10 Successful Habits of Master Teachers
The way in which Norm Abram earned the title speaks to a larger point. In some ways, these types of designations are completely arbitrary. There is no governing body to award such status.
There are no clear standards. Nor does time equate to mastery. It is a label bestowed by one individual onto another, which can lead to unequal distribution, or worse, it can become an empty platitude said out of obligation rather than genuine appreciation.
So, if there is no governing body, no standard of achievement, nor the time of servitude, why is it even necessary to label someone a master teacher? It is necessary because it is meaningful. Master Teachers are around you. They are not special, its just their attitude is special towards themselves and their students. They make appropriate use of their time and others. They also have ups and downs in their life but they do not let their problems appear to the audience. The way they carry themselves you will get to know their hold in their class and the bonding they share with their students. They do not have attitude, they have aptitude which makes them extraordinary in this ordinary world.
Here, are some of the characteristics listed below of successful master teachers who enjoy and love working on their skills and love to make a positive change in the life of their students and people around them.
The Necessity of Master Teachers
Teaching is one the few professions in which your responsibilities on the first day of your career are equal to your responsibilities on the last day. A first-year English teacher will teach the same number of classes with roughly the same number of students on their first day as a 30-year veteran on the last day of their career. And in between the span of those career makers, there is little formal recognition as many great teachers labour in obscurity.
"In a profession in which titles rarely change, small recognitions matters."
Michelangelo once said, âIf people knew how hard I had to work to gain my mastery, it would not seem so wonderful at all.â The label of the master teacher is an acknowledgement of the toil necessary to achieve that glorious combination of skill, artistry, passion, and effectiveness.
The Successful Habits
1. They Read Professionally Master teachers do not teach the same units, the same year, the same way. Ruth Arseneault pointed out that they constantly read research as well as personal accounts of effective classroom practice. They have a great habit of reading. They can read anything and everything because their favourite hobby is to know something and to gain knowledge. They don't judge their students as well, instead, they help them in learning more and more. They help them in gathering more and more knowledge so that they bring desirable changes in their personality.
However, it is not wrong to say that they do not encounter any problem. They also face problem while standing in the classes and when this happens they do not speak out "what they feel" instead, before speaking, they research and look for the solutions that are correct and then they give their decision. They neither they try to overpower themselves, but rather they put a correct opinion and so they gain respect.
2. They Monitor â Liz Matheny recognizes that they regularly ask for feedback from their students about whatâs working and whatâs not. They regularly monitor themselves. They exactly know what they are doing and what will be the outcome. However, on the other side they are not afraid of results because they know they have performed their best.
3. They Beg, Borrow, and Steal â Jill Massey sees master teachers seek out, glean from, and support other growth-minded teachers. They take the best that others have to offer and infuse themselves into it to create something new and exciting.
4. They are Perceptive â Jennifer Isgitt believes that master teachers are situationally aware, knowing how to work a room. Not only do they have a sixth sense about where each kid is physically in the classroom and what they are doing, they also have a finger on their mental pulse as well. It reflects a level of classroom management that goes beyond procedures and routines, it exists on the higher plane of mutual understanding between teacher and student.
5. They Originate â Brandon Suever suggested that there is a drive to purposefully develop an innovatorâs mindset. Susan Barber added that they avoid complacency by trying new things in and out of the classroom.
6. They are Responsive â As Glenda Funk noted, master teachers do not march students through a curriculum, they tailor the course to the needs of their students. In essence, they donât teach to a textbook, they teach students. They are responsive if anything goes wrong be it environment or surroundings or with the staff of the school, or with the students, they speak out. They are not afraid of speaking out. They stand for truth and for benefit of their students and when they are wrong they admit it.
7. They Share â Roy Smith respects teachers that are willing to share their best practices and strategies with others rather than keep their cards close to the vest. Whether it is as local as talking shop in the faculty room or as global as writing for a professional journal, master teachers know that when we share ideas we do so to benefit all students, not just the ones if front of us.
8. They Remain Humble â Dan Sharkovitz admires teachers that approach their work with humility. They seek out nearby mentor teachers willing to enter into continuing conversations.
They seek out advanced degree programs and courses taught by professors working at the cutting edge of our field. All because they stay true to the Socratic paradox of acknowledging the one thing they know is how little they know.
9. They Are Self Guided â Jennifer Hargrave sees master teachers as autonomous. While they welcome open dialogue with administrators on self-improvement, they donât wait for it to happen. Instead, their compass always directs them toward honest self-assessment.
10. They Are Interested in Who Their Students Are, Not Just What They Know â Dawn Finley and Chris Heffernan both agreed that master teachers forge authentic relationships and get to know their students on a personal level. And as Heffernan pointed out, it should happen in and out of the classroom. Master teachers show up to their school events, engage with students in the hallways, and talk to them about their passions and interests in the small windows of opportunity in the classroom.