A Language Teacher: Qualities That a Teacher Must Have

M. Enamul Hoque

Abstract
More than most other professions, the task of teaching a foreign requires people who
possess a particular set of qualities. Human progress is possible only through education. Without
imagination, education becomes a kind of intellectual recycling of the same knowledge passed
from teacher to student and back to teacher on the test. Education should do more than simply
transmit information; it should develop skills such as imagination that evolve our knowledge and
move us forward as a species. A teacher who is imaginative can do wonders in the English class.
Their new ideas break monotony and make students take lively participation in the class. Albert
Einstein says that imagination is more important than knowledge. What the research has found,
however, is that the overall expectations of a good teacher” have not changed drastically over the
years but how they are manifested in the classroom has (Larsen-Freeman, 1986). Much of the
research conducted has sought to identify characteristics, factors, traits and/or classroom
behaviors of “effective teachers.

2. Introduction

A good teacher affects eternity; he can never tell where his influence stops — Henry Adams. A
teacher who promotes interaction in the English class does justice to their profession by
empowering learners and helping them develop their communication skills. They motivate their
students; create opportunities for them to interact with one another through commutainment
(communication through entertainment) activities such as role-play, group discussions, mock
interviews, etc. Effective and efficient learning on the part of the students highly depends on
teachers and the actions they take in their classes (Markley, 2004). The way teachers behave and
the methodologies they exploit in their teaching, to a large extent, depend on their perceptions of
effective teaching and their beliefs about teacher efficacy (Ghaith & Shaaban, 1999). It also
affects the way they understand and organize instruction (Chacón, 2005). Therefore, the
teachers’ perceptions of an effective teacher can highly influence their teaching and as a result
their learners’ learning (Dembo & Gibson, 1985). Students also bring their own beliefs about
learning and their perceptions about effective teachers into classroom and their beliefs seem to
have obvious relevance to their expectations of the course (Horwitz, 1988).
Independent thinking is the process of being able to think on your own, without someone
else guiding you. In a world, where knowledge is doubling every few years and what once was a
fact can become out of date so quickly equipping young people with the mental tools to succeed
in such a world, is vital." Teachers can help their students develop their independent thinking
only if they are independent. Independent thinking implies-thinking on your own, being critical
of what you see and hear, questioning information and irrational assumptions, an independent
thinker helps students develop the desire and ability to think on their own. An independent
thinker contributes a lot to the team. Language learning tasks should aim at developing students’
thinking skills. Interdependence is essential for a successful person. Taking students from
dependent stage to independent stage and then to interdependent stage is very important. Man is

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a social animal and interpersonal relationship is the key to success in today's competitive world.
The one who knows how to relate with others can climb up the ladder of success. Those who are
interdependent use positive language and win people. They are polite, pleasant, practical,
persuasive and powerful. A teacher of English who is imaginative, innovative, interactive,
independent and interdependent can be successful in the field and can lead the students from
dependent stage to independent stage and then to interdependent stage.

3. Literature Review
Shulman (1986) has identified seven types of knowledge that highly effective teachers
must have. According to him, teachers need knowledge about the content they are teaching; the
curriculum, materials, and programs; the broad principles and strategies that constitute classroom
management and organization; the student population; the particular educational context they are
teaching in; educational aims and values; and pedagogical content knowledge, which is a special
mix of content and pedagogy unique to teachers. According to Pasternak and Bailey (2004),
teachers need both declarative and procedural knowledge to function effectively in their
classrooms. Declarative knowledge refers to knowledge about the content area they are teaching
whereas procedural knowledge refers to the ability to do things in the classroom. It is believed
that the right credentials and sound professional knowledge are of paramount importance in
determining effectiveness. That means a Master’s degree in TESOL/applied linguistics for
teachers teaching at the university level or a Bachelor’s degree with a TESOL specialization or
certification for those working in primary/secondary schools. As a part of sustaining sound
professional knowledge, teachers must recognize the importance of professional development
and keeping up-to-date with technology.

To what extent personality factors relate to teaching effectiveness has been the topic of
numerous empirical studies. Weinstein (1998) conducted a study which identified 10
characteristics “good teachers” were thought to have (as cited in Brown & Rodgers, 2002, p.
153). Seven out of the ten characteristics related to personality. The Weinstein study found
personality factors like patience, warmth, creativity, humor, and outgoingness to be indicative of
effective teaching. Additional validation of the importance of personality characteristics comes
to us from an unlikely source, Hollywood, which shows that teachers who have believed in their
students, offered them guidance and support and went the extra mile to ensure their success,
were the ones that were dramatized in movies like Stand and Deliver, Dangerous Minds, Dead
Poets Society, and Freedom Writers.

