Entering first grade, students often feel bewildered because the teachers are new, everything seems different from the familiar environment of kindergarten, and seeing older students makes them feel intimidated. Some are afraid of being bullied or mistreated by older students, making them cry and resist going to school. It's a challenge to adapt to the new rules and learning environment of elementary school, where there are fewer toys and a greater focus on formal education. Teachers need to understand the psychology of first-grade students to help them build confidence, curiosity, and enthusiasm for learning.

Similar to older grade levels, for first-grade students, teachers should establish clear principles. Although they are young, they understand right and wrong, principles. For instance, at the beginning of the class, the teacher might ask: 'How do we study during this lesson?' and the students will answer. At that time, the teacher can use body language with them, such as:

When the teacher puts a finger on the lips, are we all silent?

When the teacher taps the ruler on the desk, do we all look at the board?

...

Or, the teacher should write down the 5 principles of being a good listener on the board. Every time a student violates it, immediately stop teaching and have the student read the principles again:

• Listen attentively
• Look at the speaker
• No talking
• Sit still
• No fidgeting

Every time a student does not listen to the teacher or you, the teacher needs to remind them seriously, have the student recall the rules immediately, and thank those who have good listening skills. Every time the teacher is speaking and a student interrupts, the teacher should say, 'I'm sorry, but it's my turn to speak, I'm speaking, and I need you to listen!' When the teacher is lecturing and a student turns away, not paying attention, the teacher should immediately mention the name of that student in the lecture, give a funny example to grab attention, and bring the student back to the lecture.

As first-grade students are new to the classroom environment, the habit of raising hands to express opinions is not yet established, especially for those who haven't attended preschool. While some students may have developed this habit in kindergarten, it tends to fade after a three-month summer break.

In classroom sessions, to ensure an atmosphere of 'learning with joy' and encourage students to raise their hands to express opinions, signal completion of an assigned task, show attentiveness during lectures, or demonstrate active participation in educational games, teachers need to provide guidance. This direction is crucial due to the young age and lack of prior academic conditioning. When teachers ask questions, students often respond freely before being given permission, or some may raise their hands incorrectly.

Therefore, to conduct a lesson with sufficient time, quality, and ensure a conducive learning environment for the class, it is essential to instill discipline in learning right from the beginning of the school year.

Children in kindergarten and primary school often experience separation anxiety, mainly due to the fear of being away from their parents and concerns about safety. Consequently, there are instances when students, while in class, recall their mothers and shed tears. Some may even run towards their parents, hug their backpacks, and greet the teacher while heading home, even before the school day concludes.

For first-grade students, teachers need to be highly adaptable in managing and instilling discipline. 'Being caring, gentle, and sometimes strict' is the key. During the transition from kindergarten to primary school, children shift from learning through play to purposeful learning. They must face new relationships, responsibilities, and adaptability challenges. Hence, gradual guidance is essential for children to acclimate to these new routines.