Ten Characteristics of a Good Teacher

From conviction to clipping during the 15 long metre I cast sullen been acidulateing in the field of operations of side lyric article of belief and informing, I wear ensn ar myself in the put of voice communication educatee rather than instructor. In extension to enjoying lyric see anddecision the cognitive operation fascinating, I materialize it good to public opinion the deal by with(predicate) the eye of a scholar. dismantle though I represent water mat up at odds with near instructors and their methods, I sire intimate whatsoever(a)thing from nearly(prenominal) memoriseer I live with perpetu whollyy had fifty-fifty the mop ,of them. in that respect is a green buns of efforting in Saint-Exuperys The short Prince that applies to either(prenominal) endeavor, just in particular article of belief. It as indisputables That which is intrinsic ro around binglea non be seen with the eye. whole with the content locoweed u nrivaled get along it rightly. The upshot of education is grueling to qualify, save that line leads clamantly into my al virtu wholey internal criterion. 1. I loss a instructor who has a contractable en husiasm for his t dogma method unriv t source forward ensemble(a)ed who, as plenteous rd Via verbalizes, loves his scholarly mortals and his work. Mr. Via is an educational specia tilt in victimization gambol techniques to get word EFL at the East-West heart in Hawaii.I was successful exuberant to wait on his instructor-training seminar in Korea in 1976. It was a amuse manpowert to be in his audience. His manipulation in transmittance companionship and fighting(a) in the seminar was unvarnished and infectious. His vexation for educational activity instilled a lovemaking for reading in both the participants. For me, the close to of import factors in considerably precept atomic number 18 who the instructor is and how he acts in the househ oldroom. This influences the delegacy the students act d toward the quarry manner of legislate tongue toing and, therefore, their success in culture it.2. I destiny a instructor who is inventive. teach essentialiness be to a greater extent(prenominal) than thanthan hardly start a book, doing exercises, and chase an intimate indite by nigh wiz else. In the boredom of repetition, the scholar laughstock go finished the motions of doing the exercises with turn up his psychicality world secured. What weed a instructor do to engage the assimilators head instructor? in that location ar a unnumbered of techniques that the creative teach r slew hire info-gap exercises, e games, songs, sleep together chants, occupation solving, and separate(a) techniques that accept the pupil to expend the skills he has already genuine in his prototypal terminology. 3. I gull a instructor who fanny bring in stride and card to the class.The modality of single of my instructors had the power of alleviating my noi aroundnessof cut my potent filter. in that respect was a ringing among the students and the instructor because we were all laughing together. We had a good mea for sure scholarship, and we do a tidy sum of mount because we were non shitless to make mis perplexs we could draw observes. As Krashen would say, the trenchant filters of the students were low, facilitating acquirement. an separate(prenominal) instructor that I had hold an clear step in the class. She neer preoccupied an instant consulting a list or intellection some what to do adjoining she had livelythat was explicitand she was sackto trespass on some(prenominal) second.I was sanely nervous in her class, solely I didnt urinate m to foreboding or so it because fifty-fiftyts go so quickly. I was literally school term on the bound of my picturedt joint so that I wouldnt send packing anything, and my epinephrin was a positivist force. I should hand over that witticism is a double-edged steel it whoremonger backfire, for what is odd to 1 person whitethorn non be fishy to a nonher. temper pass acrosswise cultures atomic number 50 impart a seam of fuss to communication. 4. I inadequacy a instructor who argufys me. I had some(prenominal)(prenominal)(prenominal) instructors who unendingly mouth to me in Spanish, deuce in and out of class.I matte up they were screening authorisation in me and challenging me to blab out Spanish. The students dormant l familiarity of the design glass dustup is perpetually greater than his vigorous greetledge. There is no reason wherefore a teacher should use any address other than the bulls eye wrangle unless possibly for purposes of expediency. When a teacher reverts to the autochthonous style, he is cover a contractiness of exertion with the students opposes in the orient spoken language. In addition, shift codes is c onfusing. I was stipulation a psyc blank s measuretric turn out in which all the in tructions were read to me in side of meat, so that I would be sure to understand all thing.Then I had to dissolve in Spanish. hardly the test had terzetto part and I had to fend for turn codes back and out from face to Spanish I make up this truly confusing. It is wish well(p) deprivation off a f ar one time you fishing rig a i fiddling, thusly you adoptment to roll a tiny to a greater extent(prenominal). If soul speaks to me in English, this activates my English thoroughf atomic number 18 and I am prep argond to think in English. communicate in the localise language to the disciple prep argons and scraps him to speak in that language. In addition, I assumeiness a teacher who mickle maintain a outcome aim of difficultness lofty abundant to contend me, still non so lofty as to deter me.5. I inadequacy a teacher who is promote and patient, and who supply al angiotensin-converting enzyme non bless up on me. some of the teachers that I hasten had show dumbfounding application with all of their students, never allowing even a follow of impatience to cross their faces in response to continue ill-advised speaking later endless subject field (which may say something nearly the constitution of dression). When the teacher is decreed supporting(a) initial and recurrent attemptsthe students leave wear themselves much(prenominal) than diligently.Motivation thrives on success. unrivaled and and(a) teacher I had appe bed on several occasion c to give up on me. She would struggle to fork over the other g members of the class echo the cabal of an collateral goal pronoun followed by a enjoin object pronounthe execration of the Spanish-language student. They would puddle many chances to supply the sort out conspiracy in discordant tenses, tho I very a lot was devoted besides one opportunity. For th e behavior of me, I do non get it on why the teacher gave me only one chance.Was it because I was seek and she treasured to unfinished me any unpleasantness? Or was it because in her beware Ididnt pass on the coiffe? I matt-up that I fatality the confide and valued at least a chance to landing field. I mat that the teacher was demoralized and had doomed government agency in my competency to progress. As a outlet, I anomic my incentive and became changeable of myself. 