From the perspective of others, many people will envy the teacher's children. They think they will have the best educational resources and will easily surpass them. Only the teacher knows that there are not many children in the world. For example, my child is excellent, but I didn't train her. She helped her with her homework in primary school, and she was used to the mode of getting along with her classmates at school. She is very strict with her children unconsciously. As the only child in my family, my family disliked my bad attitude and stopped asking me for help. She was sent to a remedial class after junior high school, and now she can only rely on her own efforts. I feel sorry for my child, but neither of the teachers at home helped her with her study. So, what caused it? I think there are the following points:
First, the role is chaotic.
Children are often regarded as students, and their psychological role at home is completely different from that at school. Teachers are as strict with their children as they are with their students, requiring them to behave appropriately, treat their parents with a teacher's attitude, act in accordance with their words and deeds, and not to do anything out of line. In the long run, children will eventually lose the space for individual thinking and always be in a submissive psychological state, and the development of creative personality is extremely difficult to obtain.
Second, professional habits.
An excellent family can pay attention to cultivating children's sense of independence, especially early education. In primary school, let children read a lot of books, not only in grades, but also dare to let them try out fields outside the classroom. These children are all excellent in the end.
However, most front-line teachers have lost their perception of new knowledge because of their professional habits, and are generally trapped in complicated routine work, and their daily time is squeezed by teaching tasks. More teachers are busy with their daily teaching work and have no time for re-education. These effects on their children are also fatal.
Third, socializing is too simple.
Primary and secondary school teachers live in a narrow circle and have relatively little contact with society. Although facing parents from all walks of life, after all, there is a sense of distance, and most of them stay in superficial communication.
The long-term single and closed campus life makes teachers' minds generally simple and unsociable. Such a living environment may not be a problem for teachers themselves, but it will greatly restrict teachers' children, especially those of primary and secondary school teachers in cities. Parents' lack of network resources and social activities invisibly limit children's activity space, and children's vision will be relatively narrow. Therefore, most children who grew up in ordinary teachers' families are cautious and lack the fighting spirit to dare to fight.
In a word, as a teacher, I neglected the education of children in the face of heavy teaching work. This is a teacher's sorrow. We should look at our working environment objectively, turn disadvantages into advantages and make more efforts to educate our children. In real life, many excellent teachers regard children's failure as a serious injury, and there is no way to cure that kind of lifelong pain. This is a heavy topic, so we can encourage all teachers: we should be good teachers and parents!