The principal commented on the class, and the teacher was angry Standing and talking without back pain, why don't you go to class
The new semester has begun, and the work of the school is being carried out in an orderly manner. In order to improve the professional level of teachers, teachers are encouraged to listen to each other and communicate with each other. To this end, the Office of Education and Learning also organizes open class activities, where senior teachers explain demonstration classes, new teachers demonstrate observation classes, and teachers of the same subject come to listen to each other and evaluate the lessons.
Administrative listening is a part of the school's teaching and research activities, that is, the principal or other administrative staff directly enters the classroom to "push the door to listen to the class" without prior notice to the teacher. This method not only helps to monitor the quality of teaching, but also promotes the personal growth of teachers, and is an effective way of teaching and research.
During an administrative class, the principal pushed the door and entered Koyanagi's Chinese class. After graduating in 2019, Koyanagi joined a rural middle school in Hubei Province and is in charge of Chinese courses for Grade 8 classes 2 and 3.
The learning situation of the two classes is obviously different, and the students in class 2 generally have a good language foundation, serious in class and high enthusiasm for Xi; However, there is a gap in the overall language level of the students in Class 3, there are some learning Xi problems, and some students even show a strong aversion to learning.
Walking into the classroom of Class 3, Koyanagi felt a little unusual, and the classroom was unusually quiet. As she placed the books and lesson plans on the podium, she looked up and was surprised to see the principal and two young colleagues sitting in the back row. She immediately understood that the principal had come to conduct an administrative lecture, and two colleagues had come to observe the class while there was no class.
Why did I choose 3 classes? Xiao Yanagi was puzzled, and without thinking deeply, he started more ** and started the day's teaching. Due to the lack of preparation, the class seemed mediocre. Within a few minutes of the start, the troublesome students began to lose control and make loud noises. In the middle of the lesson, the two girls yawned and couldn't restrain themselves, so they dozed off on the table. Xiao Yanagi was a little at a loss, and he didn't even notice the bell for the end of class.
In the afternoon, the principal informed Koyanagi to go to the office for a class evaluation, and two male colleagues were also present. The principal bluntly gave Koyanagi a 50-point evaluation for his last class. The two colleagues looked at each other with sarcasm on their faces. Koyanagi suddenly felt a hot face and a buzzing mind. The principal talked endlessly for more than half an hour, involving the management of classes, the organization of teaching, and the improvement of efficiency, but Koyanagi did not listen to a word, tears rolled in his eyes.
In the end, Koyanagi couldn't stand it anymore, stood up suddenly, pointed at the principal and said, "Principal, you sit there and talk easily, why don't you take a class yourself?" With that, she hurried out of the office. The principal froze in place, looking out the window, and was stunned as he watched the figure of Koyanagi leaving in a hurry. Koyanagi ran to the office, covered his face, lay on the table, and cried.
The sound of Koyanagi crying attracted the attention of the other teachers, and through the introduction of the other two teachers who participated in the class, everyone quickly learned the ins and outs of the matter.
In the process of discussion, some people felt sorry for Koyanagi, thinking that the principal's wording when evaluating the course was indeed inappropriate, which stung Koyanagi's self-esteem. Some people have suggested that the reason why the principal is reluctant to evaluate the class in person may be because he has not taught the course in person and does not know enough about the actual situation, but he puts on the prestige of the principal, emphasizes his own identity too much, and does not take into account the feelings of the teacher, which seems to be a bit empty and unrealistic.
Eventually, the focus was on one central issue: whether the principal had an obligation to teach himself. This is a sensitive and practical topic, and it is also a topic that has been debated online for a long time. The teachers' views were divided into two distinct aspects: for and against.
Positive view: Principals have the responsibility to teach and should personally lead the main curriculum. This view is mainly supported by young teachers, who believe that there are the following reasons:
If the principal does not teach in person, it is difficult to have a deep understanding of the actual situation of the students and the feelings of the teachers. Only when the principal personally presides over the main subject courses and has close contact with students every day can he have a deep understanding of the teaching situation on the front line, so that he will not blindly guide at the management level, and the course evaluation can be more in line with the actual situation. At the same time, only when the principal personally teaches can he fully feel the current reality of "students are difficult to teach and difficult to manage", better understand the hard work of teachers, and understand and protect teachers' self-esteem.
