A good teacher

Topics 1

 1-A good teacher

Introduction:

   You are not born a teacher . You are not born to teach.  There is a good teacher and there is a bad teacher.  Anyone can be a teacher, but a good teacher displays certain characteristics that are found both in and outside the classroom. The influence of a good teacher cab never be erased.  What makes us good teachers.  You need to learn how to be a good teacher.   You must have several traits to be called a good teacher. 

Traits of a good teacher:

1-you must have the passion to teach and learn. 

2- You must consult, analyze, explore,  evaluate and learn to teach.

3- You must be a good observant and listener.

4-You must be knowledgeable, developed and well- cultured.

5-You must be prepared and well planned

6- you must know how to use technology.

7- You must be patient, humorous, fair, tolerant and tolerant.

8- You must teach through active learning methods.

9- You must develop yourself with all methods of teaching .

10- You must be a self-confident, humble, kind, enthusiastic,  co-operative and show self respect.

11- You motivate your learners and allow your learners to make mistakes.

12-You must show not tell,  guide not lecture.

13-You must engage your learners and have an eye-contact.

14- You must be like a a good artist,  a good orchestra leader, a time manager, positive critic and electronically lesson planner.

15- Have high expectations and provide warm environment in class.

16-You must have skills of using classroom management styles.

17- You must believe in applicability, analysis, synthesis and evaluation instead of memorizing, attainment, lecturing and learning by heart.

The Learner's attitude:

1-I want a teacher who has a contagious enthusiasm for his teaching—one who loves his students and his work.

2-I want a teacher who is creative. Teaching must be more than simply opening a book, doing exercises, and following an outline written by someone.

3-I want a teacher who can add pace and humor to the class. The humor of one of my teachers had the effect of alleviating my nervousness—of reducing my effective filter.

4-I want a teacher who challenges me. I had several teachers who always spoke to me in Spanish, both in and out of class.

5-I want a teacher who is encouraging, patient, and  will not give up .

6-I want a teacher who will take an interest in me as a person— one who will try to discover discussion topics that interest me.

7-I want a teacher who knows grammar well and who can explain something on the spot1 if necessary. I also want a teacher who is realistic and has the simple courage to admit that he doesn’t know an answer if indeed he doesn’t.

8-I want a teacher who will take a minute or two to answer a question after class, or who will take five minutes to correct something that I have done .

9-I want a teacher who will treat me as a person, on an equal basis with all the members of the class, regardless of sex, marital status, race, or my future need for the language.

10. Finally, I want a teacher who will leave his emotional baggage outside the classroom. The classroom is a stage, and to be effective the teacher must in some cases be an actor.

  

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               2-A Bad teacher


  1-They don’t allow children to grow and change.  

In other words, they put each student in a box and then tape it shut.  They remember all the mistakes and struggles that child has made in the past and they don’t allow them to move past those mistakes and struggles. They don’t allow them to develop new areas of interest.  They don’t allow them to lose interest in something.  They don’t allow them to develop character in areas that they formerly lacked character. They do this because they think that kids stay the same from one day to the next.  NOT!

2-They don’t communicate well.

Sometimes they just don’t communicate; they expect others to read their mind and meet their unstated expectations. At other times, they are simply boring when they do try to communicate.

3-They solve all their problems for them.

In order to avoid their own personal conflict and stress, they spoon feed their student the solutions for all of life’s problems.  They don’t make them think independently.  They don’t make them search for the answers.  They don’t make them find their own solutions.  They constantly run ahead of them and clear the path academically, relationally, physically and emotionally.

4-They make others feel dumb.

They don’t miss many opportunities to point out when others are wrong. Nor do they miss a chance to show others how much they know. Eventually, no one speaks up around them – and the worst teachers and leaders are too unaware to recognize they are often the problem.

5-They don’t look for potential. 

They only focus on the obvious! It’s too much work for them to look below the surface for the potential that is often overlooked.  To see potential, they would have to study their students, and that takes too much investment of their time and emotion.  Instead, they just look for what is right at the surface and ignore any potential that is less than obvious.

6-They’re disorganized.

Maybe they’re just so busy that it’s hard to stay on top of everything, or maybe they’re just plain disorganized. Either way, they usually can’t figure out why others struggle with following their unclear – and often changing – directions.

7-They find a teaching method that fits them and expect their students to adapt to that method.

To this teacher, students can and should learn in one way, and one way only. They view their approach to be more valuable than the student truly grasping the subject matter.  Their goal is to cover the material and not to have their students truly grasp the concepts.

8-They’re disconnected.

Many are the students and staff members who are frustrated by teachers and leaders who are nowhere to be found. When the teacher or leader fails to build relationships, those he teaches or leads become means to an end – not people created in the image of God.

9-They’re lazy.

It’s clear from their lack of passion that they lost their focus and energy years ago. They know nothing new, and their teaching/leading has not changed in decades. They may think others don’t realize they’re just “going through the motions,” but they’re kidding no one.

10-They are arrogant.

You know what this trait looks like, even in Christian organizations. These teachers and leaders always talk about themselves. Any sense of humility seems to be forced; in fact, others see it as only another way to point out how good they are.

.11-  They play favorites.

They are obviously prefer some students above others. This causes confusion and frustration on behalf of the favorites and the non-favorites. Ultimately, it demoralizes the non-favorites into viewing learning and relationships to be without hope.

12-They’re critical.

Not only do they criticize others, but even more importantly, they almost never praise others. The only time you hear from them is when they want to correct something.

13-They don’t know what they’re talking about.

