What Makes You A Great Teacher?

The first step is knowing what makes a student want to learn. That includes learning styles, personality types, what makes them curious, how they respond to challenges, and whether they’re naturally organized or are distracted. In fact, there is a whole subcategory of learning styles that includes learning styles.

The first crucial step in becoming a truly great teacher is to learn what makes you a great teacher. There are some basic characteristics of a great teacher and then learning styles help flesh out that category. And then, if you learn another kind of learning styles, it will help you to expand on what makes a great teacher.

In sum, here is the first step that I would advocate for anyone who wants to become a better teacher:  

In fact, it can be as simple as “How can I support kids who don’t always want to learn? Can I make their learning feel meaningful and rewarding? What kind of challenge do they respond to best?”

This question leads directly into the next one:  

How can I support kids who don’t always want to learn? Can I make their learning feel meaningful and rewarding?”

The next step is to identify the specific learning styles or learning strategies to be effective at that classroom. Then, you’ll find that it’s easier to teach that style to students. 

How do you become a great teacher?  

1) Learn What Makes You A Great Teacher

There are two basic questions to ask yourself when trying to develop your coaching skills: 1) 

Are you capable of supporting kids who don’t always want to learn? and 2) 

Are you capable of helping kids who are naturally curious or unorganized be more effective at a particular skill-set?

Most parents and teachers have a pretty good grasp on understanding the difference between these two types of learning styles, but they don’t tend to consider supporting children who are naturally inquisitive learners.

For instance, you are a high school senior. When you first start your first semester of elementary school, you decide that you aren’t going to learn math because you don’t think you’re smart enough to do so. 

When you get to first grade, you decide that you’ll never be able to do handwriting because:

A) You don’t think you have time.

B) You don’t think you’d ever want to make a decent grade.

C) You just don’t know how.

D) You can’t think of any good reasons to learn them.

E) You think it sounds dumb.

F) You think it’s embarrassing.

G) Who cares? You are still dumb!   

As a college student, you decide to get another degree in elementary education after realizing that you’re not really getting the training you need to become a great teacher (or you are just really excited about becoming a teacher). 

So what does making your students feel smart do for you? How do you get the most out of those who need special help to “get the job done” in a school setting? What about the “other” students?

There are numerous factors that go into deciding how to support kids who have an obvious learning disability. Most of us have experienced some portion of these, but not all. Many kids are really bright or really talented and we have no problems supporting them. But if a kid is really interested in a particular subject, that is often the only reason that we are willing to try to improve that student’s skill level.

So how do we help people who actually do not want to learn?

For example, a school bus driver. Let’s say the kids who ride the bus are very academically-challenged in math, reading, and writing.