My personal traits & Teacher effectiveness

I have usually been a secondary school math teacher. If it is about speak of the
personal traits I think I have, and required for a secondary school teaching, these could
be some of them:
 Perseverance
 Diligence about the details
 Sense of proper monitoring
 Assissting in their tasks
 Strong emphasis on the students for their fulfillment of their potentials
 Encouragement for establishment of life targets.
I see some of these traits indispensable for a proper education in secondary schools, as
our interlocuter students are at the verge of becoming mature indivudals who will find
themselves right in the middle of the realities of life. Taking the fact that these students
are in their ‘pre-adolescent’ or ‘teenaging era’ into consideration, I regard some of the
traits above very vital for a proper educational management that will work well in favor
of both parties in the classroom environment. For example ‘perseverance’ is a virtue
that will give the signal of teacher’s sincerity and determination of particular concepts in
his/her interaction with the students.
On the other hand, if I would be/was an elementary school teacher, surely there would
be some differences in the exhibition of some of these traits.
Probably I would assist them in doing their tasks more, but I would likely be less
diligent in the details.
I would still exert the same strong emphasis in their fulfillment of their potentials.
People would probably see me less insistent and less monitoring since they are minors,
but I would rather have to be more tolerating.
If you skim many resources, you will probably see that the ultimate measure of a
teacher’s effectiveness is regarded as the teacher’s ability to improve student learning.
This also reflects my personal opinion as a teacher of 2 decades.
The way teacher effectiveness is defined impacts how it is conceived and measured,
and influences the development of education policy. Teacher effectiveness, in the
narrowest sense, refers to teacher’s ability to improve student learning, as measured by
student gains on standardized achievement tests. Although this is one important aspect
of teaching ability, it is not a comprehensive and robust view of teacher effectiveness
(Little, Goe & Bell, 2009).
I could simply add that, a smart student is the best gauge to measure the effectiveness
of his/her teacher. They never fail.
Ersoy OSANC, feb 2020, NAU

Reference:
O. Little, L. Goe, C. Bell (2009). A practical guide to measure teacher effectiveness .
National Comprehensive Center for Teacher Quality.