Con­sis­tency is key when teach­ing chil­dren val­ues

Eyethu Baywatch - - LETTERS • IZINCWADI -

ED­U­CA­TION au­thor­i­ties fre­quently em­pha­sise the fact that ed­u­ca­tion never ends.

This is es­pe­cially nec­es­sary for ed­u­ca­tors (par­ents and teach­ers), be­cause they have to con­tin­u­ally de­velop them­selves to im­prove other peo­ple.

Teach­ers pre­tend that young peo­ple are ed­u­cated, have the habit of read­ing and study, know how to take ad­van­tage of the free time at their dis­posal for their per­sonal en­rich­ment, and that their sub­se­quent work has a pur­pose of ser­vice to oth­ers.

But par­ents and teach­ers should set an ex­am­ple in all of this.

Teach­ers ed­u­cate stu­dents with their words, but above ev­ery­thing else also with the way they be­have and set ex­am­ples.

Ed­u­ca­tion ex­perts say words move, but ex­am­ples draw.

The ex­am­ples set in the fam­ily is the foot­print that re­mains in chil­dren.

The be­hav­iour of par­ents acts as a stim­u­lus and points the way in re­la­tion to the be­hav­iour of their chil­dren.

Per­haps the most im­por­tant as­pect of this mat­ter is con­sis­tency. Con­sis­tency in what par­ents say and what they do, as well as what they de­mand of their chil­dren and what they de­mand of them­selves, is cru­cial.

If this con­sis­tency is ap­plied, par­ents will gain re­spect and cred­i­bil­ity to ex­er­cise author­ity in the fam­ily.

If teach­ers ne­glect their own per­sonal de­vel­op­ment, they will find it dif­fi­cult to in­still de­vel­op­ment among their stu­dents.


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