‘Good’ and ‘bad’ teachers‘good’ and ‘bad’ teachers
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The document discusses students' perceptions of good and bad teachers from multiple perspectives. According to students, good teachers are helpful, supportive, personable, knowledgeable, use a variety of teaching styles, are fair and flexible. Bad teachers are described as mean, unwilling to help students, judgmental, routine and inflexible in their teaching. Another section discusses what makes a good teacher from a student's perspective, including being approachable, treating students equally with respect, and acknowledging their own limitations.
![Students’ perceptions of ‘Good’ and
‘Bad’ teachers
‘Good’ teachers
• Helpful and supportive
• Taking the time to explain
material in depth
• Friendly and personable
• Understanding and know the
subject well
‘Bad’ teachers
• Mean and unfair
• Unwilling to help or explain
material and ideas beyond
instruction
• Judgemental of pupils’ [sic]
parents and siblings.](https://image.slidesharecdn.com/goodandbadteachersgoodandbadteachers-140822143913-phpapp01/85/Good-and-bad-teachers-good-and-bad-teachers-1-320.jpg)
![‘Good’ teachers
• Using a variety of
teaching style and
innovative approaches
• Fair and having equal
standards and
expectations of pupils,
regardless of their test
scores.
‘Bad’ teachers
• Routine and unchanging
in their teaching styles
and methods
• Inflexible and
disrespectful of pupils
[sic]
• Unaware of and
unsympathetic to pupils’
personal problems
• Physical intimidating and
verbally abusive.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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‘Good’ and ‘bad’ teachers‘good’ and ‘bad’ teachers
- 1. Students’ perceptions of ‘Good’ and ‘Bad’ teachers ‘Good’ teachers • Helpful and supportive • Taking the time to explain material in depth • Friendly and personable • Understanding and know the subject well ‘Bad’ teachers • Mean and unfair • Unwilling to help or explain material and ideas beyond instruction • Judgemental of pupils’ [sic] parents and siblings.
- 2. ‘Good’ teachers • Using a variety of teaching style and innovative approaches • Fair and having equal standards and expectations of pupils, regardless of their test scores. ‘Bad’ teachers • Routine and unchanging in their teaching styles and methods • Inflexible and disrespectful of pupils [sic] • Unaware of and unsympathetic to pupils’ personal problems • Physical intimidating and verbally abusive.
- 3. What makes a good teacher What makes a good teacher Helps us feel Part of the class Protects our rights And prevents name calling Is fair and consistent, Treating everyone equally Is approachable if We have a problem Helps us with our Work even outside Lesson time Believes in use Gives interesting lessons Explains things clearly Treat us with respect And as individual Helps us if we make mistakes Knows our name Has sense of humour Does not take the mickey If we get things wrong Shows an interest in us and What we do outside school Is ready to be flexible and acknowledge Mistakes if he makes any Is prepared to acknowledge He does not know everything
- 4. Potential Effects on student Administrator Classroom Environment and atmosphere Relationships Between staff And student Thinking Emotions Behavior Seating arrangements Seating arrangements Organisatio n Organisatio n Display Display Visual appearance Visual appearance Layou t Layou t Teacher behaviur Teacher behaviur Expectanc y Expectanc y Group work Group work SupportSupport Self Efficiency Self Efficiency Academic performanc e Academic performanc e motivatio n motivatio n Stress coping Stress coping Self- worth Self- worth AnxietyAnxiety DisruptionDisruption WithdrawalWithdrawal AffiliationAffiliation physical psychological CLASSROOM ENVIRONMENT
- 5. Classroom Environment • How does it look and feel? • Is it an inviting and stimulating environment? • What do you think of the décor the materials on show, your desk, student’s desk and other furnisher? • Do you think it is well laid out? • Could it be improved? • What is good about it? • What is lacking?
- 6. PERSON – ENVIRONMENT FIT Individua l believes and values Individua l believes and values Organisationa l culture Organisationa l culture Individual Personal strength And abilities Organisational climate Organisational Demands and expectations Match Level of stress Job satisfaction Quality of work
- 7. Teacher control Of students at its highest Students’ self Control at its highest Students’ control Of selves increase Teacher monitoring Early encoun ters Early encoun ters Providing a setting Where feedback From students is encouraged Deciding who Sits where Making first Impressions count Setting rules Looking And Sounding confident Making Clear what You expect Ensuring Students know Who you are Establishing routines Basic Learning activities Specifying The conditions For learning Assessing Students’ Existing Knowledge Of the subject Engaging in Formal whole Class lessons Establishing And expressing Your authority Late r stag e Late r stag e Increasing Levels of Personal Responsibility Given to student Increasing mutual trust Monitoring and Reinforcing rules Extending Learning requirement s Engaging in More informal Teaching methods Modifying Routines to Suite changed Needs and Nature of Relationship With class Adjusting Conditions For learning To reflect Developing Relationship With class Encouragin g Wider and Deeper Appreciation Of subject And of Each other Engaging In more Informal Teaching methods Making students feel Safe and secure Facilitating teacher’s Confidence and security Academic learning building Student confidence and esteem Building class’s social identity Teacher emphasis Encouraging students to •Reflect •Itake on board increased responsibility for their action •Appreciate
- 8. Specify the actual behavior you are unhappy with. Specify the actual behavior you are unhappy with. Tell the other party how to see the problem Tell the other party how to see the problem State how you feel about this behavior in a firm confident manner without getting emotional State how you feel about this behavior in a firm confident manner without getting emotional
- 9. Focus on positive outcomes, not your irritation with the other party Focus on positive outcomes, not your irritation with the other party Tell them what you want them to stop doing and what you expect in its place Tell them what you want them to stop doing and what you expect in its place Keep the discussion on task: do not let the other party change the subject to put you in a defensive position Keep the discussion on task: do not let the other party change the subject to put you in a defensive position Do not make threats or promises you cannot or will not carry through Do not make threats or promises you cannot or will not carry through Respect their needs and goals and negotiate a fair settlement Respect their needs and goals and negotiate a fair settlement
- 10. OUTCOMES Have a contingency plan in case they refuse to cooperate or agree to your request and then do otherwise.
- 11. Thank You