Qualities of a Good Teacher Persuasive Essay Example
Qualities of a Good Teacher Persuasive Essay Example

Qualities of a Good Teacher Persuasive Essay Example

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  • Pages: 7 (1661 words)
  • Published: November 25, 2017
  • Type: Case Study
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Have you ever wondered what makes a good teacher? What separates a mediocre teacher from a terrific teacher? Teachers play an important role in the education of our society.

Important skills and aspects to have are knowledge of the learning materials, respect for the children, good communication, and an understanding of the needs of the children. These are the qualities a good teacher to should have. Knowledge One of the most important qualities for a teacher to have is knowledge.A good teacher should understand the central concepts and have an understanding of the subject that they teach and be able to demonstrate a vast knowledge of the subject matter. Knowledge enables students to approach head-on the topics at hand and bring forth from those topics a variety of perspectives, interests and points of view. In addition a teacher needs to communicate an accurate k


nowledge of the subject matter in a language and style appropriate to the learner.

Teachers should have the confidence to teach the required subject matter. To teach is to first understand purposes, subject matters structures, and ideas within and outside the discipline” (Shulman, L. 1986). Teachers need to have an understanding of what they teach and, when possible, to understand it in several ways. This is described this as the process of fitting the represented material to the characteristics of the students.

(Glatthorn) “The teacher must consider the relevant aspects of students’ ability, gender, language, culture, motivations, or prior knowledge and skills that will affect their responses to different forms of presentations and representations”(Ewell).Teachers also serve as role models. To a teacher the world is a fascinating place and they pass o

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to the students a high-level of interest in and a curiosity about all aspects of knowledge. All teachers have a background in the basic subject areas; good teachers take that knowledge and expand on it beyond the content that they are expected to teach. In addition a teacher should be able to provide students with the tools necessary for their academic future. When a teacher has the required knowledge this becomes beneficial in the success of the student’s current and future academic lives (Paltridge).

While a teacher cannot hope to predict all a student’s possible future needs, a good teacher can provide the essential basics for a student’s future by having the required knowledge of the subject matter being taught. (Paltridge) Understanding Every student learns differently, and needs a different approach when being taught. A good teacher understands that students have different learning styles- some are visual learners, some auditory learners, and others kinesthetic-tactual learners.Following the universal learning principles, a teacher is able to achieve, identify and remove barriers from the teaching methods and curriculum materials.

By understanding the individual needs of the students, such as students with disabilities and how these students learn differently, a good teacher recognizes the differences between the two and adjusts the learning process to fit the individual needs of the child. (NJCLD) This is also the case with students whom come from multicultural backgrounds.Teachers maintain high expectations for children of all backgrounds and they do not allow subtle or overt intolerance or bigotry in their classrooms or schools, and they actively select materials and develop lessons that counteract stereotypes. (NCPTS) Our neighborhoods and communities require the ability to work with

others and identify teamwork for a high quality of life. There is no better place to teach teamwork and cooperation than in schools, where children come together daily from diverse backgrounds.

Teachers take advantage of this opportunity to teach students how to live and work together productively and in a positive manner. (NCPTS) With an understanding that students come from many different backgrounds and from many different cultures and taking this into account when developing the learning tools being used in the classroom a teacher can use this knowledge to create an effective learning environment. There is no single way for a teacher to teach all the students all the time. A good teacher chooses the methods and techniques that are successful in helping a specific class or how a specific student learns on a specific day.

This can include working in small groups, student-directed discovery, or direct teacher-centered instruction. To teach students successfully, a teacher must command a wide range of techniques and be able to choose the appropriate one any given day. A good teacher is one who understands the students without bias and can communicate on their level. A teacher can take on many roles like a parent, a friend, a counselor and should be a person whom is approachable at any time confidently with problems not confined to his or her subject alone.

CommunicationCommunication plays a big part in the effectiveness of a teacher. Communication does not only take place by means of words; nonverbal communication (or body language) is equally important. (Detlef) A good teacher incorporates all forms of communication into a classroom setting by taking into account multicultural differences and uses

those differences to provide an innovative learning experience and provide meaningful classroom experiences. A good teacher understands that communication is a two-way process. They are expert listeners and interpreters of what students mean.Teachers are skilled at distinguishing the difference between a student’s expression of deep anger or mild annoyance, between expressions of true fear or of brief anxiety, and between a student who is momentarily frustrated, and one who is seriously discouraged.

