The Evolution of “Good” Teaching

What is “good” teaching? I wish I could say there was a simple answer to that question.

As a student, I thought a “good” teacher was fun and entertaining and took time to know what

was going on in my life. I was not too far off. According to findings of Garrett, Barr and

Rothman (2009), “three factors are central to students’ perceptions of a “good” teacher: the

ability to exercise authority without being overly rigid; the ability to make learning fun; and,

most importantly, the ability to establish positive, caring interpersonal relationships” (p. 506).

However, knowing what I know now as an adult and as a teacher myself, I know there is much

more to it than being fun and knowing my students, though those are both important. I have

come to realize that teachers must possess so many qualities I had not considered previously, and

are much more extensive than simply “fun” and “entertaining.” As I continue to develop and

mature as a teacher, I am sure this list of qualities will continue to change and transform. I only

hope that as I advance in my career, I will also grow and transform to possess an increasing

number of these qualities to be the type of “good” teacher I aspire to. A “good” teacher is one

who teaches by example, cares for and respects students, engages students in active learning, and

teaches more than textbook knowledge.  A “good” teacher is open to criticism, considers student

input, and is not afraid to admit mistakes and/or failure.  A “good” teacher thirsts for knowledge

and continues to expand ideas and experiences.  A “good” teacher never stops learning. This list

is by no means exhaustive, but encompasses some of what I view as the most important qualities

a teacher should possess.

Passion is an essential ingredient in “good” teaching. Teachers must be passionate about

their students, the content, and continuing education. I do not think this passion is possible

unless one truly believes in themselves and listens to their “teacher within” (Palmer, 2007, p.

30). As Palmer suggests, this inner teacher is “the voice that invites me to honor the nature of

my true self” (2007, p. 30). I do not believe it is possible to hear to this voice; much less, listen

to it, if one is not passionate about teaching. All through my undergraduate years, I was asked

what brought me to MSU, and more specifically, what inspired me to become a teacher. My

answer was not typical of a student within the college of education. I did not have a parent or

family member that encouraged me to join the world of teaching; and there was not one specific

teacher in my experience who motivated me to choose this career path. I believe it is precisely

this inner voice Palmer describes, as well as my own passions that led me to my profession.

Teachers need to be passionate about their students and “actualize caring” (McBee,

2007). A “good” teacher must be passionate about the well-being of all students in his or her

classroom and establish a healthy teacher-student relationship with each student. Not only must

teachers care about their students, they must also take time to know what the students are

involved in, learn about their family and home lives, and understand what the emotional, social,

and academic needs of each student are. McBee makes suggestions about how teachers should

reveal their passions toward students. “To care deeply and demonstrate that care, teachers must

know their students’ needs and interests” (McBee, 2007). Teachers need to be aware of what is

happening in students’ lives both in and out of school to effectively meet these needs. Though

this can be time consuming and at times exhausting, developing a caring, meaningful

relationship with students will make students more likely to respond to teaching and become

more engaged, active learners. Garrett, Barr and Rothman (2009) researched the effect of caring

teachers. In their findings, they explained, “Davidson (1999) found that students preferred

teachers who communicated interest in their well-being and in return were more attentive and

conscientious during class” (2009). This simply demonstrates students who feel cared about by

their teacher are more likely to respond positively and be more involved in the classroom, which

in turn will facilitate their academic success. These students are likely to perform better on daily

work and participate in classroom discussions. This sense of caring, as well as, “Teacher

practices that stimulate active student participation and teachers who model positive

interpersonal behavior are critical to building a sense of community among school students”

(Garrett, Barr, & Rothman, 2009, p. 506). This sense of a “caring community” (Doyle and

Doyle, 2003) can not only help the students become more successful; it can also make or break

the functionality of a classroom (Garrett, Barr and Rothman, 2009).

