Name: ALI FAIZUR REHMAN

Father Name: AL NASIR REHMAN

Student ID: 0000087678
Course Code: 8612
Subject : Professionalism in teaching
SEMESTER: 3rd Autumn 2022
Assignment: NO 1
Tutor: MISS SYEDA NAILA
Address: HOUSE NO 2164 NOUTHIA JADEED MISKEEN ABAD

PESHAWAR.

Allama Iqbal Open University

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Q.1 Explain professional conceptions? Why are these necessary for prospective teachers?

Ans

Concepts of Professionalism
The term professionalism conveys intangible meanings in the working world. The word is usually attached to
high-performing employees in any line of work. To more accurately explain professionalism and what is
expected, you have to become familiar with the core concepts that contribute to being a professional.

In education, the term professional development may be used in reference to a wide variety of specialized
training, formal education, or advanced professional learning intended to help administrators, teachers, and other
educators improve their professional knowledge, competence, skill, and effectiveness. When the term is used in
education contexts without qualification, specific examples, or additional explanation, however, it may be
difficult to determine precisely what “professional development” is referring to. In practice, professional
development for educators encompasses an extremely broad range of topics and formats. For example,
professional-development experiences may be funded by district, school, or state budgets and programs, or they
may be supported by a foundation grant or other private funding source. They may range from a one-day
conference to a two-week workshop to a multiyear advanced-degree program. They may be delivered in person
or online, during the school day or outside of normal school hours, and through one-on-one interactions or in
group situations. And they may be led and facilitated by educators within a school or provided by outside
consultants or organizations hired by a school or district. And, of course, the list of possible formats could go
on.

The following are a representative selection of common professional-development topics and objectives
for educators:

 Furthering education and knowledge in a teacher’s subject area—e.g., learning new scientific theories,
expanding knowledge of different historical periods, or learning how to teach subject-area content and
concepts more effectively.
 Training or mentoring in specialized teaching techniques that can be used in many different subject areas,
such as differentiation (varying teaching techniques based on student learning needs andinterests) or
literacy strategies (techniques for improving reading and writing skills), for example.
 Earning certification in a particular educational approach or program, usually from a university or other
credentialing organization, such as teaching Advanced Placement courses or career andtechnical
programs that culminate in students earning an industry-specific certification.
 Developing technical, quantitative, and analytical skills that can be used to analyze student-performance
data, and then use the findings to make modifications to academic programs and teaching techniques.
 Learning new technological skills, such as how to use interactive whiteboards or course-management
systems in ways that can improve teaching effectiveness and student performance.
 Improving fundamental teaching techniques, such as how to manage a classroom effectively or frame
questions in ways that elicit deeper thinking and more substantive answers from students.
 Working with colleagues, such as in professional learning communities, to develop teaching skills
collaboratively or create new interdisciplinary courses that are taught by teams of two or more teachers.

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  Developing specialized skills to better teach and support certain populations of students, such as students
with learning disabilities or students who are not proficient in English.
 Acquiring leadership skills, such as skills that can be used to develop and coordinate a school-
improvement initiative or a community-volunteer program. For related discussions, see leadership
team and shared leadership.
 Pairing new and beginning teachers with more experienced “mentor teachers” or “instructional coaches”
who model effective teaching strategies, expose less-experienced teachers to new ideas and skills, and
provide constructive feedback and professional guidance.
 Conducting action research to gain a better understanding of what’s working or not working in a school’s
academic program, and then using the findings to improve educational quality and results.
 Earning additional formal certifications, such as the National Board for Professional Teaching Standards
certification, which requires educators to spend a considerable amount of time recording, analyzing, and
reflecting on their teaching practice (many states provide incentives for teachers to obtain National Board
Certification).
 Attending graduate school to earn an advanced degree, such as a master’s degree or doctorate in
education, educational leadership, or a specialized field of education such as literacy or technology.

