Personal qualities of the ideal American school teacher

Authoritativeness (Authoritativeness)

The ideal teacher enjoys authority both in a class, and in pedagogical collective. American psychologist T.Gordon distinguishes some kinds of authority. «The authority To (from a word“ competence ”) - is based on ability, knowledge and experience» [52, with.

261]. For children all adults have such authority. In the opinion of children

233 teachers look wise, possess huge knowledge, at them the intuition is developed. Thus such teachers can disappoint in due course pupils as children find out, that wisdom of teachers is not property of their age, and presence of experience in a concrete field of knowledge not always means competence of other areas. «At a normal current of events, in process of a growing of children,

Not deserved (or attributed) the authority of teachers decreases... The authority based on real experience of teachers, can not decrease, and even to increase »[52, with. 263].

The authority of type On (power) is constructed on the right of the teacher to award and punish pupils. This authority leaning against the power which allows teachers to encourage pupils or to cause to children discomfort in the form of punishment. «The school is one of last strongholds where the power in human relations is authorised» [In the same place. With. 268] When teachers say, that they do not have not enough authority on a class it means, that it is necessary for them more power to support or punish pupils. Nevertheless, pupils, maturing, are inclined to lose fear before punishment so, the teacher's power decreases also. «There is no fear - there is no obedience» [In the same place. With. 266]. T.Gordon urges teachers to cease to press on children the power, as a result pupils will stop to revolt.

The teacher and writer Larri Ferlatstso underlines importance to be authoritative, but not the authoritative teacher. «To be the authoritative teacher means to have in hands the power unilaterally that someone to supervise, demanding obedience without an explanation why its orders are important. To be the authoritative teacher, on the other hand, means to show the control, but to do it, expressing the relation by means of hearing and an explanation» [242].

If the teacher divides the power which has, it does not mean, that it less it will have. Actually, the power even will be felt more strongly, than more possibilities will be given everyone. Struggle for the power is the reason of many cases of bad behaviour. William Glasser believes, that pupils have «base requirement for the power and 95 % of questions of management in a class grow out of that students try to realise this requirement» [244, the river 40]. Presence at students of the big powers helps them to study. The teacher should give to pupils possibility to choose types of homeworks, versions

Works with whom to unite in groups on interests, thus raising motivation to study, not leaving any child not involved in educational process of achievements.

If the teacher addresses to students with the request to state ideas that could help to feel it more involved in educational activity, it shows not the weakness, and force. P.Mak-Laren also is convinced, that the ideal teacher always is authority for the pupils and causes their respect.

Adaptability (Adaptability)

The teacher - extremely the person adaptive.

Ability to adaptation in the collective consisting of a considerable quantity of children, helps to be in normal relations with all children. Besides, the teacher should will learn to adapt for those conditions in which it should work. Flexible adaptation of style of the teacher is important quality over which it is necessary to work during all pedagogical activity. All people share, as already has been mentioned above, on Thinking (logicians) and Feeling types of the person. The thinking type has analytical mentality, it is inclined to objectivity and impartiality, loves justice, appreciates logic. Persons with prevalence of logic like to make of the decision, being based on conclusions and the facts. Teachers of thinking type will easier find mutual understanding with thinking pupils and fellow workers. But ability to understand other, "feeling" type of the person, testifies to deep understanding of psychological distinctions of people and about high degree of adaptation.

Contrary to Thinking type of the person, the Feeling representative appreciates kindness, empathy, differs subjectivity of judgements. Feeling persons well understand emotional moods of other people, decisions accept, basically, being based on the feelings. Unfortunately, at schools and other collectives there is a weight of conflicts between Feeling and Thinking types of the person because of different ways of decision-making and the relation to various situations. The ideal teacher (without dependence to what type he belongs) not only knows psychological features of children, but also is able to apply in the practice of knowledge which help it to communicate with different types of people correctly. The idea of adaptation for the teacher in mutual relations with pupils can sound approximately so: «Address with other people how they want, that with them addressed» [72, with. 125].

Activity (Activity)

The ideal teacher cannot be the passive participant of educational process. It, first of all, the person with an active vital position. The problem of such teacher to make so that pupils were not passive consumers of knowledge, and active during all employment. Ideal teachers apply a technique under the name «Refusal is not applied». An essence it has described Lem's Arches in the book «Skill of the teacher» (2014), which consists in coming back to the pupil who has not managed earlier or has not wished to answer on a problem, and to ask to formulate the true answer later. «As a result not only the careless pupil is involved in educational process, but also in all class other culture is formed: on change indifferent pozhimaniju shoulders as to behavioural norm, accurately focused effort» [98 comes, with. 27].

The truth consists that is much easier to stand at a board and to tell to pupils all that we know about a subject which we teach many years. It is much more difficult to project such kinds of activity which allow pupils to design knowledge. And on the contrary, the pupil easier passively to sit at school desks and to look at the teacher when it something informs them. It is more difficult to be active and put into operation any group. Devora Zak also criticises passivity in educational process: «Down with passivity! People study, when they are involved in process» [72, with. 17]. Besides, to be the participant of activity in a class - it is much more useful and in the social plan, and to development of mental faculties. J. Tramp confirms: « If we can transform process of development of knowledge into experience of pupils and include them in the activity directed on active generating of the information, using tools being in our disposal and collective reason in our class rooms, that is probability, that we will grow up intellectually curious pupils owning skills of prosperity in it bystromenjajushchemsja the world »[308].

The ideal teacher induces pupils «to active participation in discussion of ideas by the statement of judgements concerning answers of their schoolmates. It allows to increase sharply quantity of children participating in educational process» [98, with. 149]. The statement of the reasons, ideas helps children to understand more, and the teacher to check up, in what degree they could understand a new theme. From time to time the teacher can achieve most «active and full participation of pupils in

236 discussion, giving to them possibility before the answer to formulate thoughts in written form »[98, with. 186].

Artistry (Artistic ability)

Certainly, at the person of the ideal teacher there are some qualities of the good actor which in aggregate with other important personal and professional abilities create the finished integral portrait of the ideal school instructor. With reference to pedagogics virtuosity is shown in ability of the teacher to transformation in certain circumstances, and also it «charm of artistic spontaneity, vivacity, a sharpness, an expression, riches of gestures and intonations, gift of the story-teller, ability to like; spirituality, sensation of internal freedom; internal grace, figurative thinking, aspiration to non-standard decisions through figurative associations» [37, with. 75-76].

The artistic teacher possesses the special mental organisation, it emotional, capable to improvisations, its artistic abilities naturally co-exist with pedagogical abilities. In the course of pedagogical activity virtuosity of the teacher can carry out the important functions directed on efficiency of educational process: motivating, aktivizatsionnaja, attraktivnaja, stimulating fasilitatorskaja.

