At the beginning of our career as teachers, our classrooms were not attractive enough for students, so we invested a lot of time and energy with our passion for education, supervising students to complete Xi tasks, carefully marking and checking all students' homework. This hard work has helped students earn test scores and a foothold in school.
But 10 years later, 20 years later, we are still repeating the same career pattern, unable to mobilize students' initiative and enthusiasm through classroom teaching, and we have been immersed in the diligence of spending a lot of time and energy to obtain exam results, which is worth reflecting on.
Is this kind of diligence the way we recognize and want to persevere? What is the inevitability between diligence and results?
If we think deeply, we will find that our diligence is often a formality, and we tend to become self-absorbed in the illusion that "I am improving", and instead neglect to do those things that really contribute to self-improvement. To put it more bluntly, we are actually using diligence to disguise our laziness.
As middle school teachers, we start to walk into the classroom before dawn every day to urge students to read early. Late every night, we walked back to our home with tired steps. Our understanding of diligence is superficially based on a superficial sense of ritual, while ignoring the essential meaning of diligence. And when we are Xi to this process, it is easy to get satisfaction from it, and decide that education should be like this.
It's not difficult to do things repeatedly and for a long time, as long as the conditions are met, such as salary encouragement, most people can do it. It's hard to think. Doing one thing repetitively, but lacking in thought. Doing something for a long time, but lacking in thinking. This is the most common misconception of diligence, and it is also the fundamental reason why most diligent but mediocre people fall into a development dilemma.
Primary and secondary school teachers can basically rely on simple repetition to obtain test scores, affected by this, a considerable number of primary and secondary school teachers are in a state of mental burnout, in the face of educational confusion, at most a few sighs, basically lack of further thinking, let alone any improvement.
The way a teacher teaches naturally influences the students. Therefore, on our campus, we can see that many "lazy and diligent" students go to the classroom early in the morning to study, and even return to the dormitory in the evening to insist on doing questions, and their grades often do not improve at the beginning. Because it is only a superficial understanding of diligence as "learning Xi to what time every night", brushing the question bank as the only means of learning Xi, not thinking about the wrong questions, not summarizing the correct questions, and failing to improve the grades. Reflecting on us, sometimes not the same intoxication with such diligence?
Of course, it's important to keep doing things, but it's even more important to think about how to do things faster and better while doing things. The purpose of diligence is not to be diligent, it is to be lazy, to do what it used to take 1 hour to do in half an hour, in order to be able to do things that could not be done before. Rather than continuing the simplest "repetitive" work.
Perhaps what we need to change is not to simply indulge in ineffective diligence, but to focus and think about what the purpose of diligence is. Don't let operational diligence overshadow mental laziness, and don't let tactical diligence overshadow strategic inertia.