AIOU Assignment BEd 1.5 Year 2.5 Year 8606 Citizenship Education and Community Engagement Assignment 2
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Q. 1 a) Explain the means of social control in a society.
Answer:
Generally speaking, social control is nothing but control of the society over individuals. In order to maintain the organisation and the order of the society, man has to be kept under some sort of control. This control is necessary in order to have desired behaviour from the individual and enable him to develop social qualities. Society in order to exist and progress has to exercise a certain control over its members since any marked deviation from the established ways is considered a threat to its welfare. Such control has been termed by sociologists as social control.
Social control is the term sociologists apply to those mechanisms by which any society maintains a normative social system. It refers to all the ways and means by which society enforces conformity to its norms. The individual internalises social norms and these become part of his personality. In the process of socialisation the growing child learns the values of his own groups as well as of the larger society and the ways of doing and thinking that are deemed to be right and proper. But every social group makes errors, great or small, in the socialising the young, says Lapiere. Even at best, the internalisation be so the social norms can scarcely of complete that a person’s own desires exactly coincide with the social expectations of his group.
Means of Social Control: Informal and Formal Means of Social Control!
The means by which individuals are induced or compelled to on form to the usages and life values of the group are so numerous and varied that a classification is not possible, E.A. toss has described a number of means that have been employed by social groups throughout the human history to keep individuals under control.
The important among them are public opinion, law, custom, religion, morality, social suggestion, personality, folkways and mores. E. C. Hayes, another American sociologist, distinguished between control by sanctions and control by suggestion and imitation. By control by sanctions he meant a system of rewards and punishments.
According to him, education s the most effective means of control and the family is the most significant agency. Karl Mannheim distinguished between direct means of social control and indirect means of social control. Kimball Young classified the means of social control into positive and negative means. Reward is a positive means while punishment is a negative means.
F.E. Lumley classified the means of social control into two major categories: those based upon force and those founded on symbols. According to him, though physical force is indispensable in social control, yet it is not merely the force that can manage the individuals. Human societies have to rely upon symbolic devices which are more effective than force.
Lumley put symbolic methods Into two classes. In the first he included means like rewards, praise, flattery, education and persuasion which are designed to direct the individual’s behaviour along certain desirable ends. In the second category he put means such as gossip, satire, criticism, ridicule, threats, name calling, propaganda, commands and punishments which aim at restraint and repression.
Luther L. Bernard distinguished between unconscious and conscious means of control. The most important among the unconscious means of control are custom, tradition and convention. The conscious means of control are those which have been consciously developed and employed by leaders of all types.
According to him conscious means of control are more effective than unconscious ones though the influence of the latter also is quite marked. Bernard also distinguished between exploitative and constructive methods of social control. Exploitative means are such as punishment, reprisals, intimidation, censorship and repression.
Among the constructive methods are included revolution, custom, law, education, social reform, non-violent coercion and belief in supernatural forces. He also divided the means of social control into negative and positive classes.
In the former class fall those means which aim at restraining the individuals: while in the latter category devices utilizing promises and rewards are included. The positive type of control is said to be more effective as well as more desirable because human nature responds more easily to promises than to threats, to peaceful means than to physical coercion.
Some sociologists have classified the social control into informal means or formal means.
Sympathy, sociability, resentment, the sense of justice, public opinion, folkways and mores are some of the informal means of social control. They are very powerful in primary social groups where interaction is on a personal basis. The effectiveness of the informal devices of control, though somewhat lessened in modern large communities wherein contacts tend to be impersonal, may still be observed in small villages. Ross cites instances of such informal social control in “frontier” societies, where order is effectively preserved without the help of constituted authority. In modern times the informal methods have given place to formal ones such as laws, education, coercion and codes.
Informal Means:
The informal means of social control grow themselves in society. No special agency is required to create them. The Brahmins do not lake meat. They lake meals only after bath. The Jains do not take curd. They take their dinner before sunset. The Hindu women do not smoke. One can marry only in one’s caste. The children should respect their parents. All this is due to informal social control.