Motivating function consists that the teacher is able to raise motivation of children to reception of the important knowledge, including in the activity adequate emotions. The teacher also can build the bright explanations, including figurative generalisations of pictures of the world.

Essence aktivizatsionnoj function - it is imperceptible for pupils to remove stress and zazhatost. The correct spirit of the teacher, its optimism, the kind relation to pupils create at once a situation of successful activity, I speed up pupils for work. The ideal teacher watches that in a class room atmosphere of a favorable psychological climate has been created.

Attraktivnaja function of pedagogical virtuosity helps the teacher to present itself from the best party. The self-presentation should be directed on creation of an image of the friend, the adviser, the assistant in study, the wise adviser, instead of the representative of the power whom children are afraid.

Stimulating function is understood as encouragement of pupils to creativity,

237 joint vigorous activities. The teacher acts as the accomplice of educational activity, stimulates to studying of cultural values, knowledge of historical realities, empathy to heroes, a finding of the place in the cultural world.

Still K.Rogers expressed the teacher as fasilitatore, the person capable unostentatiously to help with study, to find the answer to an exciting question. Fasilitatorsky function bears in itself loading to gain pupils that the teacher was perceived by the assistant understanding, the patient person to whom always it is possible to address for consultation.

There is a powerful difference of an actor's and teacher's trade which consists that to the actor is not required to be the director, it is necessary for teacher to have director's abilities which will allow to create a command of the adherents, capable to solve educational problems. Thus the teacher - the director is able to inspire a class on performance of challenges, giving to each pupil possibility independently to operate, not forgetting about a training overall objective. Director's skills help the teacher to improve in due course quality of its pedagogical activity, namely: ability correctly to plan the work; in time to carry out the control; and to reflex difficulties. American writer Gejl Goduin noticed, that in teaching not to do without actor's talent: «Good teaching on one quarter consists of preparation and three chetveri theatre» [245]. Pearl L. Uard noticed, that some teachers can incorrectly use actor's technicians. « The main thing to use akterstvo, if it

It is really necessary. It is important to be sincere in the akterstve, instead of pretend to be, as often occurs in game of the actor »[312].

Vdohnovlennost (Inspiration)

Inspired teachers are inspired researchers. Curiosity is their constant partner. They are interested, enquire, read, listen, demand, put forward hypotheses, throw calls, set questions - to itself and another. K.Steel marks: «to become the inspired teacher, means to go to travel which will occupy years and even decades. It will demand introspection and interaction with other skilled experts which will state the offers and will give support» [284].

Inspired teachers make all decisions on management of a class in

238 process training. They believe, that each pupil can understand a material, therefore they will organise the stages of a lesson which are giving the chance to pupils to develop the skill. Such teachers use procedures and preventive strategy so is effective, that pupils show self-management. The inspired teachers use modern techniques of teaching, create technologies which stimulate skill and research development. «The good teacher respects all pupils and inspires their good behaviour» [313].

The inspired teacher knows, that its purpose not to prevent bad behaviour, and to increase time of active training. Realising that fact, that everyone studies on - the, the skilled teacher knows, that it is possible to develop in itself a habit to present each new concept, at least, in two ways. It can be lecture and experiment; video a clip together with manual activity; movement and dramatisation which drawing up of the working plan follows; tasks to read and discuss a material; acquaintance to the new definitions, accompanied by three-dimensional objects. The maintenance of a lesson and management at such technologies intertwine. A variety of kinds of activity at a lesson forces everyone will join in process.

The inspired teacher at planning of employment the teacher can prepare the effective beginnings of a lesson which will grasp attention of pupils. This attempt will pay off. If the teacher has seized attention of an audience it has chance to keep this attention to all lesson. The inspired teacher constantly holds in focus of the attention of all children and perenapravljaet attention of the pupils breaking discipline.

Thoughtfulness (Thoughtfullne ss)

The teacher spends a lot of time for considering of ideas and on how intelligibly to present difficult thoughts in the children's heads at times unprepared to perception of too difficult ideas. The thoughtful teacher tries to motivate children to state own ideas and courageous assumptions. The teacher tsenen that «it sets to you on the house not only a homework, but also idea over which you should think» [304]. The famous figure of American education Horas of God-sends expressed that the teacher, trying to learn the child without stimulation its desire to acquisition of knowledge, all the same, that the smith, knocking a hammer on cold iron.

Politeness (Courtesy)

The polite teacher from first minutes of dialogue with a class gains

Pupils. The ideal teacher cannot prevent all unpleasant situations or actions which can cause to pupils a pain, offend, but the teacher can supervise such actions in the class. Politeness and tactfulness creates model of class etiquette to which pupils will imitate. What means for the teacher to be polite and tactful? Pamela Stevens explains it so: «It is ability to show skills of the reference with difficult situations when people easily give in to irritation; this feeling of that the thoughtful answer is better, than simple reaction» [285]. Moreover, to be polite and tactful assumes, that comments, questions and answers will be pertinent in the given situation, are carefully weighed and will not contain also a discrimination shade.

P.Stevens makes following definition of politeness: «Operate so that others towered in your eyes» [In the same place]. This simple rule provides a firm basis for creation of polite conditions in a class; it assumes respectful behaviour, respect of personal distinctions, the decision of problems in a peace manner, avoiding of sneers; comprehension of responsibility for words and acts.

The belief in internal force of the child to grow and change (The belief in the child's inner strength to grow and change)

Many teachers are familiar with distinctions between two kinds of thinking which the world famous psychologist of Stendfordsky university Kerol Dvek which distinguishes the thinking directed on growth mentions, and fixed (fixed, constant, not varying) thinking. When at us the thinking connected with growth prevails, we believe, that each person (and the child including) has internal force to growth and change. We perceive errors as possibility something to learn. Installation that the thinking does not vary, establishes in us belief, that human characteristics, such as mental faculties, intelligence remain invariable. An error that if we trust in unreasonableness of the person we can find to that acknowledgement.

The ideal teacher is able to create conditions for such kinds of work in which pupils grow in the intellectual plan and develop the best abilities. Correctly organised interaction of pupils can solve problems of management of a class. Quickly thinking pupil can work in group with

240 dreamer and with low motivirovannym the pupil. Questions in the course of activity, training each other change dynamics of all three pupils. Some protest which can arise at quickly trained pupil as it has an additional loading in the form of the help to another, is compensated to those, as it receives benefit as he should state ideas clearly and clearly for others, to listen to the various points of view and to practise skills of work in a command. The ideal teacher is capable to develop routine kinds of work which organise and support to all pupils. Some teachers use a technique «Ask three pupils before to address to the teacher», to inspire them to help each other. The ideal teacher is capable to learn to make of children own decisions.

