The teaching profession is built basically on the way teachers reflect on their work which includes analyzing and assessing their work to find means of improvement. In a Spanish-Scottish project commenced in Scotland (McArdle, K., Hurrell, A. and Martinez, Y.M., 203) teachers were allowed to talk about their own experiences and what made them good at it, which has not been encompassed in teacher effectiveness theories before. This group of teachers was chosen by Alison Hurrell, a teacher educator in modern languages at the University of Aberdeen, according to specific criteria including both genders: they all attended teaching programs; they were unbiased, solicitous, comprehensive, congruent, and influential. The interviews were then analyzed; the conclusion was that each of the teachers was good in a different way, yet they all shared a genuine concern about the welfare of their students and a willingness of helping parents and colleagues. Their main aim was to motivate, enthuse and engage their students to be efficient learners. They thought of means of scaffolding students to catch up with their peers and they treated their students fairly no matter what backgrounds they had.
There are various ways and things that people t
hink of when talking about a good teacher such as planning lessons, mastering the subject taught, and meeting deadlines. According to Blooms taxonomy(Anderson, L.W. 994), a good teacher has to guide his students through the different steps of the taxonomy to help them not only to remember, understand and apply the topic or skill taught but also be able to analyze and evaluate it in order to efficiently create something or form an opinion. Teachers do that by transferring their knowledge, repeating, reinforcement of good behavior, and repercussions for undesired behavior. All of which are really key elements, still they dont guarantee good teaching. Some teachers might be following the exact methods and utilizing teaching skills and still cant reach their students (Moore, A., 2004). Moore mentions that reflecting on ones teaching way is important to improve, yet it can create a feeling of guilt about what should have been done, which can restrain improvement. If we consider the students opinions of what makes a good teacher, there will be a variety of key elements such as motivating, listening, allowing students to express their opinions freely, hard-working, light-hearted, and even good-looking (Haider, A. and Jalal, S., 208).