Teachers could elicit not only target language from students but also target behavior. In other words, it is the teacher's attitude that encourages or discourages students engagement, participation, and overall behavior in the classroom. Besides the given professionalism, a teacher may have to develop a set of personal traits and professional skills to help achieve these goals. However, this paper will only touch on some of the possible academic effects on the students of one's own instructional behavior in the classroom.
Learning how to foster a positive teacher-student relationship is one skill which almost all other skills depend upon. Negative teacher-student relationship may drive the student to stop communication, exhibit undesired behavior, or start to hate the subject and/or school. On the other hand, a positive relationship may lead to better communication which would help the teacher gain more insight into the student's academic needs.
Emphasizing punctuality and timeliness is always best done by setting the example. A teacher who is usually late to class or does not show respect to schedules and deadlines will have a weak argument if he tried to teach or advise punctuality to his students. Similarly, teachers who emphasize the awareness of time to their students can model steady work and sensible time management to their students. For example, they estimate the time to be spent on different tasks, or in preparation thereof Boston University, (2020).
Another form of teacher behavior that could help the academic achievement of students is his ability to encourage high expectations. For example, a teacher could set their students challenging goals for learning. Moreover, encouraging student involvement by varying the types of activities including active learning techniques like asking students to present their work to the class.
In conclusion, teachers are not only the most decisive element in any classroom, but also the most influential one. Teachers are also the prearranged models people entrust with their children's education and development.
References
Boston University, (2020). Behaviors of good teachers » Center for Teaching & Learning. Retrieved 16 December 2020, from http://www.bu.edu/ctl/teaching-resources/preparing-to-be-a-teaching-fellow/behaviors-of-good-teachers/
Sutherland, K. et al. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education 41(223). https://my.uopeople.edu/pluginfile.php/1019576/mod_book/chapter/257050/Examining%20behavior.pdf
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