great-teachers

22 Qualities of Great Teachers

The struggle to be a great teacher is constant. Anyone that says they are the best teacher has flaming trousers.

We need to study continually, cramming in more activities and strategies to our repertoire. Refining our favourite activity to encompass more – or different – cognitive skills.

How do we get better as teachers? By focusing on one skill every lesson, purposefully choosing a teaching skill to work on and reflect after the lesson.

This list shows us 22 different qualities of great teachers, and splits them further into sub-sections to easily digest and integrate into your personal objective for your lessons.

 

Quality

Indicators

1.
Caring

Demonstrates
active listening

Shows
concern for students’ emotional and physical well-being

Displays
interest in and concern about the students’ live outside
school

Creates
a supportive and warm climate

2.
Fairness and Respect

Responds
to misbehavior on an individual level

Prevents
situations in which a student loses peer respect

Treats
student equally

Creates
situations for all students to succeed

3.
Interactions with 

Students

Maintains
professional role while being friendly

Gives
students responsibility

Knows
students’ interests both in and out of school

Values
what students say

Interacts
in fun, playful manner; jokes when appropriate

4.
Enthusiasm

Shows
joy for the content material

Takes
pleasure in teaching

Demonstrates
involvement in learning activities outside school

5.
Motivation

Maintains
high-quality work

Returns
student work in a timely manner

Provides
students with meaningful feedback

6.
Dedication to Teaching

Possess
a positive attitude about life and teaching

Spends
time outside school preparing

Participates
in collegial activities

Accepts
responsibility for student outcomes

Seeks
professional development

Finds,
implements, and shares new instructional strategies

7.
Reflective Practice

Knows
areas of personal strengths and weaknesses

Uses
reflection to improve teaching

Sets
high expectations for personal classroom performance

8.
Classroom Management

Uses
consistent and proactive discipline

Establishes
routines for all daily tasks and needs

Orchestrates
smooth transitions and continuity of classroom momentum

Balances
variety and challenge in student activities

Multitasks

Is
aware of all activities in the classroom

Anticipates
potential problems

Uses
space, proximity, or movement around the classroom for nearness to
trouble spots and to encourage attention

9.
Organization

Handles
routines tasks promptly, efficiently, and consistently

Prepares
materials in advance; ready to use

Organizes
classroom space efficiently

10.
Disciplining Students

Interprets
and respond to inappropriate behavior promptly

Implements
rules of behavior fairly and consistently

Reinforces
and reiterates expectations for positive behavior

Uses
appropriate disciplinary measures

11.
Importance of Instruction

Focuses
classroom time on teaching and learning

Links
instruction to real-life situations of the students

12.
Time Allocation

Follows
a consistent schedule and maintains procedures and routines

Handles
administrative tasks quickly and efficiently

Prepares
materials in advance

Limits
disruption and interruptions

13.
Teacher Expectation

Sets
clearly articulated high expectations for self and students

Orients
the classroom experience toward improvement and growth

Stresses
student responsibility and accountability

14.
Instruction Plans

Carefully
links learning objectives and activities

Organizes
content for effective presentations

Explores
student understanding by asking questions

Considers
student attention spans and learning styles when designing
instruction

Develops
objectives, questions, and activities that reflect higher and
lower level cognitive skills as appropriate for the content and
the students

15.
Instructional Strategies

Employs
different techniques and instructional strategies, such as
hands-on learning

Stresses
meaningful conceptualization, emphasizing the student’s own
knowledge of the world

16.
Content and Expectations

Sets
overall high expectations toward improvement and growth in the
classroom

Gives
clear examples and offers guided practice

Stresses
student responsibility and accountability in meeting expectations

Teaches
metacognitive strategies to support reflection on learning
progress

17.
Complexity

Is
concerned with having students learn and demonstrate understanding
of meaning rather than memorization

Holds
reading as a priority

Stresses
meaningful conceptualization, emphasizing the student’s
knowledge of the world

18.
Questioning

Questioning
reflects type of content, goals of lesson

Varies
question type to maintain interest and momentum

Prepares
questions in advance

Uses
wait time during questioning

19.
Student  Engagement

Attentive
to lesson momentum, appropriate questioning, clarity of
explanation

Varies
instructional strategies, types of assignments, and activities

Leads,
directs, and paces student activities

20.
Homework

Clearly
explains homework

Relates
homework to the content under study and to student capacity

Grades,
comments on, and discusses homework in class

21.
Monitoring Student Progress

Targets
questions to lesson objectives

Thinks
through likely misconceptions that may occur during instruction
and monitors students for these misconceptions

Gives
clear, specific, and timely feedback

Re-teaches
students who did not achieve mastery and offers tutoring to
students who seek additional help

22.
Responding to Student Needs and Abilities

Suits
instruction to students’ achievement levels and needs

Participates
in staff development training

Uses
a variety of grouping strategies

Monitors
and assesses student progress

Knows
and understands students as individuals in terms of ability,
achievement, learning styles and needs

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