Teacher Well-Being

Teacher Well-Being / Quiz / Answers for Module 2 Quiz

Answers for Module 2 Quiz

Check the answers below after you have reviewed the text and responded to the quiz questions.

1. Name at least three elements of teacher identity.

Teacher identity includes elements such as: gender, age, ethnicity, religion, class, caste and linguistic group.

2. Identify at least one cultural aspect of teacher identity that may positively impact student well-being.

Cultural aspects of teacher identity that can positively impact student well-being include:

  • Speaking the same language as the students

  • Belonging to the same community/ethnic/religious group as the students

  • Having good relationships with the students’ families, etc.

3. Identify at least one element of teacher identity that may have a negative impact on student well-being.

Elements of teacher identity that can be negative for student well-being include:

  • Having little teaching experience and/or training

  • Not having completed one’s own education

  • Not ever having wanted to be a teacher

4. Name four factors that can contribute to teacher motivation.

Factors that can contribute to teacher motivation include:

  • Students’ learning and enthusiasm to learn

  • Support from the students’ parents

  • A stimulating professional environment including: supportive colleagues, helpful feedback from supervisors, consultation from administrators in decision-making, resources such as library books

  • Salary

  • Access to new and better learning materials, technologies, tools and equipment

  • Opportunities for vocational and skills trainers to expand their businesses

  • Opportunity to contribute to the welfare of one's community

5. How does teacher motivation help to ensure student well-being?

The relationship between teacher motivation and student well-being is not complicated. If teachers are happy, if they feel professionally stimulated and have the technical and moral support from colleagues and supervisors, then these feelings will be reflected in the quality of their teaching. They will manage their classrooms more effectively and do well in their relationships and communications with children, youth and their parents. Motivated teachers are likely to “go the extra mile” to ensure a child has understood a difficult math problem, for example. They will follow up if a young person seems “under the weather,” or is acting out of character one day. Children and youth will also respond to the teacher’s positive attitude and will be encouraged to trust the teacher, to ask questions and to share any concerns.

6. How do discouraged teachers negatively impact students?

When teachers are discouraged and disgruntled and when they feel isolated, unsupported and unmotivated, children and youth suffer. Unmotivated teachers are not likely to spend more than the minimum amount of time on teaching-related activities. If these teachers experience negative behavior from colleagues or community members, their professional dissatisfaction may lead to a tendency to retaliate against their students. Teachers may target children and youth with a rough and uncaring manner. Likewise, these teachers might exhibit an “I don’t care” attitude toward their duties.

7. Name three factors that may help teacher well-being.

Factors that may contribute to teacher well-being include:

  • Personal safety and feeling secure at school, at home and on the way to and from school

  • Support from the students’ parents

  • Being able to provide for one’s family’s needs

  • Being able to send one’s children to school

  • Being able to attend to one's health needs, especially teachers with HIV/AIDS

  • Respect from the community for the work they do.

8. Identify how teacher well-being can support student well-being:

The relationship between teacher well-being and student well-being is simple to understand. If teachers feel safe and secure in their community and have the support from family members to do their work well, then these feelings will be reflected in the quality of their teaching. Likewise, when teachers know that they can provide for the needs of their family and fulfill their obligations as mother, father, daughter, sister, etc., they will excel in their teaching and have positive relationships with students and their families.

Teachers who have themselves experienced difficult circumstances, trauma and uncertainty, but have support to cope with it, are uniquely qualified to understand and meet some of the children’s emotional needs.

9 . Suggest some ways in which a Community Education Committee or PTA might support teacher well-being.

Community members might, for example, provide some additional food to teachers’ families from their harvest; they might develop a roster to provide help to the teachers with their farm work and household chores, even to baby-sit their children. They might offer to collect anything the teachers need if they are traveling into the town on a school day. Aside from such concrete actions, small things like greeting the teacher with warmth and respect, consulting with the teachers on community issues, etc. help teachers to feel good about themselves and what they are doing.

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