Personal Characteristics of Effective Teachers of Adolescent Aborigines
Abstract
In an article based largely on overseas research into teacher effectiveness (e.g., Ryans, 1960; Kleinfeld, 1972) and Australian discussions of the non-Aboriginal teacher’s role in educating Aboriginal students (e.g., Hart, 1974), Fanshawe (1976) argues that the personal characteristics of effective teachers of adolescent Aborigines are likely to include:
• being warm and supportive;
• making realistic demands of students;
• acting in a responsible, businesslike and systematic manner;
• and being stimulating, imaginative and original.
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