what is the basic between student&teacher?
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THE EDUCATION..ACADEMIC VALUE.\nSTUDENT TRYING TO LEARN NEW THINGS..\nTEACHER TRYING TO RE-COLLECT THE THINGS ALREADY LEARNED.
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get involved with the students and know them beyond the teacher/student relationship.  is there anything that they're dealing with at school?  perhaps a school event?  talk with them about things other than books and problems.  i don't know what grade level you're talking about and i'm not a teacher, just a student.  perhaps have activities that can show the students that it's not all about homework and tests.  how to do this?  not so sure.  but these are my suggestions.
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A teacher should be able to:\n-work well with people (adults, too...parents, administrators, etc.)\n-be able to give instructions\n-understand the subject matter they are going to teach\n-be flexible\n-think on their feet\n-communicate well\n\nAnd much, much more!
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Try asking your teacher for a one on one conference. Ask what your teacher's expectation are of you, and let the teacher know your expectation of him/her. Then come to some consensus of how you two are gonna to work together. Because, it is your education.
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A balance of both. Teachers are there for a reason, as well as peers.
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Good teachers aren't just "good" because they know the subjects they teach.  An effective, good teacher is one who can get the material across to any student, motivate students, uplift and encourage students feeling down, diffuse conflicts between students, and above all make students feel good about themselves.\n\nTeachers who do this get their subject material across very well.  It is almost more important for teachers to be good at working with people (specifically youths).  Subject material can come AFTER that.
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Books on Educational Psychology and Cognitive Development in Education Programs offer the best info.\n\nBehavior problems and coping w/ indicvidual differences are the two big challenges of teaching.\n\nI found a pretty good summary online; read/print out info on this link:\nAdditional links found:
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Student-teachers, but a lot of the time it's public humiliation.\n\nMy history teacher told a student to stop fiddling around and take notes the other day. "Maybe if you do," he said, "you'll do better in my class."\nI think that was completely uncalled for and I'm sure the kid was embarrassed. Grades are between students and teachers and should not be discussed or hinted at. Sorry, it still bothers me.\n\nOh, yeah. We also have a few 'slow classes' that help people with a learning disability or otherwise. But I think that's about all.
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As I don't know that subject you teach or how far you've got on your course with them, I can only tell you what I do with my students, using my 1st lesson with them as an example.\n\n1. I started with an initial assessment-in my case, a health questionnaire, learning styles questionaire (VAK) and an individual learning plan (this plan contains the course outcomes/aims, room for teacher and student feedback and career/course progression advice and a questionnaire-what they know about Psychology, what they want to get out of the course etc). By the way, this is an individual, student centred activity.\n\n2. We then had a class discussion about the results of the questionnaire and I talked them through the structure and content of the course. These are whole class, teacher centred activities. At the end of the lesson, I also speak privately to students who have identified particular issues. E.g. One of my students is visually impaired, so I photocopy my worksheets etc onto yellow paper for her, so that she can read them more easily.\n\n3. We then had an icebreaker task-my favourite one is a variation on the child's game, I went to the shop and bought some....? I.e. Each student has to give his/her name and something that they want to do (it doesn't have to be real), the person next to them then has to say who the person is, what they want to do and then give their name & what they want to do, this carries on until I have to remember everyone's names and ambitions (the students are allowed to write the info down). This is a whole class teacher centred activity.\n\n4. To introduce a new topic (e.g. definition of Psychology), I ask  students to get into pairs and spend a couple of minutes coming up with ideas which they will feed back to the whole class. This is a student centred learning Activity (pair discussion). While this is happening, I draw a spidergram on the whiteboard.\n\n5. I ask each pair to give me their ideas which I then write on the board and the rest of the class writes all this down. This is a teacher centred whole class activity (class discussion).\n\n6. I then spend 15/20 minutes explaing what the students need to know about the topic (e.g. areas and applications of Psychology). This is a teacher-cented activity (teacher talk).\n\n7. I then give students a worksheet (e.g. gap fill) and ask them to complete it in groups. While the students complete this activity, I go round the class and offer individual student support, if necessary or offer an extension task (e.g. strengths and weaknesses of different areas of Psychology). This is a student centred learning activity (group discussion).\n\n8. We discuss the answers to the activities as a class. After that, the lesson is finished. This is a teacher centred, whole class activity.\n\nThis is only a rough outline of how I structure my lesson plans (in table format also including my aims, objectives, students' current knowledge, resources I will need and how I will meet each student's needs as previously described, as well as I how I will assess the students, e.g. through written homework), but I hope that it answers your question. By the way, you can also make sure that you've catered for evryone by putting everything the students need to know on a handout. Also, wherever possible get the more able students to explain things to the rest of the class and if possible get them to work with less able/less confident students. I've found that these approaches can work wonders. Finally, always structure your handouts etc at all levels. i.e. start simply (e.g. what does...mean?) and finish with an extension task, even if you don't discuss it as a group. This allows the keener or more able students to take things a bit further without putting pressure on the other students to keep up with them.\n\nFor further ideas, you could also read the following textbook:\n\nTeaching Today-Geoff Petty\n\nGood luck!
