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What Makes a Good Teacher: Main Qualities

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Passion for teaching, effective communication, adaptability and flexibility, interpersonal skills and empathy, dedication to student growth.

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What Makes a Great Teacher Essay

The quality of education depends not only on the chosen educational institution but also on the person who will teach the children. Any teacher’s primary objective should be to assist each student in growing as an individual, learning to adjust to changes quickly, achieving their personal goals, and contributing to society. Teaching goes beyond simply imparting information and skills to pupils. Therefore, teachers must be effective communicators, constantly grow their knowledge, and creatively approach their work.

The pedagogical activity involves constant and long-term communication between teachers and children. Terronez (2017) questioned students about qualities that teachers should have to be great teachers, and one of the students answered: “The great teachers help students if they notice a struggle.” The ability to establish emotional contact, take the initiative in communication, and identify a student’s psychological condition from external cues are all examples of qualities teachers must possess. Teachers must be able to communicate effectively to be able to assist children when necessary.

A teacher’s professional development is an essential aspect of their career. A good teacher needs to be passionate about their academic field. As Terronez (2017) claims, “A great teacher loves to teach, and loves to learn.” Educators must constantly enhance their knowledge and proficiency to provide the best possible education to children. Gagnon (2019) also states that lifelong learning demonstrates a teacher’s dedication and compassion. Teachers act as role models for students; therefore, demonstrating the initiative to learn will benefit children.

The student will learn the material far more quickly and effectively if they are engaged in the learning process. Therefore, interesting and entertaining teachers are usually admired by their students (Terronez, 2017). Singing a song during a lesson and making a hilarious joke about the subject might liven up the classroom and draw students’ attention. Gagnon (2019) and Roberto (2021) agree that active learning helps assimilate the material better. Teachers may set up contests, discussions, games, and team projects to get students excited about learning (Roberto, 2019). The lesson will be more engaging when visual, auditory, and kinesthetic learning styles are applied.

Gagnon, D. (2019). 10 qualities of a good teacher . Southern New Hampshire University.

Roberto, M. (2021). Engaging students on the first day and every day. Harvard Business Publishing Education.

Terronez, A. (2017). What makes a good teacher great? [Video]. Youtube.

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"What Makes a Great Teacher." IvyPanda , 13 June 2023, ivypanda.com/essays/what-makes-a-great-teacher/.

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1. IvyPanda . "What Makes a Great Teacher." June 13, 2023. https://ivypanda.com/essays/what-makes-a-great-teacher/.

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Lifelong Learning in the Educational Setting: A Systematic Literature Review

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• Published: 13 May 2023
• Volume 33 , pages 407–417, ( 2024 )

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• Win Phyu Thwe   ORCID: orcid.org/0000-0001-7461-2892 1 &
• Anikó Kálmán 2  

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This systematic literature review aimed to provide updated information on lifelong learning in educational research by examining theoretical documents and empirical papers from 2000 to 2022. This review sought to identify concepts, theories, and research trends and methods linked to lifelong learning in educational research in different countries. Our review findings showed that theoretical papers, such as reports, policies, and concepts of lifelong learning, are generally much more extensive than empirical studies. Word cloud analysis revealed that the most prominent concepts were lifelong learning skills, lifelong learning competencies, and the three types of lifelong learning (formal, nonformal, and informal). Following the inductive analysis, this study investigated three common research trends: conceptual framework or policies of lifelong learning, lifelong learning abilities, and influencing factors of lifelong learning and/or lifelong learning abilities. Regarding methodology, this study identified only three studies that used mixed methods, which is insufficient in the field. In addition, heterogeneity was also observed between research instruments in lifelong learning. Different data analysis techniques can be applied in this field, including content analysis, descriptive analysis, and inferential analysis. Finally, the participants involved in the examined studies were students, primary and secondary school teachers, undergraduates, postgraduates, student teachers, European Union Lifelong Learning experts, young adults, teacher educators, administrators, and academic staff.

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Introduction

Lifelong learning is a broad term whose definitions have common meanings and which has been explained by organizations such as the European Commission, the United Nations Educational, Scientific and Cultural Organization (UNESCO), and the Organization for Economic Cooperation and Development (OECD).

The European Commission ( 2001 ) defines lifelong learning as any intentional learning activities conducted throughout a person’s lifetime to improve their knowledge, skills, and competencies from an individual, municipal, societal, and/or career standpoint. From this conventional definition, a more robust definition of lifelong learning emerged—that is, lifelong learning refers to all processes that transform a person’s body, mind, and social experiences intellectually, emotionally, and practically before they are integrated into their life story, resulting in a more experienced individual (Jarvis, 2009 ).

Meanwhile, the UNESCO definition of lifelong learning includes all intentional learning from birth to death that attempts to advance knowledge and skills for anyone who intends to engage in learning activities. Part of the broad definition of lifelong learning refers to both informal learning in settings such as the workplace, at home, or in the community and formal education in institutions such as schools, universities, and alternative education centers (Tuijnman et al., 1996 ). According to the European Lifelong Learning Initiative, lifelong learning is a consistently supportive process that stimulates and empowers individuals in acquiring all the awareness, values, skills, and comprehension they would require throughout their lifetime and apply them with self-belief, innovation, and pleasure in all positions, contexts, and climates (Watson, 2003 ). Therefore, lifelong learning can be generally defined as learning that one seeks throughout their life and that is flexible, varied, and accessible at diverse times and locations.

