A good teacher is a master of his craft!
What does a good teacher mean? This is, first of all, a person who loves children, finds joy in communicating with them, believes that every child can become a good person, knows how to be friends with children, takes children’s joys and sorrows to heart, knows the soul of a child, never forgets, that he himself was a child. A good teacher is a master of his craft!If a teacher combines love for his work and for his students, he is a perfect teacher, as Tolstoy said.
Do such people really exist? Yes, I want to talk about one of them.
Both parents and students respond in the same way about teacher Ekaterina Nikolaevna Tamarovskaya in the Starobelovsky village: “A good teacher!” And when the formation of 1st grades begins, they constantly turn to her with the request: “Take ours...” They lead those with poor health, and hooligans, and those who in the past did not master the program. Those who once studied with her are also sure to bring their children. We are sure that she will not only teach, but also educate. Everyone in her class is smart, good and kind. The guys respect each other and take care of each other. This is the law of class life. And that’s why, probably, you won’t find her “difficult” students on the school list: they themselves evaluate their behavior, their actions, their statements among their peers.
Ekaterina Nikolaevna's lessons are unique and interesting, because they are characterized by psychological harmony, pedagogical tact and experience. Decades of work helped her to comprehend the best of Sh.A. Amonashvili, S.N. Lysenkova, teachers of city schools, scientists of the city of Novosibirsk. I have accumulated my own experience, which over the years has swept aside routine ideas about the structure of the lesson and teaching methods. Now she simply takes from the storehouse of memory what is needed for this particular lesson in accordance with the topic, supplements it with electronic educational material, and everything is like in a fairy tale.
Most of all, her student worries about his eyes: does interest live in them, does a living thought shine, does he manage to learn something new? And it is also important for her that moral and spiritual concepts, Tolstoy’s ideas about life become the norm of behavior and life of students...
Ekaterina Nikolaevna’s students are active participants, winners and laureates of competitions, Olympiads, and intellectual games of various levels. In 2006 - winner of the municipal Olympiad in mathematics, in 2007 - winner of the All-Russian game "Russian Bear Cub" in the support school, in 2009 - laureate of the city scientific and practical conference "Small Door to the Big World"
Ekaterina Nikolaevna is an active participant in professional competitions. Laureate of the competition “Teacher of the Year 2000”, winner of the municipal competition “Best Teacher” (2007), participant of the competition “100 Best Teachers of Kuzbass”. The methodological association of primary school teachers under her leadership in 2006 became a laureate of the municipal competition of methodological associations.
Ekaterina Nikolaevna has certificates of honor from the school administration, education department, city administration, administration of the Kemerovo region for the worthy education of the younger generation, the presidium of the Kemerovo regional committee of the Trade Union of Education and Science Workers of the Russian Federation for many years of conscientious work, and the badge “Honorary Worker of General Education of the Russian Federation.”
Many students followed in Ekaterina Nikolaevna’s footsteps: four teachers work at school No. 7. Everyone has one desire - to be like the first teacher.
For me, Ekaterina Nikolaevna is an idol in work and in life. Kind, open, active, hardworking, confident will not leave children, parents, or colleagues indifferent.
“I can’t imagine my life without school...” This phrase was once said by Ekaterina Nikolaevna Tamarovskaya, a primary school teacher. Such people are truly called Teachers with a capital T.
The role of a teacher in the life of every person is great. And it is very important that your teacher is a teacher who is somewhat similar to Ekaterina Nikolaevna. So responsible, loves his job, loves children, knows how to interest and explain everything clearly. I told you about a teacher who cares about his work with all his heart. About a teacher whom students love...
On the topic: methodological developments, presentations and notes
Presentation for the class hour “If you are kind, it’s good” by primary school teachers of MKOU Secondary School No. 8c. Takhta of the Ipatovsky district of the Stavropol Territory Ostrenko L.P.
This is a presentation for the class hour “If you are kind, it’s good” by a primary school teacher at MKOU Secondary School No. 8c. Takhta of the Ipatovsky district of the Stavropol Territory Ostrenko L.P. will help primary school teachers...
Speaking well means thinking well.
Speech development takes a central place in teaching Russian to schoolchildren. By developing speech, a person actively develops thinking, feelings, and acquires the skills of full communication....
