Ten Characteristics of a Good Teacher

From time to time during the 15 years I seduce been urinateing in the field of English language training and training, I waste put myself in the position of language learner quite a than apprizeer. In enlargeition to enjoying language study andfinding the process fascinating, I find it beneficial to view the process finished the eyes of a student. Even though I postulate felt at odds with several(prenominal) teachers and their methods, I have learned something from every teacher I have ever had even the worst ,of them.There is a line in Saint-Exuperys The Little Prince that applies to all endeavor, but especially teaching. It reads That which is essential crapper non be seen with the eye. Only with the heart can whizz know it rightly. The essence of teaching is difficult to qualify, but that line leads directly into my most essential criterion. 1. I emergency a teacher who has a contagious en husiasm for his t teachingone who, as Rich rd Via says, loves his students a nd his work. Mr. Via is an educational specialist in using drama techniques to teach EFL at the East-West Center in Hawaii.I was privileged profuse to attend his teacher-training seminar in Korea in 1976. It was a pleasure to be in his audience. His enjoyment in transmitting knowledge and participating in the seminar was appargonnt and infectious. His passion for teaching instilled a passion for learning in all the participants. For me, the most crucial factors in good teaching atomic number 18 who the teacher is and how he acts in the classroom. This influences the way the students react d toward the bell ringer language and, therefore, their success in learning it.2. I ask a teacher who is creative. Teaching must be to a greater extent thanthan patently chess opening a book, doing exercises, and following an outline written by person else. In the tedium of repetition, the student can go through the motions of doing the exercises without his mind creation engaged. What c an a teacher do to engage the students mind? There are a myriad of techniques that the creative teach r can employinformation-gap exercises, e games, songs, jazz chants, problem solving, and new(prenominal) techniques that allow the student to utilize the skills he has already developed in his first language. 3. I want a teacher who can tote up pace and humor to the class.The humor of one of my teachers had the effect of alleviating my nervousnessof diminution my effective filter. There was a rapport among the students and the teacher because we were all express joy together. We had a good time learning, and we made a lot of pass along because we were non afraid to make mis maneuvers we could take chances. As Krashen would say, the effective filters of the students were low, facilitating acquisition. some separate(a) teacher that I had maintained an excellent pace in the class. She neer lost an instant consulting a list or call uping close what to do next she had prepare dthat was evidentand she was goingto capitalize on every second.I was somewhat nervous in her class, but I didnt have time to worry about it because events moved so quickly. I was literally sitting on the edge of my seat so that I wouldnt miss anything, and my adrenalin was a positive force. I should add that humor is a double-edged sword it can tooshiefire, for what is funny to one person may not be funny to another. Humor crossways cultures can add a layer of difficulty to communication. 4. I want a teacher who quarrels me. I had several teachers who always spoke to me in Spanish, both in and out of class.I felt they were showing confidence in me and challenging me to tell Spanish. The students passive l knowledge of the keister language is always greater than his active knowledge. There is no moderateness why a teacher should use any language other than the target language except possibly for purposes of expediency. When a teacher reverts to the inseparable language, he i s showing a lack of patience with the students struggles in the target language. In addition, switching codes is confusing. I was unfoldn a test in which all the in tructions were read to me in English, so that I would be sure to understand every thing.Then I had to dish out in Spanish. scarce the test had three parts and I had to continue switching codes back and forth from English to Spanish I found this very confusing. It is alike going off a dietonce you cheat a i little, then you want to cheat a little much. If someone speaks to me in English, this activates my English channel and I am prepared to think in English. Speaking in the target language to the learner prepares and challenges him to speak in that language. In addition, I want a teacher who can maintain alevel of difficulty high enough to challenge me, but not so high as to discourage me.5. I want a teacher who is encouraging and patient, and who bequeath not give up on me. Some of the teachers that I have had dem onstrated undreamed of patience with all of their students, never allowing even a shadow of choler to cross their faces in reaction to continued incorrect speaking later endless correction (which may say something about the policy of correction). When the teacher is positiveencouraging initial and repeated attemptsthe students go forth apply themselves more diligently.Motivation thrives on success. One teacher I had appeared on several do c to give up on me. She would struggle to have the other g members of the class repeat the combination of an indirect object pronoun followed by a direct object pronounthe nemesis of the Spanish-language student. They would have numerous chances to grant the correct combination in various tenses, but I ofttimes was given only one opportunity. For the life of me, I do not know why the teacher gave me only one chance.Was it because I was attempt and she wanted to spare me any unpleasantness? Or was it because in her mind Ididnt need the practi ce? I felt that I necessary the practice and wanted at least a chance to deliver. I felt that the teacher was discouraged and had lost confidence in my energy to progress. As a result, I lost my incentive and became unsure of myself. 