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Quality Of A Good Teacher Essay

quality of a good teacher essay

Example #1

Teaching is a difficult occupation. Teachers play an important part in training children, teenagers… So, a good teacher must have some special qualities. They are knowledge, creation, confidence, empathy, sense of humor, and passion.

Imagine you are dreaming of being a teacher, you must accept that there is no doubt that knowledge is the first quality of a good teacher. A good teacher needs to enlarge his/her general knowledge of culture, society, biology, geography… to provide students what they want to know. Besides, a good teacher must be a person who is open to change. He/she must know “the only real constant in life is change”.

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However, a good teacher needs to believe that he/she can solve those problems. A teacher is a window through which many young people will see their future, so he/she has to be a fine role model. He/she need to show his/her confidence with the future, thereby teacher can teach the student how to believe in themselves. Empathy is the third quality.

A teacher must have the ability to bond with the students, to understand and resonate with their feelings and emotions. He/she need to put his/herself in students’ situation to understand and solve students’ problem. A good teacher must know that the aggression, negative attitudes that he/she can see in some students have a root cause. He/she know that they are really scared young people who have come through some bad experiences in life. This will keep a teacher calm and have control.

If a teacher can do this, he/she will gain more than love from his/her students. As we know, a sense of humor is key to surviving as a teacher. A teacher who is humorous and funny can reduce barriers and lighten the atmosphere, especially during the heavy periods.

By telling funny stories, joking with the students, a teacher can make the class more enjoyable and makes students pay attention to the lessons. An ability to make students laugh will carry a teacher far and gain he/her more respect. Last but not least, a good teacher must be passionate about what he/she does.


Example #2

Teachers have a very important responsibility for shaping the lives of young, impressionable children. With this responsibility comes great pride and joy. Therefore all teachers should strive for what can be considered to be a “good teacher.” A good teacher can be defined as someone who always pushes students to want to do their best while at the same time trying to make learning interesting as well as creative.

Positive or negative influence from a teacher early on in life can have a great effect on the life of a child. Teachers, especially at the elementary level, must be very creative with their teaching styles. Not every child learns the same way, nor are they interested in the same things. It is difficult to keep the attention of 15-20 children under the age of ten.

Classroom setup and design is a good way to get and keep the attention of students. Workstations are a good way to encourage different types of learning. By allowing children a chance to choose which activities they want to participate in, children are taking control of their own education. At the elementary level, children are always learning and sometimes don’t even know it. When I was in kindergarten, I can remember playing at the different stations in the classroom.

One station was for gardening and we could plant seeds and check them every day to see how much they had grown. Another station in that classroom that sticks out in my mind is the arts and crafts station. There was a large array of crayons, markers, scissors, construction paper, and building materials we could use to make pretty decorations to give to our parents for our homes. By choosing which station we wanted to work at, we were becoming much more interested in what we were learning because we were doing what we wanted to do, not what we had to do.


Example #3

First, there is no hard and fast list that tells us who is a good teacher or who is not a good teacher. However, there are traits that excellent teachers have in common. These are not the usual qualities such as being a good friend or having a nice personality. These are what researchers from around the world have found when they watched those teachers whose students excelled once they left that teacher’s classroom.

Of course, not every teacher is going to be a skillful teacher for every child and a child spends only about 8 percent of the year in school or college, which means that regardless of the quality of the teacher, a supportive home environment is essential to excellent learning. Quality Circles is a term used in human resources management that refers to the technique of motivating workers by allowing them to input into decisions concerning the production process, thereby increasing productivity and profits.

With the implementation of quality circles in an institution definitely, the quality and productivity of teachers can be enhanced. Quality circles have recently been suggested as a technique for enhancing employees’ quality of work-life and satisfaction with his/her work. Who is a teacher? In the broadest sense, a teacher can be defined as someone who not only teaches or imparts knowledge but also most importantly, someone responsible for shaping and molding the minds and hearts of all those whom they teach.

A teacher has the power to yield a strong influence on his/her pupils. When coupled with certain definite skills, a good teacher has the potential of having a lifelong impact on the students. Throughout the ages, history has shown that teachers have been known to play a dynamic role in the lives of great men and women. Teachers are best described as having the unique power to reach out and touch human lives.

Their influence on young, growing minds is indeed powerful.  No wonder teaching has long been considered as one of the noblest’ professions. The Teacher’s Task: The teacher’s task is not restricted to imparting knowledge; it expands and lies far beyond the call of duty and responsibility. It is important for the teacher to foster interest and create an initiative in learning as school-life is the child’s first exposure to the society he/she lives in.