They say that everyone knows how to heal and how to teach. Of course, this is a joke, but if everything is not so obvious with medicine, then the actions of the teacher very often cause a lot of comments from parents.
And, of course, there are so many people, so many opinions - the image of an ideal teacher will be different for everyone. Let's see what kind of teacher you yourself would become if your fate turned out this way. Strict or too soft, cheerful or serious?
Take our test and you will find out everything! Write down the results, at the end we will ask you to count which letters appear most often. Don’t try to pretend to be someone else, listen to yourself, what reaction to the proposed situations is typical for your temperament and your beliefs.
And if you want to know what kind of teachers work at Unium: kind or strict, cheerful or boring, and in general, how a teacher becomes a teacher, go here for all the details about our wizards.
1. Imagine that Sidorov did not bring his homework notebook for the twenty-fifth time. Your reaction:
A) “Sidorov, did you forget your head at home?”
B) Two in the magazine
Q) Do you find time for Sidorov to do his homework at school?
D) You don’t pay attention to the fact that you care about Sidorov’s problems
2. Imagine that Petrov shouts from his seat all the time. Your reaction:
A) “Petrov, close the door immediately!” (and hit the table with your hand)
B) Kick me out of class
C) Stop the lesson and allow Petrov to speak and other students to comment on what they heard
D) Just continue the lesson, not paying attention to Petrov
3. Imagine that Soloviev does nothing in class and distracts Ivanova from work. Your reaction:
A) “Soloviev, quickly took a notebook and began to write!”
B) Call your parents to school
C) Give Solovyov an individual task at each lesson
D) Well, it doesn’t, and that’s okay, but Ivanova can be transplanted
4. Imagine that Vorobiev placed a button on your chair. Your remark:
A) “Vorobiev! How dare you! I'll kill you!
B) Take Vorobyov to the director
C) Turn everything into a joke, but explain that the button on the chair is a so-so idea
D) You won’t say anything, but will look at the chair next time
5. Imagine that you accidentally made a mistake, and Nikitina noticed and caught you. Your reaction:
A) “You better take care of yourself, you’re too smart!”
B) You will be reprimanded for shouting from your seat
C) Thank Nikitina and correct the mistake
D) Correct the mistake silently
6. Imagine that Danilov does not understand many topics in your subject and cannot keep up with the class. Your reaction:
A) “Danilov, are you being stupid again? Attention here!
B) Advise the parents to transfer Danilov to a correctional school
C) Try to work with Danilov individually, and then draw conclusions about his abilities
D) Just give him the rating he deserves
7. Imagine that Grigoriev, unlike Danilov, is far ahead of everyone else and is bored after completing the task. Your reaction:
A) “I’ve done it, sit quietly, wait for the others!”
B) Would you advise Grigoriev to study externally?
C) Give Grigoriev a more complex and ambitious task
D) Let him sit, he’s not bothering anyone
8. Imagine that the class is yawning and complaining that the topic is very boring. Your reaction:
A) “This is a program! We'll have to listen!"
B) You promise a difficult test at the next lesson
C) Trying to find something that might interest students
D) Their mood doesn’t concern you, you don’t like a lot of things either, but you do
9. Imagine that Savelyeva submitted the report in printed form. Your reaction:
A) “Have you already forgotten how to use a pen?”
B) Put a two
C) Discuss with the class when it is acceptable to use a computer and what work should be done by hand
D) If you don’t accept the report, let him rewrite it
10. Imagine that the class is noisy during independent work and everyone is talking. Your reaction:
A) “Silence in the classroom!”
B) You promise to give everyone a bad grade
C) Ask to communicate only on business
D) Don't pay attention
Let's check the results:
Count which letters appear most often in your answers. So.
If it's the letter A.
You want consciousness from your students. This is mistake. It is useless for children to ask rhetorical questions, ask for silence in the classroom a hundred times, or remind them of the same thing. They are influenced by the teacher’s personal example, active position, and interest in their work. Therefore, shaking the air is absolutely pointless, any student who studied with such a teacher will tell you this.
If it's the letter B.
You are a typical strict teacher. It seems to you that the most effective way to communicate with students is to intimidate them with terrible measures. Often students are really afraid of grades, parents being called to school, or reprimands from the principal. But this does not help them love the subject, want to learn and respect the teacher who constantly bullies them. It makes sense to dose severity, only then does it work.