It is exercised through customs, traditions, folkways, mores, religion, ridicule etc. Informal control prevails over all the aspects of man’s life. Though it is said that people are not afraid of informal social control, yet informal means of social control are very powerful particularly in primary groups.
No man wants to suffer loss of prestige. He does not want to become the target of ridicule. He does not want to be laughed at by the people. He does not want to be socially boycotted. On the other hand, he wants praise, appreciation, honour and recognition by the society.
Thus informal means like praise, ridicule, boycott etc. effectively control his behaviour. Moreover, the child through the process of socialization learns to conform to the norms of the group. A person with socialised attitudes would not do any work which is socially harmful. Thus socialisation also exercises an influence over him.
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b) In your opinion, which social control agents are influential in our society and why?
Answer:
There are several agencies of social control. Thai means social control is exercised through various agencies. The important agencies of social control are stated below:
1. Family:
Family is an important agency of social control. It is the first place where an individual is socialized. He learns various methods of living, behavior patterns, convention etc. from the family. He is taught to behave and respect social laws and obey social controls. He learns customs, folkways, traditions and modes from the family. Family influenced the individual directly through suggestion, persuasion, praise, blame, ridicule, criticism etc. Through these, mechanism family forces the individual to conform the custom, folkways and modes of the group.
2. Neighborhood:
Neighborhood is a simple and specific part of a community. It has a feeling or sentiment of local unit. There may be more than one neighborhood in a community. The neighborhood is the first community with which the individual comes into contact with. It exists, a deep influence on its members as an agency of social control. The local neighborhood reinforces or strengthens the individual family as an agency of social control. It comes only after the family in social importance. The elder members of the neighborhood or locality, who are very intimate to one another, keep group modes alive and enforce them in the locality. The local neighborhood like the family, exercises direct control over the behavior of the individuals through direct suggestions, persuasion, praise, blame, ridicule, criticism etc.
3. Church:
Church is regarded as an institutionalized expression of religion. It serves as an agency of social control. In the past church was a powerful agency of social control for quite some time. The church and the priests were held in high esteem. The authority of the church was recognized and accepted by the people. As a result, no body could disobey its order. The church had power to dethrone kings who did not accept its authority during this period.
4. Religion:
Religion serves as an important agency of social control. It is religion, which supports the folkways and modes of a society by playing super natural sanctions behind them. It adopts negative as well as positive means to regulate the behavior of the individuals in society.
5. The School:
The school is a very powerful agency: of social control. It exercises social control through education. The child learns many things from the school, which he cannot learn from other sources. The child is taught to obey the discipline, which a student learns at school lasts with him throughout his life. In the college, also the students are required to obey social controls. The school and college or educational institutions are next to family as agencies of social control. It is the class room the peer group and the leaders who exercise influence on the child for his future role in society. Education in modern times is a very powerful means of social control. It is education, which makes all efforts to discipline the mind of the student in the school so that he can realize the importance of social control.
6. Law:
Law is a powerful method of control. The state runs its administration through the government. It enforces law within its territory with the help of the police, the army, the prison and the court; it enacts laws to regulate the lives of the people. The deviants or the violators of social rules are punished as per law; the state carries out certain function by means of law. E.A. Ross says that ‘law is the most specialized and highly furnished engine of social control employed by society. It is law, which prevents the people from indulging in antisocial activities. The lawbreakers are punished by the law of the state. It helps in governing our social conduct and behaviors. Laws are essential in strengthening social control violation of law considered a punishable offence. In short, law is an important formal means of Control to regulate the individual behavior in society.
7. Administration:
Administration is very powerful and the most effective instrument of social control. It forces the individual to obey social control. The administrations punish the violators with the help of the police, the army etc.
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Q. 2 a) Analyze the effect of school on community in a progressive society.