The concept of with-it-ness (McEwan, 2002) is defined as the state of being on top of
things, tuned in to the teaching/learning environment, and in control of the different facets of
classroom life and our jobs. A “with-it” teacher is one who can organize and manage their
classroom, engage students in the lesson, and keep up a fast-paced momentum. Teachers with
this quality are ones who can multitask, use their time most effectively, and adapt to the
changing needs and demands of their job and the profession. Shulman (1986) argued that
pedagogical knowledge included ideas, concepts, analogies, explanations, and demonstrations
used to make the subject matter comprehensible to students. Shulman's argument implies that
foreign language learning theories and teaching methods are crucial domains of foreign language
education.

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4. Qualities of a Good Language Teacher
There are several qualities that a good language teacher must have. To pass on
knowledge to students, a teacher must be competent with the knowledge that she has. Secondly,
a teacher must be willing to explore other types of learning styles to pass on knowledge and be
ready to try different methods when one does not work. A good language teacher must be
passionate about teaching language. Finally, a good language teacher should be able to assess the
learning that her students have done and make changes based on those assessments. The most
important qualities for EFL teachers include the following:

4.1. Good Communication Skills

There is a saying that 'a teacher is only as good as his knowledge is'.
One of the very important characteristics of a good teacher is his communication skills.
He should be a very good speaker. This characteristic will provide benefits in several ways. For
example: If the communication skills are good, a teacher can convey his lectures with better skill
and results, and; if he is a good speaker, his class strength increases automatically. People love to
hear a person who he can speak well enough. There is always a shortage of good speakers in the
world. Highly effective teachers must be good communicators as they are required to articulate
ideas, talk about issues, and express their beliefs and values about teaching. Because teachers
take on numerous roles in their classrooms and in the workplace, they must be skilled at conflict
resolution as well.
4.2. Relationship with Students
The most frequent response is that a great teacher develops relationships with students.
The research literature agrees with them: Teachers need to be able to build trusting relationships
with students in order to create a safe, positive, and productive learning environment. For
example, a student in Boston told us that great teachers are willing to listen to students when
there is a problem. Researchers Deiro (1996) and Noddings (1992) found that teachers who
genuinely care about their students have a significant impact on the students’ attitudes,
motivation and behavior.  These students work harder and are more successful learners. They
learn English faster and display stronger skills.  

4.3. A Good Listener

Apart from being a good communicator, a good teacher should also have the
characteristic of being an even better listener. As there is Turkish proverb:
"If speaking is silver; then listening is gold."
Remember, a good listener will always have many friends and fans. Because people do
not want to hear every time, they need people who can listen to them as well. And when a good
teacher develops this patient quality in him, he starts to become a great teacher.
4.4. Caring Personality
Personality characteristics related to being a compassionate person and having sensitivity
to student differences, particularly with learners, was the second most frequently reported
quality. Again, there is research to support that teacher dispositions are strongly related to
student learning and development.
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4.5. Knowing the learners
The smart teachers are those who have knowledge about what is happening around them
(knowledge of the students, the school, the community, and the cultural environment), and they
combine this knowledge with common sense to solve problems. Street smart teachers are also
politically savvy in that they are familiar with their institutional culture and they know which
materials and topics to avoid both in class and in the workplace, and which battles to fight. This
is a broad category that incorporates knowledge of the cognitive, social and emotional
development of learners. It includes an understanding of how students learn at a given
developmental level; how learning in a specific subject area typically progresses like learning
progressions or trajectories; awareness that learners have individual needs and abilities; and an
understanding that instruction should be tailored to meet each learner’s needs.

4.6. Dedication to Teaching

Dedication refers to a love of teaching or passion for the work, which includes
commitment to students’ success. Responses often referred to loving the subject matter or simply
being dedicated to the work. To a student, this means a teacher should be “always willing to help
and give time.” A good language teacher is not only skilled at creating assessments for her class,
but she can also use those assessments to figure out how successful her teaching methods are.
The teacher who understands some things work better than others and some things do not work
at all will be able to make changes in her own teaching methods.

