Good Teacher Qualities: 7 Books To Develop Qualities of Good Teacher

It is a tough job to be a good teacher. It is not a simple task to stand in front of 50 children and grab their attention to proceed with your job as a teacher. A good teacher qualities are not just measured by his or her knowledge. But a good teacher is also someone who is admired by the students and who is different from other teachers. Here is a list of 7 books to develop qualities of good teacher.

Why Don’t Students Like School? – Daniel Willingham

Children are always keen but if it is about the school they seem to turn their heads down. Why is it easy for them to remember the minute details from their favorite television program but not the most basic questions from their study book? Cognitive scientist Dan Willingham has a profound understanding of the everyday struggles of a classroom teacher. This book will provide help to teachers to practice improvement between the ways the classroom relation works. This book will disclose what goes on in the mind of a teacher and students in a classroom and the significance of story, memory, emotion, routine, and things that will enhance their power of keeping the knowledge in mind.

Seven Myths About Education – Daisy Christodoulou

In this book, the writer presents a provoking perception of educational orthodoxy. She received her inspiration from the struggles she had in schools. She examines several beliefs that are reasons for holding back like – education in indoctrination, assignments, and activities is the best way and more. In each chapter of this book the writer elucidates and presents a theory on each of the beliefs. Then with the help of modern cognitive science, she elaborates why exactly these beliefs are myths. She even presents reasons on how educational institution and government is responsible for letting down pupil and teachers.

The Hidden Lives of Learners – Graham Nuthall

This book explores the three worlds that surround and build a student – the student’s personal space and experience, the powerful world of peers, and the world of the teacher. This exploration makes it clear that all the learning of a teacher is not being received by the student. This book is the result of Nuthall’s 40 years of research on teaching and learning.

Why Knowledge Matters – E. D. Hirsch

The author examines ancient and contemporary evidence from the US and other nations and affirms that the knowledge-based approach has always been beneficial for students. But in the past few years and even in present times it is skill-based learning not knowledge-based. In this book, the author points out several conventions of child development that are wrong especially in present times.

Make It Sick – Peter C Brown, Mark A McDaniel, and Henry L Roediger

With the help of recent progress in cognitive psychology and other principles, the authors of Make It Sick have offered existing techniques for becoming more productive apprentices. Memory has a central role in our capability of running tasks – applying understanding to problems never faced before and tracing conclusions from acknowledged facts.

Trivium 21c – Martin Robinson

In the middle ages, universities concentrated on three aspects for developing intellect among students – grammar, logic, and rhetoric. In this book, we will get to know how this middle age focus is still as relevant today as they were several hundred years ago. The author has teaching experience of over 20 years in London state schools. Presently, he is a company director, entrepreneur, playwright and he is interested in enlarging creativity in schools. Martin Robinson explored the kind of education he wishes for his daughter and we all benefit from that.

Bringing Words to Life – Isabel L Beck, Linda Kucan, and Margaret G McKeown

This book offers research-based practical approaches and structures for the development of vocabulary with children from the initial standards to high school. It has emphasized rules that provide rich details about words and how it utilizes them and it helps to enhance students’ language production and understanding. Teachers are guided to use new words, how to explain those new words, how to indulge students in using them, and notice new words inside and out of the classroom.

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