Free Essay on Characteristics of a Preschool Teacher

Teaching is a noble calling. One can study hard and pass examinations successfully, but this will never translate into being a good teacher. Specific traits separate good teachers from bad professionals in the teaching discipline. A teacher who wishes to excel in his or her profession must strive to have certain qualities. These characteristics are numerous but revolve around the following five traits;

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Passionate for Education and Learning

A good teacher understands that learning is a lifetime process. He or she seeks not only to master the subjects they teach but also to identify exciting and new approaches to teaching those fields to their learners (Smidt et al., p.1342). He or she also knows that education and knowledge never occur only in class. He or she is also interested in learning concerning those they teach, where they come from, and the extra class activities of interest to them. He or she knows that relationships at individual levels, especially between a teacher and a student outside the classroom, set up a good influence on performance in academic work. He or she loves learning, and this motivates students to study hard.

Love for Kids

Good teachers want to work with students and never become angry with children for every mistake and carelessness prone in children such as noise-making, making errors in spellings, leaving shoelaces untied, failing to complete homework, among other mistakes (Smidt et al., p.1343). Their love for children makes them cover up their mistakes and remain interested in guiding them. One would easily spot the enthusiasm, love, and patience these teachers have in teaching immediately they get into the classroom.

Good Communication Skills

Good preschool adopt participative teaching approaches to ensure that all the students are involved and love the learning exercise (Smidt et al., p.1343). They design their lessons to become interesting and enjoyable to students and ensure that learners have a grasp of the content being taught. They are knowledgeable about the fact that communication is effective when it occurs in a two-way manner such that they teach as students listen and also listen as children express their needs, ask questions, and get responses. They also listen more to the concerns of students to make learners feel that they are heard and cared for.

They also take into consideration that ideas and suggestions offered by parents and guardians of the children are important in giving quality education to children. They strive to maintain an openness in communication with parents and guardians at all times in creating a good learning environment with respect and loyalty between parents and teachers.

Mastery of Managing Classroom

This is also referred to as classroom discipline. Good preschool teachers identify innovative and efficient approaches to classroom management in such a manner that they become uplifting (Smidt et al., p.1344). They are also concerned with maintaining order in the classroom as this is what creates a conducive environment and encourages children to have the will of making independent choices so that they can recognize their mistakes so that they learn from them.

Good Reputation

Good preschool teachers are interested in having a good reputation in the eyes of the members of the public (Smidt et al., p.1344). They would always seek new methods of keeping their learners engaged and happy. They would always want to apply new ways of teaching and seek to maintain a good connection between the school and the parents. They always seek to add many extras to classrooms such as foreign languages, the spacious fields for playing, art, science, music, library, and nature education. Children are known to be the best demographics in providing genuine reviews about the services at school; hence good teachers strive to earn these reviews from the children.

Works Cited

Smidt, Wilfried, et al. "Career success of preschool teachers in Germany–the significance of the Big Five personality traits, locus of control, and occupational self-efficacy." Early Child Development and Care 188.10 (2018): 1340-1353.