教師的個(gè)人素質(zhì)

1、ThePersonalQualitiesofaTeacherHereIwanttotrytogiveyouananswertothequestion:WhatpersonalqualitiesaredesirableinateacherProbablynotwopeoplewoulddrawupexactlysimilarlistsbutIthinkthefollowingwouldbegenerallyaccepted.Firstth

2、eteacher’spersonalityshouldbepleasantlyliveattractive.Thisdoesnotruleoutpeoplewhoarephysicallyplainevenuglybecausemanysuchhavegreatpersonalm.Butitdoesruleoutsuchtypesastheoverexcitablemelancholyfrigidsarcasticcynicalfrus

3、tratedoverbearing.Iwouldsaytoothatitexcludesallofdullpurelynegativepersonality.IstillsticktowhatIsaidinmyearlierbook:thatschoolchildrenprobably“suffermefrombesthanfrombrutes.”Secondlyitisnotmerelydesirablebutessentialfat

4、eachertohaveagenuinecapacityfsympathyintheliteralmeaningofthatwdacapacitytotuneintothemindsfeelingsofotherpeopleespeciallysincemostteachersareschoolteacherstothemindsfeelingsofchildren.Closelyrelatedwiththisisthecapacity

5、tobetolerantnotindeedofwhatiswrongbutofthefrailtyimmaturityofhumannaturewhichinducepeopleagainespeciallychildrentomakemistakes.ThirdlyIholditessentialfateachertobebothintellectuallymallyhonest.Thisdoesnotmeanbeingaplaste

6、rsaint.Itmeansthathewillbeawareofhisintellectualstrengthslimitationswillhavethoughtaboutdecideduponthemalprinciplesbywhichhislifeshallbeguided.Thereisnocontradictioninmygoingontosaythatateachershouldbeabitofanact.Thatisp

7、artofthetechniqueofteachingwhichdemsthateverynowthenateachershouldbeabletoputonanacttoenlivenalessoncrectafaultawardpraise.Childrenespeciallyyoungchildrenliveinawldthatisratherlargerthanlife.Ateachermustremainmentallyale

8、rt.Hewillnotgetintotheprofessionifoflowintelligencebutitisalltooeasyevenfpeopleofaboveaverageintelligencetostagnateintellectuallythatmeanstodeteriateintellectually.Ateachermustbequicktoadapthimselftoanysituationhoweverim

9、probable(theyhappen!)abletoimproviseifnecessaryatlessthanamoment’snotice.Ontheotherhateachermustbecapableofinfinitepatience.ThisImaysayislargelyamatterofselfdisciplineselftrainingwearenoneofusbnlikethat.Hemustbeprettyres

10、ilientteachingmakesgreatdemsonnervousenergy.heshouldbeabletotakeinhisstridetheinnumerablepettyirritationsanyadultdealingwithchildrenhastoendure.FinallyIthinkateachershouldhavethekindofmindwhichalwayswantstogoonlearning.T

11、eachingisajobatwhichonewillneverbeperfectthereisalwayssomethingmetolearnaboutit.Therearethreeprincipalobjectsofstudy:thesubjectsubjectswhichtheteacheristeachingthemethodsbywhichtheycanbestbetaughttotheparticularpupilsint

12、heclassesheisteachingbyfarthemostimptantthechildrenyoungpeopleadultstowhomtheyaretobetaught.ThetwocardinalprinciplesofBritisheducationtodayarethateducationiseducationofthewholepersonthatitisbestacquiredthroughfullactivec

13、ooperationbetweentwopersonstheteacherthelearner.教師的個(gè)人素質(zhì)教師的個(gè)人素質(zhì)這里，我想探討一下“教師應(yīng)具備哪些個(gè)人素質(zhì)”這個(gè)問(wèn)題，人們對(duì)此可能仁者見仁，智者見智。不過(guò)我想以下幾點(diǎn)應(yīng)該會(huì)被廣為接受。首先，教師應(yīng)性情開朗，具有魅力。這并不排除長(zhǎng)相平平，甚至面貌丑陋者，他們或許更具魅力。但過(guò)于沖動(dòng)者、郁郁寡歡者、冷酷無(wú)情者、尖酸刻薄者、憤世嫉俗者、怨天尤人者、以及自以為是、居高臨下者卻定要排除在

14、外。再補(bǔ)充一點(diǎn)：應(yīng)排除所有平庸無(wú)味者和性情不良者。還是我以前書中所言：“乏味或許比殘暴更加摧殘學(xué)生?！逼浯?，教師不僅需要而且也必須擁有同情心――真正意義上的同情心，能夠設(shè)身處地地傾聽他人的心聲，特別要能感孩子們所感，思孩子們所思，因?yàn)榻處熤卸酁橹行W(xué)教師；還有與此密不可分的寬容――當(dāng)然，寬容的不是錯(cuò)誤本身，而是人類脆弱而幼稚的本性，這才是誘使人們尤其是孩子犯錯(cuò)的根本。再次，在知識(shí)和道德方面誠(chéng)實(shí)坦蕩也是極其必要的，這并不是要教師要石膏圣人

15、一尊。他應(yīng)正確認(rèn)識(shí)自己學(xué)業(yè)的長(zhǎng)處與短處，認(rèn)真思考后認(rèn)準(zhǔn)指引自己生命的道德準(zhǔn)則。他應(yīng)具備幾分演員的素質(zhì)，這與前面所說(shuō)的并不矛盾，而是教學(xué)技巧的一部分。教師應(yīng)時(shí)常對(duì)此發(fā)揮運(yùn)用，以活躍氣氛、糾正錯(cuò)誤、表?yè)P(yáng)鼓勵(lì)。孩子們，特別是小孩子們，總是生活在被夸大得有點(diǎn)失真的世界里。教師應(yīng)思維活躍、敏捷。智商低下者入不了此行的門，但智力中上卻停滯不前、不進(jìn)而退者也屢見不鮮?？陀^上的的的確確有許多情況，無(wú)論多么艱難，都要求教師在瞬息之間審時(shí)度勢(shì)，調(diào)整自己，隨

16、機(jī)應(yīng)變。另一方面，教師又要有極大的耐心。我認(rèn)為這要靠自我約束、自我訓(xùn)練，因?yàn)檎l(shuí)也不是天生如此。他應(yīng)當(dāng)有極強(qiáng)的適應(yīng)能力。教書極費(fèi)腦筋，教師要能夠從容自若地處理成人與孩子們交往中無(wú)法避免的無(wú)數(shù)煩擾。最后，教師應(yīng)當(dāng)明白學(xué)無(wú)止境。教師這行沒有人能做到盡善盡美，該學(xué)的也總是源源不斷，層出不窮。學(xué)習(xí)的主要對(duì)象有三：老師所教科目，因材施教的最佳方法，以及受教師者本身――后者可能是兒童、青少年或是成人，他們是最重要的學(xué)習(xí)對(duì)象。當(dāng)今，英語(yǔ)教育的兩個(gè)基本原