10 Characteristics Of A Great Teacher
Some teachers still have trouble showing vulnerability–especially if they feel unable to keep up with the incredible demands of teaching.
What Are The Characteristics Of A Great Teacher?
by TeachThought Staff
What makes a teacher strong?
What differentiates the best from the rest? Thereโs no shortage of bodies (some dramatically misguided) attempting to solve this riddle. The answers are nebulous at best. Below is a list of traits, some of which may be familiar but many of which will never show up on any sort of performance review. Check them out and see what you think.
10 Characteristics Of A Great Teacher
1. They demonstrate confidence
Confidence while teaching can mean any number of things. It can range from having confidence in your knowledge of the material being learned to having confidence that your teaching acumen is second to none. Though these two (and many other) ‘confidences’ are important the most critical confidence a teacher can have is much more general and tougher to describe than that.
Itโs the confidence that you know youโre in the right spot doing what you want to be doing and that no matter what transpires, having that time to spend with those young learners is going to be beneficial both for them and for yourself. Itโs clear to students when teachers exude this feeling. Working in schools is difficult and stressful, and also immensely rewarding.
But if youโre not confident that youโre in the right place when youโre teaching, youโre probably not.
2. They know how to take care of themselves
They know themselves–how to set boundaries. Their limits and strengths and areas for growth and when and where they need support, and when and where they can support others around them.
See also Sustainable Teaching and Is Great Teaching Sustainable?
3. They understand student motivation
Student motivation matters.
Just as each student has a different set of interests, every student will have a correspondingly different set of motivators. Many (or most) students will be able to reconcile their own outlook and ambitions with whatโs happening in the class and take motivation from that relationship. Unfortunately, some students will rely simply on external motivators. Still, worse, weโve all run into students who really canโt find a relationship between what makes them tick and whatโs happening in the classroom around them.
These students run the risk of disengaging altogether. This is where the master teacher knows each of her students and helps them to contextualize the work theyโre doing to allow the student to make a connection with something in his realm of interest. Teachers who canโt help students make this connection need to rethink whatโs going on. After all, what IS the point of work in which a student finds no interest and for which he can make no connection?
And perhaps most importantly, they don’t make learning–shortcomings, failures, etc.–punitive.
4. Theyโre people, not heroes
Yes, all teachers are heroes. Now letโs move beyond the platitude to what this really means. Some teachers still have trouble showing any sort of vulnerability or fallibility. These teachers will expend immense amounts of energy hiding the fact theyโre frustrated or, worse, unable to keep up with the incredible demands of teaching.
Why? Other teachers get tied into logical knots to avoid admitting โI have no idea what the answer to your question is.โ But teachers who genuinely connect with students are the ones who arenโt afraid to show emotions in class, who can admit that they arenโt in fact the repository of all knowledge.
Of course, nobody wants to be a wallowing, blubbering mess in class, but what better way to teach empathy than to give the students someone to empathize with when weโre having a bad day? What better way to foster collaboration and to teach that itโs okay not to know something than to say โI donโt know, letโs find that out!โ?
5. Theyโre technologically capable.
Letโs not belabor this point, after all, plenty of ink (or pixels as the case may be!) has already been spilled on this topic. As time passes, the statement โBut Iโm not very good with _________.โ(fill in the blank with any number of technological devices) sounds ever more like โBut Iโm not very good with a telephone.โ
The only time the sentiment above is acceptable is if itโs followed immediately by โโฆbut Iโm very willing to learn!โ After all, we wouldnโt accept such weak rationalizations from students regarding their work. As a profession, we lose credibility whenever we allow excuses like this to go unchallenged. Enough said.
6. They model risk-taking
We encourage our students to be risk-takers; weโd all like to be risk-takers, but letโs be honest, the nature of the beast is that many teachers are not naturally risk-takers.ย This point goes hand in hand with showing vulnerability, the teacher whoโs willing to go out on a limb, to try something new, to be ‘wacky’ in the name of pedagogy earns the respect of students, even if the snickers seem to say something different.
No matter the success or failure of the risk taken, the experience will certainly be memorable for the kids in that class, and isnโt that what weโre aiming for? After all, as the old adage goes, thereโs no such thing as bad publicity.
7. They focus on what’s important
See: Teaching What Matters: The 40/40/40 Rule
Whether itโs worrying about whoโs late to class, collecting every little piece of work to ‘gather marks’ or spending too much time lecturing to the class to ‘cover the material,’ or teaching what’s most important, thereโs no shortage of ways to distract teachers from whatโs important. Strong teachers know that things like chronic tardiness or skipping class are usually symptoms of larger issues and as such, spending precious time and energy trying to ‘fix’ the issue rarely works.ย Thatโs what administrators and counselors are for.
They also understand that efficient and effective assessment means eliminating busy work. At the same time, giving targeted, meaningful feedback and engaging the students, connecting the material to their interests and passions, is the surest way to maximize learning. Thereโs plenty of minutiae and enough CYA (Cover Yourโฆ) in education to easily get sidetracked, strong teachers keep their focus on whatโs important.
8. They focus on students, not administrators
The best teachers don’t do what they’re told.
This trait is tied in with many of the others listed above. While obviously needing to adhere to critical school and district policies while teaching in a way that isn’t directly at odds with administrators, strong teachers do their job without worrying too much about โwhat the principal will think.โ Theyโll take risks, their classes may be noisy, messy, or both.ย Their activities may ‘break’ something (usually the rules) to spark excitement or engagement.
They understand that learning is not a neat and tidy activity and that adhering too closely to rules and routines can drain from students the natural curiosity, spontaneity, and passion that they bring to school. Worrying about what the boss may think can be draining and restrictive in any job, and teaching is no exception.
In fact, the best teachers live by the code โItโs easier to get forgiveness than permission.โ
9. They inspire
Their energy, curiosity, passion, and/or mindset are contagious. They don’t have to be ‘always on’ and full of vibrancy, but people–especially students–enjoy being around them. Or at least respect them and believe they are acting in their best interest.
They inspire themselves, other teachers, students, and, when appropriate, the community where their students live.
10. They use their life experience.
Having some life experience outside the classroom and outside the realm of education is invaluable for putting learning into context and keeping school activities in perspective. Teachers who have traveled, worked in other fields, played high-level sports, or enjoyed any number of other life experiences bring outlooks other than ‘teacher’ to the profession.
From understanding the critical importance of collaboration and teamwork to being able to answer that ageless senior math question โwhen are we going to use this?โ, educators who have spent significant time and energy on alternate pursuits come to the profession with a deep understanding of where school fits into the bigger picture of life.