Reform

In recent years, state and national policies have focused more attention on the issue of “teacher quality”—
i.e., the ability of individual teachers or a teaching faculty to improve student learning and meet expected
standards for performance. The No Child Left Behind Act, for example, provides a formal definition of what
constitutes high-quality professional development and requires schools to report the percentage of their teaching
faculty that meet the law’s definition of a “highly qualified teacher.” The law maintains that professional
development should take the form of a “comprehensive, sustained, and intensive approach to improving
teachers’ and principals’ effectiveness in raising student achievement.” Similar policies that describe
professional development expectations or require teachers to meet certain expectations for professional
development may be in place at the state, district, and school levels across the country, although the design and
purpose of these policies may vary widely from place to place. Generally speaking, professional development
is considered to be the primary mechanism that schools can use to help teachers continuously learn and improve
their skills over time. Andin recent decades, the topic has been extensively researched and many strategies and
initiatives have been developed to improve the quality and effectiveness of professional development for
educators. While theories about professional development abound, a degree of consensus has emerged on some
of the major features of effective professional development. For example, one-day workshops or conferences
that are not directly connected to a school’s academic program, or to what teachers are teaching, are generally
considered to be less effective than training and learning opportunities that are sustained over longer periods of
time and directly connected to what schools and teachers are actually doing on a daily basis.

Terms and phases such

as sustained, intensive, ongoing, comprehensive, aligned, collaborative, continuous, systemic, or capacity-
building, as well as relevant to teacher work and connected to student learning, are often used in reference to
professional development that is considered to be of higher quality. That said, there are a wide variety of
theories about what kinds of professional development are most effective, as well as divergent research
findings.

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Debate

While few educators would argue against the need for and importance of professional development, specific
programs and learning opportunities may be criticized or debated for any number of reasons, especially if the
professional development is poorly designed, executed, scheduled, or facilitated, or if teachers feel that it is
irrelevant to their teaching needs and day-to-day professional responsibilities, among many other possible
causes. In addition, school leaders may encounter a variety of challenges when selecting and providing
professional development opportunities. For example, one common obstacle is finding adequate time during the
school day for teachers to participate in professional development. Securing sufficient funding is another
common complication, particularly during times when school budgets are tight or being cut. The amount of
funding allocated for professional development by states, districts, and schools may also vary widely—some
schools could have access to more professional -development funding than they can reasonably use in a given
year, while other schools and teachers may be expected to fund most or all of their professional development on
their own. Other common challenges include insufficient support for professional development from the
administrative leadership, a lack of faculty interest or motivation, or overburdened teacher workloads.

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Q.2 Describe characteristics of professionalism comment why professionalism is poor in our schools.

Professional characteristics refer to the qualities a person exemplifies in a business environment.

Professionalism includes standards for behavior and the employee's ability to embody the company's values
and do what their employer expects of them. Professionalism is necessary for the long-term success of any
business, large or small. It ensures that customer relationships are maintained, employee interactions are
positive and that a company meets its goals and objectives.

Being a professional in your chosen field means much more than just holding a college degree and donning a
business suit. The way in which you conduct yourself is also a key component of your success. Here are 10
characteristics true professionals possess in the workplace (not in any order of importance).

What is Professionalism?

1. A Neat Appearance Look sharp and organized:

Iron your clothes, polish your shoes, and practice good hygiene and grooming.

2. Proper Demeanor (in Person and Online):

Be polite and well-spoken 100 percent of the time. Whether you’re speaking with customers, superiors,
or co-workers, keep calm and be tactful, even in tense situations.

3. Reliable

 Get your work done on time.

 Respond to requests promptly and follow-through with promises in timely fashion.
 Set benchmarks and meet them to demonstrate reliability.

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4. Competent

 Express confidence, but not attitude.

 Become an expert in your field: Continue your education, attend seminars, and attain relevant
professional designations. Remain teachable. Knowledge is power!

5. Communicator

 Compose your letters and emails to be brief and to the point.

 Make sure you have a professional signature and email address.
 Keep your tone polite and formal.

6. Good Phone Etiquette

 Identify yourself with your full name, company, and title when placing and/or answering a call.
 Do not dominate the conversation; listen intently and process what the other person is saying.
 Do not use slang terms and mind your tone of voice.
 Smile while you talk: The caller may not see it, but they can hear it in your voice.

7. Poised

 Maintain your composure, even when facing a difficult situation.

 If a customer or superior is being belligerent, do not mirror that behavior.
 Diffuse the situation with your professional demeanor.

8. Ethical:

 AAPC members agree to follow a code of ethics.

