During my on-the-job study, I was lucky enough to read the educator Suhomlinski. Suhomlinski is the most famous educator in contemporary Soviet Union. During my work at school, I conducted a series of research on educational theoretical issues, including 100 suggestions for teachers, wholeheartedly dedicated to children, Paphos Middle School, and the birth of citizens.

Here are some of my deepest feelings:

1. Teachers who let students surpass themselves are good teachers, and teachers who let students fail to catch up with themselves are bad teachers.

Suhomlinski's. The beauty of this famous saying lies in letting students surpass themselves. People often compare students to a small tree, and teachers are gardeners who cultivate small trees. How beautiful the gardener is once the young tree grows into a towering tree! Cultivating, shaping and educating people are the concentrated expression of teachers' professionalism and enterprising quality, and also their beautiful ideals and pursuits. A good teacher will say to his students from the heart, "I hope you can all surpass me!" " "

2. The children's world is beautiful. You should learn to listen attentively, understand and feel the music of children's world, not only as a listener and appreciator of children's world, but also as a composer, creating bright and pleasant tunes in it.

Suhomlinski said: "Trust children, respect children, and shape the mind with the heart." Treat children with trust and kindness and learn to care from the heart. "Only in this way can we create all the beautiful things in a person and make him an ideal person." He pointed out that teachers should not be blinded by children's shortcomings. If the teacher gloats at finding fault with the students, the students will be equally fidgety. As educators, teachers should be good at guiding children to self-review and self-discipline and learn to be kind to others.

This reminds me of two examples he once gave. One is a naughty boy, Ulla, who went to the depths of the jungle to make trouble during group activities. Instead of losing his temper, he arranged an interesting game to take the whole class to a hidden cave to hide. "We won't go to him, let Ulla come to us." When Scampy found that everyone had left, fear and loneliness made him panic, realized his mistake and conducted a self-education in silence. The other is that he takes students to a corner of the garden, so that they can learn to feel the feelings of others by observing the manner of passers-by in the shack. The children saw the girl's smile, felt the joy of life created by labor, saw the grandmother laying flowers in front of the soldier monument, and felt the pain of losing her son and husband. Through "observing words and feelings" again and again, the child's indifferent heart became sensitive, began to care about the joys and sorrows of people around him, and learned to be kind to others with heart.

These two examples make me feel deeply. They are more than preaching in our education and less than since enlightenment. We often blame children for what they shouldn't do, but rarely let them realize from the heart why they should do it. The result of reprimanding and scolding is to make children hostile to us and alienate us. The "love" of "hating iron not to produce steel" has turned our efforts into a burden and a bitter punishment, which is a kind of sadness in education. Some people say that education is like looking in the mirror, and every move of students is our shadow. If we are tolerant and generous, students will be friendly and kind; If we follow the principles, students will be honest and trustworthy. If we can calmly guide children to realize the consequences of their mistakes, if we can whisper in the face of their indifference, and even cultivate their "emotional cultivation" through personal experience, our education will be successful and children will benefit for life.