Reform in the field of education has always been one of the focuses of social attention. When evaluating the quality of a school, many people first consider the level of teaching in the school.
Professionals are more inclined to believe that the management level of a school is an important factor that affects the overall quality of the school. A good school tends to excel in education, teaching, and management.
Good management is seen as a multifaceted art, and in school, the cultivation of students' Xi is considered to be at the core of management. Primary school is a critical period for developing good Xi habits, so all primary schools attach great importance to this.
At a primary school in Jiangmen, Guangdong, they experimented with a novel management model, the way in which the class teacher works in the class. The implementation of this model divides classrooms into small office areas, where the principal and deputy class teachers work together to manage all aspects of students, with the aim of developing good Xi in students.
This management model is not original, but it has caused some controversy in practice. Proponents believe that this is a comprehensive, dead-end management method that helps to improve the order of education and teaching in schools. Opponents, however, point to a number of potential problems and negative effects.
For teachers, this model can deprive them of their freedom to work and reduce productivity. Class teachers and assistant class teachers need to work in a noisy environment all day, making it difficult to concentrate on preparing lessons or grading assignments, let alone having time to think about new ways of teaching and teaching.
The teacher's job can become monotonous, and the extra pressure on the class can also lead to a decrease in the quality of teaching. And for students, their nature and liveliness may be overly suppressed.
Under the supervision of the teacher, students may feel that they have a pair of eyes watching them, both during recess and in class, and this feeling may make them feel constrained and uncomfortable.
For a long time, students may become inhibited and afraid to show their individuality because they are afraid to express their opinions. However, while this model may appear to be all-encompassing on the surface, it is actually not perfect.
Students may only follow the rules within the teacher's line of sight, and once out of this range, they may release their repressed nature and create a greater challenge for the teacher.
After all, simple "class assignments" don't really make students internalize the rules and consciously follow them, this way is more like a mandatory restriction.
In the field of education, there is no one particular model that fits all contexts. Schools have the right to practice and explore, but it takes enough time to judge their success or failure.
For example, in an attempt like Jiangmen Elementary School, it is difficult to immediately judge the pros and cons of it. Educational practices need to be verified step by step in practice, and measures need to be continuously revised in practice. Overall, there is a lack of a one-size-fits-all approach to education.
When reflecting on this management model, we must take into account the life experiences of the people involved. Both educators and students are integral components of this system.
Teachers may feel uncomfortable at work because of this new management model, while students may feel constrained by excessive surveillance. This makes managers need to be more flexible in the implementation of the model, focusing on the needs and growth of each individual.
In the process, we should also remember that education is not only the imparting of knowledge, but also the cultivation of personality. The school's mission is not only to improve student achievement, but also to develop individuals who are creative and critical thinkers. Therefore, the choice of management mode should pay more attention to the cultivation of personality development and innovative spirit, rather than just restricting students' behavior.
Overall, the impact of this "shift-based" management model in practice will take time to demonstrate. We need to pay close attention to the feedback from educators and students, and gradually optimize this model to ensure that we can not only maintain the order of teaching, but also promote the holistic development of students. On the road of educational reform, we need to continue to explore and make progress to better meet the needs of students and society.