Am I an Ideal Teacher?

Zainab Al Balushy, Oman

Zainab Al Balushi is a Senior Language Instructor at the Language Center, Sultan
Qaboos University. She has been teaching English for 1 years. She hol!s a "aster
!egree fro# University of $ar%ic&, U'. (er areas are teaching #etho!s an!
autono#y.
E)#ail* +ainabb,s-u.e!u.o#
Menu
Intro!uction
.efinitions
Criteria
/esearch instru#ent
0in!ings an! !iscussion
Co##ents
Conclusions
/eferences
Introduction
1he issue of the i!eal teacher is an ongoing to2ic. It has been a!!resse! an! tal&e!
about in the teaching3learning fiel! for long. I!eas about this to2ic !iffer fro# one
generation to the other an! fro# one culture to another. $e as teachers #ight even
-uestion ourselves about this so#eti#es an! %oul! %ant to &no% ho% i!eal %e are in
the eyes of our stu!ents. 4arious factors !eter#ine the e5tent to %hich stu!ents as
%ell as teachers i!entify certain -ualities associate! to the teaching 2rofession. So#e
#ight consi!er the a#ount of &no%le!ge as a basic characteristic for an i!eal teacher.
6thers on the other han! #ight regar! the techni-ues an! #etho!s use! as the #ain
arbitrator for such a 7u!g#ent.
Eventually, there are so#e co##on characteristics associate! %ith the notion of the
i!eal teacher through %hich the !egrees of significance #ight be attribute! !ifferently
!e2en!ing on factors li&e bac&groun!, culture, e52erience, re-uire#ents, beliefs an!
2rinci2les.8 A!vocates for #ore attention to sub7ect #atter assu#e that goo! teaching
!e2en!s largely on the teachers9 ability to correctly 2resent the content. A!vocates for
#ore attention to 2e!agogy assu#e that goo! teaching !e2en!s on the ability to &ee2
stu!ents or!erly an! attentive.8 'enne!y :1;;<=. So, so#e 7u!ge accor!ing to
teaching s&ills an! others !e2en! on #etho!s of !ealing %ith stu!ents. (o%ever, a
collection of both %oul! be a #ore logical %ay.
Definitions
1he effectiveness of teachers is value! accor!ing to the &in!s of e52eriences stu!ents
encounter throughout their learning 2rocess, $alls, >ar!i, von "in!en, ? (off#an
:@AA@=. 1his is 2articularly true if %e a!here to stu!ents9 stan!ar!s an! %hat they
believe is i#2ortant to -ualify to be an i!eal teacher in their vie%s. Stu!ents co#e
across various e52eriences in schools an! universities %ith !ifferent resulting
assu#2tions about teachers9 roles, abilities, #etho!s an! -ualities. So#e
e!ucationalists !efine an effective teacher as one %ho hol!s certain !egrees an! has
the sufficient sub7ect &no%le!ge re-uire! for teaching. 6thers, ho%ever, give #ore
i#2ortance to the e#otional attach#ent an! 2ositive ra22ort that the teacher
establishes %ith his or her stu!ents, Bro%n, "orehea!, S#ith :@AAB=. 1he
accountability of stu!ents9 vie%s is -uestionable ho%ever in so#e e!ucationalists9
o2inions. Alsu2 :@AAC= !eter#ines that stu!ents are not totally a%are of the long ter#
-ualities that -ualify a teacher to be an i!eal one. 1heir 7u!g#ents are base! on their
e52ectations base! on the e52eriences they ha! %ith their teachers. (o%ever, stu!ents9
are e5a#2les of very goo! observant an! their vie%s coul! reveal so#e hi!!en
as2ects that teachers the#selves are not conscious of.
