The teacher’s personality
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The document discusses the personality of a teacher and the qualities needed for the profession. It states that a teacher's personality is the result of their education, including general culture, specialty culture, and psycho-pedagogical training. This allows them to transform information into educational messages. Specifically, a teacher needs moral qualities like justice and honesty. They must understand students' psychology and have an intuitive capacity to understand individuals. A teacher's spirit in organizing their work, lessons, and student teams is also important. Developing all these components leads to pedagogical mastery, which allows a teacher to act creatively in different situations.
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This document discusses the personal attributes and qualities of effective teachers. It identifies several key traits including passion for teaching, a sense of humor, strong values and ethics, patience, enthusiasm, and commitment to students. It also examines different types of teacher commitment, including affective, normative, and continuance commitment. Finally, it outlines seven domains of teacher competency defined by the National Competency-Based Teacher Standards, which include social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth.
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Teachers play multiple roles in the classroom. At the planning stage, teachers learn best strategies, collaborate with other teachers, analyze student data, and design engaging lesson plans. During instruction, teachers facilitate learning by providing students with information and tools to master subjects, and work individually with students. Learner-centered teaching engages and motivates students, includes explicit skill instruction, and encourages collaboration. Moving to a more facilitative role is difficult for teachers as they like being the center of attention, students may resist, and the new role requires patience and is time-consuming. Principles for the facilitative role include doing less telling and more designing authentic learning tasks, modeling thinking, encouraging peer learning, and providing constructive feedback.
Good personal qualities of a teacher
This document outlines the personal qualities and attitudes that effective teachers should possess. It identifies good personality, honesty, enthusiasm, caring, being a role model, fairness, friendliness, respect, dedication, creativity, and flexibility as key personal qualities. Additionally, it states that professional teachers demonstrate empathy, commitment to their profession, reflective practice, and a passion for teaching. The document also defines what constitutes a profession and lists criteria for professional teachers, including professional preparation, licensure, public service, adherence to ethics, and membership in professional organizations. It notes that teachers are active members of important social institutions like family, education, religion, and government.
Traits of a good teacher
This document outlines the personal and professional traits of an effective teacher. It discusses how teaching is a skill that can be learned and improved over time through training and experience. Key traits of good teachers include strong subject matter knowledge, engaging teaching methods, lesson planning, communication skills, and the ability to adapt instruction based on student needs. The document also emphasizes the important role teachers play within the school community and in society. Overall, it conveys that teaching is an art that can be developed through continuous learning and professional development.
Teacher as a role model
The document discusses the important role of teachers as role models. It states that teachers have immense influence over students, and that students tend to emulate teachers' behaviors, personality, and words. Therefore, it is important that teachers possess qualities like strong character, good mental and physical health, professional ethics, and act as a positive influence through their teachings and actions. The document emphasizes that the teacher is the yardstick that measures a nation's achievements and that a good teacher is trustworthy, talented, trained, and helps students throughout their lives.
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Teachers must demonstrate "with-it-ness" by being tuned into the classroom environment, organizing lessons effectively, and engaging students at a fast pace. They also require "street smarts" - having knowledge of their students, school, and community to solve problems using common sense. Street smart teachers also understand the institutional culture and know when to avoid certain topics at work.
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This document outlines the personal qualities and attitudes that effective teachers should possess. It identifies good personality, honesty, enthusiasm, caring, being a role model, fairness, friendliness, respect, dedication, creativity, and flexibility as key personal qualities. Additionally, it states that professional teachers demonstrate empathy, commitment to their profession, reflective practice, and a passion for teaching. The document also defines what constitutes a profession and lists criteria for professional teachers, including professional preparation, licensure, public service, adherence to ethics, and membership in professional organizations. It notes that teachers are active members of important social institutions like family, education, religion, and government.
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The document discusses why the presenter chose the teaching profession. It provides definitions of teaching and lists the personal qualities and types of teachers. The top ten reasons for teaching include influencing the future, job security, and summers off. Great thinkers like Aristotle and Einstein emphasized the importance of teaching. The presenter chose teaching because it is a noble profession, allows influencing students, and can reform society. Teaching also provides an opportunity to impart knowledge and earn a halal living.
Characteristic of effective teachers
Effective teachers exhibit positive expectations for all students, believing they can succeed. They show enthusiasm in class through expressive speaking and maintaining eye contact. Effective classroom management involves taking attendance, keeping organized gradebooks, and disciplining students. Lessons are designed with discussions, activities, and assignments that cater to the curriculum, and teachers evaluate if students mastered the material. Rapport is also important, as effective teachers form trusting bonds and are available to help students outside of class.
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2. It outlines beliefs that can damage teaching effectiveness, such as thinking one is inherently a good teacher or that improving is unnecessary.
