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TEACHER ATTITUDE AND SKILLS Teaching is an art and the quality of teaching depends on the love, dedication and devotion of the teacher towards the subject of the knowledge. The quality of any teaching programme cannot rise above the quality of its teachers. ATTITUDE: The attitude of teachers, is a teacher characteristic and component of teacher personality. These attitudes, particularly as they impact on teacher expectations, can have important implications for teacher student interaction and parent school relationship and educational aspirations and academic achievement of students. Attitude could be defined as a consistent tendency to react in a particular way-often positively or negatively toward any matter. Attitudes, according to psychology, is a three component construct which is known as the ABC (Van Den Berg et al., 2006;Eagly and Chaiken, 1998) A-is the affective, or emotional component that will influence our behavior, whether we feel good or bad or ambivalent.B-is the typical behavioral tendency of a person C-is the cognitive evaluation or belief of a person, based on what that person learnt from experience or observations. Jung’s definition of attitude is: “a readiness of the psyche to act or react in a certain way”(Jung, [1921]1971:par687) According to him, attitudes come in pairs. one conscious and the other unconscious. 1

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Page 1: Teacher Attitude and Skills

TEACHER ATTITUDE AND SKILLS

Teaching is an art and the quality of teaching depends on the love, dedication and devotion of the

teacher towards the subject of the knowledge. The quality of any teaching programme cannot rise

above the quality of its teachers.

ATTITUDE:

The attitude of teachers, is a teacher characteristic and component of teacher personality. These

attitudes, particularly as they impact on teacher expectations, can have important implications for

teacher student interaction and parent school relationship and educational aspirations and academic

achievement of students.

Attitude could be defined as a consistent tendency to

react in a particular way-often positively or negatively toward any matter.

Attitudes, according to psychology, is a three component construct which is known as the ABC

(Van Den Berg et al., 2006;Eagly and Chaiken, 1998) A-is the affective, or emotional component

that will influence our behavior, whether we feel good or bad or ambivalent.B-is the typical

behavioral tendency of a person C-is the cognitive evaluation or belief of a person, based on what

that person learnt from experience or observations.

Jung’s definition of attitude is: “a readiness of the psyche to act or react in a certain way”(Jung,

[1921]1971:par687) According to him, attitudes come in pairs. one conscious and the other

unconscious.

Attitude possesses both cognitive and

emotional components. Fazio and Roskes (1994), said, “attitudes are important to educational

psychology because they strongly influence social thought, the way an individual thinks about and

process social information”. According to Eggen and Kauchak (2001), positive teachers’

attitudes are fundamental to effective teaching. A teacher

must be interesting. That is the teacher must work his

students into such a state of interest in what the teacher

is going to teach him that every other object of attention

is banished from his mind. The teacher should also fill the

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students with devouring curiosity to know what the next

steps in connection with the subject are. Eggen and Kauchak (2001) identified a number of

teachers’ attitudes that

will facilitate a caring and supportive classroom environment. They are: enthusiasm, caring, firm,

democratic

practices to promote students responsibility, use time for

lesson effectively, have established efficient routines, and

interact freely with students and providing motivation for

them.

Research findings on teachers’ attitudes (Brunning et

al., 1999), established the following facts: Teachers characteristics such as personal teaching

efficacy, modeling

and enthusiasm, caring and high expectation promote

learners’ motivation. These same characteristics are also

associated with increase in students’ achievement (academic performance).

Teachers have the opportunity to leave an indelible impression on their students’ lives.

School experiences mold, shape, and, can influence how children view themselves inside and

outside of school. These school memories have the potential to last a lifetime in students’ minds

and can play a consequential role with present and future decisions. It does not take long for

students to realize that teachers make the difference between a long and boring school year and

an exciting and challenging year.

The effective attitudes and actions employed by teachers ultimately can make a positive

difference on the lives of their students

.

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The five frequently discussed attitudes and actions include: a genuine caring and kindness

of the teacher, a willingness to share the responsibility involved in a classroom, a sincere

sensitivity to the students’ diversity, a motivation to provide meaningful learning experiences for

all students, and an enthusiasm for stimulating the students’ creativity.