If it's the letter B.
You try to understand the students' desires and figure out how to make lessons more interesting. You want to be modern and understand children. This is the right approach; children most often respect such teachers, and even the most notorious hooligans will cooperate if asked. By the way, maybe you really should work as a teacher? After all, good teachers are worth their weight in gold!
If it's the letter G.
You are simply not interested in the fact of teaching. It’s good that you are not a teacher, but, unfortunately, such teachers are found in school. Children very quickly understand that the teacher is simply working off his salary, without doing anything to somehow enliven the material. It's boring! Never do this.
We hope that your children will meet the most interesting teachers who truly love their profession!
What qualities should a teacher have? This question opens up an abyss of others: which teacher? Why and to whom should it? Personal or professional qualities, and which of them are more important? For example, can a teacher be required to love children, or is it enough that he treats them with respect and teaches his subject well? Should a teacher be a sociable leader? Which teacher is better - kind or strict? Which will be more successful - a rebel or a conformist?
We can endlessly reason, argue and prove. This is because there is no “spherical teacher in a vacuum.” Each teacher exists in a specific social, economic, cultural situation, where he has certain goals and needs certain qualities to successfully achieve them.
What should an ideal teacher be like? Maybe like this? Still from the film “The School of Rock” (2003)
And if you don’t argue, but ask others: what qualities of a teacher do they consider important? Such a conversation will help some participants in education look at others in a new way.
We were once again convinced of this by a small study undertaken in 2015 by eleventh-grader Gohar Sargsyan. Goar conducted it among high school students, their parents and teachers of the Shchelkovo gymnasium (city of Shchelkovo, Moscow region), where she herself studied. The purpose of the study was to compare “the requirements of the state, reflected in the professional standard of a teacher, and the needs of society to identify the priority qualities of a teacher.”
Or like this? Still from the film “We’ll Live Until Monday” (1968)
There is a document that defines a list of professional and personal requirements for a teacher in the Russian Federation - this is the professional standard for a teacher, which came into force on January 1, 2015. Based on these requirements, we can identify the qualities that the state would like to see in a teacher.
It's always interesting to compare official expectations with real life. This is what Gohar Sargsyan decided to do.
The idea for the study came from observing students and teachers in different schools. At that time, I had already decided to become a teacher myself and wanted to learn more about the profession. Seeing that sometimes even the most talented and inquisitive children lose interest in learning, I decided to find the root of the problem and, as a future teacher, model the image of an ideal teacher. The image of a teacher who will help students become better.
More than a hundred high school students, 40 parents and 25 gymnasium teachers - elementary, middle and high school teachers - took part in the survey. All respondents were asked to freely answer the question: “What qualities should an ideal teacher have?”
Respondents independently named or wrote down the qualities and explained what they meant. The answers were systematized in summary tables.
The ideal teacher from the students' point of view
100% of students who took part in the survey believe that an ideal teacher should be strict and patient. Also, all student respondents were unanimous that the teacher should be able to interest students in the material.
80% of respondents - for an unbiased attitude on the part of the teacher and an individual approach (“everyone wants to be assessed fairly and helped to achieve better results”).
Students explained the word “fairness” as grading based on knowledge rather than nationality, appearance, and so on. Approximately the same words are used to describe tolerance in the answers of other respondents.
The ideal teacher from a parent's point of view
For all parents surveyed, the ideal teacher is one who knows his subject perfectly. 100% of parents identified “love for their profession and children” as a separate quality.
In the parents' questionnaires, an item appeared that the students did not identify for themselves: caring.
Indifference was explained by parents as a sympathetic attitude towards students. A caring teacher, firstly, always makes sure that the children have mastered the material, and secondly, provides emotional support when necessary.
The ideal teacher from the point of view of... teachers
But the teachers seem to be sure that patience and work will grind everything down. 100% of surveyed teachers at all levels - for excellent knowledge of the subject and patience.
But the main thing is that the survey of teachers, according to Gohar, turned out to be the most interesting part of the study for her.
After talking with teachers and learning about their feelings, I saw them from a new side. What struck me most were the teachers who, instead of using the “correct” words appropriate to the situation, spoke honestly and openly about all the difficulties of this profession. It turned out that in teaching practice there are many situations in which an inexperienced person simply becomes confused. And all that can make a good teacher out of a person is caring. “If you have a desire to make the world a better place, then this is for you,” this is what a computer science teacher told me about the teaching profession.
