Teaching is an involving occupation where an individual is entrusted with the responsibility to impart knowledge to learners. Educators always meet different students with various potentials to be nurtured. Furthermore, there are challenges from children, parents, and administration that demands the teacher to adjust service delivery. To fit in the profession with ease, an individual should have personal attributes towards teaching. This paper will analyze the relevant qualities that would make a person become a purposeful teacher in the field of education.
To be a deliberate teacher, an individual should be knowledgeable. If the educator is well-informed it becomes easier to understand the student’s learning development, areas worth improvement, and learning techniques to bring the necessary changes (Quinones & Pursi, 2020). Having adequate knowledge, the teacher will be able to deliver the right content in an active way to make the children gain from the service (Shapiro & Stolz, 2019). Furthermore, the instructor will be able to evaluate the potential of each child, therefore, managing them based on their ability. Adaptability is another essential attribute for becoming an intentional teacher. In the learning institution, students have different potentials; therefore, it is upon the tutor to formulate and adopt new teaching skills. Similarly, the ability to develop trust and rapport can also make a person become a purposeful teacher.
Intentional teaching is significant because teachers have the urge to help learners achieve their success through active engagement in learning activities. In high school, we had a teacher of mathematics who used to dedicate his time to ensuring all learners understood every concept. Furthermore, he had a good relationship with learners, making it easier to approach him for further clarification. When teachers are self-motivated they offer the best teaching experience to the students.
Quinones, G., & Pursi, A. (2020). Playful qualities of toddling style in adult-child interaction. European Early Childhood Education Research Journal, 28(4), 475-489. Web.
Shapiro, L., & Stolz, S. A. (2019). Embodied cognition and its significance for education. Theory and Research in Education, 17(1), 19-39. Web.