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What Great Teachers Do Differently: 14 Things That Matter Most
Presents a series of guidelines to help teachers become more effective in the classroom.
130 pages, Paperback
First published September 1, 2003
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2381 people want to read
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Displaying 1 - 30 of 193 reviews
August 20, 2009
This is a short book, weighing in at 126 pp. minus the two to three blank pages between each of its sixteen chapters. What's more, much of the advice to teachers is leavened with advice to principals (author Whitaker was one himself). I agree whole-heartedly with every point Whitaker makes, but I also think experienced teachers will see little new here. In addition, the same thoughts are put forth only in a more thorough manner and accompanied by more concrete ideas, by other authors. Robyn Jackson's NEVER WORK HARDER THAN YOUR STUDENTS would be such a book.
Don't let the three stars deceive you, however. If you are a brand new teacher, this is a good overview to read. Ditto if you prefer short and sweet books. And if you've read close to zip in the field of pedagogy. Teachers with a few years and pd books under their belts, however, can get more bang for their buck elsewhere....
Don't let the three stars deceive you, however. If you are a brand new teacher, this is a good overview to read. Ditto if you prefer short and sweet books. And if you've read close to zip in the field of pedagogy. Teachers with a few years and pd books under their belts, however, can get more bang for their buck elsewhere....
April 17, 2011
This book is a dud. It is a perfect example of why Goodreads exists; to let the world know when a book fails to deliver on its promise. The book cost $29.95 and it is 122 pages of actual text - this is a very expensive pamphlet.
Why such a tiny book ought to cost so much is beyond me. The trend I see more often lately is that books are sparing in substance and the lion's share of their marketability is spent on zippy titles that are big on promises and woefully lacking on substance.
I wish I hadn't bought it.
Gathering from the text's examples and the author's own admission, this book rides on the heels of a, "Great Principals" advice book that was later adapted for teachers. Consequently,the 'advice' seemed more generic in its scope despite its title specifically targeting teachers as its intended audience. It is not bad advice, I suppose I just expected more. Short on discussion and nothing on implementation.
If that bait and switch wasn't bad enough, there were at least three discussions in the book where Whitaker discourse had nothing to do with their sub-headings which is something I found ironic considering the short tome's main premise was focused around effective communication.
On a positive note, I did get three novel ideas out of the magically proclaimed Fourteen jewels promised by Todd Whitaker's subtitle: Fourteen things that matter most.
Unfortunately - at least for me - that comes out to $10.00/novel idea. That turns out to be a little too pricey for anyone garnering a teacher's salary these days.
Save your money and borrow it from the poor schmuck who already shelled out the money for it. Of course, since it is such a short book, you could sit down at your local Barnes & Noble with a cup of coffee and get all you need out of it in less than an hour.
Why such a tiny book ought to cost so much is beyond me. The trend I see more often lately is that books are sparing in substance and the lion's share of their marketability is spent on zippy titles that are big on promises and woefully lacking on substance.
I wish I hadn't bought it.
Gathering from the text's examples and the author's own admission, this book rides on the heels of a, "Great Principals" advice book that was later adapted for teachers. Consequently,the 'advice' seemed more generic in its scope despite its title specifically targeting teachers as its intended audience. It is not bad advice, I suppose I just expected more. Short on discussion and nothing on implementation.
If that bait and switch wasn't bad enough, there were at least three discussions in the book where Whitaker discourse had nothing to do with their sub-headings which is something I found ironic considering the short tome's main premise was focused around effective communication.
On a positive note, I did get three novel ideas out of the magically proclaimed Fourteen jewels promised by Todd Whitaker's subtitle: Fourteen things that matter most.
Unfortunately - at least for me - that comes out to $10.00/novel idea. That turns out to be a little too pricey for anyone garnering a teacher's salary these days.
Save your money and borrow it from the poor schmuck who already shelled out the money for it. Of course, since it is such a short book, you could sit down at your local Barnes & Noble with a cup of coffee and get all you need out of it in less than an hour.
March 9, 2013
This is the kind of book most could zip through while sipping their first cup of coffee in the morning. The book is concise, the chapters short, and Whitaker assumes the voice of an avuncular principal, the type to use phrases like, “let’s rally our troops, folks.” For some new teachers, this book probably has some usefulness. Whitaker draws extensively from his experience, structuring the book through anecdotes illustrating sound teaching principles.
For most new or experienced teachers, though, the book does not really offer anything new. They would already know to “set the expectations at the beginning of the school year,” or that “students care about great teachers because they know that great teachers care about them.” What a curious reader would want to know, I think, is why do some of these practices work so well? Or how could a teacher apply some of those principles to his or her classroom instruction? Teaching isn’t just common sense underscored with good “people skills,” yet that’s what this book suggests. With an overabundance of anecdotes and little development of the principles Whitaker espouses, the book often sounded like the “back to school meetings” I attended when I started teaching years ago.
The book draws minimally from research or outside sources. Of the sixteen sources cited, five are authored or co-authored by Whitaker and three are dissertations from Whitaker’s university, so I imagine they were his doctoral students. Given the attention that effective teaching has had in educational research, I was surprised to see so little of that research base reflected in this book.
Perhaps for those new to teaching, the book could offer some useful ideas. Even so, I suspect they’d get much more to think about—and practice—elsewhere.
For most new or experienced teachers, though, the book does not really offer anything new. They would already know to “set the expectations at the beginning of the school year,” or that “students care about great teachers because they know that great teachers care about them.” What a curious reader would want to know, I think, is why do some of these practices work so well? Or how could a teacher apply some of those principles to his or her classroom instruction? Teaching isn’t just common sense underscored with good “people skills,” yet that’s what this book suggests. With an overabundance of anecdotes and little development of the principles Whitaker espouses, the book often sounded like the “back to school meetings” I attended when I started teaching years ago.
