Course: Teaching of General

Science Code : 6414

Semester: Spring, 2021

Level: ADE/B.Ed (4

Years) ASSIGNMENT No.

Q.1 Tell to which science process skill to these statements agree with.

i. Measure properties of objects or events by using standardized units?

Every field of science involves taking measurements, understanding them, and communicating

them to others. In other words, we all have to speak the same basic language. Whether you are a

chemist, a physicist, a biologist, an engineer, or even a medical doctor, you need a consistent

way of communicating size, mass, shape, temperature, time, amount, energy, power, and speed.

Consider the screen on which you’re reading this text right now. It might be an LCD screen,

which is made up of liquid crystals. The chemist developing a specific formulation for a liquid

crystal has to meaningfully communicate information to an engineer so that the engineer knows

how to manufacture it. The engineer, in turn has to be able to communicate with other engineers,

physicists, and chemists to design the circuit boards, display screens, and electronic interfaces of

the rest of the computer. If these people don’t all speak the same language, the enterprise will

never get off the ground.

The International System of Units (abbreviated SI, from the French Système international

d’unités) is the metric system used in science, industry, and medicine. Depending on your age

and geographic location, you might be very familiar with the “imperial” system, which includes

units such as gallons, feet, miles, and pounds. The imperial system is used for “everyday”
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measurements

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in a few places, such as the United States. But in most of the world (including Europe) and in all

scientific circles, the SI system is in common use.

ii. Write definitions of events or happenings in terms of what is occurring in the event?

In probability, the set of outcomes from an experiment is known as an Event. So say for example

you conduct an experiment by tossing a coin. The outcome of this experiment is the coin landing

‘heads’ or ‘tails’. These can be said to be the events connected with the experiment. So when the

coin lands tails, an event can be said to have occurred.

In any given experiment or trial, there is a probability that either an event occurs or it does not.

The probability of the occurrence of an event lies between 0 and 1.

The event E of a sample space S is said to have occurred if the outcome ω of the experiment is

such that ω ∈ E. However if the outcome ω is such that, ω ∉ E we say that the event has not

occurred.

Let us take the example of playing cards. Here the event E is drawing a face card. If you draw a

king of spades, we say the event E has occurred. However, if you draw an eight of clubs, we say

the event E has not occurred.

iii. Suggest explanations for events on the basis of observations?

Reasoning from observations has been important to scientific practice at least since the time of

Aristotle who mentions a number of sources of observational evidence including animal

dissection (Aristotle(a) 763a/30–b/15, Aristotle(b) 511b/20–25). But philosophers didn’t talk

about observation as extensively, in as much detail, or in the way we have become accustomed

to, until the 20th century when logical empiricists transformed philosophical thinking about it.
The first transformation was accomplished by ignoring the implications of a long standing

distinction between observing and experimenting. To experiment is to isolate, prepare, and

manipulate things in hopes of producing epistemically useful evidence. It had been customary to

think of observing as noticing and attending to interesting details of things perceived under more

or less natural conditions, or by extension, things perceived during the course of an experiment.

To look at a berry on a vine and attend to its color and shape would be to observe it. To extract

its juice and apply reagents to test for the presence of copper compounds would be to perform an

experiment. Contrivance and manipulation influence epistemically significant features of

observable experimental results to such an extent that epistemologists ignore them at their peril.

Robert Boyle (1661), John Herschell (1830), Bruno Latour and Steve Woolgar (1979), Ian

Hacking (1983), Harry Collins (1985) Allan Franklin (1986), Peter Galison (1987), Jim Bogen

and Jim Woodward (1988), and Hans-Jörg Rheinberger(1997), are some of the philosophers and

philosophically minded scientists, historians, and sociologists of science who gave serious

consideration to the distinction between observing and experimenting. The logical empiricists

tended to ignore it.

iv. Verbally ask questions about, discuss, explain or report observations?

