The 3 necessary qualities for a 'good' teacher.

Yet again, my opponent has delivered a mouth-watering, logical argument to my theory. With each passing round my knowledge, and excitement grow. Now, onto the rebuttal. Wonderful use of my point concerning the knowing of limits, and our very roles in this website! Though, can we completely erase the concept that the opponent is unaware of my limitations, or his own? Perhaps a more thorough definition of 'limitations' is in order here. I define the concept of 'knowing limitations' as in knowing current ability, perhaps to word it as 'current ability' would even be a better option. I will now formally warn, and apologize on the chance that I may accidentally report my opponent's argument whilst travelling to the "post argument" button, as I almost did on the way to this rebuttal, ha ha. In this case, I know that my current ability at this site, has me so unfamiliar with it, that I may very well click the wrong button without realizing it, until it's too late. Likewise, I believe my opponent would be willing to accept my mistake, as a novice error, due to inexperience, and lack of current ability. The matter of knowing, and gauging current ability is one humans use everyday. When one is new to a job, they gauge their current ability to perform the assigned task, and their employers do likewise, a 'good' employer by the general consensus of the term, will forgive novice errors, and offer constructive advice to the novice employee. So too should a teacher do likewise. Leading to a primary goal of this debate, for the pro to prove that indeed it is necessary for a teacher to be able to properly gauge current abilities, among themselves, and their students. That lack to do so, will hinder the learning process in such a way as to be highly noteworthy. Using my opponent's wonderful art example. What drawing ability I have now began when I was taught by the elementary school art teacher. She knew that I was unaware of 'warm' or 'cool' colors, and taught me what they were. She was aware that I did not know what shading was, or how to perform it, and she showed me how. In order for me to learn this, I had to evaluate myself, and realize I did not know these things, and in order to meet the requirements set before me (by the teacher, as my opponent has so astutely noted is becoming of a teacher) I needed to learn what she was showing me. As a result, I can now teach someone how to perform the art of shading, along with the differences found in 'warm' and 'cool' colors. My teacher, likewise had to, at some point evaluate herself, and realize that she did not know what this term 'shading' meant, and then seek to learn that art. It is true that when my art teacher later asked, and upon my permission displayed one of my drawings in an art show, she was challenging me to go beyond my perception of my own limitations. Though, in order for her to offer me this rewarding experience, she had to be able to properly gauge the quality of that drawing, to know that it would indeed be comparable in quality to the other drawings being judged. Thus, she was required to know her current ability in order to strive for greater mastery, through which she was able to teach me, by knowing my current ability and helping me to surpass that. To add the final 'nail' to this proverbial 'coffin' one could also return to the Drama teacher's dilemma in Astro-Physics class. Yes, the teacher could, and indeed would need to do research to gain the necessary knowledge to help themself, along with the student to grow. Though, this would first require the evaluation of current ability, and then upon seeing the inadequacy of their current ability, seek to gain more ability, to thus teach with. As to my opponent's second, and quite beautiful point. Indeed, a teacher should seek to push their student forward, to greater heights. Though, how can one push upon someone's back, if they do not even know where this someone is? The student, therefore must find their student's current ability, their current need, and then from there push their student onward, and without knowing their student's current ability, such pushing is not possible. Concluding with a refutation of my opponent's conclusion. Is it not true that certain universal qualities must be adhered to in all things? Thus, is it not true that every particular 'station' in life must in turn have it's own 'box' of sorts in which it's practitioners reside? While no two Olympic runners are exactly alike, not even in the way they run, they do have striking similarities, and certain qualities are 'universally' required in order to be an Olympic runner. One must be, among other things; physically healthy, mentally focused, fast, and well hydrated. While indeed each runner is unique, and notably different than any other, they still have a great deal of striking qualities that anyone following in their 'station' would also require. So too for teachers. While some teachers may be laid-back, and others strict. Some willing to act simply as an adviser to their student, others choosing to take the wheel. They must all meet certain criteria, lest they fail in their assigned duties of helping others to gain knowledge, and ability. I know nothing of the sport Football. Would I make a good Football coach? No. Why? Simply because as a coach, it would be my job to find the strengths of each player, help them to build upon those strengths, as well as finding their weaknesses, and helping them to overcome those weaknesses. I would need to know which position to assign each player based on their abilities, and what plans to carry out, along with what training regimens to instil. In order to meet those 'universal' requirements to be a Football coach, I would first need to find my own current ability, my own limitations, as it were. Then from there build upon those abilities, I would need to learn the different positions in Football, the roles of each. I would need to study up on effective Football strategy. I would need to find appropriate training methods. I would then need to see what each player's current ability was, to know which one needs to work most on speed, which one most on strength, which one on finesse, etc. All the while, remembering that my position in this relationship is as their coach. The one that guides, instructs, and disciplines them accordingly. If I fail in any of these areas, I have failed to be an effective Football coach. So, while indeed many more qualities, a good teacher makes, these three still hold firm as core components to successful teaching. This concludes my stand for round 3. Thanks to a very wonderful, thought-inspiring opponent, whom is a true pleasure to debate. :D