Gohar Sargsyan
student at Moscow State University
Goar compared all the answers of her respondents with the requirements of the professional standard. The result was consistent. Unless, of course, no standard can require a teacher to have a sense of humor, caring, love for children and patience. But people in their non-standard, living human relationships have the right to expect this from each other.
My research did not provide a fundamentally new answer, but it showed me how important personal qualities are for this profession: it was personal, not professional qualities that my respondents spoke about.
Now I am studying to become a teacher, I chose a foreign language as my specialty. What qualities of a teacher do I highlight now? The ideal teacher is not a template model. This is an interesting, charismatic, educated person, charged with creative energy, who raises the same active, caring and thinking children.Gohar Sargsyan
student at Moscow State University
And we propose to continue the conversation on the given topic. What teacher qualities are valued in your community? Which ones are necessary for you?
One of the main pieces of advice in articles about this is to focus not so much on the school’s rating, but on the professionalism of the first teacher. But what qualities should a good teacher have?
Of course, you can put the expert advice into practice once you get to know your child’s teacher a little better. But thanks to them you will understand what you need to pay attention to.
So, a good teacher:
The desire to learn new things is the desire to learn. The teacher's task is to support the child's desire. No amount of exhortation will help here: the desire to learn awakens in a child only when he senses it in an adult.
Many children are bored with learning when they see no point in the knowledge being offered. But when a teacher is passionate about their subject, this meaning is revealed to them, even if it is not specifically stated.
A good teacher is not one who knows all the answers, but one who constantly poses new questions. He is the bearer not of truth, but of love for it, the embodiment of efforts to find it. Truth for him is a fascinating process. Never complete, but captivating and intriguing! And children are fascinated by this desire to learn.
TEACHERS' PROBLEMS
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Of course, there are factors that make a teacher's job more difficult. Among them:
- the education system with its endless, often contradictory, directives, which requires teachers to conform;
- learning difficulties associated with different levels of students in the class;
- conflict with students' parents;
- lack of support from colleagues.
It happens that children who are afraid of studying mask it with buffoonery and various provocations, generating in the teacher a reciprocal - and most often unconscious - fear. Afraid of losing authority, some “tighten the screws”, not caring that boredom or competition reigns in the lesson, others, on the contrary, let go of the reins, lowering the requirements and thereby depriving children of the necessary work of cognition - the opportunity to think, doubt, try.
Galia Nigmetzhanova, child psychologist
Boris Bim-Bad, Doctor of Pedagogical Sciences
To cope with the situation, the teacher needs to overcome the desire to always be a ruler, to be in the center. It is important to be able to be not above, but next to the child. This provides an opportunity to collaborate with students while leaving space for them to act independently.
PROBLEMS OF STUDENTS
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Every child faces learning difficulties related to his personality, character traits, or family environment. But if the teacher does not notice and ignores these features, they turn into a real problem. Such teachers prefer to communicate only with strong students, and push the weaker ones into the background, leaving them to their own devices. Another option is when the teacher can only work with the “middle” and gives in to both the lagging behind and the advanced. Such teachers do not know...
Sergey Volkov, literature teacher
One of the main qualities in our profession is the ability to listen and hear each child, enter into dialogue with him, understand his needs (which he himself is not always aware of) and choose adequate means to work with him. I imagine a teacher as a man in a robe with many pockets filled with different tools. And at the right moment, he must take out of his pocket exactly the one that will help this particular child and in this particular situation. The richer his arsenal, the more prepared he is for the unknown that awaits him upon entering the classroom.
Of course, positive assessments are also important in our work. But much more important are the thoughts that came into the child’s head, the feelings that he experienced while communicating in class or studying a subject.
“He is an artist - but his listeners and spectators do not applaud him. He is a sculptor - but no one sees his work. He is a doctor - but patients very rarely thank him for his treatment and, in general, do not want to be treated. He is father and mother - but does not receive each father's share of filial love. Where can he get the strength for everyday inspiration? Only in himself, only in the consciousness of the greatness of his work. Everyday life overwhelms the teacher - the plan, the journal, the grades, the parents, the director, the inspector, small conversations in the staff room, but he needs to leave all this at the doorstep and enter the children with a sublime soul.” This is what Simon Soloveichik writes about the teaching profession in “The Last Book” (First of September, 1999).
