essay about strict teachers

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Should a Teacher Be Strict or Friendly with Students?

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“ The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called ‘truth’.” –Dan Rather.

What should a good teacher be like? It is an eternal question to which there are many correct responses. Each era had its own portrait of an ideal teacher. But at all times students appreciated the same characteristics.

Teachers should have excellent knowledge of their subject, general erudition, and a good relationship with students. In the modern view, the ideal teacher should have deep knowledge as well as such qualities as kindness, attentiveness, a sense of humor and tact. He or she must be able to captivate the entire audience, have an individual approach to each student, and also look good. A teacher must love their job and, of course, be a good psychologist. But should a teacher be strict or friendly?

Benefits of Strictness

Modern teachers are not always as kind as we would like. But a good teacher needs to be fairly strict. A demanding teacher forces students to responsibly prepare for lessons and be more attentive during the classes. Strict teachers have common traits of character and demeanor, which help them educate strong and purposeful individuals. How do they achieve it?

Motivation. A strict teacher is characterized by a clear subordination, lack of redundant emotions, and sometimes even indifference to the achievements of their students. With this behavior, even a slight encouragement from the teacher is treated as the highest degree of praise. Such relationships motivate students to new achievements, be it homework or a project.

High demands. A strict teacher would rather underestimate than overestimate the capabilities of the student. They make students work hard, and under achieving students are repeatedly forced to redo poorly performed tasks. This approach disciplines the student, develops attentiveness, concentration, and desire to achieve goals.

Goal achievement . The strict teacher sets goals and a vector to achieve them. They insist that students clearly fulfill their tasks and follow the desired direction. Their students participate in intellectual games, competitions, and contests with the highest demands.

Despite their strictness, these teachers often earn respect and love. Over time students feel gratitude towards them.

Advantages of Teacher’s Kindness

The kindness of the teacher is the first step to overcoming poor progress and a lack of interest in gaining knowledge. Kindness is one of the most important resources of each teacher and it allows teachers to create conditions for independence and creative self-development in their students. Without love and kindness, it is very difficult to make other educational methods work. Kindness is not sentimentality and forgiveness. It is transformed into an interest in working with students and the desire to see them as individuals. Students are very sensitive to how teachers treat them. They will forgive the teacher’s mistakes, irritation and punishment, but they will never forget anger, humiliation, and indifference.

Kindness and true love help the teacher build healthy relations with students and:

Communicate with students and their parents, respecting their dignity;
Make every student believe in their capabilities;
Evaluate not a person, but actions and deeds;
Value not only of the result but of the process of interaction with students;
Pay attention to every student and notice his individual success.

A kind teacher treats all students in the same way. For this they must find a personality in each of them, realizing that each has their own route to success.

What Makes a Great Teacher?

Many people ask this question, but few can answer it for sure because opinions always differ. What should a teacher be like?

‘The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.’ ― William Arthur Ward.

Students are unanimous that a good teacher should know how to keep a delicate balance between being kind and strict. Moreover, they must also possess some other important qualities.

A good teacher is a talented student. They are constantly engaged in self-education. In our time, when plenty of information is available on the net, the teacher is no longer the only source of knowledge. Their task is to teach to extract this knowledge, conduct research, initiate discussions and draw conclusions.

Love for work

It sounds pompous, but it is crucial for teaching. Only positive emotions will allow the teacher to spark a student's interest in the subject. Otherwise, the learning process looks like a vegetarian talking about the benefits and taste of meat.

Individual approach

This formal phrase means the ability to see a personality in every student. A professional does not have bad students. They have tasks that they try to solve so that everyone can achieve their goals.

Responsibility

This quality is also tightly connected with punctuality, politeness, honesty. A teacher often is treated as an example to follow. And this example must be decent, otherwise, there will be no trust on the part of students. A teacher is a way of life.

Personal development

A good teacher is a bright personality and an interesting interlocutor. Their thoughts are not limited to work. They have hobbies and their own views on various issues. This is like a sauce, with which the dish becomes more delicious.

Sense of humor

This wonderful quality makes the interaction with the students much easier, Moderate self-irony builds trust and helps students not to be afraid of mistakes. It is much easier to learn in such an atmosphere.

The teacher must be tolerant, empathic , treat each student as a person, and accept all their characteristics. For such a teacher, the student's success is the best reward and for the sake of it, they are ready to do a lot.

Exactingness

Teachers should be demanding to both students and themselves. They set high target as this is needed to find out what potential is hidden in everyone.

3 Reasons Why Elementary Teachers Are So Strict

During a conversation with a fellow educator, she mentioned that she had observed how elementary teachers were stricter than their counterparts at middle and high school. She wondered why these teachers practiced such a stringent classroom management approach and how this impacted students. If the judgment is accurate, then why are elementary teachers so strict?

Most elementary teachers are strict because, at this level, rules and regulations are unestablished concepts for very young children. Social behavior is a critical part of a child’s learning in elementary school, and being stern is one of the most effective ways of enforcing rules, boundaries, and routines.

If you’ve been curious about why elementary teachers are so strict, this post is for you! Follow through to get an insightful look at the logic behind the toughness exhibited by elementary educators. I’ll also discuss the importance of balancing between being strict and lenient.

Table of Contents

Reasons Why Elementary School Teachers are Strict

Here are three key reasons why elementary school teachers are strict:

1. Children Respect Strict Teachers

As much as it may sound controversial, this is accurate. Children admire teachers who are strict (but not mean or bad-tempered). When a class turns disorderly, the students can become irritated and anxious. They thus prefer a teacher who can run a class smoothly with control and conviction.

An unruly class breeds room for mischief, such as bullying and fighting. And since children aren’t always impartial and considerate of each other, they feel reassured to have an authoritarian figure who is.

Moreover, kids are egalitarians. They instinctively desire justice and fairness. They’ll want instant retribution when one of them defies a classroom rule. Hence, a firm teacher who can implement an unbiased system is greatly appreciated.

2. For the Safety of Everyone

Younger children are more energetic and adventurous. At this age, they are still learning right from wrong, and if left unsupervised, they are more likely to do boisterous things that may hurt themselves or others.

Without proper supervision, students will engage in all sorts of disorderly behavior, including fighting, running in class, throwing things, you name it! Hence, being firm is necessary for establishing boundaries and routines among elementary school students.

Ultimately, the safety of students should be every teacher’s top priority, and being strict is an effective way of ensuring that you create a safe environment for everyone in the class.

3. Strictness Improves Students’ Academic Outcomes

Strictness on elementary students is a fundamental aspect that propels students to perform academically. It is a building block that makes an elementary class steer toward success while creating a suitable environment for teaching.

In a study by Chris Baumann, a professor at Macquarie University, findings indicated that students in countries that maintained strict, high discipline in the classroom performed better academically than those without strict rules. These countries enforced classroom rules, rewarded good behaviors, and gave demerit points for indiscipline and poor performance.

Strictness stimulates a serious learning environment. For instance, holding students accountable for being organized promotes self-management skills, making them better prepared for class. Similarly, setting boundaries and establishing order can eliminate unwanted distractions, thus facilitating learning.

Should Elementary Teachers Be Strict or Lenient?

Whether teachers should be strict or lenient with elementary students is a long-standing debate.

While many educators suggest that teachers should forge friendships with their students, a lot more are concerned about how this can be counterproductive. They believe that being friends with your students may increase cases of disrespect and disregard for authority and rules.

These concerns are genuine.

However, a teacher’s choice between being strict or lenient shouldn’t be an either/or scenario. It would be best to learn to strike a balance between being strict and friendly, as each of these is beneficial. Integrating these benefits will help create the most favorable learning environment for your students.

Nonetheless, most people may use the term ‘strict’ with a negative connotation. However, strictness doesn’t equate to being mean to your students. Neither does it imply punishment, using curse words, or any kind of abuse.

On the contrary, being strict denotes the following;

Being firm on values and principles.
Defining boundaries and ensuring the students respect them.
Setting clear expectations.
Holding your students accountable.

Being strict will help keep your students on track. It helps them understand that they are in class to learn and that they are responsible for their results. Moreover, students will easily respect you; hence, they’ll be more likely to concentrate, listen to instructions, and put their best foot forward to achieve the best results.

Here’s a YouTube video that best discusses the importance of being strict with students.

Having said that, you also need to know that excessive strictness towards a student may trigger negative emotions, lowering their performance in the long run. Some students may interpret your strictness as you not liking them or, worse, you being mean to them.

This is why it is essential to strike a good balance between being both strict and friendly.

Similarly to being strict, being friendly to your students can help improve their academic experience, contributing to their success.

Teacher-student friendships can enhance engagement in the learning process. Students will happily and actively participate in the classroom, boosting their learning outcomes.

Besides that, as friends, students will admire and look up to you as their role model. You’ll quickly earn their trust , and consequently, they’ll be at ease confiding in you their concerns and dilemmas. This kind of bond will make your students feel safe and comfortable with you, as well as relaxed in the classroom.

Moreover, such friendship will cultivate a feeling of importance in your students. Knowing they matter will enhance their confidence, empowering them to do better and be better. This prepares them to face the real world confidently, which is an integral aspect of life.

Nevertheless, as alluded to earlier, being overly friendly can lead to students overlooking rules and your role in the class. Moderation is, therefore, essential. As a teacher, you should know where to set a boundary that will allow the students to be free with you while respecting you as an authority figure. This will result in more positive learning experiences.

Final Thoughts

Strictness is one of the most effective strategies that you can use to enforce safety and order in the classroom. It ensures that students keep boundaries and follow the rules and routines, making learning more accessible. On the flip side, if applied excessively, strictness can cause adverse effects on elementary school children. Hence, being moderate is crucial.