Attentiveness (Attentiveness)

Ability of the teacher the most part of working hours to keep special attention to children, to all volume that occurs in a class, many forces and energy demand. Besides, the teacher works and developing in children attention to tasks, simple and difficult kinds of activity. Without attention and concentration it is difficult to reach the big successes in study. Still U.James marked importance of development of attention in formation, and marked, as it is difficult to keep it both to children, and adults. «The attention voluntary is not kept long time on same, it comes and the river 51] leaves» [259.

The ideal teacher motivates pupils to develop in itself ability to concentration and to keep attention. Concentration on one subject or one idea during long time is unusual neither to children, nor adults. Thoughts of the person are switched with one to another. However regular trainings on development of steady attention can benefit, and time pieces of the focused attention will become longer. The ideal teacher watches attention of pupils and undertakes measures on deduction by its various techniques. U.James advises: «First of all, it is necessary for teacher to overcome involuntary and passive character of attention... Because of which at times it seems, that any object can so to draw attention of the child, that it completely loses the control over itself(himself) and forgets, where he and than was engaged» [258, p. 417].

Flexibility (Flexibility)

To be flexible is one of the important qualities of the teacher. Devora Zak so characterises this quality: «it is good to know itself, to be the shrewd observer and to apply the strong qualities» [72, with. 43]. Flexibility of the teacher helps pupils to solve independently any problems which they face. Flexibility of the teacher in motivation and in the relation to pupils is not the compromise with objectivity of an event and justice. In pedagogical activity where teachers are compelled to adhere to certain standards of behaviour, the teacher possessing flexibility, can apply in the work «own language, technicians of a feedback and encouragement model» [In the same place. With. 76].

L.Ferlatstso describes some receptions as flexibility can positively change difficult situations in a class. First, pupils often experience difficulties and stress when it is necessary for them to begin the project, to write an essay or the composition, to join in command work, etc. L.Ferlatstso advises to teachers to help them to begin work, having presented to them a variety of ways how effectively to begin. It can be lists of certain questions which need to be resolved; to suggest to think up on a choice visual presentation defined kontsepta; to take advantage of possibility to choose the partner for work on the project. The ideal teacher «inspires pupils to be put into operation, answering only on the first question or easiest of several set» [242].

Secondly, the ideal teacher helps pupils to refuse distracting things, for example a spelling of text messages, using a cellular telephone, or other employment not concerning study. The best way to get rid of such things is an ability of the teacher to agree about when and under what conditions it is allowed to it to distract from employment. Thirdly, the teacher possessing flexibility of thinking and behaviour, recognises stress. People are inclined to have the lowered self-checking in a stress condition, therefore when the pupil hardly supervises the behaviour, the teacher from conversation with it can learn, that this young man worries family or other problems. If from time to time the teacher gives to the pupil possibility to express it is possible to remove easily stress and to get rid of disciplinary problems in a class.

Literacy (Literacy)

The ideal teacher - the cultural, competent, formed person, to an ideal

242 which children willingly aspire. The good teacher talks in correct English language not only within the precincts of an educational institution, but also behind its limits. The ideal teacher understands, it is how much important to generate competent and beautiful speech at schoolboys. D.Lemov insists, that the teacher «is obliged to pay attention to inadmissibility slenga, to correct syntax, word usage and grammar» [98, with. 71] even if he is assured that on occasion the deviation from norms happens it is comprehensible.

Problems of literacy of English speech face to the American society from the very beginning of arrival of immigrants on "new" continent. English language (in its American variant) is official way of dialogue for all inhabitants of the USA. But for many millions Americans English language costs on the second place after the, the native language. A difficult pronunciation, problems of spelling demand assiduity and patience from pupils, the big skill and patience from teachers. Bases of multicultural formation should be mastered all American teachers (equally all teachers of the world) as there is no such society where people only one culture and one nationality would live. The competent teacher knows, according to D.Lemova, that «there is a so-called language of possibility - that is some kind of a code signalling about readiness to speak before broadest of all possible audiences» [In the same place. With. 71-72]. One of the fastest variants to help pupils - to concentrate on preparation for a successful competition for workplaces and places in college. For this purpose the teacher watches speech of the wards, was able and imperceptibly corrects any errors.

Pride of a trade of the teacher (The pride in the teaching profession)

The true teacher loves the business. It with pleasure goes for work and is proud of the trade. In pedagogics he feels in the elements.

Foresight (Fore sight)

Foresight of the teacher consists that he is able to plan beforehand the activity, to foresee an outcome of training, difficulty and successes. The ideal teacher acts simultaneously and taktikom, and the strategist. For successful pedagogical activity it is important to see a picture as a whole, to see the purposes of training and in every way to aspire to their realisation. Besides, foresight of the teacher in mutual relations with pupils is shown and in goodwill, sincere

243 interest in children, in their problems and dreams. To adjust long-term effective mutual relations between the teacher and pupils Dejl Carnegie offers following simple councils: «Express to people approval concerning their slightest good luck and mark their each success. Be frank in the estimation and are generous on a praise.... Create to people good reputation which they will try to justify» [83, with. 222].

Harry Truman, the thirty third US president (1945-1953) expressed planning and long-term objectives as about the big possibility for the person: «you can always make amendments to the big plan, but you cannot expand the small. I do not trust in small plans. I trust in big enough plans to meet a situation which we cannot expect now» [306].

Diplomacy (Diplomacy)

The ideal teacher in certain situations acts as the diplomat in mutual relations with the pupils. He knows, that it is impossible to respond categorically about pupils, openly to show discontent, to become angry and do reprimand for bad behaviour. The good teacher applies rules of the best diplomats. It is politeness, goodwill, delicacy, good manners, modesty, tactfulness, ability to supervise, restraint, etc. Dejl Carnegie in the experience of dialogue with different people has come to the conclusions, one of which reflects an essence of diplomatic dialogue, namely: «Begin with a praise and a sincere recognition of advantages of the interlocutor» [83, with. 221]. Besides, the diplomatic teacher will always find the necessary way of correction of errors, for example: «Specify in errors of others not directly, and indirectly» [In the same place].

Known American politician Henry Kissindzher specified that authoritative style of behaviour does not bring due advantage; it so has defined diplomacy: «Diplomacy is an art of restriction of the power». The diplomacy assumes tactfulness of the teacher. The step is an advantage of good character which assumes, that the person deeply and delicately concerns feelings and opinions of others. P.Stevens gives to teachers some valuable councils in this respect, for example: «Learn to read indirect signs from pupils. telodvizheny - the silent form of communications - really speaks language more loudly a voice» [285]. The tactful approach consists that it is necessary to consider a situation, and then to answer in a suitable manner. If

244 language telodvizheny is interpreted as a boredom product, it is necessary to direct discussion to a new channel. The ideal teacher is able to interpret nonverbal signs on communications. P.Stevens marks: «Diplomacy is a step version. To be the diplomatic teacher assumes, that you operate negotiations so that to prevent harm» [285]. Diplomacy also means the compromise. In class discussions diplomatic style of teaching consists in ability of the teacher to welcome the different points of view on the same subject and to appreciate variety of opinions.

