For good qualities of a teacher Life is a journey. Every journey needs direction.

Signpost gives direction to the journey to reach its destination. Students begin their lifes journey in school not knowing their destination. It is the teacher who acts as the signpost to give them direction to reach the desired destination in life. Start this way In the easy focus on teacher not just giving information but lifes knowledge. Teacher is a guru. In Indian tradition guru gave all the knowledge he had to achieve self realization and the pupil or student became like is guru enlightened. Also speak about teaching is not for exams but life. Exams are short lived teaching foe life or life lessons are more important than textbook knowledge. Stress on the point to give direction by appreciating and getting the best in the student All the best Quote on Teachers No printed word, nor spoken plea can teach young minds what they should be. Not all the books on all the shelves but what the teachers are themselves. Rudyard Kipling

I like a teacher who gives you something to take home to think about besides homework. ~Lily Tomlin as "Edith Ann" The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called "truth." ~Dan Rather In teaching you cannot see the fruit of a day's work. It is invisible and remains so, maybe for twenty years. ~Jacques Barzun Teaching is the profession that teaches all the other professions. ~Author Unknown If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job. ~Donald D. Quinn Modern cynics and skeptics... see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing. ~John F. Kennedy A teacher is one who makes himself progressively unnecessary. ~Thomas Carruthers Good teaching is one-fourth preparation and three-fourths theater. ~Gail Godwin A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron. ~Horace Mann Most teachers have little control over school policy or curriculum or choice of texts or special placement of students, but most have a great deal of autonomy inside the classroom. To a degree shared by only a few other occupations, such as police work, public education rests precariously on the skill and virtue of the people at the bottom of

the institutional pyramid. ~Tracy Kidder A teacher affects eternity; he can never tell where his influence stops. ~Henry Brooks Adams A good teacher is like a candle - it consumes itself to light the way for others. ~Author Unknown The true teacher defends his pupils against his own personal influence. He inspires selfdistrust. He guides their eyes from himself to the spirit that quickens him. He will have no disciple. ~Amos Bronson Alcott A good teacher is a master of simplification and an enemy of simplism. ~Louis A. Berman We expect teachers to handle teenage pregnancy, substance abuse, and the failings of the family. Then we expect them to educate our children. ~John Sculley Good teachers are costly, but bad teachers cost more. ~Bob Talbert The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. ~William Arthur Ward The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself. ~Edward Bulwer-Lytton A teacher's purpose is not to create students in his own image, but to develop students who can create their own image. ~Author Unknown What the teacher is, is more important than what he teaches. ~Karl Menninger Teaching should be full of ideas instead of stuffed with facts. ~Author Unknown

TEACHER AS A FACILITATOR WHEN LEARNING is viewed as an innate potential, the role of teachers' is seen as fostering, developing and nurturing the potential of students. In other words, the teacher needs to facilitate learning by doing the following two tasks well. Creating a classroom environment that preserves the self-esteem of students as successful learners. Organising learning activities and provide new well-planned experiences that lead to cognitive development of students through codification.

On assuming the role of a facilitator, ones job as a teacher, who dispenses information, is gone and he or she comes in the new avatar of a co-constructor of knowledge with the students. He or she creates the optimum conditions for learning and provides experiences so as to develop the learning potentials of teachers spontaneously. A facilitator makes learning happen by demystifying the process of learning and making students autonomous learners. It is believed by many educators now that facilitation is a never ending function of a teacher who continually develops and supports the learning potential of