Constantly ask yourself whether the child is interested in learning, make sure again and again that there are no universal pedagogical recipes, surpass yourself so that the student overcomes the bar of society's requirements. This is the lot of teachers who devote themselves to this profession with passion and humility.
They do not write comments in their diaries that sound like a sentence: “He doesn’t learn anything,” “There is no ability for the subject.” explore the world, desire to learn?
“She said: don’t be afraid that it won’t work out”
Maria, 27 years old, journalist
“Elegant, smiling, open - Galina Petrovna amazed me from the first meeting. I wanted to go up to her and talk. Her literature classes were interesting for everyone. She also accepted “strange” works: for example, I once wrote a sequel to “Eugene Onegin” instead of an essay. She also taught Russian brilliantly. I will never forget the results of the first dictation at the Faculty of Journalism of Moscow State University. I, a student from Belarus, made three mistakes, and my classmates made 20 or more!
And yet, the most important thing for me was that I could turn to Galina Petrovna for any advice. In 9th grade, I told her about my doubts about the future: then I was already working at a local newspaper, but I wanted something more. And she answered: “Don’t be afraid, go study. Even if it doesn’t work out, you’ll know that at least you tried.” I remembered her words - and became calmer, more confident, stronger.
I appreciated her and loved her very much: my teacher supported me at a very difficult moment. Then I went to Moscow and entered the university I dreamed of. A few years ago my teacher passed away. But I feel her presence even now, especially in those moments when I need to make a serious decision. When I am afraid or worried about something, I remember this incident from the past and move forward.”
Convey interest
“The desire to learn new things is the desire to learn,” says child psychologist Galia Nigmetzhanova. “The teacher’s task is to support in the child his desire in the broadest sense - his vital energy, the desire to possess knowledge, to appropriate it for himself.” No amount of persuasion will help here: the desire to learn awakens in a child only when he senses it in an adult.
Of course, we need to help children learn the necessary practical skills: how to better remember material, how to manage time correctly. But interest in mastering new things is conveyed only by personal example, and students unmistakably feel whether the teacher himself loves the subject that he teaches them.
“Many children are bored with learning when they do not see the point in the knowledge offered,” continues the child psychologist. “But when a teacher is passionate about their subject, the meaning is revealed to them, even if it is not specifically stated.”
“A good teacher is not one who knows all the answers,” adds Doctor of Pedagogical Sciences Boris Bim-Bad, “but one who constantly poses new questions to himself. He is the bearer not of truth, but of love for it, the embodiment of efforts to find it. Truth for him is a fascinating process. Never complete, but captivating and intriguing. And children are fascinated by this desire to know.”
One on one
Of course, there are many things that make a teacher's job difficult. They plunge the inexperienced into despair and cause professionals to lose faith in themselves. This is the education system with its endless, and often contradictory, directives, which requires conformity from teachers. These include learning difficulties associated with different levels of students in the class, and relationships with their parents.
In addition, children who experience fear of studying often mask it with buffoonery and all sorts of provocations, generating in the teacher a reciprocal - and most often unconscious - fear. Afraid of losing authority, some “tighten the screws”, not caring that boredom or competition reigns in the lesson, others, on the contrary, let go of the reins, lowering the requirements and thereby depriving children of the opportunity to think, doubt, and try. And most importantly, in all these situations the teacher finds himself alone with his problems.
To cope with the situation, the teacher needs to overcome the desire to always be the ruler, to be in the center
“To cope with the situation, the teacher needs to overcome the desire to always be a ruler, to be in the center,” Boris Bim-Bad is sure. - It is important to be able to be not above, but next to the child. This provides an opportunity to collaborate with students while leaving space for them to be independent.”
“On the one hand, a certain amount of authoritarianism is necessary for a teacher; it is precisely such people who are retained in this profession,” reflects Galia Nigmetzhanova. - On the other hand, it is very dangerous to freeze on your pedestal. There is only one cure - to develop the ability to observe yourself and others, look into yourself, describe your feelings. And stay open with students. Then the teacher will find the reasons for his difficulties not in others, but in himself.”