Questioning is an integral part of meaningful learning and scientific inquiry. The formulation of

a good question is a creative act, and at the heart of what doing science is all about. As Cuccio‐

Schirripa and Steiner (2000) have stated, ‘Questioning is one of the thinking processing skills

which is structurally embedded in the thinking operation of critical thinking, creative thinking,

and problem solving’ (p. 210). Moreover, as we will show, students' questions play an important

role in the learning process as they are a potential resource for both teaching and learning

science.
Despite the capacity of students' questions for enhancing learning, much of this potential still

remains untapped. Observational studies of classrooms by Dillon (1988) and of tutoring sessions

by Graesser and Person (1994) found that students asked few questions, and even fewer in search

of knowledge. As grade level increases, students ask fewer ‘on‐task attention’ questions (Good,

Slavings, Harel, & Emerson, 1987, p.186) that relate to the immediate task and draw attention to

themselves. This probably occurs because students do not want to call attention to themselves or

because teachers often do not encourage students to ask questions. Also, few students

spontaneously ask high‐quality thinking or cognitive questions (Carr, 1998; White &

Gunstone, 1992, p.170), with most questions being factual, procedural, or closed in nature.

In recent years, however, there has been an increasing emphasis on the important role that

language, discourse, and argumentation play in both the personal and social construction of

scientific knowledge (e.g. Duschl & Osborne, 2002; Lemke, 1990). At the same time, there has

also been a growing interest in the role of students' questions in learning science as questions are

an essential component of discursive activity and dialectical thinking. A key, if not central,

feature of scientific discourse is the role of questioning in eliciting explanations, postulating

theories, evaluating evidence, justifying reasoning, and clarifying doubts. Put simply, the act of

questioning encourages learners to engage in critical reasoning. Given that asking questions is

fundamental to science and scientific inquiry, the development of students' abilities to ask

questions, reason, problem‐solve, and think critically should, likewise, become a central focus of

current science education reform (Zoller, Tsaparlis, Fatsow, & Lubezky, 1997).

v. Recognizing patterns in data and making comparisons to familiar object or ideas?

Pattern is everything around in this digital world. A pattern can either be seen physically or it

can be observed mathematically by applying algorithms.

Example: The colours on the clothes, speech pattern etc. In computer science, a pattern is

represented using vector features values.

What is Pattern Recognition ?

Pattern recognition is the process of recognizing patterns by using machine learning algorithm.

Pattern recognition can be defined as the classification of data based on knowledge already

gained or on statistical information extracted from patterns and/or their representation. One of

the important aspects of the pattern recognition is its application potential.

Examples: Speech recognition, speaker identification, multimedia document recognition

(MDR), automatic medical diagnosis.

In a typical pattern recognition application, the raw data is processed and converted into a form

that is amenable for a machine to use. Pattern recognition involves classification and cluster of

patterns.

 In classification, an appropriate class label is assigned to a pattern based on an abstraction

that is generated using a set of training patterns or domain knowledge. Classification is used

in supervised learning.

 Clustering generated a partition of the data which helps decision making, the specific

decision making activity of interest to us. Clustering is used in an unsupervised learning.

Features may be represented as continuous, discrete or discrete binary variables. A feature is a

function of one or more measurements, computed so that it quantifies some significant

characteristics of the object.

Example: consider our face then eyes, ears, nose etc are features of the face.
A set of features that are taken together, forms the features vector.

Example: In the above example of face, if all the features (eyes, ears, nose etc) taken together

then the sequence is feature vector([eyes, ears, nose]). Feature vector is the sequence of a

features represented as a d-dimensional column vector. In case of speech, MFCC (Melfrequency

Cepstral Coefficent) is the spectral features of the speech. Sequence of first 13 features forms a

feature vector.

References

Collette, T. Alfred, and Eugene, L. Chiapptta (1989). Science instruction in the middle and

secondary schools. USA: Merrill Publishing Company

Esler, K. William & Esler, K. Mary (1985). Teaching elementary science, USA:

Wadsworth. Inc

Q.2 There are four approaches for teaching science process skills, evaluate which one is

the best approach? Justify your answer with the help of examples.

Teaching Science Process

Skills There are different approaches to teaching of science. Some of the major approaches

include: factual approach, conceptual approach, modular approach and process approach.

(a) Factual Approach

This approach is focused on transfer of factual knowledge of science to the students. It

encourages rote learning. In this approach the students are generally passive receivers of

knowledge. Little emphasis is given to teaching and learning of concepts, science process skills

or nature of science.
The most commonly used methods of teaching include|: lecture method, recitation method. This

approach has been criticized for conveying the distorted image of science as a mere collection of

facts.

(b) Conceptual Approach

As the name indicates, this approach emphasizes learning of concepts. Under this approach

different methods are used for teaching science concepts For example, using concept maps as

instructional tools is one way of teaching concepts. You may read about this method in detail in

some other unit.

