As teachers, they are also willing to get close to and associate with moral people, and of course they are also willing to get close to moral students.
Therefore, to be a student or a teacher that both teachers and students are willing to approach, you must be a moral person. When students study at school, they are not only influenced by their classmates, but also by their teachers. Teachers who are mainly influenced by teachers and students who are willing to approach have a greater influence on students than teachers who are unwilling to approach students.
It can be inferred that as a teacher, if you want to train students to be close to everyone, you should pay attention to cultivating students' morality. If you want to make students become moral people, you should make students willing to be close to you, which will have a great impact on students. Therefore, you must first become a moral person yourself.
two
There are many reasons why students approach teachers. In addition to morality, teachers' knowledge, power, appearance, etc. will all become factors that urge students to approach.
But knowledge can only satisfy students' temporary desire for knowledge, power can only maintain short-term obedience and closeness, and appearance can only attract superficial attention. What really touches students' hearts is the power of personality and morality. This power is lasting, it will affect students' life, and it is the foundation of students' future.
Therefore, as far as the impact on students' life is concerned, knowledge, power and appearance together are far less important than morality.
three
For teachers, the best reward is to get the sincere support of students. The true and accurate evaluation of a teacher's morality and style is often obtained after he loses all the attractiveness of appearance, all academic and administrative power and all the factors that can affect students.
There is some truth in the "coffin-making theory" of historians. Teachers in office, especially those with high status and power, are often insincere in their comments. Therefore, a teacher's true feelings in students' minds will only be truly revealed when he (or she) is no longer alive or has lost all the factors that affect students, and the evaluation of his (or her) moral character and style is the most credible. At this point, in 360 lines, only the profession of teacher can be described as "candle", which is the reason. This is also the lofty point of this profession.
four
The concrete embodiment of a good teacher's morality and style is to maintain a kind of personality equality between teachers and students. Learn from each other and respect each other.
In feudal society, people called officials "parents" and expected these faculties to do things for the people, which was also a kind of honorific title for good officials. In fact, real parents are ordinary people. Feudal society reversed this relationship.
So is being a teacher.
"One day as a teacher, lifelong as a father" is a respectful title for students to their teachers. Since he is a "father", he should care about and be responsible for his students. Teachers should not interpret this statement as interfering with students, guiding students, or even treating students as "parents". There is an old saying, "People get what they deserve. Don't forget it. You are virtuous to others, so don't forget it. " Students respect you as a father. You must not regard this as good for students. After graduation, you will never forget your "virtue" and "goodness". A truly moral teacher will never forget even if he is kind to his students.
In my opinion, "a teacher for a day, a father for life" is a warning to teachers: First, even if you have only been a teacher for a day, you should be responsible for your students. Since you are the "father", you should follow the old adage that "the son doesn't teach, the father makes a mistake". Second, when students have made achievements or become popular, don't exalt yourself in the name of "father" and don't borrow students' "light". Third, when students make mistakes, they should take the initiative to bear the responsibility of "the son does not teach, the father is guilty, the teacher is lax, and the teacher is lazy". Only by doing these three things can we understand the true meaning of "lifelong teacher and lifelong father" and have a teacher's morality.
five
Different from other things, teachers' morality and style can "cover up all ugliness with a beautiful man" Especially in universities, the more talented teachers and teachers with high academic status, the more they need to encourage themselves in this respect. Because you have influence, positive side, people respect you, negative side, people dare not offend you. But you are talented and accomplished, and everyone recognizes you, only your talent and achievements. You can't replace morality with talent and achievement, nor can you cover up ugliness with talent. Students see that teachers have both ability and political integrity. Without talent and virtue, students hate you. Talent without virtue, students fear you; Students sympathize with you if you have virtue but no talent; Only by having both ability and political integrity can students really support you.
six
"Scholars despise each other" is probably a common phenomenon in academic circles at home and abroad. But compared with western countries, China may be stronger. This may be related to the cultural tradition of China. The cautionary words in China's language, such as "A good tree in the forest will be destroyed by the wind", "A budding mule will rot first" and "Shoot a bird in the head with one gun", are teaching people how to avoid the envy of the orientals. It is difficult to find such a language in western languages, but there are many famous sayings like "A soldier who doesn't want to be a general is not a good soldier" that teach people how to work hard to achieve lofty goals. This is a cultural difference. Therefore, in China, the psychology that scholars despise each other is more complicated and obscure than in the west.
