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
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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?
5
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?
7
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?
9
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?
11
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?
15
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?
17
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?
19
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?
21
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?
23
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?
25
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?
27
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?
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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
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WHAT MAKES A GOOD TEACHER?
WHAT MAKES A GOOD TEACHER?
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