Taken from 99%.com, an annotated list of the top 10 traits of project managers, paraphrased and repurposed for the classroom. A good teacher will:
1. Command respect naturally. In other words, they don’t need borrowed power from administration in order to get the behavior they need from their students — They are optimistic people who are viewed in a favorable light by their students and are valued by administration
2. Possess quick sifting abilities, knowing what to note and what to ignore. This can be repurposed both in terms of classroom management skills and ability to differentiate for individual students. In both cases, being aware and on top of what’s important and what can be put aside is key.
3. Set, observe, and re-evaluate instructional priorities frequently. They review their content and their objectives regularly. They self assess naturally.
4. Ask good questions and listen to stakeholders. Great teachers don’t just go through the motions. They care about communication and the opinions of the students and parents. They are also sufficiently self-aware to know how their communication is received by those stakeholders.
5. Do not use information as a weapon or a means of control. They communicate clearly, completely, and concisely. All the while giving others real information about performance. They do not dangle grades as a means of maintaining control.
6. Adhere to predictable communication schedules, recognizing that it’s the only deliverable early in a project cycle. All this takes place after very thorough pre-execution planning to eliminate as many variables as possible.
7. Possess expertise in classroom management and child development. They have a broad range of additional skills that they can apply to particular circumstances. It’s not just that they have generic classroom management skills, they have an understanding of what is needed for different class dynamics and age groups with which they are familiar. They have a deep familiarity with multiple fields that gives them a natural authority and solid insight that they can bring to bear informally as the occasion arises.
8. Exercise independent and fair consensus-building skills when conflict arises. But they embrace only as much conflict as is absolutely necessary, neither avoiding nor seeking grounds for control. It is important for students to understand that the teacher is the final authority where needed, but also trust that they will be allowed to establish and exercise their own expertise within the structure of the classroom.
9. Cultivate and rely on extensive informal networks inside and outside the the school to solve problems that arise. They identify any critical issues that threaten the school culture or the viability of the classroom (vs. ignoring them). They expose themselves to new ideas and build new competencies. They seek out people who can support them in their goals for their students and their careers.
10. Look forward to going to work! They believe that working in the classroom is an end in itself. The truly great ones view teaching as a career and not a necessary step to take toward some other career. They treat it like a profession by seeking additional training and education, by establishing contacts with other teachers, and by sharing information with colleagues.
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