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Page 43
TEACHER DEVELOPMENT
n recent times, the focus in the ELT
classroom has moved more and
more towards learner autonomy,
and consequently away from the
teacher. The teacher is no longer the
fount of all wisdom. Teachers have
become facilitators whose job is to
create the right conditions for learning.
This, combined with the increasing
momentum of CALL (Computer
Assisted Language Learning), could
mean that teachers are in danger of
becoming increasingly redundant.
hypothesis or preconceptions. I
distributed the simplest of
questionnaires, namely:
Write down the five things which, in
your opinion, make a teacher special.
The questionnaire was completed
by 40 adult students of many different
nationalities, and 20 experienced teachers.
The bar charts on the next page show
the six most common comments made by
students and teachers, and it is interesting
to note how similar the responses were,
with a slight difference in emphasis.
What makes a
teacher special?
Paul Bress researches
the qualities we should be
aspiring to.
A survey
Against this background, I was curious
to find out what students and teachers
considered to be the qualities of a good
or, indeed, a special teacher. I had no
Surprisingly little
has been written on
what constitutes a
good teacher
adapting the lesson when necessary.
Finally, both considered humour to be
important but not as important as the
previous points.
Teaching observed
To add some weight to my research, I
observed four highly experienced
teacher trainers (while they taught
general English) for 90-minutes each,
and noted down all the aspects of their
lessons which I would describe not as
merely good but as special, ie the kind
of teaching which goes beyond the call
of duty.
Now clearly this kind of
observation is qualitative and subjective
rather than quantitative and objective.
Moreover, it involved just one person
(me!) observing and evaluating.
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Page 44
TEACHER DEVELOPMENT
What makes a
teacher special?
Number of students
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