The Teacher

Chapter 3
Introduction

 In this chapter, emphasis is on Teacher. They are considered as

the prime mover of educational process and are the ones who
facilitate the whole process of learning.
 The teacher’s primary concern is to make learning experience,
whether inside or outside the classroom effective, productive &
meaningful. For this reason, he is obliged to make every learning
activity gratifying.
 Learning advocates have since acknowledged the concept of
individual differences as a major consideration in learning process,
thus in learning process the teachers assume every learner is
distinct & different from each other in terms of interests, traits,
abilities, characteristics & maturity.
 Varied Roles of a Teacher

 As a Manager -responsible for the

 As a Model –a teacher is exemplar. He
effective mgmt. of his class from start
serve as model to his learners. Learners
to finish
idolize their teacher; they believe the
 As a Counselor -he counsels learner things that they say, especially if they
especially when they are beset by show kindness & are approachable &
problems. sympathetic to their needs
 As a Motivator –Encouraging &  As a Public Relation Specialist – The
motivating learners to study well & credibility of the school is attributed most
behave properly in & outside of the time to the ways the teacher deals
classroom. with all the people outside the school, like
school benefactors, parents, church
 As a Leader –a leader directs, leaders, government employees, and
coaches, supports & delegate others.
depending on the need of situation.
 Varied Roles of a Teacher

 As a Parent-surrogate –In  As an Instructor –the main function of teacher is instruction. All

school, the teacher is the the other role aforementioned are corollary to teaching. At the
parent of the learners. heart of teacher’s role is the advancement of learning. Their
Parents have a feeling of duties include the following:
security knowing that
their children are in good a. Know how to employ the most effective teaching & learning
hands. strategies to enable children & young people to make progress.
 As a Facilitator – He/she b. Evaluate what their learners know, understand & can do; be
is the facilitator of able to use this assessment to prepare future teaching &
learning. The learners learning activities.
must be given a chance c. Have high expectation for all their pupils of whatever class,
to discuss things under race, gender & ability
the close supervision &
monitoring of the d. Recognize how to motivate their learners– to do this they need
teacher. to be effective role models for the students they teach.
 Professional Attributes for a Teacher
The following list describes affective characteristics & behavior
expected of a profession educator:
Physical Characteristics
Health & wellness- the candidate has the physical & mental
character, sufficient motor coordination & energy, adequate visual &
auditory acuity & good health needed to effectively & implement
the institutional & managerial duties associated with teaching the
levels & fields for which he is being prepared.
Appearance-the candidate takes pride in his personal appearance;
is well groomed and present himself in a professional manner
appropriate to the age of students being taught.
 Professional Attributes for a Teacher
Personality Characteristics
Cooperation –The candidate has a good moral attitude; works
cooperatively with peers, site teachers, & faculty; contributes
constructively to the realization of group objective; is vocal about his
opinion, avoids sarcasm.
Tactfulness –The candidate is modest in the use of words & actions upon
others; tempers his words in consideration of the feelings of other people
and avoids situation which offend institutional & community mores.
Flexibility & patience –The candidate displays a willingness & ability to
adapt to changes in events, conditions, activities, innovation, and tasks &
an overall patience for circumstances & human interactions.
 Professional Attributes for a Teacher
Personality Characteristics
Organization –The candidate monitors & controls time, materials,
and product expectations; is good at classroom & time management.
Enthusiasm –The candidate displays energy & enthusiasm and
responds appropriately to humor.
Creativity –The candidate synthesizes theory & practice into new
personalized adaptation & application.
Initiative & risk taking - The candidate displays independence &
motivation & is not resistant to undertake new activities &
assignments.
 Professional Attributes for a Teacher
Responsibility Characteristics
Responsibility -The candidate undertake & completes assigned tasks, assume his
role/functions; attend to his position, meet university & program requirements &
deadlines, anticipates problems & plans ahead & adapts to professional standards
& policies; has a good moral ethics.
Attendance & punctuality -The candidate is always present & punctual for class &
appointments; arrange ahead of time with all necessary individuals for
unavoidable delays or absences; and does not solicit except for any but very
special & legitimate circumstances.
Maturity- The candidate displays poise in task completion & personal interactions,
acknowledges his own responsibility & culpability, and does not pass on blame to
others or rationalize his own inadequate or mission performance; has integrity & is
honest in professional dealings.
 Professional Attributes for a Teacher
Communication Skills
Oral communication -The candidate reflects appropriate voice &
speech delivery; clarity, fluency and grammatical correctness; uses
standard English and understandable accent; appropriate formality to
any situation’ and verbal flexibility allowing rephrasing or translating of
ideas or questions until instruction is clear to students.
Written communication -The written output of the candidate reflects
appropriate & accurate spelling, grammar, punctuation, syntax, format,
and English usage; and demonstrate organization & compositions that
effectively communicate ideas, directions, explanations, lesson plans,
messages and other teaching related written output.
 Professional Attributes for a Teacher
Professional Relationship Skills
Demeanor- The candidate demonstrate positive attitudes in interactions
with other professionals; collaborate with peers; respect authority;
complies with rules & report problems with school & university operations
with reference to specific evidence & reasonable courtesy.
Rapport -The candidate relates easily & appropriately to children, youth &
other responsible to him, providing leadership or direction while involving
others & listening to and incorporating their desires & concerns.
Awareness -The candidate recognizes & empathizes with human
differences in ethnicity, gender, physical ability & intellectual ability and
demonstrate sensitivity to social expectations in varied environments.
 Professional Attributes for a Teacher
Commitment to Teaching Profession
Professionalism -The candidate demonstrates a passion for
teaching; recognizes, seeks, & applies the best theory, research and
practice in professional activities; is proud to assert his intention of
becoming a teacher and demonstrate a commitment to education
as a career.
Withiness -The candidate exhibits simultaneous awareness of all
aspects of the learning environment.
Reflectivity -The candidate reflects and evaluates professional
experiences with constructive criticism.
Qualities of a Good Teacher
Good teacher knows that by listening to & working with colleagues, parents, other
professionals & community members, they can inspire students & improve learning.
Personal qualities & skills that make a good teacher includes:

