Your research question may require concrete evidence to either back up a claim or to strengthen a particular point. You may find yourself needing quantitative data to: Provide Information When Qualitative Accounts are Incomplete or Lacking Fifteen thousand years ago, northwestern Wisconsin was buried under an ice sheet hundreds of feet thick. To the south, mammoths grazed the tundra amongst stunted spruce trees.
Goldberg Greatness in teaching is just as rare as greatness in medicine, dance, law, or any other profession. Although the qualities that make great teachers are not easy to inculcate or duplicate, understanding these qualities can give all teachers a standard of excellence to strive for, and guide schools in their efforts to recruit and retain the best teachers.
To that end, I offer the following observations about the key characteristics of great teachers. This list is certainly not exhaustive, and the characteristics do not appear in any particular order of importance. In my more than 40 years in education, including 24 years as a public school administrator who directly supervised more than different teachers, these qualities emerged as hallmarks of the best teaching.
Willingness to Put in the Necessary Time You cannot achieve greatness by working from 8: Teaching, like every other serious profession, requires time. By investing time—to prepare for class, to go over student work, to meet students outside of class, to talk to parents, to attend school meetings, and to serve on school committees—a great teacher indicates to students that she or he sincerely cares about their learning.
When well-known and respected teacher Thomas T. Lyons retired from Phillips Academy in Andover, Massachusetts, after a year career, the many tributes he received from former students overwhelmingly focused on the time he spent with them Rimer, Lyons interviewed every youngster individually at the beginning of the school year.
Most teachers belong to a teachers' association, union, or other organization that represents their interests.
Typically, some formal document or agreement specifies how many minutes per day or hours per week they must teach; how much unstructured time they are entitled to; how many meetings they must attend; and the compensation they must receive for additional work beyond the usual load.
Great teachers respect this agreement and acknowledge that it protects their rights, ensures academic freedom, and spells out good professional working conditions. But they don't hesitate to go beyond the contract voluntarily and often—for example, by meeting with a student study group during the teacher's preparation period or after school—in order to meet the needs of their students.
Love for the Age Group They Teach My wife, who had a successful year career in elementary education, had a natural affinity for the early primary grades and grew increasingly uncomfortable with each grade above the 2nd.
She read children's literature for younger students with gusto, happily attended workshops to master materials and methods to better teach primary math and science, and loved spending time with young children.
But teaching above grade 4, she was a fish out of water. About 25 years ago, when the shift from junior high schools to middle schools took hold, I came across many teachers who wanted to work with children of middle school age, 11 to 14, and who took pleasure in the special challenges that those years posed.
In many districts, the frequent requests to transfer from junior to senior high school slowed or nearly stopped.
Many middle schools developed advisory groups and used a team approach to bring teachers and students into closer contact. Teachers who had previously felt uncomfortable in junior high schools thrived in the middle grades, and a cadre of great middle school teachers emerged.
Most teachers find joy in teaching because of their talent for relating to students in a particular age group. Unfortunately, too many school districts transfer teachers on the basis of seniority from one grade to another without recognizing the importance of fit.
An important part of greatness is the match between the teacher's skills and interests and the age of his or her students. A great middle school English teacher might be an average 11th or 12th grade English teacher.
The most effective teachers draw from these well-known theories, but adapt them to their own personality. Because great teachers develop and hone their own classroom management style, their techniques vary.
All, however, have at least the following common characteristics in their classrooms: A culture of respect that flows in every direction: Immediate—or at least timely—teacher actions that usually work.
A clear, shared understanding of acceptable and appropriate behavior. Positive Relationships with Other Adults Too often, we underestimate the amount of time that teachers spend with other adults in a school—other teachers, administrators, and parents.
Great teachers work well with each of these groups. They depend on other teachers as a constant source of information, enrichment, and sometimes solace. From study groups to faculty meetings to such rare moments as receiving an award or attending the funeral of a student, teachers need to support one another.
Outstanding teachers quickly become identified as school leaders, whom other teachers admire and turn to for advice or collegial sharing. The best teachers also find ways to work harmoniously with administrators and to show administrators how they can support teachers.
For example, the teacher may point out areas of the curriculum that need attention and coordinate or offer to serve on a committee to explore solutions to a problem. Great teachers also place a priority on keeping parents informed about their children's progress, and they sensitively help parents understand their children's problems.
These teachers understand that the lack of a strong partnership between teachers and families may undo many of their best efforts. Consistent Excellence Greatness in teaching requires consistently outstanding performance over the years. That does not mean that the teacher never has a bad day, or even a bad week.Personal Qualities List Additional Information for Chapter 5, page What follows is probably the most famous list of personality traits in Psychology.
The Quantities and Qualities of Poll Workers Barry C. Burden and Jeffrey Milyo ABSTRACT Successful election administration depends on an army of poll workers who are responsible for front line.
Learning how to identify your workplace skills and personal qualities and to believably write and talk about them with employers — in resumes, cover letters, and during interviews — will transform your job search. Regardless of the type of survey instrument you plan to employ, there are certain characteristics surveys must meet.
Each of these criteria is presented in more detail throughout Survey Basics, but a brief summary of the criteria is presented here.
Personal Qualities List Additional Information for Chapter 5, page What follows is probably the most famous list of personality traits in Psychology. The Quantities and Qualities of Poll Workers Barry C.
Burden and Jeffrey Milyo ABSTRACT Successful election administration depends on an army of poll workers who are responsible for front line.