good teaching essay

What Is Good Teaching?

Over the past two years, I talked with veteran educators across the country as I tried to answer this question.

Editor’s Note: In 1988, a teacher most commonly had 15 years of experience. In recent years, that number is closer to just three years leading a classroom. The “On Teaching” series focuses on the wisdom of veteran teachers.

R enee Moore still remembers the young man who changed the way she taught. It was 1999, and Moore was teaching at the nearly all-Black Broad Street High School in the rural town of Shelby in the Mississippi Delta. The 17-year-old who walked into her 10th-grade English class excelled in math but had never been taught how to write a proper sentence. He had spent nine years in separate classrooms for students with disabilities; looking back, Moore thinks he had undiagnosed dyslexia. The young man and his mother asked Moore if he could join her class for students without special needs; he was determined to earn a diploma.

Moore agreed, and in his first few weeks the student sat quietly on the far side of the room. As she spent time with him after school, she noticed that when the subject turned to sports or his family, he became animated. When she encouraged him to write about these interests, his engagement increased, and his sentences grew longer and more complex. Moore also knew that students from special education or “remedial” classrooms often internalized a damaging self-view that they somehow lacked intellectual competence. So Moore tried a new tactic: She recorded her conversations with her student, and then asked him to transcribe his own words—without worrying about grammar or punctuation. Once the student saw evidence in the transcripts for his capacity for unique ideas and analysis, his intellectual pride grew, and Moore could leverage it to teach him grammar and composition. Two years after he walked into her classroom, he moved into 11th grade, and eventually he passed the state’s exit exam and became the first of his six siblings to graduate with a high-school diploma.

“This young man taught me the power of getting to know your students well enough to teach,” Moore , who has now been teaching for 30 years, told me. “We’re shuffling kids through a system designed on a factory model, and we often give up too soon, because they don’t get to ‘grade level’ by the time the system says they should. When they don’t, we say they’re not ready to learn or are hopeless. But they are just not on our schedule; it has nothing to do with their innate potential or ability.”

In the past two years, as I traversed the country to report for The Atlantic ’s “ On Teaching ” project, nearly every veteran educator I encountered shared success stories similar to this one—and reflected on what effective teaching actually involves. American public schools are going through a consequential transformation: The majority of Baby Boomer teaching veterans—who just over 15 years ago constituted more than half of the teaching force—have retired or will retire in the next few years. “On Teaching” aimed to collect the wisdom of some of the nation’s most accomplished veterans to find out what has helped them bring out the best in their students. The 15 teachers I got to know closely—from rural Oklahoma to Mississippi, subarctic Alaska to suburban Arizona, California, Texas, Kentucky, and Michigan—told me that effective teaching depends on paying attention to students as individuals, addressing their needs with cultural sensitivity, and seeking the active support of peers. But they also told me that their capacity to teach successfully has been weakened by misguided, top-down policies, chronic funding cuts to public education, and growing structural inequities . To do their jobs fully, they said, they need basic resources—and they should be viewed as experts on what their students need.

Read: What if teachers didn’t focus so much on individual achievement?

L ike all of the teachers I interviewed, Moore made a practice of seeking feedback from her students. In 2000, she embarked on a research project examining best practices for teaching English, and gave students a survey asking “What makes a good English teacher?” Students said they learned best when teachers saw and heard them as individuals, helped them understand their strengths, and connected what they were learning with their future ambitions. Students also noted what didn’t work: teachers who focused on their weaknesses (coming to class late, not turning in an assignment, filing a draft with grammatical errors) rather than on their efforts (coming to class despite personal challenges, working hard in the classroom, participating in discussions, developing original ideas in their messy drafts). The students also talked about teachers who never bothered to learn how to pronounce their names correctly, or gave bad grades without properly explaining why.

Moore’s research also uncovered teaching methods—including those used by successful Black teachers in the Sout h —that contradicted what she’d learned in her teaching program. “Direct instruction” or short lectures, for instance, were often discouraged in favor of self-directed learning. But Moore found that “breaking things down” through these mini-lectures—along with call-and-response exchanges to assess comprehension—was helpful for many of her students.

By the end of the year-long project, Moore concluded that being a good teacher doesn’t come from following a rigid list of the most popular evidence-based tools and strategies; it comes from a teacher’s commitment to knowing and respecting students and their families. When I talked with Moore in her office at Mississippi Delta Community College in March 2019, where she has taught English to high-school and college students since 2005, she said she’s often asked “What’s the best practice?” Her answer: “What matters the most is building a personal connection with your students, and then it’s the daily commitment to bringing in well-considered, purposeful practices and working child by child.”

“Working child by child” means first listening to students express themselves in the class, in their assignments, and in the hallway. “Every time a student does an assignment, they are communicating something about their thinking,” Pirette McKamey, a veteran high-school English teacher, told me . “There are so many opportunities to miss certain students and not see them, not hear them, shut them down.”

As a teacher at Mission High School in San Francisco (where she now serves as principal), McKamey used her commute home each day to replay her observations of students. She noted, for example, any body language that might indicate disengagement, like expressionless faces, or heads on desks. She also measured signs of engagement, such as a spontaneous discussion about an assignment or a student going beyond her requirements. The next morning, McKamey would get up at 5 a.m. to synthesize what she’d observed, and adjust her lesson plans for the day ahead. These twin processes—developing relationships with students and reflecting on practice—are most essential to good teaching, according to the educators I spoke with.

Teaching, McKamey told me, is an ever-changing practice that must respond to students’ needs in the moment. Though she’s familiar with national debates on how best to teach writing—with some educators emphasizing the mechanics of sentence structure and building vocabulary, while others maintain that expressive writing rooted in personal history is more effective—she doesn’t see these as “good” or “bad” strategies; their value depends on how the pieces fit together to respond to students’ needs at a specific moment in time.

Read: The art of teaching writing

T he educators I met told me they prize learning from other teachers , as well as from their students. When they struggled—and all of them told me they did—they conferred with colleagues at the school or teachers in professional associations or online communities. And together, these teacher groups acted intentionally to identify the challenges students were facing and come up with personalized plans.

Between 2000 and 2005, for instance, Moore and her colleagues worked together to design a “quality enhancement plan” for their schools. They surveyed their colleagues, asked them to describe their strengths and weaknesses, and hired outside coaches to address gaps in skills. They combed through classroom assessments, grades, test scores, and other data to identify challenges and design action plans to overcome them. Teachers met with their students, and their family members or mentors, to create “personal learning plans,” including the projects students would complete in the course of a year. Within a few years, Moore said, standardized test scores, graduation rates, and outcomes on written and oral exams improved.

