The Impact on a Student's Performance from a Highly Effective Teacher

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.

The lecture discussed the unrealistic expectation from teachers in being 'Jack of all trade' which is often not possible in real world.It stresses the need for letting the teachers teach what they feel most passionate about, in this way they will motivate the children.It is also a fact that no one can be good in all the subjects at the same

Given this massive responsibility of public education, the role of the classroom teacher is equally large. As a teacher, I am responsible for many aspects of my student’s

Today, teachers strive for the creation of positive and influential learning environments for all students. Moreover, they aim at increasing children’s chances of succeeding. They constantly re-evaluate their teaching strategies for educational improvement of students. Teachers create supportive and respectful school environment that makes students strive for more prosperous and eventually rewarding lives. According to Deborah Tannen, the teacher’s encouraging and

Another major issue that is addressed in the article is with the teachers and their teaching styles. The method in which most teachers teach their

Some people might like education, others might dread it and really don’t see a reason to continue learning about it. Today, for teachers and professors it’s easy to them to tell how the education they teach is effective for an individual student. As we know, education is being taught at school, home, and a little of both. For America today, most children attend preschool, kindergarten, elementary, middle school, high school, and college. Depending on the pupil's career choice, it can take up to 20 or more years completing their schooling system, Usually, during the middle and or high school years in America, professors teach you valid things pupils will be using in life.

Students are often told that the path to success tends to be a lonely one because only they can get themselves there. For the most part that is true, they must be self-motivated and passionate about their future, but along the way they get to meet special people that want to see them to accomplish their goals. From an early age the relationship built between students and teachers has molded and impacted the student’s life. The relationship they have with a teacher can define the attitude that student has with the subject being taught. A lot of emphasis is put on students when they fail a course and they question their effort. Although, the root of the problem is not always the student, but the method the instructor is using to teach the student.

“Our school is having too much students so I have to transfer some of them away, include your daughter” The principal told.

Undoubtedly, teachers have the greatest influence on student achievement (Hanushek, 2014, p. 274; Harris, 2014, p. 771). Considering that students spend that largest portion of their day with a teacher, it is easy to assume that teachers are the sole persons responsible for students’ academic and social development. However, Hanushek (2014), contends that teachers alone are not responsible for student achievement. There are several education inputs that contribute to the outcome, or student achievement, as often measured by test scores; education inputs include teacher quality, school resources, and family attributes (Hanushek, 2014, p. 273). Contrary to the education input identified by Hanushek, the Coleman Report - which introduced the concept of education production functions - concluded that school, as an input, did not matter (Hanushek, 1979, p. 352; Hanushek, 2014, p. 273).

An outstanding teacher is a role model to students and should lead by example. It’s important for students to feel cared for and respected as individuals. By treating students fairly and listening to them, teachers show they respect them as individuals. Students learn best in a learning environment where they feel safe, where they are able to engage in learning and where the teacher has high expectations. Outstanding teachers accommodate their students’ academic, social,

Lastly, grades are often a scale of compliance on the teachers and student’s parts. Although we like to believe everyone’s education is equal, not everyone has the same opportunities to set themselves apart or understand the material. Teachers that are ready to be on the job every day with the best attitude are the ones that students latch on to and really want to learn from. Students that listen in class because the teacher is involving them and not just giving the bare minimum, are the ones that stand out. Education standards should change to make sure that teachers are not only giving information but planning how they give out information in an engaging

If they learn to add and subtract, that’s a bonus. If not, don’t worry about it’” (Anyon, 1981, p.6). That is the advice given by a principal to a newly hired second grade teacher at one of the working class schools. Consequently, this school also happened to have an overall theme of resistance regarding student-teacher relationships (Anyon, 1981, p.11). Without a doubt, it is the low expectations of teachers that cause students to resist their education and view their educators as authoritarians rather than mentors, guides, and supporters. Before their first day of work, many of the teachers already had predetermined notions about the school, one even labeled it as “…tough and said he had been nervous to teach there” (Anyon, 1981, p. 6). He later received the previously stated advice from his principal. Because of their knowledge about the student population that made up the school, teachers expected quite little of their students. Their methodology of teaching was consumed by the children and later regurgitated by them through low confidence in their

This past semesters has been an eye opening experience that has changed my views on teacher. Ever since I was little, I have always wanted to be a fourth grade teacher. However after being placed in a second grade classroom my views have changed. I liked the idea of teaching fourth grade because my fourth grade teacher was my inspiration in life. When I was in Ms. Petro’s class I enjoyed being able to watch the students progress over time. Being able to see the drastic improvements in little children is very rewarding and that is why I want to continue to teach lower grades. I have learned that being a teacher requires a special someone, a person who knows that sometimes you will have to deal with tough situations leaving you exhausted and feeling like you are not able to help more. But at the same time, being a teacher allows one to be a visionary for the world and those who surround you.

Imagine you are dreaming being a teacher, you must accept that there are no doubt that knowledge is the first quality of a good teacher. A good teacher need to enlarge his/her general knowledge on culture, society, biology, geography… to provide students what they want to know. Beside, a good teacher must be a person who are open to change. He/she must know “the only real constant in life is change”. There is a place not only for tradition but also for new ways,

The main purpose of this study was to explore the relationship and influence between a teacher expectations and student achievements in class. Does that student whom the teacher is always giving extra lessons and is always more patient with or whom always takes the longest to answer a question, and is always called on, is he the one who is getting the most out of that class? According to several studies and experiments they all say yes and student does achieve to be more successful if their teacher takes a little of their time to help the student and let them answer that hard question with more time than the other students. Studies have shown that teachers’ expectations are more likely to influence the student’s performance. The attitude of the teacher can change how they see the actions of a student and allow them to make different opinions. As shown in Elisha Babad, Frank Bernieri, and Robert Rosenthal’s study (1991) from the book Social Psychology written by David G Myers, students are very sensitive to teachers’ facial expressions and body movements (111; bk.ch3). A teacher’s attitude can influence their judgment of a student in class room behavior; namely, their own attitudes can cause the fundamental attribution error to occur as well as the Self- fulfilling prophecy, as reflected in a student’s performance.