Amiri -Sayed Mahbub Hasan Amiri Introduction The purposes of this study were to delineate the characteristics of effective English teachers EET in terms of subject matter knowledge, pedagogical knowledge, and socio affective skills, to compare the characteristics of EET perceived by different parties of teachers and students, and to stimulate further discussion of the topic both in and outside of Bangladesh.
|The Qualities of Great Teachers||Middle school students often present challenges that do not manifest in elementary school, and have been corrected by high school. Effective middle school teachers, therefore, possess certain characteristics and traits that complement their teaching abilities.|
|Characteristics of a Good English Teacher: How to Reach Your Students||Strategic Human Resource Management Top 10 Traits of a Secondary Education Teacher It takes a special kind of teacher to educate and motivate students in middle school or high school.|
|What Makes a Good English Teacher?|
Goldberg Greatness in teaching is just as rare as greatness in medicine, dance, law, or any other profession. Although the qualities that make great teachers are not easy to inculcate or duplicate, understanding these qualities can give all The characteristics of effective english teachers high schools a standard of excellence to strive for, and guide schools in their efforts to recruit and retain the best teachers.
To that end, I offer the following observations about the key characteristics of great teachers. This list is certainly not exhaustive, and the characteristics do not appear in any particular order of importance. In my more than 40 years in education, including 24 years as a public school administrator who directly supervised more than different teachers, these qualities emerged as hallmarks of the best teaching.
Willingness to Put in the Necessary Time You cannot achieve greatness by working from 8: Teaching, like every other serious profession, requires time.
By investing time—to prepare for class, to go over student work, to meet students outside of class, to talk to parents, to attend school meetings, and to serve on school committees—a great teacher indicates to students that she or he sincerely cares about their learning.
When well-known and respected teacher Thomas T. Lyons retired from Phillips Academy in Andover, Massachusetts, after a year career, the many tributes he received from former students overwhelmingly focused on the time he spent with them Rimer, Lyons interviewed every youngster individually at the beginning of the school year.
Typically, some formal document or agreement specifies how many minutes per day or hours per week they must teach; how much unstructured time they are entitled to; how many meetings they must attend; and the compensation they must receive for additional work beyond the usual load.
Great teachers respect this agreement and acknowledge that it protects their rights, ensures academic freedom, and spells out good professional working conditions.
Love for the Age Group They Teach My wife, who had a successful year career in elementary education, had a natural affinity for the early primary grades and grew increasingly uncomfortable with each grade above the 2nd.
But teaching above grade 4, she was a fish out of water. About 25 years ago, when the shift from junior high schools to middle schools took hold, I came across many teachers who wanted to work with children of middle school age, 11 to 14, and who took pleasure in the special challenges that those years posed.
In many districts, the frequent requests to transfer from junior to senior high school slowed or nearly stopped.
Many middle schools developed advisory groups and used a team approach to bring teachers and students into closer contact. Teachers who had previously felt uncomfortable in junior high schools thrived in the middle grades, and a cadre of great middle school teachers emerged.
Most teachers find joy in teaching because of their talent for relating to students in a particular age group. Unfortunately, too many school districts transfer teachers on the basis of seniority from one grade to another without recognizing the importance of fit.
A great middle school English teacher might be an average 11th or 12th grade English teacher. The most effective teachers draw from these well-known theories, but adapt them to their own personality. Because great teachers develop and hone their own classroom management style, their techniques vary.
All, however, have at least the following common characteristics in their classrooms: A culture of respect that flows in every direction: Immediate—or at least timely—teacher actions that usually work.
A clear, shared understanding of acceptable and appropriate behavior. Positive Relationships with Other Adults Too often, we underestimate the amount of time that teachers spend with other adults in a school—other teachers, administrators, and parents.
Great teachers work well with each of these groups.
They depend on other teachers as a constant source of information, enrichment, and sometimes solace. From study groups to faculty meetings to such rare moments as receiving an award or attending the funeral of a student, teachers need to support one another. Outstanding teachers quickly become identified as school leaders, whom other teachers admire and turn to for advice or collegial sharing.
The best teachers also find ways to work harmoniously with administrators and to show administrators how they can support teachers.
For example, the teacher may point out areas of the curriculum that need attention and coordinate or offer to serve on a committee to explore solutions to a problem. These teachers understand that the lack of a strong partnership between teachers and families may undo many of their best efforts.Since there were likely a few or no old surveies conducted on the features of effectual English instructors in Cambodia, this survey hence intends to calculate out those features of effectual English instructors in high schools in Cambodia.
The characteristics of the effective effective English teachers held by different groups should be teacher in Cyprus public high school: The students' investigated.
advancement of the . The Characteristics of Effective English Teachers High Schools Since the function of English as a linguistic communication of international communicating has been widespread rapidly in educational systems around the universe, instruction of English as a 2nd or foreign linguistic communication has become an progressively important undertaking.
Conclusion This study investigated the characteristics of effective English teachers as perceived by high school teachers and students in Bangladesh through a self- report questionnaire consisting of three categories of effective teaching: English proficiency, pedagogical knowledge, and socio-affective skills.
EFFECTIVE ENGLISH TEACHERS AS VIEWED BY ENGLISH LANGUAGE TEACHERS AND HIGH SCHOOL STUDENTS IN SAUDI ARABIA Omar Badawood King Abdulaziz University, Department of Curriculum and Instruction The second group consists of 17 high school students learning English .
A good English teacher has many traits. However, the characteristics can be measured primarily within three areas: instruction quality, management style, and personality traits. Flexibility, a genuine caring attitude, and a sense of humor all go a long way toward creating excellence in the classroom.