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