Typology of teachers. Typologies of teachers in higher education Types of teachers in schools

There are many approaches to distinguishing types of teachers.
Typology of teachers based on their professional position, role (M. Talen). This is one of the possible classifications of types of teachers, in which there is no cross-cutting basis for it. The typology reflects the different needs of teachers without focusing on the needs of students.

"Socrates". This is a teacher with a reputation as a lover of discussions, disputes, deliberately provoking them in the study group. He often takes on the role of "devil's advocate" for unpopular views. He is characterized by individualism, unsystematic nature in the educational process. Because of the confrontation, reminiscent of cross-examination, students as a result strengthen the defense of their own positions, learn to defend them.

Group Discussion Leader. For such a teacher, the main thing is to achieve agreement and establish cooperation between students, but he assigns himself the role of an intermediary, for whom the search for agreement is more important than the result of the discussion.

"Master". The teacher acts as a role model, subject to unconditional copying by students, not so much in the educational process, but in relation to life.

"General". The teacher is emphatically demanding, hard to achieve obedience, because he believes that he is always right in everything, and the student, like an army recruit, must unquestioningly obey the orders given. This style is most common among teachers.

"Manager". The teacher preaches an individual approach to students, encourages their independence and initiative. Strives to discuss with each student the meaning of the problem he is solving, quality control and evaluation of the final result.

"Trainer". The teacher plays the role of an inspirer of group efforts, for him the main thing is the end result, brilliant success, and students are only members of a single team, not individuals.

"Guide". This type of teacher is a walking encyclopedia. He knows the answers to all questions in advance, as well as the possible questions themselves. It is concise, precise, restrained, therefore boring.

Types of teachers depending on the development of teachers of professionally important qualities and orientation in the process pedagogical activity for one purpose or another. There are (E. I. Rogov, 1998) several types of teachers: “organizer”, “subject teacher”, “communicator”, “intellectual” and their intermediate variants.

"Organizer". It is characterized by such qualities as exactingness, organization, strong will, energy. He is often a leader among students and teachers, prone to extracurricular activities. Of the pedagogical functions, he better performs the executive, mobilization, organizational.

"Subject" possesses observation, desire for creativity, professional competence. He is a rationalist, confident in the need for knowledge and its significance in life. "Subject" in the implementation of pedagogical activities better implements constructive, methodological, teaching, indicative functions.

"Communicator". His main features are sociability, kindness, external attractiveness, high morality, emotionality and plasticity of behavior. He is extroverted, characterized by low conflict, empathy, love for children. In the course of his work, he performs a better communicative function.

"Intellectual" ("enlightener"). This type is characterized by high intelligence, common culture and unconditional morality. He is principled, observes moral norms, can easily ensure the fulfillment of gnostic, educational, informational, developmental, research functions, as well as the function of self-improvement in his professional activities.

For teachers functioning in line with the knowledge paradigm, the motto (or principle) is characteristic: “Knowledge is power”. The personal-developing paradigm in education makes another ethical and psychological commandment, which came from ancient times, objectively in demand: “A student is not a vessel that needs to be filled, but a torch that needs to be lit. And only the one who burns himself can light a torch.”
Mitina L. M., 2008. S. 29.

Another approach to the typification of teachers was chosen by B.P. Kovalev (1989). He based the division of teachers into types on two features - the reflective abilities of the teacher and the style of his communication. As a result, five groups of teachers were identified.

The first group - self-assessment corresponds to the assessment of the teacher by students, a democratic style of communication is characteristic.

The second group - the teacher correctly predicts his assessment, but self-assessment is not adequate, authoritarianism in communication is characteristic.

The third group - at the teacher's adequate self-esteem, but the forecast is not adequate. Liberalism is manifested in relations with students; relations with students are good and friendly.

The fourth group - low adequacy of ideas and self-esteem; such a teacher seeks to learn the opinion of students about himself, but does not know how to communicate, hence conflicts are frequent. An authoritarian style of communication or communication is situational.

The fifth group - the teacher's ideas are opposite to the students' opinion about them, which causes the greatest difficulties in communication.

Types of teachers on the installation of an empathic way of interacting with students. R. Atakhanov and M. G. Bobkova (2007) identified five types of teachers: those with an actively positive professional attitude; functional professional installation; with a neutral-indifferent professional setting; situational professional setting; covertly negative professional attitude. The authors give the following description of the characteristics of these types.

