At times, being a teacher can be lonely. Though we spend our days with students, their perspective on the day is not the same as ours. Though we work in a community of colleagues, at times we have to make decisions on our own. Without a core of firmly held beliefs, it’s difficult to steer a steady course. With this core, we feel secure and confident. And most importantly, so will our students.
This book does not present a cookie-cutter approach to teaching, or a narrow doorway to success. Instead it shows the framework that sustains the work of all great educators. Think of it as a blueprint. The teachers are the architects. The lessons are the foundation. The students move into the building and fill it with life and meaning.
Every teacher has an impact. Great teachers make a difference.
Seventeen Things That Matter Most
1. Great teachers never forget that it is people, not programs, that determine the quality of a school.
2. Great teachers establish clear expectations at the start of the year and follow them consistently as the year progresses.
3. Great teachers manage their classrooms thoughtfully. When they say something, they mean it.
4. When a student misbehaves, great teachers have one goal: to keep that behavior from happening again.
5. Great teachers have high expectations for students, but have even higher expectations for themselves.
6. Great teachers know that they are the variable in the classroom. Good teachers consistently strive to improve, and they focus on something they can control: their own performance.
7. Great teachers focus on students first, with a broad vision that keeps everything in perspective.
8. Great teachers create a positive atmosphere in their classrooms and schools. They treat every person with respect. In particular, they understand the power of praise.
9. Great teachers consistently filter out the negatives that don’t matter and share a positive attitude.
10. Great teachers work hard to keep their relationships in good repair to avoid personal hurt and to repair any possible damage.
11. Great teachers have the ability to ignore trivial disturbances and the ability to respond to inappropriate behavior without escalating the situation.
12. Great teachers have a plan and purpose for everything they do. If plans don’t work out the way they had envisioned, they reflect on what they could have done differently and adjust accordingly.
13. Before making any decision or attempting to bring about any change, great teachers ask themselves one central question: What will the best people think?
14. Great teachers continually ask themselves who is most comfortable and who is least comfortable with each decision they make. They treat everyone as if they were good.
15. Great teachers have empathy for students and clarity about how others see them.
16. Great teachers keep standardized testing in perspective. They focus on the real issue of student learning.
17. Great teachers care about their students. They understand that behaviors and beliefs are tied to emotion, and they understand the power of emotion to jump-start change.
References
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Borich, G. (2010). Effective teaching methods: Research-based practice. (7th Ed.). Boston, MA: Allyn & Bacon.
Breaux, A., Whitaker, T. (2006). Seven simple secrets: What the best teachers know and do! Larchmont, NY: Eye On Education.
Ehrenberg, R. G., & Brewer, D. J. (1994). Do school and teacher characteristics matter? Evidence from high school and beyond. Economics of Education Review, 13(1), 1–17.
Ferguson, R. F., & Ladd, H. F. (1996). How and why money matters: An analysis of Alabama schools. In H. F. Ladd (Ed.), Holding schools accountable. Performance-based reform in education (pp. 265–298). Washington, DC: The Brookings Foundation.
Fiore, D. (1999). The relationship between principal effectiveness and school culture in elementary schools. Doctoral dissertation, Indiana State University, Terre Haute, IN.
Fleck, F. (2003). How principals work with their more and less effective teachers. Unpublished doctoral dissertation, Indiana State University, Terre Haute.
Goldhaber, D. D., & Brewer, D. J. (1999). Teachers licensing and student achievement. In M. Kanstoroom & C. E. Finn (Eds.), Better teachers, better schools (pp. 683–702). Washington, DC: The Thomas B. Fordham Foundation.
Hardiman, M. (2003). Connecting brain research with effective teaching: The brain-targeted teaching model. Lanham, MD: Scarecrow.
Hess, F. M. (2001). Tear down this wall: The case for a radical overhaul of teacher certification. Washington, DC: Progressive Policy Institute.
Hunt, G., Wiseman, D., Touzel, T. (2009). Effective teaching: preparation and implementation. Springfield, IL: Charles C. Thomas Publishing, Ltd.
Jay, J. (2011). Exploring the principal’s role in high poverty schools with high literacy achievement. Doctoral dissertation, Indiana State University, Terre Haute, IN.
Kaplan, L., & Owings, W. A. (2002). The politics of teacher quality: Implications for principals. NASSP Bulletin, 86(633), 22–41.
Raisor, M. (2011). What highly effective leaders do during difficult times. Doctoral dissertation, Indiana State University, Terre Haute, IN.
Roeschlein, T. (2002). What effective middle school principals do to impact school climate. Doctoral dissertation, Indiana State University, Terre Haute, IN.
Stronge, J. (2007). Qualities of effective teachers. (2nd ed.). Alexandria, VA: Association for Supervision & Curriculum Development.
Sudsberry, M. (2008). The role of the principal in leading school improvement. Doctoral dissertation, Indiana State University, Terre Haute, IN.
Thomas, S. C. (2002, March 1). Report focuses on providing better teachers for classrooms. St. Louis Post-Dispatch, p. B1.
Turner, E. (2002). What effective principals do to improve instruction and increase student achievement. (Doctoral dissertation, Indiana State University, Terre Haute, 2002.)
Walsh, K. (2001). Teacher certification reconsidered: Stumbling for quality. Baltimore, MD: Abell Foundation. Retrieved from http://www.abell.org/publications/detail.asp?ID=61.
Whitaker, M. E. (1997). Principal leadership behaviors in school operations and change implementations in elementary schools in relation to climate. Doctoral dissertation, Indiana State University, Terre Haute, 1997.
Whitaker, T. (1993). Middle school programs and climate: The principal’s impact. Doctoral dissertation, University of Missouri–Columbia, 1992.
Whitaker, T. (2001). Dealing with difficult parents: And with parents in difficult situations. Larchmont, NY: Eye On Education.
Whitaker, T. (2003). Dealing with difficult teachers (2nd ed.). Larchmont, NY: Eye On Education.
If you would like information about inviting Todd Whitaker to speak to your group, please contact him at [email protected] or his Web site www.toddwhitaker.com or (812) 237–2904. You can follow him on Twitter @ToddWhitaker.
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