Criteria
1he s2ecific criteria for i!eal teachers9 characteristics are %i!ely !iscusse! in the
literature. /esearchers such as /eeves ? 'a+els&is :1;BD= clai# that the 2erce2tions
of teachers an! teaching !etaine! by 2re)service teachers 2ay #ore attention on
affective :e.g., caring= than on cognitive issues. 6thers li&e Eacobs, Fregory, (o22ey,
an! Gen!ol)(o22ey :@AA;= categori+e goo! teachers as those %ho use their
&no%le!ge an! e52erience in their teaching an! use such to enhance their teaching
an! benefit their stu!ents. 1hey continue that goo! teachers #a&e use of their
e52erience an! intuition, an! their 2rofessional %is!o#, to for#ulate changes either
in #aterials at the curriculu# a22lie! or in their o%n teaching an! assess#ent
#etho!s. (ence, such teachers %ithout a glitch accli#ati+e instruction an! arbitrate in
classroo# #anage#ent situations an! therefore fre-uently assess their stu!ents
auto#atically an! naturally %henever occurs an o22ortunity to !o so. 6ther criteria
inclu!e energetic, 2leasant, articulate!, concerne! about stu!ents, co##itte!, an!
res2onsible accor!ing to Cherlan! :1;B;=. So#e stu!ents9 vie%s of the characteristics
that coul! be !eter#ine! to 7u!ge over ho% i!eal a teacher is coul! be s2ecifie! as the
follo%ing @D -ualities*
Creative:
A teacher9s creativity 2lays a vital role in establishing i!eality in his3her teaching
#etho!s an! therefore his3her stu!ents9 2erfor#ance. A creative teacher %oul!
al%ays try !ifferent %ays of instructional strategies to 2rovi!e the useful
infor#ation in an interesting sche#e. 1his %ill !efinitely !e2en! on their stu!ents9
levels an! interests.
Resourceful
1he stu!ents e52ect the teacher to be a %al&ing encyclo2e!ia. 1hey thin& a
teacher is ac-uainte! %ith a %i!e &no%le!ge of everything. 1he i!eal teacher in
their vie%s shoul! be able to ans%er any -uestion that co#es to their #in!s. In
that sense teachers !o have a!e-uate infor#ation in their fiel!s an! sub7ects an!
shoul! al%ays search for ne% i!eas relate! to their teaching. It is not consi!ere! a
2ositive 2oint if teachers refuse to rene% their strategies an! #etho!s. As
Cherlan! :1;B;= states, so#e teachers believe that they have %or&e! for so long
on establishing their o%n %ays an! #etho!s %hich they !o not inten! to change.
Good-looking
1he loo&s !o #atter to stu!ents. It interferes %ith the i!ea they buil! about their
teachers fro# the first encounter they have %ith the#. 1his %oul! in!icate that
teachers shoul! ta&e care of their a22earance, their facial e52ressions an! signals
they trans#it to their stu!ents in the various &in!s of situations.
Caring
A caring teacher beco#es very 2o2ularly love! a#ong stu!ents. It is a very vital
-uality that sho%s ho% #uch a teacher values the hu#anity of their stu!ents an!
accor!ingly stu!ents feel co#fortable having such a teacher. 1his %oul! also
i#2ly the ease that stu!ents get in !ealing %ith such a teacher an! the content#ent
stu!ents feel %ith hi# or her. 1hey can s2ea& about their 2ersonal 2roble#s an!
2rivate concerns freely an! e52ect a s2ecial treat#ent.
Understanding
An i!eal teacher is also e52ecte! to un!erstan! stu!ents9 nee!s an! %or& to%ar!s
#a&ing all the efforts to a22reciate their circu#stances an! the reasons behin!
their actions or even their faults so#eti#es.
Patient
A teacher is regar!e! as a 2arent %ho has a huge a#ount of 2atience for their
stu!ents. 1hey %ill nee! that 2atience in their every !ay !ealings %ith stu!ents
an! their troubles. If teachers are short te#2ere! , the stu!ents %ill create negative
associations %hich #ight lea! to so#e &in! of reluctance to act freely an!
naturally %ith the# an! %oul! therefore #a&e a huge barrier bet%een the#.
Disciplinarian
Controlling stu!ents is not an easy tas& a!!e! to the bur!en on teachers. A22lying
the 2ro2er techni-ues at the a22ro2riate situations is a significant ti2. .ealing %ith
a variety of 2ersonalities is !a++ling an! re-uires a great &no%le!ge in 2sychology
2articularly of chil!ren an! a!olescents. 0ailing to !o so #ight result in chaos in
the classroo# an! hence ti#e an! energy lost.