Caring about students will not only help them achieve academic success, it will also benefit the

teacher’s methods and strategies. Knowing one’s students will enable teachers to create a diverse

learning community and provide for students various levels of academia. Cooper explains, “[T]eachers

must not only enhance their pedagogical skills, but also build nurturing relationships with their students

and better understand their racial, ethnic and class backgrounds” (2003, p. 103). If students do not feel

cared for or respected, they are likely to respond more negatively toward both the teacher as well

as the school environment. Garrett, Barr, and Rothman conclude, “[O]ne of the most important

aspects of being a ‘good teacher’ is the ability to develop caring relationships” (2009, p. 520). A

“good” teacher creates classrooms that are “safe” spaces for students to share in knowledge and

ideas without being ridiculed or rejected. “Good” teachers know who their students are,

understand the multiple intelligences within the classroom, and honor the students’ cultures,

backgrounds, and family structures. Overall, they care.

Passion for content should also be evident in a “good” teacher’s repertoire. Whether it is

a specific subject area, social justice, or an international education, a “good” teacher should

display a passion toward some type of content. Parker Palmer explains, “Many of us were called

to teach by encountering not only a mentor but also a particular field of study. We were drawn

to a body of knowledge because it shed light on our identity as well as on the world” (Palmer,

2003, p. 26). Sharing these passions with students through our teaching is essential to assist

them in developing their own passions, as well as helping them create their own opinions and

views of the world. According to Jerelyn Thompson’s article in Education Digest, “Passionate

teachers organize and focus their passionate interests by getting to the heart of their subject and

sharing with their students some of what lies there, sharing the beauty and power that drew them

to their field in the first place” (2007, p. 63-64). Not only will this help students better

understand and identify with their teachers, it may also help them find their own passions.

Sharing interest in a specific topic or discipline will provide students with a deeper

understanding of the world around them.

For me, personally, literacy is a passion. I invoke this passion daily in my teaching. I read

quality literature with my students, and help them in choosing appropriate literature that will

evoke deeper thinking. I provide strategies students can use effectively to gain a better

understanding in their reading. My students visualize, ask questions, make predictions and

connections, infer, and synthesize as they read to enhance understanding and comprehension. It

is vital to allow students to share their own strategies, as well as personal experiences to make

reading and literacy more meaningful. It is also a great way to integrate curriculum across

subject areas and incorporate ideas and experiences that may not be familiar to all students. My

students have conversations to take their thinking deeper. I have a chart posted for them to refer

to, but this is a time for them to discuss their ideas without having to raise their hands. My

students also write daily, not only during writing instruction, but also in response to activities in

other content areas such as science and social studies. Providing students with these tools enables

them to communicate effectively as they grow and develop. It is one of my responsibilities as

teacher to develop students as both learners, as well as people. Thompson explains, “Students

need to see our passions – it gives them proof that we enjoy learning. Bonding with students rests

on what the teacher gives rather than what he or she asks of students” (2007, p. 64). It is through

my teaching of literacy that students witness my passion for their learning as well as the

importance of literacy within our lives.

Some teachers embrace social justice as a passion. Teaching with social justice in mind

will benefit all teachers and will enable them to teach diverse learners effectively. This type of

instruction will help teachers understand that, “every act of teaching is a political act” and “that

their role as teachers within a democracy is to ensure equitable delivery of education to each

child, be socially responsible by challenging the status quo and unjust educational practices”

(Ukpokodu, 2007, p. 11). This will promote anti-bias educational programs, and challenge

assumptions made by individuals within these classrooms. Bias in education can mean making

assumptions about a person based on gender, race, ethnicity, culture or special needs (Lin, Lake,

and Rice, 2008).  This bias can prohibit effective teaching, cause divisions between teachers and

their students, as well as the students’ parents, and inhibit student learning and motivation

(Cooper, 2003).  However, if challenged and reflected upon, this bias can provide teachers with

valuable tools to enhance teaching and improve student learning and understanding of the world

around them. 