Teachers with an active-positive attitude towards empathic communication give an emotional response to the experiences of students. They are able to anticipate the actions of students, based on understanding their emotions and thoughts through non-verbal manifestations - facial expressions, gestures, posture. These teachers understand speech expression well, easily find the appropriate tone of communication with different students in different situations. Show kindness in class by using praise and encouragement. This stimulates the activity of students: children give remarks from the ground, put forward assumptions for solving problematic problems, freely express own opinion without special instructions from the teacher. Acceptance by the teacher of the ideas expressed by the students creates conditions for cooperation not only with the teacher, but also with other students.

Teachers with a functional attitude towards empathic communication have the following features: they give an insufficient emotional response to the student's experiences, because they do not always correctly assess the emotional states of students by non-verbal signs. This significantly reduces the ability of teachers to understand students. They cannot always find the right tone of communication with different students in different situations, use praise and encouragement rarely, depending on the degree of success in completing educational tasks and on their individual preferences. The creation of favorable conditions for “good” students in the lesson by such a teacher excludes any cooperation between students, and spontaneous speech is perceived as a violation of discipline. The absence in the lesson of the opportunity for students to freely express their opinions is compensated by the instructions and orders of the teacher. Thus, selective relationships with students are typical for these teachers.

Teachers with a neutral-indifferent attitude give an emotional response to the state of the student, while experiencing opposite experiences, since they do not understand the relationship between behavior and its consequences, they are more oriented towards the content of verbal communication, since they do not know enough to recognize emotions by non-verbal signs. They cannot always find the appropriate tone of communication, since they do not have a sufficient repertoire of role-playing behavior. Praise and encouragement are used very little in the classroom. The focus of the teacher only on business, official communication provokes spontaneous speech of students.

Teachers with a situational professional attitude give an emotional response to the state of the student, while experiencing painfully developed empathy. At the same time, they cannot always predict events, since a high level of emotionality does not allow them to correctly recognize complex situations of interaction, to understand the logic of their development. These teachers, with their inherent mood swings, are characterized by variability in relationships with students.

Teachers with a secretive-negative attitude do not give an emotional response to the student's state, they poorly understand the relationship between behavior and its consequences, since they do not know how to decipher non-verbal manifestations of emotions. This leads to the fact that teachers often make mistakes in understanding the meaning of students' words. They treat students with prejudice, have a formal relationship with them. As a result of all this, they do not adapt well to various situations of interaction with students (as, indeed, with colleagues). Praise and encouragement, acceptance of students' ideas are not used at all in the lesson.

F. M. Yusupov (1991) singled out conservative and innovative teachers, between whom some psychological differences were revealed. For innovators, compared with conservatives, the following features are more characteristic: optimism; reduced emotional refinement, which excludes excessive reactivity in relation to ethically unacceptable actions of others and makes it possible to maintain mental balance in pedagogical activity; the ability to focus primarily on their role in case of failure, and not on external circumstances; flexibility of thinking (the ability to quickly switch when solving a problem, to see it from different angles); a sober, realistic, more rational than emotional assessment of what is happening; increased intelligence; courage and determination in learning activities; lack of constraint in interpersonal relationships.

S. V. Kondratiev (2003) distinguishes teachers of achievement, dominant, balanced and affiliative types. Teachers of the first type are able to activate the intellectual activity of students and achieve the goal of the lesson, teachers of the second type strictly sanction the actions of students in the lesson, etc.

A.P. Panfilova (2010) writes about transactional and transformational teachers. The former control the process of information exchange (transactions), while the latter control the meaning, characterized by the ability to implement significant changes in pedagogical practice. “This type of teacher brings changes to the concept of student development, to its strategy, to corporate culture educational institution and in the organizational behavior of everyone (both teachers, and administration, and students), in the applied educational technologies. The transformational teacher focuses on the future prospects of each student, common human values ​​and attitudes, mission, new patriotic and moral ideas for development. He seeks to establish cooperation among colleagues and students, to fill the work of students with meaning, to involve them in the process of reflection and self-improvement, based on personal values ​​and beliefs, on self-confidence and authority” (p. 32).

TYPOLOGY M. TALEN

Of those developed in last years abroad classifications of styles of pedagogical communication, the typology of professional positions of teachers proposed by M. Talen is interesting.