According to John Dewey, education is the process of giving a person the skills necessary to take charge of their world and fulfill their obligations. The ideas of education and lifelong learning endure over the life of an individual's existence. Lifelong learning transcends the limits of education and goes beyond traditional education (Edwards & Usher, 1998 ). In this regard, it is vital to assess how education settings can support lifelong learning. This literature review is the groundwork for the future implementation of educational institutions as lifelong learning centers.

Importance of a Systematic Literature Review of Lifelong Learning

A review of educational research in lifelong learning is the initial step to understanding relevant concepts and conducting empirical research. Both narrative and systematic reviews help identify research gaps and develop research questions, respectively. Meanwhile, systematic reviews include not only information obtained from the literature but also the adopted approach and where and how the literature was found. The significance of a systematic literature review (Cronin, 2011 ; Mallett et al., 2012 ) can be seen in the criteria used to assess whether to include or exclude a study from the review, reducing article selection bias.

Do et al. ( 2021 ) conducted the first systematic scientific investigation of the literature on lifelong learning although the selected studies focused only on the Southeast Asia context. Because the researchers used bibliometric analysis, it was not possible to study the intricacies of a lifelong learning issue, evaluate the quality of each scientific paper, or accurately highlight its effects on the topic. To overcome these limitations and provide a more general overview of the research topic, another systematic review of lifelong learning literature must be conducted. Therefore, our research will contain policy document, theoretical and empirical papers from 2000 to 2022 to provide updated information on lifelong learning in educational research. This literature review aims to identify concepts and theories, research areas, research trends, and research methods associated with lifelong learning in educational research in different countries. These intentions have guided the following research questions for this literature review:

What concepts and theories have been applied to explain lifelong learning in education research?

What research problems have been examined in lifelong learning in education research?

What research methodologies have been adopted to evaluate lifelong learning in education?

Methodology

Lifelong learning in the educational setting is assessed using a systematic review of literature instead of a narrative review or bibliometric analysis. A systematic literature review is considered as a scientific, unambiguous, and repeatable process for locating, analyzing, and summarizing every available published and registered research article to address a clearly articulated question (Dewey & Drahota, 2016 ). To ensure the effectiveness of the document search strategy, this study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) as suggested by Page et al. ( 2021 ).

This study employed the largest multidisciplinary databases, such as Web of Science (WoS), Scopus, and ProQuest, to search for studies in lifelong learning. It also investigated two institution-based websites focusing on lifelong learning, the UNESCO Institute of Lifelong Learning and the European Commission, and gathered their policy documents, publications, and reports. Throughout the period 2000–2022, all lifelong learning studies were considered to ensure that all up-to-date information is captured. Our keywords were “lifelong learning” and “education,” and we set our filters to include open-access articles and journals related to education, social science, and the English language. Based on the publication of hundreds of articles, we developed our inclusion and exclusion criteria.

Included and Excluded Studies

We selected articles based on the following criteria: published in educational science and social science publications, employed both theoretical and empirical research (qualitative, quantitative, or mixed methods), and open access. The decision was made to exclude lifelong learning articles that did not focus on the education field, such as medicine, engineering, and labor studies, and those with unsuitable titles and abstracts. Duplicate articles were removed after the articles that met these criteria were assessed using R Studio software.

The screening stage involved an evaluation of titles and abstracts to determine their suitability for the research question and literature review methodology. Through this method, we discovered irrelevant articles and removed them. The remaining policy documents, theoretical and empirical studies were reviewed and analyzed in the last screening round, producing a total of 55 eligible articles. Figure  1 shows the procedure of finding and selecting relevant literature according to the PRISMA 2020 flow diagram (Page et al., 2021 ).

Selection procedure of studies for analysis according to PRISMA 2020

Data Extraction and Analysis

To answer the research questions, we categorized lifelong learning concepts and theories, research trends, and methods. We extracted the concepts and theories from both policy documents, theoretical and empirical publications and then gathered information on research trends and methods based on empirical studies. We then conceptually coded and categorized the data and used R Studio software to analyze the articles both qualitatively and quantitatively.

Lifelong Learning Concepts and Theories

Our analysis of 55 studies covering the period 2000–2022 showed that lifelong learning was explained using different concepts based on the research area and trends. An overview of concepts related to lifelong learning can be found in Table 1 . Meanwhile, the results of the word cloud analysis in R Studio (Fig.  2 ) revealed that the most prominent concepts were lifelong learning skills, lifelong learning competencies, and the three types of lifelong learning (formal, nonformal, and informal).

Word cloud analysis of lifelong learning concepts

Many publications included in our review lack a clear theory of lifelong learning. Our analysis of the 55 studies, however, revealed an attempt by scholars to apply comprehensive theory (Bagnall, 2017 ), theory of transformative learning (Eschenbacher & Fleming, 2020 ), theories of societal learning (Osborne & Borkowska, 2017 ) to lifelong learning.

Research Areas in Lifelong Learning

We inductively analyzed 21 of the 55 empirical studies in our review to examine the common research problems that the researchers presented and addressed. From this analysis, three common research areas emerged: problems associated with the conceptual framework or policies of lifelong learning, issues surrounding lifelong learning abilities, and challenges linked to factors that influence lifelong learning and/or lifelong learning abilities. Table 2 presents a detailed analysis of these research problems in the 21 studies.

We also found that researchers described lifelong learning abilities using terms such as “lifelong learning skills,” “lifelong learning competencies,” and “lifelong learning tendencies.” Some studies also investigated the impacts of demographic data to address their research problems (e.g., Buza et al., 2010 ; Nacaroglu et al., 2021 ; Sen & Durak, 2022 ; Shin & Jun, 2019 ).

