Are you a good teacher?
Good teachers are effective teachers. They are also great but never outstanding as outstanding doesn’t exist. But what does a good one look like?
Everyone seems to have an opinion about what makes a top teacher, a great teacher and what effective teachers ‘do right’. There can never be any real consensus or ‘absolute’ that we can template although research points to some key features. I’ve collected together 365 insights to demonstrate to people outside of the teaching profession, what these cherished characteristics are.
‘Good’ teachers have a positive outlook
- work with passion and are enthusiastic
- bring their best to the school every day
- make the most of each and every minute
- revel in the opportunity to be with and to teach children
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are energetic, dynamic and accentuate the positive
- are time stealers extraordinaire and steal ideas
- have a healthy sense of humour and perspective
- are happy to be at school and love teaching
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convey a love of their subject
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convey a love of teaching as a worthwhile profession
- are intentional with their time and effort
- see themselves as helpers of learning
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hold positive expectations of their own actions
- approach situations with a ‘can do’ and ‘will do’ attitude
- accept their inadequacies but strive to improve them
- encourage input from others
- listen deeply and give credit to others for their contributions
- are keen to uphold the school’s values
- see themselves as essentially dependable and capable
- communicate effectively with others
- believe in their own worth, ability and potential
- are self-confident, motivated and happy
- strive for openness, honesty and genuineness in learning and relationships
- do things with P.R.I.D.E. (perseverance, responsibility, integrity, determination, excitement)
- model forgiveness
- have presence
- walk the talk and practise what they preach
- act as role models with high ethical standards
- are empathetic
- are ‘Elephant’ teachers
- act naturally in a range of situations
- use their personalities to energise the curriculum
- promote and cherish mental and physical wellbeing
- don’t make dramas out of minor events
- safeguard their emotional energy and protect their own welfare
- are optimistic and see problems as opportunities
- are responsive to changing circumstances
- don’t allow anyone to take away their excellence
- filter out the spam and challenge toxic people
- expect the best
- look for marginal gains
- build alliances
- are pogo-stick teachers and see the wider picture
- go for gold and enthuse others to do the same
- give of themselves freely and often
- know when to unplug
- are not faultless
- see mistakes as an opportunity and not a threat
- work hard but don’t become workaholics
- have self-doubts
- count their blessings!
- get out of their comfort pits and zones
- are hardy teachers
- don’t aim for perfection
- have superpowers
- lookout for their colleagues
- build visions and find time to innovate
- are grit spreaders
- charge at obstacles and goals with total commitment
- drown out the bad with the good
- empower others, start an uplifting dialogue and encourage public ‘shout outs’
- practise being brave and take risks
- are cheerful, determined and tenacious
- S.U.M.O (Shut Up, Move On)
- wear different glasses and see the world differently
- are committed to achievement and active citizenship
- spread collegial care and support to everyone
- set boundaries
- avoid burnout
- are cheerful in adversity
- make lemonade when the fragile system gives them lemons
- know how to get their mojo back and reignite their confidence.
- choose their battles
- know how to deal with impostor syndrome
- side-step guilt
- can’t imagine doing anything else
- know they are trusted
- get some sleep!
- ignore emails after hours
- commit to a well-being oath
‘Good’ teachers are always child-centred
- enjoy the company of children
- meet, greet and make every child feel special
- reject self-fulfilling prophecies and avoid labelling
- value the uniqueness of each child and never belittle
- believe in the worth, ability and potential of every child
- maximise raw potential and tap the untapped potential
- never underestimate pupils’ capabilities
- study their children and find each child’s ‘sweet spot’
- observe and listen carefully to children to discover their educational needs
- ask children “What is kind? What is specific? What is helpful?”
