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WHAT MAKES A GOOD TEACHER?

GORDON COOK FOUNDATION GORDON COOK FOUNDATION

characterscotland characterscotland


WHAT MAKES A GOOD TEACHER? 3 Introduction

3 Methodology

4 Results and Observations

6 Conclusion 7 Appendix (i) (ii) (iii) (iv)

Survey Schools and returns Survey template Results, tables and charts Additional participant comments/observations

Š copyright 2015 Character Education Scotland. All rights reserved. Registered Office: Character Education Scotland, Career Studio, Granary Business Centre, Cupar, Fife KY15 5YQ E-Mail: communications@character-scotland.org.uk Tel: 01334 844900 Character Education Scotland is a company limited by guarantee, registered in Scotland number 365627. Registered charity in Scotland number SC040962.


What Makes a Good Teacher? Ronnie Davidson, Character Scotland

Introduction ‘What makes a good Teacher?’ is a collaboration between The Gordon Cook Foundation and the educational charity Character Education Scotland. The project aim is to provide some insight into what today’s secondary school pupils believe to be the most important qualities and behaviours in their Teachers. To achieve this, a short survey was issued to 40 classes across 20 Schools asking pupils to respond anonymously to a range of statements relating to the personal qualities and professional behaviours of Teachers. In these schools a total of 765 pupil responses were received, with 383 at S2 and 382 at S5. There were 336 boys and 408 girls, with 21 entries where gender was not marked. In this short report we share the results and the observations of the project team and welcome further observation and enquiries about the survey. We also extend our thanks to all schools, teachers and pupils who have taken part. The participating schools are listed in Appendix 1.

Methodology In December 2014 we asked 20 Scottish secondary schools (Appendix 1) to issue a standard, single question survey with 14 response required statements (Appendix 2) to a class of S2 pupils and a class of their S5 pupils. The surveys were issued during classroom contact time and returned anonymously to protect the participants’ personal responses. Each question asked participants to respond using a 4-point rating scale with 1 being considered most important and 4 least important. The results were then tabulated (Appendix 3) for comparative analysis. The participating schools were selected at random from the list of 206 Scottish Secondary Schools which had been engaged in Character Education Scotland’s Inspire Aspire programme in 2014. The 14 statements were developed by experienced educationalists Dr Ivor Sutherland, David Lorimer and Gordon Mackenzie based on commonly held perceptions about the qualities of a good teacher. These were tested with a group of S2 and S5 pupils and further refined prior to use.

Two general sub questions are asked: 1.

Which professional qualities and behaviours do pupils see as the most and least important in Teachers?

2.

Do responses about ‘what makes a good Teacher’ vary between schools, classes, age-groups or between boys and girls.

4

WHAT MAKES A GOOD TEACHER?


Results and Observations David Lorimer, Character Scotland

The overall results indicate that the qualities identified in the survey are considered either Very important or important to the pupils surveyed. In Questions 1-11 only 3.6% of responses were ‘not very important’ or ‘definitely not important’ while the figures for Qs 12-14 were much higher, averaging 26.7%. While there are small variations between schools, there is a broad pattern of agreement in response to the questions, as indicated by the graph below:

The nearer the graph is to 1, the more important the quality is considered. This corresponds to the overall results that Question 8 about teachers who know their subject comes out top, followed by Question 3 about being treated with fairness and respect and Question 11 about teachers who are good at explaining things. In all three of these questions girls give more rankings as Very important by 83% to 73% for Question 8, 82% to 74% for Question 3 and 85% to 74% for Question 11.

WHAT MAKES A GOOD TEACHER?

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Professional competence in terms of knowledge of the subject and ability to explain things is highly regarded and impartiality (respect and fairness) is ranked higher than care for the pupil as a person. Pupils appreciate sympathetic teachers (ranks 4,5,6) more than amusing teachers. Encouraging teachers were regarded as more important than those who praised you when you did your best (6,11). Insisting on good behaviour is not highly ranked, possibly because such teachers are less strong on knowledge and explanation which keeps pupils engaged – although this is a speculation. One might have expected the use of IT to rank higher than it did. Conveying a real understanding of the subject seems to be more important than the means for doing so. The least important qualities were insisting on good behaviour, use of IT and asking pupils what they thought of a lesson. Here there is little variation between boys and girls except for 31% of girls and only 23% of boys considering the use of IT very important.

