আমার অনুমতি ছাড়া এই ব্লগের লেখা কোথাও প্রকাশ করা যাবে না।

Some jobs are merely those: jobs. They require you to drag yourself up from bed every morning and then to drag yourself off to another dull day of work, where you deal with task after dreary task. In exchange for undergoing this daily routine that leaves you drained of your energy every time, you get to make a steady income and to lead a stable, secure life. In the teaching force, we make far more than just money. Every day, we make children excited with the wonders of science and the majesty of mathematics, and make them fall madly in love with the beauty of the arts and the humanities. Every day, we make our schools the place where students can discover their talents, and aspire to greater heights. Every day, we make our students believe in themselves. We make them press on in the face of adversity so that they will know how truly limitless their potential is. And as we see them mature into unique, talented individuals before our very eyes, we make sure that they learn all that they can today, that they may become all that they can be tomorrow. Our teachers make a difference. What do you make? We know that our teachers—like the very students they groom—are amazing, gifted people with different aspirations. That is why we give them the opportunity to tap their fullest potential and to climb the career ladder with the various options open to them. Currently, teachers may embark on three different career tracks: • Teaching track • Leadership track and • Specialist track. We are also pleased to present the GROW 2.0 Package, our enhanced career structure for all Education Officers. Through GROW 2.0, MOE aims to maximise the Growth of our Education Officers through better Recognition, Opportunities, and seeing to their Well-being. They say that being a teacher is the most rewarding job in the world. That’s true: our educators get to laugh a lot, to teach the things they love to the people they love, and to generally have a whale of a time with their classes. But it’s not all a bed of roses for them; it’s not uncommon for a teacher to be confronted with hard problems and tough situations. And that is why all these measures are in place to reward each and every teacher for conquering these challenges and for their unwavering dedication to their calling with greater career options, professional development, and more flexibility in managing their career and personal lives. So, sign up to be part of our exciting teaching force and get ready for a career like no other Teachers - Kindergarten, Elementary, and Secondary Significant Points: • Public school teachers must have at least a bachelors degree, complete an approved teacher education program, and be licensed. • Many States offer alternative licensing programs to attract people into teaching, especially for hard-to-fill positions. • Employment growth for secondary school teachers will be more rapid than for kindergarten and elementary school teachers due to student enrollments, but job outlook will vary by geographic area and subject specialty. Nature of the Work [About this section] Teachers act as facilitators or coaches, using interactive discussions and hands-on learning to help students learn and apply concepts in subjects such as science, mathematics, or English. As teachers move away from the traditional repetitive drill approaches and rote memorization, they are using more props or manipulatives to help children understand abstract concepts, solve problems, and develop critical thought processes. For example, they teach the concepts of numbers or adding and subtracting by playing board games. As children get older, they use more sophisticated materials such as science apparatus, cameras, or computers. Many classes are becoming less structured, with students working in groups to discuss and solve problems together. Preparing students for the future workforce is the major stimulus generating the changes in education. To be prepared, students must be able to interact with others, adapt to new technology, and logically think through problems. Teachers provide the tools and environment for their students to develop these skills. Kindergarten and elementary school teachers play a vital role in the development of children. What children learn and experience during their early years can shape their views of themselves and the world, and affect later success or failure in school, work, and their personal lives. Kindergarten and elementary school teachers introduce children to numbers, language, science, and social studies. They use games, music, artwork, films, slides, computers, and other tools to teach basic skills. Most elementary school teachers instruct one class of children in several subjects. In some schools, two or more teachers work as a team and are jointly responsible for a group of students in at least one subject. In other schools, a teacher may teach one special subjectusually music, art, reading, science, arithmetic, or physical educationto a number of classes. A small but growing number of teachers instruct multilevel classrooms, with students at several different learning levels. Secondary school teachers help students delve more deeply into subjects introduced in elementary school and expose them to more information about the world. Secondary school teachers specialize in a specific subject, such as English, Spanish, mathematics, history, or biology. They teach a variety of related coursesfor example, American history, contemporary American problems, and world geography. Special education teacherswho instruct elementary and secondary school students who have a variety of disabilitiesare discussed separately in this section of the Handbook. Teachers may use films, slides, overhead projectors, and the latest technology in teaching, including computers, telecommunication systems, and video discs. Use of computer