(c) Modular Approach

It is an individualized approach. The purpose of this approach is to teach individual students at

their pace that is both the slow and gifted children can use it. For this purpose self learning

modules are developed. “A learning module is a self-learning package dealing with one specific

subject matter unit” For example, a unit on “energy”, or “cell structure”. Module is structured in

such a way that learner can choose the objectives that he/she wants to achieve, then select the

relevant material. In a module a number of a variety of methods of learning are given the learner

chooses the method he/she feels is best. In the module provision is made for the student to assess

his or her achievement find out gaps in learning. In this approach teacher is a facilitator. This

approach focuses on content, processes or both.

(d) Process Approach

This approach has science processes as the main objective of teaching. This approach is

advocated due to its effectiveness for giving an understanding of nature of science and how

scientific knowledge is developed through investigation and inquiry. It also provides the learner

an opportunity to use and practice science process skills. Science process skills are said to

have a
wider application in many subjects not only in science and also in our daily life. Activity based

method, inquiry method and project methods are examples of methods which can be used to

teach science process skills.

One of the common misconceptions about process approach is that the teacher will focus on

teaching science processes when he/she will teach science content. The pupils can learn content

through application of science process skills. This will enable children to learn both science

processes and content at the same time. For example, when a teacher gives an activity in which

children are given a variety of flowers and are asked to study their characteristics like color, size,

shape number of petals and also compare different flowers to study how they are similar and

different. This activity will help them to develop skill of observation and communicating the

observation. It will also help them gain concrete knowledge about variety in structure of flowers

and parts of flowers. Or they may be asked to observe the growth of a plant and communicate the

observations developing a chart, graph or in table form. Or they may measure temperature of

water contained in the bottles of different colors to find out which color absorbs more heat from

sunlight. The skill of inferring can also be practiced by giving the students a box containing an

unknown object. The students are asked to find out what is in the box without opening it. They

may listen to sounds, feel the weight, and smell the box to find out what is in the box. Then,

based upon their observations, they explain about the object inside the box. Their explanations

are inferences based on their observation.

As you may have noticed that the skill of inference depends upon efficiency in making

observations. At elementary level the teacher can also help and guide the students to perform

simple experiments like finding the factors affecting the flight distances of paper airplanes, or

investigate the quality of different brands of tissue papers by checking which one is more
absorbent. In the 1960s American Association for Advancement of Science (AAAS) started a

program of science for elementary level by the name of “science a process approach”. This

program was focused on teaching science process skills. AAAS chalked out the competency

indicators for each of the thirteen science process skills. These are given below. The competency

indicators can guide the teacher about what children should be able to do to achieve mastery of

the processes. Read these indicators carefully and think of some simple science activities in

which these skills could be used. Use the indicators to design activities.

References

Esler, K. William & Esler, K. Mary (1985). Teaching elementary science, USA:

Wadsworth. Inc

The Kansas School Naturalist,Division of Biological Sciences, Emporia State University

Twenty Science Attitudes. Rational Enquirer, Vol 3, No. 3, Jan 90.Retrieved from:

Q.3 Differentiate between objective, goal and aim. Write one aim, two goals and three

objectives from science?

The purpose of education refers to the aims, goals and objectives of education. To avoid

confusion and solve the problems of lack of clarity created they need to be properly clarified.

Abimbola (1993), while clarifying curriculum aims, goals and objectives, cited Zais (1976) who

proposed the use of purposes as targets because he, (Zais) is of the opinion that "aims", "goals"

and "objectives" are purposes at differing target distances and levels of specifityAims, goals and

objectives help to make dream come true, although these terms are interrelated but there are

distinctions between them. Aims and objectives are often used in an educational context for
curriculum, lesson and activity planning. Writing out aims, goals and objectives helps you make

clear the educational intent of a lesson, course or activity. Aims, goals and objectives are often

used in business for similar reasons and now an enterprise of educational set up. Aims relate to

the end results but goals and objectives help to achieve these aims. Goals are abstract and

intangible while the objectives are concrete and tangible. Aims are basically the vision

statements while the goals are the mission statements and the objectives are the desired out

comes.

What is Aim?

To "aim" is to point at something. It is like; when someone wants to kill a bird he will first aim at

the bird and then fire. So the aim is the bird and goal is killing it. In education, aims are the

ultimate ends towards which the whole educational system is moving. These are expressed in the

form of broad general statements. For example, “this course aims to develop effective teachers”.