Model I - "Socrates". This is a teacher with a reputation for arguing and discussion, deliberately provoking them in the classroom. He is characterized by individualism, unsystematic nature in the educational process due to constant confrontation. Such a teacher often forgets in the process of arguing the goals of this discussion, being completely carried away by the very process of upholding a particular position. Students strengthen the defense of their own positions, learn to defend them.

Model II - "Group Discussion Leader". He considers the achievement of agreement and the establishment of cooperation between students to be the main thing in the educational process, assigning himself the role of an intermediary, for whom the search for democratic agreement is more important than the result of the discussion.

Model III - "Master". The teacher acts as a role model, subject to unconditional copying, and above all, not so much in the educational process, but in relation to life in general. As a rule, impeccable in the choice of clothing style.

Model IV - "General". He avoids any ambiguity, is emphatically demanding, rigidly seeks obedience, because he believes that he is always right in everything, and the student, like an army recruit, must unquestioningly obey the orders given. According to the author of the typology, this style is more common than all put together in pedagogical practice.

Model V - "Manager". A style that has become widespread in radically oriented schools, coupled with an atmosphere of effective class activity, encouraging their initiative and independence. The teacher seeks to discuss with each student the meaning of the problem being solved, quality control and evaluation of the final result.

Model VI - "Coach". The atmosphere of communication in the classroom is imbued with the spirit of corporatism. The students in this case are like the players of one team, where each individually is not important as an individual, but together they can do a lot. The teacher is given the role of inspirer of group efforts, for whom the main thing is the final result, brilliant success, victory.

Model VII - "Guide". The embodied image of a walking encyclopedia. Laconic, precise, restrained. He knows the answers to all questions in advance, as well as the questions themselves. Technically impeccable and that is why it is often frankly boring.

M. Talen specifically points to the basis laid down in the typology: the teacher's choice of role based on his own needs, and not on the needs of students.

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They are so different, and yet in one place: university professors. Do you want to pass the exam without difficulty and problems? Then you should determine the type of your teacher quite accurately in order to skillfully find an approach to it and successfully pass even the most difficult exam.

So, let's get started: here are the most common types of teachers and the classification of teachers. And if you still don’t know what teachers and teachers are, this information will help you get into the university and greatly facilitate the learning process.

The teacher is a fighter for justice

This is a fairly common class, what categories of teachers are there. In addition, it is from this type of teacher that all the others most often mutate.

• They sincerely believe that their subject is the most important in a student's life, so they read each lecture with expression, even if they are doing it for the 100500th time.
• Despite the fact that during the lesson they can make a couple of jokes and jokes, they are often quite harsh. However, their terror does not last long.
• They know their subject inside and out.
• Their voices are raised infrequently - usually one of their murderous glances is enough for a student to become discouraged, especially if the student is a freshman.
• During the exam, not only knowledge of the subject is assessed, but also resourcefulness and creativity.
• Leave any attempts to cheat with them on the exam - many years ago they studied all possible ways, and even came up with a few of their own.

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The teacher is a leech

This classification of teachers at school is definitely suitable for teachers at the university. Read, find out, look for yours:

• Most of the representatives of this type are females. In fact, this is precisely what is dangerous. It is worth the slightest trouble in their lives, as they immediately try to take out their discontent on the unlucky students.
• Their notes are idols that students should pray and read to every night before going to bed.
• They require meticulous knowledge of the material, up to quotes, quotation marks and commas.
• They hate any kind of creativity, creativity and ingenuity.

teacher - phlegm

• Rare, but does occur. And lucky is the student who will have the honor of taking the exam to such a teacher!
• He leads his subject quietly, modestly, on the knurled.
• A pass for him is the usual outcome of the situation, even if you were absent for 99% of his lectures, called him a “loh” and slipped a button on the chair seat.
• With such a teacher, it is not only easy to write off, but even easy to pass, absolutely without cribs and bombs.

Principal teacher

This view is the hardest. Such a teacher is a punishment for every student, and here's why:

• Knows his subject impeccably well. And it requires the same knowledge from students.
• He asks at the exam not only a question, but everything that is similar to his subject. And God forbid you do not answer. And why? Yes, because it's a matter of principle! How can you know the economy if you are not familiar with the mechanics of Uganda's market trade?
• Such a teacher is quick-witted, an infection. Ingenuity works on the fly, and therefore only the same savvy can resist him. However, they don’t have a chance either, because if the teacher doesn’t want to, they won’t deliver, but because it’s a matter of principle!
• The only way to pass his exam is to convince him that you are nothing, not an upstart and not a mattress, not a truant and not a nerd. An average average student who just came to just pass what he learned.

