Beliefs of Exemplary Teachers: A Comparative Analysis and Implications

This essay provides a comprehensive analysis of the beliefs surrounding exemplary teachers, drawing from personal experiences and the perspectives of others from diverse backgrounds. It compares the qualities and characteristics associated with exemplary teachers, such as respect for students and families, support for diverse learners, and the implementation of effective teaching strategies. The essay also explores the implications of these beliefs for aspiring teachers, emphasizing the importance of professional identity, cultural sensitivity, and the integration of technology in the classroom. Furthermore, it highlights the significance of building strong relationships with students and families to foster a positive learning environment and promote student success. The conclusion underscores the multifaceted nature of exemplary teaching and the ongoing need for teachers to adapt and refine their practices to meet the evolving needs of their students.

Running head: EXEMPLARY TEACHING 1
STUDENT NAME:
STUDENT ID:
TOPIC: EXEMPLARY TEACHING
DATE: 28-03-2019

EXEMPLARY TEACHING 2
Contents
Introduction.................................................................................................................................................3
Comparison of beliefs of exemplary teachers.............................................................................................3
Implications.................................................................................................................................................6
Conclusion...................................................................................................................................................8
References...................................................................................................................................................9
Appendix...................................................................................................................................................11

EXEMPLARY TEACHING 3
Introduction
Identifying the qualities of exemplary teachers is crucial as it is a quasi-supreme term that
engages responsibility and authority. Exemplary teachers control the system with the
organizational climate that is important for a student to learn the lessons with prevailing school
curriculum (Munns, Sawyer & Cole, 2013). The teachers shape the example differently and
thereby there is a close connection between student and teachers. However, it is important to
know that there is a difference in belief of students about the exemplary teacher. The qualities
and characteristics of exemplary teachers are discussed and the implications of the study are
carried on. Exemplary teachers satisfy all the characteristics of a good teacher who
communicates with the teacher and builds a positive relationship in order to set the standards of
the student while expecting a high-level standard from students. Successful teaching is observed
by exemplary teachers. I have been inspired by my teacher who respects children and considers
the importance of family in teaching life lessons. The community and culture acceptance I have
observed. There are several qualities that I observed in my exemplary teachers such as social
support, diversity and reciprocal relationships. My belief about exemplary teachers is largely
influencing me to promote more knowledge and consider engaging in learning community with
effective learning strategies. I have set an idea and implications in which I will work as an
exemplary teacher. The work shares the comparison of exemplary teachers beliefs of my friends
and family. I have gained knowledge from my exemplary teacher and have developed qualities
that ensure my learning abilities and skills. I was inspired by my teacher in class 6 while I was
working on a project of history. Since then I have ensured to focus on the qualities like
motivation and focusing on my vision until I achieve my goal.
Comparison of beliefs of exemplary teachers
The comparison and analysis of beliefs of exemplary teachers are described with the important
qualities and experience in teaching. In my opinion, the exemplary teacher is the one who
respects students and their families while supporting students irrespective of socio-economic
status or diverse culture. The qualities of exemplary teacher according to my experience are a
respectful, reliable and honest partnership between student and teachers. There is a kind of social
support which intrinsic changes the motivation and behavior of students. My beliefs about the
exemplary teacher are due to the influence that I received from my exemplary teacher when I

