ATTRIBUTES OF TEACHERS

UNIT 4
CONTENT LIST OF UNIT 4
1. Teacher
i. Professional Teacher
ii. Reflective Practitioner
iii. Inquiring Teacher
iv. Committed Teacher

2. Moral Agent.
v. Role of A Teacher as a moral Educator
vi. Teacher a role model who sets a good Example
vii. Teacher as a Counselor Who Offers Advise
viii. Forming a caring Environment
ix. Development of Social and Emotional Skills.
x. Teaching for Expertise and Perfection
xi. Teaching Self-Regulation and Development

3. Role Model
xii. Honest
xiii. Affectionate
xiv. Good Learner
xv. Understanding
1. TEACHER
Teacher (tee-cher) is a noun and it implies for;
1) Provider of knowledge and insight.
2) Mentor.
3) One who inspires motivates and opens up minds to the endless
possibilities of which one can achieve.
4) One who makes a positive difference in the lives of many
5) one who is admired, appreciated and held in the highest esteem.
 CONTD..
A teacher (also called a school teacher or, in some contexts, an educator) is a
person who helps others to acquire knowledge, competences or values
Informally Teaching: the role of teacher may be taken on by anyone
• Teaching young people of school age may be carried out in an informal setting, such as within the
family, (homeschooling
• Some other professions may involve a significant amount of teaching (e.g. youth worker, pastor).
Formal Teaching is usually
• carried out by paid professional teachers. We are focusing on
• those who are employed, as their main role
• to teach others in a formal education context, such as at a school or other place of initial formal
education or training
 CONTD ..

The six steps to becoming a master teacher include:

• Realize Your Motives for Teaching
• Promote Moral Behavior in Your Students and Yourself
• Combine both Tolerance and Determination
• Plan Lessons That Works
• Perfect Instructional Practices and Assessment Skills
• Connect Positively to the Whole-School Culture
i. PROFESSIONAL TEACHER
• A professional teacher is a person
• who cares enough about his/her students irrespective of their color, creed and caste;
• to whom the students can approach with any problem or concern.
• S/he abides by professional code of conduct and earns great respect.
• “Is the licensed professional
• who possess dignity and reputation with high moral values
• technical and professional competence.
• , observes, and practices a set of ethical and moral principles,
• standards and values.”
• who can effect change, (sense of efficacy)
• an expert in what s/he teaches (subject matter knowledge & pedagogical knowledge.)
 CONTD…
Competences required by a PROFESSIONAL teacher
There seem to be four models:
1. The teacher as manager of instruction;
2. The teacher as caring person;
3. The teacher as an expert learner; and
4. The teacher as cultural and civic person.
 CONTD..
European Union has identified broad areas of competences that
teachers require:
1. Working with others,
2. Working with knowledge,
3. Technology and information, and
4. Working in and with society.
 CONTD..
1. Knowledge (such as: the subject matter itself and knowledge about how
to teach it, curricular knowledge, knowledge about the educational
sciences, psychology, assessment etc.)
2.Craft skills (such as lesson planning, using teaching technologies,
managing students and groups, monitoring and assessing learning etc.)
3. Dispositions (such as essential values and attitudes, beliefs and
commitment)
ii. REFLECTIVE PRACTITIONER
• Reflective practice is widely considered to be an important activity for professional development of
teachers.

• Reflective practice: is the ability to reflect on one's actions so as to engage in a process of continuous
learning.

• According to one definition it involves "paying critical attention to the practical values and theories which
inform everyday actions, by examining practice reflectively and reflexively.