Well-qualified
1eachers9 -ualifications 2rovi!e the# %ith enough confi!ence regar!ing their
sub7ect &no%le!ge an! 2ut the# in a 2osition of trust an! conviction a#ong their
stu!ents. 1hat %oul! also for#ulate 2ositive stu!ents9 believes to%ar!s their
teachers an! the -uality of e!ucation they are getting.
Motivated/motivating
"otivation is an essential factor for both teachers an! stu!ents. 1he teacher shoul!
be #otivate! enough to teach 2ro2erly an! !eal %ith the stu!ents accor!ingly.
1hat enthusias# shoul! be trans#itte! to stu!ents through the #etho!s an!
2roce!ures the teachers use.
Well-dressed
A22earance 2lays a role %ith stu!ents. It !istinguishes the teachers9 2ersonalities
an! %ellbeing. Stu!ents regar! the %ay a teachers !resses as an ins2iring !yna#ic
for their o%n styles an! loo&s. 1he teacher is a role #o!el for the# %ho they
follo% an! try to i#itate.
Reliable
1his is one of the -ualities that %e as teachers %ant to i#2lant in our stu!ents.
1hat coul! be !one through the teachers9 a22roaches they utili+e %ith their
stu!ents. It !e2en!s on ho% reliable the teacher is to allo% for co2ying by stu!ents
later on.
Respectful
Stu!ents loo& u2 at their teachers. 1hey are for the# e-uivalent to their 2arents
an! close relatives. 1hat shoul! ha22en in cases %here teachers are %ell vie%e!
an! res2ecte! by the stu!ents. 1his &in! of vie% co#es fro# the general vision
that teachers gain %ithin the co##unity at large an! the %ay they !eal %ith the
stu!ents 2articularly.
Fleible
0le5ibility is a #a7or issue a#ong stu!ents %hich affects largely on their vie%s
to%ar!s their teachers. 1hey su22ose that the e5tent to %hich a teacher is fle5ible
!esignates ho% goo! that teacher is %ith the#. If the teacher is fle5ible, he3she
%ill be #o!erately lenient %ith the stu!ents an! %ill give roo# for so#e
reasonable get a%ay.
Fair
0airness is re-uire! fro# teachers in their !ealings %ith stu!ents an! bet%een
se5es as %ell. In #i5e! classes of boys an! girls, each se5 nor#ally co#2lains of
teachers9 !iscri#ination bet%een either se5. So#eti#es also teachers #ight
categori+e stu!ents accor!ing to their level an! treat the# !ifferently favoring
goo! ones to the others %ho coul! be %ea&er.
Committed
A teacher nee!s to co##it hi#self3herself to the teaching 2rofession. 1his %oul!
co#2rise ta&ing the res2onsibility of their 7ob an! %or&ing on !evelo2ing the
as2ects that regulate aroun! it. 1heir 2resence an! engage#ent is vital to enhance
it an! i#2rove the -uality of their o%n teaching #etho!s an! techni-ues.
Good communicator
Co##unication is a vital as2ect bet%een stu!ents an! teachers. It re2resents the
core ele#ent in the teaching an! learning 2rocesses. If co##unication is clear an!
2ro!uctive bet%een the# then 2ositive results shall be e52ecte!. 1eachers nee! to
co##unicate their instructions an! !eliver the infor#ation clearly so that stu!ents
%oul! react logically an! rationally.
Punctual
As teachers are role #o!els for their stu!ents, an i!eal teacher shoul! stic& to
being on ti#e so that his3her stu!ents %oul! follo% the sa#e 2ath. 1hey nee! to
be taught an! sho%n 2unctuality regar!ing their assign#ents an! other !uties
si#ilarly.
"ntertainer
Stu!ents 2refer the fun ty2e of teachers %ho try to create a rela5ing at#os2here in
the classroo#. At the sa#e ti#e, ho%ever, they e52ect that &in! of fun teacher to
balance the ti#e of fun an! the ti#e of seriousness. 1his &in! of balance
establishes an i##une trust fro# stu!ents to teacher that no ti#e is going to be
lost on account of their benefits as reci2ients of infor#ation.