The full overall ranking with average scores is given below: 1. Teachers who really know their subject – 1.24 2. Teachers who treat you with respect and fairness – 1.24 3. Teachers who are good at explaining things – 1.25 4. Teachers who are approachable – 1.39 5. Teachers who listen to your views – 1.39 6. Teachers who give you encouragement – 1.47 7. Teachers who are well organised and prepared – 1.55 8. Teachers who make learning fun – 1.56 9. Teachers who are enthusiastic about teaching – 1.57 10. Teachers who care about you as a person – 1.66 11. Teachers who praise you when you do your best – 1.66 12. Teachers who insist on good behaviour – 1.88 13. Teachers who use information technology to make their lessons more interesting – 2.07 14. Teachers who ask you from time to time what you think of a lesson – 2.26

It is also striking that “teachers who listen to your views” is ranked well ahead of those who ask you from time to time what you think of a lesson. Perhaps the latter question was perceived as loaded and expecting a positive response. In every question apart from Q 12 about the use of IT, girls ranked more qualities as very important than boys and here the difference was marginal (21% boys and 19% girls). Overall, the average number of 1s for girls was 8.71% higher. The biggest differences were in Q 5 about encouragement (67% to 44%) and Q 4 about approachability (71% to 55%). Correspondingly, boys scored 50% to 31% on Q 5 that encouragement is not important (rank 3), suggesting that boys are less sensitive to teacher approval. The same applies to Q 4 rank 3s with 41% vs. 27% - girls feel teacher approachability is more important.

6

WHAT MAKES A GOOD TEACHER?


The differences between S2 and S5 responses with respect to ‘very important’ responses varied by only an average of 5.1% either way and combined responses of ‘very important’ and ‘important’ by even less. The largest differences were 11% down for Q 7 on teachers who make learning fun, 8% up for Q 11 on good explanation, then 7% down for Q 2 on listening to pupil views and 7% up for Q 10 on teacher enthusiasm. So good explanations and enthusiasm for and knowledge of the subject become more important but, surprisingly, listening to pupil views becomes less important. Differences between schools did not seem significant with the highest average score at 1.74 and the lowest at 1.49 – both are below 2, which corresponds to the ‘important’ rating. 69 pupils (9%) made further comments. Themes mentioned more than once included not having favourites or scapegoats (“Teachers who do not have favourites and treat each pupil the same is important”), understanding individual needs, being strict and nice (or firm but fair) at the same time, having a connection with the teacher, and teachers with a sense of humour (even though this was not so highly rated in the survey itself – “Teachers should give you a good laugh, therefore pupils may like the subject better”).

Among the most interesting individual comments about good teachers were: •

A teacher who genuinely wants you to achieve your best rather than just caring how good your results make them or the school look.

Teachers who don’t waste time with targets and learning intentions - very important.

A class being split between two or more teachers causes serious difficulties in comprehension.

More group work, less standing up and talking.

Teachers should tell you what parts are important in their Powerpoints.

Conclusion The results show a broad consistency of responses across participating schools and highlight the importance of professional and academic competence while also valuing sympathetic teachers. It would be interesting to conduct a similar survey of primary pupils where subject knowledge might receive less emphasis. Responses from boys and girls were broadly similar, but with girls appreciating more support from teachers. The survey shows little significant variation between S2 and S5 apart from the importance of teacher enthusiasm. It is also interesting but not surprising that the ability to explain is even more highly rated.

WHAT MAKES A GOOD TEACHER?

