Running Head: WHAT GREAT TEACHERS DO DIFFERENTLY 1

What Great Teachers Do Differently: Examining the Character Traits of Highly Effective

Educators

Kelly Efferson

Molloy College
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Abstract

Todd Whitakers What Great Teachers Do Differently: 17 Things That Matter Most is a

valuable dialogue that aims to provide educators with the tools to effectively confront and thrive

inside and outside the classroom. The author has conducive advice on a wide range of subject

matter, and couples his advice with personal experience and educational studies. By balancing

positive suggestions, and friendly warnings the author allows his audience to form their own

opinions and methods to handling a wide range of situations from character educating, to

preparedness, to dealing with difficult students or parents. This book is made for those teachers

who are constantly looking for ways to improve and change for their students, which makes them

great educators.

Keywords: Effective, Great, Self-awareness, Expectations, Respect, Positivity

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Todd Whitakers What Great Teachers Do Differently: 17 Things That Matter Most is an

insightful dialog focusing on the difference in character traits between marginal and great

teachers. Whitakers reflection on personal experience as both an educator and a principle play a

large role in advice and stories shared throughout the book, and is part of what makes his

observations so relatable. Also relevant is Whitakers reliance on educational studies on effective

teaching techniques that he uses to support his claims. What Great Teachers Do Differently: 17

Things That Matter Most touches on a myriad of experiences educators come in contact with

over the course of their careers, and highlights the techniques and character traits of those that

excel in the field. From dealing with difficult parents to the more broad idea of effective

classroom management, Whitaker has invaluable insight for those teachers that strive for

continual self improvement and greatness.

The author makes very clear his motivation for writing What Great Teachers Do

Differently: 17 Things That Matter Most, and his passion for the subject remains evident

throughout. One thing that Whitaker recounts that really stuck with me is that he insists that

educating is more complex than just the techniques we were taught in college. As a reader, that

assertion stuck in my head throughout reading the book, and really helped me to understand

Whitakers point of view. As mentioned briefly, the author has a multitude personal experience

and insight when it comes to the inner workings of all kinds of schools that he shares at many

points in the book. Whitaker directly relates that the quality of a school is directly dependent on

the quality of its people/teachers (Whitaker 6). Furthermore, the author details that school

programs are not freestanding or effective just on their own. School programs, such as the open

classroom movement or assertive discipline, are not depending on the program themself but their
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efficacy lies in their execution by great educators (Whitaker 8). What the reader takes from these

statements is that good school programs are not good school programs unless they are put into

action by teachers that epitomize that programs positivity. Whitaker ties this idea together

beautifully by asserting that if their are issues with programs, that the person not the practice

needs to change (8). The first two chapters set the tone for the rest of the book in that they

conclude with the idea that the educator must first recognize the need to always work to improve.

In the next two chapters Whitaker identifies some common issues and misconceptions

regarding classroom management. Focusing on his most prevalent points, Whitaker contrasts the

idea of expectations vs. rules. As per his observations and personal experience, the author relays

that the most effective and best teachers make an effort to be very clear about their expectations

of the class from the start of the school year, and furthermore they stick to them consistently

(Whitaker 14). Supplemental to this effort is the construction of relationships between the

teacher and his or her students, so that the students will want to work to meet the teachers set

expectations (Whitaker 15). It is common knowledge that the set of rules implies that there

should be some consequence if those rules are not followed. Therefore Whitaker makes the

assertion that rules and consequences need not be priority in the classroom so long as fair and

clear expectations are set and stuck to. Whitaker holds that threats of consequence are mostly

effective only for short term gain of the educator (22). While the threat of a consequence most

likely will stop the behavior of a student in that moment, it is not a guarantee to stop that

behavior on a permanent basis. Whitaker gives several helpful tips when it comes to following

through with expectations. Most notable is the advice to wait until youre ready to deal with an

issue in the class or with a student. Whitaker suggests waiting and taking time to think the best
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way to approach an issue before confronting it with a student (22). This is a helpful tip to

educators and non-educators alike because it will give time for one to calm down and approach

the issue professionally and seriously. Whitaker also shares some insight into dealing with

groups of students that may be disruptive or a problem to the class. Through the analogy of

tipping the balance, the author suggestions dealing with students on a one-by-one basis

eliminating them as an issue in this way sends a clear message to the entire group (Whitaker 23).

Its unavoidable that at some point in an educators career, they will encounter issues. It is

how they decide to deal with these issues that sets aside the marginal and the great teachers.