#elpful
1he &in! of hel2 that stu!ents antici2ate fro# their i!eal teacher is e52an!e!
a#ong the res2onsibilities that the teacher nee!s to han!le in an! out of class. 1his
coul! ta&e the for# of reali+ing the in!ivi!ual !ifferences bet%een the stu!ents
an! trying to treat the# accor!ingly %henever there is a nee! for hel2 in its
!ifferent for#s.
Well-prepared
An i!eal teacher shoul! sho% the stu!ents his3her abilities an! s&ills in the area of
their sub7ect. 1his %ill clearly a22ear in the se-uence of the lesson 2lans an! ho%
s#oothly they #ove bet%een the 2oints being taught. 1hey shoul! be rea!y to
han!le any su!!en situation regar!ing the lesson an! %oul! fulfill the ai#s of the
lesson successfully an! ulti#ately.
#ard $orking
1eaching is a !e#an!ing 2rofession an! to be an i!eal teacher is a challenge that
re-uires har! %or& an! nu#erous efforts. Such efforts re2resent the teacher9s
%illingness to 2erfor# at their ut#ost level of 2ro!uction an! attain#ent in !oing
their tas&s an! activities %hich %ill reflect 2ositively on their stu!ents.
Problem solver
Stu!ents are at a !elicate age %here they suffer so#e 2ersonal, social, an!
e!ucational 2roble#s. 1hey e52ect their teacher to have the abilities to solve their
2roble#s an! suggest the suitable solutions. If the teacher succee!s in !oing this
then the stu!ents %ill consi!er hi#3her an i!eal teacher.
%ntelligent
Intelligence is a -uality that #atters a lot to stu!ents. 1hey consi!er it a crucial
2art of the %hole e!ucational 2rocess. In their vie%s, an i!eal teacher is an
intelligent hu#an being %ho can #a&e the# intelligent beings as %ell. 1hey also
assu#e that their ongoing learning route is su22ose! to enhance their s&ills an!
a!vance their level of cleverness.
Clear voiced
1he %ay the teacher s2ea&s an! the clarity of his s2eech are i#2ortant
co#2onents of the infor#ation !elivery 2roce!ure. An i!eal teacher is su22ose! to
have a clear un!erstan!able %ay of s2eech to enable the stu!ents to get the
infor#ation at an a!e-uate level.
&rgani'ed
A teacher9s organi+ation coul! ta&e the for# of %ell)se-uence! lessons, ti!y
han!outs, goo! use of class boar!, goo! ti#e #anage#ent for the class activities,
as %ell as availability of all his3her teaching resources an! tools.
Research instrument
1he research a!!resse! @AA university stu!ents9 getting their vie%s on the
characteristics that !eter#ine a teacher to be an i!eal one. 1hey re2lie! to an online
survey in!icating the level of i#2ortance of @D -ualities 2rovi!e! by the researcher.
1he ai# of the survey is to get an over vie% of the #ost i#2ortant characteristics
accor!ing to stu!ents so that teachers are a%are of such an! coul! use the results to
chec& their o%n teaching e52eriences.
Findins and discussion
a! "e#el
1he stu!ents9 level at the foun!ation 2rogra# is organi+e! as fro# level @:ele#entary=
to level C:a!vance!=. 1he !istribution of the survey %as e-ually sent online to all
stu!ents. 1he huge variation in the nu#ber of res2on!ents is !ue to less nu#bers of
stu!ents at the lo% levels in the secon! se#ester. 1he #a7ority of stu!ents occu2y the
high levels :D?C= as a22ears in the chart above.
b! $ender
"ore #ale stu!ents than fe#ales ans%ere! the survey as clear in the chart. 1hat is
relate! to stu!ents9 access to co#2uter labs. "ale stu!ents ten! to inhabit the
co#2uter labs #ore often than the fe#ales an! hence access their e#ails easily an!
#ore occasionally.
c! Characteristics
%! Creati#e
Stu!ents res2on!e! to the -uality of creativity as a very i#2ortant one. 1heir vie%s
su22ort the notion !iscusse! 2reviously an! 2roof the researcher9s assu#2tions at the
sa#e ti#e.
&! Resourceful
Si#ilarly to being creative, stu!ents agree that an i!eal teacher has to be resourceful.
1hey believe in the teacher9s &no%le!ge an! e52ertise %hich shoul! be ongoing an!
2rogressing constantly.