It is best to be strict and friendly. These two traits are not mutually exclusive as most people think. Achieving the right balance will create the perfect environment for your students to take instruction and learn comfortably.

Reddit: Why are Elementary School Teachers Strict Compared to Most High School Teachers?
Quora: Why is it Necessary for Teachers to Be Strict With Children?
Skills You Need: Should a Teacher Be Strict or Friendly with Students?
Science and Literacy: Establishing Authority in the Classroom: Learning How to Be Strict With Students
Resilient Educator: Teachers Don’t Have to Choose Between Strict and Kind
Insight Success: Should a Teacher Be Friends with Students?
Times-Mail: Why Kids Like Strict Teachers
The Sidney Morning Herald: Strict Classroom Discipline Improves Student Outcomes, and Work Ethic Study Finds
Studio 10: How Strict is Too Strict at School?
Emerald Insight: School Discipline, School Uniforms and Academic Performance

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The Heart of Teaching: What It Means to Be a Great Teacher

Kindness, empathy, and a focus on building community are among the qualities of a great teacher.

What does it mean to be a great teacher? Of course credentials, knowledge, critical thinking, and all other faculties of intelligence are important. However, a great teacher should be much more than credentials, experience, and intelligence.

What lies in the heart of a great teacher?

You are kind: A great teacher shows kindness to students, colleagues, parents, and those around her or him. My favorite saying is “kindness makes the world go around.” It truly changes the environment in the classroom and school. Being a kind teacher helps students feel welcomed, cared for, and loved.

You are compassionate: Teaching is a very humanistic profession, and compassion is the utmost feeling of understanding and showing others you are concerned about them. A compassionate teacher models that characteristic to the students with her or his actions, and as a result students will be more open to understanding the world around them.

You are empathetic: Empathy is an important trait to have and to try to develop in ourselves and our students. Being able to put yourself in someone’s shoes and see things from their perspective can have a powerful impact on our decisions and actions.

You are positive: Being a positive person is not an easy task. Being a positive teacher is even harder when we’re always met with problems with very limited solutions. However, staying positive when it’s tough can have a tremendous positive impact on the students and everyone around us. Looking on the bright side always seems to help make things better.

You are a builder: A great teacher bridges gaps and builds relationships, friendships, and a community. Teachers always look to make things better and improve things in and outside of the classroom. Building a community is something a great teacher seeks to do in the classroom and extends that to the entire school and its community.

You inspire: Everyone looks at a great teacher and wants to be a better teacher, a better student, and even a better person. A great teacher uncovers hidden treasures, possibilities, and magic right before everyone’s eyes.

This piece was originally submitted to our community forums by a reader. Due to audience interest, we’ve preserved it. The opinions expressed here are the writer’s own.

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A Strict Teacher: 15 Reasons to Be One

Should you be a strict teacher? Why? Why Not?

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Being a strict teacher in the classroom is no easy task. It requires having a clear set of rules and expectations and knowing how to enforce them in an appropriate and effective manner.

Strict teachers can be seen as intimidating or overly harsh by some students, but there are many benefits that come with adopting this teaching style.

In this blog post, we’ll discuss 15 reasons why becoming a strict teacher can benefit you and your students in the long run.

Why being a Strict Teacher can be Beneficial for You and Your Students?

Below are some of the benefits of being a strict teacher for teaching and learning in your classroom:

1. Set Clear Expectations

Being a strict teacher has many benefits for both students and teachers.

One of the most important aspects of being a strict teacher is setting clear expectations for students.

When expectations are laid out from the outset, it helps create an orderly classroom environment and reduces the chances of misbehavior.

It also allows students to understand what is expected of them and helps them stay motivated.

Moreover, it eliminates the need for constant reminders and punishments, making the teaching process easier.

Setting clear expectations also encourages students to take ownership of their learning and be responsible for their actions.

2. Maintain Consistency in Your Rules

Maintaining consistency in your rules is essential for creating a positive learning environment and for keeping students engaged and motivated.

Being consistent means that you do not change the rules as you go along, but rather stick to the same expectations for all of your students.

This helps create a sense of trust between yourself and your students, as they know that you won’t be changing the rules on them.

It also helps them to understand what is expected of them, which in turn leads to more respect and a better attitude towards the material being taught.

Consistency is key when it comes to being a strict teacher, as it shows that you mean what you say.

3. Give Consequences

Importance Of Using Scaffolding In The Classroom

Giving consequences is important for teaching students discipline and respect.

It is important to be firm, yet fair when handing out punishments.

For example, you can use a step-by-step system such as verbal warnings, time-outs, or the loss of privileges to discipline students.

Furthermore, make sure to be consistent with the way you give out consequences and follow through on your promises.

This will help students understand that there are consequences for their actions and that you mean business.

4. Be Respectful and Polite

As a strict teacher, it is essential to remember to be respectful and polite when dealing with your students.

A teacher who is rude or condescending will not be respected and can even do more harm than good.

Respectful behaviors such as using polite language, listening to students, and being positive when giving feedback can go a long way in building trust and rapport with your students.

Showing respect for students also encourages them to take their studies seriously and behave in a positive manner.

5. Create a Positive Learning Environment

Creating a positive learning environment is essential for successful teaching.

Strict teachers need to ensure that their students feel safe, respected, and valued in their classroom.

This can be done by setting clear and consistent expectations, being respectful and polite, recognizing and rewarding achievements, and being understanding and patient.

Furthermore, strict teachers should create an open forum for discussion and encourage self-discipline by setting an example.

By cultivating positive student-teacher relationships and knowing their students well, strict teachers can foster a positive learning environment that will help their students reach their potential.

6. Encourage Good Behavior

As a strict teacher, it is important to set clear expectations and rules in the classroom.

But while it’s important to be firm, it’s also important to create an environment that encourages students to do their best.

By encouraging good behavior in the classroom, you will be able to foster an atmosphere of respect and cooperation.

Instead of relying on punishment for bad behavior, focus on rewarding good behavior.

Praise students when they do something right and recognize their achievements.

Showing recognition will help to create a positive learning environment and increase motivation in the classroom.

7. Recognize and Reward Achievements

In addition to recognizing and rewarding good behavior, it is important to recognize and reward achievements.

Achieving success in the classroom is an important part of a student’s learning experience, and when a teacher takes the time to recognize and reward their hard work, it can go a long way in motivating them to continue striving for excellence.

Taking the time to acknowledge and reward a student’s positive efforts and accomplishments can create a sense of accomplishment and pride in their work, which can be a powerful motivator for continued success.

8. Be Understanding and Patient

As a strict teacher, it is also essential to be understanding and patient with your students.

Having strict rules is one thing, but being able to listen to your students’ concerns and act on them is another.

Being understanding does not necessarily mean that you have to give in to all of your students’ demands, but it does mean that you are willing to listen to their concerns and try to come up with a solution that works for both you and your students.

Making sure that you are understanding and patient will help your students feel more comfortable coming to you with any issues they may have.

9. Be Fair and Impartial

No matter how strict we are as teachers, it is essential that we remain fair and impartial.

We must be sure to treat each student the same, regardless of their background or personal beliefs.

We must also be sure to listen to each individual student’s perspective and consider all sides of an argument before making any decisions.

By being fair and impartial in our teaching, we show our students that we respect them and value their ideas, opinions, and beliefs.

Moreover, it helps create an atmosphere of trust between us and our students, which can result in better classroom behavior and improved learning outcomes for everyone.

10. Create an Open Forum for Discussion

Creating an open forum for discussion is essential for a successful classroom.

It allows students to express their thoughts and feelings, receive feedback from their teacher, and learn from one another.

This type of dialogue helps to build trust between teachers and students, as well as foster an environment of mutual respect.

It also encourages students to think critically and form their own opinions.

By creating an open forum for discussion, teachers can help their students understand the material better, engage with it in meaningful ways, and become more self-sufficient learners.

11. Encourage Self-Discipline

Being a strict teacher can help students develop self-discipline in the classroom.

By setting clear and consistent expectations, students learn to take responsibility for their own actions and understand that there are consequences for misbehavior.

Additionally, it is important to reward good behavior and recognize achievements, which helps foster a positive learning environment.

Strategies for Promoting a Growth Mindset in Students

This encourages students to take ownership of their own learning and motivate themselves to reach their full potential.

12. Keep Your Cool

It is very important to maintain your cool and remain calm as a teacher.

It can be difficult not to become frustrated when dealing with students who do not adhere to the rules and expectations, but it is essential in order to keep order in the classroom.

Your attitude and demeanor influence the behavior of students.

When you remain calm and collected, it sets a positive example for the students and helps them understand that their behavior should be the same.

Benefits of Using Humor in the Classroom

Keeping your cool also allows you to think more clearly when dealing with difficult situations, and react in an appropriate manner.

13. Be Flexible

Being a strict teacher doesn’t mean you have to be inflexible. In fact, flexibility is a key trait for any successful teacher.

As a strict teacher, you need to be able to adjust your expectations, rules, and consequences as needed.

You should also be open to considering different approaches and ideas from your students.

Being flexible doesn’t mean that you aren’t being strict; it just means that you are willing to consider alternate solutions and ideas.

By being flexible, you can create an environment where students feel safe and comfortable enough to learn while still adhering to the expectations and rules that you have set.

14. Know Your Students Well

It is important for teachers to know their students well in order to be effective teachers.

Knowing your students means that you have the ability to recognize their individual backgrounds, personalities, and interests.

Understanding these aspects of your students will allow you to create a learning environment that is tailored to each student’s needs.

This can also help teachers understand why a student may be struggling or excelling in a particular subject area, as well as provide insight into how best to approach a particular student.

Benefits of using brain breaks for your students in the classroom

In addition, getting to know your students can help build positive relationships between teacher and student, which is essential for creating an effective learning environment.

