Essay - Characteristics of a Competent Teacher Key Elements of a Truly...


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Characteristics of a Competent Teacher

Key Elements ***** a Truly Competent Teacher

To be an educator is one of the greatest gifts within the professional world. The ability to help mold and foster ***** genius of others is an honorable feat. However, today's society has seen a degradation ***** the quality of teachers. In order to *****tter h***** ***** craft of teac*****ing, particular elements of teacher competency need ***** be explored ***** examined in both a theoretical and real life environment. Three ***** in particular st***** out to def*****e a truly competent *****; understanding of the student, adjustment of curriculum ***** fit that understanding of ***** student, and finally a open and strong line of communication *****tween teachers ***** parents to help promote learning at home.

In order to honestly assure the competency of any teacher, *****re are several aspects which that ***** should embody in both their style ***** teach*****g and knowledge of material. One ***** these elements includes the important ***** for a teacher to be able to properly assess ***** adjust ***** ***** the *****st suited needs of ***** students. According to the American Federation of Teachers, "Assessment ***** defined as ***** process of obtaining information that is used to make educational decisions about students, to give feedback to the student about his or her progress, strengths, and weaknesses," (American Federation of Teacher's 1990). T***** ability ***** understand the ***** of ***** ***** proves an ***** factor in de*****ating ***** ***** from those less apt to perform well within a cl*****sroom context. Understanding one's *****s goes far beyond surface level, and the more in-depth understanding ***** a student ***** ***** has, the ***** efficient that teacher can be within the learning experience. *****eachers should have an idea of their student's cultural backgrounds, skill levels, interests, and motivations before fully commencing into curriculum material (Ameri***** ***** of ***** 1990). This will help the teacher best present ***** to students in a meaningful way. Once true instruction begins, this exploration of the minds ***** students should then develop into a "monitoring [of] pupil progress toward instructional goals; identifying gains and difficulties pupils are experiencing in learning and *****ing," (American Federation of Teachers 1990). Thorough understanding and accommodation of student's needs and ***** can make the difference between an attentive, ***** therefore actively learning student, and a student who proves to show little interest in the material. Thus, this knowledge of each personality ***** one's classroom ***** to be a major element of a competent *****.

Once this thorough ***** is achieved on behalf of the t*****er, a more aggressive monitoring and implementation of specified strategies can begin in order to most efficiently expose the ***** to the curriculum. ***** a student can break through ***** tailored lesson plans ***** modifications. It can also lead to better decisions on ***** ***** the teacher to ***** improve student *****. Intervention within normal curriculum can be unders*****od as "giving contingent, specific, and credible praise and feedback; motivating ***** to learn; and judging

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