The Ideal Teacher–Quintilian

Let him therefore adopt a parental attitude to his pupils, and regard himself as the representative of those who have committed their children to his care. Let him be free from vice himself and refuse to tolerate it in others. Let him be strict but not austere, genial but not too familiar; for austerity will make him unpopular, while familiarity breeds contempt. Let his discourse continually turn on what is good and honorable; the more he admonishes, the less he will have to punish. He must control his temper without however shutting his eyes to faults requiring correction: his instruction must be free from affectation, his industry great, his demands on his pupils continuous, but not extravagant. He must be ready to answer questions and to put them unasked to those who sit silent. In praising the work of his pupils he must be neither grudging nor overgenerous: the former quality will give them a distaste for work, while the latter will produce complacent self-satisfaction. In correcting faults he must avoid sarcasm and above all abuse: for teachers whose rebukes seems to imply positive dislike discourage industry.

Author: williamjtolley

IB Coordinator, IBEN Workshop Leader, Examiner, and DP/MYP Teacher | Inquiry, Mastery & Culturally Responsive-Learning Advocate

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