Exemplary Teachers: Exploring Characteristics and Teaching Styles

This essay examines the characteristics of exemplary teachers, drawing on personal reflections and comparisons with colleagues' perspectives. It explores various teaching styles, classroom strategies, and the development of professional identity. The author, with two years of teaching experience, discusses motivational aspects, the importance of student engagement, and the impact of data-driven instructional planning. The essay highlights the significance of creating a positive and respectful classroom environment, fostering high expectations, and adapting to diverse learning styles. The author emphasizes the importance of continuous assessment, effective communication, and the need for ongoing professional development to enhance teaching practices. It also explores the shift from traditional to modern teaching methods and the role of exemplary teachers in inspiring student learning and achieving educational goals. The essay concludes with a reflection on the ongoing learning process in the field of teaching.

Running head: EXEMPLARY TEACHING
1
STUDENT NAME:
STUDENT ID:
TOPIC: EXEMPLARY TEACHERS
DATE: 25-3-2019

EXEMPLARY TEACHING 2
Introduction
Exemplary teachers specialize in several areas of knowledge. Recognizing exemplary teachers
indicates several factors and traits that help to provide different skills and teaching components
with associated teaching. The array of patterns in teaching and classroom behaviors indicates the
exemplary teaching style. These are the basic features that exemplary teachers have while
focusing on a particular area and specialization. Successful teaching strategies are observed in
teaching. There are diverse methods that exemplary teachers follow to pursue a certain objective
for students learning. Teaching is based on the learning-teaching process. There are special
characteristics that exemplary teachers accomplish with the master of clarity of teaching concept.
The qualities such as concern, responsibility, and caring are some behavioral attributes that an
exemplary teacher have with outstanding performance. Exemplary teachers have pedagogical
knowledge that ensures total mastery. The level of teaching reveals the importance and identifies
the general characteristics of a teaching method that exemplary teachers use with different
subject matter. There is a smooth transition that is observed recently with the student-teacher
relationship. Exemplary teachers are responsible and promising while providing the services with
a passionate belief system and expect high from students. The comparison of my perception of
exemplary teacher and colleague’s perception of exemplary teachers is reflected in the study. I
have been inspired from my exemplary teacher as she has qualities such as motivation, vision
and achieving specific goals with timeframe. I was inspired from her as I enhanced my teaching
skills as an exemplary teacher from her when I was a pupil.
Comparison and analysis
I have a friend who believes that exemplary teachers are role models and are caring and have the
patience for the support they provide to the students. Exemplary teachers are passionate about
working to achieve a result, while I believe that exemplary teachers have considerable
expectations and do not give up or refuse for teaching or any activity as they are capable.
Students failure is not expected from these teachers as they deliver care and pure passion to the
students to inspire the students. Caring is the main characteristics that are discussed by one of my
friends when talking about characteristics of exemplary teachers. I feel that there is no

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compromise that teachers would accept from students because they provide the best knowledge
and support students thereby the stakes are high. My friend focuses on the qualities of exemplary
teachers as learning with effective strategies that inspire students. It is thereby important to
consider that exemplary teacher provide inspiration and motivation to students (Arpaci &
Bardakci, 2016). Exemplary teachers as per my thinking are motivational that supports my
perception with my friend's perception. Exemplary teachers have plans and strategies to engage
students with the curriculum and to ignite students with learning strategies that ensure flexible
grouping strategies. Students have a high-level of thinking when exemplary teachers plan their
curriculum and have a correct level of teaching method adopted for students for making an
impact on teaching. Fine art is practiced by exemplary teachers that involves relevant and
exciting study concepts with different modes of teaching. Exemplary teachers thereby have
exciting concepts to be discussed with the relevant topic with different teaching skills such as
presentations or group discussions.
Another such friend believes that exemplary teacher provides learning lessons that enhance the
lifestyle and focus on engaging with students while providing knowledge and strategies to
overcome hindrances in the life of a person. I believe that effective teaching would lead to a
standard means of ensuring ethics and value system for a lifetime. There are different learning
styles that ensure effective learning with planning and instruction. I believe that students learn
values and ethics in school while cultural knowledge is also the concern that exemplary teachers
provide. I believe exemplary teachers provide a suitable climate for every student and thereby
students feel safe and secure in the classroom. A learning community is created that encourages
social interaction in a positive way that ensures professional identity (Dassa & Derose, 2017).
My friend feels that instructional opportunities are created for diverse learners and students.
Language sensitivity is the major emphasis that is ensured with the diverse student (Pennington
& Richards, 2016) as thought and experienced by my friend. There are learning groups that
teachers consider and represent the balance of cultural, social and economic factors that improve
student learning (Bressler & Rotter, 2017). A continuous assessment strategy helps in improving
the concept with several ways of learning that explains the main concern about recognizing talent
and skills. My friend believes that there are diverse learners that represent and adjust with
instructors while exemplary teaching is providing individual goals that contribute to learning
styles for students planning and instructions