'! $ood loo(in
1he loo&s !on9t #atter that #uch %ith stu!ents although so#e of the# give it a
significant value in their res2onses. 1hat %oul! !e2en! on the stu!ents9 gen!er as
#ales %oul! su22ose!ly 2ay #ore attention to the loo&s than the fe#ales.
)! Carin
A caring teacher is a very re-uire! as2ect a#ong stu!ents. 1hey 2refer having hi#3her
than a very serious inconsi!erate 2erson. 1o the# a caring teacher %oul! #a&e the#
#ore intereste! an! encourage! to listen an! learn. A little 2ercentage though thin&s
that caring in not a very i#2ortant -uality in a teacher an! that he3she can still be i!eal
if they are not caring.
*! +nderstandin
Li&e caring, being un!erstan!ing is consi!ere! a very i#2ortant characteristic of the
i!eal teacher. 6f course it is a feature that #ost 2eo2le regar! as essential in any
2erson let alone a teacher %ho# they interact %ith on al#ost !aily basis.
,! Disci-linarian

So#e stu!ents !o not regar! !isci2line as one of the teachers9 res2onsibilities. 6ne
reason coul! be that they !o not %ant to be counte! on their !ee!s an! they %ant to
feel free in %hatever they !o. 1he bigger 2ercentage of stu!ents ho%ever believes the
o22osite an! fin!s it an i#2ortant trait.
.! /ell 0ualified
Qualification is vital in stu!ents9 vie%s an! antici2ates that it contributes to their o%n
inta&e of &no%le!ge an! their success eventually. 1heir vie%s are very 2ositive about
this -uality a2art fro# a fe% of the# %ho #ight thin& that &no%le!ge is not hin!ere!
by the &in! of certificate a teacher has.
1! 2atient
Hatience is also a22reciate! by stu!ents an! they value a tolerant teacher very #uch.
1hey regar! it as a hel2ful tool for the# 2ersonally as it entitles the# to a fair
treat#ent an! a22reciation of their circu#stances.
3! /ell dressed
1he %ay the teacher !resses as %ell as the %ay he3she loo&s is consi!ere! a 2ersonal
#atter by stu!ents %ho though it is not a very i#2ortant -uality for an i!eal teacher. A
goo! 2ro2ortion of stu!ents ho%ever vie% it as an i#2ortant one.
%4! Moti#ated5moti#atin
Accor!ing to stu!ents, #otivation is a significant si!e of teachers9 2ersonalities an! it
has a very 2ositive influence on stu!ents9 2ersonalities conse-uently.
%%! Reliable
Si#ilarly, a reliable teacher is vie%e! 2ositively by #ost stu!ents. 1hey value the
conce2t that they can count on %hatever the teacher !eci!es an! %hatever &in!s of
activities he3she brings into their learning environ#ent.
%&! Res-ectful
An i!eal teacher shoul! earn his3her stu!ents res2ect to hol! a high 2osition a#ong
the# an! therefore that %oul! reflect on the %ay they !eal %ith hi#3her. 1hat %oul!
ha22en %hen the teacher !eals %ith the stu!ents res2ectfully as %ell.
%'! Fle6ible
It is a very %elco#e! -uality by stu!ents that the teacher is fle5ible an! consi!ers
their circu#stances an! acts in vie% of that. A great nu#ber of stu!ents !eci!e! that
this is a very i#2ortant characteristic.
%)! Fair
So#e stu!ents co##ente! that a fair teacher shoul! not !ifferentiate in the treat#ent
bet%een #ales an! fe#ales. 1hey feel that teachers #ay so#eti#es favor their o%n
gen!er to the other or vice versa %hich creates sensitivity a#ong stu!ents an! reflects
ba!ly on their 2erce2tion of the teacher. As a22arent in the chart, ho%ever, so#e
stu!ents !o not 2erceive it as an i#2ortant characteristic.
%*! Committed
So#e stu!ents thought that co##it#ent is a 2ersonal issue an! teachers #anage that
2ersonally as long as it !oes not sho% negatively on the %ay they treat their stu!ents.
%,! $ood communicator
Co##unication bet%een teachers an! stu!ents is vital. A goo! co##unication style
%oul! ease the teaching3learning 2rocess an! %oul! have a fulfilling outco#e.