• A 'reflective practitioner is someone who:

• at regular intervals,
• looks back at the work they do
• the work process,
• considers how they can improve.
• They 'reflect' on the work they have done
 CONTD..
• Reflective teaching:
is a process
where teachers
• think over their teaching practices,
• analyzing how something was taught
• how the practice might be improved or changed for better learning outcomes.
• promote reflective classrooms
• ensure that students are fully engaged in the process of making meaning
 CONTD..
• Features of reflection
1. Reflection results in learning – through changing ideas and your understanding of the situation
2. Reflection is an active process of learning and is more than thinking or thoughtful action
3. Reflection involves problematizing teaching by recognizing that practice is not without dilemmas
and issues
4. Reflection is not a linear process, but a cyclical one where reflection leads to the development
of new ideas which are then used to plan the next stages of learning
5. Reflection encourages looking at issues from different perspectives, which helps you to
understand the issue and scrutinize your own values, assumptions and perspective
iii. INQUIRING TEACHER

• Developing an enquiring mindset and culture is fundamental to teacher

professionalism. This enquiry stance keeps a central focus on us always
questioning and “knowing why, knowing what, knowing how”.
• This emphasizes a professional identity of the teacher as learner who
questions self, students, school and system, being both reflective and
reflexive.
 CONTD…
There are three different approaches of effective teaching
• The ‘style’ approach:
A common view of teaching effectiveness which focuses on how teachers
teach.
• The ‘outcomes’ approach:
A common view of teaching effectiveness which focuses on student results.
• The ‘inquiry’ approach:
An alternative view of teaching effectiveness that incorporates style and outcomes
within an inquiry-based framework
iv. COMMITTED TEACHER
• Teacher commitment has been identified as a key factor as to why teachers
make strenuous efforts to stimulate their students’ learning, care about
their pupils’ well-being and become more ‘effective’ in a general sense
• The strength of any profession depends upon the degree of commitment of its
members and the teaching has no exception.
PRINCIPLES OF COMMITMENT
i. Commitment to the Students
ii. Commitment to the Profession
 CONTD..
i. Commitment to the Students
In accomplishment of the responsibility to the student, the teacher:
• Shall not unreasonably restrain the student from independent action in the pursuit
of learning.
• Shall not unreasonably deny the student's access to varying points of view.
• Shall not deliberately suppress or distort subject matter relevant to the student's
progress.
• Shall make reasonable effort to protect the student from conditions harmful to
learning or to health and safety.
• Shall not intentionally expose the student to embarrassment.
 CONTD…
• Shall not on the basis of race, color, creed, sex, national origin, marital status,
political or religious beliefs, family, social or cultural background, or sexual
orientation, unfairly
a. Exclude any student from participation in any program
b. Deny benefits to any student
c. Grant any advantage to any student

• Shall not use professional relationships with students for private advantage.
• Shall not disclose information about students obtained in the course of professional
service unless disclosure serves a compelling professional purpose or is required by
law.
COMMITMENT TO THE PROFESSION
• The education profession is vested by the public with a trust and responsibility
requiring the highest ideals of professional service.
In the belief that the quality of the services of the education profession directly
influences the nation and its citizens
• the educator shall exert every effort to raise professional standards,
• to promote a climate that encourages the exercise of professional judgment,
• to achieve conditions that attract persons worthy of the trust to careers in
education,
• to assist in preventing the practice of the profession by unqualified persons
 CONTD
In fulfillment of the obligation to the profession, the teacher–
• Shall not in an application for a professional position deliberately make a false
statement or fail to disclose a material fact related to competency and qualifications.
• Shall not misrepresent his/her professional qualifications.
• Shall not assist any entry into the profession of a person known to be unqualified in
respect to character, education, or other relevant attribute.
• Shall not knowingly make a false statement concerning the qualifications of a
candidate for a professional position.
• Shall not assist a non-educator in the unauthorized practice of teaching.
2. MORAL AGENT

From Aristotle to nowadays, most thinkers, believe that ethics can be

taught. The research demonstrates that the students’ moral profile is
strongly shaped during the academic years teachers have an important
influence on students’ moral development.
 CONTD..
i. Role of A Teacher as a Moral Educator
Teaching is not more of a profession but a calling, where one is given
the power to pass not only knowledge s but kills and the right attitudes.
This section closely examines the different roles of a teacher as a moral
educator.
1. Being kind & helpful to others
2. Good assessors
3. Provides ethical norms & behaviors
4. Help kids become enthusiastic & avid learners
 CONTD..

