First, no patience, no meditation. With heavy work, great pressure and a lot of housework, it is really difficult for us to separate our energy and settle down to accompany and educate our children. As far as I am concerned, the plan I made for myself earlier is to tell my children at least one story every day and recite an ancient poem with my children; I have to play with my children for at least half an hour every day, but in fact I often use busy work as an excuse. I don't insist, and even I spend less and less time with my children. Second, occupational influence and mentality. A teacher said, "When I am tutoring other children, even if the children don't understand or understand, I can endure my temper to explain and coach." However, when it comes to tutoring children, they get impatient and even criticize them. "In fact, our teachers and parents often make similar mistakes. Educating children by teachers and parents is a special field in the field of education, and the most familiar is often the most unfamiliar. It is precisely because our teachers love children and education too much that they are most vulnerable. As a teacher, parents are easily influenced by the teacher's role mindset when educating their children, and often educate their children as a teacher and in a tone regardless of the occasion. In this way, children will only feel that they lack feelings and have rebellious psychology, which will lead to the failure or even failure of education. Because teachers are familiar with this industry, we may find fault with children's education, especially some avant-garde teachers who have made little achievements in education are more likely to find fault with children. This really requires us to reflect and take a warning. Third, life is single, and people are lacking. Teachers live in a relatively narrow circle and have relatively little contact with society. Long-term single and closed campus life makes our minds generally simple and unsociable. This living environment may be used to us, but it will have a great impact on teachers' children. Lack of parents' contact and little participation in social activities invisibly affect and limit children's activity space, and children's vision and mind will be subtly affected. Therefore, children who grow up in ordinary teacher families are mostly cautious and lack initiative.