15. Cultivate Positive Student-Teacher Relationships

Cultivating positive student-teacher relationships is one of the most important aspects of being a strict teacher.

It is important to create an environment where students feel safe and respected and where their opinions and ideas are valued.

This allows students to open up and trust their teacher.

When a teacher is able to build strong relationships with their students, they are more likely to be successful in teaching them.

It also encourages students to listen and learn, as they have an invested interest in what’s being taught.

Strict teachers who create a positive learning environment will have better results in the classroom and better student outcomes.

Reasons why you should not be too strict as a teacher

1. Strictness will often shut down student engagement. When a teacher is too strict, it can be intimidating and cause students to be less likely to ask questions or participate in classroom activities.

2. Being too strict can create an environment of fear and mistrust in the classroom. If a teacher is constantly being hard on students and enforcing rules without explanation, it can lead to students feeling like their teacher doesn’t trust them or care about them.

3. Strictness can lead to resentment from students. If a teacher is too hard on students and expects them to do things without providing clear explanations, it can lead to students resenting the teacher and feeling like they are being treated unfairly.

4. Strictness can be counterproductive when it comes to discipline. If a teacher is too strict and doesn’t provide clear guidance or explanation for why certain behaviors are unacceptable, it can lead to students not understanding why they are being disciplined and not learning the right lessons.

5. Being too strict can make it difficult for students to learn. If a teacher is too strict and focused on rules and expectations, it can be difficult for students to focus on the material they should be learning.

Finding a Balance

As a teacher, you may be wondering if you should be strict in your classroom. It’s an important question, and it’s important to find the right balance between strictness and kindness.

Here are some tips to help you decide what’s best for your classroom:

1. Acknowledge your students’ potential. A warm teacher acknowledges each student’s value and potential. Showing your students that you believe in them will help them feel more comfortable and confident in your classroom.

2. Be firm but fair. Being strict doesn’t mean you can’t be kind to students. A good teacher needs to be firm but fair. Let your students know that you expect them to take responsibility for their part of the learning process, but be understanding if they stumble along the way.

3. Use progressive discipline. I encourage the younger teachers I mentor to use progressive discipline in their classrooms. Small offenses should warrant teacher conversations or detentions, while bigger offenses may require suspension or other more serious disciplinary actions.

Conclusion

I hope this article has helped you understand why being a strict teacher is important for your students. If you’ve ever been in a classroom where discipline was lacking, then you understand how challenging it can be.

About the author

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Strict-sounding teachers less effective in classroom, research reveals

Tue 17 Jan 23

Strict-sounding teachers are worse at inspiring the classroom than their kind colleagues, research has revealed.

A ground-breaking psychological study from The University of Essex and the University of Reading of hundreds of children showed “controlling sounding voices” didn’t gain cooperation from 10-16-year-olds.

It discovered that youngsters faced with a strict teacher were more likely to rebel, their well-being was affected, and they were less likely to reveal they were facing problems – like bullying.

This is because students felt unable to express themselves when confronted with a harsher more controlling tone.

Whereas a supportive-sounding voice inspired a connection to a teacher which increased their intention to cooperate.

Professor Silke Paulmann , Head of the Department of Psychology at Essex, worked with Professor Netta Weinstein at Reading on the study.

Professor Paulmann said: “We often think about what teachers say to their students, but we rarely talk about how they say it.

“But the tone of voice teachers use really matters and the way we modulate our voice can have profound effects on listeners.”

The study published in the British Journal of Educational Psychology explored teachers’ tone of voice in children's education.

Pre-recorded teachers’ voices were played to 250 children who were then asked to judge how the tone affected them.

They were asked to rate how it would affect factors such as competence, emotions, trust and their intention to cooperate.

Children reacted much better to supportive voices while controlling tones made their self-esteem plummet and teachers' sound exemplars were perceived to be less trustworthy.

The research is hoped to influence teacher training and help boost classroom results.

Future studies may head out of the lab and into schools to see where improvements can be made.

Professor Weinstein said: “Tone of voice is a powerful way to convey teachers’ caring, understanding, or openness.

“It’s easy to forget when we are stressed or tired, but teachers can provide a positive learning environment when they are thoughtful in how they use their tone of voice.”

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The Hechinger Report

Covering Innovation & Inequality in Education

Strict discipline can help students — as long as schools stay flexible

Student Voices: New Orleans perspectives

This essay is part of a collaboration between The Hechinger Report and high school students at Bard’s Early College in New Orleans . The teenagers wrote opinion pieces on whether all students should be encouraged to attend college, the value of alternative teacher preparation programs such as Teach For America, the importance of desegregation, or the best approach to school discipline.

Currently I am a junior at College Prep; we have changed in a lot of ways since I was in the sixth grade. The rules are not as strict as they used to be since now most kids know what is right and what is wrong. We often have town hall meetings where the students can volunteer new ideas and give the principal feedback on changes that could help improve the school.

Now, College Prep allows us to wear any college gear, such as hoodies and sweaters, and any clothing that has our school symbol on it. We also get to wear any type of shoes as long as they are certain colors. We have more sports and extracurriculars because we’ve explained to the staff and principal that in New Orleans things like football, basketball, and marching bands are very important aspects of our culture.

The rules and rigid discipline have allowed us to grow and change in some positive ways. Certain rules have become habit for me and helped me push myself, which has led to high grades and different academic opportunities.

I haven’t had much experience with other charter schools in New Orleans, but since I’ve started attending Bard Early College, a half day program that allows high school juniors and seniors to take college-level courses, I have been around kids who come from different charter schools. They all feel as though their schools have strict rules that at times get a little out of hand. But in the end, most of us agree that these rules will help us in the future.

Whether discipline structures can be effective depends on how the authorities implement them. You have to meet the kids half way and understand their lifestyle in order to help them. That’s what my charter school is doing currently. They have taken a strict, yet flexible, approach to discipline.

When authorities abuse their powers by being too hard on children and treating schools like the military, students won’t have room to grow. They will always expect someone to tell them what to do and how to do it rather than learning how to control themselves. That approach will not prepare anyone for the real world.

Erin Lockley is a junior at Cohen College Prep in New Orleans.

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This young woman can write. Great work.

Yes , friend ! I’m REALLY proud of you GREAAAAAT job . Your future upholds a lot & I’m going to be here for you every step of the way . Love you & keep up the work .

I agree with Erin that students should have structures in place. However, these structures should be relevant to preparing them for success in the real world.

Nice article. Shows different sides to a complex issue.

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Teachers should be friendly or strict? Discuss both.

IELTS essay Teachers should be friendly or strict?

Structure your answers in logical paragraphs
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Include an introduction and conclusion
Support main points with an explanation and then an example
Use cohesive linking words accurately and appropriately
Vary your linking phrases using synonyms
Try to vary your vocabulary using accurate synonyms
Use less common question specific words that accurately convey meaning
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6 band Modern technology has promoted easy and fast access to information. Do you think the advantages of this development outweigh the disadvantages? The development of new technologies is closely linked to globalization and enables society in different corners of the world to become more informed. Over the decades, modern technology has been introduced in our daily lives in many ways. This phenomenon is incredibly advantageous to the development ...
5.5 band Should private school receive government funding? It is important to remember that. Educational qualification in school plays a crucial role explicitly in student’s development which has impacted directly on the manner of student’s perception to the outside world. There are conflicting views on whether private school should be received the governme ...
Learning another language is not only learning different words for the same things, but learning another way to think about things. Flora Lewis
6 band While some people think that plastic should be banned, others not. In the contemporary era, there are many kinds of pollution in the world. Plastic is also one of the dangerous pollutions for the global. Some people think that plastic should be banned and the other side thinks that it should not be banned. I agree with this topic that plastic should be banned and w ...
6 band The use of phones, tablets and other devices when people are walking in public is causingconcern among many commentators. What dangers may arise when people focus on such deviceswhen walking in the street? How could these problems be reduced? As hand-held devices become almost universal in our society, the number of accidents related to their use is increasing accordingly, in addition to various social dangers. I will outline two such risks, and also two possible counter-measures we could take. Firstly, the greatest danger is surely the ...
6 band In the past era, children are found to have few responsiblities done than in the past. some people consider it is a positive development. however some people believe that it is a negative trend. disvuss both views. Due to the contemporary lifestyle changes, the level of hardiness has turned far and few when it comes to sharing responsibility among children. Some people believe that shouldering them with responsibilities will contribute positively while others see it negatively. This essay intends to delve into ...
6 band Some people believe that Young people who commit crime should be punished in the same way as adults. Other think that we should communicate with them in another way. It is sometimes believed that the justice system should get on as tough on young offenders as on mature criminals. In my opinion, even though treatment should be commensurate to the offence, it still should take into account the lack of maturity and therefore, the consequential vulnerability of juve ...
Language shapes the way we think, and determines what we can think about. Benjamin Lee Whorf

Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

What Students Say They Like About Their Teachers

I’ve previously shared about 20 posts highlighting students’ thoughts about schools and their teachers.

Today’s post continues that series ...

Being a Good Listener

Melissa Tran is a senior at Luther Burbank High School in Sacramento, Calif.:

A classroom experience that I really enjoyed was when I was in kindergarten. I had a really hard time expressing myself and talking. I didn’t talk, and no one in that class had ever heard me speak a single word. But my teacher, Ms. B, was a sweetheart and she made me feel better even though I just stood there awkwardly next to her.

She would bring me into the teacher’s room and give me chips and just sit there and she wouldn’t say anything, just smile and do her teacher stuff. She never forced me to tell her anything and was always waiting patiently for me. I liked that she acknowledged my feelings and never forced me to talk about them unless I wanted to. There was something so heartwarming her smile gave me.