Answer:
School is a special institution, created to serve specific social needs. It, therefore, not only gets aims and objectives from society but its contents and methods are also determined in accordance with the activities, carried on in society, for which the school functions. But society is dynamic and changes very frequently. It is, therefore, essential that the character and nature of education, imparted in the school, also change according to the needs and developments of the society. A school is not merely a place of formal learning, but also a place of social learning. It is a social unit and an integral part of the total organisation of society.
In the words of Professor K.G. Saiyidain: “A people’s school must obviously be based on the people s needs and problems. Its curriculum should be an epitome of their life. Its method of work must approximate to theirs. It should reflect all that is significant and characteristics in the life of the community in its natural setting. ”
It is, therefore, that school education is correlated with the social environment of children. A good society is the product of a good school system and a good school system is the product of a good society. So there must be intimate relationships between the school and the society.
It should, however, be noted that in a big country like India, every community is inter-related with other communities and is a part of the large community, known as nation.
The school, therefore, should adopt its educational programme in a way that it should render specific service to the local community and also meet the needs of the large community or nation, as a whole.
In other words, the school should adopt its cultural and social activities to its regional and national needs.
If I were to ask you 'What did you learn in school?' what would you say? Would you tell me about the subject knowledge you gained and the classes you attended? Would you talk about the time you spent with friends and your participation in extracurricular activities? Schools certainly act as a transmitter of knowledge and academic skills like reading, writing, and arithmetic. But they also serve other functions in our society as well, and these can be categorized as manifest or latent functions.
A manifest function of school is a function that people believe is the obvious purpose of school and education. Manifest functions of education are those that are intended and that most people think about. For example, in elementary school, parents expect their children to learn new information but also how to 'get along' with other children and begin to understand how society works. So, two of the most significant manifest functions of schools beyond teaching subject knowledge are socialization and the transmission of cultural norms and values.
Socialization refers to a process by which individuals acquire a personal identity and learn the knowledge, language, and social skills required to interact with others. Again, students don't only learn from the academic curriculum prepared by teachers and school administrators. They also learn social rules and expectations from interactions with others. Students in America receive rewards for following schedules and directions, meeting deadlines, and obeying authority. They learn how to avoid punishment by reducing undesirable behaviors like offensive language. They also figure out that to be successful socially, they must learn to be quiet, to wait, to act interested even when they're not, and to please their teachers without alienating their peers.
Besides socialization, another significant manifest function of school is the transmission of cultural norms and values to new generations. Schools help to mold a diverse population into one society with a shared national identity and prepare future generations for their citizenship roles. Students are taught about laws and our political way of life through civic lessons, and they're taught patriotism through rituals such as saluting the flag. Students must also learn the Pledge of Allegiance and the stories of the nation's heroes and exploits. Because America is a capitalist nation, students also quickly learn the importance of both teamwork and competition through learning games in the classroom as well as activities and athletics outside the classroom.
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b) What strategies can a teacher apply to strengthen the relationship between school and community?
Answer:
To help educators use the Glossary as a school communications tool, we created the following guide. While the recommendations are focused on schools, any educational institution or organization will be able to apply the strategies. If we have overlooked anything, please let us know by submitting your suggestions here.
Link to entries on your website or blog. If you are explaining a new school-improvement initiative, whether it’s project-based learning or professional learning communities, consider including links to Glossary entries on your website or school blog. Explaining the technical nuances of a new strategy in accessible language can take a lot of time and thought, and it often proves to be trickier than it appears. If our entries are relevant and useful to your school-communications work, let us do some of the work for you. You can link specific terms on your website or direct visitors to our entries if they want to learn more about a particular concept or strategy.
Incorporate entries into social media. Does your school have a Facebook page? Do you tweet? If so, consider posting or tweeting Glossary entries from time to time as a way to build greater understanding of specific school-improvement ideas. For many people, social media have become their primary sources of news and networking, and it’s where they are regularly exposed to new ideas, readings, videos, resources, and innovations. And because people can like posts or retweet, social media helps to spread ideas through personal relationships, professional networks, and communities.
