The teacher's ultimate goal, like the leader's, is to help people become self-reliant by honing specific skills, acquiring knowledge, and cultivating attitudes. The qualities of the best teachers naturally reflect the characteristics of great leaders. Perhaps it is time to acknowledge these similar traits, and direct our training of future teachers and leaders accordingly.
Get full access to this article
View all access options for this article.
References
1.
Blatner, A. & Blatner, A. (1988). The art of play. New York: Human Sciences Press.
2.
Crump, C.A. (1996). Teacher immediacy: What students consider to be effective teacher behaviors. (ERIC Document Reproduction No. ED 390099).
3.
Kuiper, N.A., Martin, R.A. & Dance, K.A. (1992). Sense of humor and enhanced quality of life. Personality and Individual Differences, 13, No. 12, 1273-1283..
4.
Murray, H.G. (1983). Low-inference classroom teaching behaviors and student ratings of college teaching effectiveness. Journal of Educational Psychology, 75, 138-149.
Schmuck, R.A. & Schmuck, P.A. (1989). Adolescents' attitudes toward schools and teachers: From 1963-1989. Report.
7.
Shade, R.A. (1996). License to laugh: Humor in the classroom. Englewood, CO: Teacher Ideas Press.
8.
Shanoski, L.A. & Hranitz, J.R. (1991). Leaming from America's best teachers; What research tells us. Minot, ND: Association of Teacher Educators. (ERIC Document Reproduction No. ED 358060. )
9.
Stuart, W.D. & Rosenfeld, L.B. (1994). Student perceptions of teacher humor and classroom climate. Communication Research Reports, 11 (1), 87-97.
10.
Ziv, A. (1976). Facilitating effects of humor on creativity. Journal of Educational Psychology, 3, 318-322.
11.
Ziv, A. (1988). Teaching and learning with humor: Experiment and replication. Journal of Experimental Education, 57, 5-15.