She is a teacher I will always remember.

I feel like more teachers should acknowledge their students’ feelings and students should acknowledge their teachers’ feelings because that would make things easier and less stressful.

I loved Ms. B. She had the kindest soul. If I would tell her that she meant a lot to me, I would. To this day, she has never heard me speak, which I think is kind of funny because she helped me so much.

Don’t Say ‘Figure It Out Yourself’

Anonymous is a senior at Luther Burbank High School:

Throughout my high school experience, I feel I have faced many situations where teachers attempt to make an incredibly boring lesson into a fun classroom experience. While these attempts are very appreciated to stop me from falling asleep in class, only a few have truly been effective in being memorable for me. However, one of the most memorable was participating in a play activity during my sophomore English class.

In this activity, we had to showcase themes of irony in our story to create tension, basically a homemade Greek tragedy. We had been exploring the story of Oedipus Rex beforehand, and there was a lot of excitement among my classmates to make a silly play. We had to input ideas of tragic elements, character speech, and a main conflict and resolution. With so many elements of Greek tragedy to analyze and use, I believe a play was the perfect method to have my classmates and I take in what we have learned. It also provided us with an opportunity to practice these concepts.

Working on this project involved lots of communication due to the immense amount of teamwork and planning. This means that there was definitely exposure to trial and error. Needless to say, with one single assignment my classmates and I were able to experience firsthand various skills that needed to be developed for the future. My teacher had also been present during this assignment to make sure we were on the right track. Not only had he approved our concepts, but he also gave clear, concise instructions on how to better apply the concepts we were learning. We received actual explanations and feedback on the things we were confused about, instead of hearing the usual, “I don’t know you can figure it out if blah blah blah”. We were not abandoned!

What I feel teachers can learn from this experience is to stop with the “I don’t know” and the “Figure it out yourself” method. While I get that it is better to make sure the students can be independent, things will still get confusing at times. Without a little support, the motivation will run out quickly, and the student won’t want to give their best effort due to being burnt out. In a sense, make sure you don’t accidentally burn out your students!

Making ‘Group Work’ Work

Laichee Khang is a senior at Luther Burbank High:

The best experience in the classroom so far is being able to choose who I work with. From past experiences, I was always stuck with people who weren’t as ambitious as me, so I was stuck with doing almost all of the work. I also didn’t really know them, so it was awkward and I hated being the person who’s always bossing people around. Basically I had to suck up to everything, in hopes of getting a good grade.

I hated this so much, as I was a very shy kid and always wanted to have a good grade so it can help me go further in higher education. Many teachers saw me as a good student, so they probably put me with students who aren’t as ambitious in school. So when I entered my Theory of Knowledge class, I had a better time doing group work, as I was doing it with people I actually knew and enjoyed. It also made me more motivated, because when I’m in a less stressful moment or more relaxed, I tend to do more. I never had such enjoyable moments doing something that I dreaded so much.

I know teachers are trying to prepare you in the future, as you are going to be working with people whose work ethics don’t align with you. However, why not just be able to work with the people you like?

What teachers can learn from this is that when they put students who clearly have different views or opinions about school together, it’s just not going to work out. For example, one is going to be doing all the work, while the other is doing nothing and is still going to take credit. Putting people who clearly work well together and are able to work evenly in the works will make an experience for them and for everyone in the class.

‘Teacher Flexibility’

Sam Vue is a junior at Luther Burbank High:

I have been in multiple classes, fun and not throughout my education road, and I have yet to stumble across another class like my physics class.

To begin with, Physics is just such an interesting subject, for example astronomy, the science about space and how the universe began or how Earth became how it is now. For such a great subject, you need a great teacher of course. My physics teacher takes inputs from the students and builds the foundation of his class on it.

For example we voted and made our own classroom norms for our class. This allows for customization of the class and allows students to feel like they are part of and responsible for the class. The class structure overall is built on our norms that we students contributed to making.

This is not even the part that I like most about this class! It is the teacher’s flexibility. Falling behind class? Don’t fret, we have a dedicated day of the week to catch up on work! Not only that, but the teacher also is very conversational with students.

This is merely one of many classes that I actually enjoyed experiencing, and many teachers could learn from this one. Teachers need to learn to be more friendly, rather than strict. Teachers should also be understanding of students especially if they just want to put their head down one day.

Teachers should build their classes from the ground up starting with learning the names of the students, not by their seats but by their face. No classes should be silent and awkward, instead it should be very interactive. Make it fun to learn!

Thanks to Melissa, Anonymous, Laichee, and Sam for contributing their thoughts!

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

Just a reminder; you can subscribe and receive updates from this blog via email . And if you missed any of the highlights from the first 11 years of this blog, you can see a categorized list below.

It Was Another Busy School Year. What Resonated for You?
How to Best Address Race and Racism in the Classroom
Schools Just Let Out, But What Are the Best Ways to Begin the Coming Year?
Classroom Management Starts With Student Engagement
Teacher Takeaways From the Pandemic: What’s Worked? What Hasn’t?
The School Year Has Ended. What Are Some Lessons to Close Out Next Year?
Student Motivation and Social-Emotional Learning Present Challenges. Here’s How to Help
How to Challenge Normative Gender Culture to Support All Students
What Students Like (and Don’t Like) About School
Technology Is the Tool, Not the Teacher
How to Make Parent Engagement Meaningful
Teaching Social Studies Isn’t for the Faint of Heart
Differentiated Instruction Doesn’t Need to Be a Heavy Lift
How to Help Students Embrace Reading. Educators Weigh In
10 Strategies for Reaching English-Learners
10 Ways to Include Teachers in Important Policy Decisions
10 Teacher-Proofed Strategies for Improving Math Instruction
Give Students a Role in Their Education
Are There Better Ways Than Standardized Tests to Assess Students? Educators Think So
How to Meet the Challenges of Teaching Science
If I’d Only Known. Veteran Teachers Offer Advice for Beginners
Writing Well Means Rewriting, Rewriting, Rewriting
Christopher Emdin, Gholdy Muhammad, and More Education Authors Offer Insights to the Field
How to Build Inclusive Classrooms
What Science Can Teach Us About Learning
The Best Ways for Administrators to Demonstrate Leadership
Listen Up: Give Teachers a Voice in What Happens in Their Schools
10 Ways to Build a Healthier Classroom
Educators Weigh In on Implementing the Common Core, Even Now
What’s the Best Professional-Development Advice? Teachers and Students Have Their Say
Plenty of Instructional Strategies Are Out There. Here’s What Works Best for Your Students
How to Avoid Making Mistakes in the Classroom
Looking for Ways to Organize Your Classroom? Try Out These Tips
Want Insight Into Schooling? Here’s Advice From Some Top Experts

I am also creating a Twitter list including all contributors to this column .

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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How to Describe a Teacher in Writing (100+ Examples & Guide)

Ever noticed how certain teachers linger in your memory long after you’ve left the classroom?

It’s often not just what they teach, but how they teach and who they are as a human being.

Here is how to describe a teacher in writing:

Describe a teacher in writing by focusing on their appearance, teaching style, classroom environment, interactions with students, and voice. Mention attire, posture, teaching methods, classroom decor, communication style, and speech characteristics to create a vivid portrayal.

In this article, you’ll learn everything you need to know about how to describe a teacher in writing.

Types of Teachers to Describe

Teacher in glasses holding a coffee - how to describe a teacher in writing

Table of Contents

I have a soft spot in my heart for teachers – some of my family are teachers and a teacher changed my life when I was a kid.

There are at least five common types of teachers that you can describe in writing.

The Inspirational Mentor : Charismatic and passionate, this teacher type ignites a love for learning.
The Strict Disciplinarian : Known for their firm rules, they command respect and instill discipline.
The Innovator : Always on the cutting edge of teaching methods and technology.
The Supportive Confidant : Approachable and empathetic, they often become students’ trusted advisors.
The Old-School Traditionalist : Sticks to classic teaching methods and often has a wealth of experience.

How to Describe a Teacher’s Appearance

When describing a teacher’s appearance, consider not only their clothing but also the subtleties of their personal style.

Is their attire crisply formal, suggesting a no-nonsense approach, or do they prefer comfortable, approachable clothing that reflects a more relaxed teaching philosophy?

The way they groom themselves, from neatly trimmed hair to a more carefree look, can also say much about their personality.

Pay attention to their posture: a straight-backed, authoritative stance versus a relaxed, open posture can convey very different messages.

Observe their gestures: are they expansive and expressive or more reserved and precise?

Facial expressions are equally telling – a constant smile can indicate warmth and approachability, while a more serious demeanor might suggest a more disciplined approach to teaching.

Mr. Jenkins always wore crisp suits, his tie perfectly knotted, exuding an air of formality.
Ms. Rivera’s flowing skirts and colorful scarves mirrored her creative teaching style.
Dr. Lee’s glasses perched on the tip of his nose, eyes twinkling behind them with a hint of humor.
Coach Thompson’s athletic attire and energetic stride reflected his dynamic personality.
Mrs. Smith’s hair was always in a neat bun, echoing her organized and methodical approach.
Mr. Patel’s warm, constant smile made students feel immediately at ease.
Ms. Johnson’s quirky jewelry and bright sneakers showed her playful side.
Mr. Grey’s stern expression rarely changed, commanding respect and attention.
Ms. Thompson’s casual jeans and t-shirts made her seem more like a friend than a strict teacher.
Dr. Anderson’s posture was always upright, exuding a sense of confidence and authority.

How to Describe a Teacher’s Teaching Style

A teacher’s teaching style is a window into their educational philosophy and personality.

Some teachers prefer a highly interactive style, encouraging lively discussions and group activities, fostering a dynamic learning environment.

Others might lean towards a more traditional, lecture-based approach, imparting knowledge in a structured, methodical manner.

