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被学生需要,让我“不忘初心”

                         被学生需要,让我“不忘初心”

光阴似箭,转眼间已经成为中学专职心理健康教师两年了。初入职场的这两年,我的职业生涯心情犹如“过山车”般,起起伏伏,时而迷茫陷入沉思,时而开心的犹如吃了蜜糖。我总是问自己,在心育这条路上,我该何去何从呢?

一、职业考验,动摇初心

单打独斗,有些孤独。按照规定, 一般来说一个学校只有一个心理健康教师。我校是一所新建学校,心理健康教育工作更是一片空白,对于初入职场的我不知如何着手。其他学科的教师都是三五成群,定期在一起研讨教学问题,新入职的教师也有师傅们指导,而我只能自己一边摸索一边开展工作。办公室一般按照学科进行安排,加上方便学生随时找我交谈,我也是独立办公室。刚开始工作的那会儿,内心总是羡慕其他学科的教师可以一起谈论工作,一起谈论生活。

新生学科,不受重视。中小学心理健康教育工作在最近几年才开始越来越受到国家的重视和大力推行,可是相对于学生和很多教师而言,它毕竟是一门新生课程。记得在我读中学时期,我们从未听闻过心理课程和心理教师,加上心理教育的工作都是在潜移默化中对学生产生影响,似乎没有像考试分数那样立竿见影,立马见效,所以在很多其他学科的老教师眼里心理课程就像是个摆设,心理教师就是为了应付上级的检查。同样,由于心理课程没有考核的要求,很多学生没有引起充分的重视。初入职场的我面对同事的不理解和学生的不重视,内心难免感到失落。

体系欠缺,晋升受限。所谓“内行看门道,外行看热闹”,每门学科都有它专业的体系和特点,我校的心理健康工作从建立和实施都是由我一个人负责,其他同事不知道我每天在做什么,领导们也似乎没看到像中考成绩那样显而易见的效果数字。所以,在学校各种奖励和先进评选工作中,永远不会有心理老师的资格。自己无论做了多少工作,在他们眼里似乎并没有价值。

初入职场的这两年,面对如此的职业窘境,内心难免开始怀疑:“中学专职心理健康教师,我真的该坚持走下去吗?”“我的工作难道真的是没有价值的吗?”“我需要去教其他的学科吗?”面对职场考验,当初爱心理的初心,似乎有些动摇。

二、学生需要,重拾初心

教师最大的幸福感来源于学生。面对一张张可爱的笑脸,听着一声声亲切的问候,感到一份份真诚的需要,我慢慢感受到了作为一名中学心理教师的价值,也慢慢重新拾回了那份初心。

1、心理教师是学生心灵“及时雨”

在我看来,小可是一位有正义感比较热心的学生,可是在同学眼中她似乎是个喜欢多管闲事的人,班上的同学似乎不太喜欢她,这让她非常的苦恼,加上自己家庭的一些原因,小可同学总是心事重重,容易与学生发生矛盾。 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