Article Response to:
“Out of the Mouths of Babes: What Do Secondary Students Believe About Outstanding Teachers?”

       This article begs the question, “What it is that makes a teacher effective?” Does an effective teacher follow the federal and state guidelines or should it be based upon what the students think. In this article, the answer lies with the students. When a teacher is effective in the classroom, classroom management issues are resolved.
       Secondary students responded to the question, with three answers. These answers were, caring attitude, knowledge of the subject and how to teach it, and classroom management skills. The responses came from 223 students from diverse settings; suburban, rural, low socioeconomic communities, middle class, ect.
       The first answer, caring attitude, is further defined by Haskivitz as having humor, flexibility and high expectations. He also goes on to say, “they must be “unsatisfied” and desire to be lifetime learners, be “unaccepting” of pat answers and challenge students and be “uncomforting” to keep students off balance.” This quote may seem to contradict the characteristics of having a caring attitude, but it does not. If a teacher really cares about a students education, they will challenge the student to reach higher levels of thinking. I know from my high school experience, teachers who expected higher levels of thinking in their classroom always had order. Students who know that teachers have high expectations for them, in return respect the teacher. Having a caring attitude in the classroom minimizes issues dealing with classroom management.
       Having a caring attitude goes much further than just challenging students, it also involves connecting with students. To listen to what a student has to say and to teach “for the mere satisfaction of making a difference in at least one students life.” Treating students like adults is huge. Students who know they are valued by the teacher have a sense of responsibility and will show that in the classroom. This too leads to effective classroom management.
       The second answer, knowledge of the subject and how to teach it, is also vital for an effective classroom. Teachers who “strive to make lessons applicable to our lives” and keep their “passion in subject expressive to others” keep students engaged. Students who enter a classroom knowing that they will learn through fun experiences and apply the knowledge they gained to their daily lives will be less likely to be off task because they will be to busy engaging in the lesson.
       The last answer, classroom management skills, goes hand in hand with the other two responses given. If a teacher has a caring attitude and treats students as valued members of society and teachers who are knowledgeable and know how to engage students in lessons are practicing effective classroom management skills. Sometimes issues in the classroom happen because teachers are too busy trying to be strict with lesson plans and staying up to speed with the curriculum. What teachers need to realize is that the students opinion and voice are what matter. When a students feels that a teacher cares about their education by spending extra time on a lesson or having an interactive conversation with the class, the classroom will be a positive environment for learning. Listening to what the students have to say, relating concepts to everyday life, and having respect for all, teachers will avoid classroom management issues.

WILLIAMS, P., SULLIVAN, S., & KOHN, L. (2012). OUT OF THE MOUTHS OF BABES: WHAT DO SECONDARY STUDENTS BELIEVE ABOUT OUTSTANDING TEACHERS>