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A comparative Study between Instinctive Teachers
and Inept Teachers
By
Fathi Nimrawi
Contents:-
Preface……………………………………………………………………………. 2
Introduction ….………………………………………………………………… 3
Instinctive Teaching……………………………………………………….…3
Instinctive teachers' stigmas…………………………………………….4
Inept teachers ………………………………………………………………...5
Students' perspective and parents' responsibility…………….6
The role of the teacher……………………………………………………..6
The role of supervisor……………………………………………………….7
The role of the principle…………………………………………………….8
Tips for teachers ……………………………………………………………..8
Conclusion…………………………………………………………………………9
References……………………………………………………………………….10

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Preface
Most of the information presented in this paper is based on my experience as a teacher.
I worked in several schools, and I was introduced to almost all sorts of teachers
during the past ten years; teachers whom I can classify as instinctive and others
whom I can classify as inept or incompetent. To honor those instinctive, creative and
distinguished teachers and to highlight the extremely dangerous impact of
incompetent teachers on students in specific and the educational process in general
and because it was not fully covered i chose to write in this subject. Moreover during
the past ten years, I dealt with variety of students; I learnt from them as much as I
taught them .they made me experience new ways of teaching Ways that I think no
teacher has ever experienced before, they led me to the extreme They made me
think of and create completely new methodology which I called later (My own
Methodology). Maybe I was driven by my instinct, or by the covenant that I made to
myself to give my best, either ways
I truly believe that I in so many aspects i Succeeded in bridging the gap between
myself and my students, and they succeeded in shaping my character as a teacher,
it was a partnership that Iam so proud of. So I owe them the gratitude

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Introduction
Life is all about instinct ; mama bear teaches her children instinctively how to hunt
and get their food in the wilderness; she doesn’t follow certain methodology ,she
doesn’t plan , she only follows her instinct and acts the way her mother used to act
whichmakes her an exceptionally dedicated teacher.
Since the rise of man’s history people where divided intothose who teach and those
who are taught, those who teach didn’t follow neither communicative approach nor
the audio- lingual; they were only driven by their instinct, they were born to be
teachers. Teaching, therefore; is just like any other profession either you teach
naturally or you learn how to teach.Some of us are instinctive athletes, artists or
teachers they never follow any roles,therefore they can be judged as instinctive
people, because they set and create roles of their own, because they believe that
following roles that already exist will limit their way of thinking, and will reflect
negatively on their character as teachers or craftsmen. Because they depend upon
their instinct, you always find them full of confidence towards what they are doing.
Instinctive Teaching
Instinctive teachers were born and not taught to be teachers; some teachers start
the school year by reviewing previously learned concepts, they tend to repeat
themselves in a dull and boring style, which reflects negatively on the teaching
leaning process. However, Instinctive teachers are somehow aware that this is a
time when students are most motivated to learn, so they introduce new topics
student have never seen before. This technique, known as Front Loading, shows
students that their teacher is as excited as they are, intends to challenge them, and
sets the tone for the whole year. Such teachers are always digging to come up with
the best for their students.They have their own approaches, they are no doubt fun to
watch and they run their lessons as smoothly as a brilliant maestro.
Most teachers, who follow the traditional way of teaching, believe that English for
example is just like mathematics or physics, where rules and laws must be learnt up
heart. When I teach math to my little girl, at home, I tend to explain and simplify the
rules and laws for her to understand so that she can unscramble the riddle easily,
but if I want to teach her how to speak, for example I only need to speak with her
without sitting any rules or regulations, teaching – learning unconsciously .
Teaching Englishis something completely different because there are ,as I believe ,
no specific rules or laws to follow when teaching a foreign language. The more you
listen, the more your ears will get used to the tone of the language ,the more you
speak the more fluent you will get, the more you write the less spilling mistakes you
will commit .all these skills are acquired and are built up gradually within a relatively
long period of a hard and persistent work. They are not governed by rules or
laws.Eventually, the long term results are exciting, all what we need to do, as
teachers, is to brain storm our students, encourage them and remind them that in
order to be able to use the language good enough to express themselves, they only
need to break the ice and use the mass storage of vocabulary their memories
store.Instinctive teaching suggests that teaching is a battle field; you must use all
means necessary to win the war regardless how to start or when to start, because
the out comes are the most important. Students tend to imitate their teachers, if a
teacher sets a fine example, he gets fine results .There is nothing such a bad