Discipline (Discipline)

Discipline and persistence characterise development of will of the teacher. Ability to reach objects in view (including pedagogical) and to finish made decisions distinguish the ideal teacher who has a sufficient operational experience at school and good results of success of its pupils. Internal discipline is characterised by conscious submission of behaviour of the teacher to public norms. The ideal teacher with the developed internal discipline is able to organise the work, to build correct relations with administration, parents and pupils, with pride shows and realizovyvaet the professional qualities.

Goodwill / kindness (Kindness)

E.Mensfild asserts, that the ideal teacher comes to a class «with good will and kind heart» [267, c. 76]. For a teacher's trade, except calling and talent, kindness and sincerity is necessary. As one known Japanese proverb says: «One warm word can warm three winter months». The ideal teacher carries out the duties with a sincere smile on the person. P.Stevens marks importance for the school teacher to be benevolent: «Kindness means self-denyingly to help someone» [285]. P.Stevens results examples of display of different forms of kindness, namely: pohlopyvanie on a back, support words, auscultation, the help in heavy routine work. It is impossible to impose kindness force. True kindness of the ideal teacher does not demand efforts.

Skill to communicate / sociability (Sociability)

No textbooks, etc. will replace dialogue with the teacher. They only good auxiliary means in training. Peter Mak-Laren underlines, that the good

245 teacher knows, that informal conversations with pupils, answers to casual questions - most important of pedagogical processes. Thomas Gordon underlines, that «words can treat and induce the person on constructive changes. But it should be correct words» [52, with. 87]. How teachers talk to the pupils, depends, whether they will influence children structurally or destructively. «The effective teacher, as well as the effective psychologist, should know, how acceptance is transferred, and aspires to acquisition of corresponding skills» [In the same place].

T.Gordon is sincerely convinced, that the ideal teacher, first of all, should seize «a correct technique of dialogue with people which psychologists name“ therapeutic conversation ”. This ability will allow pupils to feel comfortable, they with desire will tell about themselves, will find confidence of own importance and self-esteem.« Only few teachers - born teachers - possess intuitive ability to conduct therapeutic conversation »[In the same place. With. 88]. T.Gordon allocates twelve types of reaction which stir effective communications between the teacher and pupils. In an ideal, any teacher should take into consideration these destructive kinds of dialogue and try to get rid as soon as possible of them, namely: 1. The order, the order, a command. 2. The prevention, threat. 3. Notations, manuals, lectures. 4. Councils, the help or the help offer. 5. Lectures, examples from private life, the appeal to common sense. 6. Condemnation, criticism, disagreement. 7. A sneer, ridicule, speech stamps. 8. Explanation attempt, a conclusion. 9. A praise, the consent, exhibiting of positive estimations. 10. Sympathy, a consolation, support. 11. Inquiries, situation finding-out, interrogation, cross-examination. 12. Attention switching, derivation, sarcasm, humour, a joke. Unfortunately, these strategy of behaviour are chosen by many teachers all over the world.

Instead of described above inefficient reactions, the teacher on the arisen problems or conflicts in a class the ideal teacher uses other effective receptions: passive auscultation (silence); confirming answers; "master keys", the invitation to conversation; active auscultation (feedback).

Eloquence (Oratory)

Eloquence supplements and expands the skill to communicate of the teacher described above. Eloquence of the teacher includes riches of language and speech. The ideal teacher is able to state the thoughts accurately and clearly. Its speech differs clearness,

246 expressiveness and sequence. Ideas and thoughts are represented by the teacher gradually, in a logic order, consistently. At an explanation of a material it results also own arguments and supervision. The famous expert in D.Karnegi's productive dialogue among other councils has allocated also such: «Dramatize the ideas, submit them effectively» [83, with. 192].

Referring to Aristotle's "Rhetoric", Mortimer Adler focuses attention on three important factors which influence ability of the teacher to convince others. So, these components: etos, pathos and logos. Etos consists in presenting itself to an audience as the representative of certain character, «approaching for specific goal achievement» [4, with. 40]. The teacher should inform to students, that perfectly understands a subject, that it is sincere in the intentions and has the kindest promptings. Besides, it should look attractively, be able to gain an audience and to cause trust. If the teacher manages to convince listeners to trust it it can convince them and of other questions. Thus, if the essence etosa consists in ability of the teacher to show the authority and the competence, to show reputable character, pathos, in treatment of M. Adler, has the purpose to clear feeling of listeners and to motivate them to desirable actions. The third factor influencing ability to convince, is logos. Logos the Teacher represents the argument of the stated principles, ideas, theories, etc. cannot clear feelings and the experiences pushing pupils to necessary result if it does not win their arrangement. Hence, it is senseless to state the reasons and to give reason, not having created the corresponding emotional background so necessary for perception of the information.

When the teacher has involved in the lecture and etos, and pathos, it is necessary to apply logos to achieve an overall objective. M.Adler advises to avoid to result the verbose and confused arguments, and to learn to state them in extremely compressed and short form. For presentation and ease of understanding the teacher can present one or several vivid examples, concrete cases, and then to pass to conclusions. One of effective receptions of the convincing argument are the rhetorical questions generated so that answers to them looked for listeners predicted and unequivocal. As a whole, the lecture maintenance should contain «the developed and obvious substantiation of undertaken steps.

Logos should be stated in all details »[4, with. 65].

The pleasant timbre of a voice, expressiveness of speech of the teacher are the most important external attributes of the ideal teacher. Bolshy the emotional and substantial effect adds figurativeness of speech of the teacher, its persuasiveness and understanding of an essence of a subject about which there is a speech.

Kreativnost / creativity (Creativity)

The modern rhythm of the life, new requirements to formation and bureaucratic procedures in which school teachers should participate, do not leave sufficient time for creativity in a class room. The teacher gets tired of routine, from registration of reports, preparations for tests, etc. As a result creative lessons occur all less often and less often. But practice shows, what exactly the creative component of the person of the teacher is progress of all formation. The ideal teacher creatively approaches to planning of lessons.

One of versions of a creative lesson is educational game which serves excellent motivatorom for mastering by knowledge. G.MakKeon in the book "Essentsializm" cites sir Ken Robinsona who long time investigated creativity development at schools and has been convinced, that the game moments in training in the best way develop creative abilities of children, but the school often does not allow to them to be embodied in a life. K.Robinson notices: «We have got used to fastfudu both in meal, and in training. Just as the fast food harms to our body, schools exhaust energy and strength of mind from children. Imagination - a key to success in any activity, but we risk to lose it, using standard methods of training of children and adults» [105, with. 82].

