Highly Qualified for Successful Teaching: Characteristics Every Teacher
Should Possess
Susan Thompson
John G. Greer
Bonnie B. Greer
The University of Memphis
Abstract
This article examines the reflections of university students regarding the
characteristics of their favorite teachers from whom they were able to learn. Data
collected from the students indicates that there are twelve common characteristics that
emerged as central to what students conceptualize as good teaching. Those twelve
characteristics connect to the theme of caring for students, both academically and
personally and strengthen recent indicators for ¡°highly qualified¡± teachers. In reviewing
effective teacher research, there is a strong link between what students characterize as
good teaching and what the research reports as the traits of effective teachers. Awareness
of these traits can help preservice teachers and inservice teachers develop qualities that
are associated with effective teachers.
Introduction
In light of the No Child Left Behind law and the need for ¡°highly qualified¡±
teachers, state departments of education, institutions of higher learning, and school
districts around the country are struggling to set criteria that designates educators as
highly qualified. In a meta-analysis that focuses on empirical studies of teacher quality
and qualifications, Rice (2003) found five broad categories of teacher attributes that
appear to contribute to teacher quality: ¡°(1) experience, (2) preparation programs and
degrees, (3) type of certification, (4) coursework taken in preparation for the profession,
and (5) teachers¡¯ own test scores. Wayne and Youngs (2003) also targeted teacher quality
in their analysis of studies that examined the characteristics of effective teachers and their
link to student effectiveness. Similar to Rice, Wayne and Youngs examined ratings of
teachers¡¯ undergraduate institutions, teachers¡¯ test scores, degrees and coursework, and
certification status. They concluded that ¡°students learn more from teachers with certain
characteristics¡.Teachers differ greatly in their effectiveness, but teachers with and
without different qualifications differ only a little¡± (p. 100-101). Berry (2002) posits that
while these teacher qualities are indeed important they appear to have a ¡°singular focus
on content knowledge¡± (p.1). Highly qualified teachers must also know ¡°how to organize
and teach their lessons in ways that assure diverse students can learn those
subjects¡Highly qualified teachers don¡¯t just teach well-designed, standards-based
lessons: They know how and why their students learn¡¡± (p.2).
The literature on teacher characteristics makes a strong case for highly qualified
teachers. Having over 60 years of teaching experience among us, the authors of this
article found supporting data in a very unassuming place¡ªfrom out students. At the
beginning of each semester, we have asked our university students one very important
question: What is it about your favorite teacher that made them teachers from whom you
were able to learn? The answers are not surprising. The surprise is the consistency in the
answers over time. Semester after semester, we collected data from students enrolled in
our classes. At the beginning of a new semester, we engaged our students, all teacher
candidates, in a discussion of what characterizes good teaching and they consistently
recalled the very same characteristics year after year. These characteristics of teachers
uniformly affect students in a positive way.
After analyzing the data over time, twelve themes emerged. In our readings and
reflections about preparing teachers to create unique classrooms where students find
success, we began to see how our students¡¯ impromptu responses followed the growing
body of research about effective teaching. What researchers have spent years discovering
and writing about, our students knew already. Cruickshank, Jenkins & Metcalf (2003)
define effective teaching:
Most people would agree that good teachers are caring, supportive, concerned
about the welfare of students, knowledgeable about their subject matter, able to
get along with parents¡and genuinely excited about the work that they
do¡.Effective teachers are able to help students learn (p. 329).
Believing that a clear understanding of this data provides a meaningful addition
and depth to the understanding of ¡°highly qualified¡± for future teachers and inservice
teachers, we have identified these characteristics of favorite teachers as indispensable for
effective teaching.