- help and support children to grow and flourish
- commit to establishing a positive relationship with every learner
- never patronise or talk down to children
- never break promises
- encourage an open and trusting learning environment
- encourage children to take risks and ask ‘big questions’
- encourage a growth mindset
- take care of children’s mental health
- encourage children to raise expectations of themselves
- normalise mistake-making as a natural part of learning
- challenge children in multiple ways
- help children to speculate, think aloud and help each other
- give children time to think
- help pupils redefine ‘failure’ as a stepping stone towards success
- help children become critical thinkers, problem solvers and effective learners
- hold positive expectations of every child and don’t blame them for their behaviour
- have a constant awareness of how children are experiencing their learning
- see pupils as pupils and not mini-adults
- understand and value a child’s point of view
- honour the dignity and integrity of every child
- provide constructive feedback and avoid slack praise
- eat together and learn together with children
- show a caring attitude
- develop character and responsibility
- have shining eyes and a lively tone of voice
- are seen by children as approachable and valuable sources of advice
- have high standards for all children every day
- understand that they will not always see immediate results
- contribute personal stories and celebrate the successes of former students
- develop personal, mature relationships with children
- are generous with their smiles and make children laugh
- have faith in children to do well
- keep things positive
- use their own autobiographies to empower learning and personal development
- take time to explain things from more than one angle
- help children when they are ‘stuck’, upset or troubled
- do not give up on children and do not give into children
- make children feel clever
- make allowances, forgive and forget
- insist that work is a high standard
- nudge and push children into doing better
- know what goes on ‘beyond the gate‘
- help children to be creative, original and use their initiative
- give children strategies to succeed
- react calmly when things don’t go ‘right’
- make children feel secure and protect their mental health
- inspire and inculcate a love of learning in children
- maintain discipline
- are alert and responsive to different feelings
- extend the range of pupil learning experiences including homework when appropriate
- help children become independent, resilient and skilful learners
- are aware of the Matthew effect
- encourage children to be learning detectives
- understand the overlapping waves model of cognitive development and see learning as a gradual ebb and flow
- let parents know when their child has shown a particular interest in a topic or skill
- encourage children to identify the difference between opinion and diagnostic advice
- help children to achieve more than they thought possible
- let children know they are not their test results
- see ourselves through our children’s eyes
‘Good’ teachers enjoy teaching!
- are well organised, prepared and reflective
- have sound subject knowledge
- teach like a champion
- see teaching as white water rafting
- are nets not spoons
- have clever classrooms
- champion children and fight their corner
- make ‘invisible’ pupils visible
- recognise that learning is emotional
- teach hand, head and heart
- believe learning should be challenging and joyful
- find something children care about
- build a class culture and happy classrooms
- poverty-proof their classrooms if required
- create situations in which children succeed
- give oracy a high profile and commit to dialogical teaching
- understand Assessment for Learning, responsive teaching and use the 5 Minute AfL Plan
- see formative assessment as the bridge between teaching and learning
- don’t obsess over ‘data’
- think aloud and model steps
- assess learning incrementally
- commit to low-stakes, not high-stakes
- expect ambiguity
- use strategies that support inclusion
- improvise, ad-lib, edit, tweak and tailor
- avoid the formulaic
- do not write detailed lesson plans
- let children decide the direction learning takes
- deliberately introduce alternative perspectives
- deliberately introduce periods of silence
- shun bullet-pointed lesson plans and off-the-shelf ready-made lessons
- make learning as loud and colourful as possible
- use exciting and varied approaches like concept cartoons
- radiate excitement when they introduce a new topic
- make learning memorable and make things stick
- don’t use lollipops
- are great storytellers
- help children ‘get in the zone’ and in a state of flow
- create a relaxed and enjoyable atmosphere
- use the APPLE model for prior knowledge (Appropriate, Present, Pupil Need, Learner’s Environment, Enhance)
- are clear about what they want children to learn
- concentrate on the things that pupils need to experience
- tell children what they need to know and show them what they need to do
- judge what can be expected of a pupil
- are concerned about the quality of their teaching
- detect things before they get out of hand
- teach with patience and open-eyed courage
- maintain a constant focus on children’s learning goals
- make the best use of every minute
- have a belief in their teaching and in children as learners
- combine the routine and the probing
- ask lots of questions, particularly ‘how and ‘why’ questions
- ask questions ‘Columbo’ style
- use open questions and Fermi questions
- reason by analogy
- give analysis, not opinion
- strive to ensure that every child feels confident to approach adults without hesitation to ask questions
- talk to children in a way that they can understand
- overcome gaps in knowledge, understanding and skills
- take careful account of the needs of individuals
- promote deliberate practice so we can all achieve extraordinary things
- encourage independent thought
