What makes a good teacher?

Teachers are important and make a difference.   The quality of teaching is a crucial factor in promoting effective learning in schools.  Effective teaching requires individuals who are academically able and who care about the well-being of children and youth.  Points Arising from Research The most powerful single factor that enhances achievement is feedback – positive, encouraging, clearly targeted. The setting of appropriate, specific and challenging goals is critical. Effective teachers make purpose and content explicit, plan carefully, use systematic assessment and feedback, make connections, encourage children to think about thinking and model what they want the children to do. Key Elements of What makes a good teacher? Research detailing the direct effect of good teaching on pupils is difficult to assess, as relating ‘good teaching’ directly to higher attainment in pupils is almost impossible to verify.   However there are many attempts to analyse what constitutes a ‘good teacher’.   The following points are generally agreed to have an impact on pupils: Subject Matter Knowledge Highly knowledgeable and up to date in their subject area, but do not pretend to know it all, willing to learn from pupils Teachers’ repertoires of best practices Provide learner with clear tasks, goals, and requirement and inform them of progress made. A key skill in teaching is the ability to explain and describe things clearly Encourage pupils to think, to make connections, to practise and reinforce, to learn from other learners and to feel that if they make mistakes they will not be ridiculed or treated negatively Promote pupil participation through problem solving, questioning, discussion and “buzz group” activities Treat all pupil questions seriously and do not intimidate or ridicule Use regular informal assessment strategies including a range of types of questioning, observation and listening in Understand that, since individuals learn at different rates and in different ways, we need to provide a variety of activities, tasks and pace of work, and monitor and evaluate children’s progress Use breaks and activities to engage pupils’ thinking and interest Turn to reading and research for fresh insights and relating these to their classroom and school Work in a shared and collegial way with other staff Personal qualities Demonstrate an empathy with pupil thinking, anticipate misconceptions and allow pupils to develop understanding in a variety of ways Observe pupils in class for signs that they are failing to keep up, are bored, or are not understanding Show flexibility in responding to pupil needs  Genuinely want pupils to learn, understand and develop critical thinking abilities, as well as master content or learn skills Encourage pupils to take an active role in working through difficulties and take time to work through concepts in detail with those who have difficulties Teachers who show enthusiasm for subject, professional area and teaching role motivate pupils as they look forward to coming to that class Highly effective teachers are viewed as “easy going”, “relaxed”, with an “open” manner.   This brings a relaxed atmosphere to the classroom Communicate effectively Are resourceful and positive and adopt a problem-solving approach Are creative and imaginative and have an open attitude to change Are systematic and well organised, focused, determined and hardworking Demonstrate empathy and fairness, are caring and approachable Teacher Competences The Standard for Chartered Teachers states that the quality of the educational service depends pre-eminently on the quality of our teachers.   The standard then list the following 4 components: Professional values and personal commitments Professional knowledge and understanding Professional and personal attributes Professional action   It also lists 4 central professional values and personal commitments which effective teachers should develop:   effectiveness in promoting learning in the classroom critical self-evaluation and development collaboration and influence educational and social values Reflection and Discussion Do you reflect on your practice in the classroom? As a result of this reflection do you alter your approach within your classroom? How much do you share good practice with colleagues?   Some Activities Relating To the Issue of What makes a good teacher? Key element Objective Action   Some examples and suggestions Subject Matter Knowledge Highly knowledgeable and up to date in their subject area, but do not pretend to know it all, willing to learn from pupils Pupils may be - very aware of recent developments – could you involve them in producing/researching the latest information for topics? Teachers’ repertoire of best practice Use regular informal assessment strategies including a range of types of questioning, observation and listening in. Look closely at formative assessment in your class. (See Toolkit section on Formative Assessment) Personal qualities Observe pupils in class for signs that they are failing to keep up, are bored, or not understanding.  Show flexibility in responding to pupil needs. Use Traffic Lights. Green means confident about understanding, orange means unsure and red means not understanding. Pupils are challenged with support to grade themselves Teacher competencies Effective teachers should develop collaboration and influence Prepare an action plan drawing on your strengths and tackle any of the weaknesses that you have identified.  Discuss this with a trusted colleague to get feedback on your analysis. Ethos within the classroom There is a high level of respect, interest in and acceptance of the pupils Focus on reward and encouragement not on sanction and punishment. Consultation with pupils in relation to own goals and personal aspirations. Further Reading Aspy D. & Roebuck F. (1977) Kids Don’t Learn from People They Don’t Like, Ameherst, Mass: Human Resource Development Press Hayes, L.(2000) Am I Teaching Well ? Learning Matters Smith, A. & Call, N.(1999) The ALPS Approach Accelerated Learning in the Primary School, Network Educational Press Smith, A. & Call, N. (2003) The ALPS Approach Resource Book, Network Educational Press Smith, A. (2001) Accelerated Learning in Practice, Network Educational Press      Websites www.learntolearn.ac.uk www.aaia.org.uk/assessment/assessment.asp     Selected References