Throughout my teaching experiences in elementary, middle school and higher education, I have learned that I love learning; and as I prepare teachers to teach, it is my hope to instill in them that effective teachers consider themselves lifelong learners. In this quest to prepare future educators, the qualities I share with them are the qualities I try to consistently demonstrate in my own teaching. According to Corbett and Wilson (2005) effective teachers act in ways that demonstrate how much they care. Beyond the semantics of teaching theories and research or what I believe it takes to prepare an effective teacher; there are three “E” qualities I believe to be the most essential to embrace in this profession.
ENTHUSIASM
“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” Haim G. Ginott
This quote embodies what I believe about attitude and enthusiasm. I cannot control what is said to me, what students will or will not do, but I can determine my reaction. I believe my enthusiasm is exhibited in my positive attitude, my energy, my professionalism and demeanor. My enthusiasm determines my attitude, and I believe attitude is everything. Creating a climate conducive to learning is essential to me no matter who or where I plan to teach.
EMPATHY
I agree with Roger Ebert who said “I believe empathy is the most essential quality of civilization.” Empathy is something I taught and displayed in my interactions in all of my P-12 settings, but I especially model this in my college classrooms. Expectations are made clear; yet I am able to be compassionate and understanding when warranted. “An empathic disposition has been seen as a desirable trait for teachers” especially in diverse settings and empathy has been viewed as a “key characteristic in being effective” (McAllister and Irvine, 2002, p. 433). Empathatic dispositions promotes caring (Noddings, 2005) and caring relationships with students promotes more motivation and students perform better academically (Gay, 2000). What a difference the world we would be if our first reaction was empathy before acting.
EQUITY
There was a point in my life when I learned that very difficult lesson: Life is not fair. With teaching, it is my hope that future teachers recognize something beyond “fairness” and understand that fair may not mean having things equal, but that it is more important to be equitable. I believe an equitable society is one in which all can participate and prosper. This belief system is even more essential to my related beliefs of inclusive practices in the classroom. The goals of equity must be to create conditions that allow ALL students to reach their full potential. In all I do, I strive to demonstrate these qualities in addition to a high level of professionalism. Like many teachers, the motivation to do what I do comes intrinsically, from my passion for others to learn. The best evidence of my passion comes directly from my students in their written evaluations when they write “you can tell that she has a passion for her students to learn.” Those statements are why I do what I do.