教師的個人素質(zhì)

1、ThePersonalQualitiesofaTeacherHereIwanttotrytogiveyouananswertothequestion:WhatpersonalqualitiesaredesirableinateacherProbablynotwopeoplewoulddrawupexactlysimilarlistsbutIthinkthefollowingwouldbegenerallyaccepted.Firstth

2、eteacher’spersonalityshouldbepleasantlyliveattractive.Thisdoesnotruleoutpeoplewhoarephysicallyplainevenuglybecausemanysuchhavegreatpersonalm.Butitdoesruleoutsuchtypesastheoverexcitablemelancholyfrigidsarcasticcynicalfrus

3、tratedoverbearing.Iwouldsaytoothatitexcludesallofdullpurelynegativepersonality.IstillsticktowhatIsaidinmyearlierbook:thatschoolchildrenprobably“suffermefrombesthanfrombrutes.”Secondlyitisnotmerelydesirablebutessentialfat

4、eachertohaveagenuinecapacityfsympathyintheliteralmeaningofthatwdacapacitytotuneintothemindsfeelingsofotherpeopleespeciallysincemostteachersareschoolteacherstothemindsfeelingsofchildren.Closelyrelatedwiththisisthecapacity

5、tobetolerantnotindeedofwhatiswrongbutofthefrailtyimmaturityofhumannaturewhichinducepeopleagainespeciallychildrentomakemistakes.ThirdlyIholditessentialfateachertobebothintellectuallymallyhonest.Thisdoesnotmeanbeingaplaste

6、rsaint.Itmeansthathewillbeawareofhisintellectualstrengthslimitationswillhavethoughtaboutdecideduponthemalprinciplesbywhichhislifeshallbeguided.Thereisnocontradictioninmygoingontosaythatateachershouldbeabitofanact.Thatisp

7、artofthetechniqueofteachingwhichdemsthateverynowthenateachershouldbeabletoputonanacttoenlivenalessoncrectafaultawardpraise.Childrenespeciallyyoungchildrenliveinawldthatisratherlargerthanlife.Ateachermustremainmentallyale

8、rt.Hewillnotgetintotheprofessionifoflowintelligencebutitisalltooeasyevenfpeopleofaboveaverageintelligencetostagnateintellectuallythatmeanstodeteriateintellectually.Ateachermustbequicktoadapthimselftoanysituationhoweverim

9、probable(theyhappen!)abletoimproviseifnecessaryatlessthanamoment’snotice.Ontheotherhateachermustbecapableofinfinitepatience.ThisImaysayislargelyamatterofselfdisciplineselftrainingwearenoneofusbnlikethat.Hemustbeprettyres

10、ilientteachingmakesgreatdemsonnervousenergy.heshouldbeabletotakeinhisstridetheinnumerablepettyirritationsanyadultdealingwithchildrenhastoendure.FinallyIthinkateachershouldhavethekindofmindwhichalwayswantstogoonlearning.T

11、eachingisajobatwhichonewillneverbeperfectthereisalwayssomethingmetolearnaboutit.Therearethreeprincipalobjectsofstudy:thesubjectsubjectswhichtheteacheristeachingthemethodsbywhichtheycanbestbetaughttotheparticularpupilsint

12、heclassesheisteachingbyfarthemostimptantthechildrenyoungpeopleadultstowhomtheyaretobetaught.ThetwocardinalprinciplesofBritisheducationtodayarethateducationiseducationofthewholepersonthatitisbestacquiredthroughfullactivec

13、ooperationbetweentwopersonstheteacherthelearner.教師的個人素質(zhì)教師的個人素質(zhì)這里，我想探討一下“教師應具備哪些個人素質(zhì)”這個問題，人們對此可能仁者見仁，智者見智。不過我想以下幾點應該會被廣為接受。首先，教師應性情開朗，具有魅力。這并不排除長相平平，甚至面貌丑陋者，他們或許更具魅力。但過于沖動者、郁郁寡歡者、冷酷無情者、尖酸刻薄者、憤世嫉俗者、怨天尤人者、以及自以為是、居高臨下者卻定要排除在

14、外。再補充一點：應排除所有平庸無味者和性情不良者。還是我以前書中所言：“乏味或許比殘暴更加摧殘學生?！逼浯?，教師不僅需要而且也必須擁有同情心――真正意義上的同情心，能夠設身處地地傾聽他人的心聲，特別要能感孩子們所感，思孩子們所思，因為教師中多為中小學教師；還有與此密不可分的寬容――當然，寬容的不是錯誤本身，而是人類脆弱而幼稚的本性，這才是誘使人們尤其是孩子犯錯的根本。再次，在知識和道德方面誠實坦蕩也是極其必要的，這并不是要教師要石膏圣人

15、一尊。他應正確認識自己學業(yè)的長處與短處，認真思考后認準指引自己生命的道德準則。他應具備幾分演員的素質(zhì)，這與前面所說的并不矛盾，而是教學技巧的一部分。教師應時常對此發(fā)揮運用，以活躍氣氛、糾正錯誤、表揚鼓勵。孩子們，特別是小孩子們，總是生活在被夸大得有點失真的世界里。教師應思維活躍、敏捷。智商低下者入不了此行的門，但智力中上卻停滯不前、不進而退者也屢見不鮮?？陀^上的的的確確有許多情況，無論多么艱難，都要求教師在瞬息之間審時度勢，調(diào)整自己，隨

16、機應變。另一方面，教師又要有極大的耐心。我認為這要靠自我約束、自我訓練，因為誰也不是天生如此。他應當有極強的適應能力。教書極費腦筋，教師要能夠從容自若地處理成人與孩子們交往中無法避免的無數(shù)煩擾。最后，教師應當明白學無止境。教師這行沒有人能做到盡善盡美，該學的也總是源源不斷，層出不窮。學習的主要對象有三：老師所教科目，因材施教的最佳方法，以及受教師者本身――后者可能是兒童、青少年或是成人，他們是最重要的學習對象。當今，英語教育的兩個基本原