Professional Documents
Culture Documents
Few people understand the meaning of personality and its importance in the classroom. Some feel
that personality is the kind of person one just happens to be, others have said that "it is being like
others." Most important, many teachers do not realize the nature of their own short comings simply
because they do not fully grasp the significance of the role of personality.
One of the functions of a good training college is to devote time to the study and discussion of the
development of the personality of the teacher. The ability to learn new attitudes differs from one
individual to another. It would not be easy to determine how good of a teachers personality is the
result of the general maturation or the result of a good training that he/she undergoes.
It is not deniable the widely varying conditions for the difficult and bulky work of the teacher. But it is
also the teachers responsibility not to ignore or forget his/her relationships towards the learners. The
ability to appreciate the situation of his students, must receive a good attention as well.
It cannot be denied that such things which perhaps largely a matter of individuals general outlook in
life are much more difficult to acquire than knowledge.
The following twelve characteristics have been proved to be the most appreciated by the students:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Those mentioned above characteristics are very important for the teachers to
acquire to have a good and harmonious relationship to the students especially the
last-named characteristic because the students are quite well able to appreciate a
high level of knowledge in a teacher. But, it does not follow, naturally, that these
features are the most important ones for a good teacher. But these opinions that is
worthwhile to know for a teacher and that he/she would be wise to take into careful
consideration.
Learner Personality
Positive student behaviors are most effectively developed and supported through
relationship-based whole-school and classroom practices, and clearly communicated
behavioral expectations.
Some students exhibit challenging behavior and require additional support and
interventions to address this behavior and to develop positive behaviors.
Some indicators may be seen in the following behavioral and non-behavioral
manifestations.
GOOD TRAITS
POOR TRAITS
Self-knowledge
Self-esteem
cheating
Feeling of insecurity
vandalism
lying
bullying
Absence of hypersensitivity
aggressiveness
talkativeness
drug addiction
opposite sex
satisfaction of bodily desires
boredom in class
negativism
Quarrelsomeness
Dropping out
Inferiority complex
The poor character traits of the students need a special attention that the teacher
must recognize first who among in his/her students possess such poor character
traits so that in will be taken care of early and preventive measure will be address
for the welfare of the students.
Teachers play various roles in a typical classroom, but surely one of the most important is that of
classroom manager. Certain personality stand out in students for all ages. For example Hyperactivity
may arise in young children as a result of unusual dependency (oral) needs; in adolescents, a similar
condition may have a different cause or may arise from a reactivation of the old dependency needs. In
any event, the condition must be dealt with in the classroom.
However, the most visible critical personality dimension is the ability (or inability) of the student to persist
at a school task. Such behavior can be attributed to poor classroom conditions or to inappropriate
assignments. Teachers struggle to teach, and students most likely learn much less than they should. In
contrast, well-managed classrooms provide an environment in which teaching and learning can flourish.
But a well-managed classroom doesn't just appear out of nowhere. It takes a good deal of effort to create
and the person who is most responsible for creating it is the teacher.
It is important to remember that the hyperactive child is not being bad but he is only a handicap child,
not a character of deficiency that the teacher must know or learn how to handle for the character
development of that particular learner.