What makes a great teacher?

I recently read a moving article by Stephen L. Chew, Ph.D. from Samford University, titled: The Indication of a Great Teacher. So much of what he wrote resonated with me because we share a passion for what it means to be a teacher and the impact we can have on our students. 

What makes a great teacher? I have asked this question so many times. I suspect you have, too. And I have come to believe that there are many answers. I have long been fascinated with the role of teacher. Probably because teachers have been paramount in my life, so much so that if it weren't for them, I wouldn't be here. I even explored and researched the role of teacher in both my master's thesis and doctoral dissertation. 

Although there may not be a single best way to answer the question of what makes a great teacher, I believe there are some central transcending qualities. Think about a teacher you had, you know, the one that made you feel seen and heard. Or the one that was as excited as you were when you finally grasped that difficult concept or task. Or the one you felt was always in your corner, cheering you on, knowing and believing in you when you didn't believe in yourself. The one that wouldn't accept mediocrity from you and that pushed you to be better because they knew you could. The one that, at times, you felt was the only one who truly understood you, perhaps even the only one you felt truly cared about you. Or the one that changed your life forever. Or maybe the one that exuded such passion and caring when they taught, as evidenced by their enthusiasm in class and the undeniable evidence of the time and attention they gave to everything they did because it was that important. Because you, the student, were that important.  

As teachers we have so much potential to influence students and make a difference. Research has continually shown that one of the greatest factors affecting whether a student learns or not is the teacher (Johnson et al., 2021; Opper, 2019). What students think and believe about themselves and their ability to learn is directly impacted by the teacher's communication and belief in the student's ability. Not only can we, as teachers, build confidence in our students, but how we approach the material affects student's perceptions and their level of interest. Our job is to bring the content to life in ways that engage and inspire students (Bain, 2004; Johnson et al., 2021). 

I like to say that what we do, how we do it, and who we are when we do it all matter when it comes to teaching. Being focused on our students and their learning also means creating your course, lecture, and class activities with attention and intention to create ways that support learning. It's about making the most of our actual face time with them but also being aware that we are still teaching even when we are not with them. If you don't think they are watching you or noticing, I assure you they are. So, what we do and how we do it matters, verbally and non-verbally, when we are in front of them and when we are not. 

So, take a moment and think about that teacher who affected you like no other and who influenced your life's trajectory. What was it about them that made them so influential in your life? If you ask three colleagues or friends the same question, I would bet there would be similarities and differences in the qualities of those teachers who influenced them.

If you have been teaching for a while, has there been a time when you were surprised to learn the impact you had on a student? Perhaps they came back after graduation, maybe even many years later, because they wanted you to know the important role you played in their life and successes. Or maybe you found a card slipped under your office door from a student so moved by something you shared that day in lecture that they had to tell you because you touched a tender place in them, or you blew their mind, or you validated something they needed validating. And if you have had this happen to you, isn't it astounding that it is commonly those students you would least likely think you had any impact on? That's part of the joy of teaching, at least for me. It is a delayed validation but most certainly a significant one. You never know how you impact students, but I can say that you absolutely do. And when that acknowledgment comes, it makes it all worth it -  the long hours of working at night and on the weekends preparing lectures, writing, and grading tests—the days or years of the frustrations and challenges of navigating students and the academic environment. But when it comes, it is in that moment when you know. You are doing exactly what you are meant to do. 

In Chew's (2024) article, he writes about his friend and teacher colleague who passed and the outpouring that came from those who had him as a teacher. What was evident to him is that what makes a great teacher isn't being the one who is most liked, grades the easiest, or lets students do their own thing. Rather, it is the one that pushes and challenges the student but does so with care, kindness, and a genuine dedication to helping them learn and grow - the one who sees only potential and helps the student see it, too. They may not have felt that way at the time they were his students, but they most definitely saw it after. 

During my master's research, I discovered teacher and author Parker Palmer and read his book The Courage to Teach. I believe teachers come in many forms, including authors of books. That was the case with this book. It changed my life and validated so much of how I felt about being a teacher. One of my most favorite sayings is: 

"Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher" (p. 10). 

So, whether you have been teaching for years, months, weeks, or days, I hope this piece reminds you of the wonderful potential and opportunity you have each day to guide a life, make a difference, and help someone be all they can be, just like that favorite teacher of yours did. 

References

Bain, K. (2004). What the best college teachers do. President and Fellows of Harvard College. 

Chew, S. L. (2024, July 15). The indicator of a great teacher. The Teaching Professor. https://www.teachingprofessor.com/topics/professional-growth/the-indicator-of-a-great-teacher/ 

Johnston, O., Wildy, H. & Shand, J. (2021). 'Believe in me, and I will too': a study of how teachers' expectations instilled confidence in Grade 10 students. Soc Psychol Educ 24, 1535–1556  https://doi.org/10.1007/s11218-021-09668-1  

Otter, I. M. (2019). Teachers matter: Understanding teachers' impact on student achievement. Rand Education and Labor. https://www.rand.org/content/dam/rand/pubs/research_reports/RR4300/RR4312/RAND_RR4312.pdf 

Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. Jossey Bass.