When teachers can plan intentionally, their lessons are more likely to be culturally specific, speaking to the realities of their students’ lives. In Mesa, Arizona, a former high-school English teacher, Judith Harper , has worked with other teachers to help students grow their public-speaking, interviewing, and college-essay-writing skills—which were in high demand among Harper’s students, many of whom were coming from working-class and Latino families who didn’t always speak English at home. In San Francisco, McKamey co-founded the anti-racist teaching committee at Mission High in 2005 to better serve their Black and Latino students. Their work increased the numbers of Black and Latino students in advanced and honors courses, improved the quality of written assessments, lowered suspensions, and raised graduation and college-enrollment rates. And Rebecca Palacios —an early-childhood educator in Corpus Christi, Texas, for 34 years before she retired—collaborated with her peers to create a program that coached the largely Latino parents of her 4-year-old students on how to help their children develop strong reading skills at home. That teacher-led reform cost only $2,000—much cheaper than many state or district interventions, which often replace entire curricula.

These efforts were driven by teachers who often had to work below the radar of education officialdom—a parallel universe working in the shadows of their school’s formal structures and reform plans. But they constantly faced disruptions and challenges from the educational directives raining down on them.

Moore remembers that when the No Child Left Behind Act was enacted in 2002, the teachers at her school received letters from superintendents asking them to stop assigning presentations and research papers to English seniors—and to use that time instead to prepare students for tests. Once, an outside consultant arrived, armed with a large binder that included a curriculum and step-by-step instructions on how to teach it. “The materials were neither culturally appropriate nor intellectually challenging enough for our students,” Moore told me. “I used the book to prop up the aging air-conditioner unit in my room. When our test scores went up, the consultants took credit for it.”

Around the same time, in Nome, Alaska, Josephine Tatauq Bourdon— an Inupiaq elementary-school teacher for 30 years—was working to integrate her school’s typical Western curriculum (centered on the culture and history of white colonial settlers and their descendants) with aspects of a traditional system of Inupiaq education . But the curriculum was slowly eroding from the increased pressure to improve scores in math and reading. Material that centered on developing responsibility and connection with nature was gradually replaced with curriculum developed by non-Native teachers in other states. In 2015, Bourdon says, a new administrator mandated the adaptation of the “ Kagan Cooperative Learning ” model for increasing student collaboration—even though the lesson plans Bourdon and her colleagues crafted were already promoting collaboration, as well as counteracting the legacy of colonial education that contributes to the erasure of Native languages and culture.

“It’s always an attempt to hijack the effort by the teacher to think about education,” McKamey reflected on these sorts of directives. The only thing she hasn’t seen, she said, is a sustained and adequately funded commitment to empowering teachers to lead improvement efforts themselves, one student at a time. Moore feels the same way; in 2001, when she traveled to Washington, D.C., to receive the Mississippi Teacher of the Year award, she found that the other award-winning teachers shared the same insight: Being a good teacher often means hiding what you are doing behind closed doors, or actively resisting policies that demand “sorting” of children into “high-achieving” and “problem” students rather than working with each student as an individual. “Isn’t that a sad commentary,” she said, “that to be a really good teacher, you have to work under the table or be subversive?”

Read: Learning from Black educators

Even beyond top-down directives, the greatest obstacles for the teachers I spoke with were budget cuts that left them without the time or resources to teach most effectively. In the U.S., junior-high-school teachers spend an average of 28 hours a week teaching students directly, which leaves less time for collaborative efforts to improve their methods and plans. In contrast, junior-high-school teachers in Singapore spend about 18 hours a week teaching, and in Finland, about 21 hours, using many of their remaining paid hours to improve their teaching, according to the Organisation for Economic Co-operation and Development . In Mesa, where Harper teaches, the typical class size has grown from about 22 students in 2000 to around 30 or more in recent years. Many of the support staff, such as counselors, nurses, and librarians, have been cut, further increasing teachers’ workload and leaving them even less time for those individualized learning plans.

That shortage of time and resources is difficult for many teachers, but it hits predominantly Latino, Indigenous, and Black schools especially hard. The Title I program, a federal initiative created in 1965 to equalize funding disparities, is broken: A 2016 investigation by USA Today found that 20 percent of Title I money ends up funding relatively affluent school districts. In 2015, only 11 states sent extra resources to high-poverty schools—down from a high of 22 in 2008. A recent report by EdBuild found that districts primarily serving students of color got $23 billion less in funding than white districts with the same number of students from 2016 to 2020. Meanwhile, as the government has retreated from integration policies, public schools have become even more racially segregated .

The teachers I spent time with in the past two years frequently succeeded at reaching their students and inspiring them to learn, despite working in schools that received far fewer resources than their counterparts in the more affluent public schools. But over the course of the past three decades, they told me, this work has become much harder, especially since the passage of No Child Left Behind and its 2015 successor, the Every Student Succeeds Act. The goal of these policies was more targeted support for historically marginalized students, and more transparency in the results of that support. But the educators I spoke with told me the reality was frequent, disruptive interventions, alarming losses of Black educators , and curriculum that largely prioritizes teaching low-level skills through test prep .

Looking to the future, Moore and other veterans called for some basic improvements—like putting more money into basic necessities such as functioning air-ventilation systems and computers in underfunded schools—but they also envisioned a radically new structure for public education. That structure would value holistic data—like exams graded by teams of teachers, or surveys of students and parents—as well as diverse teaching traditions, including largely overlooked models developed by successful Black and Indigenous teachers. It would support professional peer networks rather than emphasizing drop-in consultants. And it would allow accomplished veterans to teach fewer classes, so they could coach struggling teachers and lead research and reform efforts in their own schools and districts.

Moore summed up the consensus among nearly all the veteran teachers I spent time with for the “On Teaching” project: “The people who set the policies for how we do education are not the people who do education, and the very best teachers are rarely invited to help shape the policies or the structures.”

The “On Teaching” project would like to thank the members of its advisory board for their support: Prudence L. Carter, Larry Cuban, Christopher Emdin, Pirette McKamey, Josè Luis Vilson, Diane Tavenner, Alex Kotlowitz, and Sarah Carr.

This article is part of our project “On Teaching,” which is supported by grants from the William and Flora Hewlett Foundation, the Spencer Foundation, the Bill & Melinda Gates Foundation, and the Panta Rhea Foundation.