Consider if they favor hands-on learning experiences, allowing students to explore and discover through practical activities.

Do they integrate storytelling into their lessons, making learning more engaging and memorable? Technology usage is another aspect to consider; are they adept at incorporating digital tools and multimedia into their lessons?

Their teaching style can also reveal their adaptability, patience, and how they cater to different learning styles within the classroom.

Mr. Brown’s lectures were filled with fascinating historical stories, bringing the past to life.
Ms. Kim’s classroom buzzed with group discussions and collaborative projects.
Mrs. Allen preferred quiet, focused individual work, guiding students through complex problems.
Mr. Harris used technology seamlessly, his slideshows and videos making learning more interactive.
Dr. Martin’s hands-on experiments made her biology classes exciting and insightful.
Ms. Lopez often took her class outside, believing in learning through nature and exploration.
Mr. Wilson’s teaching was flexible, adapting to the needs and interests of his students.
Ms. Davis was patient, ensuring every student understood the concept before moving on.
Mr. Khan’s math classes were a mix of traditional methods and innovative problem-solving activities.
Dr. Roberts had a knack for simplifying complex theories, making them accessible to all students.

How to Describe a Teacher’s Classroom

The layout and decoration of a teacher’s classroom can be a reflection of their teaching style and personality.

A neatly organized, minimally decorated classroom might suggest a teacher who values order and structure, focusing on discipline and efficiency.

On the other hand, a classroom filled with vibrant artwork, student projects, and creative displays could indicate a teacher who encourages creativity and self-expression.

Consider the arrangement of desks – are they in traditional rows facing the front, promoting an individual learning experience, or are they arranged in groups to facilitate collaboration? The presence of technology, like smartboards or computers, can also hint at a teacher’s inclination towards modern teaching methods.

Even the lighting, whether bright and invigorating or soft and calming, plays a role in setting the classroom’s mood and atmosphere.

Mr. Clarke’s classroom was a kaleidoscope of student art and colorful educational posters.
In Ms. Hall’s room, desks were arranged in circles to encourage open discussion.
Dr. Edwards’ classroom was minimalistic, with a focus on a clear, uncluttered learning space.
Mrs. Lopez had a cozy reading corner, filled with cushions and a variety of books.
Mr. Chang’s high-tech classroom had the latest gadgets, perfect for his computer science lessons.
Ms. Foster’s room was bathed in warm, soft light, creating a relaxed and welcoming atmosphere.
Mr. Thompson had a traditional setup with rows of desks, each student facing the front.
In Ms. Patel’s classroom, plants and nature-inspired decor created a serene learning environment.
Dr. Gomez’s walls were adorned with historical timelines and maps, complementing his teaching.
Mrs. Jennings’ room had flexible seating options, allowing students to choose where they learned best.

How to Describe a Teacher’s Interaction with Students

How a teacher talks and acts with their students is really important. It’s part of how they teach and can change how the classroom feels.

Some teachers maintain a formal and authoritative distance, ensuring a disciplined and structured classroom.

Others foster a more relaxed and friendly atmosphere, where students feel comfortable participating and expressing their opinions.

Observe how they respond to questions – are they patient and encouraging, or do they prefer quick, concise answers? How do they handle conflicts or disruptions?

A teacher who navigates these situations with calm and fairness can create a safe and respectful learning space.

Their approach to feedback, whether constructive and supportive or more critical, can also affect students’ confidence and willingness to engage in the learning process.

Mr. Hughes always had time for every student’s question, his responses thoughtful and thorough.
Mrs. Garcia navigated classroom conflicts with a fair and unbiased approach.
Mr. Ellis’ feedback was always constructive, aimed at helping students improve.
Ms. Wright’s classroom was a hub of lively debates, encouraging students to voice their opinions.
Dr. Kumar’s calm demeanor helped maintain a peaceful and focused classroom environment.
Ms. Chen’s encouragement and praise boosted her students’ confidence.
Mr. Bradley maintained strict classroom discipline, but was always fair in his decisions.
In Ms. Johnson’s class, every student felt heard and valued.
Mrs. Smith was known for her patience, especially with students who needed extra help.
Dr. Lee often used humor to defuse tension, keeping the classroom atmosphere light and engaging.

How to Describe a Teacher’s Voice and Speech Style

The way a teacher speaks can leave a lasting impression on students.

An authoritative voice, clear and firm, can command attention and convey confidence. A gentle, soft-spoken teacher might create a calm and soothing classroom atmosphere.

Consider their speech pace – a rapid, energetic speech might reflect their enthusiasm and dynamic nature, while a slower, deliberate pace can be calming and give students time to absorb the information.

The use of humor, anecdotes, or storytelling can make their lessons more engaging and relatable.

A teacher’s voice and speech style not only influence how they are perceived but also how well students engage with the material.

Ms. Parker’s voice was always gentle and encouraging, making students feel at ease.
Mr. Johnson’s booming voice filled the classroom, capturing everyone’s attention.
Dr. Ahmed spoke slowly and clearly, ensuring every student understood the lesson.
Ms. Lee’s lectures were peppered with humorous anecdotes, making learning enjoyable.
Mr. Foster’s enthusiastic tone made even the most mundane topics interesting.
Dr. Simmons used storytelling effectively, turning complex concepts into engaging narratives.
Ms. Gomez’s articulate speech was both captivating and inspiring.
Mr. Thompson’s commanding tone left no room for disruptions.
Mrs. Clark often varied her pitch and pace, keeping students engaged and attentive.
Mr. Davis’s passionate speeches about literature often left students inspired and thoughtful.

If you want to describe a good or great teacher, watch this video:

30 Best Words to Describe a Teacher

Consider using these words to describe teachers in your stories:

Knowledgeable
Compassionate
Charismatic
Approachable
Authoritative
Enthusiastic
Encouraging
Inspirational
Disciplined

30 Best Phrases to Describe a Teacher

Here are phrases you can use to describe a teacher:

A beacon of knowledge
Commands the classroom with authority
Nurtures curiosity and creativity
A pillar of patience
Engages students with interactive lessons
Voice resonates with passion
Cultivates a love for learning
Approachable and always willing to listen
Has a knack for simplifying complex concepts
Infuses humor into lectures
Master of storytelling
A guiding light in students’ academic journey
A fountain of wisdom
Fosters a collaborative learning environment
Maintains high expectations for all students
A true mentor at heart
Embodies the spirit of lifelong learning
Has an infectious enthusiasm for the subject
Known for their meticulous attention to detail
Balances discipline with compassion
An innovator in educational strategies
Cultivates independent thinkers
A guardian of academic integrity
A reassuring presence in the classroom
Skilled in addressing diverse learning needs
A natural orator
Exemplifies professionalism and dedication
A champion for student success
Has a calming influence on students
A master at engaging reluctant learners

3 Full Writing Examples of How to Describe a Teacher

Here are examples of how to describe a teacher in writing in different kinds of stories.

In a Mystery

Ms. Hawthorne stood at the front of the dimly lit classroom, her piercing blue eyes scanning her students. She spoke in a slow, calculated manner, each word dripping with intention. Her presence was commanding, yet there was an air of mystery around her. She often paused mid-lecture, lost in thought, as if hiding a secret only she knew.

Professor Elarion, with his flowing robes and twinkling eyes, seemed to have stepped out of a tale of old. His voice, filled with wonder, spoke of ancient magic and realms beyond. In his class, the walls shimmered with enchantments, and every lesson was an adventure into the unknown.

Mr. Adams, with his charming smile and warm, inviting voice, had a way of making every student feel seen. His laughter filled the room, creating an atmosphere of ease and comfort. There was a gentle grace in his movements, and his eyes sparkled with genuine care and interest in his students’ lives.

Final Thoughts: How to Describe a Teacher in Writing

Capturing the essence of a teacher in writing is like painting a portrait with words.

Each stroke reveals a unique blend of characteristics that shape their identity and influence in the classroom.

Doug Lemov's field notes

Teaching & Schools
Coaching & Practice

07.28.21 A TLAC 3.0 Excerpt: Warm/Strict

To make up for the delay in the publication of TLAC 3.0, I’m trying to post excerpts that readers will find useful. Here’s part of the discussion of the technique Warm/Strict :

In Culturally Responsive Teaching and the Brain , Zaretta Hammond describes the critical importance of teachers who are what she calls “warm demanders”: those who combine personal warmth with high expectations and “active demandingness,” which, she writes, “isn’t defined as just a no-nonsense firmness with regard to behavior but an insistence on excellence and academic effort.”

Warm Strict Archives - Teach Like a Champion

But warm demanders can be rare because so many people perceive high expectations, firmness, and relentlessness about academic content and firm discipline to be something you do, not because you love young people, but because, somehow, you don’t. You are one or the other: caring or demanding. They are opposites. But of course this is an illusion. The magic lies in the correlation, in fact, in being the person who can be both at the same time, who can say I believe in you and I care about you and therefore I will not accept anything but your best. You must rewrite the paragraph, complete the homework, apologize to a peer you have wronged—because you are worthy of as much .

To do that is to push a student to be their very best.

You can get a glimpse of how those two apparently contradictory ideas live in harmony in watching a video we also saw in Chapter 11: Trona Cenac: Register Shifts . The video is shot on one of the first days of school and Trona is in the hallway, setting norms and expectations before students come into class. You can sense right away how glad she is to see her students and how glad they are to see her. She’s warm, gracious, and caring—full of smiles and reassurance.

But she’s also really clear about what’s expected of them and what they need to do to be successful. They need to come in, take a seat, and get started on their work with urgency. There’s work to be done. It’s not optional. Within this single interaction she tells students she cares about them and expects a lot from them—essentially at the same time.