This statement is general and broad and does not specify as to what skills or knowledge and

attitudes

e.g. will be developed through this course. It only points to the direction. Aims are general

statements of desired end results. A history teacher, for example, might aim to give his students a

comprehensive overview of Pakistani history, while an immediate goal might be to educate them

about events leading up to the Pakistan independent war. Aims are not necessarily accompanied

by goals and objectives, particularly if someone stating an aim does not follow through with it.

Someone might state that she aims to be a successful teacher, for example, without setting the

goals and objectives that would enable her to achieve this. The educational aims must be relevant

to the times -- both the present and the future, and furnish direction that is good for society, and

not for one particular group.

1. Self-realization – To understand individual development so that they may make choices that
lead to a productive life.
2. Parenting – To become effective parents.

Aims are the expression of purpose at the highest level such as the national level which can only

be achieved in a distant future after the child has passed out of school. "Aims" according to

Broudy (1971), are statements that describe expected life outcomes based on some value

schemes either consciously or unconsciously borrowed from philosophy "(p. 306). Aims are not

related directly to school or classroom outcomes. Examples of aims are given in the National

Policy on Education (1998) as "national consciousness" and "effective citizenship" etc (p.8).

What is Goal?

Goals are clear statements of intent and are more specific than aims. Aims are the policy

statements for example, “To foster in the heart of people in general and students in particular, the

loyalty and abidance of Islam, Quran and Sunna,” or “to develop the scientific attitude among

the students.” Goals are the statements at the level wise that is goals of elementary education,

secondary education, higher education, teacher education etc. Let us take another example from

the financial organization that might have an overall aim to increase profits and, in order to

achieve this, set a clear goal to increase profits by 25 percent within a specific time frame say

three years. Goals are: Parenting is an aim and the following goals are derived from this aim.

1. Study the qualities of good family.

2. Determine the resources necessary for a healthy family.

3. Establish an effective environment for developing children.

4. Provide for children through their adolescence. “Goals" and "Objectives" are educational

purposes directly related to school and classroom outcomes respectively. Goals are expression of

purposes specified for achievement at each level of education. For example, there are goals of
primary education, secondary education, tertiary education in the National Policy on Education

(1998) (pp. 12, 17 & 31) respectively.

What is an Objective?

Objectives are the activities carried out to bring aims and goals to realization (fruition). Someone

whose overall goal is to get a more rewarding job, for example, would have a set of objectives

that help him to achieve this. Such objectives might include sending letters out to companies he

wants to work for, brushing up on interview techniques and learning skills or obtaining

qualifications that would increase his employment prospects. The goals are stated at various

educational levels, to achieve part of the aims of subject and the behavioural objectives stated for

each lesson. These two types of objectives though may not be at the same level but they are

assessable at the classroom level. When the purpose of education for a country is being

discussed, the term "aim of education" may be used. The general objectives or aims of education

can be summarized as the allround development of human nature so that people are able to use

their talents to the optimum capacity of their inborn potentialities. In doing so, the individuals

become useful to his country, to his society, his family and to himself. Olawepo (1997) pointed

that education is meant to coordinate the three aspects of human nature. He argued that one of

the three aspects is the cognitive domain that is the mental part which includes perception,

sensation, imagination, memory and thinking. This aspect should be coordinated by education in

such a way as to make a balanced individual who can think right with adequate foresight and

sensitivity to human feelings. Another aspect of human nature is the affective domain, that is, the

social and emotional nature of human beings. The development of this aspect through education

should result in ability to know the causes of fear, anger, love, their forms of expression and how

to control them satisfactorily. This will enable one to become well behaved citizen, respected

and respectable everywhere. A third aspect of

human nature is the psychomotor nature, that is, the physical aspect such as hands, legs and

healthy body and mind. Objectives are:

Goal – Obtain a meaningful job.

This goal is translated into number of objectives: Explore sources of opening knowledge. Write

letters or applications Prepare a resume Complete job application Participate in job

interviews Write letter of acknowledgement In the classroom, an aim may be to make students

proficient in algebra. A related goal may be to have students learn systems of equations. And

related objective may be to give students daily assignments that help them practice these skills to

improve understanding and test scores.

References

Government of Pakistan. (2006). National Curriculum for General Science (Grade IV-VIII,

2006). Ministry of Education, Islamabad.

Shah, I. (2004). Making University Laboratory Work in Chemistry more Effective.

Unpublished doctoral dissertation. Glasgow: Glasgow University, Scotland.

