By Dr. Randy Nelson
Professor Emeritus of Education
Editorial Contributor
When students enter a classroom on the first day of school, they readily take stock of their teacher. The teacher’s academic credentials and alma mater will be of little concern. Most students, however, are seeking an answer to one question: “What kind of human being will I spend the year with?” Students will quickly assess the teacher’s attitude, values, and beliefs.
Young people are skilled readers of human nature. If a teacher is not genuine, they will readily detect hollow and mechanically spoken words. If a teacher is condescending, they will bristle in response to unearned inferiority. If a teacher seems hypocritical, they will protect themselves against manipulation.
If, however, students feel that a teacher is fair, they will strive to be fair in return. If they are respected, they will reciprocate with respect. If a teacher is legitimately joyful as students grow in competence, they will admire the person whose gratification comes from their success. They will begin to work harder and learn more.
The importance of a teacher’s professional disposition is indisputable. It comprises an unwavering commitment to students, respect for human diversity, empathy in times of failure, and a genuine belief that all students have value. Teachers with such dispositions help students understand why learning matters for their lives. Under their guidance, students will know they
are important and deserving of an enriching education.
Two influential teachers proved to be pivotal for me.
As a seventh-grade student, I was unusually quiet due to a lack of confidence. I found it easy to blend into the background, make no bold announcements, and shuffle through the days. My reading teacher noticed not only my reticence, but also my love of drawing cartoons. To help my confidence, each week she gave me a large piece of beige cardboard, a black marker, and a political cartoon clipped from the newspaper. My task, accomplished after school hours, was to re-create the cartoon by drawing a poster. Each time I returned a completed drawing, she would hang it on the wall, occasionally asking the class to observe my work. I could sense her respect for my ability.
The result of this attention was motivation to be an excellent student. At the semester’s end, I received the top reading score. For the first time in my life, I realized that my brain functioned well. High grades were no longer just for other students. I acquired confidence and a memory rooted in success, a memory that carried me throughout my junior high and high school years. A great teacher’s wisdom and faith in me made all the difference.
The second pivotal experience occurred during my senior year. My English teacher, a man whose class I initially planned to avoid, had a reputation as the most demanding academic in the school, and he was teaching a Shakespeare course. Intimidated by his reputation and the difficulty of William Shakespeare, I planned to study under an easier teacher. The high-school librarian, however, convinced me that understanding Shakespeare was necessary if I wanted to consider myself educated. Reluctantly, I enrolled.
Our first text was Hamlet. The language, characters, and intricate plot fascinated me. Recognizing my interest, the teacher began to nurture my analytical skills through probing questions. To my surprise, this rigorous educator seemed confident in my ability. When I misunderstood, he brought me to understanding. When my thinking was defensible, he gave me affirmation. And because he never lowered his standards for anyone, I knew that my success was authentic. The teacher I once feared became a source of great inspiration, and I became an English teacher. The spirit of a great teacher made all the difference.
Such teaching success indeed occurs in Liberia’s schools. A young man I know tells of his junior high literature class in Monrovia. The teacher’s disposition was remarkable. Exceptional content knowledge, strong questioning skills, kindness, fairness, and cheerfulness were hallmarks of his teaching. He instilled confidence and developed competence. Wrong answers or a misinterpreted concept never resulted in shame. Mistakes were opportunities to learn. As an advocate, he helped his students experience trust, belonging, and personal dignity. They were valued. They learned. And after many years, he is still memorable. Such is the mark of a great teacher.
Wise and effective educators put their students above all else. They convey faith and respect. They nurture not only the mind, but also the spirit. Students who experience such a teacher must be counted among the fortunate.
A teacher’s professional disposition—that combination of attitudes and beliefs that will inspire any student—is indispensable. If you are a teacher, never forget. It is the cast iron that underpins the work of every great educator.