“I wanted to be proud of me”
Gleb, 19 years old, student at VGIK
“For all 11 school years, physical education in our class was taught by Alexey Borisovich and Marina Yuryevna, husband and wife. He is a master of sports in gymnastics, she is a master of figure skating. Our teachers have always been quite strict. But time passed, we grew up, and our communication became less formal.
At school I became passionate about arm wrestling. My love for sports arose not only because I admired my teachers, but also thanks to our human relationships: good grades, high results - I wanted not to let them down, it was important for me that they were proud of me. This is very important for me even now.
My teachers taught me the most important thing - to achieve goals and overcome difficulties. For this I am very grateful to them. Although I did not connect my professional life with sports, I continue to engage in arm wrestling - last year I was among the top five winners at the World Championships in Brazil - and tennis. And now we are connected with Alexey Borisovich and Marina Yuryevna not only by common memories or impressions of joint trips, but also by friendship. Sometimes I still turn to them for help.”
Different abilities
Difficulties with learning are not unusual. They are associated with the child’s personality traits, character traits, and family situation. Only when the teacher does not notice and ignores these features do they grow into a real problem. Such teachers prefer to communicate only with strong students, and relegate the weaker ones to “Kamchatka” and leave them to their own devices. Another option is when the teacher can only work with the “middle” and gives in to both the lagging behind and the advanced.
“One of the main qualities in our profession is the ability to listen and hear each child, enter into dialogue with him, understand his needs, which he himself does not always realize,” says literature teacher Sergei Volkov. - Figuratively speaking, I imagine a teacher as a man in a robe with many pockets filled with different tools. And at the right moment, he must take out of his pocket exactly the one that will help this particular child and in this particular situation. The richer his arsenal, the more prepared he is for the unknown that awaits him upon entering the classroom.”
Understanding how different the abilities of students are, wise teachers allow children to follow their own path to knowledge... and sometimes make mistakes along it - after all, the experience of mistakes is sometimes more valuable than success. Otherwise, how will a child gain the ability to think independently?
“Of course, positive assessments are also important in our work,” clarifies Sergei Volkov. “But much more important than a specific assessment may be the thoughts that came into the child’s head, the feelings that he experienced while communicating in class or studying a subject.” Therefore, a good teacher is not one who does not make mistakes, but who values the progress of his student.
Freedom in spite of
Does a dictator teacher or a populist teacher feel free? No, their forces are aimed at maintaining power over children in the first case and maintaining sympathy among children in the second. Meanwhile, as Simon Soloveitchik wrote, one of the secrets of great teachers is that “they feel free with children and do not depend on them. It is precisely because they are free that they respect the child with amazing strength, maintaining both unity with him and a sense of distance...”
“The teacher does not need to pretend to be something when he enters the classroom,” says Sergei Volkov. - Firstly, children definitely feel this artificiality. Secondly, they are more interested in a person who is free, who allows himself to be himself in any situation. Then a dialogue arises between people respecting each other - teachers and students.” This means that children feel free in the classroom, are not afraid to express their opinions and at the same time listen to the opinions of others.
Real teachers act contrary to the prevailing requirements and expectations of the system
It's always difficult for a good teacher. The school education system does not at all encourage teacher freedom or the education of independent-minded people. As Boris Bim-Bad says, the school as a whole is “focused on replicating people who obey, so real teachers act contrary to the prevailing requirements and expectations of the system.”
But nevertheless, teachers have always been, are and will be. Meeting them is priceless for a child. That is why Boris Bim-Bad recommends that parents do not focus on a prestigious school, but first of all look for a good teacher who, perhaps, works in the most ordinary school.
What should it be like?
We invited visitors to our site to answer this question. A good teacher must first of all be passionate about his subject - this is the opinion of the majority of survey participants, 67%. And this answer coincides with the opinion of our experts. Much less frequently mentioned were qualities such as the ability to explain material - 14%, willingness to use non-standard techniques - 8%, care for their students - 4%, exactingness and the ability to maintain discipline in the classroom - 2%. It’s not that these qualities are not important, but parents value a child’s interest in learning most of all.
About the expert
Galia Nigmetzhanova, child psychologist, teacher at Moscow State University. M.V. Lomonosov, leading specialist of the Moscow Psychological Center for Family Support “Contact”.