How To Become A Valuable Teacher

Teachers are closely observed by children, their personalities detected and their individual mannerisms analyzed. But children also accept that, whatever their personalities, teachers have a professional role to play. Teachers possess a particular authority, and have their own place in the hierarchy of the school.

Following are the techniques to become a valuable teacher in the school.

1. Lesson Presentation:

  • The teacher’s manner is confident, relaxed, self-assured, purposeful and generates interest in the lesson.
  • The teacher’s instructions and explanations are clear and matched to pupils needs.
  • The teacher’s questions include a variety of types and range and are distributed widely.
  • A variety of appropriate learning activities are used to foster pupil learning.
  • Pupils are actively involved in the lesson and are given opportunities to organize their own work.
  • The teacher shows respect and encouragement for pupils ideas and contributions, and foster their development.
  • The work undertaken by pupils is well matched to their needs.
  • Materials, resources and aids are used to good effect.

2. Lesson Management

  • The beginning of the lesson is smooth and prompt, and sets up a positive mental set for what is to follow.
  • Pupil’s attention, interest and involvement in the lesson is maintained.
  • Pupils’ progress during the lesson is carefully monitored.
  • Constructive and helpful feedback is given to pupils to encourage further progress.
  • Transitions between activities are smooth.
  • Time spent on different activities is well managed.
  • The pace and flow of the lesson is adjusted and maintained at an appropriate level throughout the lesson.
  • Adjustments to the lesson plan are made whenever appropriate.
  • The ending of lesson is used to good effect.

3. Classroom Climate

  • The climate is purposeful, task oriented relaxed and with an established sense of order.
  • Pupils are supported and encouraged to learn, with high positive expectations conveyed by the teacher.
  • Teacher-student relationships are largely based on mutual respect and rapport.
  • Feedback from the teacher contributes to fostering pupil self-confidence and self-esteem.
  • The appearance and layout of the class is conducive to positive.Pupil attitudes towards the lesson and facilitates the activities taking place.

4. Discipline

  • Good order is largely based on the positive classroom climate established and by good lesson presentation and management.
  • The teacher’s authority is established and accepted by pupils.
  • Clear rules and expectations regarding pupil behavior are conveyed by the teacher at appropriate times.
  • Pupil behavior is carefully monitored and appropriate actions by the teacher are taken to preempt misbehavior occurring.
  • Confrontations are avoided, and skillfully defused.

5. Assessing Pupils’ Progress

  • Marking of pupils’ work during and after lessons is thorough and constructive and returned in good time.
  • Feedback on assessments is aimed not only to be diagnostic and corrective, but also to encourage further effort and maintain self-confidence, which involves follow-up comments, help or work with particular pupils as appropriate.
  • A variety of assessment tasks are used, covering both formative and summative purposes.
  • A variety of records of progress are kept.
  • Some opportunities are given to foster pupils own assessments of their work and progress.
  • Assessment of pupils work is used to identify areas of common difficulties, the effectiveness of the teaching, and whether a firm basis for further progress has been established.
  • Assessment is made of the study skills and learning strategies employed by pupils in order to foster their further development.

6. Reflection and Evaluation

  • Lessons are evaluated to inform future planning and practice.
  • Current practice is regularly considered with a view to identifying aspects for useful development.
  • Use is made of a variety of ways to reflect upon and evaluate current practice.
  • The teacher regularly reviews whether his or her time and can be organized to better effect.
  • The teacher regularly reviews the strategies and techniques he or she uses to deal with sources of stress.

7. Student’s Feedback

They ask questions requiring students to reflect evaluate, connect ideas while

  • Providing clear and specific responses to student comments.
  • Following a correct response to a question with another question.

8. Transfer of Learning

They provide adequate opportunity for mastery of tasks by:

  • Making sure that principles are understood before asking students to apply them.
  • Offering a wide variety of examples.

To become a valuable teacher is the desire of every teacher. Some tips are discuss in my articles which help a lot in teaching profession.

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