The significance of education mentors to students has long been obvious, and no matter what stage they are in, they have profoundly shaped the growth and knowledge of a generation. Due to the immeasurable value of mentoring, this profession has always been in the spotlight.
Developing a competent mentor is no easy task, and in addition to the necessary knowledge and qualifications, it is also important to truly gain recognition from students and institutions. The evaluation of professional titles is a more intuitive display of the level of mentors.
Advancement to "Advanced" Tutor requires not only excellent teaching standards, but also a number of comprehensive considerations. Title may not be a familiar concept to most people, but it is crucial for mentors. The title "Senior" Mentor may sound prosaic, but it's no easy feat to attain.
There is no need to elaborate on the level of teaching, and the class performance under the leadership of senior tutors must be excellent, otherwise the evaluation of professional titles will not be convincing. However, while improving student achievement, other factors are equally important.
For example, whether the mentor's usual management style is appropriate, whether the student's ideological guidance is correct, how he has a relationship with his colleagues, and whether he has the recognition of the team plays a decisive role. Mentors who can earn senior titles must have considerable experience.
Senior tutors are the best in the education workforce, and nurturing them is not an easy task. Therefore, according to the latest regulations, senior tutors can choose to delay retirement when they reach retirement age and continue to dedicate themselves to the cause of education.
Reluctant to retire at the age of 55, senior education practitioners chose to continue their duties, but found themselves in the dilemma posed by the principal. Experienced teachers naturally have unique teaching skills, especially those who can obtain senior professional titles.
A 55-year-old "grandmother-level" senior female educator should, as a general rule, enter the retirement stage. However, she was confident that she was in good health and chose to continue her career, partly to continue to contribute to her students, but also to earn a better salary.
Subsequently, she submitted a written report in accordance with the regulations, expressing her willingness to choose to delay her retirement. However, the principal's response left her in a dilemma: those who chose to stay on the job had to make sure they were generating enough value and not just enjoying the easier work.
These words made the old educator feel a dilemma. She doesn't think she's old and dizzy, and she loves the working environment at the school, so it's a shame for her to retire directly.
If you follow the traditional way of giving lectures every day, it seems that it will also bring a lot of hard work. Especially in today's world, where teachers and parents interact more and more frequently, and students are gradually showing a tendency to think independently, which obviously requires more time and effort in management.
The principal's statement revealed some practical problems, and the "granny-level" education practitioners who choose to delay retirement must take into account the specific situation. Although the university leader's outspoken words were direct, they actually reflected a series of practical problems. Some older educators may not be as good as their younger counterparts in terms of teaching methods, concentration, etc., and even feel that they are unable to stand on the podium.
The motivation for choosing to stay on the job may be the desire to be transferred to a more relaxed role that will pay more without being too hard. However, from the perspective of the institution as a whole, this may not be the right idea.
If they are transferred to non-teaching positions, they may be dissatisfied with other teachers because of their higher titles and relatively higher salaries. If they continue to stay on the front line of teaching, their work enthusiasm and actual level may have decreased significantly.
A veteran educator admits that she clearly realizes that she is no longer as good as many of her younger colleagues in terms of responsiveness, innovative thinking, and relationships with teachers and students. Therefore, at the age of 55, she will not hesitate to vacate her place to make way for a new generation.
In addition, the number of places in each school is limited in terms of establishment and professional titles, and if "granny" teachers keep occupying these places, then the chances of other teachers being promoted are relatively reduced. This also seems to be an important factor for the principal.
Of course, there are some veteran teachers who are able to constantly adjust their pace, keep up with new trends in the field of education, and maintain great flexibility in their thinking. At the same time, they are still full of sincere love for education and nurture their students.
We need to show respect to these truly outstanding educators who are passionate about their work and give them the opportunity to continue to contribute. We should not question their original intentions from our own perspective and hurt the hearts of these old educators.
【Author's Message】The progress of students is indispensable to the guidance of teachers, who are indispensable educational talents. Those teachers who can obtain the title of senior teacher do have a certain strength. When the "granny level" senior educators are about to retire, whether to choose to leave the campus directly or continue to work on the job needs to fully consider the actual situation of the individual before making a decision.
Today's topic: What is your opinion on the principal's words?