Discover 5 Essential Qualities of a Good Teacher

Educational studies suggest that the essential qualities of good teachers include the ability to be self-aware of ones biases; to perceive, understand and accept differences in others; to analyze and diagnose student understanding and adapt as required; to negotiate and take risks in their teaching; and to have a strong conceptual understanding of their subject matter. Measurable and Measuring Most teachers are paid according to their experience and educational attainment, but as educator Thomas Luschei has demonstrated, there is little evidence that more than 3-5 years of experience boost teachers ability to increase student test scores or grades. Other measurable attributes such as how well the teachers did on their qualifying examinations, or what level of education a teacher has attained also do not significantly impact the students performance in classrooms. So although there is little consensus in the education profession about which measurable features make a good teacher, several studies have identified inherent traits and practices which assist teachers in reaching their students. To Be Self-Aware American teacher-educator Stephanie Kay Sachs believes that an effective teacher needs to have a basic sociocultural awareness of and acceptance of their own and others cultural identity. Teachers need to be able to facilitate the development of a positive self-ethnic identity and be aware their own personal biases and prejudices. They should use self-inquiry to examine the relationship between their fundamental values, attitudes, and beliefs, particularly with regard to their teaching. This inner bias affects all interactions with students but does not prohibit teachers from learning from their students or vice versa. Educator Catherine Carter adds that an effective way for teachers to understand their processes and motivation is to define an apt metaphor for the role they perform. For example, she says, some teachers think of themselves as gardeners, potters shaping clay, mechanics working on engines, business managers, or workshop artists, supervising other artists in their growth. To Perceive, Understand and Value Differences Teachers who understand their own biases says Sachs, are in a better position to view their students experiences as valuable and meaningful and integrate the realities of the students lives, experiences, and cultures into the classroom and subject matter. The effective teacher builds perceptions of her own personal influence and power over factors that contribute to student learning. In addition, she must build conceptual interpersonal skills to respond to the complexities of the school environment. The experiences of both teachers and students with individuals of differing social, ethnic, cultural, and geographic backgrounds can serve as a lens through which future interactions can be viewed. To Analyze and Diagnose Student Learning Teacher Richard S. Prawat suggests that teachers must be able to pay close attention to students learning processes, to analyze how students are learning and diagnose issues that prevent understanding. Assessments must be undertaken not on tests per se, but rather as the teachers engage students in active learning, allowing debate, discussion, research, writing, evaluation, and experimentation. Compiling results from a report of the Committee on Teacher Education for the National Academy of Education, Linda Darling-Hammond and Joan Baratz-Snowden suggest teachers must make their expectations for high-quality work known, and provide constant feedback as they revise their work towards these standards. In the end, the goal is to create a well-functioning, respectful classroom that allows students to work productively. To Negotiate and Take Risks in Teaching Sachs suggests that building on the ability to perceive where students are failing to fully understand, an effective teacher must not be afraid to seek out tasks for herself and the students that are optimal for their skills and abilities, recognizing that those efforts may not be successful. These teachers are the pioneers and trailblazers, she says, individuals who are challenge-oriented. Negotiation involves moving students in a certain direction, towards a view of reality which is shared by those in the disciplinary community. At the same time, teachers must recognize when some obstacles to such learning are misconceptions or faulty reasoning which need to be highlighted, or when a child is simply using her own informal ways of knowing which should be encouraged. This, says Prawat, is the essential paradox of teaching: to challenge the child with new ways of thinking, but negotiate a way for that student to not dismiss alternate ideas. Overcoming these obstacles must be a collaborative enterprise between student and teacher, where uncertainty and conflict are important, growth-producing commodities. To Have a Depth of Subject Matter Knowledge Particularly in the maths and sciences, educator Prawat stresses that teachers need to have rich networks of knowledge in their subject matter, organized around key ideas that could provide a conceptual basis for understanding. Teachers obtain that by bringing focus and coherence to the subject matter and allowing themselves to be more conceptual in their approach to learning. In this manner, they transform it into something meaningful for students. Sources Carter, Catherine. Priest, Prostitute, Plumber? The Construction of Teachers as Saints. English Education 42.1 (2009): 61–90. Print.Darling-Hammond, Linda, and Joan Baratz-Snowden. A Good Teacher in Every Classroom: Preparing the Highly Qualified Teachers Our Children Deserve. Educational Horizons 85.2 (2007): 111–32. Print.Goldhaber, Dan. The Mystery of Good Teaching. Education Next Spring 2002 (2002): 1–5. Print.Luschei, Thomas F. In Search of Good Teachers: Patterns of Teacher Quality in Two Mexican States. Comparative Education Review 56.1 (2012): 69–97. Print.Prawat, Richard S. Teaching for Understanding: Three Key Attributes. Teaching and Teacher Education 5.4 (1989): 315–28. Print.Robinson, Richard, et al. The Effective Teacher Revisited. The Reading Teacher 45.6 (1992): 448–48. Print.Sachs, Stephanie Kay. Evaluation of Teacher Attributes as Predictors of Success in Urban Schools. Journal of Teacher Education 55.2 (2004): 177–87 . Print.