Reuse and repurpose Glossary content. All of our entries have been published under a Creative Commons license, which means that schools are free to reuse, republish, and repurpose all of our content, including excerpts, provided that the following guidelines are followed: (1) the Glossary of Education Reform and Great Schools Partnership should be credited as the original source of the content; (2) the republished or repurposed content cannot be sold or used commercially in any way; and (3) modifications to the content are allowed (even encouraged), but all modified content must also carry a Creative Commons license so that others can republish and repurpose it. That’s right: Go ahead and use our content if it helps you out! To acknowledge the Glossary, simply use the CC license that appears at the bottom of an entry or add you can add the line “Adapted [or Republished] from the Glossary of Education Reform by the Great Schools Partnership” beneath on your website content or print materials (adding links where appropriate). Learn more about CC licenses →
Print and email entries. Do you have an upcoming community forum, orientation program, or event for parents and families? Consider distributing—through printed handouts, email, newsletters, or other publications—any entry or selection of text that serves your school’s communication needs. Increasing understanding of new and proposed initiatives can lead to greater community support for your work. We have worked hard to create understandable introductions to complex topics, so go ahead and use them if they help.
Brief your school board and elected officials. In every school community, local elected representatives—whether they are school-board members, city officials, or state legislators—are among your most vital constituents and supporters. Making sure these community leaders truly understand what your school is doing—and why it matters for students—is one of the most important jobs school leaders have. Consider using or adapting our entries as needed when briefing your school board and local officials about new or proposed strategies.
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Q. 3 a) Explain why communication skills are essential for effective teaching.
Answer:
What is ‘communication’? According to the Concise Oxford Dictionary the word means ‘the act of imparting, especially news’, or ‘the science and practice of transmitting information’. These definitions clearly show the link between ‘teaching’ and ‘communication’: teachers are constantly imparting new knowledge, or transmitting information.
Hubley has shown us that communication is a complex process. At any stage of this process things may go wrong, making the communication less effective. For instance, the sender may not express what s/he wants to say clearly; or the room may be noisy; or the receiver may not understand the words the sender is using. To be effective, teachers have to try to minimise these barriers to communication. We do this in a number of ways – for example, by making sure that the room is quiet and well lit; by speaking slowly and clearly; by only using words which the students should be able to understand. However, the most important way to overcome the barriers is two-way communication.
This means getting regular feedback from the receivers (the students in this case): do they really understand what we are trying to put across.
Person-to-Person Communication: Presentation Skills
In the previous article we discussed different styles of teaching. Some teachers like to talk, and expect the students to write down what they say and to learn it (this style encourages superficial learning - and rapid forgetting!). Other teachers see their role as one of helping the students to learn at a deeper level - to understand new ideas and concepts so well that they can apply them in a work situation. Either way, these teachers will do a better job if they communicate well with their students.
An important element of communication in teaching is the use of teaching aids. We have all heard the saying: ‘What I hear, I forget; what I see, I remember; what I do, I know’. Pictures, written posters and practical demonstrations improve communication and we should use them as much as possible. Most of us have access to paper, posters, a chalkboard, or an overhead projector. We can use these to prepare aids for our lessons: summaries of important facts, or pictures and diagrams. The overhead projector is particularly useful, because it allows us to face our students while using it.
How can I know whether I am communicating well as a teacher? Communication is a skill – and we improve our skills by getting feedback on the way we perform them. We can get such feedback by asking an experienced colleague to sit in on our teaching, and to give us feedback. We can also ask someone to record us on a videotape as we teach, which we then inspect critically afterwards. In either case the feedback will be better if we use a checklist to judge our performance.
Written Communication: Handouts
Teachers communicate by speaking, but also by writing. We have seen how we can improve the overhead projector transparencies we use, if we write them carefully. The same is true of the handouts that almost all teachers prepare for their students.
