Precisely what is Good Teaching?


This theme triggers many memories, in my opinion, from my earliest time in a three-room elementary school in rural Central Pennsylvania to help my high school years, my very own college experience, and my very own years in the classroom as a central school science teacher. They have probably no surprise to many of us, far too, that our memories usually are derived from our most adverse experiences to our most constructive and inspiring experiences, equally as a student and a new teacher.

There has been much said about good teaching. I have checked several journal articles or blog posts on this topic to develop common themes that may depict what exactly comprises good teaching. Also, I compared these findings having my personal experiences in public education and learning.

A foremost characteristic of excellent teaching is expert familiarity with the subject matter and education methodologies (Woolfolk, 2004). Specialist knowledge can be derived because they are a good college student making arrangements to teach and through determination to acquire the necessary material knowledge to be on the news of one selected industry. I have never experienced good teaching simply by someone with weak familiarity with subject matter information. However, specialist teachers with little specialist knowledge in the subject matter may exude expert teaching using acquired skills and knowledge in other areas such as familiarity with general teaching strategies, appropriate use of curriculum material, familiarity with characteristics and cultural record of their students, the most appropriate options in which students best discover, and overall knowledge of the typical goals of education (Woolfolk, 2004, p. 6). This technique, of course, usually takes time and knowledge.

An example of characteristics mentioned above will be supported by a position statement with the International Reading Association whereby they argue, “Every little one deserves excellent reading professors because teachers make a difference with children’s reading achievement in addition to motivation to read, ” (International Reading Association, 2000, k. 235). This position statement comes with a research-based description of the different qualities of excellent classroom examining teachers. According to the International Examining Association, excellent reading professors share several critical traits of knowledge and practice:

– They understand reading and writing progress and believe all little ones can learn to read in addition to writing.
2 . They frequently assess children’s advancement and relate reading education to previous experiences.
3. They know various ways to teach reading, when you should use each method and how to combine the methods into an excellent instructional program.
4. They feature a variety of materials and scrolls for children to read.
5. Each uses flexible grouping strategies to target instruction to individual scholars.
6. They are good studying “coaches” (2000, p. 235)

Another common theme in journal articles could be the practice of “reflective teaching” (Woolfolk, 2004; Montgomery and Thomas, 1998). Reflective lecturers think back over their everyday situations to analyze their teaching skills, the subject, motivation of the students, and they might improve upon the overall mastering process. Gore’s work (as cited in Montgomery and Thomas, 1998. p. 372) suggests that the ideas associated with reflective teaching methodology within teacher preparation go back to Dewey (1904, 1933). Gore (as cited in Montgomery and

Thomas, 1998) lists other people (Archmuty, 1980; Cruickshank, 85; Schafer, 1967; Zeichner, 1981-1982) who have acknowledged representation’s importance in preparing teachers for ongoing growth. What does reflection produce in providing teachers with the appropriate feedback by which they may turn out to be better teachers? Montgomery and Thomas (1998) remind all of us of the initial comment produced in the essay’s opening paragraph when they conducted reflecting research to answer such queries as: ‘What are the best as well as worst things a instructor can do? ‘ `What perform teachers do that helps? Things teachers do that

hurts? Precisely what advice do you have for educators? What rules would you like to can make for the teacher? ‘ Typically, the authors discovered several fundamental themes that young children defined as that which make exemplary teachers: Gentleness, caring, being familiar with, and fun-loving. These qualities are what most impression students in a positive method. In contrast to gentleness, children

mentioned that harshness and screaming make them feel small, accountable, hurt, and embarrassed. Compared with caring, children are hurt if they are not treated fairly. Additionally, what they often want almost all is to be listened to. In contrast to being familiar with it, children feel a decrease in the power to choose, to be listened to, and be understood. And then, in contrast to fun-loving and a love of life, students feel bored, and school becomes drudgery (Montgomery & Thomas, 1998).

Conversing more on the topic of a sense of humour, I can easily recall a highly skilled science teacher I had formed in high school. He confirmed a wonderful sense of humour. My science courses became fun and exciting through their antics, jokes, metaphors, and impersonations. In support of this notion, Ziv (1988) conducted two experiments concerning laughter in teaching and studying in higher education. The first research used relevant humour within a one-semester statistics course within an experimental group and no sense of humour in a control group. Eighty sixty-one

students participated, and the results showed significant differences between the two groups for group learning using humour. The second experiment must have replicated the first one, utilizing 132 students in a one-semester introductory psychology course. The scholars (all females) were separated randomly into two organizations. Humour was used in one, and the same teacher taught the 2nd group without using humour. Once again, significant differences were discovered: The group studying along with humour had higher ratings on the final exam. Signals support my experiences at school, i. e., humour in their classroom enhances interest in the topic matter and better performance through students.