Being good at explaining things. The ability to work in a teams and uses
Being a person who enjoys working his own initiative.
with wide range of people. Keeping cool under pressure.
Being enthusiastic. Having patience & good sense of humor
Having a strong knowledge in a Being fair minded.
particular subject areas Coping well with change and
Being good at time management. Enjoying a challenge
 Personal Qualities of a Good Teacher

Dent (1961) enumerate the personal qualities of a good

teacher which are as follows:
 Firstly, the teacher’s personality should be pleasantly active,
dynamic & attractive. This does not rule out physically plain or
even ugly as there are those such with great personal charm
but rules out types like over-excited, melancholic, frigid,
sarcastic, cynical, frustrated, & overbearing. It exclude all dull
or purely negative personality.
 Secondly, a teacher should have genuine capacity for sympathy
– a capacity to tune in to the minds & feelings of other people,
especially those of the students. Closely related is being
tolerant on the frailty & immaturity of the students, give
allowance to making mistakes.
 Personal Qualities of a Good Teacher

 Thirdly, the teacher is both intellectually & morally

honest. He is should have an honest assessment of his
strengths & limitations and can decide morally as
guidance of his life. At times a teacher need to be a bit of
an actor, that at times a need to put an act to enliven a
lesson, can correct a fault or dispense praise as applicable.
 A teacher must remain mentally alert. He should continue
to advance intellectually and not stagnate. He must be
quick to adapt to any situation, however difficult it is &
should be in a position to improvise, if necessary at a short
notice.
 Personal Qualities of a Good Teacher

Fourthly, a teacher must be infinitely patient being

part of his self discipline & self training. He must be
resilient as teaching has great demands on nervous
energy. Dealing with children/ students who by
nature have naughtiness, thus he need to endure
mischief even unpleasant behavior on day-to-day
encounters.
Fifthly a teacher should have mind for continuous
learning as teaching is field where there are always
something more to learn. He has to contend with
three (3) principal objects of study: subjects,
methods by which to teach effectively & the learner,
the most important component
 Principles for Teachers

