What personal characteristics should a teacher aid have?

Answer 1

The teacher uses knowledge of effective verbal, nonverbal, media, and technological communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Much of teaching is about sending and receiving messages. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate, create, and collaborate with others. School can be a place to be understood as well as a place to gain understanding. But without intentional considerations and planning, the messages actually received by the students can be conflicting, confusing, or discouraging. For this reason, teachers need to monitor their personal verbal and nonverbal communication so it is characterized by clarity, organization, enthusiasm, and sensitivity. Teachers' oral and written communications need to be models of appropriate grammar, content, and syntax. Effective teachers consistently use active listening skills as well. These include the use of paraphrasing, perception checking, and clarifying questions.

Environments and resources, as well as people, send messages. The physical environment of a classroom can communicate to students many things. Bright, cheerful, colorful environments are likely to set expectations that this is a happy, interesting place to be. Classrooms where all of the students have work displayed are likely to communicate that all the children share this room and all are valued. When materials that are frequently used are stored so they are easily accessible, students learn that they can be independent in this classroom. The condition and organization of materials also communicates the importance the teacher attaches to the work done with those materials. Part of the effective teacher's role, therefore, is to select, adapt, and create a physical environment and a broad range of instructional resources that engage the students in exciting learning and that send the messages intended.

Effective teachers also recognize the increasing importance of technology as a tool for student learning and as a major communication resource to be developed. Technological media, classroom environment, and the teacher's verbal and nonverbal communications should all work together to send the students clear and consistent messages about classroom expectations, goals, and challenges.

Belonging: Pre-service teachers will create a classroom environment that models collaboration.

Mastery: Pre-service teachers will carefully and clearly articulate expectations and instructions that facilitate student learning.

Independence: Pre-service teachers will monitor their personal verbal and nonverbal communication so it is characterized by clarity, organization, enthusiasm, and sensitivity.

Generosity: Pre-service teachers will create classrooms where all students' work, ideas, and contributions are shared and valued in the classroom.

Answer 2

The teacher uses knowledge of effective verbal, nonverbal, media, and technological communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Much of teaching is about sending and receiving messages. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate, create, and collaborate with others. School can be a place to be understood as well as a place to gain understanding. But without intentional considerations and planning, the messages actually received by the students can be conflicting, confusing, or discouraging. For this reason, teachers need to monitor their personal verbal and nonverbal communication so it is characterized by clarity, organization, enthusiasm, and sensitivity. Teachers' oral and written communications need to be models of appropriate grammar, content, and syntax. Effective teachers consistently use active listening skills as well. These include the use of paraphrasing, perception checking, and clarifying questions.

Environments and resources, as well as people, send messages. The physical environment of a classroom can communicate to students many things. Bright, cheerful, colorful environments are likely to set expectations that this is a happy, interesting place to be. Classrooms where all of the students have work displayed are likely to communicate that all the children share this room and all are valued. When materials that are frequently used are stored so they are easily accessible, students learn that they can be independent in this classroom. The condition and organization of materials also communicates the importance the teacher attaches to the work done with those materials. Part of the effective teacher's role, therefore, is to select, adapt, and create a physical environment and a broad range of instructional resources that engage the students in exciting learning and that send the messages intended.

Effective teachers also recognize the increasing importance of technology as a tool for student learning and as a major communication resource to be developed. Technological media, classroom environment, and the teacher's verbal and nonverbal communications should all work together to send the students clear and consistent messages about classroom expectations, goals, and challenges.

Belonging: Pre-service teachers will create a classroom environment that models collaboration.

Mastery: Pre-service teachers will carefully and clearly articulate expectations and instructions that facilitate student learning.

Independence: Pre-service teachers will monitor their personal verbal and nonverbal communication so it is characterized by clarity, organization, enthusiasm, and sensitivity.

Generosity: Pre-service teachers will create classrooms where all students' work, ideas, and contributions are shared and valued in the classroom.

Answer 3

The teacher uses knowledge of effective verbal, nonverbal, media, and technological communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Much of teaching is about sending and receiving messages. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate, create, and collaborate with others. School can be a place to be understood as well as a place to gain understanding. But without intentional considerations and planning, the messages actually received by the students can be conflicting, confusing, or discouraging. For this reason, teachers need to monitor their personal verbal and nonverbal communication so it is characterized by clarity, organization, enthusiasm, and sensitivity. Teachers' oral and written communications need to be models of appropriate grammar, content, and syntax. Effective teachers consistently use active listening skills as well. These include the use of paraphrasing, perception checking, and clarifying questions.

Environments and resources, as well as people, send messages. The physical environment of a classroom can communicate to students many things. Bright, cheerful, colorful environments are likely to set expectations that this is a happy, interesting place to be. Classrooms where all of the students have work displayed are likely to communicate that all the children share this room and all are valued. When materials that are frequently used are stored so they are easily accessible, students learn that they can be independent in this classroom. The condition and organization of materials also communicates the importance the teacher attaches to the work done with those materials. Part of the effective teacher's role, therefore, is to select, adapt, and create a physical environment and a broad range of instructional resources that engage the students in exciting learning and that send the messages intended.

Effective teachers also recognize the increasing importance of technology as a tool for student learning and as a major communication resource to be developed. Technological media, classroom environment, and the teacher's verbal and nonverbal communications should all work together to send the students clear and consistent messages about classroom expectations, goals, and challenges.

Belonging: Pre-service teachers will create a classroom environment that models collaboration.

Mastery: Pre-service teachers will carefully and clearly articulate expectations and instructions that facilitate student learning.

Independence: Pre-service teachers will monitor their personal verbal and nonverbal communication so it is characterized by clarity, organization, enthusiasm, and sensitivity.

Generosity: Pre-service teachers will create classrooms where all students' work, ideas, and contributions are shared and valued in the classroom.