Confronting bias can help teachers appreciate the backgrounds of their students, improve

development of a classroom community, and help students gain respect for one another.  If a

teacher effectively educates themselves about the cultures and backgrounds of the students in

his/her classroom, the negative effects of bias can be avoided.  This is a vital teaching practice,

no matter where teachers are located, not only if teaching in an urban public school, as Cooper’s

article suggests, but also if teaching in a rural “white” area as well.  This knowledge of students,

their family structure, and their educational and personal backgrounds will help any teacher

improve efficacy in the classroom.  It is also important for teachers to educate themselves on the

culture of the community in which they are teaching and recognize the effects that may have

upon the culture of their classroom. No matter what the gender, race, ethnicity, culture or special

needs of one’s students, instruction should be approached in the same manner—teachers are

responsible for learning about the students and their needs individually.  If this means educating

themselves on student culture and language, than that is what a “good” teacher needs to do.  In

turn, this level of familiarity with students will help teachers merge the intended curriculum with

an anti-bias curriculum and help themselves as well as their students become more socially

aware and unbiased.

It is essential to provide students with a diverse and socially just view of the world.

Without teachers to instruct in these manners, students may promote isolation or “establish

themselves as authorities, create allies, and sometimes ‘save face’ when faced with difficulties in

performance arenas such as a math lesson; or ridiculing or silencing someone” (Shaffer and

Skinner, 2009, p. 293). These harmful coping strategies could lead to harmful situations, such as

bullying and violence. “Good” teachers need to embrace social justice as an essential piece of

educational programs to “not only acknowledge that inequity is prevalent in both society and

schools,” but to, “also commit to seeking and enacting change that challenges discrimination and

benefits their students” (Cooper, 2003, p. 105). Not only does teaching in a socially just manner

illustrate passion for a specific subject area, but once again reinforces the fact that “good”

teachers must show consideration for their students both academically as well as socially and

ensure their students would “gain the knowledge and credentials needed to succeed in society

(Cooper, 2003, p. 108).

A growing trend in the world of education is the need for teachers’ passions to extend

into the area of global or international education. A “cultural competence” about the world

around us is becoming a fundamental issue within society (Lin, Lake, & Rice, 2008). This

competence should occur, not only about the cultures within a teachers’ classroom or

community, but also about global cultures. As Americans, we need to come to terms with the

fact that civilization, as we know it is expanding. Teachers need to be culturally aware and

sensitive to the global world and increase their own international education as well as that of

their students. It is not to say teachers should teach a separate subject titled “International

Education.” That is not a realistic expectation within the classroom, but the ideals can certainly

be woven into other aspects of a required curriculum. Some strategies to do this could be to

incorporate vocabulary words in other languages, make connections between history and

geography of other countries (Kagan and Stewart, 2004), provide students with cross-cultural

experiences, teach by example by showing respect for other cultures and languages, and

incorporate technology into lessons (Young, 2008).

My own passion in this area was ignited during a trip abroad to England, France,

Germany, Ireland, and Belgium. I was traveling as a student assistant for a professor I worked

for, but the global realization I gained on that trip went farther than any classroom could have

taught me. The most eye-opening experience for me was the lack of knowledge we, as

Americans, have about our own country’s history and culture. The British, French, Germans,

and Irish all have extensive histories that span thousands of years. Our country is relatively

young, and there are many Americans ignorant of the past of their ancestors. Not only do the

Europeans know the history and tradition of their own countries, they also know the surrounding

countries, as well as America. The citizens of Europe are very rooted in their histories, and it

affects their day-to-day lives, while ours is simply a class we learn about in school. We do not

take it to heart, or value the fight of our ancestors. We take our freedoms for granted. These

realizations made me want to educate my own students more fully on the history of our country

and provide them with a greater appreciation for what we have. I have also tried to provide my

students with a global history, as the rest of the world has so greatly shaped the history and

culture of our very own country. Not only has my global experience helped shape me

personally, it has also affected my teaching and the necessity to open the eyes of my students to

the rest of the world and demonstrated my passion for an international education.

