# data[].attributes.body
A proper teacher is also able to adapt to different classroomsituations and to use different types of materiels to teach.

# data[].attributes.body
Ability to and ‘successfully monitor learning and provide feedback that assists students to progress’ Hattie, 2012: 27

# data[].attributes.body
A teacher who cares about their learners and their learners' progress is more likely to help them reach their goals. A teacher who is understanding of the obstacles that their learners face when learning a language is more likely to help them overcome them. 'It is teachers seeing learning through the eyes of students, and students seeing teaching as the key to their ongoing learning.' (Hattie 2012:14)
I also believe that a teacher who is respectful of their learners is more likely to be respected by them. ' The manner used by the teacher to treat and interact with students, to respect them as learners and people, and to demonstrate care and commitment for them also needs to be transparent to students.' (Hattie2012:27)

# data[].attributes.body
A proper teacher, for me, thinks about the students first. And how they can have an "effective" classroom. A proper teacher have a good base knowledge of the subject teached. However, I find it as important to be able to approach new information. . A proper teacher is true, to themselves and their pupils. I don't think you'll get much credibility if you are not true to your students and yourself.

# data[].attributes.body
An inspired teacher is more likely to inspire learners.  'that inspiration comes both from teachers being evaluators of their own effect and from teachers taking inspiration from the students – their reactions, learning, and challenges.' (Hattie 2012:31)

# data[].attributes.body
Encouraging learners and making them feel they want to learn something

Sonja

# data[].attributes.body
Able to critically reflect e.g. reflection-in-action & reflection-on-action (Dewey, Schön, Farrell etc)

# data[].attributes.body
Language teachers should be aware of many things in the classroom:
Language awareness which ties in with content knowledge, but also aware of how language changes.
Awareness of context and socio-cultural differences in the classroom. 'context is not just the physical classrooms where language teaching/learning occurs but also the socio-cultural processes that make up the norms of schooling and which reflect the cultural values and social practices that dictate what teachers and students accept as normal (Denscombe, 1982).
Awareness of learner needs and difficulties
Self-awareness and particularly the effect we have on learners. 'the nature, quality, and effects of the influences that we have on students' (Hattie 2012:10)

# data[].attributes.body
A 'proper' teacher should have a good knowledge of the subject that they are teaching.  An English teacher needs to understand the grammar rules and if they are teaching exam classes they need to know what the exam involves.  To do their job well they also need to have some training, covering areas such as classroom management.

Annabel.

# data[].attributes.body
Oxford dictionary defines 'proper' as 'right, appropriate or correct' or 'that you consider to be real and of a good enough standard'. Cambridge defines it as 'real, satisfactory, suitable or correct.' Many teachers could be considered 'proper' without having the attributes which would benefit learners in the way that Hattie talks about and as such, I don't believe that these definitions encompass the 'essential characteristics of a teacher.'

# data[].attributes.headline
[3] Has a growth mindset (as opposed to a fixed mindset*) with regard to beliefs in learning and intelligence

# data[].attributes.subject
[3] Has a growth mindset (as opposed to a fixed mindset*) with regard to beliefs in learning and intelligence

# data[].attributes.body
Dweck (2006:14) defines this as 'belief that your basic qualities are things that you can cultivate through effort' and that 'everyone can grow through application and experience'.

This can be reflected in how you help your learners achieve success in the learning outcome of the lesson.

Do you lower the bar for success to include everyone?

Do you believe that with application, effort and support, everyone can achieve success at the bar that has been set?

Hattie (2012:26) sets this out in his characteristics of expert teachers that 'believe that all students can achieve the success criteria'. He attributes this to teachers believing that 'intelligence is changeable' (ibid:26). He doesn't go into any detail about how he defines intelligence, but there is suggestion there that learning and intelligence are linked.

I have not read all of Dweck's book so I am not sure why Hattie suggests that Dweck has some evidence that intelligence is not changeable.

Growth mindset ties in with classroom intervention in aid of learning. With a fixed mindset, would you not change the learning outcome to achieve success instead?

*apologies, I have not defined fixed mindset

# data[].attributes.headline
[2] Knows why they are using the task/materials/approach/method and can justify it

# data[].attributes.subject
[2] Knows why they are using the task/materials/approach/method and can justify it

# data[].attributes.body
A filler is usually an activity or task whose primary purpose is to occupy time*. Under scrutiny, it is very difficult to justify and, even more so, to provide evidence to back up its use.

You will probably notice that these fillers will take more than five minutes and will be nigh on impossible to justify if you pull it out of your back pocket to plug a gap in your lesson (otherwise you would have included it in your lesson plan). Deserted on an island is more like a filler lesson than a filler activity!

When analysing the difference between an 'experienced' teacher versus an 'expert' teacher, Hattie (2012:24) posits that an expert teacher 'can provide defensible evidence of the positive impacts of the teaching on student learning'.

An example might be why you would attach the model texts for reading on the wall as a gallery walk activity rather than sit at desks and read. Both are perfectly viable but the proper teacher could justify it, possibly referencing time spent physically inactive, learners propensity for using bottom-up approaches to understanding text (borne out through hypotheses testing), learners lack of self-control when the text is still visible et cetera, and ultimately have a method for measuring the learning using this approach.

*my definition
**edit: from sole purpose to primary purpose - fillers can have pedagogic value as well as occupy time*

# data[].attributes.headline
[1] Validates the expectations of the learners of what a teacher does according to their customs/culture

# data[].attributes.subject
[1] Validates the expectations of the learners of what a teacher does according to their customs/culture

# data[].attributes.body
As fun as dogme is, there's a reason why students will complain when faced with a dogme  (or attempt at a dogme) lesson if that is not what they expect.

In much the same way when looking at the issue of silence from Korean learners when faced with communicative language teaching, Costello (2019:4) argues, referencing Dat (2014:93), that in the Korean 'educational setting... the teacher nominates the speaker. The student is not expected to initiate conversation'.

We teachers may decide that this is a problem we need to fix but it may be our inability to adapt to the learners' expectations of classroom etiquette and in turn 'reevaluate what the parameters of meaningful participation are' (Costello 2019:9).

This ties in with what Hattie (2012:27) says about expert teachers and their 'respect for the student... [and] a willingness to be receptive to what the students need'.

Our willingness to cling to our dogmatic approach forged in our teacher training and our past experience, may not be valid in the eyes of the learners in our classrooms.

# data[].attributes.body
- knows the subject matter and how to teach (it)

# data[].attributes.body
a proper teacher is the one that either well-use the provided teaching materials and make the most of it, and or create his/her own that matches perfectly with the learners needs.

# data[].attributes.body
And leather elbow patches on a tweed jacket.

# data[].attributes.body
"Passion... requires a love of the content, an ethical, caring stance deriving from the desire to instill in others a liking, or even love, of the discipline being taught, and a demonstration that the teacher is not only teaching, but also learning" Hattie 2012:16

# data[].attributes.body
You are going to be using a Padlet -  the one your looking at now - so don't need to set up a Padlet yourself. You just double click to add a post and can use the commenting facility to respond to other people's posts. The video you can access below is just over a minute and you only really need to view the second half to see how to make a post.

# data[].attributes.attachment_link.title
A video tutorial on how to use Padlet - an online collaborative learning wall

# data[].attributes.body
Why do I need HTML/XML to write paragraphs in the comment box?!

(and to format text)