Teacher personality

Few people understand the meaning of personality and its importance in the classroom. Some feel
that personality is the kind of person one just happens to be, others have said that "it is being like
others." Most important, many teachers do not realize the nature of their own short comings simply
because they do not fully grasp the significance of the role of personality.
One of the functions of a good training college is to devote time to the study and discussion of the
development of the personality of the teacher. The ability to learn new attitudes differs from one
individual to another. It would not be easy to determine how good of a teachers personality is the
result of the general maturation or the result of a good training that he/she undergoes.
It is not deniable the widely varying conditions for the difficult and bulky work of the teacher. But it is
also the teachers responsibility not to ignore or forget his/her relationships towards the learners. The
ability to appreciate the situation of his students, must receive a good attention as well.
It cannot be denied that such things which perhaps largely a matter of individuals general outlook in
life are much more difficult to acquire than knowledge.
The following twelve characteristics have been proved to be the most appreciated by the students:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

Cooperative and democratic attitude

Kindliness and consideration
Patience
Wide interests
Pleasing manners and appearance
Fairness and impartiality
Sense of humor
Even temperament and firmness
Interest in students problems
Flexibility
Willingness to encourage and praise
Unusual proficiency in teaching a particular subject

Those mentioned above characteristics are very important for the teachers to
acquire to have a good and harmonious relationship to the students especially the
last-named characteristic because the students are quite well able to appreciate a
high level of knowledge in a teacher. But, it does not follow, naturally, that these
features are the most important ones for a good teacher. But these opinions that is
worthwhile to know for a teacher and that he/she would be wise to take into careful
consideration.

Learner Personality

Good mental health refers to a healthy personality. It emphasizes the individuals

self-concept, has relationship with others.

Positive student behaviors are most effectively developed and supported through
relationship-based whole-school and classroom practices, and clearly communicated
behavioral expectations.
Some students exhibit challenging behavior and require additional support and
interventions to address this behavior and to develop positive behaviors.
Some indicators may be seen in the following behavioral and non-behavioral
manifestations.
GOOD TRAITS

POOR TRAITS

Self-knowledge

absenteeism and truancy

Self-esteem

cheating

Feeling of insecurity

vandalism

Ability to accept and give affection

poor academic performance

Ability to get well with others

lying

Ability to cope up with tension

bullying

Absence of hypersensitivity

aggressiveness

Ability to make reasonable decision

talkativeness

Ability to work well with others

drug addiction

Ability t accept ones mistakes and limitations

peers, teachers and

poor relationship with

opposite sex
satisfaction of bodily desires

boredom in class

through socially acceptable means

negativism
Quarrelsomeness
Dropping out
Inferiority complex

The poor character traits of the students need a special attention that the teacher
must recognize first who among in his/her students possess such poor character
traits so that in will be taken care of early and preventive measure will be address
for the welfare of the students.

Critical Personality Dimension in the Classroom

Teachers play various roles in a typical classroom, but surely one of the most important is that of
classroom manager. Certain personality stand out in students for all ages. For example Hyperactivity
may arise in young children as a result of unusual dependency (oral) needs; in adolescents, a similar
condition may have a different cause or may arise from a reactivation of the old dependency needs. In
any event, the condition must be dealt with in the classroom.
However, the most visible critical personality dimension is the ability (or inability) of the student to persist
at a school task. Such behavior can be attributed to poor classroom conditions or to inappropriate
assignments. Teachers struggle to teach, and students most likely learn much less than they should. In
contrast, well-managed classrooms provide an environment in which teaching and learning can flourish.
But a well-managed classroom doesn't just appear out of nowhere. It takes a good deal of effort to create
and the person who is most responsible for creating it is the teacher.
It is important to remember that the hyperactive child is not being bad but he is only a handicap child,
not a character of deficiency that the teacher must know or learn how to handle for the character
development of that particular learner.

Personality Theory and Assumption about Man

Personality theories are about human being and by humans. All theories have
assumption about man.
Hjelle and Ziegler suggested the following bipolar assumptions concerning human
nature in which personality theories may be compared.
1. Freedom Determinism . There are theories that emphasize internal control and
thereby responsibilities for their behavior while other emphasize external control
2. Rationality Irrationality. Some theories emphasize the rationality of behavior
while other do not.
3. Holism Elementalism. Holistic theories emphasize the study of persons in their
totalities and not by part while the elementalist say that personality is better
understood by studying the parts
4. Constitutionalism Environmentalism. Influence by nature-nurture or heredity.
The environmentalist claim otherwise, saying that personality is more influenced by
the environment than by heredity.
5. Subjectivity Objectivity. Mans inner experiences are the crucial factors in
personality. Another group said that external environment is more important
6. Proactivity Reactivity. Proactive theories like Maslow view behavior as generated
by the individual himself. Reactive theories like Skinner look at behavior as simply a
reaction time to an outer stimulus.
7. Homeostasis Heterostasis. Homeostasis-oriented emphasize the learning
process which involves drive and reinforcement. Reinforcement reduces tension
which is important in personality development. On the contrary, the heterostasis
theorists theorize that people are not motivated by maintaining balanced drive and
reinforcement but rather the drive to grow and attain their potentialities.

8. Knowability Unknowability. Revolves around the question, Can people be fully

understood through scientific methodology? Theorists with objective and
deterministic learnings hold on to the knowability side; subjectivity and nondeterministic theorists are in the unknowability pole.