 It is imperative to display ethical behavior at all times, on or off the clock.

9. Organized

 Keep your area neat and organized for easy execution of tasks.
 Keep an updated appointment book so you don’t forget meetings.
 Carry only the necessary contents for the day in your briefcase.

10. Accountable

 Take responsibility for your actions.

 Own your mistake, work to resolve it, and fix it as soon as possible.
 Even better: Learn from your mistakes. Lead by this example to create trust.

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Q.3 What is professionalism in Islam? What strategies can be used to develop it among teachers?

PROFESSIONALISM IN ISLAM

An education has a very central role and its function in building a region or country into an advanced and cultured
region. Without education, an impossible progress will be embraced. With education, science becomes
developed and able to create a high creativity that encourages progress in social, economic, and cultural fields.
Even in Islam it clearly affirms that education is very important to humanity and its degree is elevated
(The Holy Quran: Al -Mujadalah, verse 11).

The perfect integration of systems for educational creativity as stated by Katarina Tomasevski (2003) the
education system to be part of its integral structure and its broad social and spatial processes. More precisely,
there are political promises aimed at universal primary education every decade since the 1940s. That is, before
the global era grew rapidly, education has been exploring the progress line to this day.

Gunawan Sudarmanto (2011) addeda great educational construction and strongly requires a conscious and
planned effort to realize the learning process and integrity of curriculum blend in order to actively learners able
to develop their potential. This means the complete design of college curriculum, the readiness of teachers and
their roles in the classroom learning as well as full support (morally and materially) related institutions.
Associated to all that, the principles set out in the Constitution are in accordance with Article 31 of the 1945
Constitution, paragraph 2, which states that every citizen shall have the right to receive and attend basic
education and the government shall finance it. It is the responsibility of the government or the state in promoting
its people. Then paragraph 5 in more detail states the government advancing science and technology by
supporting high religious values and national unity for the advancement of civilization and the welfare of
mankind. The flow of education is not as smooth as imagined. Many obstacles overtake from complex
educational processes, changing curricula, difficult-to-adapt stakeholders, complex learners with a variety of
characters and demands to be able to produce quality graduates. This paradigm is not an excuse to delay the
educational procession but becomes the starting point for seeing the next stream to the stage of change. How is
the role of government in realizing educational programs that have educated the nation’s children? What kind
of curriculum development is suitable to be implemented as the changes are suddenly impressed? How the
reaction of educators among universities alongside KKNI? To what extent can the decision of Education
Ministry in Permen ristekdikti able to dignified campus stakeholders in order to get a better education? All of
the questions above because of the demands were not just produce prestigious graduates but the contribution of
science can also be absorbed in the field work. Supporting from various parties to smooth the process of
university environment education trigger the birth of curriculum based on the principle of national education as
outlined in the education law. Therefore the curriculum is not only discussed at the elementary to high school
level but includes the university level as the delivery of generating productivity in the life of the community. As
such, this study is not only a critique but also a suggestion for a university institution because of global demands
and change. The persuasive indications are also presented in the presentation of this paper to get closer to KKNI.
All university educators must be more pro-active in the governance of curriculum development as well as better
prepared to face global challenges towards research-based universities. In relation to the above discussion, the
authors want to put forward some things about the stigma of university environment education in Aceh
associated with the new regulations that is the presence of KKNI and readiness of teachers in applying the
curriculum in question. The authors conducted the research in the Universities of Aceh environment.

So, the study was guided by the following research question:

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1) How to improve lecturers at the university to face KKNI?

2) What is the role and function of KKNI towards learning at the university level?

Research methods, results and discussion, and conclusions and recommendations will be presented following a
literature review of relevant theory.

