The work of teachers is heavy and hard, like a heavy mountain, which makes people sigh: "Teacher, it's really hard!"."In recent years, the teaching profession seems to be gradually deviating from the right track, and more and more teachers are losing themselves in their busyness, from work to work, like spinning tops, but they don't know how much of their job is really done. Let's dive into the root of this problem!First, let's try to understand where all the teachers' time goesThe burden of non-teaching tasks is no longer an isolated phenomenon, and a series of problems such as low work efficiency, low teaching effectiveness, and reduced professional happiness of teachers are also objective. These teachers are mainly concentrated in junior high school and primary school, because high school education is more focused on teaching and research to improve achievement, which is different from comprehensive quality education in junior high school and primary school. Due to the special nature of teachers' work, they often need to continue to complete their work before or after work on the working day, such as preparing lessons and correcting homework, which is very common.
Second, let's focus on the pressure that teachers put on too many non-teaching tasks. They spend less than 1 4 of their total working time on teaching and related preparation, with the remaining 3 4 being more time-consuming and labor-intensive non-teaching tasks. These tasks include, but are not limited to, classroom teaching, lesson preparation, homework correction, student evaluation, student tutoring, organizing activities, class management, morning and evening self-Xi, communicating with home and school, attending conferences and trainings, attending lectures, teaching and research, keeping work logs, writing various Xi notes, etc. These tasks are permanent and delayed, but often require additional time to complete.
Finally, let's pay attention to the irrationality of the evaluation mechanism is also one of the reasons for the excessive pressure of teachers. There are many local administrative departments, all of which include schools in the scope of their respective business jurisdictions, and require them to carry out various activities, conduct inspections and evaluations, and submit relevant materials, but the schools cannot refuse. These assessment mechanisms directly lead to the phenomenon of teachers' heavy burden of non-teaching tasks. 
It is clear that the high level of stress on the part of teachers is the result of a combination of factors. On the premise of ensuring the quality of teaching, they need to take on more non-teaching tasks, and at the same time, they also have to deal with the unreasonable evaluation mechanism. All these factors have brought great pressure to teachers, seriously affecting their physical and mental health and work efficiency.
In the face of these problems, we call out loudly: let teachers teach quietly!We have the following recommendations:1Adhere to teaching and reduce non-teaching tasks: The primary task and core work of the school is to teach and educate people, and education and teaching are always the foundation of the school's existence. It is suggested that local departments at all levels should communicate in-depth and reach a consensus, focus on the management of schools, focus on the education department, reduce the work of other departments, and try not to carry out the work as much as possible, follow the characteristics of education, respect the main body of the school, and reduce the additional burden of non-teaching work on teachers. At the same time, to reduce the meaningless training of all kinds of meetings at all levels, as well as the relevant inspection schools, they should also be based on their own realities, do not blindly compare, do not engage in image engineering, and devote themselves to teaching and pay attention to education itself. 
2.Respect the laws of education and reform the evaluation system: local governments and education administrative departments should fully respect the characteristics of education and reform the school assessment and evaluation system. As one of the restraint means and supervision mechanisms, evaluation should not be reversed and become the central theme of all education and teaching. It is suggested that the competent departments should reformulate reasonable evaluation standards, streamline redundancy, pay attention to practical results, abandon formalism, respect the main nature of school education, eliminate evaluation rules that have little to do with education and teaching, and increase the proportion of substantive evaluation of education and teaching. In this way, the natural reduction of non-teaching tasks in schools is promoted, the return of education, teaching and research is promoted, and the normal development of school teachers is promoted.
3.Care for teachers' well-being and rational allocation of work: Teachers' workload, work content, working time and energy investment are closely related to their professional well-being and recognition. It is recommended that departments at all levels should pay attention to the reasonable distribution of work groups, clarify the workload standards, scientifically allocate teachers, reduce the apportionment of additional non-teaching tasks, and let teachers devote themselves to the core work of teaching.