Essay On The Characteristics Of A Good Teacher

Essay On The Characteristics Of A Good Teacher-55
At the elementary level, children are always learning and sometimes don't even know it.When I was in kindergarten, I can remember playing at the different stations in the classroom.Therefore all teachers should strive for what can be considered to be a "good teacher." A good teacher can be defined as someone who always pushes students to want to do their best while at the same time trying to make learning interesting as well as creative.

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These characteristics show what makes a person to be termed as a good teacher.

One of the characteristics of a good teacher is that he/she should be a good communicator.

Though students will make mistakes time and again, a good teacher should avoid shouting to them.

He/she should calmly correct the students when they make mistakes because this will enhance learning.

In some cases teachers may need to provide extrinsic reinforcers to encourage learning.

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One way this can be done without undermining students intrinsic motivation is to praise (reinforce) children not just for completing a task but for doing it well (Mc Devitt and Ormrod, 2010, p.

An extrinsically motivated student who dislikes maths may work hard on a math equation because they want the reward of a good grade not because they want to learn. Basically once a child registers that a particular behaviour gets a desired reaction that child will reinforce this behaviour again to get the reward (Mc Devitt and Ormrod, 2010, p. Extrinsic motivation is easily to stimulate and often effective within the classroom however extrinsic rewards can decrease intrinsic motivation if children see them as controlling, manipulative or in some other way limiting their independence and sense of self determination (Vansteenhiste, Lens and Deci, as cited in Marsh, 2008, p. In effect extrinsic motivations can change something pleasurable into work.

Ideally an effective teacher would centre student’s attention on the internal pleasures involved in tasks and activities.

There was a large array of crayons, markers, scissors, construction paper and building materials we could use to make pretty decorations to give to our parents for our homes.

By choosing which station we wanted to work at, we were becoming much more interested in what we were learning because we were doing what we wanted to do, not what we had to do.

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