The features mentioned above of good teaching reflect the actual feedback from students, outcomes from scientific studies, and representation by teachers. One more supply of input on what constitutes excellent teaching is derived from those who employ teachers, namely the school managers. What qualities do college administrators seek in potential teachers? In a 1998 research (Kesten, Lang, Ralph, and Smith (1998) conducted along with Canadian school administrators, the college district hiring preferences within a Western Canadian province were depicted. These Canadian college administrators ranked the following advantages of good teaching as requirements for hiring:

1 . Creating a positive classroom climate
second. Building/maintaining rapport with college students
3. Classroom management/discipline
four. Personal qualities (e., Gary the gadget guy., creativity)
5. Using communication/interpersonal skills
6. Planning/preparing for instruction
7. Maintaining relationships with parents/community
8. Utilizing instructional methods/strategies
9. Building/maintaining rapport with staff
ten. Using instructional skills (e. g., explaining)
11. Understanding of subject matter
12. Using evaluation/assessment procedures
13. Extracurricular function
14. Professional development
eighteen. Knowledge of core curriculum
fourth there’s 16. Record keeping/reporting
17. Multi-/cross-cultural sensitivity
18. Using computers/e-mail (Kesten, Lang, Ralph, along with Smith (1998, p. 47)

An interesting note about the differences between good female and good male teachers came from a 1993 study by Goodwin and Stevens. While they found relatively few male or female differences between male and feminine teachers, in general, the studies suggest that female professors may well place more excellent value or maybe importance on, or be interested in, enhancing students’ confidence

and encouraging student connection and class participation. Women professors also appear to be interested in seeking “outside” assistance while attempting to improve their teaching; guy professors appear to place more value on students’ critiques than females. However, most professors share comparable views about what constitutes “good” teaching and the appropriate final results of “good” teaching.

Within turning to my subjective encounters from working in public schooling for 25 years, I have to accept the importance of the affective domain name as suggested by Woolfolks (2004), Montgomery and Jones (1998), and especially Ziv (1988). I contend that excellent teaching meets the psychological needs of students at first and is a prerequisite for sound learning. If a college student does not feel important, comprehended, cared for, respected, honoured like a human being, and loved by his / her teacher, the full potential for outstanding learning will be left in the wake of unfulfilled psychological needs. Patricia Montgomery (Montgomery & Thomas, 1998) amounts it up best:

One day as I stood in line at the grocery store, I conversed with the twins behind me. I explained to them that I was a pupil studying to be a teacher. Even as we talked, I asked them, `What are the best and worst issues a teacher can do? ‘ Sarah said, `The most sensible thing is when the teacher takes on music while we work–you know, the kind without phrases. ‘ She went on to elucidate, `The worst thing is whenever she yells at us. ‘ James quickly joined in declaring, ‘The best thing is if you finish your

work and the trainer lets you go outside–you recognize, when you can just hang out and turn into accessible. The worst problem is when she throws issues. ‘
Enjoyable experience, I think, as I walked out of the retail store. Another child, who had overheard our conversation, stopped us at the door and explained, “You know that stuff with regards to yelling, you know what–it wounds my soul. ” (p. 372)


Goodwin, M. D. & Stevens, Age. A. (1993). The Affect of Gender on University or college Faculty Members’ Perceptions involving “Good” Teaching. Journal Concept: Journal of Higher Education, sixty-four (2) 166-172. Ohio Point out University Press.

International Studying Association (2000). Excellent Studying of Teachers. The Studying Teacher, 54 (2). 235-241. International Reading Association. Inc.

Kesten, C., Lang, L., Ralph, E., & Brown, D. (1998). Hiring Fresh Teachers: What Do School Zones Look For? Journal of Educator Education, 49 (1) 47-55. Gale Group: Corwin Click, Inc.

Montgomery, P. and also Thomas, J. On Transforming into a Good Teacher: Reflective Training about Children’s Voices. Log of Teacher Education. Quantity, 49 (5). 372-381 Gale Group: Corwin Press, Inc

Woolfolk, A. (2004). Informative Psychology. 9th Ed. Birkenstock boston: Allyn and Bacon.

Ziv, A. (1988). Teaching and also Learning with Humor: Research and Replication. Journal regarding Experimental Education, 57 (1) 14-18.

Glenn Schuyler

Walden University Student.

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