# Question 2: What Makes a Good Teacher?

# Activity 2: Discussing what makes a good teacher

This is another activity to carry out with all the teachers in your school. If you used groups in Activity 1, you could use the same groups again to discuss the question: “What makes a good teacher?”

There are many ways that this question can be answered. Read this account from a Kenyan school principal who has often used this discussion question in her school:
“Can you remember a really good teacher? Can you remember why you thought the teacher was so good?”

I often begin a teacher professional development session with these two questions. There is always quite a heated debate! I remember recently, in Nairobi, the questions sparked some controversy.

One teacher said: “My best teacher really took an interest in us; she knew something about every student in the class and she was good fun.”
Another teacher said: “The teacher I remember best taught us Science when I first went to secondary school. She really knew her subject, especially Physics. And I looked forward to every lesson. When I look at a map of the universe today, I often think back to her lessons.”

Why did such sensible comments create controversy? It was because some members of the group thought personal, relationship qualities were paramount, and others said they liked teachers who “really knew their subject or subjects.” Eventually a compromise emerged. Good teachers could be good in different ways! A shy teacher, who taught well and conscientiously, could gain respect just as much as an extrovert who was jokey and fun.

During the session, however, the group began to understand that while the good teachers they remembered had different characteristics, they also had things in common. “We never wasted time in class,” was an observation that had everyone’s agreement. “They were good at explaining things,” was a quality we agreed characterised all the best teachers.

Most importantly, everyone thought they would like to be remembered as a good teacher.

Following your discussion, work together to make a chart to go on the wall of the teacher room. This might look something like the following:

# Self-Reflection

Self-reflection is important because it's a process that makes you collect, record, and analyze everything that happened in the lesson so you can make improvements in your teaching strategies where necessary. Share your self-reflection upon completion of Activity 2.

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