Developing Naughty Primary School Students’ Innovative Curiosities in the Prevention of Their Teachers’ Unconscious Repressive Prejudice

Abstract

As indicated in an overall review of what has been epitomized in the harm primary teachers’ repressive comments are inclined to do to the overall protection and promotion of primary school students’ learning interest, learning enthusiasm, learning curiosity and as such in their learning processes and learning practices, it has reminded a good many experienced school teachers or students’ parents of the rather great concern to be shown for the unfavorable outcome that those repressive prejudices are killing students’ learning curiosities despite their having knowing that the sufficient development of students’ learning curiosities is the development of their innovative curiosity at an earlier age to enable them to make a good preparation for them to make a very good exploration in the unknown fields in the future. What worries most of those experienced teachers or students’ parents most is that it has turned out to be true in most teaching cases at primary schools that almost all primary school teachers prefer natty students to naughty students in their teaching practices and teaching processes because the former are better at making them happy while the latter not. Due to the failure to improve the happy mood of those primary school teachers, those naughty students have to face the music by being punished by their teachers in a graceful fashion, by neglected by their teachers due to their inability to cater to their teachers’ personal likes or dislikes or being isolated by their peers owing to the misleading instigation of their teachers. To a great extent, the learning activities of those naughty students have been minimized at school due to their perceptive and cognitive failure to pretend to be compatible with their teachers in a sycophantic fashion. Based on the practical traumas of those students, it is of rather great practical significance for the researcher of this paper to place a great analytical emphasis on the great danger into which those students have been thrown and the appropriate actions to be taken to improve those teachers’ educational tolerance and educational conscience, to put a full stop to the unconscious educational persecution happening at primary schools, and, to give a strong perceptive and cognitive impetus to those naughty students in the stimulation and promotion of their strong innovative curiosities after the evident and essential investigation, exploration, identification and inspiration of those innovative curiosities.