What Makes Great Teachers Truly Great?

Have you ever wondered what takes a teacher from good to truly great? It’s not a magical program or a one-size-fits-all curriculum. It’s the heart, adaptability, and commitment to growth that make the difference. In classrooms everywhere, great teachers stand out because they constantly evolve, build powerful relationships, and ignite a spark of possibility in every learner.

Let’s dig deeper into what really defines great teachers, drawing from personal reflections, real classroom experiences, and insights into both mindset and teaching strategy. You’ll discover why putting people first, setting high expectations, and embracing flexible, student-centered strategies can transform classrooms in powerful ways.

People Over Programs: The Heart of Teaching

One of the clearest messages echoed from every corner of great teaching is this: students, not systems, are the center of learning. Programs and tools can be helpful, but they’re only as effective as the teacher who brings them to life. Experience shows time and time again that genuine connection, flexibility, and responsiveness to real student needs are what make lasting impacts.

My own journey has taught me this lesson. Early in my career, I watched as a district rolled out a tightly mandated curriculum, only to see engagement drop and teachers’ passion wane.

When the district shifted focus from strict programs to empowering teachers to collaborate and respond to students, not only did morale improve…so did student outcomes.

Now that I’m in my 3rd decade of teaching…the pendulum has again shifted to a canned curriculum (cough cough, CommonLit), but I’m doing my darndest to make sure that my PLC’s flexibility and responsiveness as well as our ability to build relationships and classroom community through student-centered engagement are not compromised.

I digress… and my point is that…

Prioritizing relationships is key. When you invest in rapport and listen deeply, you build a community where trust and growth flourish. I make it a point to build in opportunities for student voice, from classroom games to intentional feedback circles. For fresh ideas, explore Fun Classroom Games for Building Relationships for quick wins that promote connection and joy in learning.

This philosophy is beautifully illustrated in the contrast between Professor Snape and Professor Lupin in Harry Potter. While both offer hands-on lessons, Snape uses his platform for control and criticism, often missing opportunities to build trust. Lupin, by contrast, sees each student’s individual fears and strengths. His decision to have Neville face the Boggart wasn’t just academic; it was a purposeful act of confidence-building. He voiced his faith in Neville before the challenge and made sure to celebrate afterward. Lupin’s approach shows that great teaching is about nurturing possibility, not enforcing compliance.

High Expectations: Lifting Students and Ourselves

Great teachers believe in their students’ potential and in their own capacity to keep growing. The expectation bar is high, but it’s set even higher for ourselves. We read, collaborate, reflect, and innovate, always seeking new ways to spark curiosity and foster learning.

My own growth has meant a steady evolution, transitioning from direct instruction to student-led inquiry, designing lessons that offer choice and agency, and using data as a guidepost for change. Collaboration with colleagues and regular feedback from students keep me grounded and inspired. When our professional learning community sits down together, we don’t just swap resources. We analyze what’s working and make plans for what we can improve.

Teaching isn’t easy. Burnout is real, and none of us are immune. I’ve felt my own passion waver after challenging years. What keeps me going is the commitment to rest, reflect, and start fresh every school year, month, or week (and, if we’re being honest…sometimes class to class).

And honest self-reflection is part of the process. Maybe you’re strong in innovation, but need to improve at data analysis with your PLC. Or perhaps, as I’ve found, you hold high expectations for students, but need to reinforce them consistently through clear, revisited norms. Transparency and humility in our own growth set a powerful example for students.

For balancing high standards with manageable workloads, check out 10 Simple Ways to Streamline Teacher Planning.

Creating Magic: Strategies That Inspire

Let’s talk about magic in the classroom. Christopher Emdin’s TED talk, “Teach Teachers How to Create Magic,” inspires us to look beyond scripted lesson plans and textbook methods. He points out how genuine engagement, the kind found in a passionate church sermon or a buzzing barbershop, can be learned and cultivated.

