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Have you ever wondered what makes a good ..

What, then, makes a good teacher? That's the question the Carnegie Foundation asks annually. Every year, the Carnegie Foundation identifies a few college professors who are considered the best in their disciplines. Each of these teachers is invited to compete for the Carnegie Professor of the Year Program and is asked to submit an essay on what constitutes good teaching. This year, 20 of the essays were compiled into i book titled Inspiring Teaching: Carnegie Professors of the Year Speak.[1] The essays are divided into four categories: teaching characteristics, teaching practices, teaching philosophies and teaching teachers. Two of the essays -- one by an English professor and the other by a professor of nursing -- have special meaning for radiologic science educators.

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Peter Beidler is the Lucy G. Moses Professor of English at Lehigh University in Pennsylvania. His essay, titled "What Makes a Good Teacher?" lists 10 qualities Beidler believes are vital to success in the teaching profession.

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4. The good school has interest and enthusiasm, but it must not be of the soap–bubble variety.—If you have the first insight into human nature, if you know the first thing about swaying pupils in mass, you know that it is easy to waste energy, get up steam and chase fleeting phantoms in school, make a tempest in a teapot, and be no farther along at the end of the year educationally than at the beginning. The faddist in the school–room, the teacher that periodically discovers the coveted panacea that will relieve the pupils from all good, old–fash ioned, hard work, is as dangerous as the demagogue in politics. Interest and enthusiasm should be well direct ed. Sanity should guide it. It should drive toward a worthy goal, it should be tempered by rationality and common sense. The interest should as soon as possible be transferred to self interest. One of the most enthusiastic teachers I ever knew was of the hypnotic, spell binding kind. Pupils waved their hands, snapped their fingers, and jumped up and down in their eagerness to tell what they knew of a topic. Strange to many—not strange to the man who knew something of good teaching—very, very few of the pupils of this teacher either continued school after the graded school course or took much interest in self–directed study or reading in after life.

In an institute of something over a hundred teachers, nearly all of them comparatively young in the work, I was once asked to give a ten–minutes' talk on what makes a good school. I am glad that I was, not because any thing which I said was so helpful to the young teachers, but because it set me thinking by what things I judge teachers and the school. My notes show the following points, although I am not sure of the exact wording of the talk:

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In the interview, we’d like to focus on a particular project or piece of your work that really shows the challenges and possibilities of what you do as a community educator. It’s important that we focus the interview on a specific piece of work, so we can get a close look into what makes what you do so rewarding and challenging. We want to understand what you do as a community educator as you work with others in promoting learning and action around public issues or problems.

Beidler makes an interesting distinction between the two. First, he notes that student evaluations can be deceiving. Good teachers tend not to believe the positive evaluations and agonize over the one or two mediocre ones, continually trying to improve their teaching. Mediocre teachers do the opposite -- they trust the good evaluations and brush off the negative ones. Beidler believes strongly that the best teachers are those who listen to what their students say about good teaching in general rather than about any one particular teacher. For example, in surveys, students almost universally state that the best teachers are those who are available, accessible, approachable and, most importantly, are excited about what they teach. A teacher who models his or her teaching style on the characteristics valued by students will be a successful educator.

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Reflection in Practice Essay Examples - New York essay

Inspiring Teaching: Carnegie Professors of the Year Speak is full of insightful essays that will give any educator reason to pause and reflect upon their chosen profession. We highly recommend this book to all educators, not only as vocational reading but also as a reminder of what makes the teaching profession so worthwhile.

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