What Makes a Good Teacher - Qualities of a Good Teacher - SCERT

What Makes a Good Teacher - SCERT Motivational Material
Teaching is the noblest profession. It helps child to gain knowledge about various subjects and domains, but also helps him recognize his strengths and weaknesses to become a better human being. Teacher motivation naturally has to do with teachers' attitude to work. It has to do with teachers desire to participate in the pedagogical processes within the school environment. It has to do with teachers' interest in student discipline and control particularly in the classroom. Therefore, it could underlie their involvement or non-involvement in academic and non-academic activities, which operate in schools. The teacher, is the one that translates educational philosophy and objective into knowledge and skill and transfers them to students in the classroom. Classroom climate is important in teacher motivation. If a teacher experiences the classroom as a safe, healthy, happy place with supportive resources and facilities for teaching for optimal learning, he/she tends to participate more than expected in the process of management, administration, and the overall improvement of the school. what-makes-good-teacher-scert-qualities-of-a-good-teacher


A good teacher can make a world of difference in students’ life, impacting everything from their classroom learning to their long-term success. A good teacher values each and every individual’s ideas and opinions, who makes students feel safe to express their feelings and learn to respect and listen to others. his teacher creates a welcoming learning environment for all students.

Motivation is not completely a new term. What is interesting about it is that it is commonly assumed to be a good thing that goes in influencing individual's behaviour and performance at work. The teacher commands and emits the image of one who improves knowledge and the physical conditions of the classroom through orderliness, discipline and control. He makes diagnosis of student's feelings and attitudes inferred by their behaviour and response in the classroom environment. Hence Lash and Kirkpatrick (1990) concluded that in the absence of school programmes the major responsibility of working with children in the school rests with the teacher. Likewise, Maehr and Midgley (1991) affirm that what takes place in the classroom, even though the classroom itself is not an island, is critical. Therefore, depending on the degree of congruence with classroom practices and school environment, teachers teaching activities may dilute or enhance students' performance.

Teachers have both intrinsic and extrinsic needs. A teacher who is intrinsically motivated may be observed to undertake a task for its own sake, for the satisfaction it provides or for the feeling of accomplishment and self-actualization. On the other hand, an extrinsically motivated teacher may perform the activity/duty in order to obtain some reward such as salary. Extrinsic motivation plays an important part in people's life. It is pre-eminent in influencing a person's behaviour.

Qualities of a Good Teacher

Patience
Determination
Warmth
Responsible
Genuineness
Resourcefulness
Kindness
Creativity
Passion
Forgiveness
Conscientious
Leadership
Empathy
Adaptability
Intuitiveness

Knowing oneself and each other’

1. I am a teacher because……………………………………………………………….
2. The things I enjoy about being a teacher ……………………………………………..
3. The things I don’t enjoy about being a teacher …………………………………………
4. My three main qualities as a teacher are ……………………………………………...
5. I think the main role of a teacher is to ……………………………………………
6. I like learners who ………………………………………………………………
7. My learners think I am…………………………………………………………………....
8. At the end of a class I usually feel ………………………………………………………………………………………
9. I think teaching is a/an ……………………………………………………. profession
10 If I weren’t a Teacher, I would like to be a/an ……………………………………..

Studies of effective teachers have tended to reveal are as Follow
Show enthusiasm
Have well-managed classrooms
Provide students with the maximum opportunity to learn
Maintain an academic focus
Have high, rather than low, expectations of what students can achieve
Involve all students in the lesson
Use strategies to keep students on task, motivated and productive
Impose structure on the content to be covered
Present new material in a step-by-step manner
Employ direct (explicit) teaching procedures when necessary
Use clear instructions and explanations
Use a variety of teaching styles, methods and resources
Frequently demonstrate appropriate task-approach strategies
Monitor closely what students are doing throughout a lesson
Adjust instruction to individual needs, and re-teach content where necessary
Provide frequent feedback to students
Use high rates of questioning to involve students and to check for understanding
Differentiate their questions according to students’ ability
Spend significant amounts of time in interactive whole-class teaching; but also use group work and partner activities when appropriate.

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