We all hope that children have good, strong role models who possess the kind of qualities that make our students want to be (and become) better people. While there is some variation in every teachers definition of what it means to be a good person, the following 7 characteristics of a positive role model remain constant. Positive role models; (1) Model positive choice-making: Little eyes are watching and little ears are listening. When it comes to being a role model, you must be aware that the choices you make dont only impact you but also the children who regard you as their superhero. Someday, they will be in the same predicament and think to themselves, What did s/he do when s/he was in the same situation?When you are a role model its not enough to tell your charges the best choices to make. You must put them into action yourself. (2) Think out loud: When you have a tough choice to make, allow the children to see how you work through the problem, weight the pros and cons, and come to a decision. The process of making a good decision is a skill. A good role model will not only show a child which decision is best, but also how they to come to that conclusion. That way, the child will be able to follow that reasoning when they are in a similar situation. (3) Apologize and admit mistakes: Nobodys perfect. When you make a bad choice, let those who are watching and learning from you know that you made a mistake and how you plan to correct it. This will help them to understand that (a) everyone makes mistakes; (b) its not the end of the world; (c) you can make it right; and (d) you should take responsibility for it as soon as possible. By apologizing, admitting your mistake, and repairing the damage, you will be demonstrating an important yet often overlooked part of being a role model. (4) Follow through: We all want children to stick with their commitments and follow through with their promises. However, as adults, we get busy, distracted, and sometimes, a bit lazy. To be a good role model, we must demonstrate stick-toitiveness and self discipline. That means; (a) be on time; (b) finish what you started; (c) dont quit; (d) keep your word; and (e) dont back off when things get challenging. When role models follow through with their goals, it teaches children that it can be done and helps them adopt an if s/he can do it, so can I attitude. (5) Show respect: You may be driven, successful, and smart but whether you choose to show respect or not speaks volumes about the type of attitude it takes to make it in life. We always tell children to treat others the way we want to be treated and yet, may not subscribe to that axiom ourselves. Do you step on others to get ahead? Do you take your spouse, friends, staff or colleagues for granted? Do you show gratitude or attitude when others help you? In this case, its often the little things you do that make the biggest difference in how children perceive how to succeed in business and relationships. (6) Be well rounded: While we dont want to spread ourselves too thin, its important to show children that we can be more than just one thing. Great role models arent just teachers. Theyre people who show curiosities and have varied interests. Theyre great learners and challenge themselves to get out of their comfort zones. You may be a teacher whos also a student of martial arts or yoga, a great chef, a good sportsman, a father and a treasured friend. You may be a coach whos a gifted dancer, a solid rock climber, a celebrated singer, a mother and a curious photographer. When children see that their role models can be many things, they will learn that they dont need to pigeon-hole themselves in order to be successful. (7) Demonstrate confidence in who you are: Whatever you choose to do with your life, be proud of the person youve become and continue to become. It may have been a long road and you may have experienced bumps along the way, but its the responsibility of a role model to commemorate the lessons learned, the strength weve amassed, and the character theyve developed. We can always get better, however, in order for children to celebrate who they are, their role models need to show that confidence doesnt start 5 pounds from now, 2 more wins on top of this one, or 1 more possession than I have today. We must continue to strive while being happy with how far weve come at the same time.

While it may seem like a great deal of pressure to be a positive role model; nobody is expecting you to be superhuman. We certainly wouldnt expect that behavior from the children who are looking to us for answers and guidancenor would we want them to expect that kind of flawless behavior from themselves or others. You can only do your best. And, if you mess up today, you can always refer back to tip #3 and try again tomorrow. Good role models earn multiple chances from the children who believe in them and know they can do anything if they simply put their mind to it TEACHER as a leader Touching more lives, affecting the outcome of so many futures a teacher is the epitome of a leader. Just as a leader has his or her own style, their way of motivating their students, also plays an important part in a students success. Spending more time with our children then most parents do, a teacher is fundamental in shaping our children. If they are poor leaders our children suffer. When they shine as leaders our children blossom and the universe is wide open to them. As a teacher it is of utmost importance that you tune your leadership skills and find the best style of teaching for the students you are teaching. In finding resources for this paper it was interesting to note that all the information fell under the category of leadership and not teacher qualities. It was also interesting to note that the principle the US Army teaches on leadership are included in an overwhelming number of corporations as well taught mostly by retired military themselves. The intrinsic characteristics of a teacher can be categorized into a few main teaching styles or leadership styles. Directing, Participating, Delegating, and Combined styles are the main forms of teaching and leading. The qualities associated with these styles are imperative to any teacher. The purpose as teachers is fundamentally the same as leaders, to provide purpose, direction and motivation while operating to accomplish the mission in this case to educate. All four of these actions must be present in order for a student to benefit. A leader or teacher is not born but cultivated through his/her upbringing and environment. In my experience as a leader, teaching in Educational Psychology, being a parent, I have learned that what you as a leader or teacher bring to your students or audience is imperative to their development and learning. A teacher's personal characteristics are also crucial factor in students' development and motivation. The first principle is purpose, which has to be conveyed to the student. Why do I need to learn Math? How will studying History benefit me? Without the why's we as students are lost. A teacher must give the purpose. It is important to you because If this question is left unanswered the student will not consider the value of the topic being discussed. To move from purely acceptance to questioning and understanding denotes a higher level of learning. This is the main objective of teaching. Moving the students from regurgitation to higher realization is the ultimate goal. Teachers need to take the time to explain the why's and in the long run it will benefit both the teacher and student. Direction is tied to purpose. Direction is the steps we are going to take to get to that important purpose. Without steps or direction, we lack the framework in which to learn. By prioritizing small tasks (you must teach numbers before adding them) your lessons will be more effective. By conveying the direction or path to your students you are setting up the checklist for them to follow on to higher learning. Purpose and direction are essential aspects to convey to your students. Without motivation however these factors will not be effective. The motivation will give your students the will and desire to do things. You can tell a student the purpose of a task and the direction in which to go but without the internal motivation of that student, sparked by your personality and learned tactics in dealing with students, these will be meaningless. Motivation is the drive and will to do what needs to be done to accomplish the mission. To instill motivation a teacher has to know his/her students and their capabilities. A teacher must know what the students can relate to, what tasks the student are capable of, and what method of teaching will relate to the students. If a student can handle not being supervised on a task, then the teacher doesn't baby-sit them. Some students need a teacher looking over their shoulder at all times; it's important to know which student you have. To instill positive motivation when they succeed - praise them; when they fail - show them how to succeed next time. If this is done properly it will be a teacher's strongest tool! Motivation is not just the words you say to your students, it is the actions that you do and the example you set for them. I

