Characteristics of Poor Teachers

Characteristics of Poor Teachers One would hope that all teachers would strive to be excellent, effective educators. However, education is just like any other profession. There are those who work extremely hard at their craft getting better on a daily basis and there are those that are just simply there never striving to improve. Even though this type of teacher is in the minority, just a handful of truly bad teachers can hurt the profession.   What qualities can deem a teacher ineffective or bad? There are many different factors  that can derail a teacher’s career. Here we discuss some of the most prevalent qualities of poor teachers.   Lack of Classroom Management A lack of classroom management is probably the single biggest downfall of a bad teacher. This issue can be the demise of any teacher no matter their intentions. If a teacher cannot control their students, they will not be able to teach them effectively. Being a good classroom manager starts on day one by incorporating simple procedures and expectations and then following through on predetermined consequences when those procedures and expectations are compromised.   Lack of Content Knowledge Most states require teachers to pass a comprehensive series of assessments to obtain certification within a specific subject area. With this requirement, you would think that all teachers would be proficient enough to teach the subject area(s) they were hired to teach. Unfortunately, there are some teachers who  do not know the content well enough to teach it. This is an area that could be overcome through preparation. All teachers should thoroughly prepare for any lesson  before they teach it to make sure they understand what they are going to be teaching. Teachers will lose credibility with their students quickly  if they do not know what they are teaching, thus making them ineffective. Lack of Organizational Skills Effective teachers must be organized. Teachers who lack organizational skills will be overwhelmed and, as a result, ineffective. Teachers who recognize a weakness in organization should seek help in improving in that area. Organizational skills can be improved with some good direction and advice. Lack of Professionalism Professionalism encompasses many different areas of teaching. A lack of professionalism can quickly result in a teacher’s dismissal. Ineffective teachers are often tardy or absent. They may fail to follow a districts dress code or use inappropriate language in their classroom.   Poor Judgment Too many good teachers have lost their careers due to a moment of poor judgment. Common sense goes a long way in protecting yourself from these sorts of scenarios. A good teacher will think before acting, even in moments where emotions or stressors are running high.   Poor People Skills Good communication  is essential in the teaching profession. An ineffective teacher communicates poorly, or not at all, with students, parents, other teachers, staff members, and administrators. They leave parents out of the loop about what is happening in the classroom.   Lack of Commitment   There are some teachers who simply lack motivation. They spend the minimum  amount of time necessary to do their  job never arriving early or staying late. They do not challenge their students, ​are often behind on grading, show videos often, and give â€Å"free† days on a regular basis. There is no creativity in their teaching, and they typically make no connections with other faculty or staff members. There is no such thing as a perfect teacher. It is in the nature of the profession to continuously improve in all areas, including classroom management, teaching style, communication, and subject area knowledge. What matters most is a commitment to improvement. If a teacher lacks this commitment, they may not be suited for the profession.

