The Popularity of Teachers
REVIEW OF RELATED LITERATURE
The researcher has found the following studies and literature as relevant to the system being proposed. FOREIGN LITERATURE
Teacher education is a commonly studied predictor of quality in early childhood classrooms and it has been consistently associated with teacher effectiveness in early childhood classrooms (Bowman et al., 2001; de Kruif et al., 2000; Helburn et al., 1995). Teachers can be popular just because they are friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one teacher is more effective than another but we need to be able to identify the skills and behavior we require in a true professional. Teachers can be popular just because they are friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one teacher is more effective than another but we need to be able to identify the skills and behavior we require in a true professional. Proper preparation is another crucial requirement of professionalism. When the teacher enters the classroom s/he should have all the required materials and the lesson plan ready. Nothing is sloppier than poor preparation.
Interaction with the group needs professional standards of behavior: polite, firm and fair just about sum it up. And in orchestrating the class the teacher must give everyone their chance to contribute and should be flexible enough to modify lessons if they are obviously not going to plan. Indeed a fall-back position is part of good planning.
It stands to reason also that teacher must observe punctuality and appropriate tidiness and dress: it is not possible to demand such behavior from students if the teacher doesn’t set the standards. Indeed I can remember occasions on which students have complained to me about “scruffy” teachers. Since the 1920s, the issue of teachers’ qualifications,
The researcher has found the following studies and literature as relevant to the system being proposed. FOREIGN LITERATURE
Teacher education is a commonly studied predictor of quality in early childhood classrooms and it has been consistently associated with teacher effectiveness in early childhood classrooms (Bowman et al., 2001; de Kruif et al., 2000; Helburn et al., 1995). Teachers can be popular just because they are friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one teacher is more effective than another but we need to be able to identify the skills and behavior we require in a true professional. Teachers can be popular just because they are friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one teacher is more effective than another but we need to be able to identify the skills and behavior we require in a true professional. Proper preparation is another crucial requirement of professionalism. When the teacher enters the classroom s/he should have all the required materials and the lesson plan ready. Nothing is sloppier than poor preparation.
Interaction with the group needs professional standards of behavior: polite, firm and fair just about sum it up. And in orchestrating the class the teacher must give everyone their chance to contribute and should be flexible enough to modify lessons if they are obviously not going to plan. Indeed a fall-back position is part of good planning.
It stands to reason also that teacher must observe punctuality and appropriate tidiness and dress: it is not possible to demand such behavior from students if the teacher doesn’t set the standards. Indeed I can remember occasions on which students have complained to me about “scruffy” teachers. Since the 1920s, the issue of teachers’ qualifications,