resources, such as educational software and the Internet, exposes students to a vast range of experiences and promotes interactive learning. Through the Internet, American students can communicate with students in other countries. Students also use the Internet for individual research projects and information gathering. Computers are used in other classroom activities as well, from helping students solve math problems to learning English as a second language. Teachers may also use computers to record grades and perform other administrative and clerical duties. They must continually update their skills so they can instruct and use the latest technology in the classroom. Teachers often work with students from varied ethnic, racial, and religious backgrounds. With growing minority populations in many parts of the country, it is important for teachers to establish rapport with a diverse student population. Accordingly, some schools offer training to help teachers enhance their awareness and understanding of different cultures. Teachers may also include multicultural programming in their lesson plans to address the needs of all students, regardless of their cultural background. Teachers design classroom presentations to meet student needs and abilities. They also work with students individually. Teachers plan, evaluate, and assign lessons; prepare, administer, and grade tests; listen to oral presentations; and maintain classroom discipline. They observe and evaluate a students performance and potential, and increasingly are asked to use new assessment methods. For example, teachers may examine a portfolio of a students artwork or writing to judge the students overall progress. They then can provide additional assistance in areas where a student needs help. Teachers also grade papers, prepare report cards, and meet with parents and school staff to discuss a students academic progress or personal problems. In addition to classroom activities, teachers oversee study halls and homerooms and supervise extracurricular activities. They identify physical or mental problems and refer students to the proper resource or agency for diagnosis and treatment. Secondary school teachers occasionally assist students in choosing courses, colleges, and careers. Teachers also participate in education conferences and workshops. In recent years, site-based management, which allows teachers and parents to participate actively in management decisions, has gained popularity. In many schools, teachers are increasingly involved in making decisions regarding the budget, personnel, textbook choices, curriculum design, and teaching methods. Working Conditions [About this section] Seeing students develop new skills and gain an appreciation of knowledge and learning can be very rewarding. However, teaching may be frustrating when dealing with unmotivated and disrespectful students. Occasionally, teachers must cope with unruly behavior and violence in the schools. Teachers may experience stress when dealing with large classes, students from disadvantaged or multicultural backgrounds, and heavy workloads. Teachers are sometimes isolated from their colleagues because they work alone in a classroom of students. However, some schools are allowing teachers to work in teams and with mentors to enhance their professional development. Including school duties performed outside the classroom, many teachers work more than 40 hours a week. Most teachers work the traditional 10-month school year with a 2-month vacation during the summer. Those on the 10-month schedule may teach in summer sessions, take other jobs, travel, or pursue other personal interests. Many enroll in college courses or workshops to continue their education. Teachers in districts with a year-round schedule typically work 8 weeks, are on vacation for 1 week, and have a 5-week midwinter break. Most States have tenure laws that prevent teachers from being fired without just cause and due process. Teachers may obtain tenure after they have satisfactorily completed a probationary period of teaching, normally 3 years. Tenure does not absolutely guarantee a job, but it does provide some security. Employment [About this section] Teachers held about 3.4 million jobs in 1998. Of those, about 1.9 million were kindergarten and elementary school teachers, and 1.4 million were secondary school teachers. Employment is distributed geographically, much the same as the population. Training, Other Qualifications, [About this section] and Advancement All 50 States and the District of Columbia require public school teachers to be licensed. Licensure is not required for teachers in private schools. Usually licensure is granted by the State board of education or a licensure advisory committee. Teachers may be licensed to teach the early childhood grades (usually nursery school through grade 3); the elementary grades (grades 1 through 6 or 8); the middle grades (grades 5 through 8); a secondary education subject area (usually grades 7 through 12); or a special subject, such as reading or music (usually grades K through 12). Requirements for regular licenses vary by State. However, all States require a bachelors degree and completion of an approved teacher training program with a prescribed number of subject and education credits as well as supervised practice teaching. About one-third of the States also require technology training as part of the teacher certification process. A number of States require specific minimum grade point averages for teacher licensure. Other States require teachers to obtain a masters degree in education, which involves at least 1 year of additional coursework beyond the bachelors degree with a specialization in a particular subject. Almost all States require applicants for teacher licensure to be tested for competency in basic skills such as reading, writing, teaching, and subject matter proficiency. Most States