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The findings of the survey are certainly interesting and appear to be indicative of at least some of the qualities which pupils think make a good and effective teacher. What is particularly impressive is the high level of consistency demonstrated in the graph of the overall results. The broad pattern of agreement in terms of the responses between schools, age groups and girls/boys together along with the size and diversity of the survey sample, suggests that it would be reasonable to draw conclusions from the survey about pupil views of teacher quality. There seems to be, for instance, no doubt that secondary pupils accord high value to teachers whose subject knowledge is sound, to teachers who are professionally competent and to teachers who treat their pupils with respect and fairness. While the findings contained no dramatic shocks, it was somewhat surprising that there was such little variation between the S2 and S5 responses. The questionnaire was applied to both age groups in the belief that their views would change in some way as they moved up through the school. The fact that there is so little variation suggests that pupil views on teacher quality are hardened early on in their school career. On the other hand, the gender differences which emerged were not surprising. The existing differences are marked but are also neither excessive nor unexpected. They signify perhaps that girls take a more serious view of school life; they feel more strongly about certain teacher characteristics and they are more interested than boys in what has been described as “softer skills�. It is however possible that if the existing questions were framed differently or if pupils were given a completely different set of questions, there could have been an influence of some kind on the S2/S5 responses and/or the girl/boy responses. It is noteworthy that the last three questions in the survey template were also the bottom three questions in the ratings. Therefore, it may be that different positioning in the list and/or rephrasing of the questions would have resulted in a difference in the responses. In other words the questions on good behaviour, information technology and lesson feedback may have been misinterpreted by the pupils. If this is so, the responses given by the pupils may not accurately reflect their views of the issues concerned. The survey on teacher quality has clearly been a useful exercise, but it would be dangerous to draw too many conclusions or make too many assumptions on the basis of the findings. The survey is not the finished article and is, at best, a work in progress. Like all surveys, it has produced as many questions as it has produced answers. The survey has resulted in some interesting findings; what is now important is whether these can be followed up and matters thus taken forward in some way.

Ivor Sutherland Chair, The Gordon Cook Foundation 8

WHAT MAKES A GOOD TEACHER?


The survey, whilst only a snapshot of ideas, reaffirms what we would hope to be the case that pupils want teachers who know their subject, are good at explaining things and who are respectful and fair. Given the changes in society, the impact of technology and influence of social networking it is extremely reassuring that the respondents still value these qualities as it sends out a clear message to those working in our schools and universities that what might be seen as “old fashioned” qualities are still valued by pupils. It brings us to questions, of course, such as: what constitutes fairness? It is interesting to note that good behaviour is pushed down the order. This is a very important message - if the teacher displays the three qualities outlined then classroom behaviour is less likely to be an issue; whereas good behaviour does not guarantee effective teaching and learning. Pupils are not telling us that behaviour isn’t important; they are telling us that effective teaching will lead to effective learning. The response to Quality 5 of the survey, “Teachers who give you encouragement,” is much stronger than the response to Quality 14, “Teachers who ask you from time to time what you think of a lesson;” perhaps this is not surprising. The very good teacher will engage with pupils on all in all levels - sport, music, personal interests etc. - and that forms the basis of a very good relationship which, in turn, supports effective teaching and learning. However, I regard Quality 14 as very important but recognise it may be less welldeveloped in some schools. I am suggesting that schools need to consider how teachers engage more with pupils in discussing lessons. Teachers need feedback and pupils need to know that their opinions on lessons are valued and will be taken seriously. This contributes to the character development of the pupils (selfesteem etc.) and is an important part of the school’s improvement agenda. As part of my classroom observations, I always asked pupils - and the teacher- what they thought of the lesson. If we look at the qualities in the ‘very important’ category, there is only one significant variation between pupils in S2 and S5 which is Quality 7, “Teachers who make learning fun.” This isn’t surprising – as S5’s aren’t valuing fun because of exams!

Gordon MacKenzie, OBE Retired Head Teacher

WHAT MAKES A GOOD TEACHER?

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Appendix 1

What Makes a Good Teacher? SURVEY SCHOOLS AND RETURNS School totals, BREAKDOWN of classes and male/female

(1) (2)

10

WHAT MAKES A GOOD TEACHER?

Respondents did not indicated male or female Girls only school


Appendix 2

What Makes a Good Teacher?