Q.4 Conduct an action research to find “the problems of novice science teachers

regarding conduct of practical’s”?

Reasons to Conduct Action Research

Many teachers argue that the problem with theory is that it ignores practice. Theory is often tied

to large-scale research projects designed and conducted by educational researchers, with little or

no teacher input. Of course, formal research occupies an important place in the field of

education; yet, it can be difficult to translate its findings into new practices. Action research

allows teachers
to pursue critical inquiry to activate change, on their own terms. Teachers may want to take

formal research findings and translate them into their own action research question.

In order to conduct your research systematically, you need to choose an action research method.

There are many available, some more rigorous than others. Here we offer a simplified set of

steps that are included in most action research projects.

1. Identify the question, issue, or problem

This is always your starting point. You may need time to determine the right focus for your

question. Action research provides immediate answers to problems that cannot wait for

theoretical solution.

2. Define a solution

The solution will be a new instructional technique, strategy, new environment, or new material

that you feel has potential to correct the problem.

3. Apply the technique and collect data

Here you will need to define how you will apply the technique and the method you will use to

collect your data. If possible, it is helpful to have at least two groups that you can use for your

research, one acting as the test group and one for the control group (the group that doesn't use the

strategy or technique). You will need to define in advance how you will record reactions to your

intervention.

4. Analyze your findings

Determine whether the solution had an impact on learning. This is where having a control group

to compare your test groups can help you determine whether the technique has caused a desirable

change, an undesirable change, or no change at all.

5. Take action
This can be either in the form of revising your intervention and returning to Step 2 to test another

intervention, or by changing your practice to reflect a successful new technique.

Action research will help you in certain aspects:

It will help you build a reflective practice, based on proven techniques.

It allows you to try out new ideas and reliably assess their

effectiveness. It will build confidence in your instructional decisions.

It contributes to the professional culture of teaching at your school.

It can create meaningful and lasting change in your practice, your students' learning, and your

school.

References

Government of Pakistan. (2006). National Curriculum for General Science (Grade IV-VIII,

2006). Ministry of Education, Islamabad.

Zaman. (1996). The Use of an Information Processing Model to Design and Evaluate a

Physics Undergraduate Laboratory. Unpublished doctoral dissertation. Glasgow: Glasgow

University.

Q.5 Describe the qualities of a science teacher in terms of scientific knowledge, skills and

teaching skills. Have science teachers presently teaching to science classes acquired these

qualities?
Good Science Teachers Have These Great Qualities

Year after year, parents request the best  K-12 science teachers for their children.  These

teachers know their subject matter and do all they can to ensure their students are learning the

material so that when they graduate from high school, they will be career-ready, college-prepared

and able to contribute to society. Other qualities of a good science teacher include being

passionate about teaching effective, curriculum and standards-based science lessons, showing up

for work early and helping their school excel.

6 Qualities of a Good Science Teacher

1. Engages students at a high level

2. Knows students’ learning styles

3. Brings science lessons to life with real-world applications

4. Understands student sensitivities and differences

5. Is committed to continual professional improvement

6. Adjusts science lesson plans based on students’ assessment evaluations

Professional Development Essential

Good science teachers make a commitment to keep their science education current by taking

advantage of professional development opportunities. In addition to training provided onsite and

offsite at the school, consider getting the Master of Education in Curriculum and Instruction –

Science Education graduate degree. The M.Ed. Science is a no-thesis, activity-based degree that

adheres to national and Texas standards and is a great pathway for Ph.D. students. Highly

effective science teachers will be just as committed to their own learning as to their students'.

Understanding the latest instructional topics such as scientific misconceptions/alternative

conceptions, logical-
 mathematical and scientific reasoning and motivation are among the benefits of the master's

degree.

Leaders in the Classroom and the School

Contributing to their school's high-quality, standards-based science curriculum and being active

in the larger science education discipline are other qualities of a good science teacher. Science

education is broader than the classroom and a good science teacher works to ensure colleagues

are current about the latest systemic teaching methods. By helping the school as a whole to be

successful, a good science teacher is strengthening America's economy and competitiveness, one

science lesson at a time.

When it comes to teaching, there are also many interpersonal skills that teachers need in order to

reach the next level of success.