Essay on Teacher for Students and Children

500+ words essay on teacher.

Teachers are a special blessing from God to us. They are the ones who build a good nation and make the world a better place. A teacher teaches us the importance of a pen over that of a sword. They are much esteemed in society as they elevate the living standards of people. They are like the building blocks of society who educate people and make them better human beings .

Moreover, teachers have a great impact on society and their student’s life. They also great importance in a parent’s life as parents expect a lot from teachers for their kids. However, like in every profession, there are both good and bad teachers. While there aren’t that many bad teachers, still the number is significant. A good teacher possesses qualities which a bad teacher does not. After identifying the qualities of a good teacher we can work to improve the teaching scenario.

A Good Teacher

A good teacher is not that hard to find, but you must know where to look. The good teachers are well-prepared in advance for their education goals. They prepare their plan of action every day to ensure maximum productivity. Teachers have a lot of knowledge about everything, specifically in the subject they specialize in. A good teacher expands their knowledge continues to provide good answers to their students.

Similarly, a good teacher is like a friend that helps us in all our troubles. A good teacher creates their individual learning process which is unique and not mainstream. This makes the students learn the subject in a better manner. In other words, a good teacher ensures their students are learning efficiently and scoring good marks.

Most importantly, a good teacher is one who does not merely focus on our academic performance but our overall development. Only then can a student truly grow. Thus, good teachers will understand their student’s problems and try to deal with them correctly. They make the student feel like they always have someone to talk to if they can’t do it at home or with their friends.

Get the huge list of more than 500 Essay Topics and Ideas

Impact of Teachers on a Student’s Life

Growing up, our parents and teachers are the first ones to impact our lives significantly. In fact, in the younger years, students have complete faith in their teachers and they listen to their teachers more than their parents. This shows the significance and impact of a teacher .

When we become older and enter college, teachers become our friends. Some even become our role models. They inspire us to do great things in life. We learn how to be selfless by teachers. Teachers unknowingly also teach very important lessons to a student.

For instance, when a student gets hurt in school, the teacher rushes them to the infirmary for first aid. This makes a student feel secure and that they know a teacher plays the role of a parent in school.

In other words, a teacher does not merely stick to the role of a teacher. They adapt into various roles as and when the need arises. They become our friends when we are sad, they care for us like our parents when we are hurt. Thus, we see how great a teacher impacts a student’s life and shapes it.

{ “@context”: “https://schema.org”, “@type”: “FAQPage”, “mainEntity”: [{ “@type”: “Question”, “name”: “Why are teachers important?”, “acceptedAnswer”: { “@type”: “Answer”, “text”: “Teachers are the building blocks of a nation. They are responsible for making thousands of people educated. Teachers push us to do better and succeed in life.”} }, { “@type”: “Question”, “name”: “What makes a good teacher?”, “acceptedAnswer”: { “@type”: “Answer”, “text”:”A good teacher is one who is well-prepared. They always care for their students even outside the classroom. They instill good values in them and teach them subjects efficiently.”} }] }

Customize your course in 30 seconds

Which class are you in.

• Travelling Essay
• Picnic Essay
• Our Country Essay
• My Parents Essay
• Essay on Favourite Personality
• Essay on Memorable Day of My Life
• Essay on Knowledge is Power
• Essay on Gurpurab
• Essay on My Favourite Season
• Essay on Types of Sports

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Download the App

• Our Mission

Good Teaching Is Not Just About the Right Practices

In a series of interviews with master teachers, a reporter finds that certain intangible qualities matter more than the best tactics. 

Good teaching isn’t about following a “rigid list of the most popular evidence-based tools and strategies,” veteran high school English teacher Renee Moore tells Kristina Rizga for The Atlantic ’s On Teaching series. The most effective teaching tools, Moore suggests, are intangible qualities that directly address the fundamental human needs of a diverse classroom community—traits like empathy, kindness, and a deep respect for the lives and interests of individual students.

Working from a place of caring, Rizga reports, the best teachers establish deep connections with students, and then build up to a “daily commitment to bringing in well-considered, purposeful practices and working child by child.” For master teachers, then, the person precedes the pedagogy—and finding the right mix of practices, at least to some extent, is contingent on knowing what each child needs.

Rizga travelled across the country for two years for the series, interviewing some of America’s most accomplished veteran teachers in an effort to collect their wisdom and discover “what has helped them bring out the best in their students.” The result is an edifying collection of stories that touch on issues from race and culture to advice about how to teach remotely.

We pulled out some of the most constructive, foundational ideas that informed teacher mindsets through decades of work in the classroom, and helped them inspire even the most reticent students to grow and learn.

WORKING CHILD BY CHILD

Part of getting to know students, says high school English teacher Pirette McKamey, involves watching and listening as students speak in class or in the hallway, and observing how they express themselves in their work. “Every time a student does an assignment, they are communicating something about their thinking,” says McKamey, who is now the principal at Mission High School in San Francisco. “There are so many opportunities to miss certain students and not see them, not hear them, shut them down.”

It also means finding opportunities to connect with each child individually. Moore recalls a 17-year-old student who, in spite of excelling in math class, struggled with writing in her English class. After spending time with the child after school, she found he lit up when discussing sports and family—subjects she encouraged him to write about, resulting in more complex, lively writing. She also recorded their conversations and asked the student to transcribe the recordings—without worrying too much about spelling and grammar—an exercise that allowed him to see proof of his “capacity for unique ideas and analysis,” and opened the door for Moore to begin teaching him grammar and composition. The student became the first of his six siblings to graduate with a high school diploma.

The experience “taught me the power of getting to know your students well enough to teach,” says Moore, illuminating the powerful but not always intuitive connection between relationship-building and improving academic outcomes. Instead of designing pedagogy around individual student needs, “we’re shuffling kids through a system designed on a factory model, and we often give up too soon, because they don’t get to grade level by the time the system says they should. When they don’t, we say they’re not ready to learn or are hopeless. But they are just not on our schedule; it has nothing to do with their innate potential or ability.”

When Moore surveyed her students for a research project in 2000 about best practices for teaching English, students confirmed what she’d long suspected: They learned best when teachers “saw and heard them as individuals, helped them understand their strengths, and connected what they were learning with their future ambitions.” When, instead of recognizing and supporting student effort, teachers focused on minor issues like lateness or poor grammar, students reported feeling discouraged.

REFLECTING ON CLASSROOM PRACTICE

Finding time and head space for reflection—especially after teaching all day, grading assignments, fielding student and family queries, and preparing for the next day’s lessons—is challenging but absolutely essential to good teaching. It’s also not just about reflecting on your pedagogy.

