been found, but there are occasional signs of scribbling on the tables and chairs." ** 3. Summing Up ** 1. ** Overall evaluation **: A general evaluation of the class's routine development. For example,"The class's routine development this week is good. The children have made some progress in living habits, courtesy, and morality, but some ability development and participation in teaching activities still need to be improved." 2. ** Modification suggestions **: Propose improvement measures for existing problems."In next week's teaching plan, increase the time for self-care ability training; use more interesting interaction methods in teaching activities to increase children's attention; strengthen the guidance for children to abide by the rules of class activities." <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>