Whitaker has much to say on this subject and much of it is powerful advice that will undoubtedly

stick in his audiences mind when push comes to shove. Whitaker takes great care in describing

the differences between revenge and prevention when it comes to behavioral issues in the

classroom. Specifically, he recounts that as educators we must focus on what we have the

ability to influence (Whitaker 26). To the reader, this statement holds a resounding amount of

weight to it. What can be taken away from this is as a teacher, dont sweat the small stuff. Of

course, we know being an educator is a very important job, but fixing every little issue and

nitpicking can just lead to more issues. It is important to focus on whats important, and

Whitaker makes a point of communicating that discerning between the important and trivial

issues is a skill of great teachers. Whitaker also offers the reader an analogy for this situation,

centering around a bag of tricks. The author states that how often educators reach into their

metaphorical bag of tricks is directly related to how effective these tricks will be (Whitaker

29). In other words, choosing the right time to intervene needs to be a well thought out choice

otherwise teachers run the risk of losing credibility. Credibility as a teacher directly relates to
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respect. Of course, it is common knowledge that respect in and out of the classroom is important

to all teachers alike. Whitaker holds that keeping respect relates to the educators need to remain

professional in all situations (29). Occasionally, this means treating all students with respect

regardless of their behaviors (Whitaker 30). From an analysis and understanding of Whitakers

assertions, the reader understands how essential respect is and how critical it may be when it

comes to keeping ones supporters on their side. Sequentially, credibility and respect are directly

correlated with the most important variable. Whitaker claims the most important variable when it

comes to the aforementioned aspects of classroom discourse is the teacher him or herself! Most

specifically high expectations the educator holds for himself. Good and bad teachers alike can

have high expectations. However, the author relates that it is great teachers that have the

self-awareness to regulate their expectations and their efficacy (Whitaker 34).

Variables is a theme that Whitaker holds true to throughout the rest of the book as well.

Chapter 7 again highlights the teacher as the biggest variable in the classroom. The author is

straightforward in his beliefs that a great teacher should accept responsibility to cope with new

classroom challenges, and should never blame unrelated factors (Whitaker 38). Essentially, what

goes on in the classroom is all on the educator. Whitaker explains that with this acceptance of

responsibility educator performance and efficacy will improve, and in chain the students will feel

the positive effects (39). The author then stems into his second enduring theme, always putting

the students first. In chapter 8 Whitaker explains that teachers vision should always expand

beyond their classrooms, and into society and the world (44). The reader understands that it is

through an educators broad vision that they may determine and understand the lasting effects of

their influence on the future generations.

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It goes without question the amazing effects that the right amount of praise and positivity

can have on a classroom of any grade level or demographic. Chapter 9 details the effects of

praise or lack thereof on the class environment. The right amount of praise in a classroom setting

is markedly beneficial because as educators our behaviors are much more powerful than our

beliefs (Whitaker 50). What this means to the reader is that we can believe our class is

performing on an acceptable tier, but in the absence of praise there is no way for the class to

know. Whitaker holds that in order for praise to be most beneficial it needs to be authentic,

specific, immediate, clean, and private (51). It is additionally important to note that there can

never be too much nice. Teachers have the power to be definite role models, and a positive

teacher has the power to influence reactions beyond their own (Whitaker 55). Just as employing

praise is a choice, as educators there are other important choices to be made. As a teacher, we

also have the responsibility to be a filter in our classrooms. Whitaker details that once a positive

or professional tone is set, the students will work to match it (59). To put it most simply, the

teach is the filter that sets what is accepted and not accepted in his/her class. If the educator

wants to be there, the energy will be obvious and as a result the students will also want to be

there. Whitaker makes strong arguments regarding these claims, he holds that eventually

perception becomes reality and in order to alter perceptions a teacher needs to offer new or

different perceptions (62). Whitaker sets the reader up to form mental links between his

assertions, being a filter and offering perceptions are synonymous in the class setting.

With every difficult situation that arises in schools, the opportunity to repair arises. It is

up to the educator to reinforce good behaviors when it comes to repairing. The reader learned in

earlier chapters that modeling is the most effective technique to reinforce desirable behavior to
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students. First and foremost Whitaker holds that the teacher should never engage in behavior that

causes harm to students, parents, or colleagues (68). In any case, the author makes the helpful

suggestion that educators should make a habit of repairing as an ongoing process, even when

there is no immediate need (Whitaker 66). Dealing with difficult parents is another instance in

which repairing may be a useful tool for the teacher. Whitaker suggests remaining professional

in these instances, diffusion techniques, and making it clear that you genuinely care about the

issue at hand (68). The author also notes that the best teachers spend time teaching their students

the same repairing techniques they model themselves so that when conflict arises it can be solved

more self-sufficiently by the students (Whitaker 71). Throughout the book, Whitaker makes a

point of continually reminding his audience not to sweat the small stuff. Knowing when to react

and when not to can be a valuable skill of an effective teacher, the author suggests evaluating

situations thoroughly and ignoring minor errors (Whitaker 74). The author does an exceptional

job of making a compelling argument regarding classroom management skills and suggestions,

but not in a way that suggests any particular ideal teacher behavior. It is up to the reader to form

his or her own opinions and methods when it comes to managing their classrooms, although

Whitaker definitely has some helpful advice that may shape those opinions in positive ways.

