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Do the Teachers Hold an Esteemed Position in the Society?

There are many characteristics, techniques and other factors that make a successful and exemplary teacher. These may be varied as the teachers themselves. However, there are certain time-tested attributes, characteristics, practices and environmental actors which contribute immensely to teacher success. In this paper, we have dealt with position of teacher which will be covered in details as we try to analyze and Teacher-society Relationship. There are certain personality characteristics and attitude issues which will help a teacher excel at his/her work. In this section of the paper we explore some of those issues in depth by explaining each point and then adding some of our teaching experience whether it is an event, an observation or advice. The noted points can be summarized as follows: 1. Self-Presentation and Personality: This issue has two parts to it. The first one is the outside look of the teacher and the second is the conduct of the teacher in the class. It is widely believed that if a teacher is presentable, he/she will give a good impression to the students especially in the first few days of the class. This indicates that the teacher is taking his/her job seriously and acting professionally and the students eventually will appreciate that. In addition to looking

The ideal teacher is a problem solver. because he/she has the answer for everything. he/she won’t have to look back in his/her life ever. My own experience tells me that when I set the rules and show the students that I care about them. the teacher’s personality in class plays a big role in how efficiently the class will be conducted. without expecting anything in return. He/she acts as a guide to the students. Teachers are largely responsible to solve the problems of their pupils. he/she understands the students psychology. confidante. guide. Such a teacher shapes the entire life of the students. Students have a tendency to assume that their teacher will come up with a solution for all their problems. The teacher should always maintain civilization in the classroom and make sure . while not pushing them too much. is an idol for his/her students. He/she serves as our friend. An ideal teacher is the one we respect from our heart. and a blend of all the good qualities one can posses. His/her comments are always constructive in nature.presentable. The perfect teacher prefers to give positive motivation to his/her students. a good guide. The students will then learn to look up to the teacher. they pay attention to me and they treat me with respect. and a motivator. This is the toughest test of a teacher-student relationship. educator. Such a perfect motivates them and boosts their morale. He/she tries to encourage the students and refrains from criticizing them. If everyone in this world gets an ideal teacher. It is essential that the teacher send the right signals to the students so they will understand the basic rules in the class.

Every student is different from the other and will react differently to situations. where it was a spotlighted feature of the presidential campaign of 2000. the issue of improving teacher quality has taken on a controversial life of its own that extends beyond the world of public education and into our political culture. need individual attention. He/she will treat all students equally but at the same time teach them in a way which is easier for the students to learn. how the system functions.” Experts may disagree about how highly to value the size of a class or school. An ideal teacher knows where the students lack and what their requirements are. It is the main yardstick of being an ideal teacher. All students cannot be equated and therefore. last. or whether it is adequately funded—but nobody’s list of education’s priorities fails to place teacher quality at or very near the top. the .ever one gets along. this core element of schooling in America has become an editorial staple. and always on the quality of the teachers. No single principle of school reform is more valid or durable than the maxim that “student learning depends first. As a front-running national concern. On a seemingly nonstop basis. It is very important for a teacher to understand the psychology of his/her pupils. He/she never fails to comprehend the needs of students and tries his/her level best to fulfill them.

How much good such attention is doing teachers and student learning is debatable. public school teaching still lags behind its nominal professional peers. an analytical dissection of public school teaching in early 2001 complete with a package of recommendations by the National Alliance of Business in conjunction with the U.S. and journalists. In the early years of the new century. Chamber of Commerce. it has resulted in fewer tangible gains for teachers than those produced by the National Education Association (NEA) and the American Federation of Teachers (AFT) in helping to raise teachers’ salaries and benefits. and the Business Roundtable. councils. scholars. scholars. reports. in fact. while working to stimulate the recognition and political backing that an undervalued line of work deserves. and its . working groups. Indeed. a strong case can be made that its yield has been relatively modest. It is a dignity-challenged profession that often is more reviled than praised or even appreciated. Any issue of public policy that can arouse the concern of the nation’s media. and the subject of numerous books. both within and outside of public service. the National Association of Manufacturers. and commentaries by commissions. in public esteem. and business interests—and have most of them on or near the same page— clearly demands more than just the rhetoric it usually receives. Typifying this concern most recently is Investing in Teachers. that.rationale for countless legislative debates. task forces. politicians.

computers. teachers are. career-oriented sense are all but shut off. It is unarguable that they instill. their personal lives. paradoxically. their profession. and ultimately control much of the learning and intellectual development of the young people in their charge. also widely viewed as education’s “franchise players. It is no secret (but.” its indispensable but unappreciated leaders in the truest meaning of the word. and. while prospects for advancement in the conventional. Yet we are loath as a nation to consider whether our roughly million public school teachers should have any consequential role in schooling beyond that of closely controlled human mechanisms for funneling information into schoolchildren—and then getting out of the way. It would be difficult to find a more authentic but unacknowledged example of leadership in modern life. and pedagogical decisions that affect their jobs. a national shame) that average salaries for teachers remain at or near the bottom of professional wage scales. political. by extension. The infinite potential the nation’s teachers possess for sharing their hard-earned knowledge and wisdom with Institute for Educational Leadership players in education’s decision-making circles—or even for becoming part of these . most of the profession’s members normally have little or no effective representation in the key organizational. These indispensable professionals to whom the nation entrusts its children daily rarely even have their own offices. Mischaracterized though they often are as incompetent know-nothings. or telephones. Except through the teacher organizations.members have few legitimate opportunities to defend it. mold. rather.

If they constitute a trend toward recognizing the teacher as leader. There are a growing number of glittering exceptions. The notion that classroom teachers should be part of education’s policyshaping. political pressure promoting tests and standards. 15.circles—remains largely unexploited. and the near-universal obsession with acrossthe-board accountability are making principals more conscious of what happens in classrooms. it is surely a slowly developing one. Even as some of education’s smartest people try to explain how the term “teacher leader” can have real meaning. and 2) the constantly reiterated proposition that well-prepared professional teachers are central to the decades-long push for school reform. and 100. Throughout their discussions. but they do not add up to much in American public education’s universe of 46-plus million students. especially at a time when the demands of up-to-date management. decision-making system—and that they may actually be able to help redefine it and their own role—is hardly new. we will attempt to sift the evidence that emerged from the discussions of the IEL . Task Force members consistently underscored two linked themes: 1) the vital role of the teacher in providing instructional leadership.000-odd school districts. but the record nearly a generation after the current incarnation of school reform began refutes any serious claims that this is happening on a significant or measurable basis.000plus schools. In these pages. their message is too often lost in the Byzantine maze of educational governance that runs our schools.

highlight the dilemmas that seem to surround the issue. . and make the case that it is not too late for education’s policymakers to exploit a potentially splendid resource for leadership and reform that is now being squandered: the experience.Task Force on Teacher Leadership. and capacity to lead of the nation’s school teachers. ideas.