require continuing education for renewal of the teachers license. Many States have reciprocity agreements that make it easier for teachers licensed in one State to become licensed in another. Increasingly, many States are moving towards implementing performance-based standards for licensure, which require passing a rigorous comprehensive teaching examination to obtain a provisional license. Teachers must then demonstrate satisfactory teaching performance over an extended period of time to obtain a full license. vMany States offer alternative teacher licensure programs for people who have bachelors degrees in the subject they will teach, but lack the necessary education courses required for a regular license. Alternative licensure programs were originally designed to ease teacher shortages in certain subjects, such as mathematics and science. The programs have expanded to attract other people into teaching, including recent college graduates and mid-career changers. In some programs, individuals begin teaching quickly under provisional licensure. After working under the close supervision of experienced educators for 1 or 2 years while taking education courses outside school hours, they receive regular licensure if they have progressed satisfactorily. Under other programs, college graduates who do not meet licensure requirements take only those courses that they lack, and then become licensed. This may take 1 or 2 semesters of full-time study. States may issue emergency licenses to individuals who do not meet requirements for a regular license when schools cannot attract enough qualified teachers to fill positions. Teachers who need licensure may enter programs that grant a masters degree in education, as well as a license. For several years, the National Board for Professional Teaching Standards has offered voluntary national certification for teachers. To become nationally certified, teachers must prove their aptitude by compiling a portfolio showing their work in the classroom, and by passing a written assessment and evaluation of their teaching knowledge. Currently, teachers may become certified in one of seven areas. These areas are based on the age of the students and, in some cases, subject area. For example, teachers may obtain a certificate for teaching English Language Arts to early adolescents (ages 11-15), or they may become certified as early childhood generalists. All States recognize national certification, and many States and school districts provide special benefits to teachers holding national certification. Benefits typically include higher salaries and reimbursement for continuing education and certification fees. Additionally, many States allow nationally certified teachers to carry a license from one State to another. The National Council for Accreditation of Teacher Education currently accredits over 500 teacher education programs across the United States. Generally, 4-year colleges require students to wait until their sophomore year before applying for admission to teacher education programs. Traditional education programs for kindergarten and elementary school teachers include coursesdesigned specifically for those preparing to teachin mathematics, physical science, social science, music, art, and literature, as well as prescribed professional education courses such as philosophy of education, psychology of learning, and teaching methods. Aspiring secondary school teachers either major in the subject they plan to teach while also taking education courses, or major in education and take subject courses. Teacher education programs are now required to include classes in the use of computers and other technologies to maintain accreditation. Most programs require students to perform a student teaching internship. Many States now offer professional development schools, which are partnerships between universities and elementary or secondary schools. Students enter these 1-year programs after completion of their bachelors degree. Professional development schools merge theory with practice and allow the student to experience a year of teaching first-hand, with professional guidance. In addition to being knowledgeable in their subject, the ability to communicate, inspire trust and confidence, and motivate students, as well as to understand their educational and emotional needs, is essential for teachers. Teachers must be able to recognize and respond to individual differences in students, and employ different teaching methods that will result in higher student achievement. They also should be organized, dependable, patient, and creative. Teachers must also be able to work cooperatively and communicate effectively with other teaching staff, support staff, parents, and other members of the community. With additional preparation, teachers may move into positions as school librarians, reading specialists, curriculum specialists, or guidance counselors. Teachers may become administrators or supervisors, although the number of these positions is limited and competition can be intense. In some systems, highly qualified, experienced teachers can become senior or mentor teachers, with higher pay and additional responsibilities. They guide and assist less experienced teachers while keeping most of their own teaching responsibilities. Job Outlook [About this section] The job market for teachers varies widely by geographic area and by subject specialty. Many inner citiesoften characterized by overcrowded conditions and higher than average crime and poverty ratesand rural areascharacterized by their remote location and relatively low salarieshave difficulty attracting enough teachers, so job prospects should continue to be better in these areas than in suburban districts. Currently, many school districts have difficulty hiring qualified teachers in some subjectsmathematics, science (especially chemistry and physics), bilingual