Research Methodologies in Lifelong Learning

Of the 21 studies, 11 conducted quantitative research, seven qualitative researches, and three mixed-method research. Differences were observed in their research instruments, analysis, and participants based on their research design and methods. We will discuss these research methodologies based on the aforementioned three common research problems.

Table 3 summarizes the main research instruments used by lifelong learning studies. The researchers also adopted several other research tools, including the Competences Scale for Educational Technology Standards, the Teaching–Learning Conceptions Scale, the Self-Directed Learning Readiness Scale, the Perceived Self-Regulation Scale, the Dimension Learning Organization Questionnaire, learning agility, knowledge sharing, learning approaches, the General Self-Efficacy Scale, the Openness to Experience Scale, change readiness, the Epistemic Beliefs Inventory, general intelligence, self-assessment of metacognitive knowledge and metacognitive activity, reflexive skills, the questionnaire of implicit theories, a diagnosis of motivational structure, and the teaching and assessment strategies for pedagogical practice instrument, to investigate the relation between lifelong learning abilities and other variables or their impacts.

In some cases, some researchers developed these instruments, while in others, they modified existing tools (e.g., Effective Lifelong Learning Inventory (Crick et al., 2004 ), Lifelong Learning Competencies Scale (Sahin et al., 2010 ), and Lifelong Learning Tendency Scale (Coşkuna & Demirel, 2010 )). These researchers also performed many types of data analysis based on their data collection tools and data distribution methods, including descriptive and diagnostic analyses, hierarchical linear modeling, reliability, principal component analysis, confirmatory factor analysis, structural equation modeling, regression, multivariate regression, correlation, comparative analyses ( t -test or Mann–Whitney U test), and content analysis.

These studies also involved several types of participants, such as students, primary and secondary school teachers, undergraduates, postgraduates, student teachers, EU Lifelong Learning experts, young adults, teacher educators, administrators, and academic staffs, which all represent different contexts. Table 4 shows that Asia, the Middle East, and Europe can be regarded as the general contexts of these studies. Notably, however, fewer studies have been conducted in Asia than in the Middle East and Europe, which may pose a challenge to the generalization of the findings of some studies in these contexts.

The results of our review showed that theoretical papers, such as reports, policy document, and lifelong learning concepts were generally much more extensive than empirical studies. Despite attempts to formulate new lifelong learning theories and apply existing ones, researchers have yet to develop a strong theory of lifelong learning. Consistent with the results of our systematic review is Steffens ( 2015 ) assertion that no single theory of learning can adequately account for all types of lifelong learning.

The prior studies' use of lifelong learning concepts can be the basis for further studies to build comprehensive theoretical frameworks in line with the current situation. This study’s concept analysis identified lifelong learning skills; lifelong learning competencies; and formal, nonformal, and informal learning as the most salient concepts.

Meanwhile, the analysis of each empirical study’s research problems generated three shared research trends in lifelong learning. Additionally, these studies were found to have investigated the relation between lifelong learning abilities and other variables, such as professional competencies, self-efficacy, and teaching–learning approaches. Moreover, they examined the factors affecting lifelong learning, lifelong learning skills, lifelong learning competencies, and lifelong learning tendencies; the hierarchical effects of individual and organizational variables; external barriers; professional learning environment; metacognitions; and personality determinants. Alongside these factors, demographic components such as gender, age, subjects, and educational level can also significantly influence lifelong learning. Furthermore, this review also found research gaps in lifelong learning in educational research, which offers the potential to explore lifelong learning using variables such as new learning communities, advanced teaching–learning techniques, learning styles, learning strategies and motivation in addition to self-directed learning, personal learning environments, and educational technology.

With regard to research methods, this study identified only three studies that used mixed methods, indicating an inadequacy in the field. Hence, all future research of lifelong learning should be conducted using mixed methods. Our examination of instruments revealed different tools that were used to assess the three common research problems. Such an effort may require the application of different data analysis techniques, including content analysis, descriptive analysis, and inferential analysis.

The prior studies, as a result of our review, only interviewed lifelong learning specialists, young adults, and secondary teachers to address their research issues, such as concepts and policies. Indeed, the development of lifelong learning policies or conceptual frameworks would benefit from the involvement of teachers from basic education schools, teacher education institutions, and universities.

Several research problems associated with lifelong learning capabilities involved university students, students and teacher educators. In light of this, it is still important to examine the lifelong learning skills, competencies, and tendencies of all stakeholders in the educational setting. The previous studies analyzed different factors that may shape lifelong learning and/or lifelong learning abilities with all possible participants. Considering the geographical context, more research must be conducted on the three research trends in lifelong learning in Asia as opposed to Europe. This will strengthen the generalizability of findings to specific target groups such as students, teachers, and teacher trainers in the specific area.

Nevertheless, it must be emphasized that our study is not without limitations. Our review may have overlooked several empirical studies that were not in Scopus, WoS, or ProQuest because we selected only open-access articles indexed in these databases. Additional research may have a different effect on the results. Neither the details of the research instruments nor the findings of each study can be examined in detail.

Therefore, we recommend that subsequent systematic reviews and meta-analyses in lifelong learning incorporate articles indexed in other databases. Researchers may also conduct future reviews examining the history and psychometrics of research instruments used in lifelong learning and considers the results of each empirical study. However, a comparison of study findings in the Asian context continues to be a challenge because not enough research has been conducted in all possible lifelong learning research areas. Considering the impact of COVID-19, lifelong learning research in new learning communities, environments, or organizations may be conducted to capture updated information.

