What Sets Apart Great Teachers: Essential Qualities

Introduction

The ability to be a good teacher comes from the identity and integrity of a person rather than a technique that they learn. In what makes a good teacher essay will be discussed the concept of being a good teacher. The concept of a good teacher is not as straight forward as it may seem. Each pupil can identify a good teacher and a typical teacher with a wide range of different qualities and characteristics, but there is one common characteristic they share and that is the relationship they share with their pupils.

This essay will discuss the factors that define what it means to be a good teacher, as well as the difference between a good teacher and a great teacher. The assertion will then be followed by the strengths, skills, qualities, and values of the teacher and how this is expressed in the classroom of a primary school.

What is a Teacher?

In a more modern context, the words 'teaching' and 'teacher' are related in schooling and schools. Teaching is a process of taking care of people's needs, experiences, and feelings, and acting in such a way that they learn specific things and go beyond what is offered. It can be inferred from this explanation that we are all teachers.

What is the purpose of a primary school teacher?

Good teachers have a sense of purpose and duty to their class. For example, as a primary school teacher, they know what their pupils expect in the classroom, and they intend to fulfil those expectations.

Like all primary school teachers, they want their pupils to excel both as a class and individually. Therefore, when a teacher teaches a subject, e.g., mathematics, it leads pupils to build meaning and apply new learning through a range of differentiated and evidence-based learning strategies. It also provides opportunities for pupils to work collaboratively on their problems and problem-solving solutions, synthesise and share knowledge with other pupils.

Moreover, the best primary school teachers are stable and predictable, treating their pupils equally in the same situations and behaving like the same individual every day. This, in turn, gives a learning environment that is sensitive and respectful to the learning needs of all pupils. Thus, facilitating the establishment of appropriate standards of behaviour that will promote a healthy learning environment for all.

The pupil’s engagement and motivation are crucial to good teaching. Good primary school teachers take the pulse of a class to see whether their pupils are interested in the subject matter and whether anything needs to be done to increase their participation. This also allows primary school teachers to assess if their pupils are progressing towards learning goals or need more support. By encouraging pupils to learn from a wide range of activities as a team, in groups, in partnerships, or individually, primary school teachers can keep pupils on their toes and allow high energy in the classroom.

Likewise, enthusiasm and expertise in the process of engaging pupils in learning are at the heart of teaching. John Hattie argued primary school teachers that use specific teaching methods, high expectations, and have built positive student-teacher relationships are more likely to have an above-average effect on pupil academic achievement.

What is a good teacher?

The best teachers share common characteristics that set them apart from the others, and each teacher would benefit from these qualities. Experienced and professional educators understand that their success is much more critical than the delivery of information. They add their energy to every detail and make the most of every moment of learning. Palmer asked pupils around the world to tell him about their good teachers. Some of the pupils described teachers who teach all the time, some described teachers who do little other than facilitate the community process, and others described everything in between. But all of them recognise teachers who are connected to their pupils, and pupils to each other.

Moreover, the management of the classroom is a key element of the success rate of each pupil as well as the relationships built between pupil and teacher. That said, several good primary school teachers have different management styles which they prefer to use in the classroom. Levin that there is a range of different teaching approaches that teachers can use to facilitate good classroom management. They suggest three methods: student-led management, collaborative management, and teacher-driven management. The pupil-oriented approach aims to build and create a community of learners in which they work productively together and take care of each other. This would mean that there is no hierarchy in the learning process as it is shared between the pupil and the teacher, making them equals.

In addition, a successful teacher will apply a variety of teaching theories in tandem with the various subjects taught. For example, John Dewey's theory of a democratic notion is based on the theory of learning through physical contact with the environment. A primary example of this will be carrying out experiments to illustrate how gravity functions.

What are the teacher expectations for their pupils?

Good teachers must have a high expectation for all their pupils. Although unreasonable or unequal standards do not place their pupils in a position to excel, expectations that are too low will not benefit their pupils either. To ensure that pupils do their best individually, teachers must set out a clear and strong set of expectations for the effectiveness of each pupil.

Likewise, pupils should be able to fulfil these expectations, but they cannot do so unless they know what the teacher is looking for. As always, when it comes to teaching, being precise goes a long way. This can be accomplished by telling their pupils what they want to see in their independent work, how they can set targets for themselves, and how they expect them to participate in various settings. Consequently, the most effective primary school teachers expect that all their pupils can succeed, which in turn promotes trust in the pupils and helps them to believe in themselves.

Сonclusion

Research has shown that what seems to be most important for learning is the competence of teachers as educators and pedagogues. Powerful knowledge of the subject and passion for it; good opportunities to draw on it; and a desire to take part in learning yields good results for the pupils.