Conceptual understanding of core knowledge

 Refers to teacher’s ability to communicate & solve problems using central concepts,
tools of inquiry and structure of different principles. This set of skills is demonstrated
respectively the ability to:
 define learning goals that reflect mastery of the subject matter.
 design & effect the kind of instruction that develops student’s conceptual
framework.
 provide meaningful learning activities to improve learner’s communication &
quantitative skills
 model effective communication & problem solving.
 apply variety of media & technology;
 distinguish high quality educational materials and
 Write & speak with clarify for effective communication
 Principles for Teachers

Reflective practice
 Refers to teacher’s ability to step outside of the experiences that make up teaching, relate
such experiences and analyze & critique the impact of such experience & contextualize it from
multiple perspective is called reflective practice. Reflective practice is the ability to:
 expound on the principles that guides teaching.
 demonstrate teaching as inquiry process, collecting & analyzing data about student’s learning
& generating plan designed to support student’s learning.
 make available teach from multiple perspective; do self-assessment from multiple perspective
 gather information thru observation of classroom interaction; evaluate learner’s dev’t &
knowledge
 utilize assessment processes appropriate to learning outcomes; and
 encourage learners to employ multiple approaches, solution & diverse pathways to learning
Principles for Teachers
Teaching for Understanding
 The ability of teacher draw on their knowledge & framework structures to plan, implement,
supplement and assess effective learning experience through supportive social & physical
contexts for learning is termed teaching for understanding. Furthermore, this is the ability to:
 set clear goals for learning experience; prepare suitable classroom routines.
 provide learners with meaningful choices; create a collaborative, supportive social environment.
 engage learners in generating knowledge & testing hypothesis; develop learner’s ability for ideas
 apply multiple strategies that engage students in active learning; motivate learners to see
questions & interpret ideas for themselves & their own learning.
 convince learners to assume responsibility for themselves & their own learning.
 encourage all students to learn; provide interactive learning environment.
 ask question that promote learning and build on children’s prior knowledge.
 Principles for Teachers
Passion for teaching
 Refers to teacher’s ability to continually develop their own complex content & pedagogical
knowledge to support the development of student’s habit of continual, purposeful learning is know
as passion for teaching. Also, this is the ability to:
 summarize & teach complex concepts & network of knowledge; consider learners’ intellectual,
social & personal growth
 support learners with special needs; include other disciplines to create meaningful curriculum
 provide engagement activities thru multiple ways of knowing;
 allow for high & positive expectations for learner’s achievement; include other disciplines to create
meaningful curriculum.
 provide learners opportunities to solve community problems & make authentic choices; provide
learner’s access to learning opportunities;
 collaborate with other professionals when needed and engage in personal inquiry to construct
content knowledge & skills
Principles for Teachers

Understanding school in context of society & culture

Refers to teacher’s ability to value & teach about diversity, recognize the effect of
social, cultural, economic & political system on daily school life and to tap the
potential of school to minimize inequalities. It consist of the ability to:
 be change agent; communicate in ways that profess sensitivity to a broad range
of diversity.
 set as mediator when learners need help to resolve problems or change attitude.
Collaborate with parents, co-teacher, administrators, and other community
members in school activities; get involve in the lives of student.
include knowledge of community into teaching; and challenge negative attitude.
Principles for Teachers

Principle of Professionalism
 Refers to teacher’s ability to be active contributor/member of professional communities that
collaborate improve teaching & student achievement by developing a culture of trust, share
ethics, established standards, and research-based practices. It is the ability to:
 live up to the ethical principles guiding professional conduct; demonstrate & document
standards-based practices in the classroom.
 remain updated in terms of research on teaching & new developments in the discipline; seek
membership in professional organizations & resource networks beyond the school;
 include complex & difficult issues in dialogue with colleagues; give presentation to other
professionals
 initiate & lead activities such as teacher research, study groups, coaching among others;
 enhance the teaching & learning of school community; promote positive attitude.
 facilitate decision making and integrate democratic principles in school operations