The Teachers Personal Attributes

THE TEACHER
PERSONAL ATTRIBUTES
 Basically means traits that make up your personality, which define who you
are as a person. For example these could be personal attributes to describe
someone: outgoing, extrovert, open. They are important because they are
what makes you who you are, what other people find in you that they may
like or dislike.
 Is the sum of one’s personal characteristics. It is one’s identity.
 Is the particular combination of emotional, attitudinal, and behavioral
response patterns of an individual. PERSONALITY
 Teachers are judged more strictly than other professionals. The personality
they project determines the impressions they make upon students and
colleagues. Their poise, bearing, manner of dressing and facial expression
have an impact on their interaction with students.
 Personalities may be described as authoritarian, weak, dynamic, or
“magnetic”. Teachers’ personality must be natural and genuine, that is,
devoid of pretenses and artificiality. They must be consistent, true and
authentic.

Some Outstanding Personal Qualities that Never

Fail to Win their Flock are Worth Mentioning:
 Passion for teaching is a compelling force that emerges from teachers’ love for
children. A person should enter the teaching profession they must first have a
love of learning and be willing to share this passion with students. They need to
truly enjoy working with a particular age group of children. Passion does not die
nor diminish. Their passion for teaching make them feel they “will live and die a
teacher”.
 A teacher should be expected to have a sense of humor Teachers’ humor
connects them with their students like a magnet. They help in merging two
worlds –youth and maturity. When they laugh together, young and old, teachers
and students, they cease to be conscious of their age difference. They enjoy as
a group, thus promote a spirit of togetherness. A clean joke will always elicit
rapport in a learning environment.
  As a teacher you must create a good values and right attitude towards
your work and towards your student. Teachers are models of values.
Whether conscious of them or not, values are exhibited implicitly and explicitly.
Values connote standards, code of ethics and strong belief

1. Open-mindedness
Is receptiveness to new ideas- According to Tjosvold & Poon, it is the way in which
people approach the views and knowledge of others and “incorporate the beliefs that
others should be free to express their views and that the value of others knowledge
should be recognized”.
2. Fairness and Impartiality
Fairness and impartiality- in treating students eliminate discrimination. Teachers
must be unbiased and objective in judging their work and performance. Avoid
preferential considerations that result to negative response and indifference.
Objective evaluations are easily accepted and gratefully acknowledged. Fairness
inculcates self-confidence and trust among students.
3. Sincerity and Honesty
Are values exhibited in words and actions- Teachers interact with students every
minute. Their mannerisms, habits and speech are watched and at times imitated.
Therefore teachers must show their real self, devoid of pretenses and half-
truths. Sincerity dictates that they stick to the truth, to the extend of accepting
what they so not know about the lesson. Sincerity and honesty are taken as
openness in dealing with others.
4. Professionalism
Is highly treasured in the teaching profession. Teachers are adjudged
professional if they are knowledgeable, skilled and value-laden. In addition to
competence in teaching, they must have internalized the edicts of the
profession, thus exhibit ethical and moral conduct.
5. Patience - In teaching, patience refers to a teacher’s uncomplaining nature, self-
control and persistence. Patient teachers can forego momentous frustrations and
disappointments. Instead they calmly endure their students’ limitations and difficulties.
6. Enthusiasm- Enthusiastic teachers are full of energy and dynamism. Their passion
and love for children are easily felt. Everyone anticipates an interesting and enjoyable
learning activity. Unfortunately, not all teachers are born with an alert and zestful
disposition. With enthusiastic teachers, students look forward to any activity they can
participate in with them. Enthusiastic is a gift. It is contagious and can instantly affect
children’s mood. It connects teachers to parents.
7. Commitment- It is a “solemn promise” to perform the duties and responsibilities
mandated by the laws and code of ethics of the profession. Teacher commitment is a
key factor influencing the teaching-learning process. It is the psychological identification
of the individual teacher with the school and the subject matter or goals, and the
intention of the teacher to maintain organizational membership and become involved in
the job well beyond personal interest.
According to this view, the higher the teacher’s psychological identification is, the
higher his or her sense of commitment will be.
is the teacher’s positive emotional attachment to the school for the learning of the
students. A teacher who is affectively committed strongly identifies with the goals of the
school and desires to remain a part of it. This teacher commits to the school because
he/she want to.

Three Natures of Commitment

1. Affective Commitment.
Is the teacher’s perceived obligation to remain the school or stay because of the
feelings of obligation. The employee stays with the organization because he/she ought
to.
2. Normative Commitment.
The teacher commits to the school because he/she perceives high costs of losing the
job, including economic costs and social cost that would be incurred. The employee
remains a member of the organization because he/she has to.
3. Continuance Commitment.
Competency-based means that the standards of criteria for characterizing good
teaching are defined in terms of what the teacher is competent to so. So instead of
defining good teaching practice in terms of the teacher’s credentials, LET scores,
grades in graduate school, degrees, personality traits, and so on, we look at what the
teacher can do competently. In NCBTS, good teaching is being defined in terms of
those practices that help students learn better. It is concerned with whether teachers
are competent in helping students learn.
22. 1. Social Regard for Learning. Focuses on the ideal that teachers serve as positive
and powerful role models of the values of the pursuit of learning and of the effort to
learn, and the teachers actions, statements, and different types of social interactions
with students exemplify this ideal.
23. 2. Learning Environment. Focuses on the importance of providing for a social and
physical environment within which all students, regardless of their individual differences
in learning, can engage the different learning activities and work towards attaining high
standards of learning.
24. 3. Diversity of Learners. Emphasizes the ideal that teachers can facilitate the
learning process in diverse types of learners, by first recognizing and respecting
individual differences, then using knowledge about students can attain appropriate
learning goals.
25. 4. Curriculum. Refers to all elements of the teaching- learning process that work in
convergence to help students attain high standards of learning and understanding of the
curricular goals and objectives. This elements include the teacher’s knowledge of
subject matter, teaching learning approaches and activities, instructional materials and
learning resources.
26. 5. Planning, Assessing & Reporting. Refers to the aligned use of assessment and
planning activities to ensure that the teaching-learning activities are maximally
appropriate to the students’ current knowledge and learning levels.
27. 6. Community Linkages. Focuses on the ideal that school activities are meaningfully
linked to the experiences and aspirations of the students in their homes and
communities. Thus the domain focuses on teachers’ efforts directed at strengthening
the links between school and community activities, particularly as these link help in the
attainment of the curricular objectives.
28. 7. Personal Growth Professional Development. Emphasizes the ideal that teachers
value having a high personal regard, concern for professional development, and
continuous improvement as teachers.