Smiling, I said, “So, I’ll see you about 10:00. You seem worried about me coming into your classroom. No problem with job security…ha, ha, ha!”
I could see the red splotches begin to form on the ‘teacher of the year’s’ neck. Looking more closely, I asked, “Hey, you’re not really worried about me coming to observe, are you? It’s just a formality, you know? Remember, you are teacher of the year…glowing reviews…”
I kept trying to find a point of connection and inject a little humor.
But she was genuinely nervous. I made a big ‘note to self’ that day: teachers dislike being observed and evaluated—even the best ones.
What I Look for in Teachers
In my nearly 40 years of serving as an administrator, mentoring student teachers, and working as a school consultant, I have observed hundreds of teachers. Yes, some have received less-than-stellar reviews. But I’ve also worked with many excellent teachers.
The evaluation form may include numerous factors, but I focus on three key qualities:
1. Is the teacher in charge?
Are they cultivating the classroom climate they want?
2. Do they genuinely care about students?
Do the students feel, know, and trust in this unconditional love?
3. Is the teacher creating bridges to reach every learner?
Is the teacher actively varying their teaching style to reach all learning styles?
A Rose by Any Other Name…
Obviously, much can be said about each point. Today’s focus is #3: the value of incorporating learning styles into curriculum and teaching.
Back in my special education days, we individualized for each student. For years, I trained teachers on learning styles and how to build bridges to each learner.
Now it’s called “differentiated instruction.” The name has changed, but the core principles remain the same. Strong teachers have intuitively understood this for years, regardless of what it’s called.
Those are the teachers I’ve hired over the years.
What This Looks Like in the Classroom
Let’s start with what it does NOT look like: It doesn’t mean having everyone on page 87 at 10:32 a.m., perfectly according to plan.
A great teacher’s classroom has something so powerful, so palpable, that you know you’re in one the minute you step through the door. There’s an atmosphere of love, a climate of control, and a unique style of learning that separates it from the ordinary.
What Creates Your Teaching Style?
These major factors combine to create the texture of your teaching:
- How you perceive information
- How you process that information
- How you personalize that information
- How you pass it along to your students
Here’s an Example:
If you perceive information visually and process it in your brain visually, you tend to personalize it visually as you pass it along to students. You might use visual teaching methods and make comments like, “I see what you mean.”
You may naturally teach with:
- Visual aids
- Reading and writing assignments
- PowerPoint presentations
- Outlines and mind maps
- Design projects
This is your comfort zone. Subconsciously, you assume that if these techniques help you learn, they’ll work for your students too.