The ideal creative teacher not only approaches to the pedagogical activity neordinarno, but also sees in pupils of creative persons as marks M.Bartel, «inspires them on experiments, variability» [210] in educational process. At discussion of ideas, concepts, theories and various opinions, the ideal teacher suggests pupils to comprehend these ideas creatively. M.Bartel specifies: «to Make idea the means to choose it, to improve it, to stir up it, to disassemble on making parts, anew to make it, to test it, to acquire it, to materialise it etc.» [Ibid]. He is able to excite imagination of pupils.

The American professor specialising on questions of the educational
G.A.Devis's psychology, has put forward the vision of obligatory components of the creative teacher, namely: the teacher himself considers itself as the creative person; the teacher possesses rich imagination, is opened for new ideas; it is independent in judgements, but has the internal control, not ordinary thinking is inherent in it; the teacher is capable to go of risks, undertakes for new and is responsible for acts; the creative teacher the optimist by the nature; it is vigorous, enterprising, possesses virtuosity; creative character also is shown in inquisitiveness, bent for to experiments; has fine sense of humour; we suffer to another's ideas, judgements and sights at a wide spectrum of problems; the altruist; requires to stay in loneliness for a reflexion of the acts and work on the perfection; it is capable to show the initiative in adjustment of productive contacts to different people [See 239, p. 423-429].

Culture / cultural awareness (Culture / cultural awareness)

Level of vocational training of teachers in the USA constantly raises. Roles of the teacher extend because of variety of cultural aspects of a life of a society. In global system of perfection of formation the most important direction positions education in youth of respect for other cultures, the nations, ethnoses; comprehension and acceptance of their cultures, raspolozhennost to interactions with representatives of all ethnoses and cultures.

In the USA the demand of multicultural formation is especially actual, as the country unites in itself representatives of different cultures and nationalities that demands from society of tolerance, understanding of features of traditions, cultural customs and behaviour. Training programs at pedagogical education faculties should contain the disciplines including bases of polycultural formation. Teachers are motive power which, according to G.D.Dmitriev «is capable to bring the essential contribution to educational process of generation of people, free from social biases, racism, discrimination, rage, xenophobia, hatred» [63, with. 4.] . The major characteristics of the multicultural teacher are: keenness to requirements of students, the cultural interaction promoting success of training; comprehension of equality of representatives of various cultures, absence of the superiority of one over others; use of various techniques and pedagogical technologies; the account of specific features of pupils;

249 knowledge of the nature of stereotypes and their influence on formation of biases, racism, discrimination, conflicts and ability to resist to them; interest in a historical, cultural origin of pupils; possession of skills

Interpersonal dialogue (verbal and nonverbal); ability to choose model of behaviour adequate to a situation, ability to operate communications process, ability to show a positive spirit. According to A.N.Dzhurinsky «the ideal multicultural teacher should show essential qualities: ability simultaneously to learn and bring up, a strong theoretical pedagogical education, high culture and comprehension of values of education, freedom and responsibility, sensation of participation in intellectual elite. Such ideal means formation of the complete person of the teacher» [60, with. 168].

Logicality, logic (Logic)

Edward Mensfild in 1853 noticed, that Americans as a whole are inclined to logic and analytical thinking. Such thinking, according to Mensfilda, is the most useful, productive, especially for teachers. The logic type of thinking is fruitful and comprehended, and at Americans it is focused more likely on results, than on the reasons. The given statement means, that the ideal teacher constantly spends the subject, namely: he counts results, thinks over communications, dependences and relations thanks to which results are reached. The ideal teacher of exact disciplines, certainly, is the logician on the psychological type.

The best friend for pupils (The best friend for students)

The teacher causes trust in pupils when he behaves not in a role of the supervisor, the chief and the director and when gains pupils at the expense of valid, friendly behaviour. D.Karnegi marks, as it is important to gain the interlocutor from the very first acquaintance: «From the very beginning adhere to friendly tone» [83, with. 152].

In poll about criteria and qualities of the good teacher spent by the organisation of UNICEF, the following statement is considerably allocated: «Definition of the Great teacher can be formulated all in two simple words. The best friend. Who can trust more to you, than the best friend? Who can love you more and whom you love most if not the best friend? From whom you

250 most of all you receive knowledge? Eventually, who remembers all the days long from your life better, than your best friend? Let all will be such teachers »[313].

Love to a trade and children (Love for the profession and children)

The ideal teacher loves the trade and is proud of that he is a teacher. Steve Jobs's the most known citation in the best way transfers an essence of the relation to favourite work: «the Unique way perfectly to perform the work - to love in what you are engaged». It is difficult to teacher to love all children in a class, but to try to understand interests of children, their problems and anxiety any interested teacher can. The psychologist and teacher T.Gordon asserts, that «to accept other person such what it is, is, as a matter of fact, to show it the love and respect» [52, with. 86]. T.Gordon considers teaching as display of one of love forms when in interaction of the teacher and the pupil there is a mutual care, the valid relation to each other, love, discipline problems thus disappear.

Neatness (Neatness)

The teacher, being owing to the trade the public person, always is on a kind, it draws attention not only pupils, but also fellow workers. The teacher as anybody other, is compelled to communicate much with people, therefore its appearance plays a huge role in mutual relations, in its image and even character. The teacher should put on "tidy and gracefully" [83, with. 371]. Consciousness of that the teacher is decently dressed, looks well, raises a self-estimation, instal self-esteem, gives to confidence of own forces. To the ideal teacher-man is inadmissible to come for work in dirty footwear and baggy trousers. The ideal teacher watches the appearance and serves as the sample of taste for many pupils. The ideal teacher has more variants to look attractive. The main thing for it to remember, that its appearance should not be causing. Key rules consist in following a fashion, development of good taste and feeling of a measure. And the most important rule for all experts working in close contact to people, concerns cleanliness of a body and clothes.

Optimism (Optimism)

The success in pedagogical creativity substantially depends on a spirit of the teacher. Optimism inspires, motivates us, trains will, charges thoughts

251 positive energy. Pessimism, on the contrary, causes negative emotions, develops depression. The ideal teacher - the optimist; he trusts in good, loves a life in all its displays, thinks positively. Positive the relation to a life and beliefs in success expressed importance many known people throughout many centuries. We will result some citations of outstanding persons which despite difficult stages of the lives, not only have stood, but also have achieved considerable successes.

Winston Churchill has stated the version of difference of the optimist from the pessimist: «the Pessimist sees difficulty in each possibility, the optimist sees possibility in each difficulty» [233]. U.James specified that «pessimism conducts to weakness, optimism to force». [257]. And Aristotle Onassis underlined, that without an optimistic view for a life it is difficult to achieve the present success: «during the most dark moments sew lives to us it is necessary to be focused to be issued» [268].

