How to Become The Most Effective Educator

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How to Become The Most Effective Educator

“The good teacher discovers the natural gifts of his pupils and liberates them by the stimulating influence of the inspiration that they can impart. The true leader makes his followers twice the men they were before”. This statement by Dr. Freeman (1998) summarizes the reason teachers become educators and how good educators must think. As teachers, our number one responsibility that holds precedence over all other principles is the ethical responsibility to the children. We are committed to supporting children’s development “by cherishing individual differences, by helping them learn to live and work cooperatively, and by promoting their self-esteem” (Jalongo, 2002). These early experiences define the child’s overall perceptions of their educational experiences.

The most effective teachers are enthusiastic learners who will welcome changes connected with new learning. In order to accomplish this and to become the most effective educator to their students, one must possess three important key elements: one must insure a reliable, dependable, good student-teacher relationship; one must secure and establish a safe, welcoming, and nurturing environment to learn in; and, to hold and value essential absolute qualities necessary to become a well-rounded educator.

Student-teacher relationships are a key feature of school life. According to a study done by Wallace, it was found that “teachersvarious approaches to subject teaching were less important to students then the interactive relationships established with students” (Wallace, 1996). When children have a good repoir with their teachers, then learning and understanding a lesson comes easier. Students feel much more ...

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...g, J. (2002). Exploring your role. Upper Sadle River, NJ: Prentice Hall.

Pomeroy, E. (1999). The teacher-student relationship in secondary schools. British Journal of Sociological of Education 20(4), pp. 465.

Rice, Craig. (1993). Teacher’s level of care. Providence College of Rhode Island 122(1), pp. 102-105.

Tennyson, W., & Strom, S. (1998). Beyond professional standards: Developing responsibilites. Journal of Counseling and Development, 64(5), 298.

Weissbourd, R. (1996). The myth of the vulnerable child. Reading, MA: Addison-Wesley.

Wallace, G. (1996). Relating to teachers. London, UK: David Fulton.

Wentzel, K. (1997). Student motivation in middle school: The role of percieved pedagogical caring. Journal of Educational Psychology, 89.

"Ten Qualities Of the Renewed Teacher" Phi Delta Kappan, May2001, Vol. 82 Issue 9, p702, 4p, 2bw

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