What makes an excellent schoolteacher? Troubled teens tell us

New QUT research that asked high school students with learning and behavioural difficulties what makes an excellent teacher revealed they value instruction over a bubbly or fun disposition.

What makes an excellent schoolteacher? Troubled teens tell us in new research

New QUT research that asked high school students with learning and behavioural difficulties what makes an excellent teacher revealed they value instruction over a bubbly or fun disposition.

The research involved in-depth interviews of 50 students from Grades 7-10 from three secondary schools in disadvantaged Australian communities.

The study, published in Frontiers in Education, builds on research that measures quality teaching practices.

Lead researcher Professor Linda Graham, from QUT’s Centre of Inclusive Education, said few studies had analysed the perspective of students who had a history of disruptive and disengaged behaviour.

Professor Graham said a gap existed between instructional support in everyday classrooms and promoting practices to serve students with disabilities and disruptive behaviour.

“These children are telling us they don’t want to be let off the hook but rather want to become better learners,” she said. “They want simple instructions not simplistic teaching.”

Students’ responses to the question “what makes an excellent teacher” were coded into four categories.

“It is commonly believed teachers’ temperament and personality is what students care most about,” she said. “This research provides clarity that the quality of instructional support is vital.

“Another common perception is these kids are disruptive because they don’t want to learn, but there is no evidence to support this based on their responses.

“The majority of responses were about practices that help students in their learning and more importantly what they said corresponds with research from the cognitive and communication sciences.

Professor Graham said researchers developed a preliminary visual support for teachers based on core themes from the study that included:-

• Teachers talking slower
• Teachers explaining things more clearly
• Teachers checking in with students more often
• Having a buddy who can help explain
• Teachers writing instructions on the board
• Teachers giving regular reminders of what students are meant to be doing.

Professor Graham said interviews with students revealed the power teachers had by using familiar concepts and not to rush explanations.

“The way he explains it. Say he makes a story, because he knows a story about everything, pretty much.” (Grade 9, School D).

“They explain everything, they take time out of the lesson to ensure you’re okay and see if you’re on track and always supportive and even if you’re not normal, they support you no matter what.” (Grade 9, School D).

Professor Graham said the students in the study tended to have underlying and likely undiagnosed language, literacy, attention and/or executive function difficulties and experienced conflict with teachers.

“Importantly, the majority of students did not just like the teacher because they were a nice person, but they explained why they thought the teacher was excellent by describing that teacher’s approach to teaching,” she said.

The study was co-authored by QUT PhD researcher Haley Tancredi and Associate Professor Jenna Gillett-Swan and was funded by the Queensland Government’s Education Horizon scheme.

Editorial note: The views expressed do not necessarily represent those of the Queensland Government or Department of Education.

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