6. I want a teacher who will take an disport in me as a personone who will try to recognize discussion topics that interest me. When I was teaching, one of the first things I did was to try to find out what my students interests were hobbies, past employment, family, travel, etc. The easiest, most accessible airfield of conversation is oneself.The initial and intermediate stages of development for the language student do not abound with opportunities for coherent self-expression. Most of the time, we language students feel fairly incompetent because we cannot express ourselves adequately, as we are accustomed to doing in our endemic language. Thus, if we can discuss some little accomplishment weve had, or something that we take pleasure in or ar e proud of, so much the better. 7. I want a teacher who knows grammar well and who can let off something on the daub if necessary.I also want a teacher who is real and has the simple courage to admit that he doesnt know an answer if indeed he doesnt. I have had some teachers who, probably as the result of the de-emphasis on grammar explanation in the structuralist tradition, did not provide enough explanations. It seems to me that a more eclectic approach would take into consideration the inevitably of the adult learner, who should be given some insight into the intricacies of grammar. 8. I want a teacher who will take a minute or two to answer a question after class, or who will take five legal proceeding tocorrect something that I have make on my own.I had several teachers who did this willingly and who encouraged the students to do extra work on their own. I also had a teacher who made some corrections for me at my request, but somehow I felt as if I had encroached on her time. Is teaching to be exactly 50 minutes of the hour and no more? First, we as teachers need to encourage students not only to study what is required, but to pursue on their own areas in which they are arouse. Acquisition is facilitated when it concerns information that we need or are interested in.And second, we need to appreciate our students efforts. 9. I want a teacher who will treat me as a per on, on an equal s arse with all the members of the class, regardless of sex, marital status, race, or my future need for the language. In some of my classes women were given discussion topics relating only to the home and family, and men were seldom asked to blether about their families. Men were also given more talk time than the women. This can be discouraging to the student, and that is not conducive to progress. As teachers, we must lookcarefully at our classes to be certain that we are including everyone equally.I know that I have probably been guilty of bias toward the brighte r and more energetic studentstheyre more challenging for the teacher and more raise for the class. But now 1. Editors Note on the spot = without further consideration at once immdeiately. 2012 37 that I have been a victim of bias my elf, I will cers tainly be more aware of treating my students equally. 10. Finally, I want a teacher who will kick in his emotional baggage outside the classroom. The classroom is a stage,and to be effective the teacher must in some cases be an actor.I do not want to interrupt my concentration by worrying about what faculty be bothering the teacher. Nor do I want a teacher who sustains himself through ridicule or sarcasm, playing havoc with the emotions of his students and thereby blocking any learning/acquisition that might take place. Conclusion The qualities that I have discussed can be separated into four areas(1) affective characteristics, (2) skills, (3) classroom care techniques, and (4) academic knowledge Affective characteristics enthusiasme ncouragement humor interest in the student availability mental healt Skills creativity challenge schoolroom Management pace fairness Academic Knowledge grammar A teachers effectiveness depends on his demonstration of the affective characteristics. These are congenital in some of us, but they are also within the drudge of most teachers. Most of us want to be encouraging, enthusiastic, and available, but we hardly have to be reminded once in a while. The classroom solicitude techniques of peace and fairness are often overlooked, but they can be crucial to effective teaching.These are not techniques that require training, but again, simply awareness. The specific teaching skills of creativity and challenge are associated more with the types of materials and activities, and their level and appropriateness. Ease and facility in these two areas come with experience and familiarity with the political program and materials. Lastly, a teacher who knows his grammar gives himself credibi lity and stature in the eyes of his students. With a little training in how to explain grammar and how to teach it, teachers have an native tool.