Some teachers don’t know their material well, and some leaders don’t know their field well. In some cases, both have been given their positions for some reason other than their know-how – and it’s obvious.

14-They don’t enjoy their work.

People who spend time with them learn quickly that they have no joy in their day-to-day tasks. Their smiles are forced and their laughter is infrequent.

15-They think they already know everything they need to know.

Because they have already “put their time” in getting a degree and learning the subject matter, they feel like they have already learned all that is necessary to teach. They do not see the value in continued learning and in becoming a “living textbook.”

16-Their Christian walk is debatable.

That is, some who know them best question the depth of their walk with God – primarily because the leaders they are in public are not always the people they are in private. Needless to say, this problem is, among all these listed here, the most serious one for Christian teachers and leaders.

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His role:

A head teacher is the most senior teacher and leader of a school, responsible for the education of all pupils, management of staff, and for school policy making. Head teachers are the most senior teachers and leaders of primary and secondary schools, sixth-form colleges and, less commonly, further education colleges.  Head teachers are ultimately responsible for the smooth running of a school, the academic achievement of its pupils and the management of its staff. Although they are usually teachers with many years’ experience, the emphasis of their role is to provide educational vision and direction rather than teaching in classrooms.

Head teachers lead, motivate and manage staff by delegating responsibility, setting expectations and targets and evaluating staff performance against them. It is a job which requires a strong presence around a school and in some cases the local community, as well as a certain amount of desk work.

Responsibilities:

Some head teachers have a few teaching responsibilities, but in general the large proportion of their work is the day-to-day management, organisation and administration of the school in order to create a productive, disciplined learning environment. Specifically, the head teacher’s main responsibilities involve:

• Formulating overall aims and objectives for the school and policies for their implementation
• Working with governors and senior colleagues to deploy staff effectively and recruit new staff
• Meeting with other education professionals, and representing the school at conferences and other events outside the school in the local community and nationwide
• Motivating, training and disciplining staff
• Ensuring the motivation of the pupils
• Ensuring an infrastructure is in place in which all members of staff and pupils feel they can register their opinions on serious matters, and have a route via which they can communicate problems to senior members of staff
• Ensuring the good financial management of the school
• Ensuring the school is up-to-date with innovations, from teaching practices to new technologies
• Reporting on the school’s performance to a range of audiences, including governors, the Local Education Authority, the local community, Ofsted and others
• Managing accommodation (e.g. classrooms) effectively to meet the needs of the curriculum and Health & Safety requirements
• Assuming responsibility for other legal matters in the day-to-day running of the school
• Assuming responsibility for pastoral care of pupils where necessary
• Resolving major disciplinary issues with pupils, including working in partnership with the police and social services.

The National Standards specify five key leadership and management tasks which are the headteacher's responsibility:

• Strategic direction and development of the school: Headteachers, working with the governing body, develop a strategic view for the school in its community and analyse and plan for its future needs and further development within the local, national and international context.

• Teaching and learning: Headteachers, working with the governing body, secure and sustain effective teaching and learning throughout the school, monitor and evaluate the quality of teaching and standards of pupils' achievement, and use benchmarks and set targets for improvement.

• Leading and managing staff: Headteachers lead, motivate, support, challenge and develop staff to secure improvement.

• Efficient and effective deployment of staff and resources: Headteachers deploy people and resources efficiently and effectively to meet specific objectives in line with the school's strategic plan and financial context.

Skills:

Schools vary considerably in size, but even in medium-sized schools head teachers can be responsible for up to 1,000 pupils and hundreds of staff. The role requires an ability to understand a complex organisation while also being able to resolve sometimes highly emotional and personal conflicts and challenges of staff and pupils. The skills required are many, and often difficult to specify, from crisis-negotiation to the tackling of mountains of paperwork. However, some of the skills required by most head-teachers include the following:

• Leadership skills, displaying courage and conviction
• Strong interpersonal skills
• Academic ability as well as an ability to understand and communicate with those who struggle in education
• A desire to work with children and/or young adults
• Prioritisation, planning and organisation skills
• Being able to work as part of a team
• An ability to work under pressure and to deadlines
• Effective communication skills
• An ability to devolve responsibilities, delegate tasks and monitor practices to see that they are being carried out.

Working Conditions:

Head teachers will often work far longer hours than the standard school hours, with days starting at 8:30am and finishing at 4:30pm. Teachers typically work for 195 days (or 39 weeks) at school per year, with a long six-week period out of school over the summer. However, most head teachers are expected to do some work during out-of-school periods, with the amount varying school-by-school. Head teachers must be the face of the school and be prepared to defend the actions of its staff or discipline them where necessary. Negotiating the sometimes conflicting interests of staff, pupils, parents and other stakeholders can be an emotional strain.

 Head teachers usually work closely with deputy heads and assistant head teachers. Assistant head teachers are normally in charge of a specific area of the school, such as administration, staff appraisal or discipline, and are not legally allowed to run a school, although deputy heads are. Out of term, skills and responsibilities will be somewhat different to those assumed during term-time, and working conditions will vary considerably during those weeks of the year in which the school itself is closed.

Experience:

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View Other Resources:

1-lighter Slide 1

2-Lighter Slide 2

3-Lighter Slide 3

4-Lighter Slide 4,5,6,7,8,9,10

5-Using letters to tell stories.
6-Fluency through repeated reading.
7-Online Corpus-based Learner Dictionary.
8-CBI Teachers. Content-based Instruction.
9-Teaching Listening skills through "listen and do songs.
10-Multilingualism as a resource in the language classroom
11-Teaching Toolbox, Reconciling theory, practice and language.

 Prepared by: G. H.H