The Essential Characteristics of Effective Teaching

Bullies run rampant through the halls of schools across America, but fellow students are not always the problem. Teachers bully their students by using verbal abuse, causing unnecessary stress, or putting the student in harm's way. Students need the help and support of their mentors to achieve their academic goals. When the teacher becomes the bully, students cannot get the most out of their classes. Personal cases from students of Tinora High School and Karen Eubank show different ways that a teacher can cause more harm than good.

In the book, Ten Traits of Highly Effective Principals: From good to Great Performance, McEwan discusses the facilitator in chapter 4 (2003). She describes the facilitator as a leader with abilities to build strong relationships with parents, teachers, and students. One principal in the book, Bill, thought the students would learn more if their teachers are understanding, caring, and genuine as opposed with students who were taught by teachers that were not. This idea was tested and their findings were placed in a book entitled, Kids Don’t Learn From People They Don’t Like (Aspey & Roebuck, 1977). The results of the study described the book perfectly.

Teacher and parent awareness is one of main obstacles in preventing bullying prevention. Teachers and parents do not take bullying as being serious and underestimate the effects it has on children (Cohen, 2008). It is reported that 85% of teachers think they intervene to stop bullying, however only 35% of students feel that teachers do (Cohen, 2008). Many parents and teachers do not have the proper knowledge on what establishes bullying. They see bullying as only being violence and ignore the verbal assaults that are occurring (Cohen, 2008). They do not know the signs to look for and have not been properly trained on how to resolve the issue (Cohen, 2008).

Schools are the most well-known settings for bullying. This is the place where students learn and socialize for most of the day. A school is a place meant to feel safe, not afraid. However, studies have shown us this is not the case. More and more students are reluctant to come to school. Why? Their peers may criticize them and abuse of them both verbally and physically. Bullying is more serious than most think. Many people just think it’s a simple hoax that was taken too far but this simple joke can lead to indelible emotional and physical scar that could hunt students for life eventually lowering their self-esteems and even ruining their lives. Schools and teachers have failed tremendously at stopping this.

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

A fellow educator would hear these answers as examples of the teacher’s ability to engage students in every lesson, her desire for all students to succeed, and her competence in subject matter. Although an outstanding educator exudes many other characteristics, these three qualities are essential for one to be considered an outstanding, high-quality teacher.

I believe there are many skills and attributes that are necessary to an outstanding teacher; one’s ability to keep students engaged, the desire to see all students achieve, and knowledge of the content taught are attributes of an outstanding educator.

The National Safe Schools Framework (2014) states that a comprehensive and systematic approach to SEWB in educational settings may contribute to improved behaviour, higher academic achievement and better health and social outcomes. A supportive and connected school culture is recognised by the inclusion and involvement of students, teachers and parents to the school. Processes are inclusive, relationships are respectful of persons and their rights, and relevant actions are planned for both formal and informal learning. School staff require training and support within the school to respond and prevent bullying. This is an essential part of a school's approach to countering bullying understanding the school's strengths, needs, gaps and aims.

Lynne Kenney, the speaker in this educational seminar is a pronounced psychologist who works on educational techniques with teachers and parents to improve confidence, communication and collaboration within classrooms. According to Kenney, 68% of elementary teachers, 64% of middle teachers, and 53% of high school teachers report an increase of disruptive behavior in schools. Due to such percentages, time spent in classrooms in allocated to spending 50% of the time addressing behavioral issues rather than to learning. It is not simply the teachers who need to be productive for our student’s sake, but parents and educational administrations as well, such as principles and school district leaders. In fact, many teachers leave their profession just after three years, often due to a lack of administrations and difficulties with behavior in the classroom.

According to O’Neil, Kellner, Green, & Elias, bullying has lasting effects on students along with the school. Therefore, both “proactive and reactive strategies” should be implemented when dealing with bullying (O’Neil, Kellner, Green, & Elias, 2012). According to the authors, every school should have a group of “administrators and pupil service personnel” who are trained to deal with incidents of this nature. To properly deal with the problem of bullying in schools, certain measures should be taken. First, according to the US Department of Education Office of Civil Rights, an official investigation must be conducted. Next, the injured party and their parents, along with staff members, should meet to discuss

This essay will be analysing the most effective pedagogic principles for teaching in the early years or reception class. It aims to make available an improved understanding of the variety of pedagogical principles within early years ' classroom and the strategies that can influence the choice and application of different pedagogies. It is world widely known that ‘’ early years’’ of a child starts from the moment they are born to the age of 5.

“What the educator does in teaching is to make it possible for the students to become themselves.” 1A teachers objective should not be to shape the students as a reflection of that educators image, instead they should see themselves as the medium of which the information in communicated, they should see themselves a person who elevates that students to higher concepts of learning, aspiration and liberation. A good teacher must recognize the strength and weaknesses in skills of the individual and class and reflect on how to leverage strength amongst learners to

Teachers also have to have special qualities to make them an effective teacher. According to Robert J. Walker teachers need to have twelve basic characteristics that he highlights in his article Twelve Characteristics of an Effective Teacher. The twelve characteristic included in the article are being prepared, positive attitude, high expectations, creative, fair, personal touch, sense of belonging, compassionate, have a sense of humor, respectful, forgiving and able to admit mistakes. I believe Walker has encompassed all the important characteristic of an effective teach. These are all characteristics that I possess, which will make me an effective teacher (Walker, 2008). Cathy L. Seeley believes there are ten roles teachers have in the classroom that she highlights in her article Ten Roles for Math teachers. I found these roles to be creative in description of their purpose. Those ten roles are: 1) An architect for creating a learning environment. 2) A composer for creating the tasks the student will engage. 3) A director because teachers determine how students will relate to each other, their tasks, and the environment. 4) A stockbroker which is where the teacher analyzes their own teaching and the students learning. 5) A ship captain, which deals with the unpredictable factors and make sure the students ' learning does not veer off course. 6) A red jacket which helps the students experience the connection between the different concepts of mathematics. 7) The

Barwick points out that it is very important for schools to strengthen disciplinary and educational practices. School should be able to connect, listen and support those students who are in greater need and offer counsel to those who spread school violence. She also emphasizes that some schools that have implemented programs against bullying have reduced cases of violence and school faculties should be able to negotiate and resolve conflicts as soon as they happen (1). It is necessary for school administrators and all the adults in our to society to listen to the needs of students who become victims and as well as the students who spread violence so that school will be a safer place for everyone.

In contrast, the type of inquire based approach that is taught in some of the SKE lessons at University of Sussex allows the student to understand why a method works and encourage a comprehension of the mechanics behind the steps taken to solve a problem. Personally, I have noticed that as I gain confidence in my mathematical ability, these sessions become more enjoyable. Still, to achieve confidence and be able to follow these lessons, I need to familiarize myself with a method beforehand. For me this is most effectively achieved by solving series of example problems by a given sequence of steps before embarking on a journey of understanding the reasoning behind each step. These inquiry-based lessons, therefore, are most valuable when preceded by lessons with more direct instructions and teacher led demonstrations. Thus, this supports my vision that since all students have their own preferred method for learning, even if they are not aware of it, the ability to explain a topic in a number of different ways is one of the principle qualities of a good teacher.