The twelve personal characteristics of effective teachers our students recalled over
and over revolve around an encompassing theme of caring. All of the twelve
characteristics in some way epitomize this essential human trait. In her extensive writings
about caring, Noddings (2001) explained that caring is exemplified in a multitude of
ways including being attentive and receptive. As educators, we are responsive to the
needs and feelings of our students. Noddings writes, ¡°A caring teacher is someone who
has demonstrated that she [he] can establish, more or less regularly, relations of care in a
wide variety of situations¡[and] will want the best for that person¡± (p. 100-101). The
relationship of teacher and student, giving and receiving care, is a continuous one, lasting
over time and involving intimate and personal understanding. In addition, Noddings
connects caring with preparation and organization. Students recognize caring in teachers
who are prepared and organized. This philosophy of caring permeates the actions of
teachers our students remember best.
Norlander-Case, Reagan, and Case (1999) clearly articulate the importance of
being a nurturing teacher, calling for teachers who ¡°have the capacity to nurture those in
their care¡± (p. 53). Nurturing of students becomes a critical issue and enables students to
learn and create. Effective teachers practice pedagogical nurturing in every lesson, in
every human interaction. Supporting Noddings¡¯ theory of caring, Norlander-Case,
Reagan, and Case posit that ¡°caring is cut from many fabrics, and the teacher¡becomes
the tailor¡ªfashioning environments that are caring and that teach students to care for
their learning and for one another¡± (p.62) Examining teacher affect also provides
reinforcement of these characteristics that students find desirable in teachers. Borich
(2000) explains:
A teacher who is excited about the subject being taught and shows it by facial
expression, voice inflection, gesture, and general movement is more likely to hold
the attention of students than one who does not exhibit these behaviors. This is
true whether or not teachers consciously perceived these behaviors in themselves
(p. 25).
Research on enthusiasm of the teacher is strongly connected to student success.
(Bettencourt, Gillett, Gall, & Hull, 1983; Cabello & Terrell, 1994). Cruickshank, Jenkins
& Metcalf (2003) report that effective teachers are enthusiastic, have warmth, and
possess a sense of humor. The authors clearly link these personality traits to student
success.
How can universities and teacher educators teach their soon-to-be teachers and
those who are already in the field to be ¡°tailors¡± who are caring and nurturing? By
looking and listening and reflecting upon the words of the students themselves. We have
compiled a grocery list of 12 characteristics that when simmered together, stirred
lovingly, and warmed to perfection result in nurturing teachers who understand the
importance of caring for their students and impact student achievement.
Fairness. Every university student we surveyed listed fairness as one of the
characteristics of their favorite teachers. As humans, we possess an ingrained sense of
fair play. Whenever we are dealt with by someone in a manner that violates what we
think constitutes fairness in the situation, we react negatively. Any semblance of
favoritism, or lack of fairness, can leave scars that last a lifetime. While feelings and
competition between classmates can be intense, the memories of unfair teachers are
reported by our college students in great detail, even after many years have passed since
those negative school experiences.
Positive Attitude. Another characteristic that repeatedly appeared on our students¡¯
list of teacher characteristics was the positive attitude and approach that teachers brought
into the classroom. Borich (2000) suggests that effective teachers are those who use
¡°meaningful verbal praise to get and keep students actively participating in the learning
process¡± (p.15). Cruickshank, Jenkins & Metcalf (2003) write that effective teachers are
generally positive minded individuals who believe in the success of their students as well
as their own ability to help students achieve. As we all know, there are people in life who
are inclined to see the glass half empty and there are others who usually see it half full. It
is important to ¡°catch students doing things right¡± rather than ¡°catching them doing
something wrong.¡±. Effective teachers develop ways to remind themselves to do this, and
the impact on students can last many years. Our students often recall praise and
recognition that teachers gave them as young students, and they point to the confidence
and direction that often resulted in their lives.
Preparedness. It is easy for students to tell if a teacher is prepared for class. Even
young children know when a teacher is organized and ready for the day¡¯s lessons.