Literature review

This section will provide a brief overview of the effort in the category to develop lecturers’ potential for
curriculum change and qualification requirements for national and international research universities.
Conferring to Rehani (2015), the lecturer is an actively involved person in his professional development as an
effort to improve the quality of the campus/institution where he teaches. The academic degree must be formal,
have the competence of teaching, there is a certification of professionalism that is physical well-being and gain
ability to fulfill the desire of national education. The promoter by institutional stakeholders is also influential in
improvising the professionalism of a lecturer. The other workshop performances as a first step to recognize self-
development and institutions that lead to the quality of teaching and learning environment campus. This has a
significant impact on campus ratings. Serambi Indonesia (Dec 07, 2017) LP3M Unsyiah reported that the
campus rating is ranked11th compared to 2016. This result is obtained based on Web metric data scheming is a
system to measure the progress of a college through the university website. It can be understood that training or
seminars on the progress of the institution closely related to the professionalism of a lecturer. This means to
create a research-based university, the role of lecturers is very important. Currently, it has published scientific
articles as much as 6,956, 291 books, and 26 patents obtained by scientists. A significant number was taken over
the years. Observe the professional development of lecturers (Redjeki, 2015) can be interpreted to maximize
efforts to improve the competence, quality of learning, the role of academic teachers in universities. The image
of a professional lecturer looks good in the community if it can show attitude to the community that he deserves
the example of the surrounding community. The description is strengthened (Soetjipto and Raflis Kosasi, 2011;
Redjeki, 2015), among others; legislation, professional organizations, peers, learners, workplaces, leaders,
andjobs. Another theory explains the curriculum relationship and potential lecturer developers are interrelated
with each other. In detail, Al Mawardi (2011) adds lecturers must have three competencies, namely; designing
learning (teaching plan and materials); classroom procedures; and interpersonal skills. These three aspects are
described in the college curriculum procedure. As regulated in Permenristekdikti No.44 of 2015 Article 1
defined by Ministry Of Higher Education (2015), KKNI is a set of plans and arrangements regarding graduate
learning achievements, study materials, processes, and assessments used as guidelines for the implementation
of study programs. KKNI is standing for Indonesia National Qualification Framework. 3. Research methodology
Descriptive and argumentative qualitative designs were implemented in this study. The design of the study is to
describe the problems faced by lecturers towards changes in college curriculum KKNI and efforts taken to
improve their performance. A single mindedness of the problem to the professionalism of lecturers, curriculum
changes, and the presence of KKNI. Young (1994) identified and described some prominent macrostructures of
a university lecturer. Data were analyzed through literature review as data acquisition approach. 4. Research
finding and discussion 4.1. The effort and improving Quoting (Fabrice Henard & Deborah Roseveare, 2012) as
a proactive step, many institutions have implemented specific teaching and learning strategies and have devised
mechanisms and instruments to improve the quality of education. With reduced resources and increased
competition, these challenges may seem insurmountable, but higher education institutions can, and, help a lot to
encourage quality teaching and improve student learning outcomes. The new paradigm of teaching and learning
in the field of higher education actually implies: new connections on access to teachers, and wider range of
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communication and collaboration through learning platforms, re-designing the curriculum, bridging teaching
and more intensive research, rethinking student workload and burden, improvements in pedagogy, use of
technology, assessment models in line with student-centered learning, creating innovative learning platforms,
providing guidance and guidance to students in new ways and methods, assessing impacts and documenting the
effectiveness of teaching delivered. Related to the effort and improvisation of lecturers towards the provision of
quality education and high standard,

According to Hussain( 2005) to produce high-quality human resources, we need high-quality education as well.
In fact, in accordance with the demands of global challenges, we need to improve the quality of education from
all dimensions so that the standard of education develops as global and international issues. To produce high-
quality human resources, we need high-quality education as well. In fact, in accordance with the demands of
global challenges, we need to improve the quality of education from all dimensions so that the standard of
education develops as global and international issues.

The California Master Plan for Education (2003) describes the following components;

 A qualified and inspirational teacher

 A ready-made curriculum that can prepare all students for success in post-secondary education, work,
and society.
 Textbooks, technology, and teaching materials should be aligned or linear.
 Service/facilities supporting the adequate learning.
 Qualified school or college administrators, to nurture an inviting and secure educational culture, and high
appreciation of student achievement and teaching excellence.
 A safe physical learning environment, complete infrastructure advice and well-maintained.
 All of the above components must be provided to every student enrolled in public education, from
preschool to university levels

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Q.4 Define professional disposition. What are the ways to assess dispositions of prospective teachers?

A professional disposition is a phrase that refers to the ethics, values, and commitments that teachers in a
classroom setting use.