have found that no matter what I tell my subordinates, or my son, the best way to teach them is by setting the example for them to follow. We all have someone watching and emulating our actions. If you want to convey hard work, proficiency, and the desire for learning to your students, then you must first emulate those qualities. The best teachers and leaders in my life have made me want to take some of their personality traits and copy them. In front of the classroom, who is looked at more than a teacher is! All of these factors combine to make a somewhat effective teacher or leader, but without the right combination of teaching the leadership will be ineffective. Effective leaders are flexible enough to adjust their leadership styles and techniques to the people they lead. Some students will respond best to coaxing, suggestions, or prodding while others may need a chewing out. If you treat all students the same you are probably being unfair because all students are not the same. You must use the directive, participating, delegating, and combined approaches to teaching. Obviously every situation dictates common sense and some adjusting, but you would not want to use a purely free and laid back approach with a group in a juvenile prison. The directive style of teaching is purely lecture which puts most students and myself to sleep. This is teacher centered with detailed instructions and no input from the class. Now this can be done effectively with students who have an innate interest in the subject but for the majority of those who have no choice but to take this class this becomes boring. Without the lecture or instruction part of teaching, however, most students would not be given the instruction for proficiency and understanding that the subjects may require. When students don't have the expertise in a subject, a crucial aspect of the subject is the introduction itself. In certain subjects like math it is imperative that formal instruction takes place. The do this to get this approach must exist. However too purely drown your students with facts and tedious instructions will turn off the students' motivation. On the opposite extreme of teaching, the delegating style would be employed. The delegating style involves giving students the power to solve problems and make decisions themselves, without checking with the teacher in most circumstances. This can be effective with very mature students in whom a teacher wants to create independence and expand their thinking. This simply stated is the teacher giving a problem, minimal instructions, and expecting the student to find the solution. In some aspects this can be effective only if the students have a basic understanding and the fore knowledge of how to solve the problem. With too little amount of instruction this will be a disaster! The participating style centers on both the students and the teacher. The teacher gives the students a problem, gives instruction and possible solutions, and asks the students for input. The teacher, although dependent on recommendations from the students, makes the final solution however. This is most effective for teachers who have time as their advantage, which many do not. When this style is used, the students feel as though they are at least a part of the discovery process and it gives them a sense of ownership of the final plan. Again the factor here is time, so this can be ineffective when there are strict time constraints and many lessons to accomplish. The most effective teaching style is the combined approach. Just as the name implies it uses all of the benefits of the delegating, participating, and directive approaches. It is a flexible and transformational tool for any given situation. To become an effective teacher you must learn when, to what degree, and how to use this approach. This approach is best used when you have students with a conglomeration of experiences, knowledge, motivations, and maturity. This may sound like common sense, but too often do when have those pure lecture teachers, or those who are on the other extreme and let the students learn on their own. With all the styles of teaching and leading, who the teacher is plays a significant role in what the student learns. As I sat in the first day of Educational Psychology I noted how many times the teacher looked at the clock. She noted when there was one minute until the class was to start and has promptly kept the same attention to time since that first day. This shows two of the characteristics - awareness and perception - that a teacher needs to bring to the classroom. Other characteristics include: listening receptively to what others have to say, accepting others and having empathy for them, foresight and intuition, awareness and perception, highly developed powers of persuasion, an ability to conceptualize and to communicate concepts as well as establish goals, empowering people, using multiple options thinking, and being passionate about what they are teaching. These are forged by our personal beliefs, and just as important our life experiences. Having these

combined with the right approach; purpose, direction, and motivation are the key to effective teaching and leading. Leaders can't be trained, but they can be developed. Development needs to be ongoing and highly personalized in its nature. Teachers, true leaders, are so strategically important that schools cannot afford not to provide them with the support and developmental resources they need to grow. But not everybody is capable of being an outstanding leader. However, it is going to be the key to better education in a world of change, complexity and uncertainty. As I look back on the semester, I remember how it started. Never have I been in a class where the classroom students taught the instruction. What a weird, bizarre, and radical way of teaching. I have to admit, I hate to work in-groups and I didn't like this idea at all. In light of my stubbornness and repulsion I see why this had to happen. To me the process was not really about learning the material but bluntly seeing how you can be inspired put to sleep, or appalled at other students, or yourself. The fundamental concept is not really about what you are teaching, but how. The with-it-ness of the teacher makes the student learn or care about the subject. The lack of enthusiasm in an instructors voice, the laziness as they slouch on the podium or smack their gum, or the sheer brilliance of their presentation is what inspires and motivates a student to learn. The Army is the same way with winning wars and making heroes. Many civilian corporations have emulated the leadership principles applied in the Army doctrine and regulations. This is what I have applied this course to. As a supervisor in the Army in charge of those many years younger than me or twice as old as me this course has shown me in a less obvious way to adapt and be flexible to the situation. Also I feel that beyond the regular courses that teachers take they should be shown how to develop their leadership skills. They need to be shown which style to teach which students and how to be flexible. Teachers also need to have and develop some personal qualities that will make them successful. Without the characteristics mentioned they will not be successful teachers. The leaders of the most powerful army of the future need to be shown how to lead. They need to know how to give to their students meaning by showing the purpose, providing the direction and the motivation while they accomplish their mission, to educate. Teachers need to use different approaches to teaching based on the students and they need to be flexible in their approach. Sometimes it is okay to think (teach) in the box and sometimes we need to think (teach) out of the box but I believe we can think both ways at the same time.