This literature review aimed to identify concepts, theories, issues, trends, and research methodologies associated with lifelong learning in educational research. Our findings addressed concepts, lifelong learning policies, lifelong learning competencies, and formal, nonformal, and informal. The studies included in this review highlighted that a strong theory of lifelong learning has yet to be developed and applied. In addition, we deductively examined three common research trends: issues with basic concepts or guiding principles of lifelong learning, problems surrounding lifelong learning capacities, and challenges regarding variables that affect lifelong learning and/or lifelong learning capacities. Regarding methodology, we examined the techniques, tools, data analysis, and participants included in lifelong learning studies. Overall, educational researchers must continue to conduct more mixed methods studies, focusing on the Asian context.

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Seven steps to being a great teacher

The distinction between being a good teacher and a remarkable one transcends mere transmission of knowledge, writes Gabriela Espínola Carballo

Gabriela Espínola Carballo

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In the contemporary education landscape, the role of teacher is dynamic and ever evolving. Students no longer just want to acquire knowledge in the classroom. Today’s learners seek to engage, share their experiences, articulate their thoughts and gain a profound understanding of the modern world to effectively tackle its ever-shifting challenges. Within this context, the role of a teacher emerges as not just pivotal but often determinative in the success of the teaching and learning process. But what sets a truly exceptional teacher apart?

Certainly, expertise in the subject matter is crucial, whether the educational setting is traditional or virtual. However, the distinction between being a good teacher and a remarkable one transcends the mere transmission of knowledge. It requires creating a meaningful and enriching learning experience for students, irrespective of their level of familiarity with the subject matter. This article aims to delve into the attributes that distinguish an exceptional teacher in today’s educational landscape.

1. Preparation and active engagement

A proficient teacher doesn’t step into the classroom without meticulous planning. They painstakingly prepare their lessons in advance, identifying clear learning objectives and formulating effective strategies to attain them. Moreover, they foster active student involvement by cultivating an environment that encourages open dialogue and collaborative endeavours. Leveraging technological tools such as Mentimeter , Kialo or online polls on platforms such as Zoom , they kindle interest and promote free and critical thinking.

2. Personal experience

The sharing of personal experience related to the subject matter reflects the lecturer’s passion for teaching and enriches students’ perspectives. Knowing the subject not just from textbooks but from first-hand participation in real-life events can capture students’ interest. It grants them insight into unique experiences lived by their educators, which can ignite greater enthusiasm for the subject. In my experience, it’s fascinating to observe how a class session can become more dynamic when students listen to a teacher’s personal experiences. Learners then begin to question and comment on what happened, always wanting to know more about the way their teacher got involved in that situation, how they reacted and how it impacted them.

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3. Empathy and flexibility

The finest teachers are characterised by their empathy and adaptability. While fostering discipline and responsibility are fundamental values, a great teacher is also adept at understanding the individual needs of their students. They actively listen to their concerns and provide personalised support to ensure each student’s optimal academic performance. They recognise that each student is unique and demands an individualised approach to realise their full potential.

4. Effective feedback

Exceptional teachers do not confine themselves to classroom instruction alone; they extend their influence by providing balanced and constructive feedback on students’ assignments and activities. Their feedback highlights not just accomplishments but also areas for improvement, underpinned by clear and detailed suggestions for academic growth. Beyond classroom hours, they allocate time to provide extra guidance and support for students who require it.

5. Communication skills

Great teachers are adept communicators who ensure that students grasp concepts with clarity and precision. They adapt their communication style to cater to the unique needs of each student. They display patience and tolerance, facilitating a conducive learning environment where every student can progress at their own pace.

6. Inspiration and role modelling

Exceptional teachers do not merely instruct; they inspire. They epitomise values such as integrity, ethics, diligence and honesty, serving as role models not only in education but also in life. Their unwavering commitment to continuous learning and personal growth exerts a positive influence on their students, motivating them to perform at their best.

7. Commitment to lifelong learning

A remarkable teacher is ceaselessly dedicated to acquiring new knowledge and experiences to share with their students. Their commitment to lifelong learning fuels their professional and personal development, enabling them to remain up to date and deliver an ever-improving quality of education to their students.

In conclusion, an exceptional teacher transcends the role of a knowledge transmitter. They function as facilitators of learning, fostering an enriching educational environment, promoting active participation, demonstrating empathy, delivering constructive feedback and serving as a source of inspiration and guidance. Their passion for teaching and unwavering commitment to lifelong learning distinguish them, leaving an enduring impact on their students’ lives. These teachers do not merely educate; they empower and transform lives, preparing future generations to confront the ever-evolving challenges of our world. Their influence extends far beyond the classroom and endures throughout the lives of those privileged to be their students.

Gabriela Espínola Carballo is tutor-professor of educational innovation and digital learning at Monterrey Institute of Technology, Mexico.

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3 Keys to Evolving as a Lifelong Learner

Engaging in a process of learning, unlearning, and relearning puts educators on a path to continuous improvement.

If there is one phrase that is most universal in teacher-prep programs, it’s probably “lifelong learner.” And it’s true—when we head off to our first teaching assignment, we are not finished learning by a long shot. In fact, the journey is just beginning. But what we don’t often hear is that part of being a lifelong learner is evolving not only in what we learn but in how we learn.

Futurist Alvin Toffler famously wrote, “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” As educators we should be continually evolving in the practice of learning.

3 Strategies for Evolving as Learners

1. Reframe our mindset. Education reformer Dylan Wiliam says, “If we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve.”

One strategy to unlearning is to embrace the mindset of continuous improvement. In our ever-changing world, the way we learn needs to continuously adapt to leverage new possibilities, not because we aren’t good enough but because we have even more opportunities to be better.

