Question

What are skills of a good primary school teacher? (Answer in approx. 15- 17 sentences).

Answer 1

As a primary school teacher, you'll develop schemes of work and lesson plans in line with curriculum objectives. You'll facilitate learning by establishing a relationship with pupils, keeping your learning resources organised and creating a positive learning environment in the classroom.

Your role is to develop and foster the appropriate skills and social abilities to enable the optimum development of children, according to age, ability and aptitude.

You'll assess and record progress and prepare pupils for national tests. You'll link pupils' knowledge to earlier learning and develop ways to encourage it further, challenging and inspiring pupils to help them deepen their knowledge and understanding.

Responsibilities
Primary schools in England (following the national curriculum) are usually divided into:

Foundation Stage - nursery and reception (ages three to five)
Key Stage 1 - years one and two (ages five to seven)
Key Stage 2 - years three to six (ages 7 to 11).
Primary schools in Wales (following the national curriculum and Foundation Phase) are typically divided into:

Foundation Phase (ages three to seven)
Key Stage 2 (ages 7 to 11).
A new curriculum and assessment framework, Curriculum for Wales 2022, is being rolled out in schools across Wales. This will mean that education in Wales will become one seamless curriculum for pupils aged 3 to 16 years old.

Primary schools in Northern Ireland (following the Northern Ireland curriculum) are generally divided into:

Foundation Stage - years one and two (ages four to six)
Key Stage 1 - years three and four (ages six to eight)
Key Stage 2 - years five to seven (ages 8 to 11).
Primary schools in Scotland (following the Curriculum for Excellence - CfE) are usually divided into:

Nursery and P1 - primary (ages four to five)
P2-4 - primary (ages six to eight)
P5-7 - primary (ages 9 to 11).
Tasks are broadly the same for all primary school teachers and include:

teaching all areas of the primary curriculum
taking responsibility for the progress of a class of primary-age pupils
organising the classroom and learning resources and creating displays to encourage a positive learning environment
planning, preparing and presenting lessons that cater for the needs of the whole ability range within the class
motivating pupils with enthusiastic, imaginative presentation
maintaining discipline
preparing and marking work to facilitate positive pupil development
meeting requirements for the assessment and recording of pupils' development
providing feedback to parents and carers on a pupil's progress at parents' evenings and other meetings
coordinating activities and resources within a specific area of the curriculum, and supporting colleagues in the delivery of this specialist area
working with others to plan and coordinate work
keeping up to date with changes and developments in the structure of the curriculum
organising and taking part in school events, outings and activities, which may take place at weekends or in the evening
liaising with colleagues and working flexibly, particularly in smaller schools
working with parents and school governors (in England, Northern Ireland and Wales) or parent councils (in Scotland) to maximise their involvement in the school and the development of resources for the school
meeting with other professionals such as education welfare officers and educational psychologists, if required.

Answer 2

The answer

Step-by-step explanation:

What Makes a Great Teacher

1 expert communication skills.

2 superior listening skills.

3 deep knowledge and passion for their subject matter.

4 the ability to build caring relationships with students.

5 friendliness and approachability.

5 excellent preparation and organization skills.

6 strong work ethic.

7 community-building skills.

8 positivity.

9 Be approachable.

10 Lead by example.

11 Be a mentor for children by listening, supporting, and giving reliable neutral, and objective advice.

12 Encourage your students to be ambitious and have dreams or aspirations.

13 carrying out initial and/or diagnostic assessments;

14 clear communication with your learners, other professionals and stakeholders;

15 promoting appropriate behaviour and respect for others;

16 identifying and meeting individual learners' needs;

being aware of the support mechanisms available;