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Characteristics of a Good Teacher.

It can be understood through Day and Gus observations that teachers


need to encompass certain characteristics and qualities in order to be a
good teacher and stated by Felder Effective teachers appear again and
again to display certain characteristics, while ineffective teachers tend to
make the same mistakes repeatedly (Felder, 2015). The 5 characteristics
of Day and Gu (2010) outline what a being a good teacher means and
include ideas that are based on personal qualities and character traits.
They include ideas such as teachers are those who care, they must invest
themselves in their work, their sense of identity is central to their personal
ability to teach to their highest standard, they must be emotionally
involved and teachers need the ability to rebound in challenging situations
(Day & Gu, 2010). These five characteristics are important to understand
and encompass when asking what makes a good teacher as they are
based on basic character traits that should be included to become and
maintain a good teaching role and environment for students to learn and
grow in. However, this idea of what makes a good teacher is difficult to
define as discussed by Biddle and Ellena (1964) that there is not one
standard or set of rules of what defines a competent teacher. Along with
Day and Gus characteristics there is research into what can be considered
as effective teaching this can be understood through Hillenbrand, Wilson
and Dienst (1971). Their research is based on both student and colleagues
analysis of what makes an effective teacher and was divided into 5
different

categories

Organization/Clarity,

that

include

Instructor-Group

Analytic/Synthetic
Interaction,

Approach,

Instructor-Individual

Student Interaction and Dynamism/Enthusiasm (Hillenbrand, Wilson and


Dienst, 1971 p. 18). The research that was conducted allowed for an
understanding of the scale of the best and worst teachers however, it the
question of what makes a good teacher? was not asked and was up to
the students to define it terms of what is assessable for teachers. It can be
understood from this research that the ideas that make a good teacher, in
relation to the 5 categories include ideas such as clear explanations and
objectives, preparedness, thorough command of the field, discusses view

points other then their own, is energetic and dynamic, enjoys teaching
encourages independent thought and accepts criticism and is perceived
as fair and approachable by students (Hillenbrand, Wilson and Dienst,
1971). These ideas come from a variety of students and colleagues ideas,
which

are

important

factors

in

being

understood

as

having

the

characteristics of a good teacher. Through accepting both Day and Gus


(2010) 5 character traits and the research done by Hillenbrand, Wilson
and Dienst (1971) it is understood that there is a variety of traits and
characteristics to consider when practicing being a good teacher and
what comes with this. Groundwater-Smith, Ewing and Le Cornu (2015)
understand that good teaching, when it is done well is not only satisfying
but hard work as well, it is highlighted that teaching is intellectual,
emotion and also physical work which can also be understood as socially
responsible work as well. Therefore, it can also be understood that the
major characteristic that can contribute to what makes a good teacher
and this is their passion and ability to care. This can be understood
throughout the relationships teachers make with not only their students
but also their colleagues and parents as this includes the ability to listen
to students, be interested in what they say and value this also. Positive
interpersonal skills highlight the ability to be a good teacher due to the
fact that if you a correctly and effectively communicating with students
then your lessons and classroom are positively impacted as it gives you
the ability for you to address the diversity throughout the classroom.
When discussing the characteristics of a good teacher and the practices
that come with this it understood that Day and Gus list of character traits
are an example of the personal qualities desirable in a teacher. However,
the National Professional Standards for (Graduate) Teachers are a broader
analysis of what is expected of all teachers within Australia. These
standards are set under 3 different categories of Professional Knowledge,
Professional practice and professional engagement which each relate to
different ideals that teachers must follow. The characteristics of what
makes a good teacher are reflected in the national standards in a number

of ways however also create a distinction between the ideas. The most
relatable characteristics are the first three ideas of Day and Gus (2010)
due to the fact that these are all based around empathy towards the
learner and both the technical and personal capabilities of a teacher is
understood throughout standards 1.2 and 1.5 and also 2.1 and 2.2. The
idea that teachers are those who care is reflected throughout the
standards especially within the professional knowledge, standards 1 and 2
and the professional practice, standards 3 and 4. The third character trait
of Day and Gus (2010) is that a teachers identity and agency are
reflected and fundamental to their own ability to do their best, this is also
suggested throughout the national standards as an undertone of the
character traits necessary to being a good teacher. However, the
national standards are rather broad when it comes to defining what is a
good teacher an are based on the necessary standards that need to be
met as a teacher and the technical idea that graduate teachers need to
learn to employ within their classroom. It can be understood that if you
dont encompass the character traits from Day and Gu (2010) then it is
difficult to obtain and meet the standards that are set. This is due to the
underlying ideas that a teacher needs to be caring and address the
expectation that Day and Gu set, this is especially understood within the
fourth and fifth character traits from Day and Gu (2010) that suggest in
order to be a good teacher then teachers must be emotionally stable and
reliant on their own emotion to connect this with knowledge and that idea
that teacher require hopefulness, resilience and the ability to bounce
back. Although these two personal traits do not necessarily relate to the
national standards it can be understood that in order to meet all of the
standards set for graduate teachers these character traits need to be
addressed. It can also be understood that Standard 4 in the national
framework, a it is based upon creating and maintain a safe environment
within a classroom and wider school community overlaps throughout Day
and Gus (2010) character traits as the underlying message is to ensure
safety and wellbeing of the children that are taught. Therefore, it can be
comprehended that the character traits that create and maintain the role

