Characteristics of an Effective Teacher

Topics: Education, Learning, Knowledge Pages: 7 (2204 words) Published: December 29, 2013
Write an academic paper entitled ‘Describe the Characteristics of an Effective Teacher”. There should be TEN (10) characteristics of an effective teacher described.

For this assignment, I have to describe ten (10) characteristics of an effective teacher. For this paper, I’ve conducted a brief interview with the teachers in Sekolah Kebangsaan Kampung Tengah, Kemaman, Terengganu. There were about forty-one teachers in this school. I also find the materials from the internet as well as use my point of view based on my experience. The main question that I asked my colleagues was, ‘What are the characteristics of an effective teacher?’. From the interview, many of my colleagues give quite similar points. There were at least ten characteristics of an effective teacher that I will elaborate further in this paper.

Teachers impact our learning, our development, and may even make a difference in what we become. How does one become the kind of effective teacher that truly makes a difference in the lives of students? What is the effective teacher? What does the effective teacher do?  What and how does the effective teacher think?  These are the questions we as teachers often asked ourselves. According to Katz (1993), effectiveness as a teacher stems from a combination of knowledge, skills and personal characteristics. To be an effective teacher there are more than just teaching the syllabus to the students. An effective teacher is one who runs an effective classroom, and touches the lives of children. An efficient teacher is one who knows what they are doing and does the right thing consistently. All of the developmental psychologists agree that effective teachers encourage through consistent use of positive words, actions and facial expressions teachers provide students the hope to keep striving to learn and grow.  They also agree effective teachers ask probing questions to challenge accuracy and completeness of thinking in a way that moves students towards their ultimate goal.

All of the developmental psychologists show that one of the most important intellectual traits of effective teachers is to be life-long learners and role models for learning.  They are as much street smart, as they are book smart.  These teachers have knowledge of their students, the school, and the community in which they are teaching, and use this knowledge to uniquely approach each student and head off, or solve problems, in the classroom.  They spend time with students outside of the classroom in settings that enable them to learn about their students’ passions, their dreams, and what they face each day in order to get to school.  Their joy for learning is shown in their actions.  Those teachers who model high expectations for themselves tend to get the same from their students. Content

The ten (10) characteristics of an effective teacher.
1. Resourceful
In my point of view, first and foremost to become an effective teacher, one needs to be highly conscientious and resourceful in order to teach. A teacher without sufficient knowledge can lead to disaster. He/ She should have vast knowledge on his/her field to be able to teach. A teacher should evolve with time to keep with the current trends of teaching. A teacher needs to be resourceful in order to keep up with the students’ needs. Effective teachers should have good command of their subject matter and a solid core of teaching skills. I have always believed that if you’re not a good learner, you won’t be a good teacher. We grow and develop as persons through learning. Throughout my teaching career, I have attended conferences and workshops in an effort to keep my teaching current, interesting and relevant for my students and for myself. I believe I am a model for my students. If I stop learning – so will they. That is one example I that I don’t want to set. Christine Bernardo – Kusyj

Elementary-school teacher

I agree with this...

References: Theory of Effective Teaching |
Colby A., Kohlberg L., Speicher-Dubin E., and Lieberman M. (1977). Secondary School Moral Discussion Programs Led by Social Studies Teachers, Journal Moral Education 6
Theories of learning – Oxford Brookes
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