The book draws minimally from research or outside sources. Of the sixteen sources cited, five are authored or co-authored by Whitaker and three are dissertations from Whitaker’s university, so I imagine they were his doctoral students. Given the attention that effective teaching has had in educational research, I was surprised to see so little of that research base reflected in this book.
Perhaps for those new to teaching, the book could offer some useful ideas. Even so, I suspect they’d get much more to think about—and practice—elsewhere.
July 6, 2014
This is an excellent book. While some may think the thoughts are common sense, the author backs it up with research and insights. Some teachers may not like what he has to say because it means change and improvement (the best teachers do both.) but it you don't want to improve your craft perhaps you shouldn't teach. This is a must read book for all teachers.
April 10, 2013
My Personal Take-aways:
People, not programs, determine the quality of a school.
Great teachers have a plan and a purpose for everything-not just a reason
Great teachers consider-what will the best people think?
Great teachers treat everyone as though they are the "good" one
Great teachers care about their students. They understand that behaviors and belief are tied to emotion, and it is that emotion that has the power to jump-start change.
People, not programs, determine the quality of a school.
Great teachers have a plan and a purpose for everything-not just a reason
Great teachers consider-what will the best people think?
Great teachers treat everyone as though they are the "good" one
Great teachers care about their students. They understand that behaviors and belief are tied to emotion, and it is that emotion that has the power to jump-start change.
December 6, 2024
Quotes from the book I liked…
-I knew a teacher who taught fifth grade for 38 years. She was absolutely phenomenal—the teacher you wish your own children, grandchildren, nieces, and nephews could have. Her spark and energy never gave out. One day I asked her how she managed to stay inspired. She replied, “ This is my 38th year teaching fifth grade, but for these students, it’s the first time around.”
-All the way from kindergarten through college, the quality of the teachers determines our perceptions of the quality of the school.
-Recently I was addressing a large group of teachers. Just as I was building up to my main point, a teacher in the audience raised her hand. Although this is unusual, especially with large groups in this format, I paused and called on her. She asked, “Do you mind if we grade papers or read the newspaper while you are speaking?”
The question caught me off guard, and I reacted honestly. “I don’t mind if you grade papers or read the newspaper during my presentation,” I said. “I don’t mind at all—as long as you are comfortable with students doing whatever they want to do in your class while you are teaching.”
-Good teachers consistently strive to improve, and they focus on something they can control—their own performance. Other teachers wait for something else to change.
-When a student misbehaves, great teachers have one goal: to keep that behavior from happening again.
-A few years ago, the chamber of commerce in my community held a meeting whose purpose was billed as “enhancing dialogue and communication between businesses and education.” The superintendent asked me, as a principal, and two teachers in my school to represent the school district. I was flattered—until we walked into the room. Around a large circular table sat approximately 15 business “leaders.” The three of us were the only representatives from the education community.
To start the conversation, the business leaders shared their perceptions of “the problem with education nowadays.” One by one, they vented their frustrations. “We hire these people and they can’t add or subtract,” whined the first one. His buddy chimed in, “We hire these people and they can’t read or write.” The litany went on and on: “We hire these people and they can’t get along with authority.” What a treat for my teachers and me!
After about 25 minutes, it finally got to me. I spoke from the heart.
“Your concerns seem to be following a pattern. We hire these people and they can’t add or subtract, read or write, show up on time, follow instructions…”
The business leaders nodded aggressively.
I looked at them and asked, “Who hires these people?”
I went on: “I used to be a high school counselor, and I never received one call from a potential employer requesting a reference for a student. If you need a way to determine whether an applicant can add and subtract, we can provide old-fashioned worksheets to do that in fifteen minutes. But that’s not my biggest issue. What is the variable here?”
I was on a roll. They had touched a core belief of mine—accepting responsibility—and I wasn’t about to let them get away with holding others to a higher standard than they applied to themselves.
“How come, with four McDonalds in town, two have great service and two have very rude employees? Ask for help in one of the grocery stores—on the east side of town, you’ll get a friendly smile, and on the west side, you’d think you were offering someone a root canal. What makes the difference? All six of these stores hire from the same pool of candidates. All of them pay the same wages. What is the variable?
“We all know the answer: It’s the effectiveness of those who are managing the businesses. And, amazingly, those effective managers assume it is up to them to hire and train quality employees—just as the effective teachers assume they are responsible for the students in their classes, even though they have no voice in selecting them.”
“Now instead of blaming, let’s see how we can work together so that all of us can be more productive and effective in what we do.”
-One of the hallmarks of effective teachers is that they create a positive atmosphere in their classrooms and schools. So many things can bring teachers down: an upset parent, a troubled student, limited resources. These are facts of the job (and of life). As educators, our role is to take a positive approach—ten days out of ten.
Effective teacher treat everyone with respect, every day. Even the best teachers may not like all their students—but they act as if they do. And great teachers understand the power of praise.
It’s not difficult to treat some people with respect, or even to treat most people with respect. It’s even possible to treat all people with respect quite a bit of the time. The real challenge is to treat everyone with respect every day. Each of us can remember at least one occasion in our professional lives when someone in a leadership role treated us inappropriately. No matter how long ago it was, or how often that person treated us well, we remember. The same thing is true in our schools. If just once a month, or even once in a year. We choose to make a sarcastic comment or cutting remark to a student or colleague, we might as well have carved it in stone. They may pretend to have forgotten that moment, but they will never forget. What’s more, anyone else who witnessed it will probably remember too.
-Every year, it was my practice to remind my facility: “You don’t have to like the students; you just have to act as if you like them.” The reason is simple; if you don’t act as if you like them, then it doesn’t matter how much you like them. And if you act as if you like them, then whether you like them at all becomes irrelevant.
