This is a powerpoint comparing both good and bad characteristics of teachers.

1. Students’ perceptions of ‘Good’ and
‘Bad’ teachers
‘Good’ teachers
• Helpful and supportive
• Taking the time to explain
material in depth
• Friendly and personable
• Understanding and know the
subject well
‘Bad’ teachers
• Mean and unfair
• Unwilling to help or explain
material and ideas beyond
instruction
• Judgemental of pupils’ [sic]
parents and siblings.

2. ‘Good’ teachers
• Using a variety of
teaching style and
innovative approaches
• Fair and having equal
standards and
expectations of pupils,
regardless of their test
scores.
‘Bad’ teachers
• Routine and unchanging
in their teaching styles
and methods
• Inflexible and
disrespectful of pupils
[sic]
• Unaware of and
unsympathetic to pupils’
personal problems
• Physical intimidating and
verbally abusive.

3. What
makes a
good
teacher
What
makes a
good
teacher
Helps us feel
Part of the class
Protects our rights
And prevents name
calling
Is fair and consistent,
Treating everyone equally
Is approachable if
We have a problem
Helps us with our
Work even outside
Lesson time
Believes in use
Gives interesting
lessons
Explains things
clearly
Treat us with respect
And as individual
Helps us if we
make mistakes
Knows our name
Has sense of humour
Does not take the mickey
If we get things wrong
Shows an interest in us and
What we do outside school
Is ready to be flexible and acknowledge
Mistakes if he makes any
Is prepared to acknowledge
He does not know everything

4. Potential
Effects on
student
Administrator
Classroom
Environment and
atmosphere
Relationships
Between staff
And student
Thinking
Emotions
Behavior
Seating
arrangements
Seating
arrangements
Organisatio
n
Organisatio
n
Display
Display
Visual
appearance
Visual
appearance
Layou
t
Layou
t
Teacher
behaviur
Teacher
behaviur
Expectanc
y
Expectanc
y
Group
work
Group
work
SupportSupport
Self
Efficiency
Self
Efficiency
Academic
performanc
e
Academic
performanc
e
motivatio
n
motivatio
n
Stress
coping
Stress
coping
Self-
worth
Self-
worth
AnxietyAnxiety
DisruptionDisruption
WithdrawalWithdrawal
AffiliationAffiliation
physical
psychological
CLASSROOM ENVIRONMENT

5. Classroom Environment
• How does it look and feel?
• Is it an inviting and stimulating environment?
• What do you think of the décor the materials on
show, your desk, student’s desk and other
furnisher?
• Do you think it is well laid out?
• Could it be improved?
• What is good about it?
• What is lacking?

6. PERSON – ENVIRONMENT FIT
Individua
l
believes
and
values
Individua
l
believes
and
values
Organisationa
l
culture
Organisationa
l
culture
Individual
Personal strength
And abilities
Organisational
climate
Organisational
Demands and
expectations
Match
Level of stress
Job satisfaction
Quality of work

7. Teacher control
Of students at its
highest
Students’ self
Control at its
highest
Students’ control
Of selves increase
Teacher
monitoring
Early
encoun
ters
Early
encoun
ters
Providing a setting
Where feedback
From students is
encouraged
Deciding who
Sits where
Making first
Impressions
count
Setting rules
Looking And
Sounding
confident Making
Clear what
You expect
Ensuring
Students know
Who you are
Establishing
routines
Basic
Learning
activities
Specifying
The conditions
For learning
Assessing
Students’
Existing
Knowledge
Of the subject
Engaging in
Formal whole
Class lessons
Establishing
And expressing
Your authority
Late
r
stag
e
Late
r
stag
e
Increasing
Levels of
Personal
Responsibility
Given to student
Increasing mutual
trust
Monitoring and
Reinforcing rules
Extending
Learning
requirement
s
Engaging
in More
informal
Teaching
methods
Modifying
Routines to
Suite changed
Needs and
Nature of
Relationship
With class
Adjusting
Conditions
For learning
To reflect
Developing
Relationship
With class
Encouragin
g
Wider and
Deeper
Appreciation
Of subject
And of
Each other
Engaging
In more
Informal
Teaching
methods
Making students feel
Safe and secure
Facilitating teacher’s
Confidence and
security
Academic learning building
Student confidence and esteem
Building class’s social identity
Teacher emphasis
Encouraging students to
•Reflect
•Itake on board increased
responsibility for their action
•Appreciate

8. Specify the
actual behavior
you are
unhappy with.
Specify the
actual behavior
you are
unhappy with.
Tell the other
party how to
see the
problem
Tell the other
party how to
see the
problem
State how you feel
about this behavior in
a firm confident
manner without
getting emotional
State how you feel
about this behavior in
a firm confident
manner without
getting emotional

9. Focus on positive
outcomes, not
your irritation with
the other party
Focus on positive
outcomes, not
your irritation with
the other party
Tell them what
you want them to
stop doing and
what you expect
in its place
Tell them what
you want them to
stop doing and
what you expect
in its place
Keep the discussion
on task: do not let
the other party
change the subject
to put you in a
defensive position
Keep the discussion
on task: do not let
the other party
change the subject
to put you in a
defensive position
Do not make
threats or
promises you
cannot or will not
carry through
Do not make
threats or
promises you
cannot or will not
carry through
Respect their
needs and
goals and
negotiate a
fair
settlement
Respect their
needs and
goals and
negotiate a
fair
settlement

10. OUTCOMES
Have a contingency plan in case they refuse to
cooperate or agree to your request and then do
otherwise.

11. Thank You