Chapter 4

PERSONALITY

OUTLINE--CHAPTER IV

The worth of a great teacher.--Good teachers not necessarily born.--Some boys' observations on teachers.--A high school survey.--Clapp's _Essential Characteristics_.--Betts' _Three Classes of Teachers_.--His list of qualities.

"A great teacher is worth more to a state, though he teach by the roadside, than a faculty of mediocrities housed in Gothic piles."--_Chicago Tribune_, September, 1919.

We may stress the sacred obligation of the teacher; we may discuss in detail mechanical processes involved in lesson preparation; we may analyze child nature in all of its complexity; but after all we come back to the _Personality of the Teacher_ as the great outstanding factor in pedagogical success. _That something in the man_ that grips people!

Very generally this _Personal Equation_ has been looked upon as a certain indefinable possession enjoyed by the favored few. In a certain sense this is true. Personality is largely inherent in the individual and therefore differs as fully as do individuals. But of recent years educators have carried on extensive investigations in this field of personality and have succeeded in reducing to comprehensible terms those qualities which seem to be most responsible for achievements of successful teachers. Observation leads us all to similar deductions and constitutes one of the most interesting experiments open to those concerned with the teaching process.

Why, with the same amount of preparation, does one teacher succeed with a class over which another has no control at all?

Why is it that one class is crowded each week, while another adjourns for lack of membership?

The writer a short time ago, after addressing the members of a ward M.I.A., asked a group of scouts to remain after the meeting, to whom he put the question, "What is it that you like or dislike in teachers?" The group was a thoroughly typical group--real boys, full of life and equally full of frankness. They contributed the following replies:

1. We like a fellow that's full of pep. 2. We like a fellow that doesn't preach all the time. 3. We like a fellow that makes us be good. 4. We like a fellow that tells us new things.

Boylike, they were "strong" for pep--a little word with a big significance. Vigor, enthusiasm, sense of humor, attack, forcefulness--all of these qualities are summed up in these three letters.

And the interesting thing is that while the boys liked to be told new things, they didn't want to be preached at. They evidently had the boy's idea of preaching who characterized it as, "talking a lot when you haven't anything to say."

Still more interesting is the fact that boys like to be made to be good. In spite of their fun and their seeming indifference they really are serious in a desire to subscribe to the laws of order that make progress possible.

A principal of the Granite High School carried on an investigation through a period of four years to ascertain just what it is that students like in teachers. During those years students set down various attributes and qualities, which are summarized below just as they were given:

_Desirable Characteristics_

Congeniality. Broadmindedness. Wide knowledge. Personality that makes discipline easy. Willingness to entertain questions. Realization that students need help. Sense of humor--ability to take a joke. Optimism--cheerfulness. Sympathy. Originality. Progressiveness. Effective expression. Pleasing appearance--"good looking." Tact. Patience. Sincerity.

Among the characteristics which they did not like in teachers they named the following:

_Undesirable Characteristics_

Grouchiness. Wandering in method. Indifference to need for help. Too close holding to the text. Distant attitude--aloofness. Partiality. Excitability. Irritability. Pessimism--"in the dumps." Indifferent assignments. Hazy explanations. Failure to cover assignments. Distracting facial expressions. Attitude of "lording it over." Sarcasm. Poor taste in dress. Bluffing--"the tables turned." Discipline for discipline's sake. "Holier than thouness."

_Desirable Capabilities_

They also reduced to rather memorable phrases a half dozen desirable capabilities:

1. The ability to make students work and want to work. 2. The ability to make definite assignments. 3. The ability to make clear explanations. 4. The ability to be pleasant without being easy. 5. The ability to emphasize essentials. 6. The ability to capitalize on new ideas. 7. The ability to be human.

A number of years ago Clapp conducted a similar survey among one hundred leading school men of America, asking them to list the ten most essential characteristics of a good teacher. From the lists sent in Clapp compiled the ten qualities in the order named most frequently by the one hundred men:

1. Sympathy. 2. Address. 3. Enthusiasm. 4. Sincerity. 5. Personal Appearance. 6. Optimism. 7. Scholarship. 8. Vitality. 9. Fairness. 10. Reserve or dignity.

