Why do teachers teach students
Every teacher needs a healthy professional ethic
The professional passion should focus on promoting the students. This should be felt by both (and first of all) the students as well as their parents and colleagues. Of course, in the teaching profession you have a wide range of interests (working conditions that are as good as possible, a good timetable, etc.), but the passion for the students should obviously come first. And the promotion of schoolchildren is to be understood holistically. Technical support is an important, but by no means the only aspect. Enabling maturity, growing through resistance, learning about responsibility, becoming independent and practicing basic democratic rules are all important further aspects of holistic support that is committed to the students as human beings.
It is a privilege to be able to accompany young people in their development phase from child to adult. However, this places the highest demands on the teachers. Schoolchildren as adolescents - especially in the critical phase of puberty, in which the value system is only established in the long term - have to try out themselves in a variety of ways. From an adult's point of view or from a rational point of view, one often has to deal with irrationalities, provocations, negligence and resistant behavior that affects teachers as representatives of the school as an institution (it also affects parents as representatives of the social institution of the family). It was said above that as a teacher you shouldn't take this kind of thing personally. It is also of no use and does not serve anyone to complain about the deterioration of morals and values. As a rule, one does not have to deal with the radical evil (even if, when the relationship level is poisoned, as a participant one likes to tend to such interpretations). This knowing basic attitude or perspective helps to demoralize problems and conflicts - which in no way means accepting everything or letting it happen, on the contrary!
Dignity in school
At school, there is a power imbalance between teachers and students, which is constituted on the teachers' side by numerous rights (authority to issue instructions) and sanctions (enforcement of compulsory education, imposing educational and regulatory measures, grading, etc.). Nevertheless, and all the more, it is important to always treat the students with dignity and to preserve their dignity, especially in tense situations. The threshold to (re-) acting as a teacher is low in school, and sometimes it is barely noticed when it is subtly exceeded. Delays in performance, refusal, provocations, insults (whether meant personally or not), stressful situations, fatigue at work, increasing experiences of disappointment reduce inhibitions to react ironically, hurtfully, ambiguously or even cynically and thus often degrading. In doing so, it is actually a matter of exemplifying the behavior that students would like to shape a society in all its parts and in the future in an exemplary manner.
Lack of willingness to continue training
You never stop learning as a teacher, you are never finished - despite primary training at the college / university and secondary teacher training in the seminar. As in many other professions, success has to do to a large extent with lifelong learning. It is not just about the technical (what is the latest state of research in my subject?) And didactic topicality.
You should also be up to date politically, sociologically and with regard to the philosophical implications of your own subjects. Teachers are also advisors in various matters and development supporters, and are also important interlocutors for parents. At the same time, they are actors in school development (i.e. active within a complex system). The extensive content-related and methodological competencies for all these challenges of the profession have to be developed by yourself to a large extent. Attending advanced training courses and the willingness to continually learn through conversations and reading are basic requirements for successful teachers.
Overwork and overload
Excessive demands (“I am not up to the task, the demands of the teaching profession”) or overload (“The number of demands is too much, there is insufficient time behind and in front”) prevent you from being a good teacher in the long run. In both cases, the causes must be carefully analyzed. How does the excessive demand come about? Does the excessive demand arise in the core business (teaching)? Is it an objective overburden or the experience of not meeting your own demands? Are you confronted with exaggerated expectations from outside (parents, colleagues, school management)? Are there any discipline problems that seem unsolvable? Are there stressful conflicts? Which measures (discussions, redistribution of tasks, qualifications) are conceivable? The same applies in the case of overload: is it acute, periodic or chronic? How does it come about (through the teaching assignment, through assigned additional tasks, through personal commitment, through problematic events in the private sphere)?
If it is not possible to identify the causes of excessive stress or strain and to find ways of remedying it, there is a risk of loss of motivation and manpower. One quickly falls short of one's possibilities and is not the good teacher that one could actually be and certainly wanted to be one day.
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