ii. Teacher a Role Model who sets a good Example

The primary responsibility of teachers is to set good examples in front of their
students. They should be strict (hard) as well as soft with them to make them better
human beings. They should teach good traits that are equally important & essential
in becoming the right person in life. Self-esteem, encouragement to study, and
confidence are enough.
Moreover, Teachers must educate their students on the importance of selecting
the appropriate company. They must also show an excellent example to the learners.
There is an intuition here that children are strongly influenced by the company they
keep.
 CONTD..
iii. Teacher as a Counselor Who Offers Advice
Teachers remove darkness, bring enlightenment and support an individual
student to choose the right path. Teachers could be significantly support and
encourage the school/college/university counselling programme. All the students
need to be equipped with emotional and social skills to promote learning for the
overall personality development. Georgiana (2015) that class teachers may take
action first in order to prevent students from problem and make good decision.
 CONTD..
As a counselor, a teacher can:
• Assisting Students in Making thoughtful Decisions
• Learning about the Students towards Learning
• Assisting the Students with Acclimatization to their Environment
• Helping the Students in their Studies
• Supporting the Students' Daily Learning Routine
• Introduce the School Counsellor and Cooperate with them
• Partnering with Parents
 CONTD..
iv. Forming a Caring Environment
Character formation begins with a caring relationship, first in the home and then at school. Teachers create a
basis for children through encouraging caring relationships in schools that bridge from adult to child through which
mutual influence can occur

Any child who is being cared for, will likely care for others and will engage as a citizen in the moral life of the
community. The quality of early teacher-student relationships can have a strong influence on academic and social
outcomes of students

Teaching styles that conform to dimensions of effective parenting were a significant predictor of students'
academic goals, interest in school, and mastery of learning orientation.

In particular,
 Teachers who have high expectations tend to have students who get better grades but who also pursue
prosaically goals, take responsibility, and show a commitment to mastery learning.
 Conversely, teachers who are harshly critical and are perceived to be unfair have students who do not act
responsibly with respect to classroom rules and academic goals.
 CONTD..
1. Build positive relationships 12. Review classroom procedures

2. Arrange the physical environment 13. Provide flexibility

3. Set high academic expectations
14.Create a Sense of Order
15. Greet Students at the Door Every Day
4. Provide positive reinforcement
16.Let Students Get to Know You
5. Be open to feedback
17. Get to Know Your Students
6. Encourage collaboration
18.Avoid Rewarding to Control
7. Use current curriculum and teaching methods
19.Avoid Judging
8. Be there for them 20.Employ Class-Building Games and
9. Give students a voice and a choice Activities

10.Establish a routine 21.Celebrate Success

11. Create rules and expectations
 CONTD..
Caring schools and classrooms provide multiple benefits for students.
Caring school climates:
• encourage social and emotional bonding
• promote positive interpersonal experiences,
• Student attachment or bonding to school improves school motivation
• providing the minimum grounding necessary for the formation of character
• Moreover, in schools with a strong indication of communal organization,
• less student misconduct is noted
• rates of drug use and delinquency are lower
• discourages the victimization of teachers and students .
• decreased discipline problems and less drug use, delinquency, and bullying;
• they also report higher attendance and improvements in academic performance
 CONTD..
v. Development of Social and Emotional Skills
Another best practice among teachers as a way of teaching morals to children is enhancing learners’ social and emotional skill
development. Social and emotional skills are crucial to school success.
A substantial body of literature indicates that teachers employ programs that address social and emotional competencies and which
are effective in preventing problem behaviors, including drug use and violence. Social and emotional learning is also a strong
predictor of future children’s moral outcomes and academic achievement.
Students need to learn social and emotional skills formally through instruction and informally as they interact with adults and peers
day to day. As a teacher, you think about and practice these skills yourself so you can model them for your learners.
According to the Collaborative for Academic, Social, and Emotional Learning, social and emotional learning (SEL) covers five
areas:
• Self-awareness
• Self-management
• Social awareness
• Relationship skills
• Responsible decision-making
 CONTD..
• Self-awareness skills
As a learner develops self-awareness skills, they begin to understand their own emotions,
thoughts, values, strengths and limitations. They then start to see connections between these areas and
their behavior. As their self-awareness grows, their self-confidence also increases in a healthy way.