The teacher is young

"Green"

Even yesterday's students have already come to work or practice today. And with them, too, will not be easy, and here's why:

• Creative and rushing from them from all holes. Still: they studied this subject for so many years and did not have the opportunity to put all their "brilliant" ideas into practice! Well, hold on - now they will use them on you.
• Lovely, kind, most often female. Always trying to please everyone, afraid to offend someone.
• It is easy to promote such a teacher for an automatic machine or a quick exam by making eyes at him or inviting him for a cup of coffee at a local canteen. Went - compromising evidence. Didn't go - she will have the rest of the year feeling guilty that she broke your sensitive heart.

Patient Westerner

• Zapadlist - because meticulous and vile.
• Patient - because they have enough patience to send 90% of students to retake 7-8 times. Others would have run out of patience to see the same faces so many times. But this one - no, this one endures, even if his summer vacation is already over. He will patiently continue to mock the poor students.
• The exam takes from the moment the university opens until the moment it closes. He does not see anything terrible to put the exam (or even better - retake) at 20.00 in the evening on December 31.

Unfortunately, nothing can be done about it. He will stop torturing you only when he gets bored of doing it. So relax and enjoy.

Of course, you cannot be saved from all troubles. But if you need substantial insurance and assistance, the student service is at your disposal!

Typology of teachers

Krasovskaya N.A. Educator. MBOU Boarding School No. 13. Irkutsk

Scientific and pedagogical literature contains many attempts to outline the types of teachers. Overcoming the complexity of the issue, authors often choose a metaphorical way of designating the types they have identified. It is known that science often resorts to metaphors before finding the exact concept of an open phenomenon. For example, the classification of the witty Vladimir Mikhailovich Lizinsky: "Interim": do not maintain relationships with colleagues, are not interested in how the school lives. They fulfill their duties fairly conscientiously, hand over the necessary documentation in a timely manner, do not enter into a trusting relationship with students and parents, perform the necessary extracurricular work “without awe and pleasure”, do not want to work as class teachers, are rather indifferent to praise and censure. “Horsemen with a saber unsheathed”: Always in conflict, looking for an enemy, problems and shortcomings, aggressive, know the truth for sure, call people to the barricades, embarrassed, quickly shake off traces of past failures and immediately get into a new fight, have no inclination to analysis, turn the school into an arena of political battles, sometimes forgetting forever that it would be nice to do their own thing - to teach children. "Support group": change views and principles under the influence bright personalities, ready to follow whoever you want, do not remember evil, do not remember defeats, support the most rabid right or left leaders, invest their ideas in mythical offices and, of course, lose them. "Lovers of rustling": strict adherents of norms and rules, showing eternal discontent, are ready to casually mention something about each person, telling other people's secrets, weaving intrigues and conspiracies. " Enchanted Romantics: they love school, they are excited about every success of the school and students, they are ready to live in school, they are inventors, they involve their relatives in work at school, their interests extend far beyond the limits of the subject taught. “Pioneers”: they love their subject and bring it to their children reverently and devotedly, follow all the new products, come up with thousands of ways to captivate children, communicate subject information with such pride, as if they themselves invented and invented everything they talk about. The most clear and thorough typology produced by V.N. Soroka-Rosinsky, is also focused on the activities of the teacher and its external characteristics: “how” the work with children is built. He singled out the following types of teachers: theoretical teachers (the main thing is theory, not the real world of things, the manner of looking at the class - does not look at students, is angular); realist teachers (they are well versed in the world of things, people, feel the mood subtly, know how to empathize, are friendly, cheerful, work easily and freely); utilitarian teachers (they are well versed in the world of things and people, the main thing is training in exercises); and educators-artists or intuitionists (have the ability to act on inspiration, on a hunch, empathically-creative). N.E. Shchurkova identifies four types of school teachers ^ The first type is the most common. She calls it conditionally "pragmatic" (utilitarian oriented). This type includes 56% of school teachers. In his subject he is well informed, his educational competence is quite high. The pragmatist teacher directs the main professional attention to the student as an object saturated with knowledge and skills that are useful for school and everyday life. - He is highly regarded at school for his "percentage of progress." This allows him to transcend ethical boundaries in relation to children: he can use imperative forms when organizing group work, yells at children, gives them nicknames, makes fun of failures, his jokes