- encourage children to ask questions and engage in the learning process
- challenge misconceptions
- don’t gloss over ‘wrong’ answers but treat them as stepping stones towards a fuller understanding
- establish a context for material
- link learning to real-world issues
- present new material in small chunks
- use examples, details, analogies, metaphors and variety in modes of explanation
- use wit and humour effectively
- tactically tackle low-level disruption
- presents facts and concepts from related fields and ‘joins the dots’
- allow children to succeed
- pay close attention to detail
- are not slaves to differentiation
- feedback and feedforward
- don’t use verbal feedback stamps
- build on and work with the knowledge that children already possess
- can stimulate, direct and pace interaction with the class
- make rapid assessments and can change direction to fit the needs of individuals
- monitor progress and foster success
- teach children how to monitor their own progress
- demand and monitor independent practice
- make sure children show their successes
- don’t sit behind their desks
- demonstrate their own thought and work processes when problem-solving
- encourage children to summarise new learning in a graphical way
- encourage children to achieve their goals
- use a great deal of encouragement with a small amount of praise
- nurture metacognition and teach children how to think, not what to think
- teach children strategies and not just content
- motivate children to create new ideas
- foster innovation, new approaches and take risks themselves
- don’t shut down learning but keep lines of enquiry open
- encourage and appreciate diversity
- do not stereotype or speak negatively of others
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nurture and encourage empathy and respect
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seek and encourage understanding of, and respect for, people of diverse backgrounds
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are perceived as fair, especially in behaviour management and methods of assessment
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encourage children to work in teams
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encourage collaborative learning
- help children to transfer learning into new situations
- give children the confidence to tackle unfamiliar challenges
- help children to Stop, Think, Act, Reflect
- provide Dedicated Improvement and Reflection Time (DIRT)
- use pose, pause, pounce, bounce
- repeat, pause, repeat, linger, pause, repeat
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don’t take centre stage and talk too much
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present difficult concepts comprehensibly
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offer support for difficult concepts
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play devil’s advocate
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scaffold and explain clearly
- hold children accountable
- let children teach one another
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build memorable learning experiences
- ensure praise is personal, sincere and linked to learning
- know whether or not the class is following the material and check regularly that children understand
- address underperformance
- are sensitive to each learner’s mood and motivation
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demonstrate creativity in teaching strategies
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repeat what has already been learnt each day
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regularly activate and reactivate learned knowledge
- teach in a relaxed way without losing authority and respect
- know that one size does not fit all
- helps children take ownership over the direction of their own lives
- inculcate a sense of mystery and suspense
- awaken wonder within the classroom
- are sometimes punks
- are sometimes mavericks
- teach purple cow lessons and teach like pirates
- are lazy and keep it simple
- work less than their children
- celebrate the work of their children and their school community
- promote healthy, cheerful competition
- build a climate of emotional intelligence in class
- creatively foster synergy between experience and dialogue
- don’t spend hours marking
- assess in the moment with plenty of verbal feedback
- promote cognitive conflict and thought friction
- don’t cap ‘low-attainers’ by denying them access to more challenging work
- apply a ‘low threshold, high ceiling’ principle to open-ended tasks
- don’t do PowerPoint
- manage their marking workload and use the 5 Minute Lesson Plan
‘Good’ teachers seek professional development
- are intellectually curious and love learning
- are critically reflective
- commit to professional development in education
- are experts on their own teaching
- prioritise professional learning and reading
- are respectful of colleagues
- build engagement among colleagues
- have critical friendships
- are outward-looking connected educators
- collaborate with passion and purpose
- stay abreast of trends in education and research
- are cultural anthropologists of their school
- use lesson study to get better
- openly display a thirst for knowledge and constantly strive to learn
- work as team players and multiply each other’s strengths
- focus on relationships, relationships, relationships
- embrace reciprocal vulnerability without losing credibility
- control the narrative, speak up and challenge
- contribute to cultural breakthroughs in their school
- are persistent and never give up
- say ‘no’ when they have to
- commit to having regular learning conversations with colleagues
- have open and accessible paths of communication with colleagues
- extend their learning outside their comfort zone
- demonstrate leadership in teaching and learn from mistakes
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contribute to curriculum design
- ask “So what?”
