Abstract:

Liz Woolard, a North Carolina teacher, says that this book is written from an administrator’s point of view but that this does not detract from Whitaker’s message, that “All teachers have an impact.

Citation: Whitaker, T. (2004 and 2007). What great teachers do differently: Fourteen things that matter most. Larchmont, NY: Eye on Education.

Full Text:

By Todd Whitaker
2004 (130 pp./paperback)
Eye on Education Publishers
ISBN 1-930556-69-1
$29.95

Reviewed by Liz Woolard
Enloe Magnet High School
Wake County NC Public Schools

As stated in the introduction of What Great Teachers Do Differently, no recipe or prescribed map to becoming a great teacher exists. Education excellence and correct educational practices constitute some of the most complex issues of our time, particularly in light of the No Child Left Behind Act. Todd Whitaker writes his book from three perspectives: former middle and high school mathematics teacher, former principal and currently as Professor of Education at Indiana State University. Whitaker's earlier books, What Great Principals Do Differently, led him to the belief that many skills possessed by great principals are shared by great teachers. He cites evidence that the best teachers have more content knowledge, perhaps more advanced degrees, and higher student scores on standardized testing. But he feels that more is involved. Whitaker identifies 14 "Great Teacher" practices, noting that "It's not what you do; it's how you do it."

When it comes to school improvement, Whitaker believes, It is teachers, not programs, that matter most. There are two ways to improve a school: get better teachers and improve the teachers already in the school. . Great Teachers have high expectations of their students but even higher expectations of themselves. In fact, they constantly reflect on how to improve. Great teachers institute clear expectations and consistently require all students to meet those expectations. The focus is on expectations not rules. When behavior problems occur, the great teacher has one goal — to prevent the problem from occurring again. Revenge or punishment is not the focus.

Outstanding educators know that the one variable in the classroom under their complete control is the teacher, and they work on improving the thing they can improve ‹ their own teaching performance. They create a positive climate in their classroom and respect all members of the class. They do not have to like all students they teach, they just have to act as if they do! Negatives that do not matter are "filtered out" and positives are emphasized. Trivial disturbances are ignored and difficult situations are dealt with without escalating the problem. Great teachers repair damaged relationships and work to prevent hurting others.

Great teachers plan and organize with a clear purpose in mind. They reflect a desire to improve. Before instituting change they ask themselves a central question: "What would the best people think?" They do not worry about the negatives or the "worst people" but focus on the positives. They treat everyone as if they are the "best." Instead of centralizing all lessons around standardized testing, great teachers know student learning is the real issue. And finally, great teachers care about each and every student and understand the power of emotion to bring about change!

This book has many excellent points to make. Whitaker devotes a chapter to each of the 14 "Great Teacher" traits, and I agreed with most of what was said. I do feel the perspective was mainly from a very competent principal's point of view and not so much from the front-line classroom teacher's view. But that does not detract from the value of what Todd Whitaker has to say at all. I would recommend this book to a novice teacher as well as an experienced teacher. Anyone attempting National Board certification should find it very helpful in reflecting about best practices.

I especially liked his closing sentences. "Every teacher has an impact. Great teachers make a difference."

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