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student, but there is something such a bad teacher who always tries to cover his
failure by planting it upon the students' shoulders.
Instinctive teachers have the ability of stimulating and motivating their students,
because they are creative and unpredictable for them.They always come up with
something different that provokes students' thinking and makes them busy all the
time. I think instinctive teachers have full control of their classes, they know when
to start an activity and when to shift to another, and they also have the talent of
switching the mode and changing the atmosphere of the lesson. For example, they
know when to make a jock and accept the student's jocks, in this way neither the
teacher nor the students will get board and lessons will always be on the right track
Instinctiveteachers' stigmas
The most the important stigmas thatstigmatize instinctive teachers are that they
are intuitive. Intuition (present minded) is the ability of the mind to develop answers
to questions unconsciously depending on his competence. Often a question will
provoke your mind to answer without using conscious processing time, and the
answer is said to come "out of the blue or "suddenly". Of all the many abilities of the
human mind, this is one of the most astonishing and often used. Just knowing what
to do is often an automatic process that occurs without much conscious figuring.
Teachers with stronger intuition make fewer mistakes and can seem luckier, wiser,
or more mature. They are always present minded i.e. they are always aware of what
is going on inside their classrooms, and fully prepared for any unexpected situations
that might occur.
The ability to improvise, improvisation is a technique that few people are good at, it
is the ability to think fast, even faster than any one can notice, to deal with any issue
whither academic or social, and to come up with answers through connecting
previous pieces of informationtogether and connect them to the problem, most of the
time the outcome is a perfect solution.
Instinctive teachers have a very great deal of competence, stored information, which
is enforced by their high performance
They love what they do; they don’t do it because it is just a job or because they are
afraid of theirsuperiors.They do it because they believe in it and they are very good
at what they do.Which makes them do their work comfortably and efficiently.
They believe that teaching in general is a gift, itis not limited to a certain curriculum,
so they create and develop supplementary material, of their own, that gives the
curriculum a depth, they are acceptable and interesting for their students. They own
a very high self-esteem and self-respect, most of them are not organized, in addition
theydon’t believe in restrictions and limitations imposed by some superiors; they see
them as obstacles that limit the creativity of both teachers and students.
They never underestimate or patronize their students; on the contrary, they keep
the distance very close; they believe that they should be friendly, but firm since they
believe that their students are their overall product which they think it must be of a
high quality.

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It is not easy to be an instinctive teacher because of the very huge amount of effort
involved, professionally as well as emotionally. Instinctive teachers didn’t choose to
be what they’re nor did they learn to be what they are, they were simply born to be
what they are. You always find them happy to be exactly where they are, they make
mistakes sometimes just like anyone else, but they accept their errors and
drawbacks with humor and self-forgiveness. They are eager to learn more, to gain
further skills in their profession.
Finally, they are fun to watch because of theiroutstanding jobs. Students like their
classes and learn all that was required plus a great deal more. I think such teachers
must be left alone, got out of their way and left to work in peace; just encourage
them to keep up the good work and let them know you are always available incase
help was needed or wanted.
Inept teachers
Inept teachers, who form the majority especially in the Arab world, are always
complaining and whining about their students' negative attitude towards learning,
and about the circumstances that engulf this career. They wouldn’t hesitate to take
any opportunity possible to escape classes, and they would cheer with joy the
moment they leave school. Such teachers don’t bather about their students or about
finding new techniques to develop their performance and improve their students'
attitude on the contrary, they tend to repeat themselves even with their mistakes,
they don’t have the well or the desire to change. Since they don’t like what they do,
you always find them bored and miserable as soon as they enter the classroom and
remain so until they exit it. Those teachers have minimal self-esteem and self-
respect, they feel fearful, anxious, and insecure they believe that they have no other
profession to replace teaching; they can't quit because they need the money and
benefits that this work provides. Their classes are boring, because they don’t believe
in innovation. They are often skeptic and pessimistic. When it comes to criticism they
are the best to criticize. They underestimate what others do or think of. They never
provide solutions; they always hide behind their vanity.
They are good at faking lessons out especially, when they know that they will be
visited by their supervisor or by the principle; that means they only teach four
lessons a year. Nevertheless, the huge gap between them and their students is
clearly noticeable. They are good at bootlicking; you find them all the time flattering
their superiors. Some superiors disregard the fact thatthey're bad teachers and
ignore the main duties that those teachers were assigned to do, just because they
pretend to help them in tasks that have nothing to do with the job that they are
supposed to do, sometimes personal. The only victim in this chaos is the student
who is the core of the teaching learning process.