Think of the teachers you most admire. Do they like some of their students less than others? Of course they do. But ask yourself this: How do they treat the students they like least? Well, the best teachers treat them just like all the other students. Every student might as well be their favorite student. Whether they like a student or not, they act as if they do.
Now think of the worst teachers you have known. Surely they had students they liked—some better than others—but from their behavior, you would think they didn’t like any students very much at all! Our behaviors are much more obvious than our beliefs.
-An effective teacher looks for opportunities to find people doing things right and knows how to praise those people, so they’ll keep on doing things right.
To be effective, praise must be authentic, specific, immediate, and clean. (The author also added “private” because of grades.)
Authentic: No one every feels that they are praised too much for something genuine. Authentic does not mean that it is earth-shattering or that it is a magnificent accomplishment. The only requirement is that it be true. You don’t need to wait until your friend loses 55 pounds before you compliment him. He won’t mind hearing that he’s looking good after just ten days of puffing around the track!
Specific: Effective praise is specific. The behavior we acknowledge often becomes the behavior that will be continued.
Immediate: Recognize positive efforts and contributions in a timely manner.
Clean: Praise is not clean if you are issuing it to get someone to do something in the future.
It also can’t include the word “but.” If we are trying to compliment a student and we say, “I appreciated the work you did on your math today, but you need to finish your history assignment,” the individual we hoped to praise will likely only remember the part after the “but”— which was a criticism.
-When someone asks how your day is going, you can say, “Things are great. How about with you?” or you can say, “That Jimmy Wallace is getting on my nerves.” All of a sudden, Jimmy Wallace is getting on that teacher’s nerves too, whether she knows him or not.
-Instead of allowing the Cynics Club to retain its traditional seats, I would get rid of every extra chair and then switch the back of the room to the front. When the yawners and grumbles drifted into the meeting late (as usual), the only seats left open were in the front row. Additionally, I would have my assistant principal sit next to the Great High Cynic—the most negative staff member in the school—not in an intimidating was, but very politely. Nevertheless, it had the effect of making that person more uncomfortable, less vocal, and less likely to spread an atmosphere of negativity through the room.
By taking responsibility, I managed to change the dynamics of the meeting. This same approach applies in the classroom.
-When a store puts up a "Shoplifters Will Be Prosecuted!" sign, it doesn't accomplish the intended purpose. The store owners have focused on the shoplifters and ignored their best people.
-Example- a sign above the copy machine that says "Limit: 20 Copies!" What is your purpose? To limit certain people from overusing the copier. But what happens? Well, those who usually follow the rules take the message to heart. Remembering one occasion 7 years ago when they made 23 copies, they wonder if they should reimburse the school. On the other hand, the folks who abuse the copy machine already know they shouldn't-but they do it anyway. They'll just ignore our sign, or add a string of zeros behind the 20, or take the sign down and make 28 copies of it!
-Another example- The school sends home a memo telling all 800 parents that they must pick up their students promptly after a field trip. Then they add something about after-school daycare charges. Ask yourself: Out of 800 families, how many were that note actually for? Probably 3 or 4, ironically the 3 or 4 least likely to read the note. This school has insulted some 795 families because of a small minority of others. What's more, these 3 or 4 already know they were supposed to pick up their children; they just didn't do it. The note addressed to the entire population actually allows them to be more comfortable. They can think to themselves, "There must be lots of us who don't pick up our children on time."
On the other hand, the rest of the folks are wondering, "What are you talking to me for?" The decision to send the note to everyone makes all the responsible parents uncomfortable in the hope of reaching a few. A more effective approach would be to call the small number of negligent parents making them uncomfortable.
As a rule, I am not a fan of sending out notes. If you do, thank the parents for picking up their child promptly. Now the note is backing up good behavior. It makes prompt parents more comfortable and the late ones uncomfortable.
It's a mistake to focus on the least effective people, issuing broad directives because of 1 or 2 miscreants. At best, we make our top performers feel guilty; at worst, we insult them. They think, "Why are you talking to me about this? Why don't you talk to them?" And they're right.
-We always treat our students as if their parents were in the room.
-A friend of mine has made a good living by buying apartment buildings, fixing them up, and renting them out. Any time someone I know becomes successful doing something I could probably do, I'm intrigued to learn more about it. I asked what he does if he purchases a building with undesirable tenants living in one of the apartments. His response struck a chord: "If there are tenants I would rather not have, I just remodel their apartment. They're not used to living in a nice place, so they either start behaving as if they deserve to stay there or they become so uncomfortable that they move out."
-If Mr. Negativity dominates a meeting with carping criticism, the best teachers will be uncomfortable. The less positive faculty members may actually enjoy it. If I lose my cool and react unprofessionally, my best teachers become even more uncomfortable and distance themselves. But what if I handle the situation with aplomb? I might say, "I think that is a point worth pursuing. Let's talk about it later this week. I'm usually here by 6:30; pick a morning that works for you." Mr. Negativity has lost his audience (and will have to get up early if he wants to keep griping).The most positive staff members will gratefully align themselves on my side.
-Standardized tests measure only a part of what schools should be doing. Effective teachers focus on the behaviors that lead to success, not the beliefs that stand in the way of it. Effective teachers don't let standardized tests take over the entire class.
-If a teacher argues with a belligerent parent, who feels uncomfortable? Not the parent: hostile parents love to argue. It's their niche. That's one good reason never to argue with difficult people-they have a lot more practice at it!
-Great educators understand that behaviors and beliefs are tied to emotion, and they understand the power of emotion to jump start change.
-Students care about great teachers because they know great teachers care about them.
-Base every decision on your best teachers.
-Being a teacher is an amazing profession. It is challenging, dynamic, energizing, and draining-but most of all, it is rewarding. Our impact extends far beyond anything we can imagine. We know that our students talk about us; so do our colleagues, and so do people throughout our community. We can decide what we want those conversations to be like.
