Essay About Effective Appear And Instructors Posses

The Right Stuff
Join now to read essay The Right Stuff
The Right Stuff
As one advances in their educational process it
becomes apparent that some of their instructors were a
significant cut above the rest. These few individuals are
inevitably viewed as master craftsmen. But why is it that
some instructors posses the “right stuff” for being
effective with their students while others do not? When
one analyzes their educational experience, those
instructors that were extremely effective appear to them as
makers of fine wine, turning grapes into a drink which is
pleasurable to the pallet. All instructors careers starts out
in much the same manner as a trades apprentice. First, they
must go to school themselves. Then, they must observe experts
in action. And finally, they have to exercise their newly
acquired skills. The instructors that eventually become
effective quickly realize there is much more to the
fermentation process than this. They realize that to be
effective with a student there are additional requirements
that must be adhered to. To make a fine wine they must
learn to delicately blend the right ingredients of
personality, motivation, and above all patients.
The initial ingredient required to becoming an
effective instructor is of personality. The personality of
the instructor affects each and every student they are in
contact with. An effective instructor will develop a
personality that conveys humor into the learning process.
It is only natural that what one finds humorous, one tends
to remember longer. Additionally, if an instructor to be a
cut above the rest, their personality must be of fairness
and equality for each student. Students feel that, if
their instructor really doesnt like them much anyway,
there isnt much use in trying as hard as they would
otherwise. As the apprentices of the instructor trade
begin to integrate a warm, humorous, and friendly
personality into their instructional style, the first
process in fine wine making is achieved.
Secondly, the instructor then adds motivation to their
students behavior. When an instructor motivates a student
to do well, the student usually tries to succeed beyond
that point. This can most easily be done by the positive
reinforcement of the students abilities and through
constructive criticism. When an instructor portrays to their
students that they believe in their abilities, the student
unknowingly starts believing that