Traits Effective Teachers - Gordon College

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Traits of Effective Teachers

Teachers impact our learning, our development, and may even make a difference in what we

become.

Historian Richard Triana examined the autobiographies of 125 prominent Americans from the 19th and 20th centuries.

He found remarkable consistency in the descriptions these leaders gave of the

teachers whom they admired most: 1) a command of subject matter, 2) a deep caring and concern for

students, and 3) a distinctive memorable attribute or style of teaching.

Triana summarized his findings:

"I cannot emphasize enough how powerful this combination of attributes was reported to be.

These

Americans believed their lives were changed by such teachers and professors."

How does one become the kind of effective teacher that truly makes a difference in the lives of

students? What is the effective teacher? What does the effective teacher do?

What and how does the

effective teacher think?

Answers to these questions are found in the work of developmental

psychologists Jean Piaget, Lawrence Kohlberg, and Thomas Lickona, as well as the professionals who

worked to implement their theories into the classroom.

What the effective teacher is: Personal traits

Care for students was the most common personal trait I found in my research of effective teachers, while

respect for students and parents was pointed to as a necessity for effective teachers to gain credibility

with students.

? Caregivers who build their self--esteem,

? Respectful of students, as well as parents

treat them in a moral way, and help them

? Highly conscientious and resourceful.

succeed by providing opportunities for

? Communicate that they know what they are

quick successes so they can feel good about

doing and why they are doing it.

themselves and want to come back.

? Aware of themselves as moral philosophers

? Strong personal standards and continue to

and facilitators of moral growth.

be learners throughout life.

? Ability to develop trusting and respectful

classroom atmospheres

What the effective teacher does: Teaching traits.

All of the developmental psychologists agree that effective teachers encourage. Through consistent use

of positive words, actions and facial expressions teachers provide students the hope to keep striving to

learn and grow.

They also agree effective teachers ask probing questions to challenge accuracy and

completeness of thinking in a way that moves students towards their ultimate goal.

? Provides a well--planned, organized

? Uses Socratic "Why?" questions----students

classroom environment conducive to

go beyond just giving their opinions as

students' spontaneous learning.

teachers probe for the whys.

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? Models respect by speaking the language of

? Uses rules as the starting point for effective

respect in interactions with students, and

instruction and learning--not the end point.

by taking students' thoughts and feelings

Starts the year with rules for things like

seriously.

homework practicing them repetitively so

? Builds rapport with students that makes it

they can master them.

easier for them to talk about problems, be

? Serves as an ethical mentor, providing

receptive to moral guidance, and care

guidance through discussion, storytelling,

about what their teachers think.

personal encouragement and feedback.

What and how the effective teacher thinks: Intellectual traits

All of the developmental psychologists show that one of the most important intellectual traits of effective

teachers is to be life--long learners and role models for learning.

They are as much street smart, as they

are book smart.

These teachers have knowledge of their students, the school, and the community in

which they are teaching, and use this knowledge to uniquely approach each student and head off, or

solve problems, in the classroom.

They spend time with students outside of the classroom in settings

that enable them to learn about their students' passions, their dreams, and what they face each day in

order to get to school.

Their joy for learning is shown in their actions.

Those teachers who model high

expectations for themselves tend to get the same from their students.

? Constantly diagnosing each child's

? Exposes students every day to people who

emotional state, cognitive level, and

are doing a variety of things to improve the

interests by carrying a theoretical

lives of others and these people experience

framework in their heads.

a deeper fulfillment than can ever be found

? Enters the classroom prepared, feeling that

in a bank account.

they want to be there, and with the attitude

? Always learning about the human condition

that we are all going to have a solid learning

around the world.

experience.

? Knows the stage of development the

? Active learners of moral issues, with the

student is in and as a result the capability of

ability to bring them forth to students by

the student

communicating the importance of curiosity,

? Spends dedicated time developing a social

sensitivity and self--examination.

conscience by participating in activities that

can make a difference.

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Traits of Effective Teachers References

Anderson, R.S. and Guernsey, D.B. (1985).

On being family: A social theology of the family.

Michigan: Eerdmans Publishing Company.

Cawelti, G. (1999). Portraits of six benchmark schools: Diverse approaches to improving student achievement.

Arlington, VA: Educational Research Service.

Colby A., Kohlberg L., Speicher--Dubin E., and Lieberman M. (1977). Secondary School Moral Discussion Programs Led by Social Studies Teachers, Journal Moral Education 6 (2), pp.90--117.

Davidson Films, Inc. (Producer), and Elkind, D. (Director). (1991). Using what we know: applying Piaget's developmental theory in primary classrooms. [Video recording].

(Available from Davidson Films, Inc. 735 Tank Farm Road, Ste, 210, San Luis Obispo, CA.

93401).

Furth, H.G. and Wachs, H. (1974). Thinking goes to school.

Piaget's theory in practice. New York: Oxford University Press.

Hopkins, G. (2007, December 4). Character(istics) Count! ---- What Principals Look for When Hiring New Teachers. [Online]

Education World. Retrieved April 20, 2008.

Lickona, T. (1991).

Educating for Character.

How Our Schools Can Teach Respect and Responsibility.

New York: Bantam Books.

Medlock, A. and Graham J.

(2008). Giraffe Heroes Project [Online].

Retrieved April 20, 2008

Power C., Higgins A., and Kohlberg, L. (1989).

Lawrence Kohlberg's approach to moral education. New York: Columbia University Press.

Reimer J., Paolitto Pritchard D., and Hersh R.

(1990, c1983). Promoting moral growth: from Piaget to Kohlberg.

Prospect, Heights, Ill. : Waveland Press.

Schwebel, M. and Raph, J. (1973). Piaget in the Classroom.

New York: Basic Books, Inc. Triana, R.P. (1999, January 20).

What makes a good teacher[Online].

Education Week.

Retrieved

March, 2008 from the World Wide Web.

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