Bad apple

In order to decide whether a teacher is good or bad in their work can be taken into account several variables such as their academic evaluation, both from their peers and their superiors as their students but it would still be very relative the result, people do not learn the same and people do not teach the same, each student has his own method of learning as much as each professor has his own teaching methodology, because of that, this text will not focus on what makes a teacher good or not, it will focus on showing clearly the effects that can have on a student his perception of his master. This argumentative essay is designed for teachers in training because it is very important to understand each area that will soak you when it comes to practicing your work, not only to educate properly, to have enough respect for you, your ideals and your students, to fulfill your academic tasks, but to plan a positive impact on the students, it is also to ensure their complete acquisition of the topics being useful for their training, their career and their personal and professional life. “The factors identified fell into three ‘domains’: interpersonal behavior of teachers, planning and preparation; and the ability to run the session well.” (D H Metcalfe & M Matharu, 1995, p.193), it is the example of what students pay more attention when evaluating their teachers based on an investigation in USA and it shows how the behavior and ability of each teacher to present their class in the best way possible, to make the students follow the thread of the class’ structure and its purposes is important for the consideration of an integral and a professor capable of form, to the students will deserve respect and admiration and to they will believe and trust its education.

Teven and McCroskey in 2009 argue that: Students perceptions of caring on the part of their teachers were found to be substantially associated with the students' evaluation of their teachers, their affective learning, and their perceptions of their cognitive learning. In this way it is possible to demonstrate how a mechanism a little off of the class methodology about how the teacher is who speaks and the students who listen and note what they understood show an important effect in the process of conscious learning and application of useful methods of these because it is not only to create a unity between the educator and the taught, it is about creating a relationship between people, getting to know each other and establish a peaceful and enjoyable dynamic likewise it will not be a meaningless exchange of knowledge and discernment and it will become more in the old way of teaching where skills and competences are molded rather than implementing certain rules and thoughts governed by the political system.

“A general model of employees’ performance suggests that the effects of teachers on students’ achievement can be explained by three general classes of variables: teachers’ ability, motivation and work situation.” (Rowan, Chiang and Miller, 1997). It is also a bit obvious that at the moment of creating a healthy relationship between teacher-student, as is important to generate a sense of appreciation and even affection for what is being learned, what is being treated in the school and therefore in the world because they need good reasons to want to continue generating that relationship, to follow the academic process and to generate more professionals and researchers experts in subjects that need to be discovered, continue to generate affection to the teaching profession.

“School administrators, parents, and students themselves widely support the notion that teacher quality is vital to students achievement, despite inconsistent evidence linking achievement to observable teacher characteristics.” (Hanushek, 1986). As I have shown and maintained in the essay, there are very evident factors for students to decide or feel if a teacher is good or not but there are other dynamics linked to this recognition and decision of this factor, and although not only the students measure the potential of their teachers, they are what ultimately show how much impact the teacher had on his teaching mechanism and his class methodologies. But what is the quality of the educator? Well, I repeat, based on the academic results of the students, can be clear if  such mechanisms and methodologies were correct, appropriate and even positive or important for their pupils.

“In small schools, teachers have a more positive attitude about their responsibility for students' learning and students learn more.” (Lee, 2000). It can then be seen in this article of an American journal how all the factors related to teaching, to the teacher, to the school and to the student, have a positive or negative impact on students' academic performance and their free interaction with their peers, with their learning, with their professors and their educational community.

In conclusion, it is important to recognize that every teacher in training first had to have very good educational experiences in their training to motivate themselves to teach or, on the contrary, had such bad experiences that made it possible for them not to want to continue learning but that did not prevent them from thinking in the future as a teacher and wanted to change, like many, that educational system or teaching methods that formed it. Each teacher has an impact on their students, not necessarily because they want to or have to, but because it consists of a relationship of intellectual exchange between people who live together  and must be respected,  that is why it should be thought  how to generate impact, not positive or negative, but critical in each student, allowing him to discern, argue, interpret and decide consciously but also according to those values and formative teachings that have formed him.