There is no shortage of reading on “how to be a great teacher.” The science of good teaching has been outlined by a number of now famous educational specialists such as, Madeline Hunter, Jonathan Saphier, Robert Marzano and Charlotte Danielson. Their work has become synonymous with effective teaching and their frameworks are frequently used as tools to help develop teachers.  Additionally, with  the prevalence of social media, there is now an abundance of resources available to educators on how to improve their craft. New teachers can read about the science of classroom management, creating rubrics, grading, parent communication and more. However, all teachers know that good teaching is not an easy task regardless of how clearly the elements are outlined in a book or blog post.  Persuading a group of students to do quality work is one of the most difficult jobs in the world.  Teachers need to be psychologists, social workers and nurses in order to figure out how to motivate each child. I keep this closely in mind when I walk into a classroom. In fact, the first question I ask myself when conducting an observation is, “what is the relationship between the students and the teacher? ” And secondly, “how much does this teacher focus on motivating the students?” I am looking to see if the  teacher is  just delivering content or whether he/she has considered the  learning needs of each student and planned accordingly.

The relationship between the teacher and student is primary. A positive relationship between the two helps to give the teacher insight into the child’s needs and in turn, motivates the child to learn.   Many administrators put a heavier emphasis for the teacher’s evaluation on whether a teacher is lecturing or planning a cooperative activity.  I think the greater focus should be on the student-teacher connection.  In fact, research shows that students achieve when they feel inspired and motivated to excel despite the delivery method of the content.  Achievement comes through a meaningful connection with the teacher. Students want to know that they are cared about and that they matter. Students, like all human beings, want their basic needs met.  It matters very little  whether the teacher is demanding, a hard grader, or chooses to lecture. Students will respond if they feel valued and included in the learning process. Contrary to popular belief, “think-pair-shares” are not the panacea for student achievement. The panacea is making the student feel a connection to the teacher, to the class and to their own learning. This is also what makes teaching a challenge.  Good instruction is complex because it involves emotions and human behavior. Some teachers put a great deal of time focusing on content delivery and compliance in the classroom. Truly great teachers spend a much greater percentage of time thinking about how to motivate every student and make the learning purposeful. This will lead to productive learning and a positive classroom with few issues.

Once the student-teacher relationship is well established, the next element of effective teaching is explicit instruction.  Does the teacher have an organized plan where the information presented is scaffolded and explained clearly? Whether the lesson is based on direct instruction or the inquiry method, students need to be clear about what they are expected to do.  Often, teachers don’t realize how unclear they are until students begin to ask questions about the next step. Teachers need to consistently reflect for every lesson on, “What do students need to understand and be able to do by the end of the activity?” Plus, “how I can organize the material in a clear and thoughtful way that will engage all students?”  Given that, the teacher needs to constantly check for understanding and assess if the students are grasping the task, concept, skill. Formatively assessing students is integral to student achievement and something that can often be neglected in favor of summative exams that are far less informative for the teacher.

It takes a tremendous amount of effort, planning, and reflection to be an extraordinary teacher. Even if a teacher carefully plans every lesson and follows all of the models for effective instruction, getting all students to achieve is not a guarantee. If that were the case, it would be easy to identify who will be a great teacher.   The truly wonderful teachers have a “je ne sais quoi” characteristic that is hard to explain. In fact, Malcom Gladwell wrote an article in the New Yorker, 2008 about how difficult it is to identify the right abilities for the teaching profession. Gladwell compares picking the right teacher to trying to identify who will be the next Heisman Trophy winner. It’s very difficult to predict. However, he does explain that quality teachers have a “with it” vibe. They have skills to manage the classroom seamlessly with abilities such as,  talking to one child while giving a cue to another that his/her behavior is inappropriate.  These are teachers who know their students so well, they really can see behind their head! Teachers who are “with it” relate easily to kids. They feel comfortable in the classroom and present the information in such a manner that makes students riveted to the teacher and excited about learning. This is what makes for great teaching!

In summary, there are many elements that contribute to quality instruction. However, the most critical component is building  student relationships and identifying student needs. Once that is clear, teachers can focus on the lesson design, and how to ensure students are grasping the material. In this day and age with increased technology, students need more human connection than ever. Teachers are invaluable to helping students cope with many of the new daily stressors that face them each day.  We should be providing more professional development for teachers on how to truly motivate students and diminish the focus on compliance.  The teachers who are the “Heisman Trophy” winners of the classroom are those teachers who inspire through caring connections, high expectations and well-prepared instruction that  focuses on the student’s needs before content delivery.