SURVEY TEMPLATE

What makes a good teacher School

Year Group

Male Female

1. Teachers who care about you as a person Very important

Important

Not very important

Definitely not important

Not very important

Definitely not important

Not very important

Definitely not important

2. Teachers who listen to your views Very important

Important

3. Teachers who treat you with respect and fairness Very important

Important

4. Teachers who are approachable and give encouragement to each pupil Very important

Important

Not very important

Definitely not important

Not very important

Definitely not important

Not very important

Definitely not important

Not very important

Definitely not important

Not very important

Definitely not important

Not very important

Definitely not important

Not very important

Definitely not important

Not very important

Definitely not important

5. Teachers who give you encouragement Very important

Important

6. Teachers who praise you when you do your best Very important

Important

7. Teachers who make learning fun Very important

Important

8. Teachers who really know their subject Very important

Important

9. Teachers who are well organised and prepared Very important

Important

10. Teachers who are enthuiastic about teaching Very important

Important

11.Teachers who are good at explaining things Very important

Important

12. Teachers who enrich lessons with information technology Very important

Important

Not very important

Definitely not important

Not very important

Definitely not important

13. Teachers who insist on good behaviour Very important

Important

14. Teachers who ask you from time to time what you think of a lesson Very important

Important

Not very important

Definitely not important

Any other comments you would like to make?

Thanks for your help WHAT MAKES A GOOD TEACHER?

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Appendix 3

What Makes a Good Teacher? RESULTS, TABLES AND CHARTS Average (mean) responses to each statement

Q1. Teachers who care about you as a person Q2. Teachers who listen to your views Q3. Teachers who treat you with respect and fairness Q4. Teachers who are approachable and give encouragement to each pupil Q5. Teachers who give you encouragement Q6. Teachers who praise you when you do your best Q7. Teachers who make learning fun Q8. Teachers who really know their subject Q9. Teachers who are well organised and prepared Q10. Teachers who are enthusiastic about teaching Q11.Teachers who are good at explaining things Q12. Teachers who enrich lessons with information technology Q13. Teachers who insist on good behaviour Q14. Teachers who ask you from time to time what you think of a lesson

12

WHAT MAKES A GOOD TEACHER?

Very important=1 Important=2 Not very important=3 Definitely not important=4


Appendix 3

Chart 1: TOTAL PARTICIPANTS S2/S5 YEAR GROUP BREAKDOWN

YR Group S2 383 S5 382

Chart 2: TOTAL PARTICIPANTS MALE/FEMALE

Sex Male 336 Female 408 Unknown 21

Chart 3: Q1 TEACHERS WHO CARE ABOUT YOU AS A PERSON

Q1

Very important Important Not very important Definitely not important

318 395 40 12

WHAT MAKES A GOOD TEACHER?

13


Appendix 3

Chart 4: Q2 TEACHERS WHO LISTEN TO YOUR VIEWS

Q2

Very important Important Not very important Definitely not important

485 260 20 0

Chart 5: Q3 TEACHERS WHO TREAT YOU WITH RESPECT AND FAIRNESS

Q3

Very important Important Not very important Definitely not important

595 162 7 1

Chart 6: Q4 TEACHERS WHO ARE APPROACHABLE AND GIVE ENCOURAGEMENT TO EACH PUPIL

Q4

14

WHAT MAKES A GOOD TEACHER?

Very important Important Not very important Definitely not important

487 256 19 3


Appendix 3

Chart 7: Q5 TEACHERS WHO GIVE YOU ENCOURAGEMENT

Q5

Very important Important Not very important Definitely not important

432 301 29 3

Chart 8: Q6 TEACHERS WHO PRAISE YOU WHEN YOU DO YOUR BEST

Q6

Very important Important Not very important Definitely not important

321 377 62 5

Chart 9: Q7 TEACHERS WHO MAKE LEARNING FUN

Q7

Very important Important Not very important Definitely not important

401 295 63 6

WHAT MAKES A GOOD TEACHER?

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Appendix 3

Chart 10: Q8 TEACHERS WHO REALLY KNOW THEIR SUBJECT

Q8

Very important Important Not very important Definitely not important

597 151 14 3

Chart 11: Q9 TEACHERS WHO ARE WELL ORGANISED AND PREPARED

Q9

Very important Important Not very important Definitely not important

404 308 50 3

Chart 12: Q10 TEACHERS WHO ARE ENTHUSIASTIC ABOUT TEACHING

Q10

16

WHAT MAKES A GOOD TEACHER?