McKamey got in the habit of spending her commute going over what she’d observed about each student that day. “She noted, for example, any body language that might indicate disengagement, like expressionless faces, or heads on desks,” writes Rizga. She also tracked student engagement, going over in her mind instances when she saw, for example, students chatting spontaneously about assignments, or doing extra work. “The next day, McKamey would synthesize what she’d observed, and adjust her lesson plans for the day ahead.”

LEARNING FROM COLLEAGUES

When thinking about productive relationships, teachers should think laterally too: acknowledging and tapping into the strengths of colleagues was a trait of master teachers. Peer networks allow educators to learn from each other, enrich their practice, and access a valuable support network that helps teachers feel connected and more likely to stay in the field.

For many seasoned educators, peer networks are “the main mechanism for transferring collective wisdom and acquiring tacit knowledge that can’t be learned by reading a book or listening to a lecture—skills such as designing a strong lesson plan with precise pacing, rhythm, and clear focus, for instance, or building positive relationships among students,” Rizga writes in another piece in the collection.

“When they struggled—and all of them told me they did—they conferred with colleagues at the school, or teachers in professional associations, or online communities. And together, these teacher groups acted intentionally to identify the challenges students were facing and come up with personalized plans,” Rizga reports.

THE VALUE OF TEAM PLANNING

When teachers were able to share insights and intentionally plan together, they collaborated across academic subjects in new and creative ways, Rigza writes, coming up with valuable lessons and programs that were “more likely to be culturally specific, speaking to the realities of their students’ lives.”

Former high school English teacher Judith Harper, for example, worked with her teaching colleagues in Mesa, Arizona, to help boost students’ public speaking, interviewing, and college-essay-writing skills.  Many of her students came from “working-class and Latino families who didn’t always speak English at home,” and building these skills opened up new opportunities for them. Rebecca Palacios, an early-childhood educator in Corpus Christi, Texas, worked with her teaching colleagues to launch a coaching program to help the Latino parents of her preschool students learn how to support their children’s reading skills at home.

What makes a great teacher?

by: The GreatSchools Editorial Team | Updated: December 12, 2023

Print article

What makes a great teacher? Teaching is one of the most complicated jobs today. It demands broad knowledge of subject matter, curriculum, and standards; enthusiasm, a caring attitude, and a love of learning; knowledge of discipline and classroom management techniques; and a desire to make a difference in the lives of young people. With all these qualities required, it’s no wonder that it’s hard to find great teachers.

Here are some characteristics of great teachers

• Great teachers set high expectations for all students . They expect that every student in their class can and will achieve, they set big goals , and they don’t give up on underachievers.
• Great teachers have clear, written-out objectives. Effective teachers have lesson plans that give students a clear idea of what they will be learning, what the assignments are and what the grading policy is. Assignments have learning goals and give students ample opportunity to practice new skills. The teacher is consistent in grading and returns work in a timely manner.
• Great teachers are prepared and organized. They are in their classrooms early and ready to teach. They plan “exhaustively and purposefully… and maintain focus .” They present lessons in a clear and structured way. Their classrooms are organized in such a way as to minimize distractions.
• Great teachers engage students and get them to look at issues in a variety of ways. Effective teachers use facts as a starting point, not an end point; they ask “why” questions; they look at all sides and are objective ; and they encourage students to predict what will happen next. They ask questions frequently to make sure students are following along. They try to engage the whole class, and they don’t allow a few students to dominate the class. They keep students motivated with varied, lively approaches.
• Great teachers form strong relationships with their students and show that they care about them as people. Great teachers are warm, accessible, enthusiastic , and caring. Teachers with these qualities build relationships with their students . They stay after school and make themselves available to students and parents. They are involved in school-wide committees and activities, and they demonstrate a commitment to the school.
• Great teachers are masters of their subject matter. They exhibit expertise in the subjects they are teaching and spend time continuing to gain new knowledge in their field. They present material in an enthusiastic manner and instill a hunger in their students to learn more on their own.
• Great teachers communicate frequently with parents. They reach parents through conferences and frequent written reports home. They don’t hesitate to pick up the telephone to call a parent if they are concerned about a student.

What the No Child Left Behind (NCLB) and Every Student Succeeds Act (ESSA) laws mean for teacher quality

The role of the teacher became an even more significant factor in education with the passage of The No Child Left Behind law in 2002.

Under the 2002 law, elementary school teachers needed a bachelor’s degree and had to pass a rigorous test in core curriculum areas. Middle and high school teachers needed to show competency in the subject area they taught by passing a test or by completing an academic major, graduate degree, or comparable course work. Schools were required to tell parents about the qualifications of all teachers, and they had to notify parents if their child was taught for more than four weeks by a teacher who was not highly qualified. Schools that did not comply risked losing federal funding.

Although the law required states to have highly qualified teachers in every core academic classroom by the end of the 2005-2006 school year, not a single state met that deadline.

The U.S. Department of Education then required states to show how they intended to fulfill the requirement. Most states satisfied the government that they were making serious efforts, but a few states were told to come up with new plans.

In 2012, the Obama administration granted flexibility to states on NCLB requirements, and The Every Student Succeeds Act (ESSA) was signed into law in December 2015. Transitioning from NCLB to ESSA began the following year.

ESSA lessened the NCLB-era focus on standardized testing so teachers had more time to teach. ESSA gave teachers a greater voice in educational decisions , but the “Highly Qualified Teacher” (HQT) regulations were removed. Some researchers expressed concern that the guidelines’ aim to replace “ineffective teachers” is too vague and undefined to be implemented usefully.

How parents can advocate for qualified teachers

Currently there are an estimated 350,000 teacher positions that are either unfilled or occupied by teachers who are not fully qualified . We know that high-quality teachers make all the difference in the classroom. We also know that it is becoming increasingly difficult to find them and keep them. Many teachers experience “burn out” — up to 30 percent of teachers leave their job after five years .

What the experts recommend for the future of quality teaching

The National Commission on Teaching and America’s Future (NCTAF) has become part of Leaning Forward , which made several recommendations for ensuring that every classroom has a qualified teacher as part of their What Matters Now research, recommendations, and efforts to improve teaching and learning across the country. Among the recommendations were the following key points:

• Develop rigorous qualifications for teachers.
• Train evaluators to assess teachers and provide meaningful feedback.
• Ensure the highest-need schools have access to excellent teachers.
• Encourage and reward teacher knowledge and skills.
• Provide financial support to educator recruitment programs.