George Herbert Betts, in his stimulating book, _How to Teach Religion_, says there are three classes of teachers:

"Two types of teachers are remembered: One to be forgiven after years have softened the antagonisms and resentments; the other to be thought of with honor and gratitude as long as memory lasts. Between these two is a third and a larger group: those who are forgotten, because they failed to stamp a lasting impression on their pupils. This group represents the mediocrity of the profession, not bad enough to be actively forgiven, not good enough to claim a place in gratitude and remembrance."

Mr. Betts then goes on with a very exhaustive list of positive and negative qualities in teachers--a list so valuable that we set it down here for reference.

_Positive Qualities_ _Negative Qualities_

1. Open-minded, inquiring, broad. Narrow, dogmatic, not hungry for truth.

2. Accurate, thorough, discerning. Indefinite, superficial, lazy.

3. Judicious, balanced, fair. Prejudiced, led by likes and dislikes.

4. Original, independent, Dependent, imitative, subservient. resourceful.

5. Decisive, possessing convictions. Uncertain, wavering, undecided.

6. Cheerful, joyous, optimistic. Gloomy, morose, pessimistic, bitter.

7. Amiable, friendly, agreeable. Repellent, unsociable, disagreeable.

8. Democratic, broadly sympathetic. Snobbish, self-centered, exclusive.

9. Tolerant, sense of humor, Opinionated, dogmatic, intolerant. generous.

10. Kind, courteous, tactful. Cruel, rude, untactful.

11. Tractable, co-operative, Stubborn, not able to work with teachable. others.

12. Loyal, honorable, dependable. Disloyal, uncertain dependability.

13. Executive, forceful, vigorous. Uncertain, weak, not capable.

14. High ideals, worthy, exalted. Low standards, base, contemptible.

15. Modest, self-effacing. Egotistical, vain, autocratic.

16. Courageous, daring, firm. Overcautious, weak, vacillating.

17. Honest, truthful, frank, Low standards of honor and truth. sincere.

18. Patient, calm, equable. Irritable, excitable, moody.

19. Generous, open-hearted, Stingy, selfish, resentful. forgiving.

20. Responsive, congenial. Cold, repulsive, uninviting.

21. Punctual, on schedule, capable. Tardy, usually behindhand, incapable.

22. Methodical, consistent, logical. Haphazard, desultory, inconsistent.

23. Altruistic, given to service. Indifferent, not socially minded.

24. Refined, alive to beauty, Coarse, lacking aesthetic quality. artistic.

25. Self-controlled, decision, Suggestible, easily led, uncertain. purpose.

26. Good physical carriage, dignity. Lack of poise, ill posture, no grace.

27. Taste in attire, cleanliness, Careless in dress, frumpy, no pride. pride.

28. Face smiling, voice pleasant. Somber expression, voice unpleasant.

29. Physical endurance, vigor, Quickly tired, weak, sluggish. strength.

30. Spiritual responsiveness, Spiritually weak, inconstant, strong. uncertain.

31. Prayer life warm, satisfying. Prayer cold, formal, little comfort.

32. Religious certainty, peace, Conflict, strain, uncertainty. quiet.

33. Religious experience expanding. Spiritual life static or losing force.

34. God a near, inspiring reality. God distant, unreal, hard of approach.

35. Power to win others to religion. Influence little or negative.

36. Interest in Bible and religion. Little concern for religion and Bible.

37. Religion makes life fuller and Religion felt as a limitation. richer.

38. Deeply believe great Lacking in foundations for faith. fundamentals.

39. Increasing triumph over sin. Too frequent falling before temptation.

40. Religious future hopeful. Religious growth uncertain.

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QUESTIONS AND SUGGESTIONS--CHAPTER IV

1. Think of the teachers who stand out most clearly in your memory. Why do they so stand out?

2. Name the qualities that made the Savior the _Great Teacher_.

3. If you had to choose between a fairly capable but humble teacher, and a very capable but conceited one, which one would be your choice? Why?

4. What is your argument against the idea, "Teachers are born, not made"?

5. Discuss the relative significance of the qualities quoted from Betts.

HELPFUL REFERENCES

O'Shea, _Every-day Problems in Teaching_; Betts, _How to Teach Religion_; Brumbaugh, _The Making of a Teacher_; Palmer, _The Ideal Teacher_; Slattery, _Living Teachers_; Weigle, _Talks to Sunday School Teachers_.