A “good” teacher must not only be passionate about students and content, but also be

passionate about their own learning. Although this was a belief I have always held about myself

–I have a love of learning; it is not one I considered necessary to be a “good” teacher, until

recently. Continuing education is fundamental for teachers. “[S]tudent achievement is directly

related to the preparation that teachers receive” (Goldstein and Noguera, 2006, p. 31). Whether

this preparation occur within pre-service teacher education programs, or continuing education

experiences, it is essential for teachers to become familiar with up to date instructional practices.

The world of education is continuously changing and a “good” teacher is aware of these changes

and implements them within his or her classroom on a daily basis. Teachers can also further

educate themselves in subject areas other than their specializations, inclusive strategies, ways to

implement differentiation, ways to utilize assessments, or simply a greater knowledge in the

departmental requirements. This can be accomplished by accessing a variety of available

resources.

The easiest resource a novice teacher can utilize is veteran teachers within the school or

district about effective teaching strategies. In Fry’s article describing the effectiveness of novice

teachers, she explains the teachers who found the most success within their own classrooms,

despite the lack of teacher induction programs and support, “[T]hey actively sought advice from

veteran teachers in their schools” (2009, p.102). This collaboration with peers and colleagues

can enhance teaching effectiveness and improve a teacher’s approaches to content as well as

student accomplishment. Musanti and Pence suggest, “[T]eacher growth does not happen in

isolation, current professional development seeks to create learning communities where

participants engage in meaningful activities collaborating with peers to co-construct knowledge

about teaching and learning” (2010, p. 73). Participating in such professional learning

environments not only allows teachers to form stronger relationships and build staff morale, it

can also help teachers reduce assumptions about students, increase their own knowledge and help

enhance curriculum practices and improve teaching methods and techniques to better provide for

the needs of their students.

It can also be helpful to teachers, both novice and experienced, to receive evaluations

from their peers, taking these professional learning communities one step further. Although this

is generally the responsibility of a building’s principal, time is valuable to administrators and

they have little time to evaluate teachers effectively. The piles on their desks are never ending,

they are in the business of pleasing parents and involved in a whole world of educational politics.

It can be difficult to leave his or her office for ten minutes, let alone for an entire lesson for each

teacher within a building. Coming into my school two years ago, I anticipated begin assigned a

mentor, and having to perform formal evaluations for my principal, complete with a typed lesson

plan of what she would be observing. I pictured a discussion with constructive feedback

afterwards and suggestions for improvements. This was not the case I encountered at all. I

asked my principal if she needed to evaluate my teaching. She said she would, but it was not

until I was called into her office at the end of the year that she provided me with my evaluation.

She explained she did not do formal evaluations, but did observe my classroom. Thinking back, I

could not think of her presence for an extended period throughout the entire year! I now know

about her that she is very observant, even when coming in to ask me a question, or when walking

down the hallway. She takes mental notes and talks to you about them later. She is the type of

person that does not provide praise, but if there is a problem, you are likely to know about it.

She handles it very professionally, though and is supportive when dealing with parents and

school board members. She will talk to you privately if there is something that concerns her.

This was not something I was used to, or familiar with. I assumed she was required to perform

formal evaluations for the state, in order for me to achieve my professional certificate. I also

thought the Diocese I work for would require them. I was disappointed in the lack of support,

but luckily, the other teachers in the building are very open and helpful. We have a great rapport

with one another and I can ask them anything.

In Goldstein and Noguera’s article, (2006) they describe the Peer assistance and review

approach to teacher evaluation. This would provide another collaborative piece to building a

community of learners among the staff. The idea that a teacher would be assigned a coach, who

observes teaching, provides mentoring, and reports teacher progress to a review team primarily

consisting of teachers themselves, seems like a valuable method of support, and constructive

criticism for teachers. This type of evaluation promotes cooperation among colleagues; it also

helps develop teachers as learners, providing them with valuable feedback and reflection on their

teaching techniques. This type of evaluation serves as an additional piece of continuing

education for teachers as lifelong learners.