Friendly Teacher A friendly teacher, as the very term suggests, acts like a friend for his/her students. A teacher-friend, in fact, combines both the guidance of a teacher and the understanding of a friend. We all, at some point of time, aspire for an understanding teacher. Such a teacher acts like our friend, philosopher and guide. If we have our teacher as our friend, we will never wander from the right path of life. Every teacher should have some friendly traits in him/her. Such a teacher is more close to the students and proves to be a better educator as well. Qualities Of A Friendly Teacher Boosts Personality Development A friendly teacher can give a healthy boost to a childs personality development. Students feel restricted and bogged down in an un-friendly atmosphere. Friendly teachers make them feel at home. This is especially true for young students. However, it is equally important to maintain a careful distance from the students and not become over-friendly. A teacher needs to ensure that her orders are carried out and for that respect is also necessary. Encourages Open Discussions It is often seen that students engage in free debates in the class of a friendly teacher and dont feel subdued. Even an otherwise introvert student reacts positively in the companionship of a friendly teacher. Open discussions are vital to a students life, for

they make him/her accept new ideas and opinions. It is not necessary that a friendly teacher would directly promote open discussions; even his/her friendly attitude can encourage students to candidly discuss their concerns and other issues. Develops A Bond A friendly teacher succeeds in developing a cherished bond with his/her students. Such a teacher will be, undoubtedly, missed by students in his/her absence. No matter how good a teacher is, there are very few who can develop a true bond with students. Only a friendly teacher is capable of doing this, because students consider him/her as their friend. Offers Constructive Criticism A friendly teacher never blatantly criticizes a student in the class, to humiliate him/her. Rather, he/she always offers constructive criticism and encourages the students to take criticism in their stride and learn lessons from it. Young students are vulnerable and can be wounded if criticized in the wrong way. A friendly teacher is always gentle with them. THE POTENTIAL OF ROLE-MODEL EDUCATION In this article Daniel Rose examines the role and potential of the educator as a rolemodel within both formal and informal education.

What exactly is role-model education? I can think of no clearer way of explaining this most effective of all educational tools than Kipling's words (above). Children, especially during adolescence their most vulnerable and impressionable age - are in need of role models, and take them from all areas that are close at hand, whether mass media, parents and family, or their teachers. Role model education is not concerned with the imparting of knowledge and information, as one might expect from an educational context. Rather, its aim is to expose its target groups to specific attitudes, lifestyles and outlooks, and, in particular, to individuals in which these attitudes and lifestyles are embodied. This educational tool is stressed in informal education settings such as youth movements, where the sometimes charismatic educational youth leader embodies the values that he or she is espousing, and therefore provides a frame of reference for the children. Aliah Schleifer provides us with an example of this from the Muslim home. He asserts that the mother has an incredibly important role to play in the education of her child, simply because she embodies the values that he or she is learning about. He or she now has a chance to experience the ideals that he or she learns about in school. For instance the child begins to learn the importance of cleanliness when he sees that she makes wudu before prayer (Schleifer 1988: 36). Not only is there no reason for teachers not to utilise these ideas, but rather the teacher has a responsibility to use them, and to be wary of the power behind this concept. Children of this age are incredibly perceptive, and will automatically see through a teacher who tries to convince them of something they are not convinced of themselves. (I have seen this at first hand, in a school with a strong ethos that not all the teachers embody in their personal lives, such as a religious denominational school, where nonpractising teachers are forced to lead or facilitate prayer services.) Role model education can be seen as effective because it bridges the gap between the ideal and reality. Education becomes experiential, as students learn a little about their teachers' lives, and how they embody the values they are trying to pass on and explore. The gap between theory and practice is bridged, as ideological concepts become realities before the eyes of the students. Once they have truly understood an idea because they have seen it at first hand through teacher's expression of it in the way they conduct themselves, they are only then in a true position to judge its validity to their life, and then make the relevant lifestyle decision.