According to our informal surveys, nothing frustrates a student more than to come to
class and be assaulted by a teacher who has no idea what he or she is doing. Competence
and knowledge of the content area being taught is something that our college students
have always mentioned about their favorite teachers and is strongly supported by the
current literature. Our students pointed out that in classrooms where teachers were well
prepared, behavior problems were less prevalent. The well-prepared teacher is more
likely to be able to take time during lessons to notice and attend to behavioral matters,
and is less likely to miss the beginnings of potentially disruptive activity. If, on the other
hand, teachers have not invested sufficient time in planning and preparation, they tend to
be so focused on what they are doing that they miss the early signs of misbehavior. This
ultimately results in frequent disruption, waste of valuable instructional time, and student
frustration.
Personal Touch. Our students have always mentioned the fact that their favorite
teachers connected with them in a personal way. Teachers who convey a personal tough
with their students call their students by name, smile often, ask about students¡¯ feelings
and opinions, and accept students for who they are. Teachers who bring their lives and
stories into the classroom build trust with their students. Teachers who tell stories of
events in their own lives which relate to subject matter currently being taught, captivate
student interest and promote bonding with the students. Additionally, teachers who have
gotten close to their students have done so by finding out as much about their students as
possible. Teachers who show interest in their students have interested students.
Sense of humor. Our students fondly remembered teachers for their sense of
humor. If a teacher has a quick wit and the ability to break the ice in difficult situations
with the use of humor, this is an extremely valuable asset. According to McDermott &
Rothenberg (2000) students enjoy teachers with a sense of humor and found those
teachers made learning fun. As long as it is not at any individual¡¯s expense, good teachers
can occasionally enjoy a laugh with the class and they can also laugh at themselves.
Students recognize the strength reflected in teachers who are not threatened by foolish or
silly mistakes that they make. Since students sometimes find themselves in similarly
embarrassing situations, good teachers can provide a wonderful model for how to deal
with an embarrassing situation effectively.
Creativity. Many of our students remembered unusual things that their teachers
did in their teaching and the creative ways that they decorated the classroom or motivated
the students. For example, one teacher was remembered for an old bathtub painted green
and fill with pillows and books, designated the ¡°Reading Tub¡±. Another teacher was
remembered for an igloo that she had in the back of her room. Constructed out of plastic
bottles glued together in the shape of an igloo, it provided an enclosure into which
children who earned the privilege could go and work quietly on puzzles and word-finds.
Other teachers had large trunks in their elementary room full of dress-up clothes, offering
a fun activity for rainy days. Some teachers were remembered specifically for their
unique ways of motivating their class. One teacher had challenged the class to reach a
particular academic goal. If they did, she promised to kiss a pig. They reached the goal
and she kissed the pig!
Willingness to admit mistakes. Something that we all appreciate in others is their
willingness to admit mistakes, and it is also long remembered by students. Like
everybody else, teachers make mistakes. Unfortunately, some teachers think that their
authority in the classroom can be undermined by these mistakes and they try to let them
go unnoticed or cover over them quickly. Students quite obviously have a different
opinion. They are fully aware of the times when teachers make mistakes, especially when
they somehow suffer from them. Teachers who recognize their mistakes and apologize
for them when they affect the students provide an excellent model to give students, and a
great way to be remembered as a favorite teacher.
Forgiving. Most of us have a bad habit of labeling others, and those labels can
sometimes stick for as long as we know the person. They become ¡°lifers¡± for us, and our
interactions with these students are consistently colored by what we expect to see. All
those associated with education know that there are frequently personality conflicts
between teachers and students. It is often blamed on bad ¡°chemistry.¡± Whatever the
cause, it can have a disastrous effect on the child caught in this relationship, and can
result in a year of frustration and academic failure. Our students had plenty of memories
of teachers who ¡°had it in for¡± one student or another, but their accounts of favorite
teachers reflected a willingness to forgive students for misbehavior and a habit of starting
each day with a clean slate.
