Qualities of a Good Teacher
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 knowledge 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 on 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
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 knowledge 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 on 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
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.html 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.