dognovel Chapter 1048 Not in the Mood
Chapter 1048 Not in the Mood
Chapter 1048 Not in the Mood
Yelu Beichen: "I'm not sad!"
Yelu Beichen: "It's just that I can't figure it out."
Maybe, it's like this!
The Master stood on the podium, looking at the students below, and a complex feeling welled up in his heart. He knew that the students were at the age of growing up and needed sufficient nutrition to support their growth and learning. However, for various reasons, he could not provide meat for the students.
The teacher felt helpless. He also hoped to provide better conditions for his students, but the difficulties in reality made him feel powerless. He couldn't help but think of the hard life when he was young, and a bitterness welled up in his heart. At the same time, the teacher also felt a little guilty. He felt that he had not fulfilled his responsibility as a teacher and could not provide better material conditions for his students. He hoped that the students could understand his difficulties, and at the same time, he hoped that they could study harder in the difficult environment to make up for the lack of material.
However, the master was not discouraged. He secretly made up his mind to work harder to educate his students and let them understand the hardships of life and the importance of hard work. He believed that under his guidance, the students would become stronger and more sensible.
At this moment, although the master was in a heavy mood, he also firmly believed that through joint efforts, the future would definitely be better.
Or maybe, there is discrimination!
In the school, the master always treated students differently. Some students were regarded as his favorite students, and they received special attention and careful guidance from the master. The master would discuss classic literature with these students in depth, guide them to think about profound questions, and give them additional books and learning resources.
However, other students are not so lucky. They may be ignored or snubbed by their teachers, who only give brief answers to their questions and cursory criticism of their mistakes. These students feel marginalized and gradually lose interest in learning.
In class, the teacher would frequently call on his favorite students to answer questions and give them high praise for their answers. As for other students, the teacher rarely gave them opportunities to show their talents, and even if they raised their hands to speak, they might be ignored by the teacher.
This differential treatment creates a clear gap between students. The favorite students become more confident and positive because of the teacher's attention, while other students may feel inferior and helpless. The atmosphere in the school becomes unbalanced, and some students begin to complain and feel jealous.
This phenomenon triggered students' thinking, and they began to question the fairness and teaching methods of the teacher. They longed for equal treatment and opportunities, and hoped that the teacher could discover the potential of every student, rather than just focusing on a few students.
This is the dream of many people, and the biggest worry and extravagant hope of many families! Parents look at teachers with expectation, their eyes sparkling, and they sincerely hope that teachers can pay attention to their children. Outside the classroom, parents may talk to teachers, express their expectations and concerns for their children, and their words reveal their respect and trust for teachers. And teachers will listen carefully, nod from time to time to show understanding, and show a professional and responsible attitude.
In class, the teacher will pay attention to the performance of each child and carefully observe their learning status and progress. For children who perform well, the teacher will not hesitate to praise and encourage them, so that they feel that their efforts are recognized. For children who encounter difficulties, the teacher will patiently guide them to help them overcome difficulties and let them know their value and potential.