Professional disposition also involves teachers' attitudes and actions when interacting with their students.
This also applies to how teachers act concerning their colleagues, families of students, and communities as a
whole.

Here are some elements that guide a teacher's professional disposition:

 Empathy
 Caring
 Honesty
 Fairness
 Social justice

Professional dispositions include the values, commitments and ethics that influence behaviors toward students,
families, colleagues and communities that affect student learning, motivation and development, as well as the
educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as
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caring, fairness, honesty, responsibility and social justice. For example, they might include a belief that all
students can learn, a vision of high and challenging standards, or a commitment to a safe and supportive learning
environment (NCATE, 2002). The professional dispositions adopted by TLEL complement the College of
Community and Public Affair’s Ethics and Integrity Policies and Procedures by focusing on the expectations
for teacher candidates and individuals in advanced preparation programs during field experiences. The faculty
members developed the TLEL Professional Dispositions from the standards advanced by New York state and
national organizations, as well as content and specialization areas. Additionally, a number of stakeholder groups
gave feedback on the items included, providing a means to confirm their validity as the dispositions expected
by teachers, administrators and teacher educators of novice teachers.

The professional dispositions expected of all teacher candidates include an ability to

1. Demonstrate a commitment to learning and diversity.

2. Build rapport and serve as a strong role model to peers, colleagues and learners.
3. Display effective communication skills (oral and written) in all settings.
4. Demonstrate professional competence and conduct.

All teacher candidates are expected to demonstrate these professional dispositions consistently,
especially during course and fieldwork opportunities. To ensure all teacher candidates demonstrate these
dispositions, the TLEL faculty members have established mandated checkpoints throughout the
preparation program. These checkpoints provide an opportunity to elicit feedback from course
instructors, cooperating teachers, and university supervisors on any dispositional concerns. Teacher
candidates are also provided with a number of opportunities to self-evaluate how well they these
professional dispositions. Professional dispositions will be assessed by cooperating teachers/placement
coordinators (e.g., Liberty Partnership coordinators) and university supervisors in each field experience
requirement. Additionally, course instructors will assess professional dispositions informally in courses.

Teacher candidates must receive a final rating of “acceptable” for admission and advancement in teacher
education programs. If a teacher candidate receives an "unacceptable" rating in a field experience or
from a course instructor, he/she must complete another field experience successfully before advancing
in the program and/or before applying for the internship semester.

As students progress through their program of study, each is expected to demonstrate their mastery of
professional dispositions. In Purdue University’s teacher education program, faculty members identified
the following dispositions:

1. Commitment to Students and Their Learning

Candidates a) demonstrate their commitment to student learning, b) promote student self-determination

and autonomous functioning, and c) demonstrate high expectations for ALL students. Here, candidates
demonstrate their belief (through actions, words) that all students can learn and value the assets and
resources that all students bring to a classroom. Candidates attempt to provide services at all levels of
student ability they use strategies and supports that facilitate autonomous student functioning, and
convey high learning and behavioral expectations for all students.

2. Receive and Act Upon Professional Feedback

Candidates positively accept critical feedback about professional practices, seek to continually improve
teaching performance, and demonstrate flexibility and adaptability in the classroom. Candidates
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 demonstrate this through making observations and asking questions about teaching practices,
demonstrating knowledge of subject and curriculum and how to access new information, seeking
information for making practice decisions, responding professionally to constructive feedback,
demonstrating understanding of standards, and evaluating his/her own performance and generating ideas
for improvements. Candidates reflect upon their own practices.

3. Demonstrate Professional Practices and Demeanor

This disposition addresses candidate professional appearance, ethical and legal practices, and
professional demeanor. Positively scoring candidates in these areas requires that they demonstrate a
professional appearance; convey a positive message about their discipline and the teaching profession;
engage in professional, legal, and ethical conduct; are dependable, punctual, and well prepared; ensure
the safety of their students; and are aware of their digital footprint on social media and take action to
ensure that their electronic presence does not lead to questions of their integrity, professionalism, and
character.

4. Communicate Effectively and Professionally

Candidates engage in effective and professional communication. They use professional language in all
situations ensuring that communications are free from bias and meet the needs of diverse learners.
Candidates also effectively and accurately communicate their ideas (oral and written) and engage in
active listening.

