QUALITIES OF

A TEACHER

Reporters:
SEDANZA, MARY ROSE C. RN
TABUYAN, ZARAH JOY RN
August 11-12, 2018
QUALITIES OF A TEACHER

Greatness in teaching is just as

rare as greatness in medicine,
dance, law, or any other profession.
QUALITIES OF A TEACHER
Although the qualities that make
great teachers are not easy to
inculcate or duplicate,
understanding these qualities can
give all teachers a standard of
excellence to strive for, and guide
schools in their efforts to recruit
and retain the best teachers.
1. Willingness to Put in the Necessary
Time
Teaching, like every other serious
profession, requires time.

Dennis Littky, an award-winning

principal, said, “You can't be a
great teacher or principal and not
work long, long hours”.
1. Willingness to Put in the Necessary
Time
By investing time—to prepare for
class, to go over student work, to
meet students outside of class, to
talk to parents, to attend school
meetings, and to serve on school
committees—a great teacher
indicates to students that she or
he sincerely cares about their
learning.
2. Love for the Age Group They Teach
Most teachers find joy in teaching
because of their talent for
relating to students in a particular
age group. Unfortunately, too many
school districts transfer teachers
on the basis of seniority from one
grade to another without
recognizing the importance of fit.
2. Love for the Age Group They Teach

An important part of greatness is

the match between the teacher's
skills and interests and the age of
his or her students.
3. An Effective Classroom Management
Style
The most effective teachers draw
from these well-known theories,
but adapt them to their own
personality.

Because great teachers develop

and hone their own classroom
management style, their techniques
vary.
3. An Effective Classroom Management
Style
All, however, have at least the
following common characteristics
in their classrooms:
a. Few behavior problems.
b. A culture of respect that flows in
every direction: teacher to
students, students to teacher,
students to students, and
everyone to guests.
3. An Effective Classroom Management
Style
All, however, have at least the
following common characteristics
in their classrooms:
c. Immediate—or at least timely—
teacher actions that usually
work.
d. A clear, shared understanding
of acceptable and appropriate
behavior.
4. Positive Relationships with Other
Adults
Too often, we underestimate the
amount of time that teachers
spend with other adults in a
school—other teachers,
administrators, and parents. Great
teachers work well with each of
these groups.
5. Consistent Excellence
Some teachers are able to
compartmentalize personal and
other issues; others require a short
period of time off to handle vexing
problems.
The best teachers consistently
find ways to integrate new methods
in an ever-changing profession into
their successful practices.
5. Consistent Excellence

Dedication to their work,

flexibility, and the willingness to
grow are common to great teachers
in the face of difficulty and
change.
6. Expert Use of Instructional Methods
Great teachers use a variety of
instructional methods that they
feel comfortable with; within the
same school, you'll find different
teachers getting excellent results
using such methods as mini-
lectures and interactive lectures,
problem-based learning,
cooperative groups, and multiple
intelligences approaches.
6. Expert Use of Instructional Methods

No single teaching method or

approach works best for every
teacher with every student.
7. In-Depth Content Knowledge
Everyone agrees that great
teachers possess a solid command
of content, whether their
expertise lies in knowledge of
reading in the early elementary
grades or a serious command of
biology or mathematics at the high
school level.
7. In-Depth Content Knowledge

Because of the close connection

between preparation time and
content, the best teachers often
spend as much time preparing for a
class as they do teaching it.
8. Capacity for Growth
Like any other profession, teaching
undergoes constant change.

Great teachers remain

intellectually alive and open to
responsible change grounded in
theory, research, and practice.
9. Steadiness of Purpose and Teaching
Personality
Some people, particularly people
outside the profession, expect
teachers to “perform” in
classrooms and to maintain a high
energy level. Great teachers,
however, are not necessarily
performers.
9. Steadiness of Purpose and Teaching
Personality

Instead, they hold students'

attention through subject mastery,
skillful lesson design, actions that
demonstrate caring, and an honesty
that reveals their individual
personality.
10. A Complex Act
Teaching is a complex act.
Knowing the qualities of greatness
can help teachers strive for the
highest standards and help
education professors, teachers,
and administrators jointly craft
preservice training or inservice
programs that build on these
qualities.
10. A Complex Act
The late Madeline Hunter compared
teaching to surgery, “where you think
fast on your feet and do the best you
can with the information you have.
You must be very skilled, very
knowledgeable, and exquisitely well
trained, because neither the teacher
nor the surgeon can say, ‘Everybody
sit still until I figure out what we're
gonna do next’”
• SOURCE:
http://www.ascd.org/publications/bo
oks/104138/chapters/The-
Qualities-of-Great-Teachers.aspx
 A good teacher must be able to put
himself in the place of those who find
learning hard.

Eliphas Levi
Thank You!