Describe the Personal and Professional Qualities of a Teacher.
Course: General Methods of Teaching
Course code 8601
Level: B.Ed Solved Assignment
Answer:
Personal Qualities of a Teacher
The following are the personal characteristics of a teacher:
Fairness
Fairness is one of the characteristics of the student’s favorite teachers. All humans possess an inbuilt sense of fair play. Whenever a person violates, the other person in this situation is prone to react negatively.
Any impression of favoritism, or lack of fairness, leaves scars on the lives of persons that last forever. The students report in great detail, the unfair actions of their teachers when they had a negative experience of competition between classmates, even after many years have passed.
Positive Attitude
Another characteristic that students like most is the positive attitude and approach of the teacher they use in the classroom. Scholars suggest that effective teachers are those who use meaningful verbal praise to get and keep students actively participating in the learning process. Effective teachers are generally positive-minded individuals who believe in the success of their students as well as their own ability to help students achievements.
If the teachers have a positive attitude they “catch students doing things right" rather than “catching them doing something wrong.” The students often recall praise and recognition that was given by their teachers at schools, and they point to the confidence and direction that often resulted in their lives.
Preparedness
Competence and knowledge of the content area being taught is something that our college students have always mentioned about their favorite teachers. In a retard: the students pointed out that in classrooms where teachers were well prepared, behavior problems were less prevalent. The well-prepared teacher is more likely to be able to take time during lessons to notice and attend to behavioral matters and is less likely to miss the beginnings of potentially disruptive activity. If, on the other hand, teachers have not spent sufficient time in planning and preparation, they tend to be so focused on what they are doing that they miss the early signs of misbehavior. This ultimately results in frequent disruption, waste of valuable instructional time, and student frustration.
Personal Touch
Teachers who are connected personally with their students; call them by name, smile often, ask about students’ feelings and Opinions, and accept students for who they are. As well as the teachers who tell stories of their own life events that relate to the subject matter currently being taught, motivate student’s interest and endorse bonding with the students. Teachers who show interest in their students have interested students.
Sense of Humor
If a teacher can break the ice in difficult situations with the use of humor, this is an extremely valuable asset for teaching. According to McDermott 49. Rothenberg (2000) students enjoy teachers with a sense 'of humor and remember those teachers who made learning fun. Good teachers enjoy a laugh with the class occasionally.
Creativity
Creativity students always like the unusual things that their teachers do in creative ways. The construction of models or things from waste like plastic bottles provides a field into which children could go and work by themselves quietly on academic activities like puzzles and word finds.
Fun activities arranged by teachers in the classroom encourage the students to learn. Teachers can use unique ways of motivating their classes. The teacher sets a reward for the class for reaching a particular academic goal. For example, a teacher can give extra marks on the work done by the students creatively.
Willingness to Admit Mistakes
Forgiving
Effective teachers reflect a willingness to forgive students for misbehavior. For example, if a student repeatedly asks irrelevant questions and detracts others from the lesson. The teacher can simply say the question is relevant and direct the student to further study.
Respect
The teachers desire to be respected by their students. The teachers who give respect to their students are always respected by them. Effective teachers can train their students to be respectful in many ways such as he can keep individual grades on papers confidentially or speaking to students privately after misbehavior not in front of others. Good teachers show sensitivity to feelings and consistently avoid situations that unnecessarily make students uncomfortable.
High expectations
Compassion
Sense of Belonging
Why these qualities are required?
Knowledge and skills are taught and learned at school. School is a little community itself where teachers and students interact -with each other. During this interaction, teachers influence their learner’s behavior, and learners influence their teacher’s behavior The nature of this interaction is an important factor in determining the learner's perceptions of school and his/her attitudes toward school-related persons and activities This factor involves the relationship between the personality of the teacher and that of the learner.
A teacher’s personality traits are important as Callahan, (1966) says that the teacher whose personality helps create and maintain a classroom or learning environment in which students feel comfortable and in which they are motivated to learn 18 is said to have a desirable teaching personality.
Research says that teachers are cognitively oriented toward, pupils while pupils an effectively oriented toward teachers. A teacher's personality is, therefore, directly and indirectly related to learning and teaching in the affective domain as well as to the cognitive and psycho-motor domains, (LEW, 1977)
Teachers have the right and responsibility to develop a climate in the classroom that supports effective learning. Aristotle quoted in Stephen Covey, "The Seven Habits of Highly Effective People", says, "We are what we repeatedly do".