-Fall in love with teaching all over again.
-Approach every day in a "Thank God it is Monday" frame of mind.
-I knew a teacher who taught fifth grade for 38 years. She was absolutely phenomenal—the teacher you wish your own children, grandchildren, nieces, and nephews could have. Her spark and energy never gave out. One day I asked her how she managed to stay inspired. She replied, “ This is my 38th year teaching fifth grade, but for these students, it’s the first time around.”
-All the way from kindergarten through college, the quality of the teachers determines our perceptions of the quality of the school.
-Recently I was addressing a large group of teachers. Just as I was building up to my main point, a teacher in the audience raised her hand. Although this is unusual, especially with large groups in this format, I paused and called on her. She asked, “Do you mind if we grade papers or read the newspaper while you are speaking?”
The question caught me off guard, and I reacted honestly. “I don’t mind if you grade papers or read the newspaper during my presentation,” I said. “I don’t mind at all—as long as you are comfortable with students doing whatever they want to do in your class while you are teaching.”
-Good teachers consistently strive to improve, and they focus on something they can control—their own performance. Other teachers wait for something else to change.
-When a student misbehaves, great teachers have one goal: to keep that behavior from happening again.
-A few years ago, the chamber of commerce in my community held a meeting whose purpose was billed as “enhancing dialogue and communication between businesses and education.” The superintendent asked me, as a principal, and two teachers in my school to represent the school district. I was flattered—until we walked into the room. Around a large circular table sat approximately 15 business “leaders.” The three of us were the only representatives from the education community.
To start the conversation, the business leaders shared their perceptions of “the problem with education nowadays.” One by one, they vented their frustrations. “We hire these people and they can’t add or subtract,” whined the first one. His buddy chimed in, “We hire these people and they can’t read or write.” The litany went on and on: “We hire these people and they can’t get along with authority.” What a treat for my teachers and me!
After about 25 minutes, it finally got to me. I spoke from the heart.
“Your concerns seem to be following a pattern. We hire these people and they can’t add or subtract, read or write, show up on time, follow instructions…”
The business leaders nodded aggressively.
I looked at them and asked, “Who hires these people?”
I went on: “I used to be a high school counselor, and I never received one call from a potential employer requesting a reference for a student. If you need a way to determine whether an applicant can add and subtract, we can provide old-fashioned worksheets to do that in fifteen minutes. But that’s not my biggest issue. What is the variable here?”
I was on a roll. They had touched a core belief of mine—accepting responsibility—and I wasn’t about to let them get away with holding others to a higher standard than they applied to themselves.
“How come, with four McDonalds in town, two have great service and two have very rude employees? Ask for help in one of the grocery stores—on the east side of town, you’ll get a friendly smile, and on the west side, you’d think you were offering someone a root canal. What makes the difference? All six of these stores hire from the same pool of candidates. All of them pay the same wages. What is the variable?
“We all know the answer: It’s the effectiveness of those who are managing the businesses. And, amazingly, those effective managers assume it is up to them to hire and train quality employees—just as the effective teachers assume they are responsible for the students in their classes, even though they have no voice in selecting them.”
“Now instead of blaming, let’s see how we can work together so that all of us can be more productive and effective in what we do.”
-One of the hallmarks of effective teachers is that they create a positive atmosphere in their classrooms and schools. So many things can bring teachers down: an upset parent, a troubled student, limited resources. These are facts of the job (and of life). As educators, our role is to take a positive approach—ten days out of ten.
Effective teacher treat everyone with respect, every day. Even the best teachers may not like all their students—but they act as if they do. And great teachers understand the power of praise.
It’s not difficult to treat some people with respect, or even to treat most people with respect. It’s even possible to treat all people with respect quite a bit of the time. The real challenge is to treat everyone with respect every day. Each of us can remember at least one occasion in our professional lives when someone in a leadership role treated us inappropriately. No matter how long ago it was, or how often that person treated us well, we remember. The same thing is true in our schools. If just once a month, or even once in a year. We choose to make a sarcastic comment or cutting remark to a student or colleague, we might as well have carved it in stone. They may pretend to have forgotten that moment, but they will never forget. What’s more, anyone else who witnessed it will probably remember too.
-Every year, it was my practice to remind my facility: “You don’t have to like the students; you just have to act as if you like them.” The reason is simple; if you don’t act as if you like them, then it doesn’t matter how much you like them. And if you act as if you like them, then whether you like them at all becomes irrelevant.
Think of the teachers you most admire. Do they like some of their students less than others? Of course they do. But ask yourself this: How do they treat the students they like least? Well, the best teachers treat them just like all the other students. Every student might as well be their favorite student. Whether they like a student or not, they act as if they do.
Now think of the worst teachers you have known. Surely they had students they liked—some better than others—but from their behavior, you would think they didn’t like any students very much at all! Our behaviors are much more obvious than our beliefs.
-An effective teacher looks for opportunities to find people doing things right and knows how to praise those people, so they’ll keep on doing things right.
To be effective, praise must be authentic, specific, immediate, and clean. (The author also added “private” because of grades.)
Authentic: No one every feels that they are praised too much for something genuine. Authentic does not mean that it is earth-shattering or that it is a magnificent accomplishment. The only requirement is that it be true. You don’t need to wait until your friend loses 55 pounds before you compliment him. He won’t mind hearing that he’s looking good after just ten days of puffing around the track!
Specific: Effective praise is specific. The behavior we acknowledge often becomes the behavior that will be continued.
Immediate: Recognize positive efforts and contributions in a timely manner.
Clean: Praise is not clean if you are issuing it to get someone to do something in the future.
It also can’t include the word “but.” If we are trying to compliment a student and we say, “I appreciated the work you did on your math today, but you need to finish your history assignment,” the individual we hoped to praise will likely only remember the part after the “but”— which was a criticism.