education, and computer science. Specialties that currently have an abundance of qualified teachers include general elementary education, physical education, and social studies. Teachers who are geographically mobile and who obtain licensure in more than one subject should have a distinct advantage in finding a job. With enrollments of minorities increasing, coupled with a shortage of minority teachers, efforts to recruit minority teachers should intensify. Also, the number of non-English speaking students has grown dramatically, especially in California and Florida which have large Spanish-speaking student populations, creating demand for bilingual teachers and those who teach English as a second language. Overall employment of kindergarten, elementary, and secondary school teachers is expected to increase about as fast as the average for all occupations through the year 2008. The expected retirement of a large number of teachers currently in their 40s and 50s should open up many additional jobs. However, projected employment growth varies among individual teaching occupations. Employment of secondary school teachers is expected to grow faster than the average for all occupations through the year 2008, while average employment growth is projected for kindergarten and elementary school teachers. Assuming relatively little change in average class size, employment growth of teachers depends on population growth rates and corresponding student enrollments. Enrollments of secondary school students are expected to grow throughout most of the projection period. (See chart 1.) On the other hand, elementary school enrollment is projected to increase until the year 2001, and then decline. (See chart 2.) The number of teachers employed is also dependent on State and local expenditures for education. Pressures from taxpayers to limit spending could result in fewer teachers than projected; pressures to spend more to improve the quality of education could increase the teacher workforce. In anticipation of growing student enrollments at the secondary school level, many States are implementing policies that will encourage more students to become teachers. Some are giving large signing bonuses that are distributed over the teachers first few years of teaching. Some are expanding State scholarships; issuing loans for moving expenses; and implementing loan-forgiveness programs, allowing education majors with at least a B average to receive State-paid tuition as long as they agree to teach in the State for 4 years. The supply of teachers also is expected to increase in response to reports of improved job prospects, more teacher involvement in school policy, and greater public interest in education. In recent years, the total number of bachelors and masters degrees granted in education has steadily increased. In addition, more teachers will be drawn from a reserve pool of career changers, substitute teachers, and teachers completing alternative certification programs, relocating to different schools, and reentering the workforce. Earnings [About this section] [More salary/earnings info] Median annual earnings of kindergarten, elementary, and secondary school teachers ranged from $33,590 to $37,890 in 1998; the lowest 10 percent, $19,710 to $24,390; the top 10 percent, $53,720 to $70,030. According to the American Federation of Teachers, beginning teachers with a bachelors degree earned an average of $25,700 in the 1997-98 school year. The estimated average salary of all public elementary and secondary school teachers in the 1997-98 school year was $39,300. Private school teachers generally earn less than public school teachers. In 1998, over half of all public school teachers belonged to unionsmainly the American Federation of Teachers and the National Education Associationthat bargain with school systems over wages, hours, and the terms and conditions of employment. In some schools, teachers receive extra pay for coaching sports and working with students in extracurricular activities. Some teachers earn extra income during the summer working in the school system or in other jobs. Please note that the earnings and salary data listed here is usually from government sources and may be dated, so please make adjustments accordingly. If you would like to access current salary data for literally thousands of occupations, check out our new Salary Calculator. Related Occupations [About this section] Kindergarten, elementary, and secondary school teaching requires a variety of skills and aptitudes, including a talent for working with children; organizational, administrative, and recordkeeping abilities; research and communication skills; the power to influence, motivate, and train others; patience; and creativity. Workers in other occupations requiring some of these aptitudes include college and university faculty, counselors, education administrators, employment interviewers, librarians, preschool teachers and child-care workers, public relations specialists, sales representatives, social workers, and trainers and employee development specialists. Sources of Additional Information [About this section] Information on licensure or certification requirements and approved teacher training institutions is available from local school systems and State departments of education. Information on teachers unions and education-related issues may be obtained from: • American Federation of Teachers, 555 New Jersey Ave. NW, Washington, DC 20001. • National Education Association, 1201 16th St. NW, Washington, DC 20036. A list of institutions with accredited teacher education programs can be obtained from: • National Council for Accreditation of Teacher Education, 2010 Massachusetts Ave. NW., Suite 500, Washington, DC 20036. Internet: http://www.ncate.org For information on national teacher certification, contact: • National Board for Professional Teaching Standards, 26555 Evergreen