What makes a "good" teacher? This is a complicated question to answer because in many respects it depends on the perspective of the person making the judgment. Clearly what defines a good teacher is going to be a remarkably different set of qualities when described by a parent, and then a student, and even other teachers. Working as a college instructor I was able to see a variety of perspectives on this issue which has led me to the conclusion that being a good teacher necessitates being open and responsive to students, having a deep interest in the subject being taught, the willingness to hold students accountable for standards, and a constant process of pedagogical self analysis.
1. Being open and responsive to students.
This is the basis for what makes a good teacher. If the students don't feel they are part of the classroom it will be impossible for them to engage the subject manner. Starting a rapport with the students and reinforcing your commitment to them on a regular basis is absolutely crucial. This should take the form of continual reminders that the instructor is open for questions, general help, or guidance. Students might brush it off the first time they hear it but after a while it begins to sink in and they will respond.
2. A very apparent interest in and excitement about the subject matter.
This almost goes without saying but we've all had teachers who seem bored by their own material. Clearly a teacher can't expect students to be interested in a topic when he or she doesn't convey excitement about the prospect of discussing it.
3. The willingness to hold students accountable for standards.
This is a controversial one because while I also advocate a degree of flexibility it is essential that students be held accountable to the standards that are set forth at the beginning of the class. Students don't tend to like this rule and even parents are known to be concerned about it but the reality is that most students will only work as hard as you ask them to. Setting and maintaining standards challenges the students and engages them by requiring them to make a conscious decision to be involved in the class. Many students will respond to low standards by trying to determine the least amount of work they can complete while still "passing" the class. Similarly, it is necessary to use material that challenges the student. This is the only chance students will have to become interested in the material - otherwise they will dismiss it as "stuff we already know."
4. Maintain constant pedagogical self analysis.
All this means is that it is necessary for a teacher to continuously reflect on his or her teaching goals and the processes implemented to serve those goals. Teachers should always be reviewing subject matter, assignments, and reading materials in light of what they want the students to learn in the class. A constant review and revision of class materials as times and students change will not only help the class stay current but will also help the teacher to stay engaged and excited about the presentation of the class and its potential for the students.
Ultimately, what defines a good teacher can change as time and perspectives change. Teachers who maintain high standards are often not immediately liked by students in their classes but if the teacher also continually commits to helping students meet those standards then by the end of class they usually get positive student feedback. Not patronizing students is a must. They are there to learn and even if they don't realize it at the beginning of the class they will appreciate a teacher who strives to teach them. It is important, however, that all these criteria be met for a teacher to be good. High standards without support will produce frustrated students and trying to revise class material without being passionate about the subject will only lead to disinterested students. In order to engage students a good teacher must be engaged and passionate about the subject as well as the process of learning and teaching.