The Teacher’s Goals: An ideal teacher’s goal is to nourish the mind, foster individuality, and develop the child’s personality through education. Such a teacher would make his/her lessons interesting and not simply mundane; he/she would make an extra effort to teach lessons in a comprehensive manner-thereby simplifying the teaching/ learning process.

  • Characteristics of a good teacher. The best teachers share a unique set of qualities, such as:
    A desire to educate young people and act as a positive role model
  •  An ability to work with students from diverse backgrounds and abilities * Interest in helping people learn
  • Enthusiasm about a subject
  • Strong interpersonal and organizational skills
  • The ability to work unsupervised
  •  Having creativity, energy, and patience

Qualities of A Good Teacher: At a glance

1. Knowledge of the subject matter
You can’t teach what you don’t know. All teachers need not be experts in their fields, but possessing knowledge is important. Teachers must continue building their understandings of their subjects throughout their careers.

2. Patience. No teacher should be expected to have much patience with individuals whose lack of discipline, immaturity, or indolence interrupts the work of other students. Patience with students who are trying to learn, however, is part and parcel of the teaching profession. Impatience with sincere students is an indication of the teacher’s own shortcomings.

3. Intellectual curiosity. All good teachers are intellectually curious and naturally driven by their interests in keeping abreast of changes in their fields.

4. Confidence. Good teachers are confident in their abilities to sense where students are in the learning process and in their students’ abilities to learn material that is presented in a logical and graduated fashion.

5. Compassion. Talented teachers are able to work with students with varying levels of maturity and knowledge. A college professor I know once made the following statement about his experience as a teacher: “Each year teaching is more challenging for me because I grow a year older and the students stay the same age. The widening age gap forces me to stretch in order to reach them.”

6. Achievement. Experienced teachers have clear thoughts on what their students should know at the end of the term, and they understand what they must do along the way in order to reach those goals.

7. Planning. Teachers must have plans and stick to them. This goes deeper than rigidly following a course syllabus. Effective teachers sense when students need more time to absorb the material and, within limitations, are willing to give it to them.

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8. Awareness. Teachers in elementary and secondary schools must have eyes in the backs of their heads. They need to be aware of everything that happens in their classrooms and in adjacent hallways. Teachers who are awake are able to stop nonsense before it starts and keep students on track.

9. Mentorship. Teachers often serve as mentors to their students. The desire to influence students positively is a core motivation of many teachers when they enter the teaching profession.

10. Maturity. In no profession is maturity more important than in teaching. Students experience emotional ups and downs, and insightful teachers are able to sense the changes and respond to them appropriately. Teachers must be pillars, consistently encouraging students to grow as human beings and to develop academically.

11. Community involvement. Maintaining good community relations is part of being a teacher, and teachers’ contact with parents, administrators, and community leaders enhances their effectiveness in the classroom.

12. Organization. One-on-one tutoring is easy compared to leading a classroom of students in a single direction. Teachers must be able to manage students’ multiple personalities and organize their subject matters so that the maximum number of students benefits from their presentations.

13. Vision. Teaching encompasses far more than passing information from teachers to students. Teachers should be illuminators who provide their students not only with interesting and useful material but also with visions of where they might end up if they learn well.

14. Context. Every subject has a context, and teachers are responsible for providing it to their students. Since no one learns in a vacuum, teachers must show their students how the information they are learning might be used or might lead to the development of some other useful skill.

15. Mission. Perhaps the most important thing teachers communicate to students and to the community is a sense of satisfaction with their choice of teaching as their life mission. Teaching at its highest level is a calling, and good teachers feel it to their cores.

16. Enthusiasm. Excellent teachers never lose enthusiasm for their profession. They might become temporarily burdened by administrative hassles or isolated problems, but their underlying engagement with their work is unwavering. Students feel this energy, and teachers who project it are much more successful than those who do not. What is a Quality Circle?

A quality circle is a participatory management technique that enlists the help of employees in solving problems related to their own jobs. A group of employees who perform similar duties and meet at periodic intervals, often with management, to discuss work-related issues and to offer suggestions and ideas for improvements, as in productivity methods or quality control.

Quality circles are established with management approval and can be important in implementing new procedures. While results can be mixed, on the whole, management has accepted quality circles as an important organizational methodology. But successful quality circles offer a wide variety of benefits to the organization.

