What exactly is a good (or great) teacher? (Part 5: Closing thoughts)

A good teacher is hard to define. It is even more difficult to develop formal evaluation protocols. Over the past few posts, I discussed evaluating teachers based on their ability to inspire. I've discussed evaluation based on students' test scores (a very prevalent idea today). Student evaluation of teachers has been touched on, as has teachers' own test scores and academic performance.

We've also seen how all of these fail to truly and fully evaluate a teacher.

What else could be looked at? How about peer evaluation? How about changed lives of the students? How about a continuum based on the number of students who fall asleep in class? There are strengths and weaknesses of every conceivable method, though some methods would be stronger than others.

What qualities do we look for in good teachers? The following is a list of some qualities I would want for my own children and for my students:

• a sense of duty to the students
• the willingness to let students explore
• the readiness and ability to reflect upon their own practice
• the courage to make mistakes
• the humility to say "I was wrong"
• competence in their field
• a love for reading
• the willingness to be unpopular (with students or peers) it improves justice
• a desire to refine their craft through study, research, and acquiring feedback
• a love for learning
• a belief that passion for learning is more valuable than orderliness
• the hope that students will achieve

What would you add to this list? What would you take away?




Other posts in the series:
Part 1: Inspiration?
Part 2: Test scores?
Part 3: Student evaluations?
Part 4: Grades and scores?


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Teachers need high-quality feedback

During university I changed my major to education after becoming enamored with the process of learning and acquisition I saw in children. I've been a teacher ever since. All told, including teacher training, I've probably spent over 9000 hours in the classroom, and hundreds of others in one-on-one tutoring and the like.

I don't consider myself an expert teacher. I'm always learning more about my craft (an impetus for taking this course as well). Neither, however, do I consider myself a novice teacher.

I can't speak for people of all countries, but here in the US it seems like open season on teachers. It seems increasingly common to blame teachers for the problems in US education. It seems increasingly common for people to say teachers are just people who can't do other things well, so they teach. It seems many people think they could teach just as well as any teacher in today's schools.

Some of this criticism is surely justified. There surely are many poor teachers.

Yet as Kahneman describes, people with lots of experience teaching are really the only ones who really could have adequate expertise. Teachers who've spent 20,000 hours in the classroom, for example, would in theory be much better judges of what makes for good education. Better than students, parents, legislators, etc.

Perhaps the weakness, however, is that teachers do not often get rapid, high-quality feedback. They may know a lesson "worked" or not, but may not have time to inquire of students why it worked or didn't work. If teachers are too busy, they may not have time to reflect on those lessons that went well or went poorly. Teachers rarely have other teachers observe their classes to provide feedback: perhaps once or twice a semester, and that's being generous. Standardized tests give the illusion of teacher feedback, but that's really an availability heuristic, not a true measure of teaching effectiveness.

I wonder if more feedback (welcome or not) would be effective for bettering teaching quality. I wonder if it would be valuable for teachers to be observed by colleagues on a daily basis. What other ways could teachers get rapid, high-quality feedback so as to increase expertise?
Any thoughts?

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