-When someone asks how your day is going, you can say, “Things are great. How about with you?” or you can say, “That Jimmy Wallace is getting on my nerves.” All of a sudden, Jimmy Wallace is getting on that teacher’s nerves too, whether she knows him or not.
-Instead of allowing the Cynics Club to retain its traditional seats, I would get rid of every extra chair and then switch the back of the room to the front. When the yawners and grumbles drifted into the meeting late (as usual), the only seats left open were in the front row. Additionally, I would have my assistant principal sit next to the Great High Cynic—the most negative staff member in the school—not in an intimidating was, but very politely. Nevertheless, it had the effect of making that person more uncomfortable, less vocal, and less likely to spread an atmosphere of negativity through the room.
By taking responsibility, I managed to change the dynamics of the meeting. This same approach applies in the classroom.
-When a store puts up a "Shoplifters Will Be Prosecuted!" sign, it doesn't accomplish the intended purpose. The store owners have focused on the shoplifters and ignored their best people.
-Example- a sign above the copy machine that says "Limit: 20 Copies!" What is your purpose? To limit certain people from overusing the copier. But what happens? Well, those who usually follow the rules take the message to heart. Remembering one occasion 7 years ago when they made 23 copies, they wonder if they should reimburse the school. On the other hand, the folks who abuse the copy machine already know they shouldn't-but they do it anyway. They'll just ignore our sign, or add a string of zeros behind the 20, or take the sign down and make 28 copies of it!
-Another example- The school sends home a memo telling all 800 parents that they must pick up their students promptly after a field trip. Then they add something about after-school daycare charges. Ask yourself: Out of 800 families, how many were that note actually for? Probably 3 or 4, ironically the 3 or 4 least likely to read the note. This school has insulted some 795 families because of a small minority of others. What's more, these 3 or 4 already know they were supposed to pick up their children; they just didn't do it. The note addressed to the entire population actually allows them to be more comfortable. They can think to themselves, "There must be lots of us who don't pick up our children on time."
On the other hand, the rest of the folks are wondering, "What are you talking to me for?" The decision to send the note to everyone makes all the responsible parents uncomfortable in the hope of reaching a few. A more effective approach would be to call the small number of negligent parents making them uncomfortable.
As a rule, I am not a fan of sending out notes. If you do, thank the parents for picking up their child promptly. Now the note is backing up good behavior. It makes prompt parents more comfortable and the late ones uncomfortable.
It's a mistake to focus on the least effective people, issuing broad directives because of 1 or 2 miscreants. At best, we make our top performers feel guilty; at worst, we insult them. They think, "Why are you talking to me about this? Why don't you talk to them?" And they're right.
-We always treat our students as if their parents were in the room.
-A friend of mine has made a good living by buying apartment buildings, fixing them up, and renting them out. Any time someone I know becomes successful doing something I could probably do, I'm intrigued to learn more about it. I asked what he does if he purchases a building with undesirable tenants living in one of the apartments. His response struck a chord: "If there are tenants I would rather not have, I just remodel their apartment. They're not used to living in a nice place, so they either start behaving as if they deserve to stay there or they become so uncomfortable that they move out."
-If Mr. Negativity dominates a meeting with carping criticism, the best teachers will be uncomfortable. The less positive faculty members may actually enjoy it. If I lose my cool and react unprofessionally, my best teachers become even more uncomfortable and distance themselves. But what if I handle the situation with aplomb? I might say, "I think that is a point worth pursuing. Let's talk about it later this week. I'm usually here by 6:30; pick a morning that works for you." Mr. Negativity has lost his audience (and will have to get up early if he wants to keep griping).The most positive staff members will gratefully align themselves on my side.
-Standardized tests measure only a part of what schools should be doing. Effective teachers focus on the behaviors that lead to success, not the beliefs that stand in the way of it. Effective teachers don't let standardized tests take over the entire class.
-If a teacher argues with a belligerent parent, who feels uncomfortable? Not the parent: hostile parents love to argue. It's their niche. That's one good reason never to argue with difficult people-they have a lot more practice at it!
-Great educators understand that behaviors and beliefs are tied to emotion, and they understand the power of emotion to jump start change.
-Students care about great teachers because they know great teachers care about them.
-Base every decision on your best teachers.
-Being a teacher is an amazing profession. It is challenging, dynamic, energizing, and draining-but most of all, it is rewarding. Our impact extends far beyond anything we can imagine. We know that our students talk about us; so do our colleagues, and so do people throughout our community. We can decide what we want those conversations to be like.
-Fall in love with teaching all over again.
-Approach every day in a "Thank God it is Monday" frame of mind.
September 22, 2022
Disclaimer: I had to read this for one of my final classes in my teacher preparation program.