Quality Circle serves to increase management’s awareness of employee (teachers) ideas, as well as employee awareness of the need for innovation within the organization. Quality circles also serve to facilitate communication and increase commitment among both teachers and management. In enhancing employee satisfaction through participation in decision-making, such initiatives may also improve an organization’s ability to recruit and retain qualified employees.

In addition, many companies find that quality circles further teamwork and reduce employee resistance to change. Finally, quality circles can improve organizations’ overall competitiveness by reducing costs, improving quality, and promoting innovation.

Objectives of Quality Circle: How Quality Circle can help to mold good teachers?
Teacher leadership is not a new concept. Yet until we begin to cultivate, support, and spread the knowledge and expertise of those who have mastered this craft, we will continue to miss the mark on achieving great gains with students. So while the newly released Teacher Leader Model Standards may surprise some as an innovative tool for improving the profession, teacher leaders themselves have been living them for years.

These standards describe the skills, knowledge, and competencies that teachers need to perform well in leadership roles, including Domain I: Fostering a Collaborative Culture to Support Educator Development and Student Learning Domain II: Accessing and Using Research to Improve Practice and Student Learning Domain III: Promoting Professional Learning for Continuous Improvement Domain IV: Facilitating Improvements in Instruction and Student Learning Domain

V: Promoting the Use of Assessments and Data for School and District Improvement Domain VI: Improving Outreach and Collaboration with Families and Community Domain VII: Advocating for Student Learning and the Profession What might be the most useful aspect of these standards are actual exemplars of what teacher leaders have been doing for decades.

The first featured exemplar is the Math and Science Leadership Academy, a teacher-led school in Denver, Colorado, that embodies all seven of these domains. An education-reform world has been captivated in recent years by another model of innovation: the incredible efforts of education entrepreneurs. Their accomplishments engage and inspire the public with seemingly endless possibilities for our schools. Prioritizing their responsibilities to students, the teacher is making a name for themselves by creatively packaging and delivering instruction.

Some are ‘flipping’ their classrooms by allowing students to watch lessons online and using class time to complete work traditionally reserved for home. Others are using social media tools to develop a more modern take on classroom discussion, effective writing, and community action.  The prevailing form of teacher occurring regularly in schools across the nation is teacher leadership.

Running everything from their departments and grade levels to professional learning communities, teachers are cropping up as managers, directors, mentors, and guides. Outside their buildings, teacher leaders are transforming unions, community organizations, after-school programs, and online professional-development communities.


Example #4

It is important to understand what students value most in teachers especially nowadays when the continuing employment of a teacher depends on the performance of students. Studies of what constitutes an expert teacher are motivated by several factors. For instance, the study will help in conducting initial education to teachers, their appraisal, and better curriculum reforms. The knowledge of a teacher should include the ability to contextualize and personalize the content for the learners as well as create strategies and principles of class management.

In addition, the teacher should have knowledge of the characteristics of the learners and be able to interact well with them. It is also necessary to recognize the values and purpose of education. There are different ways that are used in the identification of expert teachers. The most common criteria are by reputation and performance of students in standardized tests as well as the experience of the teacher. Another way of identification is by asking primary and secondary students their most effective teachers and qualities that made them that good.

Expert teachers have highly organized knowledge bases with complex interconnected schemas that are easily accessed. Besides they have skills and routines that are executed smoothly and effortlessly. Expert teachers work towards their pedagogical goals while evaluating and monitoring their actions. This is through knowledge of the subject matter, the techniques of teaching it at different levels of learning, and finally effective classroom management. A study was done to investigate views of a good language teacher to complement the findings of the characteristics which emerge from general education literature.

The subjects were students of applied linguistics and TESOL in postgraduate as well as diploma levels. Some had experience in teaching while others had none and they were from different cultural backgrounds. The methods used to collect data were interviews and questionnaires. The findings of the qualities of a good teacher starting with the most frequently mentioned were a teacher who understands the needs, expectations, strengths, and weaknesses of students. Secondly, the knowledge of the subject matter plus an understanding of teaching techniques.

Ways of keeping up to date with the language and the teaching methods of a particular language were the least mentioned. There are different views between teachers and students concerning what constitutes a good teacher. According to students, the two qualities of a good teacher that were repeatedly mentioned include the ability of a teacher to explain to students so that they can clearly understand. Another quality pointed out was being helpful, understanding, empathizing, and leadership as well as organization.