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2. Teachers are meant to elicit students' deep desires that were planted by God and take a personal interest in each student's growth. They aim to help students become independent learners and responsible community members.
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Vygotsky's sociocognitive theory holds that culture is the primary influence on individual development. Children learn through shared problem-solving experiences with more advanced individuals like parents and teachers. Initially, adults guide problem-solving, but responsibility is gradually transferred to the child. Language is the main tool for transmitting cultural knowledge, and children internalize language to self-direct. The zone of proximal development refers to what children can do with help versus alone. Interaction with culture and social agents significantly contributes to intellectual development. Effective instruction uses scaffolding to adjust support based on the child's mastery level.
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A good teacher explains concepts to students, a superior teacher demonstrates them, and a great teacher inspires students. The document outlines eight key traits of good teachers, including knowing their subject, using varied teaching styles, and making students feel cared for. It argues that teaching is a skill that can be learned and improved upon through regular training and emphasizes the importance of smiling, using clear communication, empowering students' voices, and reaching agreements to be an effective teacher.
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A teacher must possess both personal and professional qualities. They must have a teaching license and adhere to high moral and ethical standards. Effective teachers have personal attributes like passion, patience, flexibility and a sense of humor. Professionally, teachers see themselves as agents of change and have expertise in their subject matter and teaching methods. Quality teachers have in-depth knowledge of teaching and learning strategies and use evidence-based practices to continually improve.
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The document discusses why the presenter chose the teaching profession. It provides definitions of teaching and lists the personal qualities and types of teachers. The top ten reasons for teaching include influencing the future, job security, and summers off. Great thinkers like Aristotle and Einstein emphasized the importance of teaching. The presenter chose teaching because it is a noble profession, allows influencing students, and can reform society. Teaching also provides an opportunity to impart knowledge and earn a halal living.
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Effective teachers exhibit positive expectations for all students, believing they can succeed. They show enthusiasm in class through expressive speaking and maintaining eye contact. Effective classroom management involves taking attendance, keeping organized gradebooks, and disciplining students. Lessons are designed with discussions, activities, and assignments that cater to the curriculum, and teachers evaluate if students mastered the material. Rapport is also important, as effective teachers form trusting bonds and are available to help students outside of class.
Modification of teachers behaviours
This document discusses teacher behavior and its modification. It defines key terms related to teaching and behavior, and describes various frameworks for categorizing teacher behavior, such as effective vs ineffective behavior. It also outlines principles of behavior modification that can be applied in classroom settings, such as providing constructive feedback and accepting mistakes. Methods for modifying teacher behavior are presented, including microteaching, programmed instruction, and interaction analysis. The goal of modifying teacher behavior is to improve teaching skills and facilitate student learning.
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This document defines key terms related to teaching and learning such as teacher, teaching, and learning. It outlines the elements of the teaching-learning process, including the roles of the teacher as a manager, motivator, leader, model, surrogate parent, social catalyst, facilitator/instructor, and guidance counselor. It also discusses the learner as the most important variable, and how instructional methods and methodology are part of the teaching-learning process.
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“It takes a perfect blend of several qualities to create a truly effective teacher who can have a lasting impact on virtually every student.” – Derrick Meador
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A short presentations on how teachers can and should work differently with their students within the classroom setting.
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The document discusses several aspects of personality including behavior, cognition, emotions, and human behavior. It notes that personality plays an important role in one's life and influences how others perceive them. Several factors are mentioned as important for a good personality including good grooming habits, behavior, attitude, communication skills, and treating all people with respect. The importance of a teacher having a good personality as a role model for students is also discussed.
Good to great teacher
Teaching is a lifelong learning process that requires constant adaptation to new challenges. It is a complex profession that involves motivating students, raising their self-esteem, and helping them reach their full potential, while also facing challenges such as students who are unprepared or have attention issues, and lack of support from administrators or parents. Good teachers inspire students and have lasting positive impacts on their development and performance, while poor teachers can have negative long-term consequences. Effective teaching requires a focus on student outcomes through innovative practices and continuous improvement.
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This document provides an introduction to the teaching profession. It discusses that teaching is a profession that requires advanced education and training. It emphasizes that teachers must continue learning throughout their career by taking classes and workshops. Effective teachers believe they can make a difference in student learning and have a body of teaching knowledge. The document also stresses the importance of teachers dressing professionally and appropriately to model success for their students.
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This document outlines several key qualities of effective teachers, including having a strong personality, passion for teaching and working with children, a good sense of humor, strong values like open-mindedness and fairness, patience when working with students, enthusiasm for their subject, and taking time for self-reflection. It emphasizes that teachers are role models who are judged on both their implicit and explicit demonstration of values in how they educate and motivate students.