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I teach English part-time. It all depends on the level of my students. Adults prefer lots of role-playing, drama (speaking exercises) and learning stuff they can use at work, so the culture tends to be informal but professional. With high school students, I get them to open up and talk about stuff they're interested in and tailor-make my lessons to suit their interests. The atmosphere is casual and open where teacher and student are like friends. But with younger kids, you can't afford to give too much flexibility and freedom coz they're too young to appreciate it. I tend to be strict and to the point, get your work done or else.
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How do the students behave when there's a parent in the classroom? Do you treat the teacher, and each other, the same?\n\nIf a parent or other adult is there as an observer for a longer period of time, and the teacher's behavior toward the students changes, usually its because you all are actually paying attention and doing your work for once....\n\nAlso, if a teacher's personality seems to flip-flop rapidly... such as being on the class's case all the time, with a frown and a sharp voice, and then the phone rings or another adult comes in and suddenly the teacher's voice is pleasant, and there's a smile on his/her face......\n\nWhen a teacher is nice, smiling, and pleasant, how many rules get broken by students, as compared to when the teacher appears grouchy?  The teacher's job in this regard is to make sure everyone is on-task, involved with the lessons, and behaving well toward each other. A teacher, especially at the secondary level, who appears relaxed and happy often has more students off-task and misbehaving. Teenagers tend to push their teachers until even the happiest and most relaxed teacher is frowning and grouchy.\n\nAn adult interrupting the room tends to be short-term, the students are initially interrupted from their work, but also are more conscious of how they appear to the visitor. At that point, the teacher's primary concern is to attend to the visitor's needs so that the classroom can return to routine. The teacher will generally be friendlier toward the visitor, because that person is not going to throw spit wads or pinch his/her neighbor when the teacher isn't looking.  If the visitor is there to observe, the students' awareness of the visitor watching them increases their on-task and good behaviors, so the teacher can be less "grouchy." \n\nThe person you see talking with a visiting adult, or on the phone, if it is not about something negative that is stressing him/her out, is probably much closer to the teacher's real attitude and feelings at the moment, than the way he/she's acting directly with the class.\n\nIf you want your teacher to not be "grouchy" toward you, try behaving correctly, getting your work done on time, asking politely for help when you need it, being patient when the teacher is short-tempered (after all, he/she's human) and coming back again to ask for help after a little while when things have calmed down, etc.\n\nNow, you really need to define "mean." What does the teacher do that really is "mean," and what are the students doing that the teacher is reacting to?
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Children learn in spite of their teachers....The first thing I was taught at teacher training. \n\ndrilling is fine provided you understand what you are learning. The multiplication tables are a good example of this. We used to memorise those tables like a poem. Did it help? Yes becasue they provided us with quick answers when dealing with more complex issues. \n\nThe fact is that there are some things you just need to know. You can either make the effort to remember it (and there are lots of techniques for that) or you can look it up in a book every time you need to know.
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well, a student always wants to hear that he/she is doing a good job.\na lecturer should always demonstrate their point with pictures, diagrams, humor, etc.\nwhen giving assigments, make sure you give it back before they forget about it.\ndont linger with a topic.\nkeep the class alive by sitting down and encouraging students to debate for themsleves.\nmaintain a "cool" atmosphere and be casual.\njust be fun!
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If you were in school-you should ask your teacher what he/she requires.
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Teachers and principals
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A teacher isn't just a transmiter of knowledge. A teacher has lots of roles that can be categorized into three: A teacher as a person, a professional and as a member of the community.\n\nSo am I a good teacher?\n\nI'm not yet a teacher but I think I have a potential to be one.
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Geez, it depends on the teacher. Some teachers heavily incorporate technology while others teach in the same way as instructors did fifty years ago.