"Despise each other" means to look down on each other, only their own good. Under certain conditions, this kind of psychology can also inspire people to work hard and make themselves do better than others. But in most cases, it will lead to mutual condemnation or mutual demolition. As a teacher, if he is not alert to this, he will not clarify academic right and wrong in class or in contact with students, but attack or slander his peers without any basis, which will have a negative impact on students. In the final analysis, this is also a question of teachers' morality and style.
seven
"Chivalry" and "righteousness" are the traditional virtues of China. There is no word with the same meaning as "one" in English. Guan Yu is respected by so many people because he can best embody this virtue. However, few people associate this virtue with teachers. It seems that these two words are only related to military commanders or people in Wulin, and they really have nothing to do with teachers. Actually, it is not. Teachers in China cannot do without their own historical and cultural background. Many teachers are loyal. A Chinese-American professor wrote these three sentences as his motto and hung them in his office: "Help the needy and learn from each other's strengths". Interestingly, as a university professor, only the last sentence in the aphorism is directly related to the profession of teachers, and the first two sentences are all from Wulin. But this professor is deeply loved by students because he is very loyal to them.
In fact, keeping promises, keeping promises, being ready to help others, "being trusted by others, being loyal to others", "speaking out when you see injustice, drawing a sword to help each other" and so on are all ancient meanings of the word "righteousness". It is also a virtue to put these on teachers. I'm afraid teachers who don't show loyalty, help students when they are in trouble, try their best to meet their needs, and stand up when students are in danger can't be said to have professional ethics.
eight
As a teacher, we should be responsible not only for students, but also for society and science.
Now university teachers have an impetuous mentality, especially those in humanities and social sciences. Impetuousness is actually an irresponsible attitude towards science, society and students. This mentality is not "true" in scientific research, nor is it "true" in teaching. If students don't get real talent and practical learning, it will harm society, so it is not "good". Therefore, "mania" is also a manifestation of the lack of morality.
In the teaching profession, this mentality mainly has ten specific manifestations:
1. Top-heavy, content with a little knowledge
2. flashy, indulging in boasting
3. Only follow the book, lack of independent thinking
4. grandstanding, the pursuit of sensational effect
5. Be ambitious and unwilling to accumulate in a down-to-earth manner.
6. divorced from reality, willing to sit and talk.
7. Pursue fame and gain, and individualism expands.
8. Blowing, patting and pulling, the wind of philistinism is rampant.
9. muddle along all day
10, practicing fraud, keen on crooked ways
If you are a university teacher, you might as well compare it and see if you have this mentality.
nine
Professional ethics in all walks of life have their own special requirements, but there are also many aspects. One of the requirements of * * * is that no matter what kind of occupation people encounter in the company, family and society, they can't transfer the bad mood caused by this kind of thing to the object you serve.
Your wallet was stolen on your way to work, you quarreled with your family last night, your relatives died suddenly, or your title and position were not promoted smoothly, causing anger, annoyance, sadness and irritability. This is human nature. But when the doctor stands beside the operating table, the salesman stands behind the counter, and the teacher stands on the platform, facing the patients, customers and students, your role will shift to the doctor, salesman and teacher, instead of staying on the road, family, funeral home and leaders. You are a doctor in front of patients, a salesman in front of customers and a teacher in front of students. It is not easy to do this. I realize that this is a higher requirement for teachers' morality and professional ethics, and it is a realm. After reaching this state, we should add the word "noble" after the word "teacher's morality".
ten
Teachers' morality is not only a personal problem of teachers, but also a problem of teachers' groups, that is, the problem of ethos. Personal morality is not good, although sometimes it will cause the bad influence of "a rotten egg spoils a pot of soup" on a small scale, but it is only a small-scale thing after all. If the teachers' group atmosphere is not good, especially if they collude with the bad atmosphere in society, the harm will be great. At this time, the problem of teachers' morality has evolved into a moral problem of the whole education industry, and the bad teacher style has evolved into an unhealthy trend in the education industry.
Over the years, bad social atmosphere has also caused great pollution to the education industry. It used to be a very bad social atmosphere, from school charging fees, "eating" students and taking students, to teachers taking students personally. It can be seen that the problem of teachers' morality and style is closely related to the style, and the style is accompanied by the world style. Generally speaking, if the world goes from bad to worse, it will inevitably go from bad to worse and be unhealthy. Therefore, to rectify the style of teachers must first rectify the style of work, and to rectify the style of work must first rectify the world. Especially because the education industry has a greater influence on future generations than other industries, sometimes a positive teacher's style can also drive morality and affect the morality of the world. Therefore, teachers' morality and style should be advocated at all times.
The ten aspects of teachers' morality and style mentioned above do not cover all the problems, but only the observation and understanding of teachers' morality and style in educational practice for more than ten years. The criticism in the article is not directed at others, but used to restrain oneself; The article advocates not teaching people, but encouraging yourself.