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Problems begin when self-assertion becomes an end in itself, that is, they try to achieve love and respect not at the expense of their original (and even risky in some way) reasoning, but at the expense of cheap methods of “seducing” audiences or methods of “intimidating” poor students, or through the techniques of “playing along” to unformed tastes and scientific (and more often to pseudoscientific) student bias. For example, instead of acquainting students with well-established ideas, the teacher avoids these “boring” topics and immediately turns to popular (or rather populist) topics that have nothing to do with serious science.
One of the most common options for self-assertion is the organization of “very strict” examinations and tests. Here the teacher begins to literally “rage”, forcing students to reproduce a lot of completely unnecessary and insignificant nuances of the question on which they answer. At the same time, of course, “unsuccessful” are put in a mass order. And all this, in the opinion of such “strict” self-affirming teachers and examiners, should contribute to improving the “quality of knowledge” and the status of teachers in the eyes of students. At the same time, an interesting pattern has long been noticed: the more solid the scientist, the less he allows himself such variants of self-affirmation. And vice versa, the less insignificant a given teacher, the more malicious he is rampant in exams and tests. Unfortunately, this version of self-assertion is often characteristic of young, beginning scientists and post-graduate students: they sort of play out for ordinary students, to whom they themselves recently belonged. How can you not remember the notorious “hazing” in the army, when old-timers also “recoup” on beginners, as if avenging them for their recent humiliations (although what have the beginners here?).
It must be remembered that the essay Typer itself is an opportunity for a student to demonstrate the essence of the issue in question in a short time. Unfortunately, quite often on exams there is a rather indecent game in the painful reproduction of irrelevant details that a normal person (for the sake of preserving his mental health and clearing the memory of all rubbish) simply quickly forgets. As a result, we get a lot of excellent students who for some time are well versed in irrelevant details, but do not understand something more substantial … And to some extent this is facilitated by some self-affirming teachers in examinations and tests.

The problem of self-affirmation of teachers is complicated by the fact that students often understand the unjustified severity of teachers with understanding, and then even remember with joy this after graduation. It has already been mentioned above that on this basis, some former university graduates, when they themselves begin to teach psychology, begin to copy the behavior of such teachers.