Are you an effective teacher?

The unprecedented rise in home education for children is a phenomenon from which formal educators can learn much. Certainly, the obvious benefit is the one-to-one experience of learning. The size of classes is still a major stumbling block to effective teaching. The other unrecognised advantage is the closeness of the relationship that exists between the child and parent-teacher.

It is now well documented that the closeness of relationships between teachers and pupils is fundamental to an effective learning environment. No matter what area of human activity is involved, the nature of the contact between participants is a crucial ingredient to the dynamic that results. For example, Internet shopping is not working as anticipated because shopping is not just about purchasing, it is primarily a social phenomenon.

Whether education is home- or school-based, it is important that parents and teachers regularly monitor their own attitudes to education and how they teach.

It is paramount that educators ensure that their worth or the worth of their students is not tied up with academic performance. The maintenance of children's innate eagerness to learn and natural curiosity is done by making learning an adventure, not a test.

Furthermore, educators need to see that all areas of human endeavour are worthy of effort and appreciation - sports, art, humour, poetry, mechanics, woodwork, astronomy as well as the traditional focus of education - reading, writing and arithmetic.

It can help enormously when those who are in charge of others look for feedback from their charges regarding their effectiveness. It takes considerable maturity and solidity to seek out such information, but it is vital to progress for all concerned. It is interesting to note that, typically, students ascribe certain characteristics to what they perceive as a "good" or "bad" teacher.

The lists given below are not set in stone; indeed it would be wise for the home- or school-based teacher to conduct their own survey of students' perceptions. Nonetheless, what follows may provide some assistance to how students perceive their teachers. (Code: r = relationship, m = teacher's motivation, d = discipline, se = self-esteem).

According to students, "good" teachers:

Get angry sometimes, when there is reason (r)

Listen to all sides (r)

Stick to the rules (d)

Treat all the children fairly (d)

Say "sorry" when they have done something wrong (r)

Give interesting lessons (m)

Always have things for the children to do (m)

Always mark classwork and homework (m)

Ask the children what they think (r)

Are on time for lessons (m)

Stop children behaving badly (d)

Deal with difficult behaviour quietly (do not shout) (d) Are the same every day (se)

Try to help children understand (r)

It is clear from the above list that it is the relationship that the teacher has with their students is central to the students' perceptions of what a "good" teacher is. What is also visible is the teacher's love of teaching - with four "m's" - and even more pertinent, the need for students and teachers to feel good about themselves.

The profile painted by students of what characteristics typify the "bad" teacher is also quite revealing.

According to students, "bad" teachers:

Have favourites (r)

Are not ready for lessons (m)

Are late to lessons (m)

Are rude to students (r)

Don't know the students' first names (r)

Let some students get away with things and not others (d)

Shout at students (r)

Don't help when the work is too hard (r)

Don't like all students (r)

Waste time (m)

Are too strict (d)

Do not listen to students (r)

Do not give students a second chance (d)

Are friendly out of class but not in class (r)

Leave the classroom half-way through a lesson (m)

Do not care if students work or not (r)

Are moody (se)

Do not bother to mark classwork (m)

Poor teacher-student relationships - with nine "r's" - are the most significant factor in preventing someone being

an effective teacher and affects students' own motivational levels. Also, poor discipline

does not serve classroom morale well. Once again, how the teacher feels about "self" has

a motivational effect on students.

Teachers would do well to seek feedback on their presence in the home or classroom frequently. Feedback provides the opportunities to deepen the self-worth of all concerned, to increase motivation, to review discipline procedures and to maintain the adventure of learning.

Dr Tony Humphreys is a consultant clinical psychologist and author of A Different Kind Of Teaching