What is a handout? It is not a photocopy of a journal article, or of some pages out of a textbook. Rather, it is a document which the teacher writes him/ herself. It may be a summary of important points to be learnt; or a guide to students on work they have to do, or references they have to look up. Teachers may use handouts for students to refer to during a lesson, and students will definitely use them in their self-study time. Because handouts are such an important way of communicating with students, they must communicate effectively
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b) How can effective communication result in improved management?
Answer:
Effective communication is critical to any organization and can help it in many ways. In fact, communication plays a role in product development, customer relations, employee management – virtually every facet of a business' operations. Employees are a key audience because they often serve as the conduit to other audiences. If employees are informed and engaged, communications with other constituencies are likely to be strong as well.
Clear Expectations for Employees
Effective communications help to establish clear expectations for employees and, perhaps surprisingly, for customers as well. For employees, clear expectations will convey how their performance will impact the company and give them an indication of what they need to do to achieve positive feedback. For customers, clear communication can help manage their expectations about service issues or even about how best to interact with the organization.
Building Strong Relationships
Effective communication builds strong relationships. Trust and loyalty are key factors in any relationship and both are boosted by communication that is focused on meeting individual needs, conveying important information and providing feedback – positive and constructive. Strong relationships with external audiences also build strong solid communication about products, services and company culture and values.
Ideas and Innovation
Open channels of communication can lead to new ideas and innovation in a number of areas. Employees that understand what's important to their companies can focus on making improvements and spotting opportunities for innovation that can help further success. When employees know their ideas will be sought after, that company leaders will have open minds and be responsive to their feedback, they're more likely to contribute their ideas. Customers also can be a source of great ideas to help improve products and services.
Employees as Customer Ambassadors
The more employees know about the company, its culture, its products and services, and its response to any negative issues, the better job they can do of serving as ambassadors to the community, their friends, relatives and other business connections. Employees who feel they have a strong, positive relationship with their employers and trust the information they receive from their employers will be more likely to share that information with others. Employees can be a highly valued and trusted source of information about a company and its products and services.
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Q. 4 a) Describe the relationship between technological change and society.
Answer:
Relationship between Technology and Society – Technology and technological developments has reached their heights in the modern society which is often picturised as a technological society. Though technology has assumed importance in the present world it is yet to acquire a prominent place in the sociological thinking. In spite of it, there are a number of sociologists who argue for its importance especially in understanding the course of history and social change. Major types of societies such as, – hunter-gather society, horticultural society, agrarian society, industrial society, or post industrial society- are mostly distinguished by differences in technology.
The industrial revolution, which produced enormous social change, was based to a great extent on technological innovations. Technological Determinism. Science in the modern world is more and more tending towards developing sophisticated technology. Much of the scientific knowledge that is required in the modern industrial society has been used to create an extremely sophisticated technology.
It is indisputable that technological innovations have immense social significance. Our way of life and social behaviour are influenced by technologies available to us; from kitchen gadgets to automobiles. The influence of technology on society seems so powerful that some sociologists have adopted a position of technological determinism. They are of the view that the technology available to the society is an important determinant of its nature and character. “Technological determinism is an assumption that technology is both autonomous and has determinate effects on society. Technology is seen as political and as independent variable in social change.” There is a strong element of technological determinism in the work of Karl Marx also. He drew attention to the technologies of economic production that affects the social order. In fact, Marx’s famous phrase – “the hand mill gives you society with feudal lord: the steam mill, society with the industrial capitalism.” – is sometimes used (mistakenly) as an example of technological determinism. Marx, however, saw technology as intimately related to the social relations of production.
Technological determinism is associated with neo-evolutionary theories which give technology primacy in the analysis of social change. Several American social scientists such as Thornstein Veblen (1922) and William Ogburn (1950), have also stated that the specific historical developments and culture traits are the direct result of particular technologies. Ogburn made technology a powerful factor of social change. He even tried to explain specific social or historical events in terms of suggesting that the self starter in the motor-car had something to do with the emancipation of women in the American and Western Europe.