Originality (Originality)

The ideal American school teacher is distinguished by the non-standard approach to the activity. He searches for original decisions simple and challenges, novelty of approaches. In pedagogical activity the ideal teacher combines a combination of various techniques which are perceived by children as new, interesting methods of training, therefore lessons at it always different, but well planned.

Responsiveness (Responsiveness, feedback)

The sympathetic teacher is able to give to pupils a timely, concrete, sincere, positive feedback. D.Zak marks: «Gratitude - a fast and free way to improve corporate spirit and to raise productivity» [72, with. 54].

Openness (Openness)

Teachers with an open vital position distinguishes special relations to the world, shown in easy and easy dialogue. The ideal American teacher was distinguished always by a special openness, external goodwill, a high self-estimation. The ideal teacher with an open vital position easily co-operates with world around, creatively thinks, are improved, always in a course of innovations and innovative technologies in formation. Results of such vital position of the ideal teacher are benevolence, ability to an establishment of productive mutual relations with pupils, high degree

Socialisation and harmonious relations with colleagues.

Susceptibility to errors (Fallibility)

All people make mistakes in the life, including skilled teachers. Not all teachers recognise, that are mistaken, and the ideal teacher recognises, that is mistaken, that happens is not right. The ideal teacher studies on the errors and helps the pupils to work over their errors, learns to correct errors and aims at success.

Positivity (Positivity)

The ideal teacher knows, how it is important to give positive responses to pupils. Positive installations, statements are very important for motivation of pupils. Larri Ferlatstso notices, that «thin shifts in speeches of the teacher allow positive statements to join interaction process» [242]. Positively formulated statements give bolshy effect, than any others. The positive statements connected with current events in a life of pupils, expand possibilities of realisation of the purposes and hopes of children, they strongly differ from type statements «if - that» because such statements are focused that teachers want from pupils. One of the major qualities of the ideal teacher is its ability to inspire pupils on positive result which to a certain extent «is more important than a positive spirit» [72, with. 103]. The positive spirit of the teacher motivates pupils to correction of errors and adjusts on successful performance of any task. D.Karnegi underlines: « Resort to encouragement. Make impression, that an error which you wish to see corrected, it is easy ispravima; do so that that, on what you induce people, it seemed to them easy »[83, with. 222]. Ideal teachers use affirmative statements in a class audience, instead of statements and manual with negation is more often, for example,« do not do... "Or" do not dare... », Etc. the Ideal teacher knows, how it is important to be able to raise a self-estimation of the child.

Sequence (Consistency)

The consecutive teacher is distinguished by good planning of lessons, consecutive studying and material presentation, an accurate order in thoughts and a material explanation. The ideal teacher purposefully and consistently works over a new material of a lesson. The ideal consecutive teacher finishes business, fulfils the promises.

The developed intuition (Developed intuition)

Researchers Burke and Sadler-Smit give the big role in intuition formation: « It is process in which teachers effectively code, sort and find access to experimentally latent mental models to use them in acceptance of pedagogical decisions. In other words, teachers have kognitivnye schemes or mental models which are developed at them thanks to experience which they can use for acceptance of timely decisions of arising educational problems »[229, c. 172]. One of the main characteristics of intuition who is used by teachers in class rooms, consists in its simplicity and ease with which help of the teacher solve problems on a place. It is one of the reasons why intuition often name the sixth feeling or paranormal ability. After long years of certain activity, according to Burke and Sadler-Smita,« the skilled master develops the skills, gets competence which it can easily show, and it seems, that its abilities are considered by itself understood »[Ibid.] . When teachers are compelled to make of the decision at intuitive level, their intuitive knowledge seldom is subject to the description words; often they in confusion to explain, that they do and why. The Indisputable fact, that university communities appreciate logic, common sense and rationalism, but thus they call into question value of intuition. If the knowledge cannot be explained, and whether there is it actually? But the intuition really exists. To intuition of the teacher resort in non-standard situations, when there is no obvious, exact instructions that it is necessary to do in a concrete case. In class audiences of the teacher usually not enough time give to judgement of the actions. Skilled teachers c well developed intuition faster and more effectively make of the decision, than their young colleagues. The ideal teacher owes to more time and energy to spend on understanding, judgement and improvement of the intuitive abilities.

Versatility of interests and knowledge (Versatility of interests and knowledge)

E.Mensfild repeatedly spent thought that at teaching of one subject the teacher should consider the facts and knowledge from other allied industries. At astronomy studying knowledge of geometry is necessary; the anatomy is connected with mechanics and if we study influence of education and formation on behaviour of the person us not to do without history. The ideal teacher uses all palette of knowledge at training of children. The ideal teacher understands, that qualitative education and training

254 demands from the teacher of versatile knowledge which it will fill up all life and to use as arguments at an explanation of a new material. The modern concept of training during all life (lifelong learning) is the important professional quality of the ideal teacher.

Rationality / judiciousness / orientirovannost on common sense (Reasonableness, judgment, orientation to common sense)

Ability to analyze and logically to argue is the important characteristic of the ideal teacher. Any teaching material should be presented in logic sequence, have accurate structure. Thus the teacher should learn to analyze, argue, furnish children proofs and arguments on a concrete question. The ideal teacher knows importance of inclusion of children in various kinds of informative activity, it remembers, that «kognitivnaja activity in a class always should be concrete, purposeful and productive» [98, with. 131]. Educational activity or brings concrete advantage, or promotes understanding of complicated questions, thus gives answers to many problem questions. The American military man, the publicist and orator Robert G.Ingersoll criticised formation which does not give understanding of the important things, and at times, and has no common sense: « In one thousand times it is better to have common sense without education, than to have education without common sense »[252].

Rationalism / rational thinking (Rationalism / rational thinking)

Rationalism is one of constants of the ideal school teacher of the USA, along with enthusiasm, optimism, diligence and activism. The rational thinking represents the thinking, differing accurate logic, the sequence, conducting to a specific goal. Such thinking is inherent in purposeful and successful persons whom the ideal teacher is.

Self-discipline (S elf-discipline)

Ronald Morrish in the book «With All Due Respect» (2003) describes the term to "discipline" as training process to a correct way something to do, and as a condition in which the person can make something correctly. D.Lemov took R.Morrisha's formulation for a basis and has developed value of a verb "samodistsiplinirovat". The sense of the given term in refraction to a teaching can be presented approximately so: «to be able to force to do itself business correctly and up to the end» [98, with. 196]. To the teacher not

255 to do without planning, without regular preparation for employment. In the academic environment the discipline of the ideal teacher will not allow it to release on samotek process of employment. The self-disciplined teacher has a complex of ideas and the methods of thinking directed on realisation of definite purposes in the arsenal.