Rd., Suite 400, Southfield, MI 48076. Internet: http://www.nbpts.org For information on alternative certification programs, contact: • ERIC Clearinghouse on Teacher Education, 1307 New York Ave. NW., Washington, DC 20005-4701. Why I Chose Teaching as a Career When one makes a decision about the work he will do in life, it is important that the decision be based on criteria that reflect his personal values, temperaments, experiences, and skills. My choice of teaching as a career was not made lightly; rather, it was the culmination of a process of reflection about what I wanted to do with my life and my education. When I was a student in elementary, middle, and high school, as well as in college, I found myself paying attention to not only what was being taught, but also to how my teachers actually taught the lessons. It seemed to me then, and still does, that most of my teachers enjoyed what they were doing. Too young, and with no real context as an elementary school student to appreciate what my teachers personally derived from what they were doing, it wasn't until middle school that I began to think that I might want to be a teacher. Slowly at first, then more quickly, and with increasing clarity and depth, I began to visualize myself as a teacher. The great teachers I have had throughout my education are my heroes and my role models. I began to understand more fully in high school and throughout my time as a college student that great teachers had skills I wanted to learn. I wanted to excel at the things in which they excelled, but I also experienced teachers who were not effective, and they too taught me something. From them I learned what I would not do or even try when I would someday become a teacher. I fully realized that to be a teacher is truly a calling of not just the mind, but the heart as well. I saw that the great teachers were good at explaining content, were patient, yet firm with students, were always fair, set high expectations, knew how to motivate us, and used humor appropriately. They were excellent communicators who had a command of the subject-matter content they taught. I wanted to be like them, to be able to do what they could do, and yet I understood that I would have to forge my own style of teaching that would draw on my strengths, knowledge, skills, values and experiences. I have arrived at that point in my preparation, fully realizing I still have much to learn. I have chosen education as a career because I believe that education is perhaps the most important function performed in our culture, or for that matter, any culture. I believe that teachers individually and collectively can not only change the world, but improve it, and in the process find personal and professional renewal. I want to be part of this noble profession, and someday to be counted among those in whom future preservice teachers found inspiration. Career is defined by the Oxford English Dictionary as an individual's "course or progress through life (or a distinct portion of life)". It is usually considered to pertain to remunerative work (and sometimes also formal education). Teaching refers to the actions of a real live instructor designed to impart learning to the student. The etymology of the term comes from the Latin word carrera, which means race (as in "rat race", see Careerism). GREAT QUALITIES OF A GOOD TEACHER Empathy You have the ability to bond with your students, to understand and resonate with their feelings and emotions. To communicate on their level. To be compassionate with them when they are down and to celebrate with them when they are up. Positive Mental Attitude You are able to think more on the positive and a little less on the negative. To keep a smile on your face when things get tough. To see the bright side of things. To seek to find the positives in every negative situation. To be philosophical. Open to Change You are able to acknowledge that the only real constant in life is change. You know there is a place for tradition but there is also a place for new ways, new ideas, new systems, and new approaches. You don't put obstacles in your way by being blinkered and are always open and willing to listen to others' ideas. Role Model You are the window through which many young people will see their future. Be a fine role model. Creative You are able to motivate your students by using creative and inspirational methods of teaching. You are different in your approach and that makes you stand out from the crowd. Hence the reason why students enjoy your classes and seek you out for new ideas. Sense of Humour You know that a great sense of humour reduces barriers and lightens the atmosphere especially during heavy periods. An ability to make your students laugh will carry you far and gain you more respect. It also increases your popularity. Presentation Skills You know that your students are visual, auditory or kinaesthetic learners. You are adept at creating presentation styles for all three. Your body language is your main communicator and you keep it positive at all times. Like a great orator you are passionate when you speak. But at the same time you know that discussion and not lecturing stimulates greater feedback. Calmness You know that the aggression, negative attitudes and behaviours that you see in some of your students have a root cause. You know that they are really scared young people who have come through some bad experiences in life. This keeps you calm and in control of you, of them and the situation. You are good at helping your students de-stress Respectful You know that no one is more important in the world than anyone else. You know that everyone has a place in the world. You respect your peers and your students. Having that respect for others gets you the respect back from others. Inspirational You know that you can change a young person's life by helping them to realise their potential, helping them