On the other hand, the two qualities seen as crucial by teachers were the organization of the classroom and secondly fostering the participation of the students. Other characteristics of a good teacher include technical skills which mean knowledge of the subject matter, pedagogical skills as well as interpersonal skills, and personal qualities. However, the simplest answer to what constitutes a good teacher is that good teachers care more about the learning of their students than their own teaching. Some people distinguish two types of teachers as the expert teacher and the good teacher.

The expert teacher teaches good learning strategies for passing examinations while the good teacher teaches technical skills but places less emphasis on pressuring students to pass exams. Instead, the teacher tries to understand them and establish good relations with them. Teachers can either be pragmatic or emphatic. The former refers to those who get good exam results while the latter refers to those who meet the wider interpersonal, social, and affective needs of the learner. It can however be argued that an expert teacher should have a combination of the two.

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Perceptions and qualities that make a good teacher can therefore be summarized as keeping up to date with knowledge and skill, having personal qualities of being humorous, and finally being patient and enthusiastic about the work. Article Response Pedagogy is the technique, principles, and methods of instruction that a teacher uses to teach learners. There are many ways of teaching students and they vary from one teacher to another depending on the level of the learners as well as the content of the material that they are learning.

Even though each teacher has a different way of teaching, the basic principles should be applied to avoid drifting away from the education perspective. What constitutes an expert teacher is an arguable topic that keeps changing between different individuals. This is because each individual is different and has his own way of understanding things. Therefore, the opinion of what makes an expert teacher may vary from one person to another. A good teacher should be able to relate well with students through knowing the learner’s characteristics well, being courteous, and respecting them.

The teacher has to be more understanding and establish good relations while at the same time try to teach them about life (Mullock, 2003, pp. 17). In addition, it is important to learn the student’s strengths and weaknesses so that the teacher may have an idea about which teaching methods to use hence knowing where to put more effort. A good teacher must know the subject of the study thoroughly and be able to simplify the contents for the learners.

For this to happen, knowledge and understanding of the subject matter is required since it becomes the framework for constructing other forms of declarative and procedural knowledge that are important for teaching (Mullock, 2003, pp. 10). Moreover, the teacher should be capable of transforming content knowledge to make it more interesting and comprehensive for the learners. This can be done by using fascinating topics, activities, and giving accurate and helpful feedback. Another important factor that contributes to a good teacher is interesting personal characteristics.

This includes things like a good sense of humor, enthusiasm during teaching, involving the students in heated debates as well as outdoor activities. Making a lesson interesting is a very good way of capturing the attention of students. Students will tend to look forward to the next lesson since they are enjoying the learning activity. Furthermore, it will be much easier for the students to remember the lesson and what they were taught if it was exciting rather than if it was boring. A teacher should develop strategies of teaching and planning their lessons in effective and creative ways.

These skills help to execute basic skills smoothly and efficiently (Mullock, 2003, pp. 13). This is important in managing not only the lessons but also the students in a planned manner. In addition, the students will be organized in their work, hence being neat just like the teacher. A teacher should be an opportunistic planner, that is, having the ability to think on their feet. This means the ability to develop contingency plans for situations that are likely to occur but were not expected. An expert teacher should never provide incorrect information to the students.

This mostly happens when a teacher is unsure of a certain fact and does not want to admit a lack of knowledge to the students. Some teachers may argue here saying that to admit lack of knowledge means a lack of credibility. However, this is not the case since the teacher can always give the answer at a later date or time after doing research. Giving out incorrect information is misleading a student. A good teacher should know what to teach and keep students in the instructional process to ensure smooth learning. Article Comprehension

The article was easy to read since the terms used were comprehensive. The writer has explained everything in a simple manner and as such there was a smooth flow of ideas. The study was done to investigate what makes a good teacher was thorough and each aspect was taken into consideration. In addition, the findings were clearly discussed and presented (Mullock, 2003, pp. 7). The article begins by introducing what other people have said about the subject. The topic of the article was also discussed briefly giving the reader an idea about what is going to be talked about.

This includes defining a teacher’s knowledge and what exactly a teacher should know (Mullock, 2003, pp. 4) The article has used a lot of comparisons which make reading not only interesting but also simple. This includes comparing views of two categories of people and stating clearly the differences while giving lucid examples. An instance is where the writer has evaluated the opinion of both teachers and students on what constitutes a good teacher (Mullock, 2003, pp. 5). The information is then presented in a table for easy comparison and interpretation.

