What makes a good teacher?

Introduction

The characteristics of a good teacher define the extent that an educator will be able to support their students and how effectively they can deliver the curriculum within a classroom setting. These characteristics extend beyond the ability to convey instructions and should help to foster an environment where students feel motivated, supported, and empowered to explore, learn, and grow. I have identified four characteristics which I feel make a good teacher, none of which are isolated but instead contribute to a nexus of practice that helps to create productive learning environments. As such, these characteristics are not ordered, but are to be considered with equal importance.

Subject Knowledge and enthusiasm

First, it is essential for an educator to possess a foundation of knowledge on the taught subject, this knowledge will demonstrate the professional’s expertise and reflect the interest of the subject to the students.

Possessing a deep and comprehensive understanding of the subject matter is a fundamental characteristic of a good teacher. It ensures accurate and insightful content delivery, fostering a sense of credibility and respect among students.

‘Art and Design’ is a continuously expanding area of study and so it’s equally important to stay up to date with current trends in the art world as it is important to understand the history of art.

But it is also the enthusiasm of a teacher which inspires confidence, stimulates curiosity, and gives the teacher a unique authority in the classroom. If the students know that their teacher has a deep understanding of the subject, they will be encouraged to listen to what is being taught and also motivated to ask questions to gain a deeper understanding themselves.

Communication and Teamwork

In all professional capacities, especially in leadership roles, I would highlight effective communication as an essential characteristic. As a teacher, which is primarily a communicative role, there are many benefits to developing strong communication skills, not limited to the ability to convey the lesson material in effective ways.

An effective educator is able to sell the importance and the relevance of the lesson material to the student. This requires the skill to adapt the lesson material to appeal to the specific interests of each class.

In the classroom, communicative adeptness helps to build rapport with students and encourages student engagement. A child that feels able to talk to a teacher, is more likely to contribute to the class setting and encourage other students to engage with the lesson.

Additionally, a teacher must guide students to success and sometimes give tough constructive criticism, the ability to deliver such guidance without demotivating the student is surely a skill that can be developed. Skills such as these can aid in managing a motivated and productive classroom.

Excellent communication enables you to co-ordinate effectively. The work of a teacher extends beyond the classroom, while at a school you will often need to co-ordinate with other staff members for example about behavioural concerns, health issues and learning support. Professional communication will provide the necessary detail to the relevant parties in clear and concise ways.

Communication skills also encourage clearer lines of dialogue with parents, part of supervising and safeguarding the children in a school is keeping their parents/carers/guardian up to date with relevant affairs.

Communication is also the most productive groundwork for effective teamwork. It enables an understanding of personal and general responsibilities. In my experience leading school trips and events, co-ordination and understanding of responsibility relies crucially on clear and open lines of communication. When students are relying on you to facilitate such events or a lesson, then it’s important that you can communicate with them a clear plan to them and show them that they will reach their goals.

Time management and adaptability

From Lesson planning, to the dismissal bell an effective teacher must manage be adept at managing time in a classroom. Lessons are typically held within a window of time, the length has been decided, accounting for student attention spans, however it is the role of the teacher to lead the class and guide them through the phases of the lesson to allow the students to make best use of this time.

Flexibility is also an essential tool in the belt of any educator, in relation to time management as there are many factors that may affect the smooth running of a class.

These might include time to deal with behavioural issues, time to encourage engagement, time to provide individual support, time for further discussions and the reorganising of the delivery of a lesson to account for a deficiency or excess of remaining time.

It’s important to admit, acknowledge and understand that there will be challenges in the classroom, and as such it is the quality of an effective educator to be able to adapt and overcome any such issue.

One such tactic that I have found to be effective in staying focussed but encouraging students to ask wider questions, is to incorporate their interests into a future/ the following lesson plan. This strategy expands the student’s interest across lessons and allows time to meaningfully incorporate it into the plan for the lesson.

Another strategy would be to abstract lesson material and building from firm foundations of new knowledge or skills. Ensuring the fulfilment of the lesson’s objectives allows for flexibility to investigate certain topics with more depth and give assistance to any students that need additional assistance.

The capacity to enforce rules

In all of my experience working with children, the skeletal framework of respect and rules really help to structure all interactions. Students understand that the classroom is a place of study and although flexibility is important, equally so is rigidity. When I started work in a school, I was quickly learned that being ‘strict’ is not ‘mean’ as it had felt when I was in education myself, instead strictness comes from a high expectation of behaviour from each student. Having high expectations shows each student that they are respected and encourages them to learn and improve. Sanctioning students whose actions are out of line garners respect from the students much more than ‘letting them off the hook’ as I had witnessed in other professionals. It is important when being strict, that the sanction is clearly explained to the student, so they know that they are being fairly treated and respected. A work environment where the educator has high expectations, is an encouraging and supportive one where each student feels equal.

Conclusion

A good teacher is one that possesses each of the four qualities detailed here and is able to use the skills that these qualities develop to facilitate an effective learning environment. A professional understanding and an enthusiasm for the taught subject inspires students to actively engage in the lesson. Communication and teamwork allow a good teacher to co-ordinate with other staff members outside of the class and with students within the class to deliver meaningful and tailored lessons. Time management and adaptability ensure that good teachers can plan to make best use of their time and adapt to any situation that presents itself in the class. Finally, the capacity to enforce the rules of the school, demonstrates the authority of the educator and establishes the high expectations that the teacher has for the class.