To be clear, we, as educators, aren’t the only ones who need to be unlearning and relearning. In fact, one of the biggest challenges we can face in the shift from more teacher-driven practices to learner-driven practices (e.g., project-based learning) is the pushback from kids who are used to learning a certain way, especially if they have mastered how to do what is needed to get that “A.” Both kids and adults can iterate, continuously improving and evolving as learners.

2. Be less helpful. I can imagine the visceral reaction some may have to the title of this section. It is often part of our identity as educators to be helpful, provide answers, and solve problems. However, when we burden ourselves with that hero mentality, we can miss out on the opportunity to learn from others, and we aren’t building capacity in others. We don’t want to rescue, we want to strategically insert ourselves.

We also have to be brave enough to say, “I don’t know, and I’d love to learn that with you.” With both kids and our peers, we need to (cue Aaron Burr in Hamilton ) “Talk less.” And we need to learn to listen better, but not just listen—actively listen to learn.

3. Ask more questions. I will date myself here, but I’m old enough to remember a time when if you needed information, you had two choices: find someone who knew a lot or head to the encyclopedia.

Now we have a portal to information in our pocket, but with that comes new challenges such as finding and validating information to avoid confirmation bias and get out of our filter bubble . We need to evolve the way we learn because the world has evolved, and we have new and different opportunities to learn now.

When we move outside our building and our role/content area to gain a new perspective, there are even more options. We can use social media, read, and listen to podcasts. Here are some great examples . This shift to asset-based thinking is critical to embrace the robust options as we move forward.

Disclaimer: Unlearning Can Be Hard!

Many of us spent our formative years with a teacher exclusively lecturing at the front of the room while we remained quietly and passively seated in rows to absorb information, but in the immortal words of Maya Angelou, “When you know better, you do better.”

It’s not easy to rewire your brain, though. Have you ever seen that viral video The Backwards Brain Bicycle ? This is an entertaining look at how neural pathways enter into the process of unlearning. Before that, though, how do we even know what we should unlearn?

In the book Evolving Learner , my coauthors and I share how learning from kids, peers, and the world (our learning network) gives us the social and emotional support to be strong enough to be vulnerable. A cycle of inquiry, such as focus, learn, refine, reflect , provides a structure to challenge our beliefs through action research. The two combined give us the capacity to learn, unlearn, and relearn as needed. As adaptive experts, we can do the following:

• Focus on a problem of practice that, if improved upon, significantly and positively impacts learners,
• Learn  or unlearn and relearn in order to discover our best option(s),
• Refine as we implement that practice, and
• Reflect on the impact continuously to keep us moving toward success.

This is an ongoing, iterative process. We will almost certainly fail along the way, but that is a natural part of this messy, nonlinear, and sometimes scary process.

Last year, organizational psychologist Adam Grant tweeted , “What we need in leaders is not confidence, but confident humility.” Whatever our role is in education, we are all leaders, and as someone who battles with impostor syndrome, I try to leverage that humility, but I also need confidence to move forward.

Somewhere between paralyzing impostor syndrome and insufferable arrogance, there is a sweet spot, and using the strategies shared above, I believe we can find it. We can challenge ourselves to continuously learn, unlearn, and relearn. When we make ourselves better learners, we are also better teachers, and we model to kids what it means to evolve as a learner.

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Why is lifelong learning a vital tool for educators.

Teachers, by the very nature of their job, have an instinct for learning, distilling and sharing information, and they are also the very symbol of a lifelong passion for discovering new things. “The need for imagination, as a sense of truth, and as a feeling of responsibility—these are the three forces which are the very nerve of education,” said Rudolf Steiner, yet when this need is ignited,  it never truly ends .

If you are an educator who is considering further study part or full-time, what benefits can you gain from this valuable investment of time and money, and how can you make the process easier while you are doing what you love best: teaching and connecting intellectually with your students?

Salary differences for educators with graduate degrees

Regardless of whether you are teaching kindergarten, elementary, middle or high school, there are significant salary differences depending on whether you have a Bachelor’s or a Master’s degree. Brookings University academics report that “A master’s degree may advance a teacher’s salary up to $5,000, even in the first year of employment.” The National Council on Teacher Quality, meanwhile, reports an 11% increase in pay  for teachers with a Master’s Degree in the largest school districts in America.

How realistic is further study?

If you are keen on earning a Master’s degree or a Doctorate, time may be the major factor holding you back. A Master’s degree takes between 1.5 and 2 years, owing in no small part to the thesis requirement. A Doctorate, meanwhile, will take around 8.2 years to slog through. A PhD without a dissertation  is one option for those wishing to finish their doctoral program faster. In this case, students complete a capstone project in a specific area of interest. This type of program is ideal for those who like to apply their knowledge to real-life scenarios. Their aim is to deliver an immediate solution to a pressing problem.

Personal benefits of lifelong study for educators and students

Because educators are passionate about learning, continuing to study throughout their career can have many more benefits than professional ones. In  one University of Alberta study on the importance of lifelong learning, lead researcher, J Denison says, "Coaching is complex, continually changing and influenced greatly by the context, athletes' circumstances and the developing relationship between the coach and the athlete.” Replace ‘coaching’ with ‘educating’ and ‘athlete’ with ‘student’ and it is easy to see the parallels between both situations. Other studies (such as one undertaken at the University of California - Berkely) show that engaging the brain throughout one’s lifetime is strongly related to a lower likelihood of Alzheimer’s disease. It also helps an educator adapt to fast-changing times, and fosters a richer, more fulfilling outlook on life.