%.! 2unctual
Being on ti#e is not al%ays consi!ere! %ell by stu!ents. So#e of the# li&e the
free!o# of so#e %aste! ti#e before or after classes. (o%ever, the biggest nu#ber of
res2on!ents is %ith 2unctuality an! values it as very i#2ortant.
%1! 7ntertainer
Again, the higher grou2 is in favor of this -uality an! li&es being in a co#fortable
at#os2here %here a teacher gives the# so#e rela5ation #o#ents an! #a&es the#
laugh. A fe% of the sa#2le, though !o not consi!er it as a -uality for an i!eal teacher.
%3! 8el-ful
1his is the secon! #ost value! characteristic that stu!ents consi!er very i#2ortant for
an i!eal teacher. A hel2ful teacher ta&es so #any !ifferent for#s an! it affects
stu!ents9 2erce2tions an! reactions.
&4! /ell -re-ared
Hre2aration is also %ell loo&e! u2on by stu!ents. 1hey benefit fro# such -uality since
it affects their learning an! inta&e of &no%le!ge.
&%! 8ard 9or(in
As stu!ents are re-uire! to %or& har!, they e52ect their teachers to !o the sa#e. Get
again, it %ill influence their learning 2rocess an! enhance their co#2etence levels. It
%ill also encourage the# to !o the sa#e.
&&! 2roblem sol#er
So#e stu!ents !o not vie% this -uality as very i#2ortant as they coul! feel they are
res2onsible of solving their o%n 2roble#s. 6thers ho%ever feel that an i!eal teacher9s
res2onsibility is to be able to fin! the# solutions an! tries to a22ly such on their
!ifficult encounters.
&'! Intellient
Sur2risingly, -uite a goo! nu#ber of stu!ents thin& that intelligence is not a
re-uire#ent for an i!eal teacher. 1he biggest nu#ber, ho%ever an! the !o#inant one
vie% it as a very i#2ortant -uality.
&)! Clear #oiced
4oice clarity is vital an! influential in stu!ents9 vie%s. It score! ;DI of the entire
sa#2le for both i#2ortant an! very i#2ortant scales.
&*! Orani:ed
0inally, organi+ation 2lays a significant 2art of stu!ents9 2erce2tions for an i!eal
teacher. It is re-uire! in teachers9 2erfor#ance an! &in!s of #etho!s an! strategies
they a22ly in their teaching.
Comments
1he stu!ents %ere as&e! in the final section of the survey to a!! their co##ents or
other e5tra -ualities not #entione! in the list 2rovi!e!. 1hey in!icate! a22roval of the
characteristics besi!es a!!ing so#e consi!erable ones such as the follo%ing*
8I#aginative8, 8Using !ifferent #etho!s %hen heJshe teaches such as ga#es8,
8In!ulgent8, 8S&illful8, 8>on)7unction bet%een the #ale an! fe#ale8, 8(onest8,
8frien!ly8, 8'in!8, 81o hel2 stu!ents an! not to laugh at the# %hen they !o
#ista&es8, 81eachers #ust not 2unish or cut #ar&s fro# stu!ents %hen they are
absent or late8, 81eachers #ust &no% that the stu!ents !on9t atten! if the class is either
boring or useless. 8, 81a&e into account the circu#stances of stu!ents8, 81olerant an!
Sy#2athetic8, 8As long as the teacher really %ants to i#2rove his3her stu!ent, that
#a&es hi#3her the i!eal teacher8, 8young8, 81he clear voice is a very, very i#2ortant
thing the teacher shoul! have8, 8Also the s2ee! of hisJher s2eech shoul! be suitable,
not fast or slo%8, 8al%ays tries to i#2rove the stu!ents9 s&ills, an! #otivates the#8, 8I
thin& that teachers shoul! never #a&e fun of their stu!ents if they #a!e any #ista&e8,
81he i!eal teacher shoul! &no% the in!ivi!ual !ifferences bet%een the stu!ents.