I think it is the toxic positivity that gets me with this book. It is sooo beyond surface level in the realm of education. Everything in this book is obvious, yet Whitaker writes like it is original, which makes the reading experience all the more frustrating. And guess what! Many of his situations or recommendations are for the perfect setting/teacher. It doesn't consider any real-life situations that occur daily for teachers. SO yea. The fact that this was originally published in 2000 is glaringly obvious, especially considering one chapter about standardized tests. The most toxic thing that stood out to me in his writings was the idea in one chapter about essentially 'keep it to yourself' when bad things happen because negativity is bad. This kind of mentality only contributes to new teachers getting easily burnt out and abused. Teachers need to be supported in advocating for ourselves and our profession. Books like these only keep pushing a narrative that is leading to a teacher shortage and it is annoying. Anywho... not like anyone is gonna read my review, and I could say more, but I just can't with this book. Go find a book that actually addresses real steps teachers can take to be great in their classrooms that are relevant for our current day and are culturally responsive. Byyyeee
I think it is the toxic positivity that gets me with this book. It is sooo beyond surface level in the realm of education. Everything in this book is obvious, yet Whitaker writes like it is original, which makes the reading experience all the more frustrating. And guess what! Many of his situations or recommendations are for the perfect setting/teacher. It doesn't consider any real-life situations that occur daily for teachers. SO yea. The fact that this was originally published in 2000 is glaringly obvious, especially considering one chapter about standardized tests. The most toxic thing that stood out to me in his writings was the idea in one chapter about essentially 'keep it to yourself' when bad things happen because negativity is bad. This kind of mentality only contributes to new teachers getting easily burnt out and abused. Teachers need to be supported in advocating for ourselves and our profession. Books like these only keep pushing a narrative that is leading to a teacher shortage and it is annoying. Anywho... not like anyone is gonna read my review, and I could say more, but I just can't with this book. Go find a book that actually addresses real steps teachers can take to be great in their classrooms that are relevant for our current day and are culturally responsive. Byyyeee
June 11, 2025
You know you have a vocation for teaching when the school year ends and you immediately start reading a book about teaching :)
I appreciated Whitaker's focus on what he observed from his experience working with great teachers. All of his tips were designed so they could be implemented by any teacher, and knowing that individuals will implement them in their own ways, he keeps them general rather than proscriptively specific. He included many great ways to improve teaching, some rather obvious, but there were certainly some I had not thought about. He intersperses his tips with many stories and scenarios, making it easy to visualize what he is talking about and easy to read.
I will admit that his style is a bit quirky (with subheadings like Nuthin' Happened, Hotel California, and Hey Pretzel Face!), and he tries a bit too hard to write quippy titles, but that doesn't detract from the value of what he is saying. I only had a few minor disagreements with him, the main one being his view that kindness is primarily a social lubricant. As a Christian, kindness is much more than that, rooted in the desire to love those around us as Christ loves. (Of course, I fail to live up to that aspiration, but the aspiration always remains.)
On the whole, a good book that I plan to revisit in the future.
I appreciated Whitaker's focus on what he observed from his experience working with great teachers. All of his tips were designed so they could be implemented by any teacher, and knowing that individuals will implement them in their own ways, he keeps them general rather than proscriptively specific. He included many great ways to improve teaching, some rather obvious, but there were certainly some I had not thought about. He intersperses his tips with many stories and scenarios, making it easy to visualize what he is talking about and easy to read.
I will admit that his style is a bit quirky (with subheadings like Nuthin' Happened, Hotel California, and Hey Pretzel Face!), and he tries a bit too hard to write quippy titles, but that doesn't detract from the value of what he is saying. I only had a few minor disagreements with him, the main one being his view that kindness is primarily a social lubricant. As a Christian, kindness is much more than that, rooted in the desire to love those around us as Christ loves. (Of course, I fail to live up to that aspiration, but the aspiration always remains.)
On the whole, a good book that I plan to revisit in the future.
May 12, 2025
Found this book at work and decided I’d read it during my breaks. Todd Whitaker seems like an amazing school principal. A lot of the things he wrote about seem like givens if you’re working in a school, and yet I’ve seen many teachers who do not follow these guidelines. The successful teachers are the ones who I do see teaching with these values in mind.
March 23, 2018
Un libro muy fácil, con muy buenos consejos que te hacen reflexionar sobre lo que TÚ estás haciendo. Recordando siempre quien es la variable en cada una de las situaciones.
March 12, 2022
This book helped a lot for a beginning teacher.
June 17, 2025
I mean it’s like a self help book. I can’t say I was thoroughly entertained but I felt the advice was good and applicable especially for middle school students.
August 5, 2025
Contains a lot of good information for teachers.
October 21, 2025
overall some good reminders but felt a little dated
November 19, 2023
كتاب جميل، لفت انتباهي انه ما بس مفيد للمعلم في صفه، وإنما حتى للمدير وموظفيه، أفكار بسيطة بدون حشو بأسلوب جميل.
November 24, 2025
This book gives some great information for teachers. Some of it is relevant to people trying to become teachers. There is a bit too much information about being a principal, which seemed a bit irrelevant for teachers.
June 10, 2009
I had to read this book twice. The first time I found it overwhelmingly treacly. It seemed like the kind of book that would be useful for teachers who use the canned worksheets with the big pictures and give extra credit for neatness.
Possibly due to lowered expectations, the second time I read it, I found it full of useful ideas and good examples. It is short and easy to read.
Some of the things are clearly good advice. "Great teachers have the ability to to ignore trivial disturbances and the ability to respond to inappropriate behavior without escalating the situation." It is so easy to escalate, and think of how unpleasant it is when people do and how nice it is when people don't. Of course, this is good advice for any relationship, not just student-teacher.
On the first of the fourteen things, "Great teachers never forget that it is people, not programs, that determine the quality of a school," it is the examples that make it useful. There is no one-size-fits-all solution, any program is going to be used well by good teachers, somewhat well by mediocre teachers with whom the program resonates, poorly by mediocre teachers with whom it does not resonate, and poorly by poor teachers. And then there's the affect on the students. Some students learn better with phonics. Others with whole language. Some teachers teach better with each. Mandating a program won't improve a school, helping the teachers to be better at whatever they do will improve the school.
This is a reasonably useful read for teachers and administrators.
Possibly due to lowered expectations, the second time I read it, I found it full of useful ideas and good examples. It is short and easy to read.
Some of the things are clearly good advice. "Great teachers have the ability to to ignore trivial disturbances and the ability to respond to inappropriate behavior without escalating the situation." It is so easy to escalate, and think of how unpleasant it is when people do and how nice it is when people don't. Of course, this is good advice for any relationship, not just student-teacher.