Implementing these recommendations is a slow process dependent upon legislation as well as increased funding from the federal and state governments, and a will to implement changes at the school district level. Parents can work together to keep the superintendent, their school board members, and their state legislators focused on the goal of having a high-quality teacher in every classroom.

Resources on teacher quality

Give Kids Good Schools This Internet-based campaign, a project of the Public Education Network, makes it easy for parents and community members to lobby government officials to take action to improve the quality of teachers.

Resolving Conflict With Your Child’s Teacher A concise resource from Scholastic on effective ways to deal with differences in opinion between yourself and your child’s teacher.

National Board for Professional Teaching Standards This organization provides information on voluntary advanced national certification for teachers. Learn more about the program and how you can encourage teachers in your school to obtain National Board Certification.

McEwan, Elaine K., 10 Traits of Highly Successful Schools , Waterbrook Press, 1999 This book provides concrete tools and an abundance of resources on how to evaluate teachers and schools.

Bennett, William J., The Educated Child , Simon & Schuster, 1999 What is a good education? In this guide, in addition to learning the signs of a good school and warning signs of a bad teacher, you’ll learn what good schools teach and what you can do to improve your school.

Intrator, Sam M., Stories of the Courage to Teach , Jossey-Bass, 2002 This book is a collection of short, eloquent essays written by teachers from the heart. Full of passionate stories, the essays reveal why teachers teach and the challenges they face.

What Makes a Good Teacher? by Zagyváné Szűcs Ida Universal Journal of Educational Research 2017

“ What Makes a Great Teacher? ” by Amanda Ripley The Atlantic , February 2010

“ What Makes a Great Teacher? ” by Erin Young Phi Delta Kappa , February 2009

“ What makes a good teacher? ” British Journal of Educational Psychology , November 2018

“ Teacher Effectiveness in the Every Student Succeeds Act: A Discussion Guide “, Center on Great Teachers and Leaders at American Institutes for Research, November 2016

Homes Nearby

Homes for rent and sale near schools

Why your neighborhood school closes for good – and what to do when it does

5 things for Black families to consider when choosing a school

6 surprising things insiders look for when assessing a high school

Surprising things about high school

Yes! Sign me up for updates relevant to my child's grade.

Please enter a valid email address

Thank you for signing up!

Server Issue: Please try again later. Sorry for the inconvenience

• Grades 6-12
• School Leaders

At ISTE? Join us at booth 1359!

The 10 Most Important Qualities of a Good Teacher, According to Real Educators

This is what it takes to succeed in this challenging career.

It’s a standard teacher interview question : “What do you think is the most important quality of a good teacher?” While everyone has a different answer, there are some that come up more often than others. We asked a group of experienced educators and administrators to share their thoughts on the key qualities of a good teacher. Here’s what they had to say.

1. Patience

This was far and away the most commonly mentioned characteristic by educators in our survey. “Patience can be used in virtually every situation,” says high school ELA teacher Ann Cox. “If a teacher is able to remain calm, consider others’ point of view, and think through scenarios, they will be able to navigate just about anything that comes their way.”

She continues: “Patience helps teachers not to react in the moment when students are off task, disrespectful, etc. It’s also helpful when dealing with angry parents so you don’t say or do something you might regret later. And patience is definitely needed when sitting through meetings and professional development sessions!”

For ELA teacher Kenly CG, patience means “paying attention to each student’s needs and showing that you care about your students’ learning.” UK special school teacher Sarah Brown also advises “remaining calm, listening and observing students’ needs, repeating instructions, and modelling again when necessary.”

Learn more: 7 Ways To Cultivate Patience at Calm

2. Empathy and Compassion

These two traits were a close second behind patience when we asked about the qualities of a good teacher. “They have to know you care before they can learn from you,” explains middle school teacher Samantha Wheeler. As a special ed teacher from New York notes: “You have to teach the child before you can teach the curriculum.”

“Empathy is a constant exercise in stepping outside of yourself and your perspective to see the children you teach for who they are,” notes Indiana preschool teacher Maile C. Quinton. “Contact talks. Get down on the same level as a child, listen to what they say, and emphasize their shared feelings by validating them. Don’t try to silver lining everything—you can validate a situation, a moment, an emotion without condoning a behavior or a problem. Empathy isn’t sympathy.”

Learn more: Cultivating Empathy at American Psychological Association

3. Flexibility and Adaptability

Being open-minded to change is critical in this field. So many of the educators we surveyed agree with this North Carolina ESL teacher: “There is nothing constant in teaching. Good teachers have to be able to adapt to the changing needs of students, to new administrators, new curricula, new colleagues, and new technology.”

“With so many different needs from students and parents, teachers need to be flexible to accommodate and meet students where they are at,” says elementary school counselor Lisa K, while high school English teacher Nicole P. adds, “There are often times where you need to think on your feet, so being flexible is important to go with the flow in different situations.”

Elementary special ed teacher Brianna Vuori sums it up like this: “We can only begin to predict what the future will hold and with that what we need to prepare students for, so adaptability is critical to being able to survive and thrive in this ever-changing profession.”

Learn more: Teachers, To Succeed, It’s Important To Be Flexible at EdWeek

Teaching can be a tough gig, and you’ll need to be dedicated and passionate in order to thrive. “Passion is what drives us forward and what sees us through rough times,” emphasizes ELS department head Katerina T. “It is the driving force behind every lesson plan or decision we make and what lies at the foundation of life-changing relationships with our students.”

“Teachers that have passion will always find a way to meet the demands of the job,” says Florida teacher Jamie Cabaniss. “Teachers can lean on their passions when feeling frustrated and burnt out. Passions are what reignite us to get back in the classroom to teach our hearts out.”

Preschool teacher Christina H. couldn’t agree more. “You have to have a love and passion for what you are doing,” she declares. “Teaching isn’t just ‘teaching.’ It is also being a second mom (or dad), a counselor, a referee, a nurse, and so much more. To wear these many hats, you need to love what you are doing. You also need to love your students to help them succeed. Loving them on their best and worst days is what will make you successful.”

Learn more: 5 Ways Educators Can Grow and Sustain a Passion for Teaching at NSHSS

5. Kindness

Over and over again, educators emphasized kindness as one of the most important qualities of a good teacher. “We are in the business of teaching human beings. We must teach them to be good people,” stresses Adam Peterson, Illinois music teacher and tutor.