If the principal does not teach himself, he or she may gradually lose touch with the trend of the times in the development of teaching. With the rapid development of society, classroom teaching methods and means are constantly evolving, and a large number of modern high-tech products continue to pour into the field of education. If the principal does not teach in person and stays away from the front line of teaching for a long time, he may gradually become an outsider and cannot keep pace with the times and grasp the classroom and teaching changes in the new era, which will lead to the old-fashioned, conservative and traditional lag in teaching management.
Principals who do not teach themselves can undermine their prestige among teachers and students. If the principal does not personally teach or preside over the main subject curriculum, holds meetings, drinks tea, and socializes all day long, is lazy and inactive, and indulges in high-minded talk, it gives people the impression that he is not doing his job. Frequently plan how to better manage teachers and make them obedient. Over time, not only can it significantly reduce trust among teachers and students, but it can also cause resentment, potentially isolating oneself from the school and damaging the school's reputation.
In summary, as the leader of an educational institution, the principal is both an educator and a teacher and should be personally involved in teaching. If the principal does not teach in person for a long time, it is difficult to understand the real situation of students and teachers. In the example mentioned above, the principal did not attend the class in person, and the evaluation was inappropriate and to the point, causing Koyanagi to feel hurt and resentful.
However, there is also an objection that the principal does not need to attend the class in person, but only needs to have an understanding and importance of teaching. This view is mainly supported by middle-aged and older teachers, who emphasize that the principal's role is to manage, rather than to teach himself. The principal is regarded as the "number one" of the school, and his main responsibility is to plan, arrange, supervise, and coordinate the school's personnel, finances, and materials. They believe that if the principal is too obsessed with lesson preparation, teaching, and grading assignments, and neglects the overall development plan of the school, it is putting the cart before the horse.
Principals teaching in person can lead to more than worth the gains. The principal wears many hats, has a lot of tasks, and has limited energy. If a principal is fully committed to teaching, it is difficult to achieve remarkable results, which may be detrimental to students, damage their reputation, and be misinterpreted as not being serious and not working hard, and even questioning their ability and level. At the same time, the principal's personal attendance in class will distract the management energy, and the failure to complete the tasks assigned by the superior in a timely manner may lead to poor management of the school, and the gains outweigh the losses.
Although principals need to understand teaching and go to the front line, they do not have to attend classes in person. Most principals are experienced backbone teachers, and after being promoted to principals, they should keep in mind their original intentions, maintain their teaching nature, continue to learn Xi, and keep up with the new trends, new methods and new directions of teaching development. Principals can go deep into the teaching front line in other ways, such as regularly demonstrating classes for young teachers, and often conducting "administrative lectures".
Overall, principals, although born as teachers, have different responsibilities than ordinary teachers. The principal mentioned above was a provincial outstanding teacher and a rising star in the municipal teaching arena, and has rich experience in teaching. After being promoted to principal, he tried to lead classes, but as the school grew, he felt low on energy, so he asked his superiors to stop teaching in person. His evaluation of Koyanagi is objective, only too direct in his choice of words and too harsh in tone.
The principal has been described as the "locomotive" and "leading goose" of the school, and a good principal is essential to the development of the school. Teaching ability, management skills, sense of responsibility and courage are the basic qualities of principals, while diligence, pragmatism and enterprising are the basic qualities of principals.
There can be no generalization as to whether the principal should teach in person. If the school is small and the principal has relatively few administrative tasks, then the principal is expected to take on certain teaching tasks. However, if the school is large and the principal has a heavy administrative task, the principal may also choose not to teach in person.
It is important to note that the fact that the principal does not teach in person does not mean that he can leave the teaching field. Principals can go deep into the teaching site in a variety of ways, such as giving demonstration classes to teachers, teaching special courses for students, conducting administrative lectures, participating in teaching and research activities and teaching management, etc., to understand and grasp the teaching dynamics of teachers and students in a timely manner, show excellent teaching ability, and establish a unique personality charm.
At the same time, the principal must also have a strong sense of teaching quality, pay attention to the overall teaching level of the school, and follow up and monitor it at any time. Principals should also actively Xi, understand the trend of teaching development in the new era, use the most advanced teaching and research results to arm the teaching team, and lead the school to the forefront of the times.
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