Teaching effectiveness
1. The document discusses key concepts related to improving effectiveness in teaching and lecturing.
2. It outlines beliefs that can damage teaching effectiveness, such as thinking one is inherently a good teacher or that improving is unnecessary.
3. Effective teaching techniques are suggested, like engaging students in planning, relating material to students' lives, checking progress, and rewarding learning.
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Teaching is both a science and an art that engages students in acquiring knowledge, skills, and values through activities. While there is no single best teaching method, effective teaching involves several principles: (1) Learning is an active process that involves different senses; (2) A non-threatening atmosphere enhances learning; (3) Emotions increase retention and learning.
The role of teacher
1. The role of the teacher in Jesuit education is to care for the whole person and help facilitate their intellectual, affective, moral, and spiritual development. This is known as cura personalis.
2. Teachers are meant to elicit students' deep desires that were planted by God and take a personal interest in each student's growth. They aim to help students become independent learners and responsible community members.
3. The Ignatian pedagogical paradigm of experience, reflection, and action guides teachers to help students reflect on their experiences to better understand their experience of God and discern how to act with love and justice in the world.
Functionsprinciplesof teaching
This document discusses the skill of teaching. It defines teaching as causing students to learn knowledge, skills, and ways of living in society through guidance and direction. Teaching aims to help students learn effectively and respond well to their environment. Good teaching is interactive, motivational, helps students adjust, and establishes relationships between teacher, students, and curriculum. It also explains characteristics of good teaching like proper guidance, kindness, cooperation, and stimulation. The document outlines various functions and maxims of teaching.
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Erik Kriebel is an experienced teacher seeking a position teaching social studies or special education. He has a master's degree in secondary education and an education specialist degree in instructional technology. Kriebel currently teaches special education at Clarke Central High School, where he has received awards for his teaching. He manages IEPs and case loads for students. Kriebel emphasizes the importance of preparation, reflection, flexibility, relationship building, and professional development in teaching.
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The document defines leadership as the ability to inspire, guide, and direct others towards common goals. It discusses that leadership is a process of influencing individuals and achieving goals as a group. The document also lists several qualities of a good leader, such as honesty, communication skills, motivation, flexibility, and the ability to guide others. It states that effective leadership is important for the development of students and achieving educational objectives through cooperation.
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The teacher’s personality
- 1. THE TEACHER’S PERSONALITYTHE TEACHER’S PERSONALITY Author: Prof . Maria VulcuAuthor: Prof . Maria Vulcu Translator: Dorin-Nicolae TecuceanuTranslator: Dorin-Nicolae Tecuceanu
- 2. The job of a teacher, as any other job, is the result of a professional culture and of several specific qualities presumably needed for this profession. The culture of the teacher is the result of his/her education. Its components are general culture, specialty culture and psycho - pedagogical structure. The role that a teacher must fulfill in school and society impose, as a first coordinate of its research, a wide cultural horizon, various knowledge from the fields of science, technology and culture, and additionally a philosophical base meant to assure a wide vision of the world and its evolution. Every teacher is a specialist in his/ her domain. The teacher must be aware of the latest discoveries, the discussions and controversies taking place in that particular domain.
- 3. The psycho - pedagogical structure refers to those knowledge, work techniques and ways of action that facilitate the pedagogical communication. Without the development of a resonance in the psychic of those to whom the communication addresses, it is neutral from an educational point of view. The psycho - pedagogical training allows the teacher to transform the cultural – scientific information in educational messages. •The teacher’s personality implies a series of qualities, determined by the specific and complexity of the work he/she is doing. •The specific characteristic qualities of a moral nature; several elements from this category would be: the spirit of justice and objectivity, honor, courage, honesty, dignity, modesty, patience, optimism, self – control, etc. •The teacher must be aware of his/her responsibility towards the national and universal cultural values created in time. •The teacher has the ability to know and understand the student’s psychic, an intuitive capacity to penetrate and realize the psychological particularities of an individual. The knowing of the student’s inner world implies psychological intuition. In his entire activity as a teacher, his spirit to organize manifests in: the planning of one’s own work, the preparation and development of the lessons, mentoring the students’ teamwork, etc.
- 4. A consequence of all the qualities and aptitudes a teacher possesses is his pedagogical mastery, his full development of all the components of his personality, along with their integration in a unified whole. It is a synthesis of all the general-human characteristics, the sturdy preparation, the effort made for the consolidation if his qualities as a human and servant of a profession. At the same time, it requires dedication and passion, openness towards new, creative spirit, inventiveness, and skill to act in accordance with the requirements of specific situations. Mastery is acting differently from one situation to another, depending on factors, that can occur, some of them having an unprecedented and unpredictable character. A teacher who possesses pedagogical mastery is more than a professional; he is an artist in his job.