Below are the qualities and characteristics of a good teacher, some of which you may be very familiar with. Take a look and see what you think.
They are self-confident:
Confidence to teach can mean a number of things: it can range from confidence in the knowledge teachers are teaching to confidence in their ability to master the teaching and learning process in general. In addition, good class management is also important to improve self-confidence. While these two “revelations” (and many more) are important, the most critical trust a teacher can experience is much more general and harder to describe than that.
Self-confidence is having confidence in your ability to do a good job, to help students improve, to act in a positive way, to adapt to new teaching method . It is also to be aware of its value and its usefulness in society.
It’s the awareness that you have of knowing that you are in the right place to do what you want to do and that no matter what happens, having this time to spend it with these young learners will be beneficial, both for them and for you. for the students, it is clear that the teachers radiate this feeling. Working in schools can be difficult and stressful, but also – thankfully – extremely rewarding. But if you do not believe that you are in the right place when you are teaching are not.
They have life experience:
Having some experience of life outside the classroom and outside of education is invaluable in contextualizing learning and keeping school activities in perspective. This is one of the characteristics of a good teacher. Teachers who have traveled, worked in other fields, played high-performance sports, or had a number of other life experiences bring to the profession perspectives other than those of the theoretical “teacher”. From understanding the critical importance of collaboration and teamwork to being able to answer the timeless mathematical question “when are we going to use this?” »,
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They are aware of student motivation:
For students to seek to improve, they must of course be motivated. And to create this motivation in them, they must be allowed to act as the main actors; their role is not to receive information as in a teaching activity (for example, a presentation), but to use the material learned to solve problems or to carry out the exercises proposed by the teacher. ‘teacher.
Also, with each student having a different set of interests, each student will have a different set of motivators as a result. Many (or most) students will be able to reconcile their own perspectives and ambitions with what is happening in the classroom and derive sufficient motivation to move forward. Unfortunately, some students will also simply rely on external motivations. What’s worse is that we’ve all come across students who can’t find a connection between what motivates them and what’s going on in the classroom around them.
These students run the risk of disengaging completely. This is where the lead teacher needs to get to know each of their students to help them contextualize the work they are doing and allow them to connect with something within their area of interest. Teachers who cannot help students build this relationship need to rethink what is happening. After all, what is the point of work that a student finds no interest in and cannot make any connection to?
They are humans, not heroes:
Yes, all teachers are heroes. Now let’s move beyond the platitude to see what it really means. Some teachers still struggle to show their vulnerability to fallibility. These teachers will spend a tremendous amount of energy hiding the fact that they are frustrated with something, upset, or perhaps even angry. Why? Other teachers are bound by the internal logic to avoid admitting “I have no idea the answer to your question”. But among the qualities of a good teacher is that he genuinely connects with students, is not afraid to show emotion in class, and can humbly admit that he is not the repository of all knowledge.
Of course, no one wants to be a killjoy teacher in class, but what better way to teach empathy than to provide students with someone to empathize with when they start a bad day? What better way to foster collaboration and teach than to admit that it’s okay not to know something and then say, “I don’t know, let’s find out”?
They are technically proficient:
Let’s not insist on this point. After all, a lot of ink (or pixels as the case may be!) has already been spilled on this topic. Over time, the statement: “but I’m not very good with _________” (fill in the blank with any number of technological devices) becomes more like: “but I’m not very good with a telephone “.
The only time the above sentiment is acceptable is when it is immediately followed by, “but I’m willing to learn!” After all, we wouldn’t accept such weak rationalizations from students about their work. As teachers, we lose credibility every time we allow such excuses to go unchallenged. There, all is said…
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They have great adaptability and flexibility:
Among the qualities of a good teacher: They have great adaptability and flexibility
Each student comes from a unique background with individual personality, educational needs, and diverse developmental stages. Often teachers feel that while a lesson plan or teaching method actually works well with one type of student, it may not necessarily work with another student. Good teachers, therefore, learn to adapt to meet the individual needs of each student. You can learn how to adjust by following these steps:
– Celebrate student individuality:
create an environment of acceptance by encouraging creativity, freedom of thought, and questioning in the classroom. Accept students where they are developmentally and academically. When students feel comfortable and accepted, they also feel more comfortable asking questions and learning.
– Identify different learning styles:
Good teachers are able to identify the individual learning needs of their students while creating lesson plans to suit their academic styles. For example, some students learn best in a classroom setting, while others are better able to grasp information through hands-on learning opportunities. Consider combining methods in lessons to engage your students’ attention more.
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