Summary
Highlights
Azul Terronez has collected 26,000 student responses to the question, 'What makes a good teacher great?' over 24 years of teaching. He observes that schools are often afraid to ask this question and dismiss student opinions. He stresses the profound lessons learned when adults truly listen to children, even when their language is unconventional.
Terronez shares initial confusing student responses like 'A great teacher eats apples' and 'A great teacher is chill.' He explains that 'eating apples' symbolized willingness to receive gifts and build a relationship of trust. 'Being chill' meant being calm and not overwhelmed. He highlights that students have their own unique language for conveying their needs and desires, urging adults to interpret their words beyond the literal meaning.
A significant pattern in student responses is the desire for teachers who 'love to learn,' not just 'love to teach.' Students want to see their teachers struggle, discover, and learn alongside them. This contrasts with the current model where teachers are expected to be content experts rather than active learners, inspiring students through their own learning journey.
Students expressed that 'a great teacher isn't a teacher' in the traditional sense. Terronez uses the analogy of learning to ride a bike—it's learned through experience, not in a classroom with lectures and tests. He argues that current teaching methods often stifle genuine learning, leading to disengagement and boredom.
Students also believe 'a great teacher understands they have a life outside of school.' Terronez recounts a powerful anecdote about Yvette, a student facing significant challenges at home. He initially dismissed her struggles but later realized the importance of listening and understanding a student's broader context, rather than making assumptions about their behavior.
The most perplexing response was 'A great teacher sings.' Terronez, a non-singer, took a risk by singing his daily agenda. This act of humility and vulnerability transformed the classroom atmosphere, earning him applause and cheers. He concludes that great teachers make themselves humble, take risks, and trust they will be supported, inspiring students through their willingness to be human.
Terronez points out a critical flaw in education: while reading and writing are taught extensively, listening receives virtually no formal instruction. He argues that listening is a vital skill for life and business, and by failing to teach it, schools miss an opportunity to truly connect with and understand students.