List Of Characteristics Of A Teacher

Outstanding teachers posses the following skills and or attributes: The ability to adapt to any changes that may occur, The cognitive skills to think quickly and logically, The virtue of patience to handle the repeating of information for those students who may not catch on quickly and finally The passion of teaching others to be better learners and the ability to listen and analyze the emotional, physical, and mental state of the students . Truly good educators remember that the image they exude is the example that is set forth for their students. A teacher provides high expectations for the students as well as his or her self to creates a positive atmosphere.

While there are many ways to be an outstanding teacher, every high-quality teacher should, in my opinion, have these skills and dispositions:

I evaluated the information in the document above based upon Moon’s (2013) nine measures to consider in comprehensive gifted education program. I think that FCCPS does a considerably good job addressing these nine guidelines. However, I believe they should consider more non-standardized materials and data while considering students for identification.

Validity is the assessment of the test’s informational construct, content, and criterion (Jarosewich, Pfeiffer, & Morris, 2002). Despite the fact that GATES does not reference any giftedness theory or theory of support, content validity is confirmed for GATES since the test was developed based on literature reviews, critiques of existing rating scales, and academic and test construction experts of the field (Jarosewich, Pfeiffer, & Morris, 2002, p. 330). A combination between federal guidelines on giftedness and a confirmatory item analysis is the basis of GATES creation.

The most important qualities of an outstanding educator are thoughtfulness, patience, adaptability, and creativity. A thoughtful educator cares about the whole child academically, emotionally, and socially. In this aspect the educator continually strives to best meet the need of their students.

In terms of my problems in the process, my mother questioned the school in regards to me not placing into the gifted program in third grade. I recall sitting down with the counselor and her explaining to me that my test scores” just weren’t high enough.” My classroom teacher agreed with my mother on the incorrect placement, however the decision stood until the next testing period. Minnesota as a state does not have a suggested model in identifying gifted children, so it is left in the hands of individual school districts (McClain, 2012, p.73). It appears as though my elementary school used a multiple-cutoff approach, mainly relying on state standardized tests. Later, in middle school, my family found out about above grade-level testing through a talent search organization targeted towards gifted kids. I did participate in this to get a better grasp of my abilities. While grade-level tests has benefits, for those in the upper echelon like myself, the tests offered limited information with the “testing ceiling”. I benefitted greatly from taking the ACT and SAT in middle school, becoming more aware of my capabilities and thus better able to address my strengths and weaknesses. Therefore, I would also recommend above grade-level testing as a tool for gifted identification. I believe this could be especially valuable for

What makes a good teacher? While many people may have certain credentials and can make list out of these. The teacher must have a strong connection with his students, energetic enthusiastic, the list can go on. Hal Urban has done this by writing the book, The Classroom: 20 things Good Teachers Do. As future educators it is important for us to reflect, and remember our roots of where we came from and the different techniques both positive and negative that our teachers used in the classroom. Not only does this help us grow as educators, but it helps us learn the importance of the kind of environment we want to create in the classroom.

I agree with Worrell’s (2013) statement. We should be asking and assessing not only if the student is gifted, but how are they gifted? As Worrell point out “most gifted and talented programs in elementary and middle school involved a broad range of enrichment activities, which may have no relationship to the talents of the students in the program” (Worrell, p. 140). Many students are placed in a “one size fits all” G & T program, and are not gaining the special instruction and

There have been many changes over the past 50-75 years in the provision of services to gifted children. They discuss the ethical and professional cited with the provision of educational assessment and intervention service to gifted children. The research has reviewed the various ethical and professional issues that may arise in the delivery of services to gifted and talented students. The first issue that they mention is that was addressed involved the definitions of giftedness, and how such definitions are becoming sufficiently broad nationally to include students having exceptional abilities, such as creativity, artistic, and leadership potential.

"A person who teaches, especially in a school; noun" (Google, 2016.) Google gives a very obvious definition to the question "What is a teacher?" However, those of us who have had an experience with teachers know they 're much more than someone who instructs. They are mentors, encouragers and educators. Each of these are far more in depth than an instructor.

103-382, Title XIV, p. 388). Gifted students are usually determined through standardized testing and evaluations that are given by education professionals. One such determination is a child who has an IQ of 130 or higher, or who places in the top ten percentile in standardized testing.

One of the most essential exercises when in comes to professional development as an instructor is to continuously reflect on your perspective, methodology, instruction and behavior within your profession. Doing so ensure that you a growing and improving on teaching skills and building on old strengths to benefit you as an instructor but especially the students that you serve.

In my opinion, a good teacher should be one who puts her heart into teaching. This is because only by doing so will the students feel their passion and hard work. When a teacher strives hard for the students, students will put in their effort as well. If a teacher dislikes her job, goes to classes in a bad mood, her teaching would also be affected and students would not be able to enjoy lessons as well.

Teaching is a difficult occupation. Teachers play an important part in training children, teenagers… So, a good teacher must have some special qualities. They are: knowledge, creation, confidence, empathy, sense of humor and passion.

There are from my experiences two types of teachers in this world: good and great. A good teacher knows, at the bare minimum, how to get across the basics of the material. They may not be the most enthusiastic, however they get the job done. Great teachers are truly a gift of God. They know how to inspire, create discussion, and truly get students involved in lessons. Then there remains Brian Gunter.