to grow, helping them to find their talents, skills and abilities. Passion You are passionate about what you do. Teaching young people is your true vocation in life. Your purpose in life is to make a difference. Process Oriented You are able to set practical, achievable and trackable goals for your students. You value the use of structure in what you do. Willing to Learn You are willing to learn from other teachers AND your students. Although knowledgeable in your subject you know that you never stop learning. Acknowledge the best to teach and learn You know that students learn best when they are involved in the experience. You know that talking with them rather than at them produces the best results. Qualities for a good teacher: A good teacher should know their subject and make the lesson interesting A good teacher should be a good listener too A good teacher should give boundaries and be firm and fair A good teacher should be able to install confidence in their class A good teacher will be able to make their class feel at ease A good teacher will remain calm One of my biggest goals is to become a teacher. In fact, it’s part of my personal mission statement: “My mission is to experience life through…teaching others.” I don’t want to be a run-of-the-mill boring teacher, though. Not like the “substitute teachers” of my school days. But what makes a good teacher? We all know good teachers when we see them, and bad teachers too. I thought back over the teachers I’d loved and why I loved them. There were only a few, but they all had the following qualities in common. 1. Confidence. Belief in ourselves despite setbacks. Teachers encounter situations all the time that could be considered setbacks. Kids can be cruel, to each other and to teachers. They can have attitudes, especially teenagers. I’ve had teachers to were obviously nervous when they taught. Others were shy and only half committed to their subject. But the best teachers laughed off their mistakes: chalk breaking, books dropped, TVs not working. Where some teachers were flustered, the good teachers shrugged and went on about the lesson, sometimes even joking about the mess up. These teachers knew they were human and knew mistakes happen. They didn’t take things personally and let problems get them upset. 2. Patience. Some of my best teachers could have helped students through a mental breakdown. Not that they had to, but that they were so patient, they could have gone the distance. Many a time I, or classmate, would just not be “getting” a particular concept. My best teachers were those who were willing to keep explaining, knowing that eventually it would make sense. They were willing to wait until a distraction calmed students down, or abandon a lesson entirely if it was clear material needed to be revisited. The best teachers just stuck with it, willing to do what it took, no matter how long it took. 3. True compassion for their students. I’m sure we’ve all encountered a bad teacher who didn’t care what our excuse was. Certainly, some excuses weren’t valid, but many were. The best teachers cared about their students as individuals and wanted to help them. They had a sixth sense when a student needed extra attention and gave it gladly. They didn’t expect students to leave thoughts of the outside world at the door to the classroom. They took the time to discuss subjects outside their teaching, knowing that sometimes lessons can still be taught without following the textbook. Good teachers were willing to speak up for us to other teachers, if need be. They cared about us beyond the walls of their classroom. 4. Understanding. Good teachers had understanding – not only the sixth sense mentioned above, but true understanding of how to teach. They didn’t have a rigid technique that they insisted on using even if it didn’t help us learn. They were flexible in their teaching style, adapting daily if need be. They understood the little things that affected our ability to learn; the weather, the temperature in the classroom, the time of day. They had an understanding of human nature and the maturity (or lack thereof) of teenagers. Good teachers knew that we hated to be called “young” and therefore pre-judged. They treated us as real people, not just “students.” 5. The ability to look at life in a different way and to explain a topic in a different way. There are many different learning styles. Not everyone gets a subject as taught by every teacher. I’ve taken subjects (chemistry for instance) many times, at many different levels, by many different teachers. I took College Organic Chemistry three times from three different teachers. I can tell you from experience that it was more the skill of the third teacher than the third time taking the class that allowed me to pass. Bad teachers only look a subject matter one way. They teach based on how they learn. This works for some people, but fails for others. The good teachers are ones that are able to teach to different learning styles. If students don’t understand a subject, they teach it a different way. Instead of looking at abstract formulas, they explain with images what the formulas represent. This requires a through understand of their subject, as well as the ability to consider that subject in different ways, which not all teachers are able to do. 6. Dedication to excellence. Good teachers want the best from their students and themselves. They don’t settle for poor grades, knowing it reflects upon their ability to teach just as much upon a student’s ability to excel. The best teachers encourage the sharing of ideas and offer incentives (like not having to do homework for a day) to get students to think outside the box. They don’t tolerate students’ badmouthing other teachers, doing their best to point out that other teachers are human too. They encourage students to be good people, not just good memorizers of text. They want students to learn and be able to apply what they learned, not just be able to pass tests. 