EXEMPLARY TEACHING 4
was in school and was working for a history project. I believe that exemplary teachers are
prominent and have professional experience and expertise in their subject area. The professional
practice that teachers have are highly effective and ensure strategic lessons provided to a child.
With high efficiency standards, it is important that the significant change that I have observed in
learning lessons are irrespective of the subject curriculum. Due to these changes, there is
personal growth and development in my subject area and overall influence in the personality is
observed due to the qualities that I observed in an exemplary teacher.
According to student A, who is a teacher by profession, he believes that exemplary teacher is a
supportive model who supports students in achieving their goals irrespective of any standards of
social status. The qualities of dedication and support are observed in his experience of the
exemplary teacher. Student A is one of my friends and is from Australia who works there with a
similar experience as an exemplary teacher. The exemplary teacher supported her as a student
and a child while working on speech improvement because the student had a speech disorder. At
this time, the exemplary teacher collaborates with the family and parents while improving the
learning speech abilities. The exemplary as experienced by my friend is different as compared to
mine because I had a problem in working on a project while my friend who is student A has
speech disorder who was highly supported by her teacher.
Another friend of mine, who is student B, lives in China and is a lawyer. He believes that
exemplary teacher according to him is a person who changes and adopts the environment with a
positive attitude and culture acceptance. My friend has a major experience when she was in
school. She encounters unfair situations that were observed in school while it was difficult for
her to adjust in the environment and ensure high standards in school. She had low socio-
economic status while this was the reason she was bullied and was treated as an exclusion (Gast
& Ledford, 2014). The education system that was encountered was behavior control and
compliance. The teachers in the school adopted an exclusive curriculum approach which was not
applied for me. The school lacked an inclusive teaching approach and due to this diversity was a
huge problem that she encountered in her school life. It was her Math teacher who was her
exemplary teacher and believed that she was no less than others and should be treated equally
though she had low social status (Klein, 2015). There were positive identities that were
developed and due to this, the teacher ensured that inclusive learning approach will be adopted in

EXEMPLARY TEACHING 5
the school. The experience of my friend states that fair and inclusive environment is built by
exemplary teachers and this was a huge step that was taken by the school principal.
A friend from Indonesia, who is student C, believes that exemplary teachers have high operative
strategies that ensure positive results. This friend did not encounter any exemplary teacher when
he was in primary school. Once he stepped in the university, he experienced that exemplary
teachers have high operative strategies that are used in the teaching practice (Duttlinger, Ayres,
Bevill-Davis & Douglas, 2013). He faced an incident where he focused on a particular area and
ensured that the learning lesson plans are very carefully examined and taught by the teacher in
the class. My friend observed that students were very cooperative and always made attendance in
the class of exemplary teacher. The strategies that exemplary teachers adopt work on
understanding the core concept and ensuring that the student focuses on the concept and asks a
relevant question that is in terms of feedback if any.
Another respondent who is my family in the United States has experienced an incident when she
was in school. She was weak in English subject and it was difficult for her to attend the
schooling at one point. Her English teacher in primary school helped her to ensure that learning
is important and the English language would ensure her growth in her life. This aspect was set
high by her teacher and thereby she came up with the highest score in the current subject
(Dziuban, & Moskal, 2011). The experience that she had from the incident proved that teachers
set a high standard for students in order to achieve the results with a higher grade.
Another family member from Australia is a doctor by profession. He believes that exemplary
teacher is a support system in ensuring the career and life goals. The standards are set by the
exemplary teachers in order to achieve a higher grade (Winitana, 2012). At the same time, the
learning lessons are learned by the student with the moral values that ensure student’s success in
their career and life.
Analysis
No. Comparison Student A Student B Student C Student D Student E
1 Age 25 24 27 24 27
2 Occupation
of
Teacher Lawyer Doctor Lawyer Doctor

EXEMPLARY TEACHING 6
respondent
3 Gender Male Female Male Female Male
4 Cultural
background
Friend Friend Friend Family
member
Family
member
5 Exemplary
teacher
Exemplary
teacher
according
to me is a
supportive
role model
Exemplary
teacher
believes in
change and
adopts
inclusive
approach
for positive
identities
High
operative
strategies
are adopted
by
exemplary
teacher
Exemplary
teachers
expect high
as they
provide
high level
standards
Exemplary
teacher
according to
me is a
support
system who
has
explained
the learning
lessons and
moral values
in life.
6 Qualities of
exemplary
teacher
Supportive
and
dedicated
Equality
among all
the
students
Strategic
change
Sets high
standards
Teaches
life’s lessons
7 Professional
identity that
helps in
teaching
Responsible Motivation Patient Experience Authoritative
Implications
The study ensures that it is important to compare and analyze the experience and qualities of
exemplary teachers. I would like to ensure that my perception of exemplary teachers do not
restrict with the teaching experience I have. As a teacher, I would ensure that I would obtain the
professional identity and work on the cultural specific perspective. The group ethics and racism