Educators wishing to inspire a love of learning in their students are usually keen readers, historians, culture, and science buffs themselves. Learning is pleasurable, fascinating, and sometimes, an escape. Of course, for many, further learning results from a desire to improve one’s salary or job prospects. Regardless of your reason, know that you will derive significant personal benefits as well—including improved brain health.

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How to be a lifelong learner, the instructor of the world’s most popular mooc explores how to change your life through the power of learning—and why you have more potential than you think..

People around the world are hungry to learn. Instructor Barbara Oakley discovered this when her online course “ Learning How to Learn ”—filmed in her basement in front of a green screen—attracted more than 1.5 million students.

Part of the goal of her course—and her new book, Mindshift: Break Through Obstacles to Learning and Discover Your Hidden Potential —is to debunk some of the myths that get in the way of learning, like the belief that we’re bad at math or too old to change careers. These are just artificial obstacles, she argues. 

“People can often do more, change more, and learn more—often far more—than they’ve ever dreamed possible. Our potential is hidden in plain sight all around us,” Oakley writes.

She should know: Throughout her early schooling, she flunked math and science classes and resisted family pressure to pursue a science degree. Today? She’s a professor of engineering at Oakland University, after many different jobs in between.

Her book aims to help readers discover their hidden potential, by offering them both the tools and the inspiration to transform themselves through learning. 

The benefits of lifelong learning

Besides being fun, Oakley explains, continued learning can serve us well in the workforce. Many professionals today are engaging in a practice called “second-skilling”: gaining a second area of expertise, whether it’s related to their work (like a marketer learning programming) or completely different (a fundraiser training to be a yoga instructor).

When we lose our job, or work just starts to feel unsatisfying, having other skills can give us more choice and flexibility. We can quit our job and find a new one, of course, but we can also choose to move horizontally within the same organization, taking on different responsibilities.

Mindshift tells the story of one Dutch university employee who enriched her career thanks to her passion for online video gaming. Though she didn’t necessarily think of that as a “second skill,” it ended up benefitting her (and her employer) greatly: She became community manager of the university’s online courses, devising strategies to keep digital interactions civil just as she had done in the gaming world. This goes to show, Oakley writes, that we can never tell where our expertise will lead us or where it will come in handy.

Keeping our brains active and engaged in new areas also has cognitive benefits down the line. According to one study , people who knit, sew, quilt, do plumbing or carpentry, play games, use computers, or read have greater cognitive abilities as they age. Other research found that the more education you have , or the more cognitively stimulating activity you engage in , the lower your risk of Alzheimer’s.

Learning could even extend your life. People who read books for more than 3.5 hours a week are 23 percent less likely to die over a 12-year period—a good reason to keep cracking books after college!

Learn how to learn

Whether you’re inspired to learn woodworking or web development, Mindshift offers many tips that can make your learning more efficient and enjoyable.

Focus (and don’t focus). In order to absorb information, our brains need periods of intense focus followed by periods of mind-wandering , or “diffuse attention,” Oakley explains. So, learners will actually retain more if they incorporate time for rest and relaxation to allow this processing to happen. Perhaps that’s why aficionados love the Pomodoro technique , which recommends 25-minute bursts of work followed by five-minute breaks. 

We should also experiment with different levels of background noise to achieve optimal focus, Oakley advises. Quiet promotes deeper focus, while minor distractions or background noise—like what you’d find at a cafe—may encourage more diffuse attention and creative insight . (While your favorite music could help you get in the zone, music that’s loud, lyrical , or displeasing might be a distraction.)

Practice efficiently. Neuroscience research is now exploring what learning looks like in the brain—and it’s bad news for those of us who loved to cram in college. Apparently the brain can only build so many neurons each night , so regular, repeated practice is crucial.

Oakley recommends learning in “chunks”—bite-sized bits of information or skills, such as a passage in a song, one karate move, or the code for a particular technical command. Practicing these regularly allows them to become second nature, freeing up space in our conscious mind and working memory so we can continue building new knowledge. (If this doesn’t happen, you may have to select a smaller chunk.)

It also helps to practice in a variety of ways, at a variety of times. To understand information more deeply, Oakley recommends actively engaging with it by teaching ourselves aloud or creating mindmaps —web-like drawings connecting different concepts and ideas. We can also try practicing in our downtime (in line at Starbucks or in the car commuting, for example), and quickly reviewing the day’s lessons before going to sleep.

Exercise. One of the most surprising—and easiest—ways to supercharge our learning is to exercise. Physical activity can actually help us grow new brain cells and neurotransmitters ; it’s also been shown to improve our long-term memory and reverse age-related declines in brain function. In fact, walking for just 11 minutes a day is enough to reap some benefits.

While clearly informed by neuroscience, Mindshift focuses more on telling stories than explaining research—which makes it a fast read. After hearing so many tales of curiosity and transformation, you yourself may be inspired to pick up that random hobby you’ve fantasized about, or take one of many college-level courses now available online for free (like our very own Science of Happiness course ). Me? The one I signed up for starts next week.

About the Author

Kira M. Newman

Kira M. Newman is the managing editor of Greater Good . Her work has been published in outlets including the Washington Post , Mindful magazine, Social Media Monthly , and Tech.co, and she is the co-editor of The Gratitude Project . Follow her on Twitter!

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The 10 Most Important Qualities of a Good Teacher, According to Real Educators

This is what it takes to succeed in this challenging career.

It’s a standard teacher interview question : “What do you think is the most important quality of a good teacher?” While everyone has a different answer, there are some that come up more often than others. We asked a group of experienced educators and administrators to share their thoughts on the key qualities of a good teacher. Here’s what they had to say.