- use Smyth’s model of reflection
- are curious and seek to find out what works and what doesn’t
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contribute to debate and discussion
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contribute their own writing on education e.g. blogs, articles
- seek out pockets of intelligence and listen to podcasts
- seek out positive and powerful voices in education
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demonstrate creativity in teaching strategies
- build links at national and international levels in education e.g. via social media
- seek continually to improve teaching skills
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seek to learn and incorporate new skills
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seek feedback and criticism
- have a ‘pay it forward’ mindset by giving help and receiving help
- welcome different points of view
- model the way for others by managing their workload and wellbeing
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keep up to date in their speciality
- combine brainpower with horsepower
- persevere with time management and commit to wellbeing
- actively and constantly seek new opportunities
- are pro-active and initiate rather than remain passive
- look at research-based ideas to implement into their practice
- debunk educational myths and legends
- do less, not more and do it better
- strive to make great impact
- have a vision of the footprint they want to leave on the world
- have a ‘giving’ mindset and share ideas and resources
- reflect, monitor and adjust
- Mark. Plan. Teach
- conduct teaching, learning and assessment audits on themselves
- are change agents
- serve as catalysts for improvement
- observe each other teach as part of a learning team
- plan, organise, reflect and evaluate together
- talk shop
- know when to stop talking shop
- avoid balkanisation
- use different lenses
- learn how to coach
- learn how to manage
- learn how to mentor
- know that ‘good’ is good enough
- seek help from more experienced staff and less experienced staff
- visit the staffroom
- establish links with sympathetic friends and family
- lead by example and let others shine
- give themselves a pat on the back and know they are fabulous.
These qualities and characteristics are just a sample of what good teachers do. There will be plenty I have missed and you could probably add 1,000 more things.
As this list shows, teaching is a highly complex and demanding job that really is multi-skilled and multi-dimensional. In another profession, anyone else expected to do all this would demand £200K a year. Teachers are worth so much more.
Thank you for this post. A teacher is basically an adopted parent. It’s just sad that people do not appreciate the teaching job enough and always look do on it. Anyone should be proud to be a teacher!
Thank you for this wonderful article. I am a teacher and I know the joy in teaching. A teacher is basically an followed parent. It’s just sad that people do not admire the coaching job enough and always appearance do on it. Anyone need to be proud to be a teacher!
I know what it feels to be a teacher. During my student teacher training, I was actually appreciated very much in the community I served here. Let’s continue developing.
i love teaching and i will never stop teaching
This must have taken you time to compile. Really a laudable and great Job. Keep up the Nice work sir.
We celebrate teachers all over the world. Teachers are the backbone of any society. One good teacher is equal to 10+ tomorrow leaders.
but why are teachers underpaid since the profession is such a perfect one??
Teaching gives me a purpose to live. Every moment is” Eureka moment” for me!
I am blessed to be in this profession