Toxic teachers: A bar on positive child growth
01 Jan 2018-pp 103-114
TL;DR: This paper identified the toxic components of unhealthy teachers in the educational set-up who deter children's development in the long run, with the help of supportive case studies so that rectifications may be put forward from the desk of the mental health practitioner.
Abstract: Teachers are known to be the sculptors of children’s personality by serving as effective ‘role models’ This occurs by means of internalization of the values and teaching of teachers by students This makes the personality of teachers serve as a radar for aligning children’s growth and development along healthy lines However, if teachers have ‘toxic components’ in their personality frames, owing to non-resolution of their own intra-personal conflicts, then the consequences on the fragile petals of children’s mind frames are devastating, damaging the young ‘seedlings’ thoroughly The fumes of toxicity of such teachers are likely to cause dents in the personality frames of children which might require therapeutic interventions to mend The author attempts to identify the toxic components of unhealthy teachers in the educational set-up who deter children’s development in the long run, with the help of supportive case studies so that rectifications may be put forward from the desk of the mental health practitioner This would help children inhale fresh life-enriching air once again and instil positive growth
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TL;DR: In this article, the authors studied the effect of personality traits in relation to student ratings of teaching effectiveness in a sample of 46 psychology teachers and concluded that psychology instructors tend to be differentially suited to different types of courses and furthermore that the compatibility of instructors to courses is determined in part by personality characteristics.
Abstract: Colleague ratings of 29 personality traits were studied in relation to student ratings of teaching effectiveness in a sample of 46 psychology teachers. Instructors were evaluated in six different types of university courses, ranging from freshman lecture classes to graduate research seminars. Major findings were as follows: (I) Rated teaching effectiveness varied substantially across different types of courses for a given instructor; (2) teaching effectiveness in each type of course could be predicted with considerable accuracy from colleague ratings of personality; and (3) the specific personality traits contributing to effective teaching differed markedly for different course types. It was concluded that psychology instructors tend to be differentially suited to different types of courses and furthermore that the compatibility of instructors to courses is determined in part by personality characteristics. Student ratings have gained widespread acceptance over the past 20 years as a measure of teaching effectiveness in North American colleges and universities. This trend has resulted in part from political factors and in part from research showing that student ratings can provide reliable and valid information on certain aspects of university teaching. Although findings are sometimes contradictory, the weight of evidence suggests that student ratings of a given instructor are reasonably stable across items, raters, and time periods; are affected to only a minor extent by extraneous factors such as class size and severity of grading; are consistent with comparable ratings made by alumni, colleagues, and trained classroom observers; and most important of all, are significantly correlated with more objective measures of teaching effectiveness, such as student performance on standardized examina
212 citations
TL;DR: This article examined the stability of faculty ratings using a longitudinal design with a large and diverse group of teachers over a 13-year period using the same multidimensional Students' Evaluations of Educational Quality instrument.
Abstract: Students' evaluations of teaching effectiveness (SETEs) are weakly related—negatively—to teaching experience and age according to Feldman's (1983) comprehensive review of cross-sectional studies. Cross-sectional studies, however, provide a weak basis for inferring the future ratings of less experienced teachers or the past ratings of more experienced teachers. Considered here are ratings of 6024 classes taught by a diverse cohort of 195 teachers representing 31 academic departments who were evaluated continuously over a 13-year period using the same multidimensional Students' Evaluations of Educational Quality instrument. For both undergraduate and graduate level courses, there were almost no changes over time for any of the nine content-specific dimensions, the overall course rating, or the overall instructor rating. The findings were consistent for teachers who had little, moderate, or substantial amounts of teaching experience at the start of the study. These results are important because this is apparently the only study to examine the stability of faculty ratings using a longitudinal design with a large and diverse group of teachers over such a long period of time.
160 citations
TL;DR: Although a consensual description of the effective teacher is emerging from recent research, studies have seldom included students classified as behaviorally disordered for special education as mentioned in this paper, and studies have often included students who were not compliant with the curriculum.
Abstract: Although a consensual description of the effective teacher is emerging from recent research, studies have seldom included students classified as behaviorally disordered for special education. Stude...
88 citations
TL;DR: In this article, an analysis of the personality traits of the effective teacher is presented, focusing on the characteristics of the teacher's personality traits and personality traits in the classroom environment, as well as the teachers' personality traits as individuals.
Abstract: (1947). An Analysis of the Personality Traits of the Effective Teacher. The Journal of Educational Research: Vol. 40, No. 9, pp. 662-671.
62 citations
TL;DR: Differences in context suggest that both groups generally identified the target as causal in the disruptive context, verifying fears of behavioral contagion.
Abstract: This study analyzes whether educators' perceptions of problem behaviors are influenced by differences in teacher group (regular v. special) and classroom context (disruptive v. nondisruptive). After viewing a series of short videotaped vignettes within disruptive or nondisruptive contexts, teachers rated severity, tolerance, manageability, and contagion factors related to a target child. Results indicated significant multivariate differences for both main effects, with univariate follow-ups showing regular educators to be less tolerant and more severe judges of behaviors. Differences in context suggest that both groups generally identified the target as causal in the disruptive context, verifying fears of behavioral contagion.
59 citations