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CHALLENGES
AND QUALITIES OF A GOOD TEACHER
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The idea of good teacher for each individual
is variable. Students´ perception, opinions and/or experiences about a good
teacher are different. A good teacher has been considered, sometimes, as a
perfectionist, encouraging, approachable and caring, other times as
intelligent, but above all, as enthusiastic, funny, clever, affective and
understanding, open, and with a relaxed style while teaching.
Holt (1964)
addressed that learning is enhanced by the teachers´ knowledge, enthusiasm and
responsibility towards creating a warm class climate enhancing “the students
desire to learn and to accept the challenges of thinking and enquiring into all
that is offered by the teacher”. Stronge et al (2004) stated that teaching is
vocational, and most good and quality teachers are passionate about their
chosen profession. However, he also added that a good teacher is always in a
constant learning process due to changes in terms of the students’
characteristics, the curriculum, the community, and finance among many others.
According to
Gibbs (2002) “Teachers need to be able to survive the demands, threats and
challenges within the diverse circumstances of teaching” He stated that a good
and quality teacher needs the capacity to be persistent, flexible, and
innovative on new teaching approaches and be prepared in the case of failure.
For Stronge et al. (2004) the good teacher has a psychological influence on the
students, having a strong influence on their achievement. According to Killen
(2006), the good teacher is the one who has clear objectives and own goals of
teaching. A teacher can provide the students with the answer of a question,
which can be effective only if the main objective is simply to compare and
analyze different results. However, if the objective is to make the student
think about the option of providing different possible answers, the teacher, in
this case, may be regarded as ineffective. Smith (1995) stated that teachers
and teaching need to be creative to allow the students learn naturally. He also
added that educational institutions should spend more time on “doing” and less
time on “talking about learning and teaching” In addition, Gurney (2007) suggested
that instead of reflecting on theory and practice, we should reflect on what we
do in the classroom.
A good
teachers need to focus on students’ achievement. Alton-Lee (2003) pointed out
that an effective link between school and cultural context is needed and this
is often times considered as a challenge; apart from being caring, and enhance
assessment, feedback and evaluation, as well as being responsible to students
learning process, the curriculum goals, the multiple tasks and the contexts. Gurney
(2007) suggested that to be a good and quality teacher there should be an
interaction among different factors. One of them is the teacher´ knowledge,
enthusiasm and responsibility for learning. Another factor is that good
teachers should provide the students with activities and assessment that
encourages them to learn (and learn through experience), as well as having an
engaged feedback. Finally, to create a warm environment and a relationship with
the students in which respect will enhance learning. According to Borich
(2000), the responsibilities of good teachers are to have lesson clarity,
instructional variety, teacher task orientation, engagement in the learning
process and student success rate.
Therefore,
good teachers do not teach in front of the class doing a good demonstration on
the extensive and deep content knowledge, they teach to promote and enhance
learning. Besides, they knows how to manage, not only their knowledge, but also
the classroom and the students in terms of discipline, work, interaction
between teacher- students-students, how to give instructions, and how to assess
and evaluate activities, the students and their own work. Therefore, to be a
good teacher also implies to have a series of qualities, in terms of
professional and personal skills.
1.2 STATEMENT OF THE PROBLEM
Good teachers are distinguished by their
dedication to the students and to the job of teaching, and feel responsible for
the achievement and success of the students and own professional development.
Good teachers really believe that all students can learn, although all learn
differently. They strive to motivate and engage all their students in learning
rather than simple accepting that some students cannot be engaged and are
destined to do poorly.
There are many different types of teachers.
For instance, among many others, there are those who walk into the classroom,
and some students do not even notice them; also there are some who seem to be
authentic dictators, and students are even afraid to ask anything in the
classroom. There are those who read from a book, or talk constantly, during the
whole session, while students keep just copying; or even those who just talk,
and by the end of the lesson, students do not even know what the lesson was
about, because the objectives, structure and/or theme were not clear, even for
the teacher. However, all these as prompted the researcher to examine the
challenges and the qualities of a good teacher in some selected secondary
schools in Gboko Local Government Area.
1.3 OBJECTIVES OF THE STUDY
The following are the objectives of this
study:
To examine
the qualities of a good teacher.
To identify
the challenges of teaching profession.
To examine
the relationship between teachers and students in Gboko Local Government Area.
1.4 RESEARCH QUESTIONS
What are the
qualities of a good teacher?
What are the
challenges of teaching profession?
What is the
relationship between teachers and students in Gboko Local Government Area?
1.6 SIGNIFICANCE OF THE STUDY
The following are the significance of this
study:
The result
of this study will educate the general public on the qualities of a good
teachers and its influence on the student performance and behaviour.
The findings
from this study will form a useful guide for the government and the
stakeholders in the education sector on the challenges of teaching profession
with a view of finding a sustainable solution.
This
research will be a contribution to the body of literature in the area of the
effect of personality trait on student’s academic performance, thereby
constituting the empirical literature for future research in the subject area.
1.7 SCOPE/LIMITATIONS OF THE STUDY
This study will cover the attribute of
teachers in secondary schools in Gboko local government area. It will cover the
qualities of a good teacher and also identify the challenges of teaching
profession.
LIMITATION
OF STUDY
Financial
constraint- Insufficient fund tends to impede the efficiency of the researcher
in sourcing for the relevant materials, literature or information and in the
process of data collection (internet, questionnaire and interview).
Time
constraint- The researcher will simultaneously engage in this study with other
academic work. This consequently will cut down on the time devoted for the
research work.
REFERENCES
Alton-Lee, A. (2003) “Quality teaching for
diverse students in schooling: Best evidence synthesis”, Wellington: Ministry
of Education.
Borich, G.D. (2000) “Observation skills for
effective learning”, 4th edit. Prentice Hall, UK
Gibbs, C.J. (2002). “Effective teaching:
exercising self-efficacy and thought control of action” Auckland University of
Technology, New Zealand, Annual Conference of the British Educational Research
Association Exeter England. [Accessed on 19th Feb. 2010]
http://www.leeds.ac.uk/educol/documents/00002390.htm
Gurney, P. (2007) “Five factors for effective
teaching” Journal of Teachers´ Work, Vol. 4, Issue 2, 89-98
Holt, J. (1964) “How children fail” Nueva
York, EUA : Dell
Killen, R. (2006) “Effective teaching
strategies –Lessons for research and practice” 4th edit., Thomson, Social
Science Press, UK
Smith, F. (1995) “Let's declare education a
disaster and get on with our lives”. Phi Delta Kappan, 76, 584-590.
Stronge, J.H., Tucker, P.D. & Hindman, J.L.
(2004) “Handbook for qualities of effective teachers” Association for
Supervision and Curriculum Development, Alexandria, VA, USA.
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