4.7. Activating the Students in Learning

Students also said that teachers should be able to engage and motivate students to learn.
Researchers talk about three types of engagement that are required for students to learn:
cognitive, emotional, and behavioral. Survey respondents mostly focused on making content
interesting and the ability to motivate students to learn. A student in Pennsylvania said great
teachers are, “motivating students to succeed in and out of school.” For many, if teachers possess
the requisite qualifications and years of teaching experience, being a good teacher is considered a
given. However, we all know and work with teachers who have good credentials and lots of
experience but have the same one year of teaching experience 20 times (as opposed to having 20
years of teaching experience). Knowing your content area and being able to deliver effective
lessons matters. Study after study confirms that students who have high quality teachers make
significant and lasting learning gains. Those with less effective teachers play a constant game of
academic catch up.

4.8. Good Communication Skills

Highly effective teachers must be good communicators as they are required to articulate
ideas, talk about issues, and express their beliefs and values about teaching. Because teachers
take on numerous roles in their classrooms and in the workplace, they must be skilled at conflict
resolution as well. For teachers to be considered effective, they need to believe in their own
ability to make a difference in their students’ lives. Their expectations of their students are
always high. Moreover, they show a willingness to inspire and motivate their students through
example.

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4.9. Commitment to Lifelong Learning

Lifelong learning is now recognized by educators, governing bodies, accreditation

organizations, certification boards, employers and the general public as one of the most
important competencies that people must possess (Collins, 2009). Effective teachers are
concerned with their self- and professional development and regularly reflect on what they do in
their classrooms. They also engage in strategic career planning, which, for many teachers, means
assuming a leadership position. A multitude of sources in the professional and self-help literature
cite the importance of not being too consumed by the job. Research also shows that people with
hobbies and friends outside of their profession suffer less stress, which in turn increases an
individual’s productivity at work. So my final thoughts on this are that teachers should find
something else that defines them outside of the workplace.

4.10. A Good Sense of Humor

A good teacher should also have the quality and characteristic of having a good sense of
humor. It is a logical fact that a person generally teaches the next generation and as they are
younger than the professor, they are expected to have more fun in the class too. So, a good
teacher is the one who can keep up with his sense of humor, and with his strong communication
skills and personality, can also maintain the discipline of the class.

4.11. Encouraging English Conversations & Involvement outside the Classroom

Students who more actively engage outside the classroom in extracurricular or

community activities cultivate friendships and interests which help with broadening language
acquisition. When students feel more confident and have some degree of language skill, they can
be encouraged to join other school- and community-related activities.  These can be based on the
students’ interests.  Maybe a student enjoys the outdoors and scouting is a good option; sports,
music and art might be other avenues; some students might be befriended by native speakers
who invite them to participate in something they are engaged in.  Another suggestion is joining
groups and clubs that build on an international focus like language clubs and service
organizations.  Being active and also volunteering to help towards some larger purpose can also
build relevancy to learning and involvement.

The last but obviously one of the most important characteristics to have in his box of
qualities: he should be a gentle, kind, chivalrous, and benevolent person. Students should love
him, and when they do love him, they idolize him. Then ultimately, they will respect him, will do
the homework, and eventually will bring greater outputs and results.

Conclusion

To sum up, although there have been many studies related to the characteristics which an
effective language teacher should have, the common point stated by them is that an effective
English language teacher should have all aspects of a teacher including socio-affective skills,
pedagogical knowledge, subject matter knowledge and personal qualities. In addition, many

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different studies’ views about what constitutes an effective language teacher mostly matched
each other even though the degree of their agreement on the common characteristics is a bit
different. Finally, the concept of an effective English language teacher consists of a balanced
combination of above four main aspects.

The largest differences between the high and low achievement students were found in
speaking proficiency and being helpful to students in and outside the classroom in favor of the
high achievement students and in teaching tailored to students' proficiency levels and learning
styles in favor of their counterparts.. The importance of English teachers’ proficiency cannot be
overemphasized because teachers' high proficiency of a target language is necessary to
accommodate students’ proficiency levels and learning styles in class (Buchmann, 1984). There
is really no “secret” recipe to being the perfect teacher, nor is being perfect even realistic. As you
read through my list of top 10 characteristics and the lists of others who have come before me, I
encourage you to reflect on what you feel constitutes effectiveness with your students and in
your particular educational context. There is probably no teacher out there who is uniformly
strong in all areas. Like me, you will recognize your strengths and you will probably take note of
some areas that need work. This reflective self-evaluation is, I feel, yet another essential
characteristic of effectiveness. Indeed, the most important characteristics of effective teaching
might not appear on any list.

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