The influence of the role model on moral identity Anton A. Bucher asserts that Models are one of the most important pedagogical agents in the history of education. He continues; Plato mentioned their impact in forming moral consciousness. He warned against bad models, especially gods and heroes in Homers epic poems. Young people would imitate their immoral behaviour and adopt their immoral values and attitudes (Bucher 1997: 620). He goes on to suggest that over the centuries educators have been sensitive to the need for good role models in order to shape desirable moral attitudes in young people, and cites Jesus as the ultimate and most widespread role model from ancient times, through the middle ages, until modern times. To support his theories of role models and the effect that they had on youth, Bucher collected data from 1150 pupils between the ages of 10 and 18 from Austria and Germany, 53% girls, pupils in each country attending different schools. The data on preferred models was collected in the form of a questionnaire. This included both an open-ended question (What persons are your personal models? Why?), as well as a list of 40 persons (musicians, movie stars, sports figures, intellectuals, politicians, religious persons, as well as persons of social nearness such as parents and siblings). The participants were asked to rate each personality on a scale of 1 (no model whatever) to 4 (a very important model for me). The results from both types of questions contained in the questionnaire were clear. Those personalities of social nearness to the participants had the greatest model effect for them. Mothers, fathers, and relatives were mentioned with the greatest frequency. After that came religious models, and only then mass media personalities such as movie and television stars, and sports figures. These results were surprising for many people working in pedagogical fields, who had assumed that well-known stars and not parents would be those influencing our youth. In his analysis of these results, Bucher (ibid 625) refers to Mitscherlich who explains that it is a psychoanalytic commonplace that identification with first referenced persons is more imprinting (also with respect to the moral values and attitudes) than the identification with the heroes of TV and other mass media. For us, as educators, this enlightens us tremendously as to our capacity to influence our students. Educators can be considered to have near to the same status of social nearness to the children as their own parents. Children, when faced with worthy models at this proximity, will latch on to them and their ideals, and fully consider them as role models. We can also learn from the mass media models that these children did choose after their models from social nearness. Models included super heroes and film stars that played the role of the good guy fighting evil. Bucher (ibid: 624) suggests these answers demonstrate the distinct manner by which the identity of children and adolescents can be influenced by models, also their moral identity. Several children remembered models who were well suited to their moral universe, characterised by a strong distinction between good and evil. This surely suggests a thirst within adolescents for a strong positive role model to inspire them in the ways that they know are moral and right. We must conclude that this places the teacher and informal educator in an ideal position to fulfil this role. This is strongly reflected in the Muslim approach to teachers and their role, as presented in Hasan Langgulungs essay entitled Teachers Role and Some Aspects of Teaching Methodology: Islamic Approach. Langgulung suggests that the position of the teacher as protagonist in the domain of moral values is not limited to direct teacher-pupil interaction in the classroom. The teacher who never marks written exercises or wears indecent type of dress is characterising the notions of duty and responsibility in certain ways. The teacher who openly shows disrespect to some colleagues or the principal is sending across messages unawares about authority and the notions of respect of human beingswe always behave as a good model to the students in conduct and character, because it is part of our obligation and everyone expects us to do so and we have come to expect this of ourselves. It is part of our role of being a teacher.

Role model education and informal education In defining informal Jewish education, Barry Chazan identifies eight formal attributes that characterise informal Jewish education. His second attribute is the Centrality of Experience. He says The notion of experience in education derives from the idea that participating in an event or a moment through the senses and the body enables one to understand a concept, fact or belief in a direct and unmediated way The focus on experience results in a pedagogy that attempts to create settings which enable values to be experienced personally and events to be experienced in real time and in genuine venues, rather than their being described to the learner. Over the years this notion of experiencing has become closely identified with experiential education, often seen as the calling card of informal education. His eighth attribute of informal Jewish education is the holistic educator. The informal Jewish educator is a total educational personality who educates by words, deeds, and by shaping a culture of Jewish values and experiencesthe informal Jewish educator needs to be an educated and committed Jew. This educator must be knowledgeable since one of the values he/she comes to teach is talmud torahJewish knowledge. He/she must be committed to these values since teaching commitment to the Jewish people, to Jewish life, and Jewish values is at the heart of the enterprise. Commitment can only be learned if one sees examples of it up close. According to Chazan, central to informal education is experience. It is the job of the holistic educator to provide these experiential educational experiences, and one of the ways that s/he does this is through the educators very essence, personality and lifestyle, which is all on offer to the participant to interact with and be inspired by. At the core of informal education is role-model education, and the most natural educational context that provides the ideal forum for role-model education is of course informal education. These two educational concepts go hand in hand and go some way to explain the success that informal education achieves in its stated goals. In their discussion of informal education, Jeffs and Smith (1999: 82-5) have also stressed these elements - and the significance of attention to the moral authority of informal educators. Role-model education as a basis for mentoring The concept of mentoring as a tool in the development of young people is becoming more and more popular and commonplace. Mentoring is classically defined as a young person is inducted into the world of adulthood with the help of a voluntarily accepted older more experienced guide, who can help ease the young person through that transition via a mixture of support and challenge (Hamilton, 1991; Freedman, 1995). I would argue that fundamental to this process is the younger person learning not just from the experiences of the older person, but also learning and being inspired by the older person his/herself. The intimacy and dynamic caused by the interaction of two persons giving the mutual respect necessary in the context of mentoring, will more often than not lead to the younger person relating not just to the information and experiences transmitted by the older person, but the actual essence of the older person, and this can be a potent ingredient for the development of the younger person. Interestingly, Kate Philip suggests that there are many different styles of natural mentoring models in operation besides the classic one as defined. These include peer mentoring, unofficial adults, friend to friend and group or team mentoring (Hendry and Philip 1996) (see Philip on mentoring and young people and Jean Rhodes (2001) on mentoring programmes in the US). It is possible to suggest from these observations, that role models are not just those in positions of authority or increased age/experience. Young people can choose their role models from any and every context including their peers. This is clearly seen in peer-led informal educational contexts such as peerled youth clubs and movements, and can and should impact on our policy when facilitating these institutions.