Tina Jones agrees: “Teachers need to be kind, caring, compassionate and understanding. In our world today, with kids getting so much information and misinformation via social media, children need examples of those qualities more than ever.”

Learn more: The Case for Professional Kindness in Teaching at Teacher magazine

6. Collaboration

“Good teachers need to be able to give ideas, ask for help, share, and communicate with coworkers and families,” advises one Washington second grade teacher. “Be able to take suggestions, offer help, and not take things personally.”

Teachers regularly have to work collaboratively, and not just with their fellow colleagues and administrators. Developing strong, collaborative relationships with parents and families is vital. To succeed in this field, you need to learn to work well as part of a team.

Learn more: The Importance of Teacher Collaboration at American University School of Education

7. Professionalism

It probably feels like professionalism should be a given in any job, but it’s one of the most important qualities of a good teacher because you need to gain and maintain the respect of students, families, and administration. “Some days are going to be frustrating, discouraging, and stressful,” warns an Ohio 7th grade science teacher, “but you need to remain professional by staying calm and encouraging and being a good mentor for your students.”

Learn more: The Five P’s of Professionalism in Teaching at Grand Canyon University

8. Sense of Humor

There’s no doubt about it, teachers do best when they have a sense of humor. “Laughing at yourself is a great relief, and laughing with children builds trust with them,” says Maile C. Quinton. Find ways to bring humor into your classroom, and you’ll find that students relax and learn a little more easily. (Plus, it’s much easier to deal with the small daily annoyances of teaching when you learn to laugh them off!)

Learn more: Engaging Students With Humor at Association for Psychological Science

9. Open-Mindedness

“Be open to learning from more (and even less) experienced teachers, and open to trying out new teaching and classroom management methods,” recommends middle school ELA teacher Abigail Perry.

“We are building relationships with a diverse student population,” notes Cheryl Rizzo, a middle school ELA teacher. “This can be a source of stress or create divide. However, with an open mind, it can create new opportunities or a chance to grow. Teachers are open-minded when they allow students to have a voice and take an active part in their education.”

Part of being open-minded means demonstrating a willingness to grow and a dedication to growth mindset. According to a literacy coach from North Carolina: “This job requires constant reflection, learning, and growth.”

Learn more: How To Be Open-Minded and Why It Matters at Very Well Mind

10. Resilience

Marilyn Weber, a retired principal from Massachusetts, names this as the quality she looked for in a good teacher. “In order to navigate the world of education with all its related constituencies and responsibilities, an educator needs to be knowledgeable, flexible, an impeccable communicator, and should be able to withstand all the highs and lows of what comes their way and needs to be accomplished,” she states. She added that educators must be able to “do so without allowing any of that to shake their confidence and resolve in order to do what’s best for their students.”

That’s a tall order! Fortunately, Andrea Perry, a certified coach for educator well-being, has some advice. “Develop emotional intelligence. It’s critical for keeping our calm and being proactive, not reactive. This supports the teacher not only in serving their students well but also helps them remain joyfully in the profession as well.”

Learn more: How To Be Resilient at Work at Positive Psychology

More Qualities of a Good Teacher To Consider

These qualities of a good teacher didn’t make the top 10, but they’re definitely worthwhile attributes for every educator to cultivate:

• Inclusive mindset: “There is such a huge stigma against disabilities and it is often hushed away, which creates shame. All children are general education first and receive special education services second. Build a classroom community with respect by explaining differences to students and celebrating everyone’s strengths. True inclusivity helps all students grow, not just the students in a special education classroom. True inclusivity should help you as a teacher grow.” —Katie M., Functional Life Skills Teacher
• Love for all children: “A good teacher must truly like kids, even the naughty ones. Too often teachers only seem to like the ‘good’ kids or the ones from ‘good’ families. They attribute the student’s behavior to something personal or bad about them. Instead, those are the kids in whom we need to diligently look for the good.” —Kathryn Roe, retired educator and administrator
• Love of learning
• Problem-solving skills
• Hopefulness
• Imagination
• Reliability
• Knowledge of content and pedagogy
• High expectations

What do you feel are the most important qualities of a good teacher? Come share your thoughts in the We Are Teachers HELPLINE group on Facebook .

Plus, the complete guide to becoming a teacher, from choosing a college to landing a job ..

You Might Also Like

42 Mathtastic Pi Day Activities for the Classroom

Don't be intimidated by math—it's really easy as pi! Continue Reading

Copyright © 2024. All rights reserved. 5335 Gate Parkway, Jacksonville, FL 32256

A Good Teacher Essay in 100, 200, 300, and 500 Words

A good teacher: A good teacher doesn’t just educate; they inspire. With wisdom and patience, they transform the mundane into the extraordinary. Their lessons go beyond textbooks, igniting curiosity and fostering a lifelong love of learning. They are the unsung heroes shaping our future.

In this article, we have provided 100, 200, 300, and 500-word essays on a good teacher topic.

A Good Teacher Essay in 100 Words

A good teacher inspires, motivates, and guides students toward achieving their full potential, fostering a love for learning and critical thinking in a supportive environment.

A good teacher sparks curiosity, guiding students through exciting discoveries. They listen, understand, and encourage, fostering a love for learning. With patience, they explain complex ideas, making them simple. They believe in every student’s potential, inspiring confidence and growth. A good teacher’s classroom is a place of warmth, where every question leads to adventure, and every student feels valued and understood.

In essence, a good teacher is the heart of education, transforming learning into a journey filled with inspiration, discovery, and empowerment for every student.

A Good Teacher Essay in 200 Words

A good teacher not only imparts knowledge but also inspires and guides students towards their potential. They foster a love for learning, encourage curiosity, and support individual growth, making a lasting impact on their students’ lives and futures.

Imagine stepping into a classroom where every day feels like an adventure. This is where a good teacher shines, transforming lessons into exciting journeys of discovery. They don’t just talk at you; they listen, sparking conversations that make every topic come alive. Their questions push you to think deeper, seeing the world in new ways.

Such teachers believe in you, even when you doubt yourself. They spot the hidden talents within you, nurturing them with care and patience. Their belief in your abilities fuels your confidence, encouraging you to reach for the stars. With them, learning becomes not just educational but truly empowering, setting the foundation for your future.

In essence, a good teacher is a catalyst for change, guiding students with passion and understanding. They not only educate but also inspire, leaving an indelible mark on the hearts and minds of their students.