1. Patience

This was far and away the most commonly mentioned characteristic by educators in our survey. “Patience can be used in virtually every situation,” says high school ELA teacher Ann Cox. “If a teacher is able to remain calm, consider others’ point of view, and think through scenarios, they will be able to navigate just about anything that comes their way.”

She continues: “Patience helps teachers not to react in the moment when students are off task, disrespectful, etc. It’s also helpful when dealing with angry parents so you don’t say or do something you might regret later. And patience is definitely needed when sitting through meetings and professional development sessions!”

For ELA teacher Kenly CG, patience means “paying attention to each student’s needs and showing that you care about your students’ learning.” UK special school teacher Sarah Brown also advises “remaining calm, listening and observing students’ needs, repeating instructions, and modelling again when necessary.”

Learn more: 7 Ways To Cultivate Patience at Calm

2. Empathy and Compassion

These two traits were a close second behind patience when we asked about the qualities of a good teacher. “They have to know you care before they can learn from you,” explains middle school teacher Samantha Wheeler. As a special ed teacher from New York notes: “You have to teach the child before you can teach the curriculum.”

“Empathy is a constant exercise in stepping outside of yourself and your perspective to see the children you teach for who they are,” notes Indiana preschool teacher Maile C. Quinton. “Contact talks. Get down on the same level as a child, listen to what they say, and emphasize their shared feelings by validating them. Don’t try to silver lining everything—you can validate a situation, a moment, an emotion without condoning a behavior or a problem. Empathy isn’t sympathy.”

Learn more: Cultivating Empathy at American Psychological Association

3. Flexibility and Adaptability

Being open-minded to change is critical in this field. So many of the educators we surveyed agree with this North Carolina ESL teacher: “There is nothing constant in teaching. Good teachers have to be able to adapt to the changing needs of students, to new administrators, new curricula, new colleagues, and new technology.”

“With so many different needs from students and parents, teachers need to be flexible to accommodate and meet students where they are at,” says elementary school counselor Lisa K, while high school English teacher Nicole P. adds, “There are often times where you need to think on your feet, so being flexible is important to go with the flow in different situations.”

Elementary special ed teacher Brianna Vuori sums it up like this: “We can only begin to predict what the future will hold and with that what we need to prepare students for, so adaptability is critical to being able to survive and thrive in this ever-changing profession.”

Learn more: Teachers, To Succeed, It’s Important To Be Flexible at EdWeek

Teaching can be a tough gig, and you’ll need to be dedicated and passionate in order to thrive. “Passion is what drives us forward and what sees us through rough times,” emphasizes ELS department head Katerina T. “It is the driving force behind every lesson plan or decision we make and what lies at the foundation of life-changing relationships with our students.”

“Teachers that have passion will always find a way to meet the demands of the job,” says Florida teacher Jamie Cabaniss. “Teachers can lean on their passions when feeling frustrated and burnt out. Passions are what reignite us to get back in the classroom to teach our hearts out.”

Preschool teacher Christina H. couldn’t agree more. “You have to have a love and passion for what you are doing,” she declares. “Teaching isn’t just ‘teaching.’ It is also being a second mom (or dad), a counselor, a referee, a nurse, and so much more. To wear these many hats, you need to love what you are doing. You also need to love your students to help them succeed. Loving them on their best and worst days is what will make you successful.”

Learn more: 5 Ways Educators Can Grow and Sustain a Passion for Teaching at NSHSS

5. Kindness

Over and over again, educators emphasized kindness as one of the most important qualities of a good teacher. “We are in the business of teaching human beings. We must teach them to be good people,” stresses Adam Peterson, Illinois music teacher and tutor.

Tina Jones agrees: “Teachers need to be kind, caring, compassionate and understanding. In our world today, with kids getting so much information and misinformation via social media, children need examples of those qualities more than ever.”

Learn more: The Case for Professional Kindness in Teaching at Teacher magazine

6. Collaboration

“Good teachers need to be able to give ideas, ask for help, share, and communicate with coworkers and families,” advises one Washington second grade teacher. “Be able to take suggestions, offer help, and not take things personally.”

Teachers regularly have to work collaboratively, and not just with their fellow colleagues and administrators. Developing strong, collaborative relationships with parents and families is vital. To succeed in this field, you need to learn to work well as part of a team.

Learn more: The Importance of Teacher Collaboration at American University School of Education

7. Professionalism

It probably feels like professionalism should be a given in any job, but it’s one of the most important qualities of a good teacher because you need to gain and maintain the respect of students, families, and administration. “Some days are going to be frustrating, discouraging, and stressful,” warns an Ohio 7th grade science teacher, “but you need to remain professional by staying calm and encouraging and being a good mentor for your students.”

Learn more: The Five P’s of Professionalism in Teaching at Grand Canyon University

8. Sense of Humor

There’s no doubt about it, teachers do best when they have a sense of humor. “Laughing at yourself is a great relief, and laughing with children builds trust with them,” says Maile C. Quinton. Find ways to bring humor into your classroom, and you’ll find that students relax and learn a little more easily. (Plus, it’s much easier to deal with the small daily annoyances of teaching when you learn to laugh them off!)

Learn more: Engaging Students With Humor at Association for Psychological Science

9. Open-Mindedness

“Be open to learning from more (and even less) experienced teachers, and open to trying out new teaching and classroom management methods,” recommends middle school ELA teacher Abigail Perry.

“We are building relationships with a diverse student population,” notes Cheryl Rizzo, a middle school ELA teacher. “This can be a source of stress or create divide. However, with an open mind, it can create new opportunities or a chance to grow. Teachers are open-minded when they allow students to have a voice and take an active part in their education.”

