The DNA of Great Teachers

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Guest Article Written By: Dr. Cas Olivier

Please see Dr. Olivier’s new book on Amazon here: The DNA of Great Teachers

Teachers’ beliefs are deeply entrenched in their minds; one could say it became part of their teaching-DNA. Their DNA coding influence the way they interpret the curriculum, enhance, monitor, guide and support learners.

The following litmus test distinguishes average from great teachers.

Average teachers build their lessons and its content as if they are building a house, layer by layer strictly according to the plan, from the foundation upwards until the last tile on the roof. Great teachers approach the curriculum as a jigsaw puzzle identifying quick-win spots where learners can achieve success and get the feeling of being a winner in a short space of time. Once decided on the quick-win hot-spots, they develop clever learning activities to challenge and prompt learners to discover and create new knowledge whilst allowing for ‘mistakes’ which they figure out and rectify. These activities put learners in the driving seat enabling them to enjoy learning, fostering their self-esteem, problem solving and analytical thinking talents.

Average teachers interpret ‘teach’ as providing information, believing the silence is productive. Great teachers understand ‘teach’ as enabling learners to learn. This leads great teachers to use a variety of methods, managing productive noise and silence.

Average teachers are leaders enhancing ‘learning’ by pacing and repetition. Great teachers are followers with the aim to guide and support learners when and were needed.

This is a call for ‘Teachership’ or professionalizing of great teachers who are characterized by self and situational awareness, self-management, motivation, passion, flexibility and sensing-of-meaning abilities and competencies.

Here is an interesting infographic: