The Skills and Attitudes Needed for Teaching

Many trainee teachers and their mentors have some well used sheets of paper that they study feverishly as they prepare for or observe lessons. Have I included S3.1.1? Was there enough S3.2.2? Am I regular with my S3.3.12? Or more simply put: did the lesson have a clear objective, constructive feedback and meaningful homework?

The list of standards required for becoming a teacher can seem daunting. As a result, during the rollercoaster ride of the average school placement, you may be tempted to see them as a hoop to jump through, rather than qualities to aspire to. However they are exactly that: guidelines for aspiring teachers or more precisely, a description of what aspiring teachers look like.

So how are aspiring teachers described? Let's look at the standards that apply in England. The first set of standards focus on professional values and practice (the standard 'codes' are in brackets). They describe a teacher as someone who:

• is committed to a cause (raising achievement) (S1.1)
• has high expectations of others and themselves (S1.1)
• is respectful of other cultures and backgrounds (S1.1)
• is concerned about how others develop (S1.2)
• has integrity and whose words match their actions (S1.3)
• communicates clearly and sensitively (S1.4)
• contributes and shares positively in community life (S1.5)
• understands and values the contributions of others (S1.6)
• keeps on learning by observing others and improving accordingly (S1.7)
• is motivated to improve (S1.7)
• is aware of their responsibilities (S1.8)

(You can download the full document, entitled Qualifying to Teach)

What sort of person am I?

As you read these values, which question are you asking yourself

• "Can I do that?"

or

• "Am I that sort of person?"

This is an important distinction, because in describing the values and practice of aspiring teachers, the standards are in fact outlining the character of aspiring teachers. And aren't values and practice just alternative words for belief and behaviour? For example, the teacher that values respecting other cultures believes that it is important. Therefore, because they believe it is important, their behaviour or practice will be influenced in line with this value.

A good teacher is described as much more than someone who 'knows their stuff' or has teaching skills.

What's distinctive about a Christian Teacher?

So far, so good, but couldn't someone of any faith come to the conclusion that these values are important? Does it really take a Christian to work out that these standards are more about character and what sort of person you are rather than simply what you are observed doing? Surely a Christian would come to the same conclusion as a person with different beliefs?

A Christian may well come to a similar conclusion about the expectations of an aspiring teacher - but their response is distinct. The Christian responds by acknowledging that God is at work in him or her - whether in a school context or not. The values that God holds dear and that He loves to see His children live out are for all of life, not just certain 'bits'. This makes a huge difference to how the Christian teaches.

So, is teaching part of God's plan for you? The psalmist (Psalm 139) asks for God to examine him and to see what ‘ways' are in him. Use the bullet points above to answer the questions "What sort of person am I?", "Am I this sort of person?", "Do I desire to become this sort of person?" and most importantly, "Do I desire to become this sort of person and express these values through teaching others?"