A critique of role-model education Although we have seen the efficacy of such an approach to values and moral education, there are problems that may be encountered, both on a practical level for the teachers who have this responsibility as role models, as well as on a theoretical level. As has been stated, children can be most perceptive, sometimes far more than adults, and will see through the lack of integrity of any educator. This places a tremendous pressure on an educator to live up to the values and ethos of their school, subject, or educational message. If a particular educator does not live up to this, their power as a role model is largely diminished. Rejection of the entire message and package is also risked, if children see even the slightest inconstancies in the role model. This may also have the effect of discouraging prospective educators from entering the profession. Educators must also be vigilant in their personal lives to some extent, to ensure it is not publicly at variance with their educational message. Is this after-hours pressure that few other jobs involve, fair on the educator? Further to this question, is a more difficult one. Does a school or educational organisation have the right not to employ a teacher because their personal life does not coincide with the ethos of the institution? For example, the tension an institution such as a denominational school experiences when considering the employment of either a teacher from a different faith, or from the same faith but with lesser degree of religious practice in their personal life. The very practical issue of informality is a problematic one when considering role model education within formal schooling. For a student to link in to the personality and way of life of the teacher, the teacher must to some extent lower some barriers in order to let the child catch a glimpse of what he or she is about. This may lead to obvious dangers such as feelings and emotions towards the teacher and compromise the teachers desire for distance to forestall problems of over-familiarity. Role model education thrives on informality - and this is not always possible or appropriate in a classroom context although with the right balance, can and will be effective even with this formal teacherstudent relationship. However, as mentioned earlier, this is one of the very strengths of informal education, with role-model education central to its efficacy. It can be challenged that role model education will stand in the way of true impartiality. It is arguably the goal of every teacher or educator to explore an impartial curriculum, presenting divergent opinions, providing students with the skills to make decisions for themselves, even if within the boundaries of specific ideologies and belief systems. This is especially the case for concepts as subjective as values and morals, which often find themselves the focus of informal education. The participants may have difficulty forming their own opinions and acknowledging the impartiality of the curriculum if the teacher has become a strong role model for them. The educators own lifestyle and value system may become front runner in competing for the attention of the students. (This of course becomes less of a problem for denominational schools, where the lifestyle and outlook of the teacher is the same as that of the ethos and message of the school. However, this can also be seen as an oversimplification, for there can be many different approaches and outlooks within one denomination.) On a grand and theoretical plain, Bucher (1997: 620) worries about role models and the power of influence that they wield, and potential for evil misuse as seen by totalitarian systems such as National Socialism. He also refers to thinkers who fear there is a lack of compatibility between models and education on behalf of childrens self-realisation. They believe that models would prevent the development of an autonomous moral identity. Conclusion All educators, whether formal or informal, bear the burden of role-model education equally. However, to see it as a burden, misses the powerful potential and exciting educational opportunities that it can provide. Role-model education allows those values and ideas that are central to our curriculum to become an experiential educational experience, merely through hanging out with the educator. This is arguably the essence of informal education, and in fact all effective education.