Sostradatelnost / ability to empathy display (Compassion, the ability to manifest empathy)

The concept "empathy" occurs from Greek empatheia, that in a translation into Russian means "empathy". In a psychological glossary the empathy is treated as «understanding not having a rational explanation, comprehension of private world or an emotional condition of other person» [202]. The empathy promotes efficiency of activity, development of competence of dialogue, adjustment of friendly long-term relations, is characterised by emotional responsiveness of the person on experiences of other people. The statement, that without empathy cannot be the good psychologist and the psychotherapist, it is quite fair and for the teacher which, in turn, is also the psychologist for children. The ideal teacher is capable to empathy, sympathy, emotional responsiveness. D.Karnegi marked importance of empathy in adjustment of relations with people: «be kind to thoughts and desires of others» [83, with. 180].

Ability to apologise (Ability to apologise)

Any teacher has weak and strengths. To be infallible and correctly to arrive in any situations it is possible to units. The teacher, making mistakes, reflexes their reasons and searches for exits from situations. The ideal teacher not only recognises the errors, but also has boldness to apologise, if has arrived incorrectly and has offended other person. There are situations when the teacher can state a wrong estimation of activity of the pupil or draw conclusions, not having sufficient arguments and the facts in favour of this or that question. The recognition of the errors and ability sincerely to apologise in an awkward situation distinguishes the ideal teacher.

Justice (Fairne ss)

To be the fair teacher, actually, hardly. In many situations of the teacher the decision make, being based on the feelings, in other situations - addressing to logic and common sense. However there are established rules, and strict application of standards and rules is criterion of objectivity,


Impartialities of judgements. At the description of a psychological portrait of the ideal American teacher in the concept of types Myers-Briggs we considered differences of Logic and Ethical types of the person, and also the Rational and Irrational teacher. It is easier to logic, Rational teacher to concern fairly the pupils as internal installation on logic, objectivity and common sense, aspiration to resolve all conflicts and disagreements lean against norms, rules, and personal estimations (it is pleasant - it is not pleasant, good - bad, etc.) as a rule, prevent to be fair concerning pupils. Pupils it is thin feel mood of the teacher, worry, when the teacher estimates them unfairly, therefore the teacher should remember, that the fair, fair behaviour of the teacher ennobles it in the opinion of pupils.

Aspiration to self-improvement (Aspiration to self-improvement)

The ideal teacher does not stop in the intellectual development. J. Bruner repeatedly repeated in the researches, that formation develops the person in all directions, gives the chance to the person samosovershenstvovatsja. The teacher as anybody another, understands, that knowledge is not fallen asleep blocks, and the live mechanism with all nuances of its functioning. Existence of the alternative points of view on the same subject, inconsistent concepts only motivate the person to development, to true search. J. Bruner confirms: «Formation should not only to be culture transfer, but also and the supplier of alternative sights at the world and the will amplifier that them to investigate» [226].

In the course of pedagogical activity the teacher stimulates pupils to search for right answers on complicated questions, inspires on research. The ideal teacher knows, that the sequence of training stages does not come to an end with a finding of right answers. Therefore the ideal teacher, according to D.Lemova, «remunerates pupils for right answers the following, more difficult questions which will expand knowledge and will check up their reliability» [98, with. 65]. The teacher should constantly samosovershenstvovatsja, it is a lot of read.

Stressoustojchivost (Stress resistance)

All people, without dependence from a trade, test stressful situations to some extent. The main thing - to learn correctly on them to react. Level stressoustojchivosti the teacher affects personal features of pupils. On

257 stressoustojchivost in pedagogical activity properties of nervous system, temperament, pedagogical abilities, system of motives, character and a self-estimation of the teacher influence. Successful counteraction to stressful situations depends on prevalence of internal motivation over the external. According to A.A.Reana and S.V.Subbotin's researches [144; 166] such character traits of the teacher, as tolerance, internalnost, the positive relation to pedagogical activity and its participants, and also to as to the subject of pedagogical activity can positively influence on stressoustojchivost in educational space. The ideal teacher with an adequate self-estimation is capable to consult with stress, with any professional difficulties and problems. The teacher with a low professional self-estimation takes hard stressful situations, feels not protected, therefore can resort to authoritative style as to means of psychological protection which will negatively affect an emotional background of the teacher and will lower efficiency of pedagogical activity.

Tactfulness (Tact)

The ideal teacher has the congenital or got step.

Patience / tolerance (T olerance)

The ideal teacher is characterised by high degree of patience as he should solve daily weight of small and big problems, many times to explain the same things, thus keeping calmness and not showing the irritation. Not each teacher is capable to keep endurance and to be tolerant, therefore many teachers are not late at schools for long time. In the beginning of the third millenium when the stream of migrants has overflowed all world, at schools children - the representative of many nationalities, creeds and cultures study. Tolerance in relation to them, the understanding and acceptance of another's culture, respect of cultural distinctions are the major characteristics of the modern teacher. G.D.Dmitriev, the visible expert in bases of multicultural formation, considers tolerance training «as first, initial and very important level in formation of the pupil and the teacher» [63, with. 40].

Diligence (Industry)

The person of the ideal American school teacher was essentially influenced by Protestant ethics that was reflected on such important it

258 characteristics, as diligence, efficiency, a success cult, rationalism, ekonomnost, a thrift, absence of superfluous lyrics in mutual relations, enthusiasm. Diligence has helped the European immigrants (basically to Protestants) to be based on new continent (USA) and to become successful in New England.

Respect of pupils (Respect for students)

The ideal teacher sees in the pupils of persons with the sights, opinions. The mutual respect each other, interest in long-term cooperation helps to construct productive relations and to raise quality of training. If the teacher respects pupils, it brings up in them self-esteem. For increase of a self-estimation the teacher should inspire to children feeling of own value, uniqueness. Any displays of a feedback, whether it be small encouragements, approval, a praise, a compliment, a sincere smile make positive impact on children, motivate them on success and a self-confidence. If the teacher notices small successes of pupils, he motivates them on further svershenija. Pupils require a praise, the positive estimation of adults serves as stimulus of good study and self-development. The trust and respect for the teacher depends that pupils think of it. The personal relation to the teacher at children is under construction on such criteria, as competence, honesty, justice.

Ulybchivost (Smile)

Americans associate with people who constantly smile. The smile gains people, creating positive tone to conversation. In trades where it is necessary people intensively it is necessary to communicate, first of all, to learn sincerely to smile. For the ideal teacher the smile, an affable sight, display of interest in children are the major personal qualities. Only sincerely loving children and the work the teacher meets the pupils with a smile. D.Karnegi confirms: «It is possible, but gives much. It enriches those who receives it, not impoverishing thus those who presents with it» [83, with. 88]. In the poll, spent UNICEF «That the good teacher represents?» Respondents among other qualities have specified on ulybchivost: «the Great teacher smiles to the pupils even then when they frown» [313].

