what does the word "teacher" means?

Question

i want to know what is your opinion about what comes to your mind when you hear the word "teacher".

Answer 1

noun - One who teaches, especially one hired to teach.

What comes to my mind... school, classrooms, apples, homework.

Answer 2

There are two images that come to mind.

The first is of the teachers who I had at school who loved their profession.Some of them, I'm sure, would have taught for no pay if they were able. They were the ones who inspired their students and made the subject come alive. They made learning interesting.

Then there is the other image, of the teacher who was there because they needed a job to pay the bills. The students knew these people were disinterested and bored and therefore the students were the same way.

Thankfully, the majority of my teachers were in the first catagory.

Answer 3

T aking time to listen, not just to talk
E valuating all that you do constantly, not just doing the same
thing in the same way, just because it worked once
A lways putting student needs before the selfish desires of
your own
C aring enough to really help, not just pretending to do so
H elping to heal wounded spirits, hearing what isn't said is
sometimes more important than the words they tell you
E arning less than you could elsewhere, but knowing that
what you do does matter very much to that child and no
amount of money can pay for that
R ealizing that teaching is not about yourself, it is about
what you can give to others and about doing your part to
insure that good decisions can be made by those who
will carry on, long after you are gone.

Answer 4

Teacher quality matters. In fact, it is the most important school-related factor influencing student achievement. Moreover, teacher compensation represents a significant public investment: in 2002 alone, the United States invested $192 billion in teacher pay and benefits. Given the size of this investment, there is remarkably little research to guide such critical decisions as whom to hire, retain, and promote. In the absence of a strong, robust, and deep body of research, the debate in this field is largely ideological.

This analysis reviews a wide range of empirical studies that examine the impact of teacher characteristics on teacher effectiveness in order to draw conclusions about the extent to which these characteristics are, in fact, linked with teacher performance. Greater clarity on the empirical evidence can inform the wisdom of current practice, guide state efforts as they struggle with No Child Left Behind compliance regarding teacher quality, and provide direction for future teacher policy decisions. For example, developing an approach to policy that values different and multiple teacher characteristics based on the research evidence may prove promising. It is important to note that many personal characteristics important for a good teacher are not measured in the studies reviewed. The focus is on aspects of teacher background that can be translated into policy recommendations and incorporated into teaching practice.

The framework for this study includes five broad categories of measurable and policy-relevant indicators to organize the teacher characteristics assumed to reflect teacher quality. It is notable that findings for these characteristics frequently differ for teachers at the elementary school level and teachers at the high school level and that the body of research on the subject of teacher quality suggests that the context of teaching matters (e.g., differences in grade levels, subject areas, and student populations). A refined understanding of how teacher attributes affect their performance across these different teaching contexts can be helpful in determining the range of potentially effective policy options.

The highlights of the empirical evidence include:

Teacher experience
• Several studies have found a positive effect of experience on teacher effectiveness; specifically, the “learning by doing” effect is most obvious in the early years of teaching.

Answer 5

Hell