Dickinson and Frost - 540 Words

A common motif established in Dickinson’s â€Å"We Grow Accustomed to the Dark† and Frost’s â€Å"Acquainted with the Night† is the concept of darkness and night, and how overwhelmingly consequential the effects of being submerged in darkness may have on a person. The concepts are intertwined within each poem, and can be compared and contrasted through the literary elements of point of view, imagery, and structure. A brief commonality between Dickinson’s and Frost’s poems is the element of point of view; they are both written in first person. From there, the similarities seem to cut short, as Frost writes about the struggles that an individual feels as he becomes â€Å"acquainted with the night†. Frost’s individual repeats the phrase â€Å"I have. . .†, indicating to the reader a reflective attitude within the main character. The individual could be reflective for multiple objectives, including the reflection necessary to move forward in a more positive motion. Furthermore, his continuity of the word â€Å"I† helps readers to imagine that he, the individual, has had personal experience with the events within the poem. Contrasting Frost’s poem, Emily Dickson and her poem, while it too is written in first person, has a plural sense with a â€Å"We grow accustomed to the Dark† to open the poem, allowing for a less personal sense of experienc e to develop. Because of the we, Dickinson is commenting on humanity as a whole, and the necessity to step outside the box, or go against the grain, when partaking inShow MoreRelated A Comparison of the Poetry of Emily Dickinson and Robert Frost1062 Words   |  5 PagesThe Poetry of Emily Dickinson and Robert Frost The poetry of Emily Dickinson and Robert Frost contains similar themes and ideas. Both poets attempt to romanticize nature and both speak of death and loneliness. Although they were more than fifty years apart, these two seem to be kindred spirits, poetically speaking. 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Robert Frost successfully delineates this process in his poem, Out, Out - as he describes how the boy in the poem experiences the first stage of impending death - that of denial. Frost paints a picture of school age children doing the household chores of adults. Death with children is especially disturbing because in our unconscious mind we areRead MoreAnalysis Of Emily Dickinson s Misty Wall 1183 Words   |  5 PagesAshley Vargas Misty Wall ENG 231 April 30, 2015 Emily Dickinson: Love Emily Dickinson lived a very solitary life. Though countless of her poems involved a topic of love. How did she cover the theme of love while living in her own world? Well, she goes about this in different types of poetry such as spiritual communication, using the combination of love and sex, and the separation of lovers (Emily Dickinson.). Dickinson lived in total physical isolation from the outside world but it was stated

Mahoney and Millman Free Essays

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Do You Have Stress Problem free essay sample

According to the book called Stress Consequences edited by George Fink (2010), it says â€Å"Approximately 90% of suicide victims have a psychiatric illness at the time of their death. † Some people think psychiatric illness is generated by stress. Although they deem stress bad, other people claim that stress is beneficial. Actually the fact is that humans benefit a lot from stress. Because stress can promote blood circulation, motivate individual potential and enhance efficiency. Opponents of this idea assert that people become anxious when they face stress for a long time, and with anxiety accumulating day by day, people become fragile and weak. The other people claim that not all people are under stress everyday, since they can do something else to be happy. Furthermore, mild stress can promote blood circulation so that the capacity of people for handling stress is greater. Nowadays, people have to try something new and learn more skills, but all of these increase the burden on people. We will write a custom essay sample on Do You Have Stress Problem or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The stress makes people lose their confidence and be nervous to face life. Those who disagree with the idea maintain that stress can help people improve themselves since stress can motivate the individual potential when they are trying new things, even more, their confidence can be increased. Opponents have the idea that stress makes people lose their enthusiasms for work and study so that they are inefficient. To a certain extent what they indicate is right. But on the other hand, appropriate stress can enhance their attention and capacity, thereby, the efficiency can be increased. In conclusion, appropriate stress is â€Å"†¦there is now convincing evidence that people often experience benefits following stress and trauma, these benefits have been various labeled adversarial growth, benefit finding†¦Ã¢â‚¬  (Stress Consequence, George Fink, 2010). As the book says, people can benefit from stress.