Charisma (Charisma)

Definition of concept "charisma" Max Veberom consider classical, and all subsequent treatments are under construction on this base concept: « It is necessary to name charisma the quality of the person recognised extraordinary, thanks to which this person it is estimated as presented supernatural, superhuman or, at least, by specifically special forces and the properties inaccessible to other people. It is considered as sent by the God or as the sample »[48, with. 21]. Charisma - one of characteristic lines of leaders as this quality strengthens liderskie qualities of the person, helps to execute mission, to realise possibilities for achievement of overall objectives. The charismatic teacher - a bright figure, is the leader who conducts children behind itself. The ideal teacher has all qualities of the charismatic leader: a self-trust, accurate vision of the purposes of the activity, remembered appearance, magnetism, charm, initiative, independence of another's opinions, generating of ideas, a maximum level of responsibility for the actions. Unfortunately, at schools it is a little harazmatichnyh teachers, much more harazmatichnyh directors, managers and political leaders. The teacher possessing charisma, reaches the best results of the pedagogical activity, uses the big respect of pupils and colleagues, has huge influence on children.

Feeling new (Sense of the new)

The ideal teacher is opened for perception new. He knows, that the information volume increases every year, and during epoch IT of technologies it becomes difficult to process huge files of the information. Ability to analyze, filter the arriving information allows the teacher to allocate interesting, new, original and to acquaint with the finds of pupils. It is important to underline, that the ideal teacher will not apply from year to year the same technology, to use the grown fond grants, and will trace novelties scientific and nauchnoyopopuljarnyh researches, including in the field of psychology.

Sense of humour (Sense of humor)

The Australian writer, the critic, translator Klajv James put sense of humour along with common sense without which it is impossible to imagine any trade: «the Common sense and sense of humour is same, only moving with different speed. The sense of humour is simply dancing common sense» [256].
Children like persons different in type teachers, but especially benevolent and cheerful - such which always have own opinion and from any difficulty find an original way out. Inconvenient situations occur every day, and thanks to sense of humour it is possible to resolve half of problems in a current order, avoiding conflicts and misunderstanding. Domestic teacher V.A.Suhomlinsky asserted, that without sense of humour it is impossible to reach mutual understanding between the teacher and pupils. Jokes can discharge any difficult situation. The ideal teacher feels, during what moment the sense of humour is capable to break a problem and to resolve the conflict.

ekstravertirovannost (Extraversion)

Myers-Briggs has shown the analysis of typology, that the ideal American teacher is an extrovert. The Teacher-extrovert is ideally entered in school collective. However at schools teachers-introverts among whom it is a lot of the professionals who are reputable also teach. We will consider advantages both those, and others.

At the American schools teachers - extroverts prevail. The teacher - extroverts receive huge pleasure from work with children, with colleagues, without dialogue they feel alone. They are talkative, friendly, willingly go on contact. «Extroverts - the outstanding personalities, appreciable teachers. Introverts - good methodologists and tutors, patient, inclined to unconditional contact...» [9, with. 238]. Inherently pedagogical activity should speak to the teacher much, explaining a material, answering numerous questions, participating in discussions, etc. the Teacher-extrovert confidently feels in any collective, perfectly communicates, willingly addresses to an audience. Owing to that ekstravertirovannye teachers give a lot of energy to an external world, they often overtire also it time for restoration of the spent energy is required. The Teacher-introvert, at first sight, looks constrained, silent and observant. However if the introvert has chosen for itself pedagogical activity he comfortably enough feels in a class and gradually reveals before the favourite audience. Unlike teachers-extroverts, introvertirovanyj the teacher always gives to pupils time to consider the answer to the brought attention to the question, it will not interrupt the pupil, will give the chance to it to think and express a little. The teacher-introvert always considers forthcoming actions, therefore is more rare, than the extrovert, makes mistakes.

O.Kreger and J. Tjuson in the research of types of the person mark: «Complexity consists that our society always encourages ekstravertnost and laws of objectively existing world. We often underestimate the contribution of introverts: their obvious ability to introduce punctuality, imagination, objectivity or an insight, depending on the preferences» [94, with. 52].

Emotionality (Emotionality)

The emotionality is the most valuable personal quality of the ideal teacher. The ideal teacher is allocated with intensity of emotions, their stability, depth of feelings. Adequate emotional conditions of the teacher positively affects activity of pupils. Such teacher is positively adjusted for work, feels confidence of the pedagogical plans and actions and for this reason tests satisfaction from result of the work. The emotional party of the person of the teacher, sincerity in display of the feelings is especially actual for teachers of an elementary school. Emotional dialogue of the ideal teacher and the pupil forms a basis for development of positive motivation to study.

Vigour (Energy)

K.Tucker notices, that energy of the teacher «is spent in two special directions: construction of lessons on which pupils design knowledge together with the instructor; and support granting, realisation of a feedback throughout all process of training» [308]. Energy of the ideal teacher plays the big role in increase of motivation of pupils on the further training and promotes growth of a self-estimation of youth. D.Zak notices, that «the more energy is enclosed, the more strongly pleasure from maximum use of skills» [72, with. 73]. Passive,

The melancholic teacher is not capable to charge energy a class and has a low indicator of success of its pupils.

Enthusiasm (Enthusiasm)

Enthusiasm - the major quality of the ideal American school teacher. Carrying out of the analysis of the best techniques of outstanding teachers has allowed to allocate Arch Lemovu components of the best teachers which «necessarily introduce love in the work, energy, enthusiasm, fun and humour - not only as an antipillbox from the heavy work but also because it is one of the most effective ways of performance of any difficult problem» [98, with. 282]. In teaching enthusiasm it is possible

262 to treat as «motivating, charging energy, passionate and dynamic style of the teacher» [253]. The Teacher-enthusiast often to add in a class delight, pleasure, an anticipation something new, dips students into action, stimulates on the further researches. As a result the enthusiasm of the teacher inspires curiosity of pupils, sharply raises motivation to study. Oldos Haksli, the English writer highly appreciated enthusiasm, as necessary quality for each person: «the genius Secret consists in carrying by a condition of the child till an old age that means - never to lose the enthusiasm» [251].

Erudition (Erudition)

E.Mensfild repeatedly repeated, that the good teacher should possess knowledge not only within that school subject which teaches, but constantly to be improved, read the literature from different fields of knowledge, to be interested in new techniques of teaching and new opening. The ideal teacher understands importance of possession base knowledge from all base areas of sciences and culture, therefore constantly to aspire to fill up them; this knowledge will help it with an explanation of the subject. Besides, the knowledge at least one foreign language expands a cultural outlook of the teacher and helps to use it for an explanation of social and cultural concepts.

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A source: ASTAPENKO Elena Vladimirovna. the IDEAL of the SCHOOL TEACHER In WORKS of the AMERICAN THINKERS XX - the XXI-st century BEGINNINGS. The dissertation on competition of a scientific degree of the doctor of pedagogical sciences. Tver 2019. 2019

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