The Relationship Between Robinson Crusoe and Friday (Review) Essays

The Relationship Between Robinson Crusoe and Friday (Review) Essays The Relationship Between Robinson Crusoe and Friday (Review) Essay The Relationship Between Robinson Crusoe and Friday (Review) Essay Name: David Wang Student No: 0919112022 Class : B Date : Oct 28th,2011 Submitted to: Miss Li Lin The relationship between Robinson Crusoe and Friday The relationship between Robinson Crusoe and Friday has been examined eagerly yet diversely by a number of critics, especially in recent times. Some say their relationship certainly seems to be like brothers, who go through thick and thin together; Some other comment that Crusoe and Friday have a similar relationship to that of a father and son. Despite of all that’s been mentioned above, I have been given, as many others have been given, the impression that Crusoe is the Master and that Friday is merely the servant who is to serve his Master for as long as he lives. This mater-servant perspective of relationship is stated over and over in the novel, for example, I [Crusoe] made him know his Name should be Friday †¦ I likewise taught him to say Master, and then let him know, that was to be my Name Friday, who is merely a servant, is never told about Crusoe’s real name, which manifests a certain hierarchy system, i. e. Crusoe is the master and relatively he is â€Å"higher† than Friday, who willingly serves Crusoe. During that era, slaves were named by their colonial masters and this picture is painted out well in the novel when Crusoe names Friday â€Å"Friday†, without considering what his actual name might be. Friday, regardless to this, takes this relationship well, though it’s just, ironically, a master-servant one and he actually welcomes and embraces it in a heavenly thankful manner and displays this affection to the relationship so well that Crusoe takes it as a submission to servitude as it is narrated â€Å" he knelt down again, kissed the Ground, and laid his Head upon the Ground, and taking me by the Foot, set my Foot upon his Head; this it seems was in token of swearing to be my Slave forever; this half of the sentence brings forth a strong manifestation of Friday yielding to â€Å"eternal slavery†, but the â€Å"external loyalty† to Friday himself and Crusoe, for the sake of being rescued by his forever master, Crusoe. When Friday’s evident submission is displayed, the first few thoughts that come to Crusoe’s mind, as Crusoe’s first reaction, were not negative: I took him up, and made much of him, and encouragd him all I could †¦ h e spoke some Words to me, and though I could not understand them, yet I thought they were pleasant to hear However, how Crusoe reacted may be due to his merely wanting to have another human companion with him and to relieve him of the many years in solitude: for they were the first sound of a Mans Voice, that I had heard, my own excepted, for above Twenty Five Years. After Crusoe makes sure that all the other savages are dead, takes Friday under his wing: I carried him not to my Castle, but quite away to my Cave, on the farther Part of the Island He feared drastically of being attacked during the night he was sleeping quarters away from Friday: I made a little Tent for him in the vacant Place between my two Fortifications †¦ I barred it up in the Night, taking in my Ladders too, so that Friday could no way come at me in the inside of my innermost Wall, without making so much Noise in getting over, that it must needs waken me It is extremely easily noticeable that Crusoe does no t fully trust Friday, having a similarity to the situation with the applying of a gun. At first, Cursoe prevail on Friday to believe that the gun is â€Å"some wonderful Fund of Death and Destruction†; this brings Friday acting very cautiously around the gun: As for the Gun itself, he would not so much as touch it for several Days after; but would speak to it, and talk to it, †¦ which, as I afterwards learnt of him, was to desire it not to kill him. This shows how â€Å"fully† (slightly) the master trusts his loyal servant, which often results in any master-servant relationship. But, still, there is a difference in this relationship where Cruse often gives positive comments about Friday while the reverse is everywhere: a comely handsome Fellow, perfectly well made; with straight strong Limbs †¦ tall and well-shaped †¦ He had a very good Countenance, not a fierce and surly Aspect; but seemed to have something very manly in his Face. To its readers’ surprise, Crusoe keeps on talking about Friday, but in a way that attempts to convince the reader that Friday is not what he is thought of, not a typical black person at the time. A majority of the black population is owned permanently and treated adversely by their European masters. South African then were regarded as if they were dirt or a species lower than animals. Cursoe tries to bring people to believe that Friday is not from that black population and is therefore trying to give a lift to Friday’s level in the hierarchy of people. he had all the Sweetness and Softness of an European à ¢â‚¬ ¦ His Hair was long and black, not curld like Wool †¦ The Colour of his Skin was not quite black, but very tawny; and yet not of an ugly yellow nauseous tawny, as the Brazilians, and Virginians, and other Natives of America are; but of a bright kind of a dun olive Colour †¦ his Nose small, not flat like the Negroes †¦ Teeth well set, and white as Ivory. All the evidences that have been gone through above are what I have picked from pages 203 to 213; through all these pages, Crusoe and Friday build their relationship with each other, supporting my view that Crusoe and Friday have a relationship where the master concerns about the only servant he has while slightly dominating the servant at the same time.

Reflection Assignment Essay Example | Topics and Well Written Essays - 750 words

Reflection Assignment - Essay Example However, my friends and my parents jointly helped me prepare for my exams. My friends would convey me at my home what the teachers had taught in a particular day, and updated me on class exercises. They had been kind enough to spend a lot of time with me at my home and make me memorize the lessons on daily basis. My mother would make a visit to the school everyday after work to fetch me notes and ensure that I was updated on the on-going lessons. By the grace of God and through mutual effort of my parents and my friends, I happened to go through the exams with flying colors. I had a slight idea that my papers had gone exceptionally well, but I did not know they went good enough to earn me a trophy. It was a bright summer morning in April. My parents accompanied me to the school to see how well had I done. My heart lurched for I was very conscious about going to see how well had I done after having remained ill for a considerably long period. The school was decorated with ribbons, balloons and posters. About 1000 seats were aligned in the huge ground of the school to cater for all students and their parents. On one corner of the ground was a table covered with white cloth. There were silver trophies with red, blue and green ribbons tied round their necks arranged in rows. My father told me that red ones were for those who stood first, blues pertained to the students who came second, and green ribboned trophies were meant for those who stood third in the class. I had always fancied getting one of those trophies, no matter what color the ribbon on it was. They were of special significance to me because I had never got them before. I had seen in my previous classes how my class fe llows who achieved positions were appreciated not only by their parents, teachers and school administration, but also the class fellows including me envied them. I always wondered how much effort it takes to secure one of the top