A teacher like Trona includes the come in, take a seat, get started right away part because she cares deeply about her students. Being willing to do so is part of what adults who care for and about young people do. Certainly it would be easier for her not to shift into the we have work to do, please sharpen up mode, but to merely be adoring and adored. Her students might like her even more, at least for a while, if she did. It would be easier to let them saunter in and get settled on their own time, start class only when they seemed ready, teach for 45 instead of 52 minutes per day, and show movies sometimes just because a movie is a nice break. It would be easier to give almost everyone an A on every paper or better yet not grade papers at all, the better to never have anyone resent you or argue a grade.

Hammond has a name for this type of teacher: the sentimentalist. The sentimentalist is willing to reduce standards for students—either to be more liked by them or, as Hammond writes, “out of pity or because of poverty or oppression.” The sentimentalist “allows students to engage in behavior that is not in their best interest.” The sentimentalist means well but loves to be loved; needs to be needed too much, or chooses the short-term benefits to herself of satisfying personal relationships over the ways strong relationships can foster long-term success for students. Sentimentalism is an occupational hazard. It’s better to name it so that we can all check ourselves as we move through the journey of teaching. Am I too often doing what is easy because I want students to like me? Or am I pushing them—and myself—in a loving way that expects the best of all of us?

For me the technique of learning to be able to be both warm and strict at exactly the same time and finding the optimal balance of those things based on how it affects student learning is called Warm/Strict . It’s learning to be caring, funny, warm, concerned, and nurturing—but also strict, by the book, relentless, and sometimes uncompromising with students. It means establishing the importance of deadlines and expectations and procedures and, yes, rules.

But Warm/Strict does not mean being unreasonable or inhumane. It does not mean never making an exception; rather, it means making such decisions not based on popularity, but based on long-term commitment to your students’ growth.

“In society we don’t get very far if we are rude, if we talk back, if we talk over others, if we don’t listen,” writes UK Headteacher and author Jo Facer. “In schools we need to escape the idea that teaching children how to behave is teaching them ‘obedience,’ a word that for many has connotations of oppression and fear.” Children who treat others poorly are not going to “magically transform themselves,” Facer goes on to point out. They rely on adults, ideally in partnership in and outside the classroom, to steer them towards behaviors that not only allow schools to function well but, more importantly, prepare them to be successful and valued members of society and community down the road.

I want to say a bit about the word “strict” specifically. It’s a fraught word for some but I think it is worth using because it reminds us of something important: A teacher sets limits and expectations for and on behalf of a group, a culture. Young people with whom we are strict may not always be happy with those limits in the moment, but they also usually recognize in the long run that being held accountable by someone who cares about you is an important part of learning to make your way in the world. They are especially likely to arrive at this realization when the adult who is strict shows them that they care—deeply.

The world will penalize a person who cannot meet deadlines. The caring teacher is not the one who allows a young person to make a habit of missing them again and again. The caring teacher says you have an immense capacity for excellence but deadlines matter and I want you to get this in on time. The caring teacher may even work with the student for whom this is a struggle, setting benchmarks, texting a reminder the night before. But in the end the teacher may also have to set limits. If the work is late, there should be a penalty. You prepare the child for the road, not the road for the child.

There are caveats, of course. Sustaining strictness in the long run requires caring and warmth; students have to trust your intentions to do what is best for them even if they don’t always like each decision. And ideally they should feel the caring most in the moments you set limits . A reset on expectations is a good time to smile. If there’s one thing I’ve learned from studying teachers as a parent it is that if you said you’d give a consequence, you give the consequence, but you are also quick to tell the person you care about them and can’t wait for things to be back to normal; for example, You’ll have to serve your detention, Michael, but I look forward to seeing you back in class tomorrow . As Jo Facer puts it, “Having strict rules means you love children and want the best for them. Make sure you communicate that with your face and body language.”

Consider this interaction between Hasan Clayton and one of his students, a fifth grader whom I’ll call Kevin, after Hasan noticed Kevin sleeping during a remote lesson (in 2020, that is). After class Hasan asked Kevin to stay on the call after his classmates left.

Hasan: I noticed you were sleeping in class, Kevin.

Kevin: (Long pause. No answer.)

Hasan: Am I correct? Or am I wrong?

Kevin: You’re correct.

Hasan: Why were you sleeping in class?

Kevin: I don’t know. I thought I got a good sleep yesterday, but I still got tired.

Hasan: That’s not good. Do you know how much material you’re missing when you’re sleeping?

Kevin: Yes.

Hasan: Do you know how it makes me feel when you’re sleeping?

Kevin: It makes you feel sad.

Hasan: It makes me feel like you don’t think what we’re doing in class is important.

Kevin: So during independent practice today, what if I redo the lesson.

Hasan: Yes, I would appreciate you doing that, going back and answering all the questions and then turning it in. We have to think about how our actions are affecting ourselves and our community.

Hasan: All right, Kevin, I hope to see you later. If not, I’ll see you tomorrow.

Some notes:

• Throughout the conversation Hasan never raised his voice or sounded angry. He also never sounded sweet or apologetic. I would describe him as composed. This is important. His goal was to cause Kevin to reflect on the cost of sleeping in class, not distract him with thoughts about whether Mr. Clayton was angry at him or induce defensiveness because he was being shouted at. Emotional Constancy was the order of the day.

• Hasan required that Kevin acknowledge the fact that he was sleeping. When Kevin didn’t respond to his initial statement I noticed you were sleeping in class, Hasan didn’t say anything for a full six or seven seconds! He refused to bail Kevin out by chattering through the awkward silence with “It’s OK. Everyone gets tired sometimes.” After the silence, Hasan persisted: “Am I correct or am I wrong?” He tacitly required Kevin to take ownership of his actions by acknowledging them.

• Once Kevin acknowledged his actions, Hasan’s tone lightened ever so slightly and he asked: Why were you sleeping? He was still reserved. There’s no baby talk—you could imagine a teacher using a Why were you so-o-o sleepy ? approach here—but his tone reacts subtly to the degree to which Kevin owns the issue.

• When Kevin describes what’s wrong with sleeping in class, Hasan does not excuse the action. He explains the problem and pauses again. His economy of language is noticeable. Adding extraneous verbiage makes the interaction more casual, but Hasan wants formality here.

• Hasan focuses on depersonalizing the interaction and stressing Purpose Over Power rephrasing Kevin’s assertion that he might have made Hasan “sad” to focus on learning— It makes me feel like you don’t think what we’re doing in class is important .

• Kevin suggests a consequence and Hasan agrees to it. A lot of teachers might say, “That’s OK,” but Hasan accepts Kevin’s proposed consequence because the consequence will help Kevin remember and allow Kevin to make a gesture of resolution—this is an important step in resolution and closure. Hasan tells Kevin he appreciates his solution and then, a bit warmer, reminds him that he looks forward to seeing him back in class.

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Budding Writers 少年筆耕

Strict teachers.

May 20, 2013 CS Admin 沒有分類 0

There is a well-known Chinese saying which translates into English as “Strict teachers produce outstanding students”. What is your opinion? Write an essay giving three reasons to support your views on the saying. Provide a suitable title for your essay.

Strict teachers are the nightmare of students

There is a growing number of people, especially parents holding a strong belief in a famous Chinese idiom “Strict teachers produce outstanding students”. They think that strict teachers help a lot in pushing students to strive for excellence. Indeed, what they trust, to a certain extent, is correct. However, our society nowadays requires graduates who are not only knowledgeable in academic fields, but also possessing good personalities. Can strict teachers produce students of such wonderful qualities? The answer is definitely no.

First and foremost, strict teachers make students afraid of making attempts and mistakes, thus leading to their loss of opportunities to learn. As we all know, strict teachers usually set extremely tight requirements for students, warning them of possible harsh punishment. Consequently, to avoid doing things wrongly and receiving punitive actions, students choose to give up chances of fighting against academic difficulties. For instance, it is reported that a strict teacher in Mainland China ridiculously charges students fines because of their unsatisfactory performance. Eventually, students escape from attending tests and exams to eliminate the risks of losing money. Based on this, we can actually see that despite the good aims of teachers to force students to do better, students simply cannot adapt to it and this results in adverse effects. No one will make zero mistakes throughout his or her life, so we should adopt a positive attitude towards mistakes and learn from them. Hence, strict teachers contribute to the decline in students’ confidence of facing challenges and making mistakes, so they learn less.

Besides, students are usually found to be under great stress if he or she is taught by strict teachers, which is obviously not beneficial to students’ health and growth. The reason behind is probably the heavy workload of students given by strict teachers as the latter wants the former to achieve a perfect standard by doing endless practices. Worse still, various punishments are used to ensure students trying their best to score high. Then, students, like sponges that absorb water continuously, receive a lot of pressure exerted by strict teachers, resulting in serious symptoms such as headache and stomachache. Also, psychologically speaking, students may suffer from depression which may tragically lead to suicides. So even if strict teachers can produce students who pass every test with flying colours, these students might not be psychologically healthy with good personalities developed.

Last but not least, it is beyond dispute that the teaching provided by strict teachers worsens the relationship between teachers and students, which stands in the way of maintaining smooth teaching-learning processes. An appropriate example illustrating this point is the prevalence of punishing students with poor academic results physically by strict teachers in the mainland. Therefore, being discontented with the strict teachers’ teaching styles, students there start to create riots during lessons. Lastly, both teaching and learning are badly affected. In fact, it is crucial to sustain a good and harmonious teacher-student relationship, so that teachers can teach effectively while students can learn happily. Nevertheless, we believe that most students naturally cannot tolerate the terrible teaching method of strict teachers, let alone building up good relationship with them. Hence, students may not be able to concentrate and devote all their effort into their studies due to unpleasant learning experience. As a result, they may not excel in the academic field.

