Many people envy teachers' children and think that they will have the best educational resources and will easily excel, but only teachers themselves know that there are not many children around them who are full of peaches and plums. For example, my child is excellent, but I didn't train her. When she was in primary school, she helped her with her homework. She is used to getting along with students at school, and unconsciously she is very strict with her children. As the only child in the family, my family didn't like me, so they stopped asking me to help her. After junior high school, she was sent to a remedial class. 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 is the reason? I think there are the following points:

First, angles and colors are mixed.

Children are often regarded as students, and the psychological angle at home is completely different from that at school. Teachers are as strict with their children as they are with their students, asking them to behave appropriately, treat their parents with a teacher's attitude, act in accordance with their words and deeds, and not to have any abnormal behavior. In the long run, children will eventually lose the space for individual thinking, and will always be in a state of submission, making it extremely difficult to realize the development of creativity and personality.

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.

Most front-line teachers have lost their new knowledge because of their professional habits, and are generally trapped in complicated routine work, and their daily time is crowded with 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' thoughts and minds generally simple and unsociable. This kind of living environment may be used to by teachers themselves, and they will not feel any major problems, but there will be great restrictions on teachers' children, especially those of primary and secondary school teachers in cities. The lack of parents' network resources and social activities virtually limits 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.