Early in my teacher preparation, lessons often lacked excitement or real-world connection. Over the years, seeking out authentic models through books, teaching channels, inspiring speakers, and even podcasts has redefined my approach. As Emdin says, magic isn’t gifted to a select few; it’s built through presence, storytelling, and caring deeply about your audience. Even as an introvert, I’ve learned how to let my personality come through in ways unique to me.

Here are some practical strategies, drawn from my own classroom as well as research and reflection, that help create this magic:

1. Model Desired Behaviors

Never assume students arrive knowing how to meet classroom expectations. Model what you want to see: respectful dialogue, reflective listening, timely feedback. Great teachers see themselves as role models, knowing their attitudes and responses set the tone for everything that follows. Students come with vastly different backgrounds and people skills; modeling provides the social scaffolding they often need.

2. Make It “Cool to Care”

Classroom culture is powerful. I love showcasing stellar student work so that current students can picture success and see that “caring” isn’t just for a select group. Try writing “kudos notes,” for example, when someone puts gives extra effort or kindness. Spontaneous or timed; the result is an increased sense of community. When mutual celebration and encouragement become routine, the classroom transforms into a space where risk-taking and pride in learning are valued.

3. Leverage Brain Science for Learning

Neuroscience offers incredible, actionable insights for the classroom. Dr. Andrew Huberman’s research shows how behavioral shifts prompt brain changes that support focus, motivation, and memory.

Here’s how you might bring his findings into your own teaching:

• Activate Focus with Rituals: Play white noise before a lesson or use brief visual “target” exercises, where students focus on a point for 10–60 seconds. This primes the brain for learning and calms distractions.
• Micro-Rests for Retention: Incorporate short, intentional breaks. Have students simply close their eyes and rest for up to 30 seconds. These “micro-rests” help solidify what they’ve just learned.
• Random Praise and Rewards: Intermittent, unexpected praise or rewards activate students’ brains and build motivation, without fostering dependency on external validation.
• Mindfulness & Reflection: Practices like guided meditation or journal reflections teach students to reset, focus, and take control of their learning environment.

Want more strategies rooted in active learning and student engagement? Explore 11 Active Learning Strategies for Reading Fiction.

4. Respond to Misbehavior with Empathy

Great teachers know that handling misbehavior isn’t about “winning” or asserting dominance. It’s about preventing it from recurring and preserving trust. I make a point of addressing issues privately when possible, starting with curiosity and concern before offering consequences. Sometimes just asking a student for their perspective reveals the “why” behind the behavior and opens the door for real change.

As teachers, we all have moments when frustration takes over, but focusing on empathy, respect, and prevention is far more effective (and lasting) than seeking punitive “victories.” This mindset shift transforms discipline from confrontation to collaboration, helping all students grow.

To foster critical conversations and a reflective classroom, visit Critical Thinking Skills in ELA Classrooms.

Practicing What We Preach: Consistency, Innovation, and Self-Care

Chapter after chapter in the documents showed a recurring pattern: great teachers are always a work in progress. Whether it’s developing new filtering strategies to stay positive, shifting classroom routines to protect your energy, or collaborating with instructional coaches and student focus groups, growth is ongoing. Recording your lessons, gathering feedback, and revisiting classroom norms all lead to a more effective, supportive, and joyful learning environment.

For me, self-care is part of that legacy. I encourage you to focus on gratitude and redirect negative conversations in your teaching environment; your energy shapes your classroom climate. Another part of self care is leaving work where it belongs… at work.

Sometimes self care is being proactive in connecting with students to avoid stressful classroom management. I’ve seen one of the chemistry teachers in our building taking student song requests and playing music to set the tone. Or how about something as simple as greeting students at the door and starting each class with a check-in or game?

The Legacy of a Great Teacher

In the end, students remember how we made them feel: challenged, valued, and inspired. Our legacy isn’t measured in test scores, but in the confidence and skills we help students develop. As you continue on your teaching journey, know that your adaptability, self-reflection, and genuine care are what leave the greatest mark.

By focusing on students, holding high expectations, continually fine-tuning your practice, and bringing just a little bit of magic, you can create a classroom where every learner feels seen and empowered. And that, not a program or curriculum, is what makes a great teacher.