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10 Characteristics of a Good Teacher

by Shamsul March 20, 2022

10 Characteristics of a Good Teacher

 

As the new academic year approaches, the teachers become more active. It is time to say “Welcome” to new students. Not only do they welcome the new students, but also find students who received their upgrades. This is a happy moment. Teachers like to impress the students in order to get more attention. They want to give them something special that will last for longer and work for life. This is why teachers should upgrade themselves too. This is time for them to find new improvements and correct the mistakes they made in the past. We talked about the best features of a good teacher. Many philosophers presented about them valuable points. Here are the top ten characteristics of a good teacher.

George Grant:

A good teacher always starts a new year with a fresh mind. He starts a new term, semester or even every day as a new day. Teaching sounds like a simple task. It may be simple for people who just read the books in front of students and say goodbye. However, it isn’t very easy for people who not only take the responsibility of academic but professional life of their students. Teaching is not a kid’s game. It demands more time.

It requires a teacher to prepare the lessons and find exciting ways to deliver. The mode of delivery is one of the most important features. Teachers who always come up with new delivery methods can easily win hearts. On the other hand, teachers who don’t start fresh usually fail to deliver a lecture according to the true meanings. So the very first thing all the teachers should use is the freshness of mind.

David Hicks:

Are you ready for questions? A teacher should always be prepared to have questions. He can’t impose his thoughts or opinions on students. This case is even worse at colleges and universities. Professors have to face challenges, especially when they develop new ideas. There are colleagues and staff. They have to deal with the students who learned about the old theories. A good teacher is always open to questions. He welcomes the questions in class or anywhere else. Students should not feel shy, or they should never hesitate while asking questions. Good teachers always promote the culture of asking questions. They love to hear from the students. It is an open-minded class culture.

In contrast, a bad teacher never welcomes the questions. He prepares old notes and delivers the same points to every class. This is why bad teachers don’t like questions. They have limited knowledge about the field of study. Those who love to find questions should also provide logical and satisfying answers to students.

Greg Wilbur:

Education has spiritual links. It has dimensions that go beyond knowledge. There is no limit to knowledge and learning. Students who are ready to learn more should get their chances. Teachers should be open to new things and findings. They should never cover themselves with old school theories. It has been observed that some teachers limit themselves with old knowledge. They don’t want to advance their knowledge. This is a bad example for the students. Remember, students follow their teachers. They make icons or ideals at the colleges. They adopt styles or certain professors and want to do their things in a special way. What if the students learn to use the old knowledge from their teachers? What if they learn not to learn new things? Teachers should be highly careful in this matter. They should set examples with their character, knowledge and behavior.

Spiritual connectivity is another thing. Teachers should try to have a spiritual connection with students. This is very common in the primary and secondary education systems. Students remember their school teacher forever. They may ignore the college or university teachers, but it is hard for them to forget the school teachers. This is due to the fact that they learn about the true nature of virtue from these persons.

Tracey Lee Simmons:

For a long time, most teachers used to burn the old notes and lectures. Nowadays, this routine is changing. Today, no teacher burns the old notes, lectures and presentations. They like to keep them in the archive. These are the basics. These old notes might be useful for the students who want to revise the basics once again. It happens in many cases. For example, some students feel that they are weak in certain aspects. They may need assistance to cover the knowledge gap. These old notes may be helpful for the students. Good teachers always keep a copy of basic notes. The practice is very common at the university level. Professors store the presentations, research papers, books and other materials in the library or repository.

No doubt, the old notes may not be more useful because of the recent advances, but these are always good to clear the concepts. This is why professors always like to keep the old notes, but they never stop improving the lectures. They improve the lectures every day. They use a superior’s class experience, student interaction, and guidelines to bring positive changes in the notes. This creates a quality set of information that is ready to upgrade the knowledge-base of students.

Tim McIntosh:

A link between student and teacher is similar to the tide of the ocean. It causes all the students to improve. Tim has several teachers but he likes the initial mentors. “No doubt, we usually ignore the initial supervisors after getting the modern professors, but initial mentors indeed have a primary role in background strengthening. They develop a strong background in academics. They are responsible for your academic and personal grooming. Great teachers always establish links with students. They never quit their connection with the students even after the passing out ceremony.