This paper therefore recommends added exposure to the educator in all educational contexts. Informal education will do this more naturally than formal, but there is no reason to suggest that it is inappropriate in either context. Let us try to facilitate natural encounters between students and educators, both within and without of the educational context. We discussed briefly the concept of mentoring. Let me suggest some further examples of allowing the role-model to be a powerful educational tool through these encounters. This will take place in any opportunity where the educator can play a more natural informal role, such as weekend retreats, educational trips and visits, extra-curricular programmes such as sports and recreational events. Obviously, informal education lends itself better and more naturally to this mode of education, and it is harder to think of contexts from the school where it can be equally utilised. However, a perfect forum for the increased informality necessary for role-model education within the formality of the teacher/student relationship would be on an educational visit/school trip. On a school trip, whether a one-day trip to a museum, or a month in a foreign country, everything about the student/teacher relationship has the potential to become less formal, while still being professional and controlled. From hiking to kayaking, walking through ancient archaeological remains to travelling for hours on buses, interaction is far easier and more natural. Conversations involve all sorts of topics, and students are afforded the opportunity to gain an inkling as to whom the teacher actually is, rather than merely what he or she tries to convey. This allows them to see that the values espoused in the classroom do not stay in the classroom, but are inherent in the life and lifestyle of the teacher. It is just these types of encounters that we should be providing for our charges in order to maximise ourselves and our colleagues as role-models to these youth, in order to develop them as people and further our educational goals. Ten Ways to Foster Resiliency in Children By Leah Davies, M.Ed. Resilient children are those who adapt well, despite experiencing adversity in their lives. Families, schools, and communities have a profound influence upon children's ability to be persistent, overcome obstacles, and develop hope for their future. When children are influenced by caring adults with high expectations for their success, they are more likely to withstand negative pressures and become responsible adults. What Can School Professionals Do To Enhance Resiliency In Children? Respect and Demonstrate Kindness Toward All Students Children should be greeted by name as often as possible, especially at the beginning of each school day. Staff members need to be encouraged to display interest in students through thoughtful words and a pleasant demeanor. Promote a Sense of Belonging and Ownership in the School Children can participate in their school by helping in the classrooms, doing errands for their teacher, working as crossing guards, being peer mediators, picking up trash, tutoring younger or special needs children, or contributing in other areas. After-school involvement in arts and crafts, drama, sports teams, clubs and activities can also increase school bonding. Recognize and Believe in Each Child's Worth Challenge students to do their best and express confidence in their ability to do many things well. Make expectations clear and encourage perseverance and critical thinking. When children express original thoughts or unique points of view, acknowledge their

ideas. Accentuate Cooperation Rather Than Competition Structure environments so that children feel safe, secure, and ready to learn. Acknowledge individual improvement, rather than emphasize who is smartest, fastest, or most talented. Give recognition freely and compliment individual and team effort. Teach Social Interaction Skills Empathy, communication, and responsiveness need to be modeled and stressed. Be aware of and prevent teasing, gossiping, excluding, or other bullying behaviors. Have the students role play friendship and assertiveness skills; be careful to choose children who will model the behaviors you want to reinforce. Teach Problem-Solving Skills To foster self-awareness and self-control have the children practice using the following steps from the Kelly Bear C.A.R.E.S. Program: 1. 2. 3. 4. 5. 6. 7. Ask, "What is the problem?" Ask, "What can I do?" Make a list of ideas. Decide which one to try. Try it. Ask, "Did it work?" If not, ask, "What will I do now?"

Foster Leadership Skills and Good Will Provide opportunities for children to discuss their ideas and make decisions regarding classroom activities. Establish a student council or other organization that acknowledges children's interests and concerns and promotes character development. Increase kindness throughout the school by having students and staff write down observed caring behaviors. Acknowledge the identified students. Help Children Discover Their Strengths and Talents Provide time for children to imagine themselves doing something outstanding and worthwhile. After they set goals for themselves, discuss ways to reach their goals, and brainstorm choices they may need to make. Model Tenacity, Emotional Maturity, and Healthy Attitudes Be organized, consistent and use appropriate coping skills. Be genuine and avoid embarrassing or using sarcasm with a student. Involve Parents To Foster a Bonding, Nurturing Parent-Child Relationship Help parents see that they are their child's most important teachers, and that as role models they need to spend quality time teaching, training and exhibiting those habits and values they want their child to have. (For tips on how to encourage such a relationship, see Increasing Parent Involvement in Schools and Ten Ways to Involve Fathers in Their Children's Education under Teacher & Counselor Ideas. You can also find seven articles offering parenting tips at Parents Tips.) 24 Ideas for Instilling Manners in Children By Leah Davies, M.Ed. Many adults agree that a lack of manners in children is a growing problem in our society. Parents are partly to blame if they ignore their childrens rude behaviors. Some parents demonstrate poor sportsmanship, display inconsiderate attitudes and blame educators for their child`s problems. Disrespectful conduct portrayed in the media is also at fault.