Respect. Teachers universally wish for their students to respect them. We have
found from discussions with our students that those who are given the highest amount of
respect are those who give respect to their children. Favorite teachers were remembered
for keeping grades on papers confidential, for speaking to students privately after
misbehavior or when the teacher needed some clarification, in contrast to public rebuke.
Favorite teachers were remembered for showing sensitivity for feelings and for
consistently avoiding situations that would unnecessarily embarrass students. Such
behavior is obviously appreciated by students, and according to those in our classes,
repaid with respect and love for the teacher.
High expectations. Our students often have mentioned the expectations that their
favorite teachers held for them. According to Irvine (2001) ¡°students defined caring
teachers as those who set limits, provided structure, held high expectations and pushed
them to achieve¡± (p. 6-7). Teachers with positive attitudes also possess high expectations
for success. Gill and Reynolds (1999) report that students of teachers with high
expectations learn more as teachers¡¯ expectations rise. Teachers¡¯ expectation levels affect
the ways in which teachers teach and interact with students. In turn, these behaviors
affect student learning. Generally, students either rise to their teachers¡¯ expectations or do
not perform well when expectations are low or non-existent. The best teachers were
remembered as having the highest standards. They consistently challenged their students
to do their best. Many of our students reported that they had little confidence in
themselves as youngsters. Parents or siblings had told them that they were dumb and the
children believed it to be true. When their teachers expressed the fact that they believed
in their ability, it served to energize them and encourage them to reach new heights.
Some ended up choosing careers in areas that they were originally encouraged in by these
teachers. Expectations are often self-fulfilling, and must therefore be expressed with care
and consideration. Favorite teachers apparently have a talent for doing that.
Compassion. Hopefully, school is a place where children can learn and be
nurtured in an emotionally safe environment. The reality of most classrooms, and in fact
just about any gathering of youngsters, includes a significant amount of cruelty and hurt
feelings. All insensitive, uncaring, or deliberately malicious behavior cannot be
eliminated from such situations, but a caring teacher can have a tremendous impact on its
frequency. Students have related numerous stories over the years about how the
sensitivity and compassion of a favorite teacher affected them in profound and lasting
ways. Cruickshank, Jenkins, & Metcalf (2003) report that effective teachers are
supportive of students in multiple ways and help to meet their needs for belonging and
success. These teachers were remembered for noticing when children were left out of
games on the playground and for taking action to prevent such things from happening.
Such simple actions eliminated the embarrassment that many children have to face
everyday. And from our students¡¯ recollections, it was clear that such wise behavior was
remembered vividly years later.
Sense of belonging. One thing repeatedly mentioned by our students was the fact
that they felt like they belonged in the classrooms taught by favorite teachers. They
recalled that these teachers developed a sense of family in their classrooms. A variety of
strategies, long used by teachers in the classroom, were remembered. Classroom pets,
random act of kindness awards, class picture albums, and cooperative class goals were
employed to build a sense of unity and companionship. In addition, emphasis was placed
on maintaining an emotionally safe classroom. Good teachers also took strong measures
to prevent mean and hurtful behavior like teasing and bullying. Effective teachers know
well that when children feel emotionally, as well as, physically safe, they learn far better.
Conclusion
Conversations with our students over the years have provided valuable data for
every teaching professional to consider. Students have consistently recounted stories
about teachers who exhibit similar characteristics. These twelve characteristics¡ª
displaying fairness, having a positive outlook, being prepared, using a personal touch,
possessing a sense of humor, possessing creativity, admitting mistakes, being forgiving,
respecting students, maintaining high expectations, showing compassion, and developing
a sense of belonging for students¡ª center around the theme of caring. When
demonstrated by classroom teachers, our students remembered school in a positive way.
Data supporting the twelve characteristics of favorite teachers correlate with recent
research data as to the characteristics effective teachers possess. These traits have proven
to increase student achievement. Whether one is new to the teaching profession or a
seasoned professional, working to include these traits into everyday teaching routines or
fine-tuning those already in use, will ensure that students have a positive school
experience as well as a successful one.
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