Cindy Rollins:

Education is a process of understanding and seeing. Teachers are the medium who bring us to this level. Education gives us a clear idea about the specific fields and professions. It makes us able to understand complex things. It allows us to develop complicated things. Education provides us a chance to find the answers to technical questions. This is why teachers are always important. A good teacher always takes care of these things. He never underestimates the potential of any student. He sees everyone as a master class. A good teacher not only teaches the syllabus but also provides insights. He tells the students to broaden their knowledge about old and new things in order to ensure progress in life.

Andrew Kern:

A good teacher has a set of useful habits. He learns about the context before teaching any lesson. Andrew tries to find full command of the topic before presenting it to students. He learns the skills before preparing students. For example, a swimming teacher can not prepare a team of good swimmers if he doesn’t know how to swim. This is why modern teachers, especially science teachers, master all the basic skills and techniques before joining their students.

Peter Vande Brake:

For sure, there are numerous habits a good teacher may have. However, curiosity is the key. A good teacher should be curious. In normal cases, we learn that students should be curious. This is good but a teacher should also be curious in order to balance the matter. A group of curious students may not learn the right things if they don’t have a curious teacher. They may end up learning something else while trying to have skills relevant to a technical field. Therefore, it is necessary for the teachers to master all the skills and techniques. Curious teachers are an asset.

They are always progressive and ready to learn. They accept the changes immediately and don’t require solid references to modify their previous practices. According to Brian Phillips, classical knowledge is the basic requirement. Learning classical knowledge may not benefit the students. However, teachers can turn classical knowledge into applied knowledge with the help of their curious nature. They can introduce more interesting points to investigate. This is how modern day science progresses. So then, curiosity stands as a superior habit of good teachers.

 Brian Phillips:

Given the possible readership for a creative list, it may sound strange to say it. However, ongoing learning is the best habit of a successful teacher. No teacher can stand in the field without upgrading his knowledge. The knowledge and learning requirements are changing with everyday passing. Nowadays, students want to have modern knowledge. They want to be successful in the professional field. It is only possible when they learn something modern and different from their seniors. A teacher should be open to new subjects, topics and techniques. He must get command of the new things in order to fulfill the modern requirements of students. A teacher who learns new things and has modern knowledge is a blessing for students.

Schools are old places where students see the basic syllabus. However, basic coursework is not enough to support them in modern day life. This is why students go to colleges and universities. They have the curiosity to gather new knowledge. This curiosity should also be present in the teachers. A college or university that encourages the teachers to learn new things gets more recognition in society. This is how famous universities such as Harvard, Oxford and others create a prestigious status in the world education system.

Joshua Gibbs:

It may sound funny but a good teacher always eats and drinks well. This is a quality habit of a good teacher. In modern societies, teachers are very busy. They don’t have time for families and social activities. However, there is something that they can’t ignore. This is a diet. Good eating and drinking habit makes a perfect teacher. The teachers need to remain in good health in order to deal with daily life activities. They must keep the sickness and illness away.

The teachers must set a good example in front of students. They should teach their students to balance academic life with health. They should be role models in this matter. A good teacher has to attend several functions at academic places or in society. Their students keep inviting them for weddings, anniversaries, or other corporate events. Teachers who have good eating and drinking habits can survive in this routine without affecting their health.

Matt Bianco:

How can teachers support the classroom activities? They have to learn how to avoid the lectures going in from one side and getting out from the second side. Teachers can make their lectures more entertaining. This is a common cause for teachers of some rough subjects such as mathematics and chemistry. They have to find interesting ways to make the classroom environment pleasant. Failing to do this may affect the learning process. The students will not take interest in the lecture if it is extremely rough. This is why most students don’t like to have educational degrees in mathematics and other similar subjects.

A good teacher explains all the steps of an academic topic and encourages the students to ask questions. He prepares the questions in mind. He expects that students may ask these questions so finding the answers becomes more important for him. Classic activity is another interesting way to make the lessons more attractive. In some cases, teachers assign topics to groups of students. This is an old technique but it comes up with new outcomes. A good teacher always provokes the students to ask questions. There is no need or reason to discourage this activity. Encourage the students to study the topics with friends after university time. Let them appear with certain questions. Decide a special hour for technical discussion. All these things come when both teachers and students are curious about the matter of learning.  

