The following ten characteristics have been defined through the works of Milton Hildebrand and Kenneth Feldman. Teachers possessing all of the characteristics are considered "great" teachers by their students, colleagues, and administrators. Teachers who are strong in some of the areas and weak in others are considered fine instructors by some observers and poor instructors by others.
Presents in ways which are interesting and involving
Uses humor to help maintain attention
Reinforces every major point with a meaningful referent, example
or illustration
Relates material to the student's world
Relates the material to actual experience in real life
Focuses on learning which will remain a permanent part of one's
life and will be repeatedly used outside of school
Develops the desire to want to know
Spends time getting students "psyched-up" to
learn
Puts information across in a clear, understandable manner
Capable of reducing knowledge to its simplest components
Ties information together
Relates theory, principles, and concepts to practical application
Makes objectives available and clear
Answers questions completely and freely
Gives feedback regularly and in a manner which helps students learn
Explains criticisms
Knowledgeable in the content area
Current and up-to-date in the field
Committed to the field of specialization (reads the literature,
attends prof. meetings, etc.)
Maintains contact with colleagues in the field (on and off campus)
Can demonstrate and illustrate the important aspects, as well as
explain them
Knows the material well enough to emphasize the most important
aspects
Points out the contrasts and implications of various theories and
principles
Relates the more important facts and concepts to related fields
of study
Plans for the semester,
the unit, the week, the day's activities
Provides
a syllabus containing objectives, bibliography, assignments,
lab reports, homework, test schedule, special
requirements, grading,
guidelines
Comes to class ready to deal with the topic
Uses class time effectively and efficiently
Presents so students can see the relationships within
the material
Highlights main ideas
Uses instructional aids effectively
Summarizes to aid learning and retention
Excited about teaching...and shows it
Sincerely interested in the subject matter
Makes learning a pleasurable experience
Exudes a positive attitude toward life in general
Develops own unique style of humanism
Uses enthusiasm and excitement to improve student attitudes toward
both the subject and the instructor
Will go that extra step to get the students to do whatever is necessary
to learn
Sincerely respects students and conveys this helping, caring attitude
Makes it clear that he/she wants to help students learn
Takes the time and effort to know the students and their needs
Works with each student as an individual
Talks with students, both in and out of class
Helps students answer their own questions
Is valued for advice on other than class problems, as well as in-class
activities
Perceives student needs and keeps informed on individual progress
Uses student reaction and feedback to improve and guide actions
Accurately reads and communicates nonverbal signals
Senses when the class does not understand
Looks at students when talking to them, in or out of class -- eye
contact shows real awareness
Makes an effort to get students to know each other
Praises successful performance to motivate future learning
Uses a variety of presentation styles and methods
Breaks up each period into at least three different activities
Works with different students differently
Changes approach to meet new situations
Tries new and different ideas periodically
Constantly searching for new ideas, approaches and methods
Open to student suggestions on content, methods, and projects
Uses individuality and originality in arranging teaching-learning
activities
Has integrity and honesty in all dealings with students
Is up-front with all rules, regulations, and special requirements
with no hidden expectations
Does not change the rules without careful justification to the
students
Uses great care and fairness in grading and testing
Maintains confidentiality with students
Is willing to risk being wrong and then correct errors made
Has patience and understanding for the beginner
Demonstrates the sincere desire to teach
Makes teaching the number one priority
Accepts the restrictions and the work necessary to do the job right
Does what must be done to keep students apprised of their progress,
successes, and needs
Seeks student, colleague, and administrator feedback for improvement
purposes
Accepts criticism and suggestions as positive signs for change
Constantly looking for new and better ways to teach
Shares the best ideas with colleagues for their improvement
Obviously, it helps any teacher to have been born with charisma,
wit, warmth, sparkle, and dynamic enthusiasm. But these aren't
the only important qualities for superior teaching, and we can
capitalize upon those areas where we already have our greatest
strengths.
Students are not only motivated by enthusiasm, they are also motivated by organization, clarity, scholarship, and good techniques of classroom conduct. These are in the grasp of any instructor who really cares and truly wants to be good at teaching!
It is also encouraging to note that, even small differences are often enough to hold attention a little better or put an idea across more clearly. We simply must believe in ourselves and work at becoming the best instructor possible, considering our individual characteristics.
"Few teachers are great; probably none is great at all times. Yet, many teachers are great occasionally." (Milton Hildebrand, 1973) We need to do everything we can to make these occasional times of greatness occur more often!