To conclude, the old idiom “Strict teachers produce outstanding students” is no longer applicable in the present education system which emphasizes the development of all-round persons. Strict teachers will only cause destruction of students’ confidence in facing challenges, posing heavy pressure for students and worsening the teacher-student relationship. So, rarely will a well-rounded and outstanding student be produced by strict teachers.

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Teachers are using ai to grade papers. but who’s grading the ai, california schools are using more chatbots, and teachers are using them to grade papers and give students feedback. educators are split on the technology’s efficacy., teachers use ai to grade english papers, the cost of using ai in the classroom, state ai guidelines for teachers, when teachers can’t tell if they’re cheating.

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The Ethicist

Can i use a.i. to grade my students’ papers.

The magazine’s Ethicist columnist on artificial intelligence platforms, and whether it’s hypocritical for teachers to use these tools while forbidding students from doing the same.

By Kwame Anthony Appiah

I am a junior-high-school English teacher. In the past school year, there has been a significant increase in students’ cheating on writing assignments by using artificial intelligence. Our department feels that 13-year-old students will only become better writers if they practice and learn from the successes and challenges that come with that.

Recently our department tasked students with writing an argumentative essay, an assignment we supported by breaking down the process into multiple steps. The exercise took several days of class time and homework to complete. All of our students signed a contract agreeing not to use A.I. assistance, and parents promised to support the agreement by monitoring their children when they worked at home. Yet many students still used A.I.

Some of our staff members uploaded their grading rubric into an A.I.-assisted platform, and students uploaded their essays for assessment. The program admittedly has some strengths. Most notable, it gives students writing feedback and the opportunity to edit their work before final submission. The papers are graded within minutes, and the teachers are able to transfer the A.I. grade into their roll book.

I find this to be hypocritical. I spend many hours grading my students’ essays. It’s tedious work, but I feel that it’s my responsibility — if a student makes an effort to complete the task, they should have my undivided attention during the assessment process.

Here’s where I struggle: Should I embrace new technology and use A.I.-assisted grading to save time and my sanity even though I forbid my students from using it? Is it unethical for teachers to ask students not to use A.I. to assist their writing but then allow an A.I. platform to grade their work? — Name Withheld

From the Ethicist:

You have a sound rationale for discouraging your students from using A.I. to draft their essays. As with many other skills, writing well and thinking clearly will improve through practice. By contrast, you already know how to grade papers; you don’t need the practice.

What matters is whether an A.I.-assisted platform can reliably appraise and diagnose your students’ writing, providing the explanation and guidance these students need to improve. In theory, such tools — and I see that there are several on the market, including from major educational publishers — have certain advantages. The hope is that they can grade without inconsistency, without getting tired, without being affected by the expectations that surely affect those of us who hand-grade student work.

I notice you haven’t raised concerns about whether the platform provides reliable assessments; you’ll have to decide if it does. (If it isn’t quite up to snuff, it might become so in a year or two, so your question will persist.) Provided the platform does a decent job of assessment, though, I don’t see why you must do it all yourself. You should review the A.I.-annotated versions of your students’ writing, check that you agree with the output, and make notes of issues to bring up in class. But time saved in evaluating the papers might be better spent on other things — and by “better,” I mean better for the students. There are pedagogical functions, after all, that only you can perform.

In sum: It’s not hypocritical to use A.I. yourself in a way that serves your students well, even as you insist that they don’t use it in a way that serves them badly.

Readers Respond

The previous question was from a reader who asked about professional boundaries. He wrote: “I am a retired, married male psychiatrist. A divorced female former patient of mine contacted me recently, 45 years after her treatment ended. Would it be OK to correspond with her by email? Or is this a case of ‘once a patient, always a patient?’”

In his response, the Ethicist noted: “The relevant professional associations tend to have strictures that are specifically about sexual relationships with former patients. … In light of the potential for exploitation within the therapist-patient relationship, these rules are meant to maintain clear boundaries, protect patient welfare, uphold the integrity of the profession and eliminate any gray areas that could lead to ethical breaches. But though you do mention her marital status, and yours, you’re just asking about emailing her — about establishing friendly relations. The question for you is whether she might be harmed by this, whether whatever knowledge or trust gained from your professional relationship would shadow a personal one. Yes, almost half a century has elapsed since your professional relationship, but you still have to be confident that a correspondence with her clears this bar. If it does, you may email with a clear conscience.” ( Reread the full question and answer here. )

As always, I agree with the Ethicist. I would add that the letter writer’s former patient doesn’t realize that the therapist is actually two different people — the professional and the regular person underneath. Therapists portray their professional selves to their clients. The former client may be disappointed upon meeting the therapist outside of the professional context. Additionally, the feelings she has toward the therapist may be based on transference, and they would need to address that. — Annemarie

I am a clinical psychologist. While the Ethicist’s description of professional ethical boundaries is correct, there is more to the story, and I disagree with his conclusion. A very big question here is why this former patient contacted him after 45 years. That is a question that is best explored and answered within the context of a therapeutic relationship. He would be well- advised to respond in a kind and thoughtful way to convey the clear message that he is not available for ongoing communication, and he should suggest that she consult with another therapist if she feels that would be helpful. — Margaret

In my case, it was the therapist who reached out to me, seeking to establish a friendship several years after our sessions ended. I was surprised, but he shared that he had since experienced a similar personal tragedy to one I had explored with him in sessions. Since it had been several years since we saw each other professionally, I responded. There was never any hint of romantic or sexual interest. Still, as he continued to reach out to me, clearly desiring a friendship, it never felt right to me. It did feel unprofessional, as his knowledge of me was borne out of a relationship meant to be professional, never personal, as warmly as we might have felt during our sessions. I ended up being disappointed in him for seeking out my friendship. — Liam

I am a (semi)retired psychiatrist who has been practicing since 1974. In my opinion, “once a patient, always a patient” is correct. Establishing any type of personal relationship with a former patient could undo progress the patient may have made in treatment, and is a slippery slope toward blatantly unethical behavior. As psychiatrists, our responsibility is to work with patients in confronting and resolving issues that are preventing them from having a reality-based perception of their life. With such an outlook, they are more capable of establishing satisfying relationships with others. An ethical psychiatrist is not in the business of providing such satisfaction to his or her patients. — Roger

I think there is a difference between being friendly and being friends with a former client. As someone who used to attend therapy with a therapist I think dearly of, she made it clear to me that it was OK to send her emails with life updates after our therapeutic relationship ended. But beyond that, I think it would be inappropriate and uncomfortable to pursue a friendship with her, and vice versa, because of the patient-provider relationship that we previously had and the power dynamic that existed between us. The letter writer didn’t share the content of the email his former patient sent to him, but if it’s just a friendly life update, I think it’s fine to write back and thank her for sharing. Beyond that, I feel like it would be unprofessional to meet or pursue a deeper relationship. — Meghan

Kwame Anthony Appiah is The New York Times Magazine’s Ethicist columnist and teaches philosophy at N.Y.U. His books include “Cosmopolitanism,” “The Honor Code” and “The Lies That Bind: Rethinking Identity.” To submit a query: Send an email to [email protected]. More about Kwame Anthony Appiah

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California teachers are using AI to grade papers. Who’s grading the AI?

Learn more about the CalMatters Ideas Festival and purchase tickets to attend the event in Sacramento.

Teachers use AI to grade English papers

Last summer, Jen Roberts, an English teacher at Point Loma High School in San Diego, went to a training session to learn how to use Writable, an AI tool that automates grading writing assignments and gives students feedback powered by OpenAI. For the past school year, Roberts used Writable and other AI tools in the classroom, and she said it’s been the best year yet of nearly three decades of teaching. Roberts said it has made her students better writers, not because AI did the writing for them, but because automated feedback can tell her students faster than she can how to improve, which in turn allows her to hand out more writing assignments.

“At this point last year, a lot of students were still struggling to write a paragraph, let alone an essay with evidence and claims and reasoning and explanation and elaboration and all of that,” Roberts said. “This year, they’re just getting there faster.”

Roberts feels Writable is “very accurate” when grading her students of average aptitude. But, she said, there’s a downside: It sometimes assigns high-performing students lower grades than merited and struggling students higher grades. She said she routinely checks answers when the AI grades assignments, but only checks the feedback it gives students occasionally.

“In actual practicality, I do not look at the feedback it gives every single student,” she said. “That’s just not a great use of my time. But I do a lot of spot checking and I see what’s going on and if I see a student that I’m worried about get feedback, (I’m like) ‘Let me go look at what his feedback is and then go talk to him about that.’”

Alex Rainey teaches English to fourth graders at Chico Country Day School in northern California. She used GPT-4, a language model made by OpenAI which costs $20 a month, to grade papers and provide feedback. After uploading her grading rubric and examples of her written feedback, she used AI to grade assignments about animal defense mechanisms, allowing GPT-4 to analyze students’ grammar and sentence structure while she focused on assessing creativity.

“I feel like the feedback it gave was very similar to how I grade my kids, like my brain was tapped into it,” she said.

Like Roberts she found that it saves time, transforming work that took hours into less than an hour, but also found that sometimes GPT-4 is a tougher grader than she is. She agrees that quicker feedback and the ability to dole out more writing assignments produces better writers. A teacher can assign more writing before delivering feedback but “then kids have nothing to grow from.”

Rainey said her experience grading with GPT-4 left her in agreement with Roberts, that more feedback and writing more often produces better writers. She feels strongly that teachers still need to oversee grading and feedback by AI, “but I think it’s amazing. I couldn’t go backwards now.”

The cost of using AI in the classroom

Contracts involving artificial intelligence can be lucrative.