EXEMPLARY TEACHING 7
would not be accepted with the hidden racism concept (Buchanan, Sainter & Saunders, 2013).
There is scaffold support that ensures that the best professional development needs are focused
on teaching. It is important that however the structured curriculum and the moral values would
ensure and contribute to the teaching and learning field (Cheong, Shuter & Suwinyattichaiporn,
2016). The cultural insights are to be studied along with the communication strategy. Interacting
with students is an important way to instruct what has to be done and what work would satisfy
the impact of descriptions and arguments that are carried on in the teaching field (Israel,
Carnahan, Snyder & Williamson, 2013). The overwhelming attitude and emotions are to be
controlled in order to ensure that teacher education provides practical studies although there is a
strong connection between education and the student. The family and friends connection have to
be strong at some point while managing the results and ensuring positive feedback of the student.
Teachers shift from high cognitive to effective strategies and this help to prove that a particular
standard has to be ensured in empowering students and building confidence in them. Scaffolds
learning ensure that teacher communication would positively affect the environment and work on
building up learning techniques (Parr & Limbrick, 2010). From the studies, it is implied that high
operative strategies ensure scaffolds learning which uses the latest technology in order to connect
with the students and classroom outside the community. There are learning strategies that
students fund and gain knowledge about particular resource and technology (Knight, Sartini &
Spriggs, 2015). The ICT Information Communication Technology supported is a digital literacy
technique that exemplary teachers provide a variety of literacy activities for modeling and
manipulating the texts and content (Fichten, et, al., 2015). There is a shared control that ICT
ensures while linking with the social and relevant activities of change. A literacy connection is
observed while focusing on the scaffold literacy learning technique that provides wide
experience in several ways such as IWB and screen.
There are several researchers that show that teaching influences a child in a positive way and it a
creative and flexible term that can employ a wide range of activities that are taken in order to
reach the expectation of the student (Mrstik, Vasquez & Pearl, 2018). On the other hand, the
research shows that the qualities relations, teachers personal and professional learning are several
forms of learning (Fishman, et al., 2013). Exemplary teachers have theoretical as well as
practical knowledge with a responsive attitude while teaching high standards with a serious

EXEMPLARY TEACHING 8
interaction between students and family members (Howard & Mozejko, 2015). The broader
sense of exemplary teachers ensures that there are several ways of teaching that exemplary
teachers adapt. At the same time, it is important to know that the performance, pattern of social
interaction and behavior of a student reflects in the grade when a student is attentive and reflects
with the learning aspects (Israel, 2014). Exemplary teachers influence students to work on the
given standard as the professional identity ensures the theoretical concepts and teaching method.
Professional identity depicts the standards and requirement of exemplary teacher such as
pedagogy, motivation and learning attributes.
Conclusion
The work concludes with the implications for exemplary teachers and its beliefs. There are
different views and beliefs that people have about exemplary teachers and these beliefs are due
to the experience that they face in their lives. Exemplary teachers support morally to a student
while working on high commitment levels and ensuring a positive attitude that ensures an
optimistic approach in teaching and openness to work on creative and innovative ideas.
Exemplary teachers have different qualities, different learning styles and different perspective of
learning and teaching students. A responsible teacher is aware about student’s performance and
the results. Thereby, exemplary teachers expect high from students and focus on achieving the
goals that are relevant to the standards of teaching. The paper depicts the overall beliefs and
experience of several people and the comparison and analysis is done in order to reach to an
outcome that exemplary teachers are the role models that people expect to be and have a high
standard of teaching and learning strategies.