5. Collaborate with Others in a Positive and Professional Manner

Candidates demonstrate a positive rapport with others, contributes to group efforts, and demonstrate
respect for others and their ideas.

6. Demonstrate Cultural Competence in Interactions and Communications

Candidates demonstrate their ability to act and communicate in an effective manner that enhances the
educational opportunities for all students and their families, especially those who represent diversity.
Their language and actions are free from bias.

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Q.5 Describe teacher attributes which can improve quality of teaching.

Ans
1. Empathy
One of the most important good qualities of a teacher is empathy. Let’s understand this quality through an
example.

Imagine you are in your classroom and there’s a student who continuously performs poorly in his/her exams.
You advised them to study and yet, they keep on getting low marks. Now, it’s natural for you to get angry
because, despite your efforts, the kid is not performing well. However, you don’t know what’s going on inside
them and what kind of conditions they are going through. What if the kid is facing issues with their family or if
they have a learning disability? As a teacher, you need to put yourself in their situation and think like your
student. This is what empathy is. You must understand the student and be available.

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 2. Creativity

Do you remember how you used to be as a student? Did you enjoy your classes or were you bored during the
lessons? As a teacher, you have to ensure that your students don’t get bored. It’s common for students to lose
interest and attention. How do you make sure that they are listening to you? The answer is simple, be creative!
One of the important qualities of an ideal teacher is creativity. By being creative, you can make your classes
interesting. You can use the help of various online teaching tools to add life to the classroom. As more and
more people move towards online classes and online teaching, the need for creativity in the classroom has
become more important.

3. Communication

While talking about the good qualities of a teacher, communication skills cannot be missed. When it comes to
communication, a lot of things can go wrong. It is said that the biggest problem with communication is the
misconception that it has taken place. To put it simply, as a teacher, you might think that you are communicating
well. But, there are a few points to be kept in mind:

 Always invite feedback, and ask your students if they have understood
 Create a platform for open communication
 Talk in their regional language and guarantee your students that the classroom is a safe space
When the teacher assumes a strict and harsh role and the communication becomes one-way, there’s not much
learning involved. Neither for the student nor the teacher.

Communication need not always be verbal the teacher will have to pick up non-verbal cues and that’s where
the real qualities of a teacher gets tested. It is important for teachers to have strong verbal and nonverbal
communication skills.

4. Interpersonal skills
Interpersonal skills and communication skills are closely related to each other. How well you communicate
with your students and their parents will determine the nature of your connection with them. Interpersonal
communication is important to establish strong interpersonal relationships. As mentioned above, a teacher
must aim for the holistic development of a student. For example, it is not just their education that matters. It is
their behavior, their manners, their attitude, and a lot more aspects as well. In order to make sure that the
students achieve this, the teacher must have strong interpersonal skills. So that they can connect with their
students and solve their problems if any.

5. Positivism
Students would often feel depressed and down. If a teacher has the quality of always being positive, it can help
the students in a lot of ways. A positive attitude and a positive relationship between students and teachers is
the most important thing needed to ensure effective learning.

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 6. Fair Minded
A teacher has to treat all her students equally. Fairness is one of the most important qualities of effective
teachers. When a teacher is fair-minded, it earns them respect and students feel safe and valued in the
classroom. Creating a classroom environment that’s fair will nurture trust and respect between students and it
is a great quality to teach your students.

7. Humorous

Though most people don’t think of humor as a quality, it is one of the most
significant qualities of an ideal teacher. When the classroom gets boring,
who doesn’t like a good laugh and some jokes? Teachers who are humorous
and funny have the ability to connect with students easily and can create a
joyful environment. By being humorous, we don't just mean cracking jokes,
being able to enjoy jokes, and small mischievous activities from students is
also a part of being humorous.

8. Consistent
Consistency helps teachers and students alike. It helps teachers to feel more organized. Being organized and
well-planned removes tension and stress. By consistency, we mean having a routine and system in place.
When there’s a proper routine, the respect from the students and parents increases.

9. Rewarding
A small pat on the back can go a long way. Teachers need to be rewarding and have to acknowledge the
efforts of their students. When teachers say “well done”, “good job” etc., and reward students with a good
word of encouragement, it motivates them to do better and makes them better teachers. Hence, when the
question of what are the most important qualities of a good teacher, comes up, this quality cannot be missed.