 
 

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March 20, 2022 8 comments
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Collaboration
BusinessManagementMarketing

Managing Collaboration Across Organizational & Cultural

by Shamsul October 15, 2019

Managing Collaboration Across Organizational & Cultural and Boundaries B325

 

Importance of Collaboration

New Product Development (NPD) and innovation have become very important for companies to succeed (Chesbrough, 2003; Cooper, 2011). In the intensely competitive business environment of today, companies that are operating on a global basis are unable to survive on their own and are under the need to form collaboration or an alliance with other companies so as to provide attractive offerings. Potential benefits associated with forming strategic alliances include asset flexibility, accessing to new markets at a faster pace new and complementary competencies, expanded offerings, economies of scale, improved resource utilization, risk reduction and new products and technology (Chesbrough, 2003; Meade et al., 1997; Melohn, 1994; Shamdasani and Sheth, 1995).

Managing a successful collaboration includes, compatible goals, commitment, co-operative cultures, complementary skills, equal risk between parties and trust whereas, challenges include managing information, contracting, NPD, resources, globalization and technologies (Brouthers et al., 1995; Distanont et al., 2011; Distanont et al., 2013).

Collaboration can be explained as a process through which different people who see different aspects of a particular problem can come together and explore their differences in a constructive manner and look for solutions that go beyond their own limited vision (B. Gray, 1989). The collaboration has the characteristics through which it can generate new solutions and new ideas that are emerging from the interplay of all perspectives, knowledge as well as experience which is helpful in getting the job done and which can be obtained from people both within and outside the organization (Halinen and Törnroos, 1998).

Collaboration

Types of Collaboration

Previous collaboration models focused more on teams and were rather more formal and structured collaboration models (Katz, JS and Hicks D, 1995). However, there is far more option available now. Below mentioned are three types of collaboration and how they can be approached within an organization.

Team Collaboration:

In team collaboration, all members within the group are known, task independencies are clear, expected mutuality and clear goals and timelines. Every member is required to achieve their assigned goal within the given time frame. This type of collaboration suggests that there exists an explicit leadership, participants are receiving equal recognition and they will show a high level of cooperation (Buckley, P. and Casson, M. 1988). An example of this type of collaboration is that a team comprising of 5 people is working to draft a new marketing strategy within a defined set of resources. Team collaboration can also take place with external partners however, the mandate is clear and roles are pre-defined.

Community Collaboration:

There exists a shared area or domain of interest however; the focus is mainly on learning rather than on the task. Members of the collaborative team have a motive to develop their knowledge rather than completing the assigned project. People may visit communities in search of solutions for problems by seeking their advice and implementing it within their teams. Membership might be explicit or bounded but, time periods are often ongoing or open. Moreover, members are usually on an equal footing however, experienced practitioners have a higher status or power in the community. There also exists reciprocity in the group however it is not always on a one to one basis.

This makes this type of collaboration more useful since ethnographic consideration of dyadic groupings has illuminated the role of reciprocity in the implementation phase (Andrea Larsons, 1992). An example of community collaboration can be a community interested in drafting a marketing policy for a particular community and seeks help from members of that community. Community collaborations may also result in formalized team collaborations. When people within a group get to know about each other, they will be able to identify good fits for other people within the group along with bringing in new talent.

Network Collaboration:

This type of collaboration works beyond the relationship-centered nature that is the essence of team and community collaboration (Myers and Marquis, 1969; Trott, 2012). This form starts with an individual action as well as self-interest which are then added to the network as other individuals seek or contribute something from the network. Time-lines and membership are unbounded and open. Members do not have explicit roles and not every member knows every member within the group. Power, in this type of collaboration, is distributed and this type of collaboration mainly the introduction of social media which offers a universal internet connectivity option and the ability to get connected with different individuals across time and distance.

It is mainly the result of the prodigious information volume that is being created. Coping up with all types of situations at your own is impossible for an individual. Under such situations, networks serve as a mechanism for capturing information and knowledge which leads to the filtration and creation of new ideas.