Another association was between a ‘pragmatic’ teacher and an ‘emphatic’ teacher with the distinctions plainly being presented in a table (Mullock, 2003, pp. 17). Finally, there are slight contrasting points that were obtained from the study done and the article has tried to elucidate them. An example is when a respondent distinguished two types of teachers, the expert teacher, and the good teacher. The article explains clearly the different ways in which respondents’ views may differ and in the end gives a clear outlook (Mullock, 2003, pp. 17). There are however few parts of the article that were intricate.

This was mostly because of the use of difficult words. An example is the use of the words ‘lexico-grammar, phonology and semantic’ in a certain paragraph while trying to explain the knowledge of a language and how it works in making of a good teacher (Mullock, 2003, pp. 11). All the words have been used in one sentence without explaining what they mean. This article does not have an index to explain hard words. An index is important to a reader because whenever a complex term is encountered, it can always be checked out, assuming that the reader does not have a dictionary in hand at that particular moment.

Some of the tables in the article which were used in data presentation were also not very clear, especially in the numerical content. For example, there is a table in the article that represented the most frequently mentioned characteristics of a good TESOL teacher. The characteristics have been listed clearly and comprehensively but the frequencies have been presented in a confusing manner (Mullock, 2003, pp. 10). It takes a reader a long time to be able to correctly interpret the data. This may lead to a wrong translation or a misunderstanding of the facts.

Important information obtained from the article Before I read the article, it was not clear to me what exactly a teacher’s knowledge should consist of. Most people have the assumption that a teacher should only have technical skills, content knowledge, and curriculum knowledge. However, this article has clearly defined what knowledge of a teacher should include and it is much more than the three just mentioned above. It has defined the knowledge of a teacher as content knowledge and also pedagogic content knowledge which is the ability to simplify the contents for the learners.

In addition, a teacher should have general pedagogic knowledge, meaning to be familiar with the principles and strategies of classroom management, and also have knowledge of the characteristics of the learners. Finally, the knowledge of education purpose and values has also been mentioned in the article (Mullock, 2003, pp. 4). This is important because having learned what a teacher should know, it is up to the reader to ensure that they possess all this knowledge which will contribute to better teaching methods and practices.

Furthermore, the equal effort can be applied to each section when relating this knowledge so that a lot of concentration is not put on one side while ignoring the others. Having content knowledge means having knowledge of the subject that you teach. This is important since a teacher should be conversant with the topic of study so that any problem presented by students concerning the topic can be tackled correctly and professionally. The article also mentions that a teacher should have knowledge of educational context.

This means knowing the surroundings, the group, the classroom, the community, and the district. Most teachers would ignore this and only concentrate on the students and the immediate surrounding which is the school. However, light has been shed on the importance of expanding the knowledge of the teacher with respect to the external environment which would help in addressing some external problems that students may occasionally have. The article has also mentioned that a teacher should know the values and purposes of education (Mullock, 2003, pp. 4).

Most teachers assume that their only purpose is to teach. However, this article has stated that a teacher should know the importance of education and the values, aims, and objectives of education. This is important because whatever a teacher teaches the students or whichever method is used to teach, it will be of quality since the teacher understands that education is more than just teaching. Another important point learned from the article is keeping up to date with teaching techniques (Mullock, 2003, pp. 15). The majority of teachers only go for training once.

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After that, they plunge themselves into the teaching profession and start teaching until they retire. However, this should not be the case since changes will always take place. Something new may be introduced for example a new subject, materials of teaching, or even new modes of teaching.

It is therefore important for teachers to refresh their courses after every few years. This fact was not clear initially but after reading the article, its importance was clarified. Article Relevance The importance of this article is that it will help in understanding the different ways that a teacher should use to teach students.

The article has compared different views of what really amounts to a good teacher and helps in learning the correct techniques that should be adopted. The study done could help in dealing with a challenge that most teachers face which is the variance of learners. Each learner has their own way of grasping things. The article has discussed what students think of how a teacher should teach. This can help through combining these factors and finding an appropriate way of teaching that will benefit all the students hence each one of them understands the concepts being taught.

This article has raised the issue of whether teachers should be taught how to teach. It does not matter if the teacher has had previous training. There are new changes every day that come with invention and teachers must keep up to date with such changes. Therefore just like their students, it is necessary to always be on the lookout while coming up with new, easier, and better ways of teaching. The study of teaching methods helps in improving teaching techniques which in the end will make a teacher be good at what he or she does.