10. Reliable
A reliable teacher is someone who is dedicated to their job and is trustworthy. Reliability is one of the best
qualities of a teacher. Reliable teachers know how to make proper decisions and assessments. Since a student’s
future lies with the teacher, it is important for students to study under reliable teachers and for teachers to
cultivate the quality of reliability in their students.

11. Passionate
Passion is something that every teacher should have. Teaching is not an easy job. There are a lot of problems
that teachers face in their day-to-day lives. From low engagement of students to less interactivity, there are a
lot of issues. Now, with online teaching and live classes, teachers face even bigger problems. Passion is the
core essential quality that helps teachers to overcome any problem that they face. With passion and the right
online teaching platform, teachers can seek success. Teachmint is one such platform for passionate teachers.
With this simple and secure online teaching app, teachers can take live classes with real-time student-teacher
interaction.

12. Motivational
Low motivation to study and learn is one of the major concerns of every parent, teacher, and student across the
globe. Teachers can play a huge role in motivating their students. As mentioned above, a small pat on the back
can go a long way. Prompt feed, critical appreciation, group work, etc are some of the methods that teachers
can apply to motivate their students. When a teacher is naturally motivating, when they ask their students to do
more and push them to be their best, the results are amazing.

13. Active listening

Quite often, students want someone to listen to them. You can be a

great teacher only when you understand what your students need
and in order to understand what they want, you have to listen.
Active listening is one of the most important qualities of an ideal
teacher.
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 14. Nurturing
A nurturing teacher promotes a healthy classroom. There’s enough room for opinions, feedback, and mistakes.
Students often need someone to talk to them through their problems and mistakes. When teachers get harsh on
them, there are chances of students acting out. When a teacher is nurturing, the students feel safe, which
increases respect between students and the teacher. If students have behavioral or social disabilities, a
nurturing teacher can help them a lot.

15. Honesty
Students look up to their teachers and honesty is one of the important qualities that students need. Honesty
towards the work that you do, towards your students and colleagues is extremely important. Honesty is often a
package, it comes along with qualities such as responsibility, courage, and reliability.

16. Punctuality

Being on time and sticking to schedules and timetables are among the most
needed qualities of an ideal teacher. Students learn from you and in order to
instill a sense of punctuality in them, you have to live by it. This quality reflects
your responsibility and commitment to your profession.

17. Willingness to Learn

Teaching and learning go hand in hand. A good teacher never stops learning. With the education sector
changing every day, teachers need to learn and upskill themselves. For example, with classes going online,
teachers have to learn about live classes and online teaching. Though with an easy-to-use online teaching
app like Teachmint, it is easy for teachers to take live classes, teachers should always be willing to learn new
things.

18. Organization skills

This quality helps teachers to stay punctual and disciplined. Organization and planning are extremely
important qualities of a good teacher. Imagine putting all the keys in one box without labeling them. Your
house keys, locker keys, car and bike keys, everything in one big box. If you were running out in a hurry and
were searching for your keys, imagine how much time you would spend finding the keys. Instead, if they were
labeled and kept separately, it would have been easier for you. The same applies to your teaching job. If you
are organized and planned, it helps you be on time and finish your lessons. This is an unavoidable
characteristic of teaching.

19. Ethics
Ethics is a standard set of values and beliefs that teachers should follow. It is important for teachers to have
good ethical principles. Ethics is what tells us what is right and wrong and keeps us from doing things that are
wrong. It is against a teacher’s ethics to be unfair to students and to show partiality to students.

20. Dignity
Respect for humanity is of utmost importance. Since learning starts with teachers, it is very important for
teachers to respect everyone regardless of their gender, status, caste, and creed. There’s no room for judgment
and bias. This is one of the characteristics of teaching that sets teachers apart.

Conclusion

A good set of principles and qualities are essential to make teaching effective. With teaching being redefined
day by day it is important for them to hold their qualities close. If you are a teacher, you know how difficult it
is to take classes. The above-mentioned qualities help teachers to overcome these challenges. Good teaching is
founded on qualities and values. As mentioned before, if you don’t have any of these qualities, don’t worry, you
can inculcate them.

THE END
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