Very important Important Not very important Definitely not important

365 355 39 6


Appendix 3

Chart 13: Q11 TEACHERS WHO ARE GOOD AT EXPLAINING THINGS

Q11

Very important Important Not very important Definitely not important

610 148 7 0

Chart 14: Q12 TEACHERS WHO ENRICH LESSONS WITH INFORMATION TECHNOLOGY Q12

Very important Important Not very important Definitely not important

157 396 192 20

Chart 15: Q13 TEACHERS WHO INSIST ON GOOD BEHAVIOUR

Q13

Very important Important Not very important Definitely not important

208 457 80 20

WHAT MAKES A GOOD TEACHER?

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Appendix 3

Chart 16: Q14 TEACHERS WHO ASK YOU FROM TIME TO TIME WHAT YOU THINK OF A LESSON Q14

Very important Important Not very important Definitely not important

139 324 255 47

MALE/FEMALE COMPARISON RESULTS Chart 17: YEAR GROUP MALE (LEFT) /FEMALE (RIGHT) BREAKDOWN

YR Group S2 184 S5 152

18

WHAT MAKES A GOOD TEACHER?

YR Group S2 189 S5 219


Appendix 3

Chart 18: Q1 TEACHERS WHO CARE ABOUT YOU AS A PERSON MALE/FEMALE BREAKDOWN

Male

Q1

Very important Important Not very important Definitely not important

126 173 26 11

Female

Q1

Very important Important Not very important Definitely not important

183 212 13 0

Chart 19: Q2 TEACHERS WHO LISTEN TO YOUR VIEWS MALE/FEMALE BREAKDOWN

Male

Female

Q2

Very important Important Not very important Definitely not important

203 121 12 0

Q2

Very important Important Not very important Definitely not important

273 128 7 0

WHAT MAKES A GOOD TEACHER?

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Appendix 3

Chart 20: Q3 TEACHERS WHO TREAT YOU WITH RESPECT AND FAIRNESS MALE/FEMALE - BREAKDOWN AS FOLLOWS

Male

Female

Q3

Very important Important Not very important Definitely not important

203 121 12 0

Q3

Very important Important Not very important Definitely not important

273 128 7 0

Chart 21: Q4 TEACHERS WHO ARE APPROACHABLE AND GIVE ENCOURAGEMENT TO EACH PUPIL MALE/FEMALE - BREAKDOWN

Male

Female

20

WHAT MAKES A GOOD TEACHER?

Q4

Very important Important Not very important Definitely not important

184 139 11 2

Q4

Very important Important Not very important Definitely not important

289 110 8 1


Appendix 3

Chart 22: Q5 TEACHERS WHO GIVE YOU ENCOURAGEMENT MALE/FEMALE BREAKDOWN

Male

Q5

Very important Important Not very important Definitely not important

147 167 20 2

Female

Q5

Very important Important Not very important Definitely not important

272 127 8 1

Chart 23: Q6 TEACHERS WHO PRAISE YOU WHEN YOU DO YOUR BEST MALE/ FEMALE BREAKDOWN

Male

Female

Q6

Very important Important Not very important Definitely not important

168 131 31 6

Q6

Very important Important Not very important Definitely not important

218 159 31 0

WHAT MAKES A GOOD TEACHER?

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Appendix 3

Chart 24: Q7 TEACHERS WHO MAKE LEARNING FUN MALE/FEMALE BREAKDOWN

Male

Female

Q2

Very important Important Not very important Definitely not important

168 131 31 6

Q2

Very important Important Not very important Definitely not important

218 159 31 0

Chart 25: Q8 TEACHERS WHO REALLY KNOW THEIR SUBJECT MALE/FEMALE - BREAKDOWN AS FOLLOWS

Male

Female

22

WHAT MAKES A GOOD TEACHER?

Q8

Very important Important Not very important Definitely not important

246 79 9 2

Q8

Very important Important Not very important Definitely not important

339 64 4 1


Appendix 3

Chart 26: Q9 TEACHERS WHO ARE WELL ORGANISED AND PREPARED MALE/ FEMALE BREAKDOWN

Male

Female

Q9

Very important Important Not very important Definitely not important

159 154 22 1

Q9

Very important Important Not very important Definitely not important

237 145 24 2

Chart 27: Q10 TEACHERS WHO ARE ENTHUSIASTIC ABOUT TEACHING MALE/FEMALE BREAKDOWN

Male

Female

Q10

Very important Important Not very important Definitely not important

139 166 26 5

Q10

Very important Important Not very important Definitely not important

214 182 11 1

WHAT MAKES A GOOD TEACHER?