of a good teacher are necessary in addressing and fulfilling the National


Professional Standards for Graduate Teachers.
With reference to the first journal written in week one of the Professional
Experience and Reflection 1 course (see appendix 1) it can be understood
that the areas of strength when first starting the program are based more
on the character traits discussed by Day and Gu (2010) however, can be
related to certain national standards. This is due to the fact that my
answer to the question of what makes a good teacher relates to the ideas
hat a teacher needs to be caring and passionate for their job while
bettering the student learning from acknowledging the difference within
the student diversity. I believe I addressed standard 1 within my journal
entry as I think knowing students and their strength, weaknesses,
differences and learning styles is important to being able to teach
effectively to all students. I also feel this is Standard 1 is the most
consistent with Day and Gus character traits. My answer within the
journal was based on the personal qualities I assumed teachers should
have when starting out as a graduate teacher in the workplace and
therefore there may be implications for myself as a teacher. This can be
understood through the fact that I did not address certain ideas that are
necessary to meeting the national standards. The areas I would add to
improve myself as a good teacher includes complying with the ethical
and legal aspects of teaching in all areas, this relates to the standards in a
number of ways as this is the basis for being a good teacher and being
assessed to meet the standards set especially standard 7.1 and 7.2. This
is an important point as Groundwater-Smith (2015) states society has a
right to consider that its teachers are honest, fair, trustworthy and
committed professionals who recognise and respect the human dignity of
those with whom they deal, this statement refers to the importance of
being ethical within a teaching role.

I also need to add that I must to

further my skills and knowledge of the content and curriculum to ensure I


am meeting standards 2, 3 and 5. The characteristics and attitudes
discussed throughout the course include ideas based around being Open

minded, responsible and wholehearted which I agree are necessary in


being a good teacher and need to be embraced in order to meet any of
the

standards.

also

need

to

address

the

need

for

behavioral

management and understand and be aware of the level of physicality


necessary to control a class while complying with standard 4, to maximize
safety. The behavioral management of my class needs to be concentrated
on to meet standards 4.2, 4.3 and 4.4. The idea of a digital footprint also
needs to be addressed to comply and meet standards 2.6, 3.4, 4.5 and
7.1. My professionalism, although I believe is an important aspect to being
a teacher, I did not touch on within my journal needs to be addressed to
meet stands 6 and 7. This is important to maintain a good relationship
with my colleagues which can further my teaching abilities through listen,
learning and understanding what and how different teachers employ the
ideas discussed in the standards. I think as a graduate teacher this is an
extremely important aspect that needs to be considered when starting
placements and a full time job in a classroom, as there is so much to learn
from others.

References
Australian Institute for Teaching and School Leadership (AITSL), 2015,
Australian Professional Standards for Teachers, Australian Government,
Viewed 1st April 2015.
<http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/domain-of-teaching/professional-knowledge>
Biddle, B.J and Ellena W.J, 1964, Contemporary Research on Teacher
Effectiveness. New York: Holt, Rinehart and Winston.

Day C and Gu Q, 2010, The New Live of Teachers, Teacher Quality and
School Development, Taylor and Francis.
Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2015) 5th ed. Teaching:
Challenges and Dilemmas, Melbourne, Cengage.
M. Hildebrand, R.C. Wilson, and E.R. Dienst, Evaluating University
Teaching. (Berkeley: UC Berkeley, Center for Research and Development in
Higher Education, 1971)
Richard M. Felder, Characteristics of Effective Teachers, Stanford Teaching
Commons, North Carolina State University and Rebecca Brent, Education
Designs, Inc.

Appendix 1.
First Journal Entry, Hannah Knight
Week One, 5th March 2015.
I believe that good teaching is based on forming goo relationships with the
children within my placement classroom and future classes. This is helpful

to understand the backgrounds of the children, some of the barriers or


difficulties different children may face and the overall learning capabilities
and styles of the children. Understanding this can all lead to a
comfortable, happy and safe environment for both me as a teacher and
the students as learners. Good teaching is also based on understanding
the individual children within the class and the difference and similarities
they share within each other and my style of teaching. This creates a
diverse environment to learn in and with the differences it is important to
employ a variety of teaching strategies to support and connect with
children to ensure they are learning at the best of their abilities. Good
teaching can be understood in a number of different ways including their
knowledge of the content and how this is taught to the children and how
they retain this knowledge. The content is also important in understanding
the relevance and ensuring children can connect this with everyday life to
further their abilities and grow. The connection between children and
teacher is also very important as understanding the individualities of the
children allow for a connection and rapport to be build which ensure trust,
which is essential within a classroom and school environment. The
characteristics I find important when discussing what it means to be a
good teacher include a friendly, open and energetic manner and
personality, a passion for their work and the children, having a knowledge
of the content but also be willing to learn and better themselves to be the
best they can be.

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