A. Pre-reading Instruction.

1. Previewing the text to determine the topic and the possible challenges at hand.

The text discusses the personal qualities that are desirable in a teacher. It mentions various
qualities such as having a pleasant and attractive personality, being sympathetic and tolerant,
being intellectually and morally honest, being mentally alert and adaptable, having infinite
patience, being resilient, and having a desire to continue learning. The text also emphasizes the
importance of the teacher's relationship with the learners and the need for full and active
cooperation between the teacher and the learner in the educational process.
Based on this preview, the topic of the text is the personal qualities that make a good teacher.
The challenges at hand may include understanding and embodying these qualities, developing a
strong relationship with learners, and fostering active cooperation in the educational process.

2. Finding the main ideas of the text by skimming the material.

Based on a quick skim of the material, the main ideas of the text are:
• Desirable personal qualities of a teacher include having a pleasant and attractive personality,
being sympathetic and tolerant, being intellectually and morally honest, being mentally alert and
adaptable, having infinite patience, being resilient, and having a desire to continue learning.
• The teacher's relationship with the learners is crucial, and there should be full and active
cooperation between the teacher and the learner in the educational process.

3.Answering and asking questions about the text

• What are some of the desirable personal qualities of a teacher?

- Some of the desirable personal qualities of a teacher include having a pleasant and attractive
personality, being sympathetic and tolerant, being intellectually and morally honest, being
mentally alert and adaptable, having infinite patience, being resilient, and having a desire to
continue learning.
• hmm Why is it important for a teacher to have a genuine capacity for sympathy?
- It is important for a teacher to have a genuine capacity for sympathy because it allows them to
tune in to the minds and feelings of other people, especially children. This helps in
understanding and connecting with the students on a deeper level.
• How does the text describe the relationship between the teacher and the learner?
- The text emphasizes the need for full and active cooperation between the teacher and the
learner in the educational process. It states that education is best acquired through this
cooperation, and that the teacher and learner should work together to achieve the goals of
education.
• What is the role of self-discipline and self-training in a teacher's ability to have infinite
patience?
- The text mentions that having infinite patience is largely a matter of self-discipline and self-
training. It implies that patience is not something innate, but rather something that can be
developed through personal effort and control.
• What are the three principal objects of study for a teacher?
- The three principal objects of study for a teacher are the subject or subjects they are teaching,
the methods by which they can best teach those subjects to their students, and most
importantly, the students themselves.

4. Explore key vocabulary

• Sympathy - the capacity to understand and share the feelings of others

• Tolerant - showing willingness to allow the existence of opinions or behavior that one does not
necessarily agree with
• Intellectually honest - being truthful and sincere in one's intellectual pursuits and
acknowledging one's strengths and limitations
• Morally honest - being truthful and sincere in one's moral principles and values
• Actor - someone who performs or pretends to be someone else, often for the purpose of
entertaining or teaching
• Mentally alert - being mentally sharp and attentive
• Adapt - to adjust or modify oneself to new or changing circumstances
• Infinite patience - having an unlimited amount of patience
• Resilient - able to withstand or recover quickly from difficult conditions
• Nervous energy - the energy or excitement associated with being nervous or anxious
• Co-operation - the action or process of working together to achieve a common goal
• Whole person - the complete individual, taking into account their physical, emotional,
intellectual, and social aspects
• Desirable - worth having or seeking, pleasing or attractive
• Personality - the combination of characteristics or qualities that form an individual's distinctive
character
• Brutes - people who are cruel, violent, or lacking in intelligence or sensitivity

5. Review information to texts previously read and connect it to the new material being read.

The new material being read discusses the personal qualities that are desirable in a teacher. It
mentions that a teacher's personality should be pleasant, live, and attractive, ruling out negative
personality traits such as being over-excitable, melancholy, frigid, sarcastic, cynical, frustrated,
or over-bearing.This connects to the previous text that mentioned the importance of a teacher's
personality and how school children suffer more from bores than from brutes. The new material
also emphasizes the importance of a teacher having a genuine capacity for sympathy and being
tolerant of the frailty and immaturity of human nature, especially in children. This connects to the
previous text that mentioned the importance of a teacher being empathetic and understanding
towards their students. Furthermore, the new material highlights the need for a teacher to be
intellectually and morally honest, while also being able to put on an act when necessary to
enliven a lesson or correct a fault. This connects to the previous text that mentioned the
importance of a teacher being genuine and authentic in their interactions with students.
Overall, the new material reinforces and expands upon the ideas discussed in the previous text,
providing further insight into the personal qualities that make a good teacher.

B. During Reading Instruction

1.Summarizing key ideas in an area that is hard to comprehend

The text explores the desirable personal qualities of a teacher and emphasizes the importance of
their relationship with learners. It highlights qualities such as having a pleasant personality, being
sympathetic and tolerant, and being intellectually and morally honest. The text also mentions the
need for teachers to be mentally alert, adaptable, and patient, as well as resilient and eager to
continue learning. It stresses the significance of full and active cooperation between teachers
and learners in the educational process.

2.Examining emotions of the characters in the text

In the text, the author mentions the importance of a teacher having a genuine capacity for
sympathy and the ability to tune into the minds and feelings of others, especially children [1].
This suggests that the author values empathy and emotional understanding in a teacher.
Additionally, the author emphasizes the need for a teacher to be tolerant of the frailty and
immaturity of human nature, which can lead to mistakes . This implies that the author recognizes
the importance of emotional resilience and understanding in dealing with the emotions of both
oneself and others.

3.Seeking clarification in difficult areas

4.Looking to answer the questions that arose in the pre-reading activities

5.Making predictions for the rest of the text

C. Post-reading Instruction

A). Vocabulary Development:

The text does not explicitly mention vocabulary development as a post-reading instruction.
B). Careful reading of texts:
The text does not explicitly mention careful reading of texts as a post-reading instruction.
C). Awareness of text structure & discourse organization:
The text does not explicitly mention awareness of text structure and discourse organization as a
post-reading instruction.
D). Use of graphic organizers to support comprehension:
The text does not explicitly mention the use of graphic organizers to support comprehension as a
post-reading instruction.
E). Strategic Reading:
The text does not explicitly mention strategic reading as a post-reading instruction.
F). Fluency development:
The text does not explicitly mention fluency development as a post-reading instruction.
G). Extensive reading:
The text does not explicitly mention extensive reading as a post-reading instruction.
H). Student motivation:
The text does not explicitly mention student motivation as a post-reading instruction.
I). Integrated-skills tasks:
The text does not explicitly mention integrated-skills tasks as a post-reading instruction.