Many remedial class teachers are excellent, but why can’t they go to public schools to become teachers?

Some tutors are very good, but why can’t they become teachers in public primary and secondary schools? The answer is very realistic.

There are indeed many excellent teachers in the tutoring classes held by off-campus training institutions.

As a parent who accompanies his children to complete K12 education, he once took his children to tutoring classes at various training institutions on weekends and holidays, and was fortunate enough to get to know some excellent tutors.

They are young but possess rich knowledge and are loved by students and parents. The classes where they serve as tutors often have hard-to-find places. Before the end of this tutoring class, students have to book a registration for the next tutoring session, otherwise they will not be able to enter their tutoring class.

Of course, their excellence is not without reason. Almost all of them graduated from well-known universities in China, and some were even graduates of Tsinghua University and Peking University, and many of them were top scorers in the provincial college entrance examination.

It is undeniable that excellent tutors in off-campus training institutions will not have any problems in completing their teaching tasks when they go to ordinary public schools to work as teachers. If they are given the opportunity to teach in public schools, they are also likely to be excellent, and it can even be said that there is a high probability that they will be very outstanding.

So, many remedial class teachers are very good, but why can’t they go to public schools to become teachers? This issue should be viewed in two parts.

First of all, many of the best tutors in off-campus training institutions are unwilling to become teachers in public schools. As mentioned before, among the excellent tutors my children have encountered, they are almost unwilling to become teachers in public schools.

On the one hand, the income of off-campus training institutions is higher than that of public schools; on the other hand, most of the excellent tutors like them work in big cities, and the working environment conditions, wages and benefits, Career development opportunities and other opportunities are better than those of most public primary and secondary schools.

Secondly, to become a teacher in a public school, the entry channels are relatively narrow. In addition to placement of public-funded normal school students and recruitment at well-known universities, the remaining main channels are public examinations and assessment recruitment of primary and secondary school teachers.

Nearly all of the excellent tutors from off-campus training institutions were not public-funded normal school students when they graduated from colleges and universities. It is not possible to be placed as teachers for public primary and secondary school students.

After they walked out of college, they also missed the opportunity to be recruited from public primary and secondary schools to universities. If they want to become public school teachers, there is only one way left, and that is to take the public examination or assessment recruitment for primary and secondary school teachers.

As we all know, the number of open recruitment positions in public schools is limited, and there are "more monks and fewer people". Registration references are subject to age restrictions. There are too many applicants. It is normal for dozens of people to compete for one position. There is also a shortage of positions in public primary and secondary schools. The focus is on the grassroots level in towns and villages.

Examinations such as open recruitment of teachers often have uncertainties. Even if you are a very powerful and outstanding person, there is no guarantee that you will come out on top in the written test and interview of the public examination.

Even if a teacher enters a primary or secondary school through open recruitment and is regarded as an excellent teacher after the test of time, if he is asked to take the teacher test again, he may not even be able to pass the written test. This is the charm of the test. .

There are fewer recruitment positions in public schools in big cities. They either select the best teachers from public primary and secondary schools in various places, or they focus on master's and doctoral students from prestigious universities such as Peking University and Tsinghua University. For example, Shenzhen Middle School.

The entry requirements of these public schools are too high. Even those excellent tutors who are interested in becoming teachers in public schools will have to give up because their own conditions are not enough.

Therefore, there is only one way for outstanding tutors from off-campus training institutions to become teachers in public schools, which is to stand out through public examinations and assessments. If you can't pass the exams and assessments, you won't be able to become a teacher in public primary and secondary schools. The answer is this reality.

Off-campus training institutions have to participate in fierce market competition. Excellent tutors who have grown up through the waves are very valuable. Of course, they are also the "treasures" and "pillars" of off-campus training institutions.

If they want to work as teachers in public primary and secondary schools, their employers will not let them go easily. They will even find ways to keep the "main pillars" in their jobs, promising generous remuneration and a good environment to retain them.

Gold will always shine. Being able to become an excellent tutor is a high-quality educational resource that is scarce in the market. Whether you are in the fierce education and training market or admitted to a public primary and secondary school as a teacher, you are extremely popular.

It’s the same teaching and educating people, but the location is slightly different. Rather than participating in an open recruitment to become a teacher in a public school, it is better to settle down and focus on training and coaching. Development opportunities also exist.

Xiong Fangfang, a famous teacher in Shenzhen public schools, resolutely resigned after teaching for 31 years and only 7 years before retiring. This was once a hot topic. However, after resigning, teacher Xiong Fangfang opened her own online store to sell online courses taught by herself. Only about half a year after her resignation, she achieved a miracle of 8 million yuan in online course marketing revenue.

Famous teacher Xiong Fangfang is not a teacher in a public school. She is still engaged in teaching and educating people, and she also affects more primary and secondary school students. From a certain perspective, this also fully reflects the social value of an excellent teacher and is worthy of learning from excellent tutors in off-campus education and training institutions.

(The picture comes from the Internet, if there is any inappropriateness, it will be deleted after contacting us)