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Students' perspective and parents' responsibility
As for the students, I am particularly struck by the refreshing simplicity of the
students' perspective. Students do not have the critical awareness that comes with
adulthood. Even though, some of them, especially in the secondary stage, are aware
of the type of teachers they are dealing with, but they don’t have the free well to
choose their teachers since they are oppressed and not listened to most of the time,
so they modify their objectives to get the highest grades regardless the knowledge
that they already lost because of careless teachers and ignorant superiors. The thing
that has a bad impact on teaching- learning process, a very simple equation
teachers (inept), superiors (ignorant), and students seek high grades without
deserving them the result is catastrophic a half literate generation. As they grow
older, however, things change and the complexity of the world around them begins
to impact upon the story of their lives. They begin to experience the pain and
misfortune which were a result of bad tuition and guidance of some of their teachers
they exchange their naivety for a more critical, even cynical, perspective of the
teachers who taught them, fully aware of the bad experience and even more aware
of the sides of the argument. parents, who must immediately cease all the
unjustifiable support for their children against education, play a significant role in
their children's attitude towards learning.Since they are not deprived of anything,
nothing is capable of motivating them to take school seriously. When they are asked
about their sons, they will say we give them everything they ask for without being
aware that they are condemning themselves, because they unintentionally have
played avery significant role in their children academic deterioration.
The role of the teacher
Some teachers believe that their role is limited to lecturing; they argue that
teachers' main and only role is inside the classroom drop their load and go out safely
regardless all the other variables involved, mainly students. Teachers should be able
to sense their students' physical, social, emotional and mental attributes and needs
to be part of their physical and mentalword in order to interact easily with them, and
influence the way they think and interact with the outside world. The more the
teacher is able to learn about his pupils, their needs, their educational philosophy
and about their nature the more he will be in a position to facilitate student learning.
This is a part of the learning role of the teacher which assists teachers in their role as
facilitators, people whose job is to make things easy and understandable; the role of
the teacher is diverse and has several aspects. One important aspect is that of
facilitator of student learning. The facilitator attempts to provide circumstances that
will enable students to engage with the learning opportunities and construct their
own understandings and skills.
Other important aspects that teachers should attend to besides assessing students
are,planning the learning, implementing the plan, and evaluating the process .In
addition to being facilitators; teachers should play a very essential role as curriculum
evaluators, developers and planners .Since the curriculum is set by the ministry of
education as a source of information for the students, teachers should study it
thoroughly before presenting it to their students, so that they can correct, modify,

7. 7
add, delete, or edit. They should always have a backup plan to cover any shortages
in the curriculum.
Some teachers argue that the school syllabus doesn't meet the needs of the students
and the teachers as well. In this particular issue, I would like to answer in three
points. First of all if we go back to the beginning of the 19th century and ask
ourselves the following, questions how were students taught? Who prepared their
syllabuses? What were they taught?
At the beginning of the 19th century, there were very few public schools (schools
monitored by the government) especially in the Arab world so the educational
system existed at that time was called Alkatateeb or Al Motaw'a.In this primitive
system of education there was no written laws or regulations; parents at that time
send their children to learn reading, writing, mathematics and the holy Quran.
Although it was a poor and rigid way of teaching that lake the simplest components,
because it was a solo or a one person school who played the role of principle and
the staff as well ,there was no building and of course no classrooms and classes
were given in the open the outcome was good compared to the circumstances.
The role of supervisor
Thework of supervisors is not an easy task; few people are prepared enough or
trained enough to be supervisors, because a lot of work is involved. Before becoming
a supervisor I assume that everyone went through the experience of being a teacher
the thing that makes him aware of the heavy burden that is planted upon the
shoulders of teachers. In this part I will shedlight on how to be a successful
supervisor. The role of a supervisor can be discussed in terms of job related
responsibilities and staff related responsibilities. As for the job related
responsibilities, the supervisor should set short-term as well as long term plans with
clear and direct objectives and goals for each one. He should have the authority to
provide his stuff with the necessary equipments such as teaching aids and materials,
teaching technology and the most recent techniques that facilitate teacher's work,
the human and physical resources to perform their work in an efficient manner. The
supervisors should train and guide teachers, especially the new ones and the ones
whom they think need extra attention.Furthermore, he should set a remarkable
example for his stuff through giving demonstration lessons that include the most
recent methods of teaching.
Concerning the staff related responsibilities; the supervisor should realize that he
deals with human beings, people who have their concerns and fears, people who
sometimes make mistakes. Some teachers especially old timers have certain
thoughts and beliefs which are very hard to change. In this case we are in a bad
need for supervisors who can communicate with all types of teachers taking into
consideration the many variables involved. A supervisor should be able to since the
needs of his team, and elevate his standards into a more advanced level for
example, instead of ordering, he should ask and consult, instead of telling he should
listen, instead of criticizing, he should provide the logical alternative, instead of
individualism, he should enforce teamwork and finally instead of policing he should
coach. These are the criteria that, I believe, a supervisor should take into concede-
ration if he wants to be successful in his career.