First Attitude: Demonstrating Caring and Kindness

This attitude pertains to the persona of the teachers. Statements were written in the essays

that discussed a realness and genuineness about their teachers’ attitudes toward caring and

kindness. The effective teachers willingly shared emotions and feelings (i.e., enthusiasm,

affection, patience, sadness, disapproval) as well as a sincere interest and care about their

students. Communication was also valued in their past classrooms and feelings were openly

expressed by both the children and teachers.

Second Attitude: Sharing Responsibility

This attitude focuses on the ability of the teacher to establish a shared environment. The

teacher candidates emphasized that an effective teacher must not be overly possessive or need

complete control of the children and environment. It is important to allow students both

responsibility and freedom within the classroom community. Comments were also shared that

both the teachers and students need to contribute to the learning environment for a relationship of

closeness and acceptance to develop.

Third Attitude: Sensitively Accepting Diversity

This attitude deals with empathy and the importance of understanding your students. The

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teacher candidates identified sensitivity, acceptance, and encouragement as critical when

approaching the issues associated with the diversity of the children. The candidates found

effective teachers understood their students without analyzing or judging. One group shared the

comment that teachers have the ability to make each child feel special by verbally sharing

individual compliments in front of the class. Another group discussed a teacher who kept a

written record of how many times she talked and listened to each child and how that made

students feel valued and important.

Fourth Attitude: Fostering Individualized Instruction

This attitude discusses the ability to provide meaningful learning opportunities for all

students. The teacher candidates appreciated teachers who helped them succeed with their

learning experiences. They also stated that other teachers used intimidation in front of the class

which resulted in a reluctance to volunteer. Particular groups felt strongly that effective teachers

believe every child can and will learn. Their teachers did not point out weakness, but instead

stressed individual strengths and talents. The preservice teachers credited their teachers for

encouraging positive self-confidence and self- esteem.

Fifth Attitude: Encouraging Creativity

This attitude stresses the importance of stimulating the students’ creativity. Teacher

candidates talked about teachers who listened to their ideas and suggestions for lessons and

activities. The effective teachers were open to students’ ways of being imaginative and also

utilized many approaches to learning. The students appreciated and were personally motivated

when teachers designed lessons that considered their interests, skills, and needs.

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SKILL:

Skill is an ability and capacity acquired through deliberate, systematic, and sustained effort to

smoothly and adaptively carryout complex activities or job functions involving ideas (cognitive

skills), things (technical skills), and/or people (interpersonal skills).

To promote order and learning in the classroom every

teacher should possess essential teaching skills. No one

can teach something to someone without doing it in some

particular way, and that way of teaching has significant

effects on the entire teaching and learning situation.

Ehindero and Ajibade (2000) posit that: teaching is a process of continuous personal development

and profess-

sional self-discovery along side an emerging understanding of the teaching and learning process.

If there is an art essential to good teaching, it is that of

communication. It is very important because teaching

cannot occur without the use of oral or sign language

communication. It implies that teachers should monitor

heir own speech to ensure that their presentation is as

clear and logical as possible. Eggen and Kauchack

(2001) highlighted four aspects of effective communication that are highly essential for learning

and motivation.

They are; precise terminology, connected discourse, transition signals and emphasis.

Skillful teachers summarize and link ideas together at

the end of his lesson. Review summaries of previous

work and help students link what has been learnt to what

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is coming. Closure is a form of review occurring at the

end of a lesson; in it topics are summarized and interpreted. Essential teaching skills and teaching

methods are

like two sides of the same coin. Skills are the required

characteristics or ingredients for effective teaching while

methods can be compared to pattern to be followed in

teaching. There are many teaching methods as there are

teachers in the world. In teaching seven steps and the

required skills may be suggested for effective teaching as

follows:

1. Planning and preparation: the skills lnvoived in selecting the educational aims and learning

outcomes intended for a lesson and how best to achieve these.

2. Lesson presentation: the skills involved in successfully engaging pupils in the leaming

experience, particularly in relation to the quality of instruction.

3. Lesson management: die skills involved in managing and organising the learning activities

taking place during the lesson to maintain pupils’ attention. interest and involvement.

4. Classroom climate: the skills involved in establishing and maintaining positive attitudes and

motivation by pupils towards the lesson.

5. Discipline: the skills involved in maintaining good order and dealing with any pupil

misbehaviour which occurs.

