Values
A teacher is a person who usually teaches students in elementary, middle and high schools with certain qualifications. People meet so many teachers in their lives and learn from them. Perhaps the person whose children spend the most time is the teacher. Also, the person who affects children the most is a teacher. Some wandering children meet their good teachers and stop wandering and try to develop their lives further. Therefore, children need a good teacher. So, what are the qualities of a teacher?
First, it’s personality. Perhaps the best teacher for students is a teacher who is good at college because he or she is good at it. However, a teacher is an important person who affects character formation in growing children. In schools, children will be confused if teachers do not set an example to teach them not to do bad things, live nice lives, and live in collaboration with the community. Therefore, the exemplary character of teachers can be a good lesson for many students who will be the future of our country.
Second, it is a constant self-development and passion. A teacher is a person who teaches students but also studies. In order to give students more instruction and enlightenment, teachers must also constantly study and reflect on their own problems. If the teacher continues to study and study, more students will respect the teacher and try to learn. Also, if the teacher is passionate and tries to make positive changes to the students, the students will achieve self-improvement in a better way.
Third, I love students. No matter how talented and exemplary a person may be, if there is no affection for students, all of their qualities as an educator are useless Affection has the power to change people. Students can change when teachers teach students affectionately. Also, if the teacher who sees each day thinks that he dislikes him, the student naturally hates school and is forced to stay away from studying. Also, no affection means no passion. A teacher who has no affection for students will also have no affection for his profession in teaching them. This eliminates the passion for work and negatively affects many students.
Fourth, leadership. The teacher should lead the class of 50 minutes (high school student standards) to teach students. Therefore, about 40 children should concentrate for 50 minutes and create an atmosphere of study. However, it is very difficult to concentrate many children of different values and personalities in class for 50 minutes. That’s why teachers need leadership and control.
Fifth, coping with crises. A school where many different people are gathered is a miniature of another society. In school conflicts and crisis situation can occur. The teacher is to deal with crisis and students should be protected from the crisis. Not long ago, there was a big earthquake in Pohang, and many people were moved by a video posted by a teacher who had evacuated his students to the end even in dangerous situations. As such, the teacher should be able to cope with the crisis quickly.
I think teachers are the most influential people in society. ” Korean society is now, was in turmoil. Many crimes and many are wounded. Is there a fundamental reason for this? I think this is due to the problems in our society as a whole. Society will be happy if we create a society that many people appreciate and love together. Therefore, it is the teacher who can educate young children who will be our country’s future. If from teacher to change, I believe they can change society. The teacher is because of love and teach those who think that we should be the audit.
Ethnics
The professionalism of teachers is not limited to specialized skills for classes or knowledge of classes, but to the general professionalism that a person working in a profession as a teacher should have, including textbooks, living maps, special activities, work skills, and attitudes.
However, the professionalism of teachers has another trait that is hard to find in other professions. In addition to professionalism, which is generally recognized by members of society, it is the morality as a teacher, a model for other members’ actions, and as a practitioner. The morality inherent in teacher expertise is based on social customs, traditions and social awareness of the concept of teacher rather than on the hidden meaning of the word teacher.
We often use the concepts of teacher professionalism and classroom professionalism as synonyms or as part of teacher professionalism in discussing teacher professionalism. He said that he implicitly acknowledges that classroom expertise is the largest proportion of the various professional activities required by teachers.
As a result, the teacher’s behavior style for effective classes, teaching methods, teaching strategies, etc. are mainly mentioned as the contents of professionalism required for teachers. In other words, the teacher’s extensive knowledge of the curriculum and the methodologies for effective delivery are key to the formation and enhancement of teacher expertise.
As mentioned earlier, however, another meaning of expertise inherent in teacher expertise is morality. These morals include teachers themselves as executors of moral conduct and as examples, as well as professional ethics, as practitioners of educational ideals they deserve to pursue as human beings.
If a teacher does not have the right moral qualities as a teacher, no matter how knowledgeable he or she has in terms of school content and practical knowledge, the teacher is an effective teaching machine, and cannot be regarded as a professional teacher. Nevertheless, most of the discussions on teacher professionalism have few references to this moral build-up.
Perhaps it is because the nation’s teachers have a high level of morality, so they don’t have to mention it, or because they need more effective teaching machines than morality, or because they think morality has no relevance to teacher expertise or the degree of its relevance is insignificant.
The school of education is a place to acquire knowledge. The process of knowledge acquisition involves learning from simple acquisition of information to correct character and various modes of thinking. In the increasingly high-tech trend of social culture, many of our children are suffering from emotional and personality disorders compared to the past.
Apart from practice and understanding, the recent phenomenon of dehumanization seems to be a natural result, which believes that only what one knows is well-educated amid the competitive structure through evaluation. However, the school should be able to show the children the essence of knowledge and education in this social culture and structure.
The world of experience that children see through the curriculum should be reborn as a living form in a diverse and intact form by the teacher’s teaching process, thereby exerting its value when the knowledge gained is accumulated as knowledge for human beings. For this, the core of the professionalism of teachers is that desirable personality and morality are required in addition to erudition.
Teaching is predicated on the amount or depth of knowledge the teacher is trying to learn, and on the premise that in addition to this intellectual insight, he is morally superior to one of the members of society or as a human being. In other words, in teaching, a teacher must have not only the expertise in class but also the morality required by all professional professions.
In addition, the professionalism of teachers includes the ability to articulate the standards for wrong behavior of students in a state of moral and social differentiation, as well as to convey and internalize the inherent and external values of the classes themselves, and as an implementer and model of moral conduct.
The current situation in which teachers are losing their credibility as teachers and suspected professionalism is also why teachers lack this awareness of teacher expertise.
“These days, kids are so naughty. It wasn’t like that back in our day… …” I hear it often. But what we often say has many implications. Education is closely related to life itself, not to a temporary phenomenon, and to the point where life is not awkwardly defined as education.
Therefore, it is hard to ignore the fact that children themselves have not become spoiled, that children have grown spoiled in their life, that parents in families deeply involved in their lives, teachers in the system, and members of society outside the system who seem to have little to do with their children’s lives, are also responsible for their misbehavior.
Don’t you think that these accusations against children admit their mistakes and also admit to themselves that they have a problem with their role, and that their bad manners are partly to blame for not only their own fault but also for parents and teachers surrounding their children’s lives?
It is said that children learn more from the back of their teachers. By experiencing various direct and indirect experiences of life from parents or teachers in the course of life, such as the process of seeing, hearing and feeling, their personalities change and form the character that they should have as the right members of society.
Therefore, within a school, teachers should be recognized as teachers of life rather than simply teaching jobs, and teachers themselves should strive to foster higher morality so that the moral character of teachers can be spread to children. This cultivation of morality will be the first step in securing professionalism for teachers and the foundation for their own personal and intellectual growth.
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