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I. Objectives
II. Introduction
III. Components of Effective Teaching
IV. Professional Qualities
V. Personal Qualities
VI. General Comment
I. OBJECTIVES
1. To understand what makes a good teacher.
2. To gain insight into the professional and personal qualities of an effective teacher.
II. Introduction
What makes a good teacher? The book started out with these questions and we’re going to start
off with that same question. For some students, a good teacher
is one who is knowledgeable with his subject, a teacher who can answer almost any questions thrown at him by his students.
For certain, it creates a deep impression on the students because they know they’re in ‘good hands’. For
some students, a good teacher is one who can interact with his students not just about the subject, who shares his
own life experiences even personal ones at some point, it eases the students feelings about that kind of teacher. For
some students, a good teacher is one who can make them laugh or shares
a laugh with them, oftentimes there are teachers who are not knowledgeable enough but whose ‘weakness’ is being
offset by his sense of humor. For some students, a good teacher is one who can show genuine concern to his students,
he may not have that sense of humor but students know he really cares.
Although those characteristics are generally desirable to have them
all, not all teachers could posses these qualities but nonetheless a teacher should be aware of what the students looks for
in a teacher and strive to work on some of these qualities that he thinks need improving.
Here we can discern that the teacher’s job is not just about the transmission of knowledge and information, what is more important is the teacher’s influence in promoting the development
of basic skills, understanding, work habits, desirable attitudes, values, judgment and adequate personal adjustment of the
learner. I say, Teaching is an act of love disguise as a profession.
We have to realize that the teacher’s central concern should be the learner and his needs because whatever
efforts a teacher exert to improve his professional qualities and expertise, it won’t amount to anything if he
can’t motivate his students to learn with him. I do believe that a teacher together with his students is much
more like a team, it takes two tango likewise, as much as possible, there should be a harmonious relationship between the teacher and the
student. Much like a team with a common goal to learn and to enjoy each other’s company.
III. COMPONENTS OF EFFECTIVE
TEACHING
Although various studies have been
conducted to define scientifically the distinguishing characteristics of an effective teacher, a common criterion has not
yet been established. However, these studies point to two major qualities in which the characteristics of
an effective teaching can be grouped: (1) Professional and (2) Personal qualities.
Professional Qualities refers to the teacher’s knowledge of general subject matter
to be taught, his understanding of the psychological and educational principles, and his understanding and appreciation of
the teaching profession.
Personal Qualities
are those that stem from the teacher’s personality, his interest, attitudes, beliefs, his behavior in working
relationship with the pupils and other individuals, et al.
Together, a teacher’s professional and personal qualities make up of what we call the components of effective
teaching. If the central concern is the learner, the main channel or medium is the teacher.
In next two sections that follows, we are going to determine specifically these professional and personal qualities
of an effective teacher.
IV.
PROFESSIONAL QUALITIES
Professional Qualities of an Effective Teacher
1. Mastery of the Subject. The first essential quality is that the teacher must have a thorough grasp of the subject matter. To master one’s
field is to keep learning about it (particularly in the subject of history and science).
2. Understanding of the Learner
A second essential quality is the knowledge of learner. He must know how much children at various level of maturity
are capable of understanding. He must know the adjustments children have to make at various stages of development and the
physical, emotional, and social problems they face in growing up. He must like them.
3. Understanding principles of teaching and Skill in the use of techniques.
The third essential quality
is skill with teaching methods. It involves understanding of curriculum theory and practice, nature and principles
of learning, psychology of motivation and individual differences. It involves skill in facilitating purposeful learning- discussions,
questioning, visual materials, group work. It involves skill in evaluating pupil’s progress.
4. General understanding of other branches of
knowledge.
A teacher must understand the interrelation and independence of the various areas of knowledge ( ex. history in relation
to culture). He must be ready to cope with possible questions relating to other
fields of knowledge.
5. Understanding and appreciation of the teaching
profession.
It refers to the must-have positive attitude of teacher about his job. A teacher must know how to work effectively
not just with his pupils but also with all other person involved in the school- administrator, co-teacher, parents and community.
A teacher must understand the importance of his work as a socially useful work.
IV.
PERSONAL QUALITIES
These are related to five aspect of personality: intellectual, social, physical, emotional, and moral.
Physical
pleasing personal appearance [if you are ugly at least be winsome], pleasant voice [if your voice sounds like that of a frog, at least
loud enough to be heard or use a microphone, hehe], good grooming [clothes not exactly always new but clean, appropriate
hair cut and presentable clothes.] ,
personal cleanliness [common are clean nails and white, tinga’-free teeth.]
Intellectual
Intelligence [can be achieved thru preparation and reading ahead], sense of humor [I guess, it takes intelligence to be
humorous, practically depends on how you define intelligence], fairness [more
on the objective side, ability to judge student answers fairly], wittiness [
a witty answer makes one smile, closely related to humor but not exactly intellectual]
Social
Helpfulness [there are cases when student ask a teacher about some other subjects which the teacher can afford to share information
if he knows], cooperativeness [ a teacher should show cooperativeness in school programs as part of his social function],
friendliness [a teacher should always have a friendly attitude, students senses when you are in conflict with fellow
teacher]
Emotional
Sympathy [ show genuine concern with students and they might be motivated to cooperate], patience [ some students
really love you but just what simply they are at their stage, being naughty, attention seeker], kindness [students
always value a teacher’s kindness even for a lifetime, huh! To some, that is what elevates the status of a teacher to
be of noble one], cheerfulness [a teacher who does not smile is seldom approach by students, being cheerful
in class makes it easy for them to relate].
Moral
Impartiality [some teachers
are hated because of their favoritism attitude and impractical whims], Honesty [don’t promise what you can’t
deliver else they mock you], Enthusiasm [ beyond mere interest, but to appear more like being inspired as you teach,
it’s a contagious projection].
VI GENERAL COMMENTS
There is a lot to know about
how one can be an effective teacher but we have to realize that we can never really expect much. It will take a lot of experience or even a lifetime before one can truly say that he is an effective teacher.
As it is said, the attitude of the teacher about his profession meant a lot, if one really desires to be an educator in his
heart, he must LOVE it because in a deeper sense, Teaching is an act of love disguise as a profession.
And we have to be aware
that teaching method as we adopt in from the West is very much different from the method of the East. In the West, the teacher
holds responsibility for the student to learn. But in the East, the student is the one responsible to learn. In the West,
the teacher explain, the teacher facilitates. In the East, the teacher talks in what seem like parables and the student follows
certain routines.
Some common axioms of
teaching from the East is, “When the Student is ready, the Teacher will appear “. Early stages of learning in
the East is by manner of cultivating and inculcating responsibility to the student and routines are done and how the student
reflects on it in place of interactive learning. And thus, teachers in the East carry with them, certain aura of mystery for
their students, they seem to be unfathomable.
Though I should say,
a lot of these things are changing or rather altered due to western influences and the explosion of information technology
which greatly changes how one learns. Nonetheless, though we have deviated a little by our topic, Teachers, educators wherever
there may be have one thing in common and that is, to share which I believe is an act of love.
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