Why Teach? Search for:. IceBreaker Think about your favorite teacher — a teacher that you learned a great deal from, who helped you to develop your potential or who made you feel at home in the classroom.
Discussion Questions: Why Teach? Why do people teach? Licenses and Attributions. CC licensed content, Original. Their classrooms are organized in such a way as to minimize distractions. Great teachers engage students and get them to look at issues in a variety of ways. They ask questions frequently to make sure students are following along.
They keep students motivated with varied, lively approaches. Great teachers form strong relationships with their students and show that they care about them as people. Great teachers are warm, accessible, enthusiastic and caring. Teachers with these qualities are known to stay after school and make themselves available to students and parents who need them.
They are involved in school-wide committees and activities, and they demonstrate a commitment to the school. Great teachers are masters of their subject matter. They exhibit expertise in the subjects they are teaching and spend time continuing to gain new knowledge in their field. They present material in an enthusiastic manner and instill a hunger in their students to learn more on their own. Great teachers communicate frequently with parents. They reach parents through conferences and frequent written reports home.
What No Child Left Behind means for teacher quality The role of the teacher became an even more significant factor in education with the passage of The No Child Left Behind law in Share on Pinterest. Get the GreatSchools newsletter — our best articles, worksheets and more delivered weekly.
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This is the basis of, and the rationale for, professional standards and the basis for ethical practices relating to a teacher's dealings with their students.
That is not to say teaching is not intensely personal. It is not limited to transmission of subject knowledge and, at its best, it deeply involves the growth of the whole student as a human being.
Certainly, great teaching involves having a good relationship with students. But those good relationships are based on trust, expertise and respect, on being fair, being reliable, being a person of your word, being a person who offers structure and consistency in order to provide a classroom environment where learning happens. It is true that, often, the realities of the classroom and the school seem light years away from such elevated visions of teaching.
Rowdy kids, unsettled Friday afternoons, outbreaks of bullying, encounters with parents who are either too demanding, or not demanding enough — all these occur and place far more immediate challenges on teachers. Teaching is a challenging profession. But, as many teachers know, it is often through these experiences, not in spite of them, that teachers find the way to relate to their students professionally, which puts their needs as learners at the forefront.
Many of us, in choosing to become teachers, have been inspired by great teachers we had at school — people who showed they were committed to our intellectual and personal development by the way they taught. In particular, it was their deep knowledge and passion for their subject that was inspiring. I had a number of such teachers, but one stands out in particular.
He was slightly eccentric, and he would take any opportunity he could to help us see how mathematics could be applied to our understanding of the world. Kevin would set us tricky calculus problems, and as he wandered around the room, he would often wave a hand-held fan over us. A great teacher has the ability to inspire students to ask more questions, not just to answer them. Their role in leading students to knowledge is not to satisfy their desire for knowledge, but exactly the opposite: it is to make them hungrier and thirstier for more — more knowledge, more skills, more understanding.
A good lesson will conclude with students knowing they have learnt something, but a great lesson will conclude with students being un satisfied with what they've learnt, wanting to learn more, and asking more questions. That's fanning the flames of wonder.
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