Professional Qualities of a Teacher
The teacher's professional; characteristics are the following:
Collaboration
i) The teacher works with others to achieve a common goal. Interacts constructively with peers/colleagues, administrators, supervisors, staff, mentor teachers, and parents
- Shows consideration and respect for the thoughts and feelings of others
- Demonstrates effective verbal and non-verbal communication skills.
- Demonstrates flexibility with others.\
- Solicits suggestions and feedback from others
- Maintains communication with colleagues, supervisors, and mentor teachers when questions or concerns arise
- Recognizes a range of valid viewpoints Functions as a contributing member of an instructional team to achieve long-term
ii) Functions as a contributing member of an instructional team to achieve long-term curriculum goals, state content standards, and district standards (term 4)
- Communicates effectively both verbally and non-verbally
- Share ideas and materials
- Offers ideas and observations at IEP meetings
Honesty and Integrity
The teacher demonstrates truthfulness, professional behavior, and trustworthiness,
i) Displays honesty and integrity
- Maintains confidentiality
- Elicits trust and respect from both peers and supervisors
- In completing course and field experience assignments, produce original work and credit sources when appropriate
Respect
The teacher honors, values, and demonstrates consideration and regard for oneself and others.
i) Is respectful of cultural patterns and expectations within a community context\
- Presents self in a professional manner (e.g., dress, communication)
- Speaks and behaves in a manner that is sensitive to linguistic and cultural differences and respects the dignity and worth of others
- Establishes good rapport with students and colleagues
- Seeks to address the varied learning needs of students in his/her classroom, including lower-performing children and those with disabilities
- Recognizes and respects identities informed by a group’s historical context
Commitment to Learning
The teacher values learning for self and students.
i) Exhibits energy, drive, and determination to make one’s school and classroom the best possible environment for teaching and learning
- Plans and delivers instruction that engages all students in his/her classroom and addresses their learning needs
- Values ongoing assessment as essential to the instructional process
- Implements research-based strategies
- Proposes ideas and solutions that address curriculum, instruction, and classroom management
- Locates and/or creates materials that bring about student learning
- Assumes responsibilities, locates materials and resources, and improves teaching
- Reflects upon and evaluates effectiveness as a teacher, and seeks to improve skills
- Reflects on and offers ideas to address curricular, instructional, and classroom management matters
- Engages students in discovering how knowledge is constructed
- Actively and consciously looks for stories, wisdom, action, and creations of knowledge from diverse perspectives
- Reflects upon and evaluates effectiveness as a teacher, and seeks to improve skills
- Receives feedback m a positive manner and makes necessary adjustments
- Regularly re-assesses his/her commitment to the profession
- Evaluate instruction and student interactions and modify as needed
Emotional Maturity
The teacher demonstrates situation-appropriate behavior.
i) Is self-confident and enthusiastic
- Displays enthusiasm for teaching and the subject matter
- Demonstrates self-confidence through body language, voice tone, eye contact, and preparedness.
- Exhibits energy, drive, and determination to become a professional educator
- Arrives early or on-time
- Completes assigned tasks promptly
- Follows through with assignments and expectations
iii) Models social skills, character traits, and dispositions desired in students.
- Establishes caring and mutually respectful relationships with students
- Explicitly teaches and models desired behaviors and attitudes
Leadership and Responsibility
The teacher acts independently and demonstrates accountability, reliability, and sound judgment.
i) Is aware of and acts according to school policies and practices
- Has obtained and read the school policy manual
- Adheres to class, school, and district rules and policies.
ii) Advises students in formal and informal settings
- Shows concern for all aspects of a student’s well-being, is alert to signs of academic and behavioral difficulty, and responds appropriately
- Actively listens to and advises students, making referrals as appropriate
iii) Meets work schedule demands
- Is prepared for lessons and other responsibilities
- Meets and consults with mentor teacher each week to plan lessons
iv) Is aware of the importance of professional appearance and demeanor
- Dresses professionally
- Displays a positive attitude
- Communicates in a professional manner
v) Demonstrates initiative, acceptably, for introducing programs or practices in a school or classroom
- Make suggestions at faculty meetings
- Offers ideas to mentor teachers and other instructional team members around instructional, curricular, and behavioral needs of students (College of Education, Division of Teacher Education, Revised May 10, 2010)
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