The article points out the need for further studies to correlate perceptions of a good teacher with the behavior of teachers in the classroom context and with a larger number of subjects of different languages and educational backgrounds (Mullock, 2003, pp. 21). The article has focused mainly on TESOL which is Teachers of English to Students of Other Languages.

From the study, it is clear that for any teacher, knowledge of the subject matter is necessary. A language teacher should be fluent in the language being taught which includes writing, reading, speaking, and translation to the language the students are speaking.

This means that the teacher should be fluent in both the language the students are speaking and the language the students are being taught. The article has pointed out that students nowadays are more critical and less accepting of teachers whose language skills are poor (Mullock, 2003, pp. 20). Good TESOL teachers know the language and how it works. It, therefore, draws attention to the importance of knowing thoroughly the field of study or the subject matter to avoid criticism from students.

Finally, the article has highlighted all the qualities that make a good teacher from different perceptions. It is not possible for a teacher to have all the characteristics and just like a student, a teacher has both weak and strong points. It is therefore up to the teacher to look at these qualities and find out which ones suit his or her personality and then find a way to make good use of these traits and apply them in teaching. From the article, it is also clear that teaching technique depends on the level of learners and the subject being taught to the learners.

This helps a teacher to understand that a technique that may be successful in one group of learners may not be successful in another group. It can be concluded that the article has underscored important points of teaching techniques and qualities that make a good teacher hence answering a question that most teachers find complex about how to be a good teacher and what really constitutes to this.


Example #5 – interesting ideas

What are the good qualities of a teacher? I’m doing an essay to enter Eastside and it asks ” What are the qualities of a good teacher? Tell us why these qualities are important to you. ” Any help here, please?

Answer. A teacher who understands what it is like to be a student. A teacher who isn’t too strict/mean but doesn’t let the classroom go into complete anarchy. A teacher who will do just about anything to help the student be successful. A teacher who would put in time to help a student in need.

A teacher is part friend, confidant, motivator, coach, actor, and leader, but most of all a teacher is an individual that sparks intellect and encourages students to pursue knowledge on their own. Teaching abroad gives you opportunities for adventure and the chance to escape from the humdrum of an entry-level office job while developing your innate capacity to learn and teach.

Classrooms would be a boring place if every teacher taught the same way, that is why we encourage you to share yourself in the classroom and find the method of teaching that will be most effective for you and your students. As you share your knowledge with your students in an open and honest manner you will find that they will return the favor tenfold.

Care about what you do. Understand that your job as a teacher is incredibly important. This is not lip service, this is the truth. Where would you be without the teachers you have experienced. Think about those teachers who have inspired you. Think about those teachers who may not have been the most popular, they may not have been the ones you wanted to have for homeroom, they may not have even been the ones you liked, but did you learn from them…

Teachers are special people. Be a teacher that students learn from. Your aim shouldn’t be to be the most popular teacher in school… Your aim should be to teach. To be able to help students make connections with concepts.

Forget for a moment how hokey this might sound – forget modest for a moment and allow yourself to consider who and what a teacher really is…

  • You can empower your students
  • You can build confidence
  • You can inspire the next generation
  • You can introduce ways of thinking
  • You can make a difference
  • I love being a teacher.

What are the most important qualities of a teacher?

Answer. #1 Quality: Presence. You have to be able to control the classroom. No learning can take place in an out of control classroom. I think presence could also be called a sense of authority.

2. Patience. You have to work with kids who aren’t going to “get” it the first time. So many teachers become English teachers because they were good at English (Math for Math, etc.) But TEACHING means imparting material to people who don’t already know it. That takes patience.

3. Perseverance. People don’t know how hard it is to be a teacher. They think that teachers work 7 hours a day 180 days a year. But they don’t know about all of the late-night homework grading or the summers spent on professional development. They don’t know about coaching the JV girl’s basketball team and getting back from away games at 11:00 p.m. two nights a week only to be back at school to make copies on the one working copy machine at 6:30.

4. A sense of Humor. If you make it fun, kids will learn. Think about how many kids who hated to read Harry Potter — because it was fun! Also, kids will try your patience, but you need to be able to reply with humor so that you can create a rapport.

5. A sense of mission. You could make a lot more money doing a lot of other things. You should choose to teach out of a sense of mission — educating kids, mentoring them, and watching them grow. Okay, it’s not an essay. But it’s a start.


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