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I have a family member who believes that exemplary teachers provide classroom strategies that
help to engage and build a relationship with students. This is a positive aspect that ensures
creating classroom environment with effective teaching strategies. I believe that each student
gets a respectful environment that builds a positive report for students and there are clear
expectations from the teachers when these services are provided to students. High expectations
are build that allows the opportunity for students to achieve the target and to ensure effective
learning strategies. The exemplary teaching helps to encourage student participation and
encourages students to express opinions or questions if any. Thereby, with these opportunities
students are respected with their opinions and a value system is build that creates a classroom
environment to be positive and professional development (Korkko, Kyro-Ammala & Turunen,
2016). I believe that exemplary teachers have a good understanding of focusing on how to treat
students with equality and listen to students and replying them with the questions. A climate of
high expectations establishes standards that are structured by exemplary teachers so that students
will fulfill the expectations with specific rules. I believe exemplary teachers enforce a structured
and disciplined plan. Teachers help to plan and prepare curriculum with every activity with
orderly transitions and time for each activity (James, 2014). Due to effective classroom
strategies, the importance of child accountability behavior rests in teachers while establishing
rules and standards of achieving certain goals and objectives.
I believe that data-driven instructional planning helps students and teachers. Exemplary teachers
are observers of students and asses abilities and skills on a continuous level while ensuring
formal and informal teaching strategies. With certain data and formal assessment tools, teachers
provide and evaluate information that establishes the goals and try to re-focus on effective
strategies for student development as the professional identity depicts the standards (Gannon,
2014). In this case, my family member who is a teacher implements data-driven instructional
planning. He keeps up-to-date research of techniques that ensure effective planning with an
instructional technique for students who need more attention to compete with others and ensure
standard results. Structured English Immersion is provided by him in order to engage students
for English learning. There are different instructional techniques such as cooperative learning,
multiple intelligence and others that provide maximum and effective learning strategies in the
classroom. I believe that instructional practice is necessary for the classroom that adjusts
achievement results for students with observational data. My friend analysis the formal

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assessment tools that evaluate and explores the relationship between student and teacher with
measured growth and instructional strategies. The formal assessment tool ensures norm-
referenced data that consist of strengths and weaknesses to ensure instructional decisions that
benefit the student.
Different views and beliefs of exemplary teachers interact with several factors that affect the
level of expertise and professional work of respondents. Exemplary teachers have qualities such
as the presence of interpersonal communication, promotion of learning and enthusiasm. These
provide effective learning importance. The passion and love of teaching are observed in
exemplary teachers that have emerging opportunities for students. Providing motivation to
students is an increased measure taken by teachers to benefit students with self-less affection that
comes with experience. Professional identity is a long process that ensures challenges that
teachers take with a culturally specific context. There are several factors that are involved in
professional identity such as personal, cultural and social which provide a detail chall4nge of
teaching. The contextual factors and the professional experience build up a professional identity
that is required for exemplary teachers. There are situational and professional factors that build a
dimension and work at a particular time in order to trace the categories of learning. Motivation is
a driven force that ensures in developing a professional identity for exemplary teachers.
Experience for teachers indicates a professional identity that a teacher is qualified and has
particular experience in a specific subject or area of specialization. There are learning theories
that enhance professional identity which argues about socio-cultural learning theory. Pedagogy is
the term that includes different factors that are necessary to develop professional identity such as
what to teach and how to teach students with the physical and emotional environment (Hong,
Greene & Lowery, 2017).
Implications
As a teacher, I have two years of experience that supports my knowledge and understanding of
teaching. The social support and the experience have helped to build a relationship with students
that ensure high expectations from students. My professional identity is shaped with experience
and learning theories that are relevant in the teaching field (Delima, 2015). However, to
communicate with my students, I have helped them to understand concepts with clear and
strategic goals while addressing strategic learning programs (Bukor, 2015). I have teaching styles

EXEMPLARY TEACHING 6
which students prefer and have a healthy conversation that ensures social relationships with
students. I need to ensure that each student should score as per the skills and ability they have to
ensure better results.
Exemplary teachers have professional identity and are aware of teaching methods that ensure and
evaluate the teaching style. The exemplary practices that teachers transcend have similarities and
differences that reflect in the essay. I have carried effective teaching and evaluated the course
while working on student satisfaction. Effectiveness on teaching is observed with learning
outcomes and ensures primary role while considering student development (Hill, Beisiegel &
Jacob, 2013). I have observed that student satisfaction is the major objective which satisfies the
learning and teaching criteria. There is systematic analysis of assessment tools that I have
considered with evaluation techniques.
There are academic challenges that present excellent teaching criteria and seek knowledge
regarding problem solving techniques. I have ensured opportunities that enhance learning and
ensure observations that satisfy and identify the learning motives that students need. The
difference in considering the aspects of learning is observed in exemplary teachers. I have
understood motivation concept and have systematically focused on implementing teaching
practices that ensure evaluation and expect high while in teaching field. Effective teaching is a
primary goal that ensures intended outcomes and have a pedagogical content knowledge. The
shift of paradigm is observed from traditional teaching to modern teaching and have established
the learning criteria that provides clear and further development of constructive alignment of
activities. I still need to improve and learn more about teaching because teaching is a wide field
that has endless knowledge and methods of teaching.
Conclusion
My experience of what I think and what my friends think about exemplary teachers is reflected
here with the social process and development of students grade. I have discussed with my friends
about the exemplary teacher's features and characteristics that ensure proper learning criteria and
pedagogical concepts. Teaching is an intrinsic motivation that ensures and engages child
development while inspiring students to work and shape the skills and abilities in teaching.
Students have different capabilities of learning, yet exemplary teachers support students to