7. Unwavering support. The best teachers know that everyone is able to do well if they have the right teacher. They don’t accept that a student is a lost cause. They encourage if you are frustrated and provide true belief that you can get the material. They stand up for individuals against other students, not allowing for in class taunting. Sometimes, they even extend this outside the classroom, although taunts in the hallways are very hard for teachers to combat. The best teachers are there if you need extra help and even encourage it. 8. Willingness to help student achieve. The best teachers are those that don’t stop teaching when the bell rings. They hold extra sessions for SAT prep, they reach out to students after class. They know that some need extra attention or assistance, and they don’t act like it’s not their job. They take that job seriously and know they aren’t just employed to get students to be able to do higher math, but do well in life. They realize that achievement isn’t just a good grade on a test, but a feeling of accomplishment with mastering a subject; they are willing to work with a student for that feeling. 9. Pride in student’s accomplishments. The best teachers let you know they are glad you got a good grade or made the honor’s society. They smile and tell you that you did a good job. They tell other teachers about how you did as well. Outside you may feel embarrassed, but inside you are glowing. The best teachers don’t single out the best students either. They celebrate the accomplishments of everyone, knowing that everyone is capable to doing well. They are upbeat and positive, focusing on how a student did well, not how well they taught. They may know that it was the strength of their teaching that helped a student to achieve, but they act as if the student is completely responsible. 10. Passion for life. The best teachers aren’t just interested in their subject, they are passionate about it. They are also passionate about many other things. They praise good weather and smile when they take a few minutes to discuss last night’s episode of a popular TV show. They have a energy that almost makes them glow and that you want to emulate as much as possible. They approach tasks with a sense of challenge rather than routine. They take the universe’s curve balls and turn them into fun (if possible). They are human, certainly, but they make you feel that there is always a reason to keep going. Things will get better no matter how much they appear to suck at that moment. As may be clear from the above, the best teacher I ever had was a math teacher. She was all the more exceptional because math is the one subject I hate the most. She told us to call her “Aunt Jackie,” but I had way too much respect to call her anything but “Mrs. Lamp.” She is now a principal of a different High School than she taught at when I was her student, and I suspect she is as good a principal as she was a math teacher. Teaching Teachers need to understand a subject enough to convey its essence to students. While traditionally this has involved lecturing on the part of the teacher, new instructional strategies such as team-based learning put the teacher more into the role of course designer, discussion facilitator, and coach and the student more into the role of active learner, discovering the subject of the course. In any case, the goal is to establish a sound knowledge base and skill set on which students will be able to build as they are exposed to different life experiences. Good teachers can translate information, good judgment, experience and wisdom into relevant knowledge that a student can understand, retain and pass to others. Studies from the US suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible.[18] With the passing of NCLB in the United States (No Child Left Behind), teachers must be highly qualified. Are you a Top Special Education Teacher? 1. You love your role, you love being with your students and you couldn't imagine doing anything else. You were meant to teach special needs children, you know this in your heart. 2. You have a great deal of patience and know that little steps in learning go a long way. 3. You know your students well and they are comfortable and at ease with you, they enjoy having you as their teacher and look forward to going school each day. 4. You provide a non-threatening, welcoming environment that nurtures each of the students you work with. 5. You understand your students, you know what motivates them and you know how to scaffold activities to ensure that maximum learning occurs. 6. You take each student from where they are and provide experiences that will maximize success. You're always discovering new things about your students. 7. You are very comfortable working with exceptional learners and learners with diverse needs. 8. You thrive on challenge, can easily build relationships with your students and your student's parents. 9. You are a life-long learner and committed to the profession. 10. You have a never ending willingness to ensure that all students reach their maximum potential. You constantly strive to 'reach and teach' every student under your care. 1. It's not about you; it's about them. 2. Study your students.3. Students take risks when teachers create a safe environment.4. Great teachers exude passion as well as purpose. 5. Students learn when teachers show them how much they need to learn.6. Keep it clear even if you can't keep it simple.7. Practice vulnerability without sacrificing credibility.8. Teach from the heart.9. Repeat the important points.10. Good teachers ask good questions.11. You're not passing out information.12. Stop talking -- and start listening.13. Learn what to listen for.14. Let your students teach each other.15. Avoid using the same approach for everyone.16. Never stop teaching.