On the first of the fourteen things, "Great teachers never forget that it is people, not programs, that determine the quality of a school," it is the examples that make it useful. There is no one-size-fits-all solution, any program is going to be used well by good teachers, somewhat well by mediocre teachers with whom the program resonates, poorly by mediocre teachers with whom it does not resonate, and poorly by poor teachers. And then there's the affect on the students. Some students learn better with phonics. Others with whole language. Some teachers teach better with each. Mandating a program won't improve a school, helping the teachers to be better at whatever they do will improve the school.
This is a reasonably useful read for teachers and administrators.
December 10, 2009
This book is not unlike many other professional development books. You'll still find some of the same advice: care about people, worry more about people than programs, ignore the little things, prevention is the key to classroom management, treat people with respect (even if they don't seem to deserve it), etc. Good advice, just nothing really new. However, there were a few points that really stood out to me:
*The author suggests that in every situation you should ask "Who will feel the most comfortable if I do this?" and "Who will feel the least comfortable?" If your best teachers or best students would feel uncomfortable, you probably want to reconsider.
*Treat everyone as if they are good. Treat the "bad kid" who's in the hallway past the bell the same as if you saw the valedictorian doing the same. Be polite, say "Hello," and ask if you can help them out instead of immediately griping at them.
*One question in the chapter on standardized testing really caught my attention. The author asked teachers in one school (who were looking for ways to improve their test scores), "Are you so interested in improving your students’ reading abilities that you are willing to change what you do in the classroom—or do you want to raise their test scores so that you don’t have to change what you do in your classroom?" Ummmm....good question!!
I would recommend reading this book. Even though some of the suggestions are common sense, it's always good to have a reminder about what it takes to be a great teacher.
*The author suggests that in every situation you should ask "Who will feel the most comfortable if I do this?" and "Who will feel the least comfortable?" If your best teachers or best students would feel uncomfortable, you probably want to reconsider.
*Treat everyone as if they are good. Treat the "bad kid" who's in the hallway past the bell the same as if you saw the valedictorian doing the same. Be polite, say "Hello," and ask if you can help them out instead of immediately griping at them.
*One question in the chapter on standardized testing really caught my attention. The author asked teachers in one school (who were looking for ways to improve their test scores), "Are you so interested in improving your students’ reading abilities that you are willing to change what you do in the classroom—or do you want to raise their test scores so that you don’t have to change what you do in your classroom?" Ummmm....good question!!
I would recommend reading this book. Even though some of the suggestions are common sense, it's always good to have a reminder about what it takes to be a great teacher.
September 23, 2009
This was a suggested read at my high school as a mock-up book club type activity. Whitaker has some interesting ideas and promotes positive behavior and change. Honestly, more than anything, reading this made me sad that there are teachers who think negative behavior/sarcasm/put-downs are ok.
It's a quick read, but more than anything, this made me feel confident that I am doing the right thing.
It's a quick read, but more than anything, this made me feel confident that I am doing the right thing.
February 27, 2023
Lots of 'what' to do and not a lot of 'how'
February 7, 2024
In "What Great Teachers Do Differently," Todd Whitaker offers a concise yet profound exploration of the qualities that set exceptional educators apart. Drawing from his extensive experience as an educator and administrator, Whitaker presents a framework for understanding the practices that elevate teaching from good to great.
One of the book's strengths lies in its clarity and accessibility. Whitaker's writing style is engaging and straightforward, making complex concepts easily understandable for educators at all levels. Through anecdotes, real-life examples, and practical advice, he brings the abstract principles of effective teaching to life, demonstrating how they can be applied in real-world classroom settings.
At the heart of Whitaker's message is the notion that great teachers are not bound by conventional constraints or limitations. Instead, they possess a mindset characterized by innovation, resilience, and a relentless focus on student success. They understand that teaching is not merely a job but a calling—an opportunity to make a lasting impact on the lives of young people.
Throughout the book, Whitaker identifies key traits and behaviors that distinguish great teachers from their peers. From fostering positive relationships with students to maintaining high expectations for learning, each chapter explores a different aspect of effective teaching and provides actionable strategies for implementation.
One particularly valuable aspect of the book is its emphasis on the importance of continuous improvement. Whitaker challenges educators to embrace a growth mindset, viewing each day as an opportunity to learn and grow professionally. By encouraging self-reflection and ongoing professional development, he empowers teachers to continually refine their practice and strive for excellence.
While "What Great Teachers Do Differently" by Todd Whitaker is primarily aimed at educators, its principles and insights can also be highly beneficial to parents seeking to support their child's education, foster a love of learning, and cultivate the skills and mindset needed for success in school and beyond.
Overall, "What Great Teachers Do Differently" is an invaluable resource. Todd Whitaker's insights offer practical guidance and inspiration for elevating your teaching and maximizing student achievement.
One of the book's strengths lies in its clarity and accessibility. Whitaker's writing style is engaging and straightforward, making complex concepts easily understandable for educators at all levels. Through anecdotes, real-life examples, and practical advice, he brings the abstract principles of effective teaching to life, demonstrating how they can be applied in real-world classroom settings.
At the heart of Whitaker's message is the notion that great teachers are not bound by conventional constraints or limitations. Instead, they possess a mindset characterized by innovation, resilience, and a relentless focus on student success. They understand that teaching is not merely a job but a calling—an opportunity to make a lasting impact on the lives of young people.
Throughout the book, Whitaker identifies key traits and behaviors that distinguish great teachers from their peers. From fostering positive relationships with students to maintaining high expectations for learning, each chapter explores a different aspect of effective teaching and provides actionable strategies for implementation.
One particularly valuable aspect of the book is its emphasis on the importance of continuous improvement. Whitaker challenges educators to embrace a growth mindset, viewing each day as an opportunity to learn and grow professionally. By encouraging self-reflection and ongoing professional development, he empowers teachers to continually refine their practice and strive for excellence.