EXEMPLARY TEACHING 9
References
Buchanan, T., Sainter, P., & Saunders, G. (2013). Factors affecting faculty use of learning
technologies: Implications for models of technology adoption. Journal of Computing in
Higher Education, 25(1), 1-11
Cheong, P. H., Shuter, R., & Suwinyattichaiporn, T. (2016). Managing student digital
distractions and hyperconnectivity: Communication strategies and challenges for
professional authority. Communication Education, 65(3), 272-289.
Dziuban, C., & Moskal, P. (2011). A course is a course is a course: Factor invariance in student
evaluation of online, blended and face-to-face learning environments. Internet and
Higher Education, 14(4), 236-241
Duttlinger, C., Ayres, K. M., Bevill-Davis, A., & Douglas, K. H. (2013). The effects of a picture
activity schedule for students with Intellectual Disability to complete a sequence of tasks
following verbal directions. Focus on Autism & Other Developmental Disabilities, 28(1),
32–43
Fichten, C. S., King, L., Jorgensen, M., Nguyen, M. N., Budd, J., Havel, A., Asuncion, J., Amsel,
R., Raymond, R., & Poldma, T. (2015). What do college students really want when it
comes to their instructors’ use of information and communication technologies (ICTs) in
their teaching? International Journal of Learning, Teaching and Educational Research,
14(2), 173-191

EXEMPLARY TEACHING 10
Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson, H., & Edelson,
D. C. (2013). Comparing the impact of online and face-to-face professional development
in the context of curriculum implementation. Journal of Teacher Education, 64(5), 426–
438
Gast, D., & Ledford, J. (2014). Single case research methodology. New York: Routledge.
Howard, S. K., & Mozejko, A. (2015). Professors: technology, change and resistance. In M.
Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical
questions (pp. 307-317). Port Melbourne, Australia: Cambridge University Press.
Israel, M., Carnahan, C. R., Snyder, K. K., & Williamson, P. (2013). Supporting new teachers of
students with significant disabilities through virtual coaching a proposed model.
Remedial and Special Education, 34(4), 195–204.
Israel, M., Kamman, M. L., McCray, E. D., & Sindelar, P. T. (2014). Mentoring in action: The
interplay among professional assistance, emotional support, and evaluation. Exceptional
Children, (1), 45–63.
Klein, L., Houlihan, D., Vincent, J., & Panahon, C. (2015). Best practices in utilizing the
changing criterion design. Behavioral Analysis Practice.
Knight, V., Sartini, E., & Spriggs, A. (2015). Evaluating visual activity schedules as evidence-
based practice for individuals with autism spectrum disorders. Journal of Autism &
Developmental Disorders, 45(1), 157–178
Parr, J. M., & Limbrick, L. (2010). Contextualising practice: Hallmarks of effective teachers of
writing. Teaching and Teacher Education, 26(3), 583–590
Mrstik, S. L., Vasquez, E., & Pearl, C. (2018). The Effects of Mentor Instruction on Teaching
Visual Supports to Novice, Special Education Teachers. International Journal of
Instruction, 11(1), 411-424
Munns, G., Sawyer, W., & Cole, B., (2013). Exemplary teachers of students in poverty.

EXEMPLARY TEACHING 11
Winitana, M. (2012). Remembering the deeds of Maui: What messages are in the tuakana–teina
pedagogy for tertiary educators? Mai Journal: A New Zealand Journal of Indigenous
Scholarship, 1(1), 29-37.
Appendix
No. Comparison Student A Student B Student C Student D Student E
1 Age 25 24 27 24 27
2 Occupation
of
respondent
Teacher Lawyer Doctor Lawyer Doctor
3 Gender Male Female Male Female Male
4 Cultural
background
Friend Friend Friend Family
member
Family
member
5 Exemplary
teacher
Exemplary
teacher
according
to me is a
supportive
role model
Exemplary
teacher
believes in
change and
adopts
inclusive
approach
for positive
identities
High
operative
strategies
are adopted
by
exemplary
teacher
Exemplary
teachers
expect high
as they
provide
high level
standards
Exemplary
teacher
according to
me is a
support
system who
has
explained
the learning
lessons and
moral values

EXEMPLARY TEACHING 12
in life.
6 Qualities of
exemplary
teacher
Supportive
and
dedicated
Equality
among all
the
students
Strategic
change
Sets high
standards
Teaches
life’s lessons
7 Professional
identity that
helps in
teaching
Responsible Motivation Patient Experience Authoritative