(NCPTS) A teacher whom maintains model behavior toward the school and the classroom in general, provides a learning experience for the students. Students are very sensitive toward the teacher’s attitude; therefore, a teacher must be extremely self-reflective, making sure they convey a positive behavior for the classroom.Creative communication in a classroom is a helpful learning tool that a teacher can provide to a student (Chandler). By introducing the use of web pages, newsletters, and progress reports a teacher reinforces the concept that he or she is available and approachable to the student. Creative communication is also beneficial in nurturing a student’s creative potential, and teaches essential linguistic skills so that the students may learn the art of speaking and writing effectively.

Important elements in communication involve the use of teaching aids. The teaching aids include a chalkboard, paper, posters and overhead projectors (Detlef). All these can be used to prepare lessons and provide communication between the student and the teacher. Interest Showing an interest in students can be shown in many ways, such as recognizing the students’ accomplishments and encourages the students to set and achieve high standards for themselves by praising their accomplishments and celebrating their successes.

Learning all they can about the student,

the student’s interests and what is special about the student is helpful in maintaining an effective line of communication between the student and the teacher. (NCPTS) “Students are more likely to be emotionally and intellectually invested in the classes in which they have positive relationships with their teachers. ” (Phelan) Furthermore, students appreciate knowing something about the teacher’s background, why a teacher decided to work in the education field and why the field of education is important.Conveying enthusiasm for the field is a key motivator for learning. By providing interesting material that is enjoyable for both the students and the teacher, teachers are prepared to develop the student’s natural curiosity and turn that curiosity into an interest about science, mathematics, the arts and social sciences.

Good teachers design their instruction for the range of students that they teach and use a variety of methods to teach the students. Respect Respect is an important aspect in a classroom.Teachers need to have respect for the students just as the students need to have respect for the teachers. If a student is respected, that student will have the knowledge that the teacher knows what is best for them.

Teachers teach students to respect themselves, other students, and adults in the school. Even when it is necessary to correct student behavior, it is done in ways that maintain the dignity of the student. By showing a student respect, a teacher also teaches that student what respect is and that being respectful helps a person succeed in life.Spending time with the students and involving them in the learning process is helpful in understanding the students’ interests and incorporating those interests

into the learning process and into the course material thus making the material relevant to the student’s lives and that in its self can be the spark that ignites the students’ enthusiasm for learning.

Another aspect of respect is avoiding stereotypes; or jumping to conclusions about individual children based on race and ethnicity, gender, language, family economic level, or any other ways in which our society defines groups (NCPTS).When a person strives and works to become a good teacher and create an exceptional classroom environment, the core qualities are essential: knowledge of the material, an understanding of a student’s needs, exceptional communication, and interest and respect for the individual students. Without these qualities, a good teacher cannot exist. References Chandler, Jennifer - Teaching Tip: Creative Communication with Caregivers, (www2.

scholastic. com/browse/article. jsp? id=3006)Detlef R Prozesky MBChB MCommH PhD, Communication and Effective Teaching, J Comm Eye Health 2000; 13(35): 44-45 Glatthorn, A. A. (1990).

Supervisory leadership. New York: Harper Collins. Phelan, Patricia, Ann Davidson, Hanh Locke, and Cao Thanh. “Speaking up: Students' Perspectives on School. ” Phi Delta Kappan 73. 9 (1992): 695-704.

P. T. Ewell's Organizing for Learning: A Point of Entry, INTIME, Teacher's In-Depth Content Knowledge, www. intime.

uni. edu/model/teacher/teac2summary. tml The National Joint Committee on Learning Disabilities. (NJCLD), (http://www.

ldonline. org) NC Professional Teaching Standards Commission (NCPTS), August 28, 1999, EVERY CHILD’S TEACHER IN NORTH CAROLINA (www. ncptsc. org/EveryTeacher.

htm) Paltridge, B. , Genre knowledge and teaching professional communication, Volume 43, Issue 4, Dec 2000 Page(s):397 – 401 Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1-22.

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