For several years now, we at school have been undergoing an irreversible process of returning students to be “eternal children,” not to mention the mature and critical thinking typical of adults. Unfortunately, this condition is particularly evident in high school (ie middle school) dictated by the excessive presence of a teaching staff, which is composed of the vast majority of women (and therefore of teaching mothers), to the detriment of a minimum percentage of male teachers.
This inequality, however, does not fit very well into the phases of the evolutionary process of the student, who only sees the presence of the woman behind the chair. Of course, women are maternal, generous, compliant with the demands of students and over the years remain the last as “eternal children”, striving to gain everything, to win instead of losing, to have high ratings for to make them happy and happy. In fact, faced with the difficulties in school careers, these “eternal children” are lost, destroyed, showing signs of impatience, apathy and, at worst, out of school.
We often see situations where students are served simpler, simpler, more basic exercises so as not to disturb them and above all not to put them in difficulty. That’s not good! Students must learn that life is not all “roses and violets” and that the difficulties they have to overcome on their own feet by not always asking for help and assistance and giving themselves up to despair. The older generations were formed with educators next door who understood the meaning of life, commitment, sacrifice, mediocrity, victory and defeat.
Today, however, we are witnessing a regression, a refuge in the womb, a place where one finds all forms of protection in the face of the difficulties of the world. Students mature and are formed with challenging tests, not elementaryizing everything, making everything simpler, simpler, as if difficulty were an “ugly ogre,” a devil to destroy and destroy.
Therefore, teachers should have accustomed their adolescent students to prepare them for life through a greater sense of responsibility, with more and more demanding tests and not resorting to aids to make the work of the students ever easier and easier. Certainly the prevailing “mammism” does not help, on the contrary it is often very harmful and detrimental to the healthy education of our students. We teach them that they are “thinking heads and not empty bottle cutters”.