A Good Teacher Essay in 300 Words

A good teacher possesses the unique ability to inspire and educate, blending knowledge with empathy to foster a nurturing learning environment. They adapt their teaching methods to meet individual needs, encouraging curiosity and critical thinking. Beyond imparting wisdom, they act as mentors, guiding students toward achieving their fullest potential.

An exceptional teacher acts as a beacon of knowledge and guidance, illuminating the path of learning for students. With a passion for their subject, they bring lessons to life, making complex concepts accessible and engaging. Their enthusiasm is infectious, sparking curiosity and a love for learning in their students. They understand that teaching is not just about the transfer of information but about inspiring minds to explore, question, and discover.

Such educators possess an innate ability to connect with their students, recognizing and valuing the uniqueness of each individual. By adapting their teaching methods, they cater to diverse learning styles, ensuring that no student is left behind. Their approach goes beyond textbooks, incorporating real-world applications that make learning relevant and exciting. They create a safe, inclusive environment where students feel heard, respected, and empowered to express their ideas.

Moreover, a good teacher is not only an instructor but also a mentor and a confidant. They offer support and guidance, encouraging students to overcome obstacles and reach their potential. Through their dedication and empathy, they instill confidence and resilience, preparing students not just for exams, but for life. Such teachers leave a lasting impact, shaping the future of their students and inspiring them to pursue their dreams with passion and perseverance.

In essence, a good teacher embodies the heart of education, blending knowledge, inspiration, and empathy to foster growth and discovery. Their impact extends beyond the classroom, shaping lives and futures with unwavering dedication, leaving an indelible mark on the students they guide and mentor.

My Teacher Essay in 500 Words

In the journey of education, a good teacher plays a pivotal role in shaping students’ futures. These educators do more than just teach academic lessons; they inspire, guide, and motivate their pupils to reach their fullest potential. A good teacher possesses qualities that make them stand out. They are patient, understanding, passionate, knowledgeable, and innovative. This essay delves into the essence of what makes a teacher exceptional, focusing on their impact on both school and college students.

Firstly, a good teacher demonstrates an unparalleled passion for their subject and teaching. This passion is infectious, often igniting students’ interest in a topic that previously seemed unappealing or challenging. Such teachers go beyond the curriculum, making learning an engaging and exciting adventure. Their enthusiasm catalyzes students’ curiosity, encouraging them to explore deeper and ask questions. This approach not only enhances academic understanding but also fosters a love for learning that extends beyond classroom walls.

Secondly, the ability to connect with students on a personal level is what sets a good teacher apart. They recognize the unique needs, strengths, and weaknesses of each student, adapting their teaching methods accordingly. By creating an inclusive and supportive classroom environment, they ensure that every student feels valued and understood. This personal connection fosters a sense of belonging among students, crucial for their emotional and social development. Moreover, it builds trust, making students more receptive to feedback and more willing to take academic risks.

Innovation and creativity in teaching methods are also hallmarks of a good teacher. They are not afraid to experiment with new techniques to enhance learning. Whether it’s incorporating technology, group projects, or interactive activities, these educators strive to make lessons more engaging. By doing so, they cater to different learning styles, ensuring that all students can grasp complex concepts. This adaptability not only makes learning more effective but also prepares students for the ever-changing world outside the classroom.

Furthermore, a good teacher is a lifelong learners themselves, constantly seeking to expand their knowledge and skills. They stay updated with the latest educational research, integrating new findings into their teaching practices. This commitment to personal and professional growth inspires students to adopt a similar mindset.

Lastly, a good teacher possesses the ability to inspire. They encourage students to set high goals and persist in the face of challenges. Through their words and actions, they instill confidence, resilience, and a positive mindset. This motivational role is especially crucial for college students, who are at a pivotal stage in their personal and professional development. By believing in their students’ abilities, good teachers empower them to believe in themselves, paving the way for success in all facets of life.

Also, Check

• A Good Teacher Paragraph
• A Good Teacher in 10 lines

In conclusion, a good teacher is much more than an educator; they are mentors, innovators, and inspirers. Their impact extends beyond academic achievements, influencing students’ personal growth, career paths, and overall outlook on life. Both in school and college, the role of a good teacher is indispensable, shaping the leaders of tomorrow with compassion, wisdom, and dedication.

Similar Posts

Essay on air pollution in english 100, 200, 300, and 500 words.

Essay on air pollution in English: Dive into a world where the air we breathe is not as pure as it seems. India, our beloved land, faces a hidden adversary:…

Umar ibn Khattab: The Architect of Islamic Expansion

Umar ibn Khattab: Imagine stepping back in time to a world shaped by courage, justice, and unwavering faith. Meet Umar Ibn Khattab, a towering figure in history. His life is…

A Rainy Day Essay In 100, 200, 300, And 500 Words

A rainy day essay: On a day shrouded in clouds, the skies weep, heralding a transformation. Streets become rivulets; trees dance in the rain’s melody. This spectacle, a common marvel…

A Journey by Train Essay in 100, 200, 300, and 500 Words

A journey by train essay: Embarking on a train journey unfolds a tapestry of landscapes, emotions, and unexpected encounters. It’s a voyage where time slows, hearts connect, and the world…

A Firefighter Essay in 100, 200, 300, and 500 Words

Embarking on a journey through flames, firefighters epitomize bravery. These guardians against disaster risk everything to save lives. Their heroism, veiled in soot and sweat, speaks volumes. Dive into their…

The People’s President: APJ Abdul Kalam’s Vision for India

APJ Abdul Kalam essay: Dr. A.P.J. Abdul Kalam, a visionary leader and scientist, transformed dreams into reality. His life’s journey, from a humble beginning in Rameswaram to becoming India’s President,…

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Effective Teachers’ Skills and Qualities Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

The term stakeholder that refers to the educational process means people who provide well-being and success for a school and its students. Teachers, administrators, personnel, parents, and even students are all stakeholders. However, it goes without saying that teachers are the most important part of education.

Firstly, it is important to understand the essence of good teaching. Great teachers have a combination of many qualities. It is believed that such qualities as warmth, planning, and self-discipline determine a good teacher. Although a good teaching demands deep knowledge of subject matter and erudition, these characteristics are not number one. According to Slavin (2006, p. 3), “effective teachers not only know their subjects, but they can also communicate their knowledge to students.” It cannot be denied that it is crucial for teachers to follow instructions and rules. Nevertheless, teaching is a creative profession especially considering that every student has a unique personality, and it is very important to find a special approach to every individual and teach children in accordance with their personal abilities. What is more, one of the most necessary characteristics of great teachers is attentiveness. Due to this, good teachers develop close relationships with their students that, to some extent, help children to succeed not only in school but also in their future lives.

To sum up, some people say that teaching is not a profession, and it is a vocation. They assume that teachers are born that way and have some extra abilities. Although there is a sound idea in this statement, it is essential not to forget that to be a great teacher, a human has to get a degree in education and acquire necessary teaching skills.

Reference List

Slavin, R 2006, Educational psychology: Theory and practice , Allyn and Bacon, Boston.

• The Importance of Teaching Alternative Evolution Theories
• Innovation Idea: Problem With Organization and People's Self-Discipline
• Generating New Ideas as a Feature of a Creative Person
• Self-Management for Enhancing Teaching and Learning
• Role, Responsibilities and Boundaries of a Teacher in Terms of Teaching Cycle
• Execution of Education in Australian Business School
• Team Collaboration Between Teachers in Schools
• Why I Enjoyed a Particular Teacher
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2022, January 17). Effective Teachers' Skills and Qualities. https://ivypanda.com/essays/effective-teachers-skills-and-qualities/

"Effective Teachers' Skills and Qualities." IvyPanda , 17 Jan. 2022, ivypanda.com/essays/effective-teachers-skills-and-qualities/.

IvyPanda . (2022) 'Effective Teachers' Skills and Qualities'. 17 January.

IvyPanda . 2022. "Effective Teachers' Skills and Qualities." January 17, 2022. https://ivypanda.com/essays/effective-teachers-skills-and-qualities/.

1. IvyPanda . "Effective Teachers' Skills and Qualities." January 17, 2022. https://ivypanda.com/essays/effective-teachers-skills-and-qualities/.

Bibliography

IvyPanda . "Effective Teachers' Skills and Qualities." January 17, 2022. https://ivypanda.com/essays/effective-teachers-skills-and-qualities/.

Essay on Teaching

Students are often asked to write an essay on Teaching in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Teaching

What is teaching.

Teaching is the act of helping someone learn. It involves sharing knowledge, skills, and experience with others. Teachers help students understand new concepts, develop new skills, and think critically. They also help students learn how to work together and solve problems.

Why is Teaching Important?

Teaching is important because it helps people learn. Learning new things helps people grow and develop. It also helps people get better jobs and live more fulfilling lives. Teachers play a vital role in helping people learn and grow.

Who Can Be a Teacher?

Anyone can be a teacher. It doesn’t matter how old you are, what your background is, or what your experience is. If you have knowledge, skills, or experience that you can share with others, you can be a teacher.

How Can I Become a Teacher?

There are many ways to become a teacher. You can get a degree in education, or you can take a teacher certification program. You can also become a teacher through experience. If you have worked in a field for many years, you may be able to become a teacher without a degree or certification.

What Makes a Good Teacher?

250 words essay on teaching.

Teaching is a way to transfer knowledge, abilities, and skills from one person to another. A teacher helps students learn and grow by explaining new concepts, providing guidance, and offering support. Teaching can take place in many settings, such as schools, colleges, workplaces, and even at home.

The Importance of Teaching

Teaching is essential for the progress of society. It is through teaching that we pass on our knowledge and culture to future generations. Teaching helps students develop the skills they need to live and work in the modern world. It also helps them learn how to think critically, solve problems, and be creative.

The Qualities of a Good Teacher

Good teachers are patient, kind, and understanding. They are able to explain new concepts in a clear and concise way. They are also able to create a positive and supportive learning environment. Good teachers are passionate about their subject matter and they are always looking for new ways to engage their students.

The Challenges of Teaching

Teaching can be a challenging profession. Teachers often have to deal with large classes, limited resources, and unmotivated students. They may also face pressure from parents and administrators. However, the rewards of teaching are great. Teachers have the opportunity to make a real difference in the lives of their students.

Teaching is a vital profession that plays a crucial role in the development of society. Good teachers are patient, kind, and understanding. They are able to explain new concepts in a clear and concise way. They are also able to create a positive and supportive learning environment. Teaching can be a challenging profession, but it is also a rewarding one. Teachers have the opportunity to make a real difference in the lives of their students.

500 Words Essay on Teaching

Teaching: a journey of inspiration and knowledge, the power of a teacher.

Teachers are the guiding stars that illuminate the path of knowledge for their students. They possess the power to unlock the potential within each child and help them discover their strengths and talents. With patience, understanding, and encouragement, they nurture the minds of their students and help them grow into well-rounded individuals.

The Art of Communication

Teaching is an art form that requires effective communication skills. Teachers must be able to convey complex concepts in a clear and engaging manner, adapting their teaching methods to suit the different learning styles of their students. They use a variety of techniques, including lectures, discussions, demonstrations, and hands-on activities, to ensure that students comprehend the material and develop a love for learning.

Nurturing Critical Thinking and Problem-Solving Skills

Building character and values.

In addition to academic knowledge, teachers play a crucial role in shaping the character and values of their students. They teach the importance of honesty, integrity, responsibility, and respect. They create a positive and supportive classroom environment where students feel safe to express themselves and learn from their mistakes. By instilling these values, teachers help their students become ethical and responsible citizens.

The Impact of Teaching

The impact of a good teacher can be profound and long-lasting. Teachers have the ability to inspire their students to pursue their dreams, overcome challenges, and make a positive contribution to society. They ignite a passion for learning that can last a lifetime and empower their students to achieve great things.

If you’re looking for more, here are essays on other interesting topics:

Apart from these, you can look at all the essays by clicking here .

Leave a Reply Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Home / Essay Samples / Education / Teacher / The Essence of a Good Teacher

The Essence of a Good Teacher

• Category: Education
• Topic: Teacher

Pages: 1 (350 words)

• Downloads: -->

Introduction

Building meaningful connections, effective communication, fostering a growth mindset.

--> ⚠️ Remember: This essay was written and uploaded by an--> click here.

Found a great essay sample but want a unique one?

are ready to help you with your essay

You won’t be charged yet!

Teacher Essays

Studying Abroad Essays

College Tuition Essays

Homework Essays

Listening Essays

Related Essays

We are glad that you like it, but you cannot copy from our website. Just insert your email and this sample will be sent to you.

By clicking “Send”, you agree to our Terms of service  and  Privacy statement . We will occasionally send you account related emails.

Your essay sample has been sent.

In fact, there is a way to get an original essay! Turn to our writers and order a plagiarism-free paper.

samplius.com uses cookies to offer you the best service possible.By continuing we’ll assume you board with our cookie policy .--> -->