While "What Great Teachers Do Differently" by Todd Whitaker is primarily aimed at educators, its principles and insights can also be highly beneficial to parents seeking to support their child's education, foster a love of learning, and cultivate the skills and mindset needed for success in school and beyond.
Overall, "What Great Teachers Do Differently" is an invaluable resource. Todd Whitaker's insights offer practical guidance and inspiration for elevating your teaching and maximizing student achievement.
May 13, 2021
An interesting book to read. It lacks foundation for the principles put forward and can be a little gimmicky at times, but I would still recommend it for someone who is involved in the teaching sphere. Whitaker changes his tone at different points throughout the book. At times speaking as a principle and at times speaking as a teacher.
The book presents the stakeholders of a child's education in the school system and addresses dealing with them as a by product of the books overall objective. One would leave the book thinking there has been no major input in that particular realm when in fact the issue has been addressed and fairly well at that. There are also very good lessons on de-escalation that are extremely valuable regardless of your profession.
The biggest takeaway for me throughout the book is that 'You are the variable.' There is so much that you cannot control and it is crippling to dwell on that but if you can focus on the areas where you are the variable, and there are many, then real change can begin to take place. As another reviewer put it. Don't let the three stars put you off, the book is worth reading
The book presents the stakeholders of a child's education in the school system and addresses dealing with them as a by product of the books overall objective. One would leave the book thinking there has been no major input in that particular realm when in fact the issue has been addressed and fairly well at that. There are also very good lessons on de-escalation that are extremely valuable regardless of your profession.
The biggest takeaway for me throughout the book is that 'You are the variable.' There is so much that you cannot control and it is crippling to dwell on that but if you can focus on the areas where you are the variable, and there are many, then real change can begin to take place. As another reviewer put it. Don't let the three stars put you off, the book is worth reading
April 12, 2024
While the right idea is there, the execution is absolutely lost. This (very expensive) short book was written by a man who clearly spent little time in the classroom (teaching what? I don't know. He never mentions...) before becoming what he would no doubt call himself, The World's Best Principal Who Can Do No Wrong. Everything in this book was mostly common sense, and things that most teachers probably do try to implement on a daily basis. Unfortunately, what Whitaker fails to take into consideration, is that it's just impossible to do each and every single one of these things each and every day. Teachers are just human, and expecting them to be anything else, is asking too much. Whitaker likes to sit on his high horse and look down on the "Cynics Club" as he calls them; the teachers who bring up genuine concerns about their school's atmosphere, simply because these concerns are about negative things. Whitaker spends the entire book telling us what to do, but never explaining how to do it. I felt very attacked while reading the book if I didn't live up to every single one of his "rules". Overall, it is a waste of time, money, and emotional baggage. Do not bother.
July 9, 2020
This book is definitely a teaching 101 kind of book. I’m going into my 6th year as a teacher & I found myself nodding in agreement (not w/ everything) & underlining quite a bit. Although there were things that I already do & know, it was a good refresher. He focuses on classroom management, interpersonal skills, intrapersonal skills, & perspective mostly. I love how he uses his personal experiences to further explain what he’s trying to get across. Sometimes it feels like you’re in a staff meeting cause you can definitely hear the ‘principal tone’ in his writing. This isn’t the book for you if you’re looking for help w/ instruction, assessment, differentiation, lesson planning, etc. It just doesn’t go that deep.
June 11, 2017
After completing my 1st year teaching middle school in an inclusion setting, I really appreciate the advice from Mr. Whitaker. I want to be a great teacher and, according to the 14 things that matter most, I'm on a good track. He provides real suggestions for any person that has chosen to become a teacher. Some of my favorites were taking responsibility for yourself, staying filtered, respectful, and positive, and not laughing when negative teachers try to spread their negativity. My absolute favorite piece of advice from this text was about making others uncomfortable so they have to either change (for the better) or leave. Loved that one!
April 3, 2018
What Great Teachers Do Differently is simple and inspiring. It contains short chapters filled with a little common sense, a little research, and a little personal experience. The author uses little stories to explain 14 important qualities of the best teachers. Todd Whitaker looks right past buzz words and educational dogma. For instance he sidesteps the controversy about standardized testing by saying that test scores are important to some people, so we should help our kids get high scores. Then we will have the freedom to teach what we want. There’s nothing too revolutionary in this book, just a lot of common sense and optimism.
February 13, 2018
Great teachers have high expectations for students but even higher expectations for themselves.
This was a quick read with relevant and concise advice. The author, who is an experienced principal, explores 17 hallmarks of great teaching. As he writes, ”Everything described in this books is simple, but not always easy.” I liked that his advice does not come across as judgmental of the teacher (like so many teaching books!) My favourite chapters were the ones on praise and empathy.
July 7, 2019
I read it in a few hours. It was alright. Honestly I was asked to read it, but I felt as though it didn’t apply to that job. It taught me what job I wanted and what job I didn’t. Definite read for new teachers. I think it shows the difference between quality and non quality work places. For me, it opened up my eyes about the woes of public education. I feel as what kind of teacher I should be and this book definitely encouraged that for me. Be you and be effective. Find the place you should be and that place will be effective with you.
April 18, 2023
This is a fairly generic book that is helpful to first-year teachers. It suffers from the premise that teaching is fundamentally about a bag of tricks so there is a lack of depth. A strong premise, do what great teachers do, carries the book far. You may find it frustrating that some of the advice is generic "put students first" or obvious, "expect students to follow expectations." Overall, a good reminder.
February 23, 2018
What a powerful little book! I read it in one sitting and even though I'm into my 40th year of teaching, I feel so inspired to go to work tomorrow (Friday!) and think about his 14 points that matter most. How did I not read this book 14 years ago when it first came out? For teachers who want to know what it means to be a "teacher" this is a must read.
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