Explaining network collaboration through an example can be related to the example provided in team collaboration. Here members use the bookmarking tool in websites which can be rendered as a social bookmarking tool. This will benefit the team and most probably the relative communities if they are also sharing bookmarks. Moreover, a wider network of people will also get benefited if they are interested in the topic. At the same time, the group members will also take advantage of bookmarks left by other people in the network and which is relevant for the work. This type of network offers benefits to not only the individual but, to a whole network of people jointly over and over again. The reciprocity is undefined as people act for self-interest which benefits a wide network.

 

Importance of Trust in Building Collaboration

Collaboration and trust can be rendered as reciprocal processes – they are dependent upon and foster each other. The collaboration exists between autonomous partners who elect to participate or not which makes the concept very unlikely that collaboration can develop without having trust in it. The collaboration comprises of investing time and energy along with resource sharing, responsibility as well as rewards which is difficult to measure without trust (Mattessich and Monsey, 1992). This aspect of sharing creates an environment of interdependence that all participants will willingly avoid unless they develop trust in their partners.

Increased collaboration has the probability of fostering increased trust within partners as they have experienced one another and have opportunities to witness their reliability, benevolence, honesty, openness and competency level of every partner. This accumulation of trust has been referred to as social capital and treats it as a real asset within communities (Putnam, 1993). In addition to this, Mishra (1996) argues that trust if fundamental in organizational crisis as it promotes effective collaboration that is much needed in an uncertain situation.

Empirical Evidence

Empirical evidence that links collaboration with trust is limited; however, provocative. Trust is found to mediate a manager to willingly participate in management practices. In places, where trust is absent, and managers are not willing to include organizational participants within the decision-making process so as to get benefited from their perspectives and insights. Moreover, trust is also found an important element in the effectiveness of a working group. According to Zand (1971), when a group works on a problem, there are two main concerns – first the problem itself and second is how members in the group relate to each other about the issue.

In groups, where there is a lower amount of trust, interpersonal relationships impeded the problem-solving aspect and distorted opinions about the problem whereas, groups having a trust level solved more effectively. Lastly, when employees are satisfied with their involvement level in decision making, they develop a greater amount of trust in those who are playing leadership roles (Driscoll, 1978).

Trust Development

Collaboration

Source: Bottery’s stages of trust development (Bottery, 2005)

 

Dennis and Michelle Reina, experts in organizational development identified three types of trust that are important for strategic alliances:

  • Communication trust
  • Contractual trust (Reina, Dennis S., and Michelle L. Reina, 2006)
  • Competence trust

 

Communication Trust: Communication trust involves frequent and honest communication. Teams tend to speak the truth and with good reasons. All team members maintain the confidentiality level, admit mistakes and are keen to seek as well as provide feedback. Their actions are similar to their words and vice-versa.

Contractual Trust: In this type of trust, all team members understand goals and every member shares a common understanding of their roles and responsibilities. Team members share mutual interest and boundaries are clear. Individuals fulfill all their responsibilities however; all team members are jointly responsible at the end.

Competence Trust: When competence trust is practiced; all team members tend to show respect towards the ability of others to fulfill their mutual responsibility. Team members give more importance to the learning and development process and seek feedback from others to achieve objectives. They respect the knowledge and skills of others; they honor all agreements and help each other.

 

Importance of Social Capital in Collaboration

One good strategy that is for developing capacity is by creating and linking collaborative networks. Strategic alliances that are to work on a particular community initiative makes efforts to get connected with a network of people so as to achieve their goals along with incorporating the knowledge and skills of people related to that particular group to achieve the objective on a more bigger platform (Chaskin, 2011). Social capital turned out to become an important component of collaboration and can be explained as the characteristics of social organizations like networks, norms, and trust which can foster the efficiency of the society by facilitating various coordinated actions.

Social capital comprises two concepts the first of which is structural social capital which includes social networks, collective participation and actions of the community and will develop with changes in a community like social services, policies, etc. The second concept is cognitive social capital which you can render as the feeling of trust, solidarity, cooperation, and reciprocity (Jacques, 2010).