Similarly, he gave us illustrations of the labour saving devices in the kitchen and the use of new fuels like gas and electricity which reduce the toil of the woman in the kitchen. Ogburn in his attempts to trace connections between historical events and technological developments stated that the invention of cotton gin in 1793 promoted the institution of slavery in America.
The cotton gin greatly increased the productive capacity and thus the profitability of the textile industry. As a result, many more slaves were needed to work on the new cotton plantations that had emerged.
Ogburn divided human culture into material and non material elements. He stated that normally changes occur in the material culture first. People accept new tools and implements much more readily than they accept new ideas, values, norms, or institutions.
These technological innovations invariably lead to changes in the non material culture. As a result, there is always a cultural lag as the non material elements attempt to “catch up” with changes in the material elements. Ogburn argued that this culture lag is a continuing source of social disorganisation and social problems. Ogburn’s argument has its own limitations. It is very difficult, if not impossible, to isolate the technological factor from the others as the main cause of social change. Technological change, such as the introduction of cotton gin, always occurs in the context of other changes. Technology cannot operate independently.
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b) Analyze the response of Pakistani society to technological change?
Answer:
Society today is constantly dictated and changed by the latest and greatest technology that is available. Technology and human life have become one and cannot be separated. Society has a cyclical co-dependence on technology. We use technology; depend on technology in our daily life and our needs and demands for technology keep on rising. Humans use technology to travel, to communicate, to learn, to do business and to live in comfort.
Technology has changed our society. There’s no denying it that 20 years ago everything was different - the way we communicated and how we went about business. Our society has witnessed a revolution. Technology has not only improved our society but has also made our lives easier. In this article we take a bird’s eye view of some of the major changes that appeared in our society and how it brought changes in our behaviors as a nation.
Not long ago, there was only landline telephone and even that was not available to everyone. Having landline telephone connection was considered snobbery. Then cell phone was introduced and in very short span of time it dramatically changed our lives and impacted on our day-to-day matters. In recent timers, our communication has been made quick and efficient. Communication is used for a number of purposes. People use technology to communicate with each other. Electronic media like radio, television, internet, and social media have improved the way we exchange ideas which can ultimately develop our societies.
Technology is positively impacting our transportation system. In recent times, we have witnessed that we can call a cab at our doorstep. Even we have e-ticking system in our city buses. Technology has also improved education and learning process. Many schools have started integrating educational technologies in their schools with a great aim of improving the way students learn. Technologies like smart whiteboards, computers, mobile phones, ipads, projectors and internet are being used in classrooms to boost students’ moral to learn. Visual education is becoming more popular and it has proved to be the best method of learning in many subjects like mathematics, physics, biology, geography, economics and much more. The business community has invested money in various educational technologies which can be used by both teachers and their students. Because of technology the era of online education has started in Pakistan.
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Q. 5 a) Explicate the role and responsibilities of school, parents and local bodies in community development.
Answer:
School is a special institution, created to serve specific social needs. It, therefore, not only gets aims and objectives from society but its contents and methods are also determined in accordance with the activities, carried on in society, for which the school functions. But society is dynamic and changes very frequently. It is, therefore, essential that the character and nature of education, imparted in the school, also change according to the needs and developments of the society. A school is not merely a place of formal learning, but also a place of social learning. It is a social unit and an integral part of the total organisation of society. In the words of Professor K.G. Saiyidain: “A people’s school must obviously be based on the people s needs and problems. Its curriculum should be an epitome of their life. Its method of work must approximate to theirs. It should reflect all that is significant and characteristics in the life of the community in its natural setting. ” It is, therefore, that school education is correlated with the social environment of children. A good society is the product of a good school system and a good school system is the product of a good society. So there must be intimate relationships between the school and the society.
