Impact of Teacher Personality to Student Learning
Series II – Step 5
How Teacher Personality and Style Affects the Growth of Self Confidence
Adapted from the book, Creating Confident Children in the Classroom: The Use of Positive Restructuring. Pierangelo/Giuliani: Research Press
Introduction
More and more, teachers are becoming a primary influence in children’s lives, and in some cases they may be the openly healthy adults some children encounter during the day. Twenty five years ago family structures were different, and teachers did not require the depth and variety of social/emotional skills that are required of today’s teachers. Teachers today are not only educators, but therapists, parent substitutes, mentors, advocates, and more. Therefore, it stands to reason that a teacher’s personality and teaching style can have a profound impact on children’s academic performance and general development. While the emphasis in the last four parts has focused on the student, this part will focus on the importance of teaching style in creating a positive environment in which student confidence is fostered. It will be very important to step back and evaluate how you are defined as a teacher, your goals in teaching, and the manner in which you present yourself to students. Does your teaching style allow for an environment where confidence can really be reinforced or an environment that may actually impede the growth of confidence? No single aspect of a teacher’s personality may be responsible for improving or impeding the growth of confidence in a student. For example, a very strict teacher who is fair, kind, genuine, logical, and nurturing may facilitate the growth of self confidence despite being very strict. On the other hand, a teacher who is funny but unstructured and disorganized may not facilitate children’s self confidence. Despite the fact that the children love the teacher, they may not gain confidence if the teacher cannot provide the real-life success experiences necessary for the growth of self confidence.
How Teacher Personality and Style Affects the Growth of Self Confidence
Adapted from the book, Creating Confident Children in the Classroom: The Use of Positive Restructuring. Pierangelo/Giuliani: Research Press
Introduction
More and more, teachers are becoming a primary influence in children’s lives, and in some cases they may be the openly healthy adults some children encounter during the day. Twenty five years ago family structures were different, and teachers did not require the depth and variety of social/emotional skills that are required of today’s teachers. Teachers today are not only educators, but therapists, parent substitutes, mentors, advocates, and more. Therefore, it stands to reason that a teacher’s personality and teaching style can have a profound impact on children’s academic performance and general development. While the emphasis in the last four parts has focused on the student, this part will focus on the importance of teaching style in creating a positive environment in which student confidence is fostered. It will be very important to step back and evaluate how you are defined as a teacher, your goals in teaching, and the manner in which you present yourself to students. Does your teaching style allow for an environment where confidence can really be reinforced or an environment that may actually impede the growth of confidence? No single aspect of a teacher’s personality may be responsible for improving or impeding the growth of confidence in a student. For example, a very strict teacher who is fair, kind, genuine, logical, and nurturing may facilitate the growth of self confidence despite being very strict. On the other hand, a teacher who is funny but unstructured and disorganized may not facilitate children’s self confidence. Despite the fact that the children love the teacher, they may not gain confidence if the teacher cannot provide the real-life success experiences necessary for the growth of self confidence.