All educators know how important it is to have a plan when teaching. Likewise, all

teacher candidates are taught to plan and plan ahead for all situations that may arise in their

classrooms. What Whitaker aims to add to the preparedness of successful teachers is the idea that

all educators should take responsibility for their plans. The author notes that aside from the

importance of always having a plan, the teacher should always take ownership for that plan and

its effects on his/her students (Whitaker 79). There are several vital details the reader can take
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away from Whitakers dialogue on the subject of preparedness. Firstly, if a plan does not work

out, the most effective teachers take full blame and revise for higher efficacy next time

(Whitaker 80). The author also makes great effort to warn his audience about solely teaching to

the middle (Whitaker 83). Finally, the author implores teachers to ask themselves what the

purpose of their lessons/plans are, and once that is done to ask themselves if that particular

lesson/plan will achieve that determined purpose (84). Though it seems like a simple question to

ask oneself as a teacher, Whitakers advice allows the reader to self-evaluate their performance

and preparedness in a clear cut way.

Whitaker relays; great teachers see the world the way each student does (98).

Obviously, the audience is already aware that the best way to understand another persons

perspective is to put themselves in their shoes. So, Whitaker has his own spin on this common

anecdotal advice. What the author urges great teachers to do is to see the world through their

students eyes when they are paying mind to preparing for their classes (Whitaker 98). Of course,

each teacher does know their role in the class is that of a leader and a role model. With this role,

it is common knowledge that the teacher is responsible for many different decisions that may

arise, and is responsible to make these decisions in a way that best benefits his/her students. The

author further suggests that decisions should be made by keeping in mind how the decision will

make the students feel, and who is the most comfortable as a result of the decision and who is the

least comfortable (Whitaker 74). The author adds that this is a helpful technique because those

that are uncomfortable are the ones that the educator should want to influence to change in a

positive way, and the people that are comfortable should feel comfortable because they are likely

doing the right thing (Whitaker 75). These pieces of advice are especially worthy of
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consideration for educators of all levels of students because they are not age, demographic, level,

or gender specific and will likely benefit a multitude of diverse teachers. Developing students

character and character education tends to be a relatively controversial subject in education.

While the author explains marginal teachers may blame parents or society for influencing

students character negative, the best educators care about character education because they see it

as an opportunity to shape the future generations (Whitaker 99). The reader can conclude that

though not outwardly obvious to their students, the best teachers understand and aim to

incorporate positive character education, modeling, classroom management skills, and are

always prepared to do so.

Certainly all graduating education students are armed with a myriad of lesson plan ideas,

classroom organization skills, and other formal advice. What teacher candidates definitely do not

learn in school are their core beliefs. Whitaker holds that all great teachers have a strong core of

beliefs (110). He further elaborates that core beliefs are personal and they provide the framework

for the way teachers work in classrooms and schools (Whitaker 110). The author continues that

all educators beliefs are different, and he shares his own not so persuade his audience to think

like him, but to purely provide an example of what these beliefs look like. As a reader, it is clear

that Whitakers beliefs are simple and clear. In fact, Whitaker concludes this subject by adding

that the clearer the beliefs the better, and clarifying these beliefs helps the educator engage with

his/her students more effectively (110). It is incredibly well known how impactful teachers can

be to their students, although it is up to the educator what kind of impact they will choose to

have. As mentioned previously, teachers have the capacity to be powerful role models and so

much more for their students.

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Todd Whitakers What Great Teachers Do Differently 17 Things That Matter Most fills a

decisive gap in the knowledge and advice base for educators. His discourse is unique and

powerful because it is not necessarily a part of a future educators formal education, and therefore

can be groundbreaking in shaping future great teachers and current teachers alike. Whitaker takes

great care not to provide a cookie-cutter approach to teaching, but instead his advice provides a

foundation in which the work of all great educators can be developed and sustained. By moving

away from providing clear cut guidelines that should be strictly adhered to, and instead

employing appropriate anecdotes, analogies, educational studies, and stories of personal

experience Whitaker reaches a vast audience and instead teaches messages or provides

solutions/alternatives to common issues in education. A lot of the authors advice seems like

common sense, yet there is no formal course for it. Above all else, this book is a great read and is

truly helpful for teachers who admit they are not perfect, but that constantly strive for better.

References

Whitaker, T. (2013). What great teachers do differently: 17 things that matter most (2nd ed.).

New York: Routledge.