It should, however, be noted that in a big country like India, every community is inter-related with other communities and is a part of the large community, known as nation. The school, therefore, should adopt its educational programme in a way that it should render specific service to the local community and also meet the needs of the large community or nation, as a whole. In other words, the school should adopt its cultural and social activities to its regional and national needs.
If I were to ask you 'What did you learn in school?' what would you say? Would you tell me about the subject knowledge you gained and the classes you attended? Would you talk about the time you spent with friends and your participation in extracurricular activities? Schools certainly act as a transmitter of knowledge and academic skills like reading, writing, and arithmetic. But they also serve other functions in our society as well, and these can be categorized as manifest or latent functions.
A manifest function of school is a function that people believe is the obvious purpose of school and education. Manifest functions of education are those that are intended and that most people think about. For example, in elementary school, parents expect their children to learn new information but also how to 'get along' with other children and begin to understand how society works. So, two of the most significant manifest functions of schools beyond teaching subject knowledge are socialization and the transmission of cultural norms and values.
Socialization refers to a process by which individuals acquire a personal identity and learn the knowledge, language, and social skills required to interact with others. Again, students don't only learn from the academic curriculum prepared by teachers and school administrators. They also learn social rules and expectations from interactions with others. Students in America receive rewards for following schedules and directions, meeting deadlines, and obeying authority. They learn how to avoid punishment by reducing undesirable behaviors like offensive language. They also figure out that to be successful socially, they must learn to be quiet, to wait, to act interested even when they're not, and to please their teachers without alienating their peers.
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b) Do you think teachers’ personality can be a source of motivation for their students? Give argument.
Answer:
We believe that personality traits are a combination of characteristics that are innate to us as individuals as well as characteristics that develop out of specific life experiences. We are firm believers that the personality trait makeup of a person goes a long way in determining how successful they are. There are certain personality traits that help teachers and students succeed. Success may mean different things for different people. Teachers and students who hold the majority of the following characteristics are almost always successful no matter how success is defined.
Adaptability
The ability to handle a sudden change without making it a distraction. How Does this Trait Benefit Students: Students who have this trait can handle sudden adversity without letting academics suffer. How Does this Trait Benefit Teachers? Teachers who have this trait are quickly able to make adjustments that minimize distractions when things do not go according to plan.
Conscientious
The ability to complete a task meticulously with efficiency and of the highest quality.
Students: Students who have this trait can produce high-quality work on a consistent and regular basis.
Teachers: Teachers who have this trait are extremely organized, efficient, and provide their students with quality lessons or activities on a daily basis.
Creativeness
The ability to think outside the box to solve a problem.
Students: Students who have this trait can think critically and are adept problem solvers.
Teachers: Teachers who have this trait are able to use their creativeness to build a classroom that is inviting to students, to create lessons that are engaging, and they figure out how to incorporate strategies to individualize lessons for every student.
Determination
The ability to fight through adversity without giving up to accomplish a goal.
Students: Students who have this trait are goal orientated, and they do not let anything get in the way of accomplishing those goals.
Teachers: Teachers who have this trait figure out a way to get their job done. They do not make excuses. They find ways to reach even the most difficult student through trial and error without giving up.
Empathy
The ability to relate to another person even though you may not share similar life experiences or problems.
Students: Students who have this trait can relate to their classmates. They are not judgmental or condescending. Instead, they are supportive and understanding.
Teachers: Teachers who have this trait can look beyond the walls of their classroom to assess and meet their students’ needs. They recognize that some students live a difficult life outside of school and try to figure out solutions for helping those students.
Forgiving
The ability to move beyond a situation in which you were wronged without feeling resentment or holding a grudge.
Students: Students who have this trait will be able to let things go that could potentially serve as a distraction when they have been wronged by someone else.
Teachers: Teachers who have this trait can work closely with administrators, parents, students, or other teachers who may have created an issue or controversy that was potentially detrimental to the teacher.
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