By C.S. Krishnamurthy
‘‘When great teachers say something, they mean it. They firmly believe that it’s humans, not programs that ascertain the quality of an institution. When a student misbehaves, great teachers target to keep that behaviour from repeating. When they have high expectations for pupils, they have even higher benchmark for themselves. They habitually treat everyone with respect. They have a plan and purpose for everything, often ready with plan ‘B’. Their key teaching skills include attention, clarity, questioning, monitoring, feedback, summarising…’’
We often hear that we can learn from anyone. From effective people we learn what to do, and from ineffective people, what not to do. Teachers herein have a great role to play. We don’t forget our best teachers – those who infused in us a lasting impression, those who opened doors and altered the course of our careers.
Teachers come in varied qualities – Super, excellent, good. Of course, there are mediocre teachers and, sadly, terrible ones too. Which calibre you decide to become depends on your personal strengths, relationships, professional goals and individual priorities. Before you begin the noble profession, consider how much time and effort you can expend on your work.
Super teaching requires large quantum of physical, emotional and mental energy. For instance, the extraordinary teachers usually arrive at school early and stay late. They attend seminars, volunteer for student activities, make themselves available to students who need extra help. But don’t beat yourself up if you can’t be superlative. Being an excellent or good teacher is itself a true achievement. Not everybody can be a super teacher.
Excellent teachers enjoy their work, but they limit the amount of time and energy they commit to teaching. Good teachers do their jobs well but know their own limits. They make a clear distinction between professional and personal time. Though they deliver their best, they don’t feel obligated to save every student. By earmarking a definite work-life balance, they conserve their energy.
Teaching has existed since the first humans, showed other humans how to hunt, build a fire and cook food. Good teaching always prioritised the learner’s needs and interest first. What was beneficial to the student simultaneously defined what was right for teachers to do.
What makes them “great”?
Who are the teachers, pupils remember long after graduation? What great teachers do differently? Do principals provide leadership and support? Are today’s parents placing too many demands upon teachers? Great teachers cross many hurdles.
Teachers can ace exams in their undergraduate and graduate classes. But the difference between more effective teachers and their less-effective colleagues is not what they know. It’s what they do. What do they see when they view their classrooms and the students in them? Where do they focus their attention? What guides their decisions?
If there were just one answer, surely, we’d all have it by now. Education is complex, and so is classroom teaching. But we can try to understand what the best teachers do.
Merits of great teachers must be viewed not just based on their credentials, but on their students’ success. A student’s academic progress should be compared to his/her previous performance. By focusing on both what they do well and what they could do better, good teachers embrace grandeur.
Whether mathematicians or Biology teachers or PE instructors, the best teachers know their subjects, but they also know how to involve and challenge students and foment inspired responses. Two things for sure: Teaching matters and students can learn.
Beyond lesson plans and lecture notes, the teachers discern the subject and value human learning. The expert teacher constantly reviews her lessons, and learns without limits.
There are teachers, though far and few, who told the pupils from the outset that his/her goal was not to prepare them for, say, the biology exam, but to impart them how to think like scientists. Looking back, I’d have to commend my English professor for carving the path that led me to my writing passion.
Passion weighs
Everyone remembers “that” great teacher who made a difference. The one who went the extra mile to truly impact student lives, whose lessons carried as much significance outside the classroom as inside! Teaching is a job unlike any other. Teachers have the chance to change the world of each of their students – today and for future.
Some are absolutely phenomenal. I have read that a teacher taught fifth grade for 40 years – the teacher you wish your own children and grand children could have. When asked her how she managed to stay inspired, she replied: “This is my 41st year teaching fifth grade, but for these students, it’s the first time”. Didn’t that teacher bring her skills -especially people skills – to bear on new experiences every day? We can learn from her!
Passion is the distinguishing factor between an ordinary and extraordinary teacher. For those who do it well, teaching is not just a profession, but a passion which reflects in the lives of students.
When great teachers say something, they mean it. They firmly believe that it’s humans, not programs that ascertain the quality of an institution. When a student misbehaves, great teachers target to keep that behaviour from repeating. When they have high expectations for pupils, they have even higher benchmark for themselves. They habitually treat everyone with respect.
They have a plan and purpose for everything, often ready with plan ‘B’. Their key teaching skills include attention, clarity, questioning, monitoring, feedback, summarising…
Are passion, motivation, education and training enough? While these can be virtues to create a good foundation, super teaching requires much more than knowledge and desire to teach, such as, a grasp of leadership, conflict resolution skills, human psychology, computer literacy and the ability to think on your feet. Effective teaching is more a matter of psychology than pedagogy.
The future belongs to leaders now being taught by teachers to be lifelong learners.