This post is relevant to 3/24 (7Teacher Archetypes) and 3/27 (Strategies for Students and Parents--Teacher Archetypes). I've just added 3 more models. So now there are 10 archetypes, instead of 7.
“All That” Teacher
· May have chosen teaching as a 2nd or 3rd career, after working for many years in a different profession
· Believes that he/she was born to teach, and may even exude a strong sense of bravado
· Beneath a confident veneer, lies deep-seated insecurities
· Through years of experience in other professions, is adept at playing the politics of working within a school system
· May have a “larger than life” personality, and may be very popular with younger students
· Has a deep love for students, and fully believes in their unlimited potential
· Brings a new sense of excitement and commitment to teaching
· Tendency to brag about and exaggerate his/her own accomplishments
· Can be overbearing with colleagues; colleagues may feel that this teacher is out of touch with reality or full of him/herself
· Needs to always be “right”
Organized Teacher
· May be a high school teacher
· Keeps meticulous student records
· Maintains a current syllabus, so that students and teachers know what to expect
· May even publish a teaching schedule, so that students and parents are aware of upcoming curriculum and tests
· Sticks to his/her teaching schedule, but is easily able to make changes when needed
· May not be the most exciting lecturer or presenter
· May be able to process information at a fast rate, and may not be able to understand those who cannot do the same
· May not be so adept at working with students who have learning differences
· Might not be too much of an extrovert
· Usually unwilling to make allowances for make-up tests, assignments, or grade changes
Fair and Solid Teacher
· Veteran teacher
· May teach at a top high school or a community college
· From years of experience, knows how to pick his/her battles, and doesn’t waste energy or time otherwise
· Conscientious in maintaining student records, syllabus, and teaching schedule
· Doesn’t have an axe to grind, and is so much more effective for it
· Fair and non-judgmental in his/her treatment of students
· Willing to meet students during office hours or make an appointment outside of office hours, if necessary
· Not a perfectionist, but a realist
· Realizes the importance of maintaining balance in life
“All That” Teacher
· May have chosen teaching as a 2nd or 3rd career, after working for many years in a different profession
· Believes that he/she was born to teach, and may even exude a strong sense of bravado
· Beneath a confident veneer, lies deep-seated insecurities
· Through years of experience in other professions, is adept at playing the politics of working within a school system
· May have a “larger than life” personality, and may be very popular with younger students
· Has a deep love for students, and fully believes in their unlimited potential
· Brings a new sense of excitement and commitment to teaching
· Tendency to brag about and exaggerate his/her own accomplishments
· Can be overbearing with colleagues; colleagues may feel that this teacher is out of touch with reality or full of him/herself
· Needs to always be “right”
Organized Teacher
· May be a high school teacher
· Keeps meticulous student records
· Maintains a current syllabus, so that students and teachers know what to expect
· May even publish a teaching schedule, so that students and parents are aware of upcoming curriculum and tests
· Sticks to his/her teaching schedule, but is easily able to make changes when needed
· May not be the most exciting lecturer or presenter
· May be able to process information at a fast rate, and may not be able to understand those who cannot do the same
· May not be so adept at working with students who have learning differences
· Might not be too much of an extrovert
· Usually unwilling to make allowances for make-up tests, assignments, or grade changes
Fair and Solid Teacher
· Veteran teacher
· May teach at a top high school or a community college
· From years of experience, knows how to pick his/her battles, and doesn’t waste energy or time otherwise
· Conscientious in maintaining student records, syllabus, and teaching schedule
· Doesn’t have an axe to grind, and is so much more effective for it
· Fair and non-judgmental in his/her treatment of students
· Willing to meet students during office hours or make an appointment outside of office hours, if necessary
· Not a perfectionist, but a realist
· Realizes the importance of maintaining balance in life
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