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Appendix 3

Chart 28: Q11 TEACHERS WHO ARE GOOD AT EXPLAINING THINGS MALE/FEMALE BREAKDOWN

Male

Q11

Very important Important Not very important Definitely not important

248 84 4 0

Female

Q11

Very important Important Not very important Definitely not important

346 59 3 0

Chart 29: Q12 TEACHERS WHO ENRICH LESSONS WITH INFORMATION TECHNOLOGY MALE/FEMALE BREAKDOWN

Male

Q12

Very important Important Not very important Definitely not important

72 165 87 12

Female

Q12

Very important Important Not very important Definitely not important

76 222 102 8

24

WHAT MAKES A GOOD TEACHER?


Appendix 3

Chart 30: Q13 TEACHERS WHO INSIST ON GOOD BEHAVIOUR MALE/FEMALE - BREAKDOWN AS FOLLOWS

Male

Q13

Very important Important Not very important Definitely not important

77 200 46 13

Female

Q13

Very important Important Not very important Definitely not important

125 243 33 7

Chart 31: Q14 TEACHERS WHO ASK YOU FROM TIME TO TIME WHAT YOU THINK OF A LESSON MALE/FEMALE BREAKDOWN

Male

Q14

Very important Important Not very important Definitely not important

59 115 132 30

Female

Q14

Very important Important Not very important Definitely not important

77 198 116 17

WHAT MAKES A GOOD TEACHER?

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Appendix 3

Chart 32: Q1 TEACHERS WHO CARE ABOUT YOU AS A PERSON S2/S5 BREAKDOWN AS FOLLOWS 2% 5%

Very Important 43%

S2

Important Not Very Important

50%

Definitely Not Important

1%

Very Important

6%

Important

40%

S5

Not Very Important

53%

Definitely Not Important

Q1

Very important Important Not very important Definitely not important

167 191 18 7

Q1

Very important Important Not very important Definitely not important

151 204 22 5

Chart 33: Q2 TEACHERS WHO LISTEN TO YOUR VIEWS S2/S5 BREAKDOWN AS FOLLOWS

4% 0%

Very Important Important

29%

S2 67%

Not Very Important Definitely Not Important

1% 0%

Very Important Important

39%

S5

60%

Not Very Important Definitely Not Important

26

WHAT MAKES A GOOD TEACHER?

Q2

Very important Important Not very important Definitely not important

257 111 15 0

Q2

Very important Important Not very important Definitely not important

228 149 5 0


Appendix 3

Chart 34: Q3 TEACHERS WHO TREAT YOU WITH RESPECT AND FAIRNESS S2/S5 BREAKDOWN AS FOLLOWS 1%

0% Very Important

18% Important

S2

Not Very Important 81%

1%

Definitely Not Important

0% Very Important

24%

Important

S5 75%

Not Very Important

Q3

Very important Important Not very important Definitely not important

310 69 3 1

Q3

Very important Important Not very important Definitely not important

285 93 4 0

Definitely Not Important

Chart 35: Q4 TEACHERS WHO ARE APPROACHABLE AND GIVE ENCOURAGE MENT TO EACH PUPIL - S2/S5 BREAKDOWN AS FOLLOWS

3%

0% Very Important

S2

Important

35% 62%

Not Very Important Definitely Not Important

1%

Very important Important Not very important Definitely not important

284 134 13 0

Q4

Very important Important Not very important Definitely not important

251 122 6 3

1% Very Important

S5

Q4

Important

32%

66%

Not Very Important Definitely Not Important

WHAT MAKES A GOOD TEACHER?

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Appendix 3

Chart 36: Q5 TEACHERS WHO GIVE YOU ENCOURAGEMENT S2/S5 BREAKDOWN AS FOLLOWS 5%

0% Very Important Important

S2

40%

55%

Not Very Important Definitely Not Important

3%

0% Very Important

S5

Important 39% 58%

Not Very Important

Q5

Very important Important Not very important Definitely not important

211 152 18 2

Q5

Very important Important Not very important Definitely not important

221 149 18 2

Definitely Not Important

Chart 37: Q6 TEACHERS WHO PRAISE YOU WHEN YOU DO YOUR BEST S2/S5 BREAKDOWN AS FOLLOWS

0% Very Important

8% 41%

S2

Important Not Very Important

51%

Definitely Not Important

Q6

Very important Important Not very important Definitely not important

157 196 29 1

Q6

Very important Important Not very important Definitely not important

164 181 33 4

1% Very Important

9% 43%

S5

47%

Important Not Very Important Definitely Not Important

28

WHAT MAKES A GOOD TEACHER?