6. Assessing pupils‘ progress: the skills involved in assessing pupils‘ progress, covering both

formative (i.e. intended to aid pupils‘ further development) and summative (i.e. providing a record

of attainment) purposes of assessment.

7. Reflection and evaluation: the skills involved in evaluating one’: own current teaching practice

in order to improve future practice.

These seven sets ofcssenlial leaching skills are further explained as follows.

1. Planning and preparation:

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1. The lesson plan has clear and suitable aims and objectives.

2. The content, methods and structure of the lesson selected are appropriate for the pupil

Ieaming intended.

3. The lesson is planned to link up appropriately with past and future lessons.

4. Materials, resources and aids are well prepared and checked in good time.

5. All planning decisions take account of the pupils and the context.

6. The lesson is designed to elicit and sustain pupils‘ attentions. interest and involvement.

2. Lesson presentation:

1. The teacher's manner is confident, relaxed, self-assured and purposeful. and generates

interest in the lesson.

2. The teacher's instructions and explanations are clear and matched to pupils‘ needs.

3. The teacher's questions include a variety of types and range and are distributed widely.

4. A variety of appropriate ieaming activities are used to foster pupil learning.

5. Pupils are actively involved in the lesson and are given opportunities to organise their own

work.

6. The teacher shows respect and encouragement for pupils‘ ideas and contributions and

fosters their development.

7. The work undertaken by pupils is well matched to their needs.

8. Materials. resources and aids are used to good effect.

3. Lesson management:

1. The beginning of the lesson is smooth and prompt. and sets up a positive mental set for

what is to follow.

2. Pupils‘ attention, interest and involvement in the lesson are maintained.

3. Pupils‘ progress during the lesson is carefully monitored.

4. Constructive and helpful feedback is given to pupils to encourage further progress.

5. Transitions between activities are smooth.

6. The time spent on different activities is well managed.

7. The pace and llow of the lesson is adjusted and maintained at an appropriate level

throughout the lason.

8. Adjustments to the lesson plan are made whenever appropriate.

9. The ending of the lesson is used to good effect

4. Classroom climate:

1. The clirmte is purposeful, task-oriented, relaxed, and with an established sense of order.

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2. Pupils are supported and encouraged to learn, with high positive expectations conveyed by

the teacher.

3. Teacher—pupil relationships are largely bmed on mutual respect and rapport.

4. Feedback from the teacher contributes to fostering pupil self»confidence and selfesteem.

5. The appearance and layout of the class are conducive to positive pupil attitudes towards the

lesson and fadlitate the activities taking place.

5. Discipline:

1. Good order is largely based on the positive classroom climate established and on good

lesson presentation and management.

2. The teacher's authority is established and accepted by pupils.

3. Clear rules and expectations regarding pupil behaviour are conveyed by the teacher at

appropriate time.

4. Pupil behaviour is carefully monitored and appropriate actions by the teacher are taken to

prevent misbehaviour.

5. Pupils misbehaviour is dealt with by an appropriate use of investigation, counselling.

academic help, reprimands and punishments.

6. Confrontations are avoided. and skilfully defused.

6. Assessing pupils‘ progress:

1. The marking of pupils‘ work during and after lessons is thorough and constructive and work

is returned in good time.

2. Feedback on assessments aims not only to be diagnostic and corrective, but also to

encourage further effort and maintain self-confidence, which involves follow-up comments.

help or work with particular pupils as appropriate.

3. A variety of assessment tasks are used. covering both formative and summative purposes.

4. A variety of records of progress are kept.

5. Some opportunities are given to foster pupils‘ own assessments of their work and proress.

6. Assessment of pupils’ work is used to identify areas of common difficulties. The

effectiveness of the teaching. and whether a firm basis for further progress has been

established.

7. Assessment is made of the study skills and learning strategies employed by pupils in

order to foster their further development.

7. Reflection and evaluation:

1. Lessons are evaluated to inform future planning and practice.

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2. Current practice is regularly considered with a view to identifying aspecs for useful

development.

3. Use is made of a variety of ways to reflect upon and evaluate current practice.

4. The teacher regularly reviews whether his or her time and effort can be organised to better

effect.

5. The teacher regularly reviews the strategies and techniques he or she use to deal

with sources of stress.

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