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Teachers: Student's Second Parent - ETCSINES

Teachers: Student's Second Parent - ETCSINES

When considering this aspect, one has to reflect on what skills constitute that which is referred to as "parenting". Are we talking about understanding that children need 
their adults to be predictable and consistent in order to assist children to understand where boundaries are and therefore empower them to be able to make appropriate choices?
Are we talking about adults understanding their emotional level and managing themselves to ensure they develop effective "calming down" strategies in order to have the prefrontal lobe and cortex operant enabling effective evaluation and judgement making i.e. problem solving and being able to teach their children to do the same? Are we talking about the adult being able to position themselves deliberately in their meaning making of child behaviour so that their meaning making empowers them to teach new skills rather than adopt a deficit theory of action on the part of the child i.e. disempower themselves to make a difference?
Do we mean that we want teachers to be able to create trusting relationships based on mutual respect and a mutual love of learning to maximise presence in the classroom and engagement ? Are we talking about teachers being able to support children to understand that education is about building effective citizens (not just about reading, writing and mathematics) and that we are exposing children to ideas where they can explore right and wrong and be supported to build their identity as young people who understand the building of character, understand right and wrong and have effective interpersonal skills in order to effectively work in teams and work for the greater good? If this is what we mean, then my view is yes we need teachers to have high levels of parenting expertise in order to enable students to enter a learning environment and take full advantage of their learning opportunities. 

Effective management of children's anxiety, emotional escalation, character and values development and building children's capability in their thinking are all critical roles for both parents and teachers. the relationship between parents and teachers should be that of partnership therefore teachers absolutely need identical skills as effective parents and they need exceptional teaching skills and practice, too. In teaching-learning process, particularly for the teacher, as modelling for his students, it is needed for competencies to construct his performance, namely professional, social, personal and pedagogical abilities. About the parenting, it is classified as 'personal ability' certainly in managing classroom where he should care in interacting with his 
students and thus such character values he performed through teaching-learning process will have the significant impact to his students. 

Indeed teacher do need parental skills. Not to mention teachers taking parents' role, but in order to understand the child wellbeing, behaviour etc. Furthermore there are some saying that teacher as a 'second parents' to the student. There are situations in which the teacher must use intuition and tact pedagogy, and thus depending on the circumstances must act decisively or get the subtlety. Among the personality traits teachers should find delicacy, good manners, and being nice. The modern teacher should orient themselves in virtually all areas of social life, be open to any new, yet reasonably make choices. As a model for his pupils should beware of jealousy and learn making cooperation with various people in order to achieve success. In the sphere of personality on emotions teacher educator should demonstrate emotional intelligence. 

According to D. Goldman, it is characterized by self-awareness, self-regulation, motivation, empathy, social skills. Emotional involvement of the teacher, his openness to children triggers in them similar reactions and thus a positive attitude and the need for cognitive activity. In addition, the teacher should be cheerful and have a sense of humour. Cheerful teacher who does not get angry for trivial reason, is welcome and respected, and no sense of humour bothers to find a common language with the students, and also raises distrust. Characterizing the teacher’s personality traits in the sphere of ethics, refer to his moral stance, and its main determinants are rectitude, responsibility, truth, justice, honesty and modesty and kindness. Right teacher refers to moral goods, and directs them in pedagogical work and shows pupils different values, and his attitude towards oneself and others is 
consistent with the prevailing social norms . 

The teacher should be aware that corresponds to the front of all to those who put their trust in the competence and qualifications in the field of education, starting with parents and ending with the whole society. Anyone who decides to work in connection with education, especially 
children, should have desirable abilities and character traits which encourage him to achieve professional satisfaction not only to students, but also relative to each 
other. Personality of the teacher educator in the field of cognition should be characterized primarily by natural curiosity about the world and other people. The educator must be versed in many issues, ranging from the family situation, interests, problems and joys of their pupils, and ending on politics and the economy. 

It is necessary to follow the novelties of literature, domestic and foreign unit variable, responding to the impact of educational and often opposing them, if you do not meet the needs of and interests. On the other hand, students also affect the teachers, functioning according to their own logic, in their world often incomprehensible for teachers . So, what model of personality to endure the challenges of contemporary school?

In today’s school, the effectiveness of the learning process is measured by exam results and achievements in various competitions. In modern schools, constantly fighting for the student, in the opinion of many people, you need a specialist teacher who ensures that pupils would get the highest score in external examinations. The problem of spiritual contact with the student recedes into the background, because the love of souls will not guarantee the desired success. It must be remembered, however, that the essence of the soul of the teachers is so strongly accented by the need for excellence, a sense of responsibility and duty, inner truth, moral courage and love . 

All these have a significant impact on the effectiveness of teacher education. An interesting proposal of the concept of personality development teacher, referred to as the “range” of, presents M. Wilski, who distinguishes three types of teacher personality: personality reactive, adrift and development. Analyzing the various personality types characterized by M. Wilski, we can see in them the whole cross-section of the state teachers’ functioning in the modern school where certainly in every group of pedagogical find:

– Teachers of reactive personality, who they came to the profession by accident, resulting from the lack of an idea of life or school treated as temporary storage. Classroom Practice shows that a significant portion of them falls rapidly outside the education system, and those who remain are doing as much as you need, and their job ends when you close the door behind the teachers’ room. Often these are people characterized by a lack of knowledge and professional training, without the involvement in school activities.

– Teachers of adrift personality, who at some point in their educational work have got lost, lost aim, and therefore can not re-formulate the direction of your teaching activities. Their work is characterized by correctness of performed tasks, which means they can achieve some success, but the enthusiasm for creativity 
disappeared. Those teachers have lost their ability to understand the meaning of their actions, and the students themselves. In their work there is stagnation, which can lead to professional burnout .

– Teachers of a developmental personality, who have a desire to make changes in the educational space, and thus absorb others, create passion in their students. They are able to consciously direct their professional development and their dynamic development is manifested by an increased number and high, the quality of performed tasks, expanding interest in teaching and educational. Effectiveness of their pedagogical actions are accompanied wit desirable teacher characteristics such as ambition, a sense of professional usefulness, efficiency mental and psychological insight. To talk about the effectiveness of teaching activities in the area of didactics and education, it should be remembered that the characteristic of a good, productive teacher is the ability to view the student as a whole, rather than focusing on parts of its operation. J. Homplewicz claimed that you can not be a teacher educator and also a bad man, unwilling others closed in themselves and in their own experiences, because it comes to sharing with others all their knowledge, experiences and life experiences. 

In the educational process also temperament educator plays a significant role – who is the fastest notable feature of the school community. Taking this into account, it is clear that this should be a teacher sanguine – open to the people around him, easily establish the necessary contacts, which is seen as an open, cheerful, sociable, sensitive and honest. He has significant energy, which actively operates in the creative pedagogical activity. 

Adaptability enables him to cope in unusual and stressful situations. Interpersonal relationships between the teacher and the students form a kind of aura around the process of teaching – learning, conducive to achieving the desired outcomes of education for both the student and the teacher, but they can also be an obstacle in developing students’ knowledge and skills. The relationship between teacher and pupil should be based on the mutual understanding, respect and trust, and then obtain a high level of educational activities will not be difficult. The quality of interpersonal relationships depends largely on the important personality traits of 
a teacher, which is the communication is understood as expressing thoughts and opinions in a clear and understandable way.

Writer: Juliette Akomolafe

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