Easenglish

Students learn more from teachers with certain characteristics.Teachers differ greatly in their effectiveness, but teachers with and without different qualifications differ only a little . Berry (2002) posits that while these teacher qualities are indeed important they appear to have a “singular focus on content knowledge” (p.1). Highly qualified teachers must also know “how to organize and teach their lessons in ways that assure diverse students can learn those subjects…Highly qualified teachers don’t just teach well-designed, standards-based lessons: They know how and why their students learn. The twelve personal characteristics of effective teachers our students recalled over and over revolve around an encompassing theme of caring. All of the twelve characteristics in some way epitomize this essential human trait.

Every university student we surveyed listed fairness as one of the characteristics of their favorite teachers. As humans, we possess an sense of fair play. Whenever we are dealt with by someone in a manner that violates what we think as fairness in the situation, we react negatively. Any favoritism, or lack of fairness, can leave scars that last a lifetime. While feelings and competition between classmates can be intense, the memories of unfair teachers are reported by our college students in great detail, even after many years have passed since those negative school experiences.

Another characteristic that repeatedly appeared on our students’ list of teacher characteristics was the positive attitude and approach that teachers brought into the classroom. Borich (2000) suggests that effective teachers are those who use “meaningful verbal praise to get and keep students actively participating in the learning process” (p.15). Cruickshank, Jenkins & Metcalf (2003) write that effective teachers are generally positive minded individuals who believe in the success of their students as well as their own ability to help students achieve.

 Our students have always mentioned the fact that their favorite teachers connected with them in a personal way. Teachers who convey a personal tough with their students call their students by name, smile often, ask about students’ feelings and opinions, and accept students for who they are. Teachers who bring their lives and stories into the classroom build trust with their students. Teachers who tell stories of events in their own lives which relate to subject matter currently being taught, captivate student interest and promote bonding with the students. Additionally, teachers who have gotten close to their students have done so by finding out as much about their students as possible. Teachers who show interest in their students have interested students.

Sense of humor. Our students fondly remembered teachers for their sense of
humor. If a teacher has a quick wit and the ability to break the ice in difficult situations
with the use of humor, this is an extremely valuable asset. According to McDermott &
Rothenberg (2000) students enjoy teachers with a sense of humor and found those
teachers made learning fun. As long as it is not at any individual’s expense, good teachers can occasionally enjoy a laugh with the class and they can also laugh at themselves.

Creativity. Many of our students remembered unusual things that their teachers
did in their teaching and the creative ways that they decorated the classroom or motivated the students. For example, one teacher was remembered for an old bathtub painted green and fill with pillows and books, designated the “Reading Tub”. Another teacher was remembered for an igloo that she had in the back of her room. Constructed out of plastic bottles glued together in the shape of an igloo, it provided an enclosure into which children who earned the privilege could go and work quietly on puzzles and word-finds. Some teachers were remembered specifically for their
unique ways of motivating their class.

Willingness to admit mistakes. Something that we all appreciate in others is their
willingness to admit mistakes, and it is also long remembered by students. Like
everybody else, teachers make mistakes. Unfortunately, some teachers think that their
authority in the classroom can be undermined by these mistakes and they try to let them go unnoticed or cover over them quickly. Students quite obviously have a different opinion. They are fully aware of the times when teachers make mistakes, especially when they somehow suffer from them. Teachers who recognize their mistakes and apologize for them when they affect the students provide an excellent model to give students, and a great way to be remembered as a favorite teacher.

Forgiving. Most of us have a bad habit of labeling others, and those labels can
sometimes stick for as long as we know the person. They become “lifers” for us, and our interactions with these students are consistently colored by what we expect to see. All those associated with education know that there are frequently personality conflicts
between teachers and students.

 

Respect. Teachers universally wish for their students to respect them. We have
found from discussions with our students that those who are given the highest amount of respect are those who give respect to their children. Favorite teachers were remembered for keeping grades on papers confidential, for speaking to students privately after misbehavior or when the teacher needed some clarification, in contrast to public rebuke. Favorite teachers were remembered for showing sensitivity for feelings and for consistently avoiding situations that would unnecessarily embarrass students. Such behavior is obviously appreciated by students, and according to those in our classes, repaid with respect and love for the teacher.

High expectations. Our students often have mentioned the expectations that their
favorite teachers held for them. According to Irvine (2001) “students defined caring
teachers as those who set limits, provided structure, held high expectations and pushed
them to achieve” (p. 6-7). Teachers with positive attitudes also possess high expectations for success. Gill and Reynolds (1999) report that students of teachers with high expectations learn more as teachers’ expectations rise. Teachers’ expectation levels affect the ways in which teachers teach and interact with students. In turn, these behaviors affect student learning. Generally, students either rise to their teachers’ expectations or do not perform well when expectations are low or non-existent.

Compassion. Hopefully, school is a place where children can learn and be
nurtured in an emotionally safe environment. The reality of most classrooms, and in fact just about any gathering of youngsters, includes a significant amount of cruelty and hurt feelings. All insensitive, uncaring, or deliberately malicious behavior cannot be
eliminated from such situations, but a caring teacher can have a tremendous impact on its frequency.

Sense of belonging. One thing repeatedly mentioned by our students was the fact
that they felt like they belonged in the classrooms taught by favorite teachers. They
recalled that these teachers developed a sense of family in their classrooms. A variety of strategies, long used by teachers in the classroom, were remembered. Classroom pets, random act of kindness awards, class picture albums, and cooperative class goals were employed to build a sense of unity and companionship. In addition, emphasis was placed on maintaining an emotionally safe classroom. Good teachers also took strong measures to prevent mean and hurtful behavior like teasing and bullying. Effective teachers know well that when children feel emotionally, as well as, physically safe, they learn far better.

In Conclusion , Students have consistently recounted stories about teachers who exhibit similar characteristics. These twelve characteristics center around the theme of caring. When demonstrated by classroom teachers, our students remembered school in a positive way (Dangling Subject). These traits have proven to increase student achievement. Whether one is new to the teaching profession or a seasoned professional, working to include these traits into everyday teaching routines or fine-tuning those already in use, will ensure that students have a positive school
experience as well as a successful one.

So, students, help us college teachers out as we work hard toteach you the material we love and as

we learn along with you. During our 50- or 75-minute classes, or our three-hour seminars or labs, strive to shut down the electronics unless invited to do otherwise. The collective classroom dynamic will change for the better!

By : Barbara J. King ( PHD , Professor of Anthropology at the College of William )