 Suspension of bias. A teacher won’t be able to accurately assess the needs of students if they

can’t see past bias. They need to be able to objectively look at each student to help them in

whatever way they need. Additionally, bias could prevent teachers from presenting material

correctly and accurately. So teachers need to be able to suspend their personal bias in order to do

the best for their students. Learning needs to be done in a safe environment, so when you teach

you need to remove anything that can make you see students in a less favorable light.

 Stress management. Teachers are faced with stressful situations every day. They need to be able

to keep their cool in order to be good role models for their students. Outbursts could be

discouraging or even frightening for students, leading them to lose trust and interest in education.

It could also lead to a loss of respect from students, which can create chaos in a classroom. Stress

management is key to being a great teacher. As you teach, it's important to be prepared for all

kinds
 of situations that can arise. Make sure you can create a great learning environment no matter

what comes.

 Communication. Teachers need to be good communicators in able to meet the needs of their

students. They can’t effectively assess the needs of students if they can’t communicate openly

with them. Teachers also need to be able to communicate with other teachers and parents well.

Communication is key for teachers to be successful in their profession. Learning and teaching

are connected through good communication.

 Teaching rather than instructing. A good teacher should be focused on making sure their students

truly understand the material, rather than just lecturing and hoping it will compute. Great

teachers are concerned with the retention of their students, making sure they really know and can

do the work, not just checking off the boxes for the lesson plan. Great learning comes from

teachers who are focused on that comprehension.

There is a huge difference between becoming a teacher, and becoming a good teacher. Good

teachers have a huge impact on learners and help them engage in lifelong learning. Good

teachers can make a world of difference on a child from any age. Think about your schooling, do

you remember a particular teacher who believed in you, inspired you, helped you, and made you

confident that you could succeed? These good teachers are vitally important. Conversely you

probably remember a teacher who didn’t seem to care about the students, didn’t make an effort

to help you learn, or told you you weren’t good enough. These are not the kind of teachers that

children and youth need today.

WGU helps you become not just a teacher, but an excellent teacher. With our online education

degrees, we make sure you have the skills and knowledge you need, but these additional qualities
 are extremely important to help you succeed. This guide will show the top qualities you need to

become a great teacher.

Traits of a good teacher.

Teaching is such an important and noble profession, but there are some characteristics that can

really help you ben an even more effective teacher. Every teacher is different, and that’s a good

thing. Different teachers can reach different students in unique ways, which is valuable for their

success. However, there are some fairly consistent traits among great teachers.

 Patience. Every student will have their own unique struggles. Some will have a difficult time

reading. For others, math will not come easily. For others, being able to sit still during school is

the struggle! Patience in a teacher is key to helping students overcome their struggles. With large

classrooms and many students who are all different, patience is a must for a good teacher. And,

demonstrating patience as a teacher is a great way to be a role model to students. Patience is an

important characteristic for effective teachers in both practice and as a model.

 Empathy. Empathy is an important quality for teachers. Children and youth have big feelings and

are often dealing with more than we know outside the classroom. As a teacher, it’s important to

be able to empathize with what they are feeling, even if it may not seem like a big deal. Children

and youth need to have their emotions validated in order to understand and process them well.

This is crucial in helping them become emotionally mature. Teachers who aren’t empathetic

can’t help students overcome real difficulties, trivial or severe. As a teacher it’s vital to be able to

put yourself in a student’s shoes and help them feel understood. When you teach, it's important

to be sensitive and thoughtful to make sure the learners feel they're in a safe environment.

 Drive for self-improvement. A great teacher should be able to look at themselves objectively and

see where they can improve. That can be in teaching methods, subject matter, or people-skills.
 When teachers can review themselves and know where to focus their attention, they can become

even better. Teachers should also be willing to engage in lifelong learning, whether that be going

back to school for a master’s degree, attending conferences to help them learn more about

education, or reading books and articles about their field. Anything that teachers can do to

increase their understanding is vital to their success. Educators who are willing to learn as well

as teach are important to the future of learning.

 Adaptable. When working with other people, students or other teachers alike, certain

expectations may not always be met. Your teaching methods may not work in a certain way with

a certain class, schedules may change, adjustments may need to be made with little or no notice.

A great teacher can adjust their teaching methods and expectations so they can still find success.

They are willing to always evaluate what is working for their students, and adjust where needed.

This trait is vital for teachers who want to help each unique individual find success in their

classroom. It's an important characteristic when teaching to always move your lessons around in

the way that promotes learning in the best possible way.

References

https://www.wgu.edu/blog/top-qualities-skills-good-teacher2001.html#close