To launch a chatbot named Ed, Los Angeles Unified School District signed a $6.2 million contract for two years with the option of renewing for three additional years. Magic School AI is used by educators in Los Angeles and costs $100 per teacher per year.

Despite repeated calls and emails over the span of roughly a month, Writable and the San Diego Unified School District declined to share pricing details with CalMatters. A district spokesperson said teachers got access to Writeable through a contract with Houghton Mifflin Harcourt for English language learners.

Quill is an AI-powered writing tool for students in grades 4-12 made by the company Quill. Quill says its tool is currently used at 1,000 schools in California and has more than 13,000 student and educator users in San Diego alone. An annual Quill Premium subscription costs $80 per teacher or $1800 per school.

Quill does not generate writing for students like ChatGPT or grade writing assignments, but gives students feedback on their writing. Quill is a nonprofit that’s raised $20 million from groups like Google’s charitable foundation and the Bill and Melinda Gates Foundation over the past 10 years.

Even if a teacher or district wants to shell out for an AI tool, guidance for safe and responsible use is still getting worked out.

Governments are placing high-risk labels on forms of AI with the power to make critical decisions about whether a person gets a job or rents an apartment or receives government benefits . California Federation of Teachers President Jeff Freitas said he hasn’t considered whether AI for grading is moderate or high risk, but “it definitely is a risk to use for grading.”

The California Federation of Teachers is a union with 120,000 members. Freitas told CalMatters he’s concerned about AI having a number of consequences in the classroom. He’s worried administrators may use it to justify increasing classroom sizes or adding to teacher workloads; he’s worried about climate change and the amount of energy needed to train and deploy AI models’ he’s worried about protecting students’ privacy, and he’s worried about automation bias.

Regulators around the world wrestling with AI praise approaches where it is used to augment human decisionmaking instead of replacing it. But it’s difficult for laws to account for automation bias and humans becoming placing too much trust in machines.

The American Federation of Teachers created an AI working group in October 2023 to propose guidance on how educators should use the technology or talk about it in collective bargaining contract negotiations. Freitas said those guidelines are due out in the coming weeks.

“We’re trying to provide guidelines for educators to not solely rely on (AI), he said. “It should be used as a tool, and you should not lose your critical analysis of what it’s producing for you.”

State AI guidelines for teachers

Goyette, the computer science coordinator for the education department, helped create state AI guidelines and speaks to county offices of education for in-person training on AI for educators. She also helped create an online AI training series for educators. She said the most popular online course is about workflow and efficiency , which shows teachers how to automate lesson planning and grading.

“Teachers have an incredibly important and tough job, and what’s most important is that they’re building relationships with their students,” she said. “There’s decades of research that speaks to the power of that, so if they can save time on mundane tasks so that they can spend more time with their students, that’s a win.”

Alex Kotran, chief executive of an education nonprofit that’s supported by Google and OpenAI, said they found that it’s hard to design a language model to predictably match how a teacher grades papers.

He spoke with teachers willing to accept a model that’s accurate 80% of the time in order to reap the reward of time saved, but he thinks it’s probably safe to say that a student or parent would want to make sure an AI model used for grading is even more accurate.

Kotran of the AI Education Project thinks it makes sense for school districts to adopt a policy that says teachers should be wary any time they use AI tools that can have disparate effects on student’s lives.

Even with such a policy, teachers can still fall victim to trusting AI without question. And even if the state kept track of AI used by school districts, there’s still the possibility that teachers will purchase technology for use on their personal computers.

Kotran said he routinely speaks with educators across the U.S. and is not aware of any systematic studies to verify the effectiveness and consistency of AI for grading English papers.

When teachers can’t tell if they’re cheating

Roberts, the Point Loma High School teacher, describes herself as pro technology.

She regularly writes and speaks about AI. Her experiences have led her to the opinion that grading with AI is what’s best for her students, but she didn’t arrive at that conclusion easily.

At first she questioned whether using AI for grading and feedback could hurt her understanding of her students. Today she views using AI like the cross-country coach who rides alongside student athletes in a golf cart, like an aid that helps her assist her students better.

Roberts says the average high school English teacher in her district has roughly 180 students. Grading and feedback can take between five to 10 minutes per assignment she says, so between teaching, meetings, and other duties, it can take two to three weeks to get feedback back into the hands of students unless a teacher decides to give up large chunks of their weekends. With AI, it takes Roberts a day or two.

Ultimately she concluded that “if my students are growing as writers, then I don’t think I’m cheating.” She says AI reduces her fatigue, giving her more time to focus on struggling students and giving them more detailed feedback.

“My job is to make sure you grow, and that you’re a healthy, happy, literate adult by the time you graduate from high school, and I will use any tool that helps me do that, and I’m not going to get hung up on the moral aspects of that,” she said. “My job is not to spend every Saturday reading essays. Way too many English teachers work way too many hours a week because they are grading students the old-fashioned way.”

Roberts also thinks AI might be a less biased grader in some instances than human teachers who can adjust their grading for students sometimes to give them the benefit of the doubt or be punitive if they were particularly annoying in class recently.

She isn’t worried about students cheating with AI, a concern she characterizes as a moral panic. She points to a Stanford University study released last fall which found that students cheated just as much before the advent of ChatGPT as they did a year after the release of the AI.

Goyette said she understands why students question whether some AI use by teachers is like cheating. Education department AI guidelines encourage teachers and students to use the technology more. What’s essential, Goyette said, is that teachers discuss what ethical use of AI looks like in their classroom, and convey that — like using a calculator in math class — using AI is accepted or encouraged for some assignments and not others.

For the last assignment of the year, Robers has one final experiment to run: Edit an essay written entirely by AI. But they must change at least 50% of the text, make it 25% longer, write their own thesis, and add quotes from classroom reading material. The idea, she said, is to prepare them for a future where AI writes the first draft and humans edit the results to fit their needs.

“It used to be you weren’t allowed to bring a calculator into the SATs and now you’re supposed to bring your calculator so things change,” she said. “It’s just moral panic. Things change and people freak out and that’s what’s happening.”

For the record: An earlier version of this story misnamed the AI tool made by the company Quill. Quill is both the name of the company and the tool.

Artificial Intelligence

If California government wants to use AI, it will have to follow these new rules

California plans to use AI to answer your tax questions

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Khari Johnson is part of the economy team and is CalMatters’ first tech reporter. He has covered artificial intelligence since 2016. Khari previously worked at WIRED, VentureBeat, and Imperial Beach... More by Khari Johnson

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This nature helps teacher to convey and communicate their lessons with students very simply and efficiently. There is a very thin line between friendly nature and indiscipline and exorbitance ...
A TLAC 3.0 Excerpt: Warm/Strict
It's learning to be caring, funny, warm, concerned, and nurturing—but also strict, by the book, relentless, and sometimes uncompromising with students. It means establishing the importance of deadlines and expectations and procedures and, yes, rules. But Warm/Strict does not mean being unreasonable or inhumane.
Strict Teacher vs Lenient Teacher
Download. Essay, Pages 3 (537 words) Views. 5871. In the ongoing discourse about teaching efficacy, the question of whether a strict or easygoing approach yields superior results remains a subject of contention. While some argue for the disciplinary benefits of strict teachers, I posit that an easygoing teaching style is more efficient.
Some people believe that teacher should be strict in order to best
According to some views, friendly teachers can achieve better results in the educational process than strict teachers. In my perspective, a friendly teaching process can encourage students better. This essay will discuss ... Writing9 was developed to check essays from the IELTS Writing Task 2 and Letters/Charts from Task 1. The service helps ...
Strict teachers
Provide a suitable title for your essay. Strict teachers are the nightmare of students. There is a growing number of people, especially parents holding a strong belief in a famous Chinese idiom "Strict teachers produce outstanding students". They think that strict teachers help a lot in pushing students to strive for excellence.
Free Essay: Strict Teacher vs Lenient Teacher
Strict Teacher vs Lenient Teacher. 2009-09-15 10:25:47| When it comes to the argument which kind of teacher is more efficient, the view varies from person to person. Some people will choose a strict teacher because disciplining badly behaved students will lead to more effective studying. Others may think an easy going teacher is more efficient.
Strict teacher Free Essays
Do you agree or disagree that a teacher who is serious and strict is more efficient than a teacher who use humors and is easygoing 2009-09-15 10:25:47| When it comes to the argument which kind of teacher is more efficient‚ the view varies from person to person. Some people will choose a strict teacher because disciplining badly behaved students will lead to more effective studying.
Teachers Are Using AI to Grade Papers. But Who's Grading the AI?
Teachers Use AI to Grade English Papers. Last summer, Jen Roberts, an English teacher at Point Loma High School in San Diego, went to a training session to learn how to use Writable, an AI tool ...
Can I Use A.I. to Grade My Students' Papers?
From the Ethicist: You have a sound rationale for discouraging your students from using A.I. to draft their essays. As with many other skills, writing well and thinking clearly will improve ...
Teacher Swears by Cheap Amazon Purchase When It Comes To Getting
They're just $6. Lauren Wellbank. Jun 5, 2024 5:15 PM EDT. When it comes to getting (and staying) organized nobody does it quite like teachers. That's because these folks often have to be able to keep everything in easy to store and move containers that can travel with them from classroom to classroom, or from school to home and then back again.
AI education: CA teachers use AI to grade papers
But no specific mention is made of how teachers should treat AI that grades assignments. Additionally, the California education code states that guidance from the state is "merely exemplary, and that compliance with the guidelines is not mandatory.". English teacher Jen Roberts uses Writeable, an AI platform, to grade students' work at Point Loma High School in San Diego on May 3, 2024.
How a teacher checks students work for AI
Teacher devises an ingenious way to check if students are using ChatGPT to write essays. This video describes a teacher's diabolical method for checking whether work submitted by students was ...