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achieve a standard result that is set by teachers with high expectations so that the relative goal of
teaching and learning is achieved. The discussion about the importance of learning and
addressing exemplary teachers efforts are presented with professional identity and professional
identity teaching.
References
Arpaci, D., & Bardakci, M. (2016). An investigation on the relationship between prospective
teachers’ early teacher identity and their need for cognition. Journal of Education and
Training Studies, 4(3), 9–19.
Bressler, C., & Rotter, C. (2017). The relevance of a migration background to the professional
identity of teachers. International Journal of Higher Education, 6(1), 239–250.
Bukor, E. (2015). Exploring teacher identity from a holistic perspective: Reconstructing and
reconnecting personal and professional selves. Teachers and Teaching: Theory and
Practice, 21(3), 305–327
Dassa, L., & Derose, D. S. (2017). Get in the teacher zone: A perception study of pre-service
teachers and their teacher identity. Issues in Teacher Education, 26(1), 110–113.
Delima, V. T. (2015). Professional identity, professional commitment, and teachers’
performance. International Journal of Novel Research in Education and Learning, 2(4),
1–12.
Gannon, A. (2014). Professionalism in Further Education. Institute for Learning (in conjunction
with the 157 Group/Institute of Education, University of London. Available at:
https://set.et-foundation.co.uk/media/1263118/Professionalism-infurther-education.pdf
(accessed 1 September 2016)
Hill, H. C., Beisiegel, M., & Jacob, R. (2013). Professional development research: Consensus,
crossroads, and challenges. Educational Researcher, vol. 42, no. 9, pp. 476-487.

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Hong, J., Greene, B., & Lowery, J. (2017). Multiple dimensions of teacher identity development
from pre-service to early years of teaching: A longitudinal study. Journal of Education for
Teaching: International Research and Pedagogy, 43(1), 84–98
James, D. (2014). ‘Investigating the curriculum through assessment practice in higher education:
the value of a learning cultures approach’. Higher Education, 67 (2), 155–69
Korkko, M., Kyro-Ammala, O & Turunen, T. (2016). Professional Development Through
Reflection in Teacher Education. Teaching and Teacher Education, 55, 198-206.
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating
personal, contextual and professional factors. RELC Journal: A Journal of Language
Teaching and Research, 47(1), 5–23.

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Appendix
No. Name A B C D E
1 Cultural
background
Friend Friend Family
member
Relative Family
member
2 Age 24 23 22 24 25
3 Occupation Teacher Teacher Teacher Teacher Professor
4 Gender Male Male Female Female Male
5 Exemplary
teacher
An
exemplary
teacher is a
role model
Exemplary
teacher is
a
passionate
belief
system
Exemplary
teacher
motivates
students
Exemplary
teacher
provides
learning
lessons for
lifetime
Exemplary
teacher
provides
effective
classroom
strategies
6 Traits of
Exemplary
teacher
Caring and
patient
Kind
personality
Dedication
in teaching
Engaging
with
students
Developing
relationships
with
students for
effective
learning.
7 Occupation
of
exemplary
Teacher Professor Teacher Teacher Teacher

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teacher
8 Which
qualities do
you inspire
by
exemplary
teacher?
Learning with
effective
strategies
Education
importanc
e
Teaching
goals
Commitment Outstanding
performance
9 Which
professional
identity do
you think is
good for
you to
contribute
in teaching?
Responsible Motivation Experience Patient Ambitious
10 How is
your belief
different
from your
experience?
As per the
experience,
the belief of
exemplary
teaching is
different with
the aspects of
theoretical
consideration.
There is
different
pedagogy
that is
mentioned
while in
real life
the
experience
is positive
with
learning
theories
adapted in
life.
The
experience
proves that
teaching
job is
considered
to be
responsible
and needs
intrinsic
motivation.
I believed
that teaching
is an easy
profession
and would
shape people
with
building
aspiration,
on the other
hand it has
shaped the
people and is
a superior
profession.
I believed
teaching
was an
external
motivation
but
experience
says that
teaching is
an internal
motivation
that engages
a teacher for
societal
welfare.

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