• Self-management skills
Self-management is based on a child or teen managing their emotions, thoughts and behaviors
depending on the situation. Learners should practice setting and working toward goals, finding ways to
manage stress and working to stay motivated.

• Responsible decision-making skills

Responsible decision-making requires learners to weigh the consequences and benefits. These
skills also include making ethical choices that are grounded in safety. This set of skills could relate to
personal or social situations.
 CONTD..
• Social awareness skills
When students work on building their social awareness skills, they learn how
to empathize with people from different cultures and backgrounds and understand
their perspectives. They also explore social norms for behavior, as well as types of
support available inside or outside of their school .

• Relationship skills
Relationship skills help learners create positive relationships with a variety of
people and groups. To develop these skills, learners should practice how to listen,
communicate, work with others, solve problems and support their peers.
 CONTD..
vi. Teaching for Expertise and Perfection
Teaching for expertise involves
• direct instruction through role modeling,
• expert demonstration, and thinking aloud,
• focusing attention on ethical aspects of situations
• expressing the importance of ethical behavior.
 CONTD..
vii. Teaching Self-Regulation and Development
According to Taylor (1964) self-regulation is acquired in stages
First, the child vicariously induces the skill by observing a model.
Secondly, the child imitates the model with assistance.
Thirdly, the child independently displays the skill under structured conditions.
Finally, the child is able to use the skill across changing situations and demands

Teachers must ensure that their students:

• learn to use their skills independently
• coached not only in skills and expertise but also in domain-specific self-efficacy
• learn to monitor the effectiveness of the strategies they use to solve problems and, when necessary, alter
their strategies for success
• have good self-regulatory skills for learning,
• help students develop the attitudes and skills necessary for the journey toward their future.
 CONTD..
A teacher can deliberately foster the moral character of the children:
• First, teacher educators point out the importance of establishing a respectful and caring
relationship with students, helping teachers understand and practice different ways to do this. This is
accompanied by helping teachers learn how to establish a supportive classroom climate, which is
important for achievement and ethical character development.
• Secondly, teachers help their students identify the ethical skills that support academic and social
success, guiding them to understand ways to use them during the school day in academic and non-
academic lessons.
• Thirdly, teachers must learn and instill in their children how to cultivate expertise in students not
only in their academic discipline but also for an ethical social life.
• Fourthly, in subject matter and in social life, teachers assist their learners in developing techniques
to help them foster self-regulation and self-efficacy. Student moral development is both implicit and
inevitable in standard educational practice.
 CONTD..
Two teacher education strategies are encouraged in schools to foster an
intentional, transparent, and deliberative approach that seriously considers the
moral dimensions of teaching and schooling.
• The minimalist strategy requires teachers to make explicit the hidden moral
education curriculum and to encourage their students to see the moral character
outcomes that are immanent to best practice moral instruction.
• The maximalist strategy requires that teachers learn a toolkit of pedagogical skills
that target moral character education as an explicit curricular goal. It is important to
know that when teachers are intentional and wise in praxis, they provide students
with a deliberative, positive influence on their individual and group characters.
3. ROLE MODEL
• A role model is a person who inspires and encourages us to strive for greatness,
live to our fullest potential and see the best in ourselves.
• A role model is someone we admire and someone we aspire to be like.
i. Honest
• An ideal teacher must be very honest and transparent in all his/her dealings with the
children and with his/her colleagues
• The teacher must then be very honest in all her behaviour with the children she is
handling. In this regard, partiality and favouritism are the two most horrible qualities
that a teacher should not have.
 CONTD..
ii. Affectionate
• The next quality that we would like to find in an ideal teacher is that, he/she should be very
affectionate to all the children in his/her charge. The love they get at this stage of life is what makes
them lovable and affectionate adults.
• A loving teacher is forever remembered and loved by students.
iii. Understanding
• An ideal teacher needs to be very perceptive in respect of the behaviour of the children. Though the
teacher and the children are a generation apart, it would be great quality in a teacher if he/she could
understand the miseries of the children, and to help them out of their seemingly little problems, and
also feel for them. With this attitude of familiarity with the children, the teacher will win the
confidence and they will always discuss their problems with him/her and they will also take him as
their confidante.
ANY QUESTION
?