Beidler makes an interesting distinction between the two. First, he notes that student evaluations can be deceiving. Good teachers tend not to believe the positive evaluations and agonize over the one or two mediocre ones, continually trying to improve their teaching. Mediocre teachers do the opposite -- they trust the good evaluations and brush off the negative ones. Beidler believes strongly that the best teachers are those who listen to what their students say about good teaching in general rather than about any one particular teacher. For example, in surveys, students almost universally state that the best teachers are those who are available, accessible, approachable and, most importantly, are excited about what they teach. A teacher who models his or her teaching style on the characteristics valued by students will be a successful educator.
At first reading, the ninth and 10th qualities of good teaching seem to contradict each other. The ninth quality, according to Beidler, is "don't trust student evaluations of your teaching," but the 10th quality is "listen to your students."
First of all, a movie should have a good script. Without a good writer and a good script, the movie cannot stand on its own feet. The script is the skeleton of the film. It covers everything from the mood of the story to the facial descriptions of the characters. A script is a black and white sketch on which everyone else adds color. Without the sketch, no matter how much color you put in, it would only look incongruous.
Eighth, good teachers try to motivate students by working within their own incentive system. Teachers who know their students' likes, dislikes, problems and personal issues are more likely to be able to "push the right button" and motivate students to learn. Every cohort wave of students has its own characteristics and unique incentive system. The good teacher stays aware of trends and uses this information to modify motivational techniques. According to Beidler, good teachers "try to understand what makes students tick these days, and then they build on that knowledge to make them tock."
Fourth, good teachers never have enough time and never finish their work, but they don't complain about the long hours because they love what they do.
Leadership is a topic that will have to be address by every organization .In my opinion no organization will be able to prosper without good leadership.
A good movie is not just a collection of pretty faces decked up for the camera. A movie is a lengthy process that involves a lot of hard work, and it is essential that each department works in close contact with each other. A good movie requires a great deal of attention from everyone involved from the producer to the actor. Often, we blame the actors in the movie for a lackluster performance, but there is actually a lot going on behind the scenes that makes for a banal or splendid performance.
Second, good teachers take risks. One of the former professors at our institution was known to the students as "Dr. Yellownotes." This faculty member had been teaching from the same lecture notes for so many years that the paper on which they were written turned yellow and the notes had to be kept in plastic covers to keep them from disintegrating. Not surprisingly, Dr. Yellownotes was not respected by his students because he never took risks and never varied. At the other end of the spectrum, Beidler describes an experiment he tried one semester. He didn't assign a textbook for a writing class, instead asking the students to write their own textbook on writing. His students recognized the risk he was taking and worked hard to assure that both they and he succeeded.
* Second, good teachers must be creative. Phillips notes that the mass media have shortened the attention spans of most students, but also have made them creative users of technology. She suggests that it is not too much to ask for comparable qualities of excitement and creativity from teachers. For example, courses should never be taught the same way twice. Phillips is a strong advocate of reciprocal learning, a concept in which students take personal responsibility for their own learning. One way to help teachers and students move away from passive learning and toward reciprocal learning is by using case studies. In the radiologic sciences, case studies are excellent teaching tools that can range from film critique sessions to grand round presentations to clinical problem-solving sessions.
Peter Beidler is the Lucy G. Moses Professor of English at Lehigh University in Pennsylvania. His essay, titled "What Makes a Good Teacher?" lists 10 qualities Beidler believes are vital to success in the teaching profession.
Another way to express caring and improve classroom interactions is to network within the professional community. Teachers can introduce students to other professionals, involve them in discussion groups and professional activities, and encourage them to network with each other and with practicing professionals. By bringing students into the professional milieu, a good teacher exhibits caring behavior and shows respect for his or her students.
What, then, makes a good teacher? That's the question the Carnegie Foundation asks annually. Every year, the Carnegie Foundation identifies a few college professors who are considered the best in their disciplines. Each of these teachers is invited to compete for the Carnegie Professor of the Year Program and is asked to submit an essay on what constitutes good teaching. This year, 20 of the essays were compiled into i book titled Inspiring Teaching: Carnegie Professors of the Year Speak. The essays are divided into four categories: teaching characteristics, teaching practices, teaching philosophies and teaching teachers. Two of the essays -- one by an English professor and the other by a professor of nursing -- have special meaning for radiologic science educators.