WHAT MAKES TEACHERS MEMORABLE: RESULTS WE FOUND

The Dichotomy of Teaching: Teacher/Curriculum Need vs. Student Interests

Teachers are continually in a quandary of what they should be like as a teacher and the importance of their responsible actions when assigned to their first classroom. What "they must do" with the kids is always in conflict with what they know the kids "want to do" that is more to their liking. It should be a balancing act of what is required to do and what is wanted to do.

Science vs. Art                Basic Skill vs. Enrichment             Competitive vs. Cooperative 

Work vs. Play                  Achievement vs. Performance       Quantitative vs. Qualitative

Conservative vs. Liberal   Have to teach vs. Want to teach    Facts vs. Emotional/Feelings

So when the results are tabulated, we compare the traits as the Science and accountability for data (facts) versus the Art of creation of learning (Emotion). All teachers are different in many ways. They employ many options that they consider when determining their actions to reach their students in learning:

Teaching Style. Academic and Social/Emotional Factors. Learning Styles. Adaptability. Adjustments. Considerations. Feelings. Accommodations. Differentiation. Feeling tone.

To try to explain further the Dichotomy of Teaching: Teacher/Curriculum Needs (Science) vs. Student Interests (Art), here are some examples of activities teacher create and perform that demonstrate the science as well as art of teaching that the students say they experience in the classroom  as a result of the teacher’s actions. 

Science (data): Homework, Lesson Plans, Report Cards, Seating Charts, Grades, Schedules, Outcomes, Standards, Referrals, Contracts, etc.

Art (Emotions): Interesting, Caring, Exciting, Creative, Challenging, Enthusiastic, Fun, Encouraging, Friendly, Patient, Energetic, etc.

Each year, invariably, the Science of teaching is the least “memorable” event of the learning according to learners' favorite memories. In fact as a result of the data that generated over the past 20 years, the compiling of the “least” and “most” memorable traits is very telling from these unbiased and learning novices entering the teaching profession.

On this list, only 5 of the 100 characteristics can be attributed to the Science/Data of teaching in a slight way. The focus of memorable teacher qualities is on the impact on learner, and not only on the learning curriculum standards. I believe that these memorable teachers did, in fact, do these quantitative tasks and were very proficient at the collection of data and management skills in the classroom.

However, based on the data compiled from students entering the teaching profession in my course over the years, what makes a teacher memorable is a “balanced teacher” who includes the skill-based activities while including the Human Emotional connections that learners recall when reflecting on their educational experience. The top 100 have been identified in classes in each session, compiled by my students, and define as a fantastic set of traits that ALL memorable teachers should possess to make learning more meaningful.

This blog will share these teacher qualities and will be posted as a count down from 100 to the Most Memorable trait teachers should possess according to the learners we serve in our classrooms. 

Who needs this information? Teachers, Para-Professionals, and Administrative Coaches all should monitor the practices performed in each classroom and school-wide. The climate of the school is to encourage a team of educators incorporating a BALANCED approach for adults to exemplify in the learning process.

Stephen Ahle Principal
Educator
2006 National Distinguished Principal
National Association of Elementary School Principals