Some people attribute it to the pressure of front-line teachers' survival and the heavy workload of taking care of children, which invisibly puts children at a competitive disadvantage. However, the author believes that it is far from such a simple factor, but there are many blind spots for teachers to educate their children. Role confusion-I often regard my family as a school. Although parents are my children's first teachers, there should be a big difference between real school education and family education. The psychological function of children at home is also very different from that at school.
In school, the vast majority of students are just teachers, respect teachers and will not go against their wishes. Teachers are also used to taking obedience and intelligence as an important yardstick to measure students' moral education, and treating children who don't listen to teaching and behave irregularly as underachievers. Long-term professional habits make most teachers have a psychological set, fearing that their children will eventually become poor students or bad students like a particularly difficult child in the class. Therefore, teachers are as strict with their children as they are with their students, demanding that children behave appropriately, treat their parents with a teacher's attitude, act in accordance with their words and deeds, and must not do anything out of line.
In the long run, children will eventually lose the space for individual thinking, and they will always be in a submissive psychological state, making it extremely difficult to achieve the development of their greatest creative personality. In addition, front-line teachers generally love nagging, tend to pay attention to trivial details, regard children's overly personalized behavior as disrespect, and spare no effort to teach children, especially prefer preaching. Children who grow up in this environment will also consider the difficult side more. They pay more attention to details than results, and are more careful when presupposing the difficulty of things, so they tend to shrink back. As a teacher for a long time, I have a fixed training model for students' words and deeds.
Most teachers don't like students who are too lively and unrestrained, especially those children who look strange and behave out of line, which will always be greatly hit. Teachers are afraid that children will be naughty students at school, so they always ask their children to be clever and steady. Moreover, at present, many teachers actually think that teachers have a relatively stable career and are engaged in education. There is a Japanese writer named San Pu Zhan, who wrote a book that is being read by many readers-Class is Inherited, which is used to describe the inheritance psychology of teachers in China at present. Teachers themselves dare not engage in high-risk occupations, and they all want stability.
This professional mentality will also have a great impact on their children. On the author's side, the ultimate goal of most teachers' children is to find a relatively stable career. Dare not take risks, dare not challenge, dare not try, these fatal injuries of primitive personality seem to be particularly concentrated on the front-line primary and secondary school teachers, which will undoubtedly lead their children to inherit this personality. Character determines fate. After polishing the child's character too flat, all that remains is inferiority, cowardice and obedience.
Career inertia-weak sense of re-education In practical cases, we can see that some excellent teachers' families can pay attention to cultivating children's independent consciousness, especially early education. When I was in primary school, I asked my children to read a lot of books, not only to look at the scores, but also to dare to let them try fields outside the classroom. These children are all excellent in the end. However, most front-line teachers have lost their perception of new knowledge and are generally trapped in tedious and complicated routine work, and their daily time is occupied by teaching tasks. If many teachers are busy with their daily teaching work, they have no time to receive re-education.
Many teachers hardly read books and don't accept any new educational ideas. They only bring a teaching reference and teaching materials into the classroom throughout the semester. Such teachers seem to be busy all day, busier and harder than those teachers who are full of innovative spirit and can't live without books every day, but it doesn't have much effect. It is not difficult to imagine that in the eyes of children, such parents who are teachers are not real intellectuals, but just people who make a living by holding books. Such teachers' backward ideas and outdated teaching strategies will also be taken home accordingly.
Therefore, many teachers' children get good grades in primary and secondary school exams and have solid book knowledge, but their vision is extremely narrow, their enthusiasm for society and life is not enough, their ability to deal with practical problems is weak, their minds are fragile, and they rarely have lofty aspirations. Parents are role models for children, and the power of this role model can affect children's life. If parents who deal with knowledge all day don't really love knowledge, then in their children's subconscious, they won't really respect knowledge. If a teacher simply regards teaching as a paid profession, and the corresponding elegant interests and wisdom such as playing chess, painting and calligraphy, playing, singing and writing, as well as the philosophy of life, can't enter his real life, then for children, parents who are teachers can't benefit their children by virtue of their professional charm, and children won't be proud that their parents are teachers.
Therefore, being a reading teacher and a teacher with elegant interests is of great significance to students, and more importantly, it has a solid foundation for children. Parents can communicate with their children at any growth stage with the height of a real teacher, so no matter how ordinary their children are, they will stand out. Social narrowness-Primary and secondary school teachers with poor network resources have relatively narrow life circles and relatively little contact with society. Although facing parents from all walks of life, there is a sense of distance, and most of them are superficial exchanges. 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.