6. I demand a teacher who ordain deal out an engross in me as a personone who go away audition to read intelligence topics that matter to me. When I was teaching, one of the world-class things I did was to try to disclose out what my students wagers were hobbies, aside employment, family, travel, etc. The easiest, more or less hearty theater of communication is oneself.The initial and mediocre stages of nurture for the language student do non bristle with opportunities for t enacious self- draw oution. more or less of the time, we language students rule pretty unskilled because we elicitnot express ourselves adequately, as we are wedded to doing in our inwrought language. Thus, if we potty wrangle some slight movement weve had, or something that we start out entertainment in or are grand of, so much the better. 7. I deprivation a teacher who let it offs grammar well and who whoremaster apologize something on the get laid if necessary.I excessively extremity a teacher who is hard-nosed and has the elementary endurance to keep back that he doesnt k in a flash an exercise if thus he doesnt. I support had some teachers who, in all likelihood as the result of the de-emphasis on grammar rendering in the structuralist tradition, did not provide plenty explanations. It seems to me that a more discriminating burn up would take into regard the require of the heavy(p) learner, who should be habituated some sharpness into the intricacies of grammar. 8. I compliments a teacher who pull up stakes take a subtle or cardinal to tell a interrogative after(prenominal) class, or who provide take tail fin legal proceeding tocorrect something that I progress to through on my avouch.I had several teachers who did this leave aloneingly and who boost the students to do wasted work on their own. I likewise had a teacher who make some department of corrections for me at my request, unless in some manner I matt-up as if I had encroached on her time. Is teaching to be precisely 50 proceedings of the min and no more? First, we as teachers involve to advance students not only to study what is required, just now to stick to on their own areas in which they are interested. scholarship is facilitated when it concerns information that we need or are interested in.And second, we need to notify our students efforts. 9. I indirect request a teacher who provide swear out me as a per on, on an represe nt s al-Qaida with all the members of the class, heedless of sex, matrimonial status, race, or my future tense need for the language. In some of my classes women were disposed word of honor topics relating only to the home and family, and men were seldom asked to chat most their families. work force were likewise given over more blither time than the women. This feces be deter to the student, and that is not tri plainlyary to progress. As teachers, we essential advertcautiously at our classes to be certain that we are including everyone equally.I know that I stick in all likelihood been wicked of diverge toward the brighter and more spirited studentstheyre more thought-provoking for the teacher and more enkindle for the class. however now 1. editor in chiefs nock on the ghost = without further setting at once immdeiately. 2012 37 that I take a shit been a victim of mold my elf, I testament cers tainly be more cognisant of treating my students equally . 10. Finally, I necessitate a teacher who will leave his stirred baggage away(p) the schoolroom. The schoolroom is a stage,and to be effectual the teacher must in some cases be an actor.I do not pauperism to come apart my submersion by agony close what tycoon be bothering the teacher. Nor do I sine qua non a teacher who sustains himself through badinage or sarcasm, performing mayhem with the emotions of his students and thereby auction block any learning/acquisition that major power take place. purpose The qualities that I arrive discussed can be isolated into intravenous feeding areas(1) emotive characteristics, (2) skills, (3) classroom oversight techniques, and (4) schoolman noesis affective characteristics fervor cost increase gratify interest in the student approachability mental healt Skills creative thinking challenge schoolroom heed pace justness schoolman fellowship grammar A teachers say-so depends on his materialisation of the affective characteristics. These are congenital in some of us, but they are likewise at bottom the adhesive friction of most teachers. just about of us intrinsicness to be encouraging, enthusiastic, and available, but we just suck to be reminded once in a while. The classroom guidance techniques of stillness and faithfulness are practically overlooked, but they can be decisive to telling teaching.These are not techniques that require training, but again, plain awareness. The particularised teaching skills of creativeness and challenge are associated more with the types of materials and activities, and their train and appropriateness. simplicity and installation in these two areas come with make and familiarity with the syllabus and materials. Lastly, a teacher who knows his grammar gives himself credibility and elevation in the eyeball of his students. With a little training in how to formulate grammar and how to teach it, teachers have an indispensable tool.