Another resource teachers can seek to continue their own learning experiences are

professional develop workshops and training sessions, which to some extent are likely required

for most teachers. These are frequently offered in my district by the ISD, or through the diocese,

but not often by the school I teach in. This is partially due to the lack of funding for such

programs. For the most part, we are left to our own accord for finding workshops we wish to

attend, but administration is frequently open to us attending workshops of our choice. I have

been trained in Lindamood Bell intervention through my internship school, and have attended

workshops to incorporate engineering ideals into science classes. I am also a member of a

curriculum committee for the Diocese of Marquette. We have met several times in the last year

to ensure consistency in teaching and content across the nine diocesan schools.

For me, the most valuable resource for continuing my own education has been my

involvement with Michigan State University and the ease they provide alumni with enrolling into

the Masters in Teaching and Curriculum program. MSU’s College of Education explains the

program:

“Participation in the MATC program requires a deep, dual commitment to teachers’

learning as well as to students’ learning. Our program tailors coursework to meet our

students’ individual interests while focusing on the program goals of: Engaging in critical

inquiry, Developing as accomplished teachers, and Becoming teacher leaders” (2010).

My participation in the MATC program is my current stage of continuing my own education.

Through the goals and standards of this program, I am enhancing my learning and abilities as an

effective classroom teacher. I am also demonstrating to my students the value I place in

education. Students who see their teachers embarking on a quest for knowledge will more likely

be more open to their own learning, and value learning as a priority in their own lives. “Good”

teachers teach by example.

As I continue my journey in the MATC program, I hope to not only expand my

knowledge of current practices and methods, I also hope to expand my expertise in the arenas of

literacy as well as special education to better provide for the needs of my students. Though this

was not an area of focus during my pre-service training, it is a growing field and affects students

within the general education realm, even if they are not labeled as needing “special educational

services.” In the few short years I have been teaching I have encountered several students who

do not necessarily qualify to receive special educational services, but could certainly benefit

from strategies used within a special education classroom. Without a formal special education

program in my building and a lack of funds within my school, it is not always easy to meet the

needs of my students.

My first year teaching, I had a student with autism. Not being required to take any type

of special education course throughout my schooling, I did not feel adequately prepared to have

C in my classroom at all. I did not even know C was disabled until I was looking through

student files to familiarize myself with their names and faces. I contacted the parents and met

with them to find out how to best reach their daughter. They had no suggestions – they seemed

clueless, in fact. They simply told me that I could do my best and whatever I did would be fine

with them. My school does not have special education resources. We are a Title 1 school, so she

did receive services for that, as well as occupational therapy, but there was no support for me to

teach her the rest of the day. I encouraged her to take part in the rest of the class activities, but

could not fairly incorporate her into the typical lessons of a fifth grade student. I searched my

community for resources to help me better meet her needs. I was introduced to a special

education teacher at the public school, who provided me with resources for teaching her more

effectively, but I still felt like I did not fully reach her. Her IEP was not until April, but I fought

for her to be placed, at least part time, in a resource room to be exposed to other students she

could identify with, and where she could learn life skills. I do not care if she knows how to add

fractions, but she needs to be able to grocery shop and function in society. I did win a small

battle when her parents agreed to this arrangement, but I continue to be frustrated with the lack

of special education support services at my school. I do not feel like we are effectively servicing

and meeting the needs of all of our students. Through the MATC, I hope to increase my

awareness of existing adaptations and implement them into my general education classroom to

meet the needs of students like C.

As I continue in my teaching career, I do not doubt my ideas about good teaching will

grow and change. I will continue to gain experience and understanding both through my

encounters as a teacher, as well as a student. My faith in what exemplifies good teaching will

likely be challenged. I will probably question my own knowledge, skills and abilities as a good

teacher. My hope is that through self-reflection, constructive criticism and my support groups of

colleagues, parents, administration, and friends and family, I will conquer my personal fears and

overcome obstacles to grow and further develop into the type of good teacher I aspire to become

and remember in my own life. I hope to maintain my passion for teaching, meeting student

needs, and continuing my own journey as a learner. I aspire to become the type of “good”

teacher I have described.

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