 

Share of Total Benefits, %

collaboration

Putnam (1995) has argued upon the fact that through social connectedness and community initiatives, communities and organizations are in a position to produce better results in organizations, foster economic development and reduce the crime rate. He also argues about the reasons for this which are:

  • Collaborative networks raise substantial norms of reciprocity and encourage social trust. In other words, people will have a sense of wellbeing by consistently helping and giving others. Through these networks, coordination and communication promoted which not only helps in amplifying reputations but, helps in resolving collective issues as well.
  • When political and economic negotiation included in dense networks for social interaction, motivations for resourcefulness people will be less significant. Moreover, these networks also enable community initiative by demonstrating previous collaboration successes which can serve as a cultural template for collaboration in the future.
  • Lastly, interaction networks widen the sense of self of the participants by transforming ‘I’ into ‘we’ along with increasing their taste for achieving collective benefits. They consider it more beneficial to work with each other (Putnam, 1995).

Building social capital allows collaborative networks to effectively communicate, identify their shared objectives, develop trust and seek consensus (Margerum, 2011: 182). Margerum, 2011: 182 identified five factors that are effective in measuring collaborative efforts. Along with ways through which these elements required to measure. These assessing factors and their measures summarized as follows:

 

Assessment Factors & Measures

Assessment Factors

 

Measures

 

Community Networks

Strong networks exist within communities within which the collaboration operates.

 

 Participation and its turnout

Volunteering rates in  community organizations

Number of memberships

Linked Stakeholders

Stakeholders are keeping link within social networks

Stakeholders’ membership network

Degree of communication through these networks

Amount of representativeness of all participating stakeholders

Connectivity

Collaboration aligned with the community through volunteers and members.

Number of volunteers

Total memberships and meeting attendees

Interviews with cross-sectional communities

Subscribers of newsletters

Reputation

Collaboration holds an established reputation within the community.

Experience of the staff and it’s turnover

Perception awareness and perception of the community

Change agent reputation

Duration of collaboration

Implementation Programmes

Implementation programs tend to capitalize on various social networks based upon collaborations.

Programs linked to reputation.

Evaluation of the outputs and results of the program

The implementation approach designed to include existing linkages

Adapted from Margerum (2011: 188)

 

Importance of Knowledge in Building Collaboration

Knowledge management is a very common approach in improving performances of collaboration in organizations (Clarke and Cooper, 2000; Chen and Wei, 2008; Füller et al, 2012; Kong et al., 2012; Luo et al., 2012). Effective management of knowledge enhances and encourages collaboration among and between employees in their effort of pursuing innovative business practices within an organization. However; managing knowledge only is not responsible for innovation is collaborations. The reason is that knowledge management is a collaborative activity that is highly dependent upon the creation of a ‘shared context’ between all participants (Deng, 2008; Clarke and Cooper, 2000). The entire process of innovation depends on knowledge and how you created and shared within an organization. It has been highly recognized that knowledge management is an essential component of any organization to become successful.

collaboration

Reformation of knowledge management for collaboration convergence requires reformatting the arrangement practices of knowledge for the convergence of different knowledge patrons and knowledge innovating participants so as to develop a strategic alliance so as to attain common goals and collective visions so as to improve the effectiveness of innovation (Chen, 2012). The knowledge center of a smart city project in Australia is a very good example of this role (An, 2013). The mechanism supporting this role is the social arrangement of knowledge stakeholders so that they can effectively play their role in harnessing capacities and promoting a better share of costs and benefits of managing different resources within a particular situation (An, 2013).

 

Roles of Knowledge Management

Roles Of

Knowledge

Management

 

Description References
Collaboration Enhanced people-oriented effectiveness,

Arrangement reformation

An, 2013
Communication Improved process focused-efficiency,

Remediation of different activities

Chen and Wei, 2008;

Chen, 2012

 

Connectivity Developing of technology-based competitiveness,

Reconfiguration of all art facts

Gloor, 2006; Serrano, 2004;

Fischer, 2007; Cai,

2012; Füller et al,

2012;

Kong et al., 2012

 

 

Conclusion

Strategic alliances care formed mainly because organizations are under the pressure to do things practically right. The pressure of doing the right things at the right time dictates the adoption of the best available solutions instead of sitting back and waiting for the arrival of an ideal situation. Developing collaborations is useful for not only benefit the organization and its objectives but, it also offers benefits to a wider range of people within the network. Implementing collaboration requires the presence of certain important elements which include trust, social capital, and knowledge. Therefore, these three elements are crucial for developing effective collaboration and drafting a strategy. It will certainly offer benefits to the organization and the communities at large.

 

 

References

Collaboration

Collaboration

October 15, 2019 7 comments
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