are most often offensive and degrade the dignity of the child. If we neglect the personal development of the child, then the essential qualities of this type have some attraction: - it well ensures the student's preparedness for exams and entering a university; - he is businesslike, collected, demanding, methodical, fluent educational material within school curriculum; - he is a good organizer, knows how to manage the activities of the group, therefore he has high authority - most often, indisputable. ^ The second type is historically stable, but noticeably decreasing in its numbers. It was designated as the "functionalist" (normative-oriented) type. 20% of school teachers belong to this type. This type is characterized by a straightforward performance of functions that are elevated to the rank of the goal of their own work. Pedagogical tactics is reduced to the constant correction of behavioral deviations. These deviations are strictly controlled, fixed, suppressed. He likes to dispose, give instructions, gets angry when they are not followed. He enthusiastically distributes grades, reporting who is successful, who is not very successful, and who is “the weak link in the class.” The methodology of such a teacher consists of moralizing, criticism, evaluation, labels, coercion and intimidation. The essential features of this type are obvious: - reducing professional work to controlling the child: completing tasks, memorizing texts and obedient behavior; - a set of such attitudes towards the child as formalism, callousness, cold control, position "from above", intimidation and intimidation; - the role played by the teacher is the role of an administrative person, and therefore he reproduces authoritarian pressure in interaction with children (he orders, children obey), and when the leadership changes, he immediately changes his beliefs. ^ The third type is "humanistic" (human-oriented). Despite many years of declaring the principle of humanism and the proclamation of humanistic education, in modern school only 20% of school teachers take a humanistic position. This type was not born today, it has been developing in society since the time of Socrates, who was the first to proclaim the value of Man. And further - through the Middle Ages and in the Renaissance, this type retained and passed on the baton of humanistic education in modern and modern times. We can say that he was always in the history of mankind. We note the professional features of a humanist teacher: - unconditionally respectful attitude towards the child as a person; - care about personal development each child, taking into account his individual differences; - ethical-philosophical and socio-psychological base in solving any pedagogical problems and tasks; - the social role played by the teacher is the role of a person, and the professional position in relation to the student as to another person is “next to”, “together”, “on an equal footing”. ^ The fourth - poorly designated, but nevertheless really existing - "hedonistic" ("comfort-oriented") type. It includes 4% of school teachers. The representative of this type believes that the purpose of his work is to create all kinds of pleasantness and pleasantness for students in the name of pleasantness and pleasantness of his own. Most often he works sluggishly, lazily, without intellectual tension of thought, neglecting the professional analysis of what he has done. He loves very much when his activities with children are interrupted, he gladly leaves the children alone, referring to the circumstances. Here, everything is dominated by a focus on personal comfort and conviction in the “criminality” of students, endowing students with the natural quality of “stupidity”, which relieves the teacher of responsibility for children. The main characteristics of this type are: - neglect of one's profession, vulgarization of pedagogical work, speculative benefit from the title of "teacher"; - "simple" attitude towards the child as a kind of funny object, over which it is still permissible to dominate; - reduction of labor effort to imitation of professional activity; - preservation of the external attributes of the socio-professional role of the "teacher" and the performance of this role with pleasure and complacency; - indifference to the fate of students, their complete submission to the spontaneous influence of circumstances. Thank you for your attention!

American schoolchildren, remembering their school teachers, compiled a list of 17 types of teachers. Of course, not every teacher can be classified and attributed to some type. But indeed in schools there are those that are described below.

Despot

He doesn't care what the student thinks. There is only one point of view that is correct, and that is the Despot's point of view. His behavior can vary from passive to aggressive, and students just have to go through that school period during which they are forced to come to Despot's lessons.

Friend

This type of teacher can solve student problems, protect them from other teachers, inspire children to be more creative, diligent, interested, and help them choose life path. This teacher may even become a friend of his students after they leave their school.

Gorgeous

Usually, the students are a little jealous of such a teacher, and the students cannot take their eyes off her. Such a teacher, or rather, a teacher, is extremely attractive. Unfortunately, the students miss most of what Beauty says during the lesson, and after the bell, they can remember almost nothing.

