Willingness to Learn
A requisite absolutely essential to the teacher is open-mindedness. He should, of course, be stable; he should not be influenced by every theory and idea that comes to his attention in his associations and reading, but he must be ready and willing to learn. The teacher will grow by experience who can say, “I want to learn more,” but he will just as surely fossilize, if he thinks, “I know it all.” No mind can grow if it draws its conclusions only to be in harmony with those already framed. Sometimes, a pupil will suggest a thought, or even a truth, that has never come to the teacher’s attention. How much better it is to welcome the idea or truth, and so inform the pupil, than to ignore it even though it is of value just because it came from one who is inferior. The barefoot urchin may know secrets the teacher has never learned.
Worry
The happy quality of mind that shuns worry is well worth a teacher’s cultivation. Worry makes inroads into a teacher’s health. Sometimes, the unthoughtful teacher concludes that work is impairing health when in truth it is worry. It is true, many situations need careful consideration, but never worry. Worry never yet solved a difficulty. Cultivate a happy mood, resolve that where there is a will there is a way, and all the school problems will seem less difficult after that resolution.
Attitude Toward Criticism
Closely akin to worry is over-sensitiveness to criticism. The following anonymous article appeared in a college paper some time ago. It is apt and contains much truth. “‘Say nothing, do nothing, be nothing, then you will escape criticism’, goes an old saying. Could anything ring truer? The most maligned men and women are those who are doing the most and doing it in a conscientious manner. Analyze the person who boasts of never being criticised and you will find nothing. Some persons, to escape criticism take a middle course; first catering toward this side, then leaning toward the other. They call it tact; it is really moral cowardice. Others allow the shafts of criticism to break down their self-respect, their confidence in their own ability. This, too, is the wrong attitude. Criticism is a recognition that you are of sufficient importance to stimulate remarks from someone and besides, the right kind of criticism is always constructive. The other kind, oh, it comes mostly from the class who escape criticism.”
While the above is true it needs careful thought. It should not be forgotten that criticism is often justly given, and means that the ability of some one is not up to the standard or that they are failing to do their best. The teacher, however, who does his duty as he knows it best, need never allow criticism to give him any trouble or worry. It may mean only that he is doing something worth talking about.
Self-confidence
Some teachers possess all those elements that contribute to successful teaching, except self-confidence. Yet too much of that quality is more dangerous than helpful. Self-confidence in one’s work when the elements of preparation are lacking is foolhardy. When a teacher has given himself that preparation that he knows is necessary and has done his best to possess the qualities that should dominate a teacher, he has a right to have self-confidence. Not alone is it necessary that he should be self-confident, but it is highly essential that he should show it. He knows what he can do and he should expect good results; if he does this he can not miss success. Success crowns his work who has self-confidence in possessed ability.