She3he can control the class. She3he shoul! res2ect stu!ents9 o2inion even if these
o2inions !iffer %ith his o%n believe8, 8tal&ing %ith the stu!ents about things other
than the boo&8, 8I!eal teacher shoul! !o strong classes for the %ea& stu!ents an! !eal
&in!ly %ith this category8, 81he teacher #ust be a concerte! an! confi!ent of hi#self
an! he #ust be concerne! %ith his stu!ents8, 8frien!ly8, 8s#iley8, 8has goo! #etho!s
to teach stu!ents8, 8res2ect our culture8, 8I thin& also the i!eal teacher %ho #a&es the
stu!ents as hisJher frien!s8, 8#ust use !evice to teach stu!ents8 , 8hel2 stu!ents an!
give the# chance is also very i#2ortant8, 8Use ne% %ays to teach, ta&e care for %ea&
stu!ents, res2ect stu!ents an! be -uite %hen he !eals %ith the#8, 8they shoul! be
&in! an! res2ect stu!ents to res2ect the#8, 8organi+e ti#e in lecture8, 82olite, , can
control the lecture an! not consi!ering the #ar&s all the ti#e8, 8honest, frien!ly,
consi!erable8, 8they #ust not care of so#e e5ercises %hich are not i#2ortant8, 8they
#ust hel2 stu!ents to i#2rove their language8, 8serious8, 8co#fortable8, 8ItKs goo! to
2ut hi#self3herself in our situation as a stu!ent to be #ore closely to us. 0or instance,
loo& %hat %e nee! to un!erstan! the i!ea8, 8tolerant8, 8be cool %ith stu!ents, an! not
care about their tal&ing in Arabic8, 8I strongly believe that, if you hel2 your stu!ents
an! res2ect the#, they %ill res2ect you an! they9ll feel ha22y %hen see you
any%here8, 8I thin& that an i!eal teacher shoul! be eager to tal& about others9 concerns
an! un!erstan! hisJher stu!ents o2inion an! not be fun!a#entalist. An i!eal teacher
also shoul!n9t be one)si!e!8, 8hel2 us in e5a#s8, 8funny in the class8, 8Confi!ent8.
Conclusions
As it a22ears in the !iscussion above, the #ost highly a22reciate! -ualities of an i!eal
teacher fro# stu!ents9 2oints of vie%s are being res2ectful, goo! co##unicator,
hel2ful, %ell 2re2are!, organi+e!, clear voice!, an! har! %or&ing. 1hese -ualities are
centere! on the stu!ents9 benefits an! 2ositive influence fro# teachers. Stu!ents
basically %ant to tell us as teachers %hat they e52ect fro# us an! s2ecifically %hat
%oul! #a&e the# satisfie! %ith the &in!s of teachers they have. If teachers try to
a22ly such -ualities, they %ill notice 2ro#ising i#2rove#ents in their stu!ents9
attitu!es an! 2erce2tion levels. 1his %ill auto#atically have an effect on the stu!ents9
2erfor#ance an! learning outco#es. 1eacher e!ucation 2rogra#s shoul! stress such
conce2ts an! i#2lant the# in teachers to -ualify the# to be future i!eal teachers.
References
Alsu2, E. :@AAC=. 1eacher i!entity !iscourses* >egotiating 2ersonal an! 2rofessional
s2aces. "ah%ah, >E* La%rence Erlbau# Associates.
Bro%n, >. "orehea!, H. ? S#ith, E. :@AAB=, But I Love Chil!ren* Changing
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Cherlan! , ". /. 1he 1eacher E!ucator an! the 1eacher* $hen 1heory an! Hractice
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Eacobs, E., Fregory, A., (o22ey, .. :@AA;=. .ata literacy* Un!erstan!ing teachers9
!ata use in a conte5t of accountability an! res2onse to intervention. Action in Teacher
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'enne!y, "ary ". "arch, :1;;<=, .efining an I!eal 1eacher E!ucation Hrogra#1,
"ichigan State University, >CA1E.%2!
/eeves, C.'., ? 'a+els&is, /. :1;BD=. Concerns of Hre)service an! In)service
1eachers. Eournal of E!ucational /esearch, <B, @C<)@<1.
$alls, /. 1., >ar!i, A. (., 4on "in!en, A. "., ? (off#an, >. :@AA@=. 1he
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@;:1=, M;)B.
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The Buildin 2ositi#e $rou- Dynamics course can be #ie9ed here!
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