The question posed by a friend on the platform is interesting: why many teachers are reluctant to save children who are seen as "bad students". Frankly, I'm probably not the best person to answer this question, because I haven't taught in elementary and middle school, and I don't know if any of the teachers in these two grades have the kind of friends say. I started my career in education in college, and then I chose to teach in a high school in a county because of my daughter's reading problems. Based on my personal experience teaching in high school, I don't entirely agree with the idea that "most teachers don't want to save bad students." In fact, many teachers have put a lot of effort into these "problem students", but due to the limited energy and time, it is indeed difficult to take care of every student in all aspects, and achieve the results that parents are satisfied with. In the eyes of most people, bad students always seem to be closely associated with poor grades and misbehavior. They may be mischievous in class, or they may not want to be motivated after class, and these labels often follow them, making people have such stereotypes about them.
Friends should understand the specific division of labor of high school teachers. There are two main types of division of labor among high school teachers, classroom teachers and class teachers, while the management of students' moral status and overall grades mainly falls on the shoulders of class teachers.
The teacher's responsibility is to manage the teaching of the subject, especially the academic performance of the students. Of course, they also pay attention to the moral performance of students, but only during class time. Once there is any problem, they will report it to the class teacher as soon as possible, and the class teacher will carry out the follow-up management work. This is perhaps why we sometimes think that most teachers are reluctant to save students who are not doing well, because there are always far more teachers in each school than class teachers.
In addition, the high school also has a political and educational office, which is responsible for the management of students' moral behavior. Their work involves a wide range of aspects such as daily behaviour and character education to ensure that students can grow up in a healthy and positive environment.
During my time teaching in high school, I have been serving as a class teacher. For the management of the class, I take a holistic and individual approach. In terms of overall management, I pay attention to the establishment of a sound class cadre system and discipline system, so that my management philosophy can be effectively implemented. At the same time, I also focus on some special students and try to give them more attention and help.
However, in the course of more than ten years of high school teaching, I deeply felt that my ability and energy were limited. Despite my efforts, only one or two students per class actually managed to save them. For these special students, I put in a lot more than the management of the class. This may also be one of the impressions that some friends have about most teachers who are unwilling to save bad students.
Objectively speaking, it was not that I did not try to save, but I took measures that did not work well, and these efforts were not understood and accepted by parents. In the process, I also deeply realized the complexity and challenges of education.
Talk about my feelings: Although my ability and energy are limited and I can't make every student's growth reach the expected level, I have indeed done my best and given it wholeheartedly. I am deeply gratified that these special students and their parents have always been grateful to me. Their gratitude makes me feel proud and satisfied as a teacher. After high school, I was in close contact with these students and their parents. In contrast, the students who were going well didn't have much contact with me.