Appendix 3

Chart 38: Q7 TEACHERS WHO MAKE LEARNING FUN S2/S5 BREAKDOWN AS FOLLOWS 1%

Very Important

7%

Important

S2

34% 58%

Not Very Important Definitely Not Important

0%

Very Important

10% Important

S5

47% Not Very Important

43%

Definitely Not Important

Q7

Very important Important Not very important Definitely not important

221 130 27 4

Q7

Very important Important Not very important Definitely not important

180 165 36 1

Chart 39: Q8 TEACHERS WHO REALLY KNOW THEIR SUBJECT S2/S5 BREAKDOWN AS FOLLOWS

2%

1% Very Important

22%

Important

S2

Not Very Important 75%

1%

Definitely Not Important

Q8

Very important Important Not very important Definitely not important

288 84 9 2

Q8

Very important Important Not very important Definitely not important

309 67 5 1

0% Very Important

18%

Important Not Very Important

S5 81%

Definitely Not Important

WHAT MAKES A GOOD TEACHER?

29


Appendix 3

Chart 40: Q9 TEACHERS WHO ARE WELL ORGANISED AND PREPARED S2/S5 BREAKDOWN AS FOLLOWS 1%

Very Important

8%

Important

S2

51%

40%

Not Very Important Definitely Not Important

Q9

Very important Important Not very important Definitely not important

195 154 32 2

Q9

Very important Important Not very important Definitely not important

125 243 33 7

5% 0% Very Important Important

S5

40%

55%

Not Very Important Definitely Not Important

Chart 41: Q10 TEACHERS WHO ARE ENTHUSIASTIC ABOUT TEACHING S2/S5 BREAKDOWN AS FOLLOWS

5%

1%

Very Important

44%

S2

Important Not Very Important

50%

Definitely Not Important

5%

1%

Very Important Important

S5 43%

51%

Not Very Important Definitely Not Important

30

WHAT MAKES A GOOD TEACHER?

Q10

Very important Important Not very important Definitely not important

170 192 19 2

Q10

Very important Important Not very important Definitely not important

195 163 20 4


Appendix 3

Chart 42: Q11 TEACHERS WHO ARE GOOD AT EXPLAINING THINGS S2/S5 BREAKDOWN AS FOLLOWS 5%

S2

0%

Very Important Important

21%

74%

Not Very Important Definitely Not Important

0% 0% 18%

Very Important Important

S5 82%

Not Very Important

Q11

Very important Important Not very important Definitely not important

289 80 18 12

Q11

Very important Important Not very important Definitely not important

312 68 2 0

Definitely Not Important

Chart 43: Q12 TEACHERS WHO ENRICH LESSONS WITH INFORMATION TECHNOLOGY - S2/S5 BREAKDOWN AS FOLLOWS

2%

Very Important 22%

21%

S2

Important Not Very Important

55%

Definitely Not Important

3%

Very Important 19%

S5

Important

30%

Not Very Important 48%

Definitely Not Important

Q12

Very important Important Not very important Definitely not important

83 212 79 7

Q12

Very important Important Not very important Definitely not important

72 184 113 13

WHAT MAKES A GOOD TEACHER?

31


Appendix 3

Chart 44: Q13 TEACHERS WHO INSIST ON GOOD BEHAVIOUR S2/S5 BREAKDOWN AS FOLLOWS 3% 10%

Very Important 30%

S2

Important Not Very Important

57%

Definitely Not Important

Q13

Very important Important Not very important Definitely not important

113 217 40 13

Q13

Very important Important Not very important Definitely not important

125 243 33 7

2% Very Important 10%

25%

S5

Important Not Very Important

63%

Definitely Not Important

Chart 45: Q14 TEACHERS WHO ASK YOU FROM TIME TO TIME WHAT YOU THINK OF A LESSON - S2/S5 BREAKDOWN AS FOLLOWS

7%

17%

Very Important Important

S2

34% 42%

6%

S5

Definitely Not Important

Very Important 19% Important

32%

Not Very Important 43%

32

Not Very Important

WHAT MAKES A GOOD TEACHER?