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The role of the principle
A principal is an individual who directs and monitors the academic and
nonacademic activities within a school environment. He plans and implements the
daily routines within an educational setting. The principal has many general
responsibilities which he must carry out on a daily basis. First and foremost, the
principal is the head of the educational scene. This individual provides guidance
not only for the teachers but for the students as well. The principal must monitor
all activities within `his school and be the leader of it all;
In addition, the principal must act as a link between what happens in the school
and those in the general community. The principal will meet requests from
parents, school board members and government officials. This individual is the
one these people go to with praise as well as complaints. The principal has many
numerous duties he must take part in since they are in a supervisory position.
The first duty a principal is responsible for fulfilling in their capacity as principal is
that of hiring, firing, and disciplining teachers and staff at the school. Those who
Tips for teachers
1- It should be highlighted that you, as a teacher, are not the only source of
information and knowledge; students can get information from various
sources such as the internet which is the easiest and fastest way of getting
information (knowledge at their finger tips).
2- Since you chose to be a teacher, you must start acting like one the moment
you step into a school. You should have a very high self-esteem and self
respect. You should ask yourself the followingquestions. Why do I want to
become a teacher? Am I capable of being a teacher? What are the chances
of failure? What are the chances of success? Am I going to make a
difference? If the answers to all the above questions came positive, you
should go on and pursue your quest. If the answers came negative, you
should think seriously of pursuing another career.
3- The one who says I know every thing knows nothing. One of your students
might know things that you don’t know ;you should have the courage to say
I don’t know ,I will bring the answer next time
4- Love what you do, because if love it, you'll be good at it. Love and respect
your students; never underestimate them,never patronize them, give them
more than they expect, because they are the only true judges that will
judge you now and in the future.
5- If you see that the curriculum does not satisfy your desires nor does it meet
the needs of you students, don't complain, and try to add any material that
you see of good significance. Since you are the key element in this equation
not the curriculum.
6- It is important to read about what others have to say, and about their ideas
and their attempts, so that you can form and develop your own ideas.

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7- You should never be driven by your ego; listen to what others have to say,
if you are not convinced, don't over criticize and try to present an
alternative.
8- Don't be fossilized, always try to cope with the new educational ideas and
technologies. Use them when you are convinced they will serve the
educational process.
9- Never be afraid to speak your mind as long as you know what is best for
your students
10- Never be afraid of using new techniques, especially creative ones.Students
might find odd at first, but with some dedication and presentence they will
get used to it.
11- Don’t be shy to share your experience; sharing is one of the most important
sources of personal professional development.
12- Seek PPD through attending conferences, seminars, meetings and other
activities, because when you do ,you expand your knowledge through
meeting people from different backgrounds with different techniques and
ideologies .
13- Expand your information; you should know a little something out of almost
everything, because you don’t know when you will be asked a challenging
question.Never hesitate to ask for help ,when you need help
14- Positive and constructive thinking is the key to success. Always be positive;
never say I can't always say I will try.
15- Try to be in harmony with your surrounding and in peace with yourself.
Conclusion
Measures should be taken rapidly to salvage whatever can be saved; I think a major
step should be made by the decision makers who are responsible for recruiting
incompetent teachers whoAfter years of ineptness, become incompetent supervisors.
I strongly believe that the struggling nation is a successful nation, unless our
children struggle, they will never make it to be efficient members in their work, in
their society, and in their families, when they decide to make one of their own.
As an educator, who is caught in this phase I think of the future of education only as
a set of dilemmas, so complex that it is impossible to discern an emerging step.
The idealism that inspired us to enter our profession, driven by a clear understanding
of how we would make a difference to the future of our children, is not but a colorful
dream, I didn’t even sleep enough to enjoy it.

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William,James.''Talks to the teacher on psychology and the students on some life's
ideas.''Arc Manor.po.Box10339.PockVille,MD 20845-0339.RockVille,Maryland2008.
Rose, Mike. “Lives on the Boundary.” The Presence of Others. Ed. Andrea A. Lunsford
and John J. Ruskiewicz. New York: St. Martins Press, 1997, 97-110
Thomas, David. “Lives on the Boundary .” The Presence of Others. Ed. Andrea A.
Lunsford and John J. Ruskiewicz. New York: St. Martins Press, 1997, 120-125
Spayde, Jon. . “Lives on the Boundary.” The Presence of Others. Ed. Andrea A.
Lunsford and John J. Ruskiewicz. New York: St. Martins Press, 1997, 58-64
http://www.managementstudyguide.com/role_of_supervisor.htm
http://www.hr.virginia.edu/uploads/documents/media/supervisorfiveroles
http://teaching.about.com/od/admin/tp/Role-Of-The-Principal.htm