Educators can play an important role in childrens development by demonstrating basic civility. Modeling a respectful attitude and requiring students to be considerate of the rights and feelings of others help create a cooperative learning environment. When people treat others with respect, they feel better about themselves and develop selfconfidence. When educators model courtesy, children can learn to be considerate of others. What else can educators do to instill manners in children? 1. When possible, greet each child as they enter the classroom. Also, send best wishes with them at the end of the day. 2. Take pleasure in being their teacher, so that the children feel valued. 3. Have children name examples of good manners and list them on the board. Then have them identify examples of rude behavior. Divide the children into groups to make posters illustrating desirable and undesirable behaviors. These can be hung on the wall to remind children of appropriate conduct. 4. Discuss socially acceptable behaviors. Read the Kelly Bear Behavior book or other books that discuss appropriate conduct. 5. Teach, model, and post a respectful vocabulary such as Please, Thank You, Youre Welcome, I`m sorry, Excuse me, "I like the way you ..." May I? Have students add to the list. 6. Call attention to the harm that thoughtless, unkind words and actions can cause. 7. Teach students to stand up for themselves and others if they are called derogatory names. 8. Assert that any form of bullying including gossiping, excluding, and aggression is unacceptable. (See Educator`s Guide to Bullying.) 9. Stress the importance of treating others the way you would like to be treated. Help them learn to empathize with others by reading books such as Kelly Bear Feelings. 10. Use role plays and/or puppets to reinforce positive behaviors. 11. Have the children practice a manner each week or month; for example, raise their hands to receive permission to speak. Role-play it, reinforce it, and review the last manner before adding a new one. (See 52 Character Building Thoughts for Children for some ideas.) 12. Acknowledge students when you see them acting in a kind or helpful manner by describing the specific behavior you observed (see Effective Praise). 13. Have a bulletin board that promotes manners. When you observe a child being especially courteous, write down the action on a colorful card with the student`s name at the top and post it. Have students observe good manners in others, write down what they saw on a card, and add it to the board. 14. Take pictures of children using good manners, have the students add text, and make a PowerPoint presentation for children in lower grades or parents to view.

15. Have the children write, illustrate, and publish a book on manners. Students might work in groups to brainstorm situations. They could create questions for each page with several answer choices. For example, a child grabbed another childs pencil. Possible choices: a. Grab it back. b. Scream, Stop! c. Say, That is my pencil and I need it back. Please give it to me. 16. Have the children create a song, poem or play about manners. 17. Help establish a school-wide Good Manners Program to include all subject areas. A music teacher could teach songs about manners. An art teacher could have the children make posters depicting manners. A physical education teacher could play games where children introduce themselves to each other, and a classroom teacher could have the students write thank you notes to adult classroom helpers, cafeteria workers, bus drivers, custodians, etc. 18. Advise children of behavioral expectations. Classroom rules you may want to use: Be respectful. Be responsible. Be kind. Be safe. Listen and follow directions. Do your best.

19. Depending on the age of the children, decide on the rules together with your students. Discuss what needs to happen in the classroom for everyone to be able to learn. Write the students suggestions on large chart and hang it in the room. The students could also help you define consequences for inappropriate behaviors. 20. During work time, establish a classroom non-verbal signal to warn an individual student of inappropriate behavior. Stare at the child, and if necessary call out his or her name and then use your signal. For example, hold your hand up in the stop position, lower your hand, or put your thumb down. Or, touch a student gently on the shoulder as a reminder of appropriate behavior. If the child does not stop, administer a consequence. Students interrupting a teacher are a problem in many classrooms. The following are some ideas concerning this behavior: 21. Tell the children that you want them to get the most out of school so you will not allow them to be rude and to interrupt you when you are speaking. Say, I am here to help you learn; therefore, you need to listen and follow instructions. I am worried that you will be missing important information if you talk while I am giving instructions. When I am speaking, it is teacher time. 22. Let them know that they will have student time to talk to each other when they are working in pairs or groups or at other designated times. 23. Tell them exactly what you expect of them and follow it up with consequences. If children are talking when they are supposed to be silent, stop talking, stare, and do not start again until the room is quiet. If you start to talk, and someone interrupts, then stop again. You may want to say something like, I am waiting, or move the disruptive child to another seat. An additional idea is to make a mark on the board to indicate that the

class will lose one minute of recess. When it is quiet, begin again. Be consistent in whatever classroom management plan you use. 24. Teach the students that when they hear a bell, chime or see your hand up, they are to stop talking, not move, and listen. (See 25 Ways to Obtain Children`s Attention.) Other manners that may be taught and practiced: How to give and receive a compliment Child says: I like to play with you. It`s fun! Response: Thank you. I like playing with you, too. Child says: You play fair! Response: Thanks, I try to follow the rules.

How to greet an adult Look them in the eye. Shake their hand. Child says, It`s nice to meet you.

How to engage in polite conversation Child asks, How are you? Show interest in what the other person is saying. Do not interrupt. Do not talk about embarrassing topics.

How to behave during a meal Sit up straight in a chair. Put the napkin in your lap. Keep your elbows off the table. Wait until everyone is served before eating. Take small bites. Do not talk with your mouth full. Chew your food with your mouth closed. Do not interrupt a speaker. Talk in a normal tone of voice. Make eye contact when speaking. Do not play with food. Say Please pass the________, rather than reach for an item. Say, Thank you when appropriate. Say, The ______ was very good, or give some other compliment to the host or hostess. Say, May I be excused, please? and wait for consent before getting up from the table.

School cafeterias are not conducive to using good table manners; however, school staff need to encourage basic standards of behavior while eating. Helping children learn basic manners early will be an asset for them as they mature. The effort works best if appropriate behavior is emphasized throughout the school in conjunction with character education lessons.