Apathetic teacher

Sick, tired from work, irritated with students, the Apathetic teacher was probably quite friendly and enthusiastic in those days when the grass seemed greener. Now everything is not so simple. For some reason, this teacher does not change jobs, but continues to hate school, is doomed to wake up every day and go to work that is sick and tired.

Activist

This teacher is sure that everything will be fine if the students stick to the plan for improving the quality of education that he developed, while showing high motivation and interest in the process and result. It is very painful when his plans are not realized. Usually the energy of such a teacher is enough not only for teaching lessons, but also for activities after classes: such teachers put on performances with children, go on hikes, establish clubs and other communities for joint activities.

Crazy teacher

Nobody knows exactly what to expect from the Crazy Teacher. His mood and attitude towards work, students, colleagues change so quickly that it is impossible to keep track of all this. He has many absurd theories and ideas that are difficult to interpret. He believes in conspiracy theories, aliens, witchcraft, palmistry, and likes to talk in class about what was shown yesterday in another TV program about the Martian invasion of Earth.

cat mom

The only creatures she loves are cats. Cats are good, students are bad. The Cat Mom universe is clearly cat-oriented, and there is no place for anyone else. Sometimes the Cat Mom forgets that she is a teacher who has to cooperate with people and treat students as if they were her cats. On the good side, at least the students always know how to arouse her interest in them by showing her a cute cat video.

just a good teacher

He loves his work, his profession, his subject respects his students and colleagues. Genuinely interested in student success. Able to interest, teach. He is strict but fair. Human, but maintains a distance with children. Some students may not like him, but after graduating from school, growing up, they understand how lucky they are with such a teacher, and how much he invested in them.

Buddy

This teacher recently graduated from university and actually looks like a student. He wears the same trendy jeans and watches Game of Thrones just like his students do. He knows the difficulties the students are experiencing and sympathizes with them, as until recently he was in the same boat with them. He's definitely a dude, not a mentor.

Sergeant

The students aren't recruits, but the Sergeant doesn't know it. His students must follow orders and work. This teacher's tactics include the abuse of shouting. Very disciplined (and perhaps a little morally wounded) schoolchildren are ready to turn themselves inside out, just not to become the recipients of the Sergeant's cry. The rest of the students are also quieter in the presence of the Sergeant, although sometimes they explode.

Supercoach

A Super Coach will make students overcome a range of difficulties and challenges, but will always show and teach how to do it, and motivate students so effectively that children will happily overcome any difficulties. Typically, the Supercoach places high demands on all students, but sometimes singles out just one, who then has to bear the brunt of the Supercoach's high expectations.

shy teacher

Generally speaking, Shy teachers can be quite successful in their jobs, and may even have a gift for teaching. However, the main problem for Shy teachers is their inability to show their talent and therefore no one can fully appreciate it. A shy teacher is not ready to solve problems or overcome difficulties, he chooses the option - to remain in a narrow comfort zone or even to be a victim. Their approach to class discipline leaves a lot to be desired.

control freak

"Law & Order" is the life motto of the Control freak, and students are the first to suffer from this approach. Control freak will not allow any interference in the learning process, so his lessons always go exactly as they were intended, and every attempt to change the course of the lesson is suppressed. He knows better what is right, that's all.

hippie teacher

While good discipline is not their forte, hippie teachers can be a great source of inspiration and admiration for younger generations. Their worldview is simple (peace, love, happiness), but it amazes many in our world. The students of such a teacher will always receive maximum freedom for self-expression.

Very worried teacher

Whether it is politics, education or Environment A very concerned teacher is deeply rooted in the problem and is very concerned about it. It's hard to ignore their concerns, as all class discussions end up on the very topic that concerns the Very Concerned Teacher.

Jonah

Perhaps these teachers dreamed of being somewhere other than school. Perhaps they wanted to be rock stars or astronauts. But the stars just didn't line up right, and they turned out to be school teachers, and now they have to work their hours, considering their work hard labor. They are terrible teachers, and it's nobody's fault but them... and the stars.

Celebrity

He is a true celebrity and everyone knows it. He gained fame through numerous publications and participation in television programs. Schoolchildren worship this teacher, school administrators hold on to him tightly, as his fame extends to the school in which he works. A celebrity is aware of their worth and uses all its advantages to the maximum extent possible.