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Manuel, Arjay G. B-17 IV-St. Francis Of gross revenue What is your definition of a goodteacher? In a juvenile article published in the journal Active Learning in Higher Education (2009, 10 172-184) Bantram and Bailey explored the responses of students to this very question at a university in the UK. Four predominant themes were noted (in relative order of importance) 1.Teaching Skills Students mat that an effective teacher explained ideas and concepts well motivated and sustained student touch on used active-learning techniques and acted as a facilitator to encourage and guide learning. 2. Personal Qualities Students determine personal qualities such as, being kind, helpful, patient, enthusiastic and having a sense of humor. 3. Relationships with Students Students comprehended instructors who were friendly, approachable, and took the time to get to know them. . Teacher Knowledge Subject-matter expertise and familiarity emerged as the lowest ranked theme. They summarized that, students appear to define good inform largely on the basis of a range of skills and attributes that emphasize empathy and aspects of social relationships. These findings support Chickering and Gamsons (1987) classic Seven Principles for Good Practice in Undergraduate Education, where an effective teacher is described to 1. Encourage contact among students and faculty 2.Develop reciprocity and cooperation among students 3. Encourage active learning 4. Give brisk feedback 5. Emphasize time on task 6. Communicate high expectations and, 7. appreciate diverse talents and ways of learning. The reality is that effective teaching goes much beyond developing subject matter expertise. From my experiences in higher education colossal teachers share two common characteristics an extraordinary sense of humility and, a strong commitment to continual improvement, based upon a fundamental pauperism to inspire student success.