Part of being open-minded means demonstrating a willingness to grow and a dedication to growth mindset. According to a literacy coach from North Carolina: “This job requires constant reflection, learning, and growth.”

Learn more: How To Be Open-Minded and Why It Matters at Very Well Mind

10. Resilience

Marilyn Weber, a retired principal from Massachusetts, names this as the quality she looked for in a good teacher. “In order to navigate the world of education with all its related constituencies and responsibilities, an educator needs to be knowledgeable, flexible, an impeccable communicator, and should be able to withstand all the highs and lows of what comes their way and needs to be accomplished,” she states. She added that educators must be able to “do so without allowing any of that to shake their confidence and resolve in order to do what’s best for their students.”

That’s a tall order! Fortunately, Andrea Perry, a certified coach for educator well-being, has some advice. “Develop emotional intelligence. It’s critical for keeping our calm and being proactive, not reactive. This supports the teacher not only in serving their students well but also helps them remain joyfully in the profession as well.”

Learn more: How To Be Resilient at Work at Positive Psychology

More Qualities of a Good Teacher To Consider

These qualities of a good teacher didn’t make the top 10, but they’re definitely worthwhile attributes for every educator to cultivate:

• Inclusive mindset: “There is such a huge stigma against disabilities and it is often hushed away, which creates shame. All children are general education first and receive special education services second. Build a classroom community with respect by explaining differences to students and celebrating everyone’s strengths. True inclusivity helps all students grow, not just the students in a special education classroom. True inclusivity should help you as a teacher grow.” —Katie M., Functional Life Skills Teacher
• Love for all children: “A good teacher must truly like kids, even the naughty ones. Too often teachers only seem to like the ‘good’ kids or the ones from ‘good’ families. They attribute the student’s behavior to something personal or bad about them. Instead, those are the kids in whom we need to diligently look for the good.” —Kathryn Roe, retired educator and administrator
• Love of learning
• Problem-solving skills
• Hopefulness
• Imagination
• Reliability
• Knowledge of content and pedagogy
• High expectations

What do you feel are the most important qualities of a good teacher? Come share your thoughts in the We Are Teachers HELPLINE group on Facebook .

Plus, the complete guide to becoming a teacher, from choosing a college to landing a job ., you might also like.

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What Motivates Lifelong Learners

• John Hagel III

Many leaders think it’s the fear of losing your job. They’re wrong.

Looking to stay ahead of the competition, companies today are creating lifelong learning programs for their employees, but they are often less effective than they could be. That’s because they don’t inspire the right kind of learning: The creation of new knowledge (and not just the transfer of existing knowledge about existing skills). The author’s research shows that those who are motivated to this kind of learning are spurred not by fear of losing their jobs, which is often the motivation given, but by what he calls the “passion of the explorer.” The article describes this mindset and how companies can create it among their employees.

It seems that everyone in business today is talking about the need for all workers to engage in lifelong learning as a response to the rapid pace of technological and strategic change all around us. But I’ve found that most executives and talent management professionals who are charged with getting their people to learn aren’t thinking about what drives real learning — the creation of new knowledge, not just the handoff of existing knowledge. As a result, many companies are missing opportunities to motivate their employees to engage in the kind of learning that will actually help them innovate and keep pace with their customers’ changing needs.

• John Hagel III   recently retired from Deloitte, where he founded and led the Center for the Edge , a research center based in Silicon Valley. A long-time resident of Silicon Valley, he is also a compulsive writer, having published eight books, including his most recent one,  The Journey Beyond Fear . He will be establishing a new Center to offer programs based on the book.

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Education Leadership , Leadership Blogs

Motivation is the Key to Lifelong Learning 

Dr. Conrad Hughes, Education Advisory Board Member

Published: May 4, 2024

“When the student is ready, the teacher appears,” the great Chinese philosopher Lao Tzu once said. How true! 

We are quick to identify the teacher as the single most important factor in learning, and this makes sense (and is backed by research), but how good can a teacher be, or be expected to be, if the student is not motivated to learn in the first place? Of course, a truly remarkable teacher will be able to turn a student around completely, taking them from disinterested to engaged, bored to curious, and apathetic to passionate, but these are rare cases and require exceptional circumstances and specific chemistry between the learner and the teacher. 

If examination results are bad, or grade averages are low, if attainment falls by the wayside, will administrators get away by telling their boards that the students didn’t do any work, that they didn’t study hard enough? Probably not. And wanting to blame students, or teachers for that matter, for underperformance is not a very productive way of going about the analysis of achievement. 

And yet, a truism remains and sometimes we need to be reminded of it. If you are genuinely motivated to learn something, you will learn it. When we want to find out something or appropriate some new skill, learn how to cook a meal or repair a bicycle tyre, we go online and learn about it through a tutorial. That’s how most people learn low-level procedural knowledge today. If there’s a real appetite to know something, all that is necessary is the source material to access the knowledge. 

The point is important when we turn inwards and ask what motivates us, what we want to achieve, where we really want to go and why. This is where inner resources, lifelong learning, and motivation become the most important drivers. It is also why education is not just the transmission of knowledge but the activation of the necessary self-awareness and intrinsic motivation to learn, and to carry on learning after school. 

Students at University of the People choose to learn online with us because they are lifelong learners—because they want to break out of their present situations to new planes of thought and opportunity through education. This is an extremely powerful vector that propels learning to great heights. 

So next time you find yourself bored by someone or not engaged, reflect on the part you must play in that exchange, that it cannot just come from the emission of knowledge or skills but has a lot to do with your own readiness to learn, your own attitude, your own motivation. 

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