Definitely Not Important

Q14

Very important Important Not very important Definitely not important

59 115 132 30

Q14

Very important Important Not very important Definitely not important

73 163 123 22


Appendix 4

What Makes a Good Teacher? OTHER COMMENTS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35.

A class being split between two or one teachers causes serious difficulties in comprehension A good teacher is a person who cares about every pupil and knows the subject well A good teacher makes you do your best A good teacher needs to be able to understand their pupils A good teacher should be strict but nice at the same time A strict teacher who dislikes bad behaviour A teacher who genuinely wants you to achieve your best rather than just caring how good your results make them or the school look An approachable teacher is a good teacher Don’t pick favourites Don’t pick on people Don’t pick on people Fill lessons instead of having loads of spare time I also think it’s important for a teacher to have a good relationship with the pupils I like a teacher who makes me laugh I like going to school because I like the teachers I like teachers that learn in over ways than writing all the time I think it is Very important that a teacher looks at your work and sets homework from time to time I think teachers also need to bring their own personality to each lesson I think teachers should be able to control their class and stop bad behaviour and bullying I think we should do more presentations Important to have a connection with teacher, so they are approachable Its good if the teacher is okay with a little bit of joking around, is kind, but still firm and fair It’s good when teachers have a good sense of humour It’s important for a teacher to take control but not be a dictator More group work More group work, less standing up and talking Need to know each pupils ability at each subject Not to have favourites or be sexist Not to have favourites over students Not to have favourites over students Not to have favourites over students Not to have favourites over students Some teachers should listen to their pupils and take it into consideration Some teacher’s favourite pupils Someone you can trust

WHAT MAKES A GOOD TEACHER?

33


What Makes a Good Teacher? OTHER COMMENTS

(Continued)

36. Something that is important is when a teacher takes time to get to you know you as a person 37. Stay happy as a teacher, it encourages happy pupils 38. Stay on the topic for longer, don’t pick on people 39. Teachers should be enthusiastic and honest 40. Teachers should be fun but make you learn at the same time 41. Teachers should enjoy teaching 42. Teachers should give you a good laugh; therefore pupils may like the subject better 43. Teachers should listen to pupils 44. Teachers should listen to what pupils have to say 45. Teachers should not have favourite pupils 46. Teachers should not have favourite pupils 47. Teachers should tell you what parts are important in their PowerPoints 48. Teachers should understand your needs 49. Teachers shouldn’t be moody, and they should have a sense of humour 50. Teachers who are down to earth 51. Teachers who are nice and don’t yell unless they have too 52. Teachers who are really patient 53. Teachers who change what they do every subject 54. Teachers who do not have favourites and treat each pupil the same is important 55. Teachers who don’t waste time with targets and learning intentions Very important 56. Teachers who ignore when someone persistently disrupts the lessons 57. Teachers who make lessons fun because more people will listen 58. Teachers who make pupils feel welcome and comfortable in class is Very important 59. Teachers who make you laugh therefore they might like the subject 60. Teachers who take time to listen to your views 61. Teachers who use PowerPoints, pictures etc 62. Teachers who are able to have a laugh/joke with you 63. Teachers that have a laugh 64. The teachers at Inverurie are amazing 65. When teachers help you and when teachers are funny 66. When teachers make you understand instead of just telling you what to do 67. When teachers use various resources

34

WHAT MAKES A GOOD TEACHER?


WHAT MAKES A GOOD TEACHER?

35


GORDON COOK FOUNDATION

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WHAT MAKES A GOOD TEACHER? Character Education Scotland. All rights reserved 2015. Registered Office: Character Education Scotland, Career Studio, Granary Business Centre, Cupar, Fife KY15 5YQ Character Education Scotland is a company limited by guarantee, registered in Scotland number 365627. Registered charity in Scotland number SC040962.


What Makes a Good Teacher - Publication  

The What Makes a Good Teacher Report required us to take the raw data and present it in a way that is visually stimulating but also easily r...

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