While one of the hallmarks of good teachers is the ability to be clear to pupils about tasks, goals, what is required of them and their progress, they draw on a complex and varied range of strategies in their teaching, assessment and feedback, and they reject the idea that learning can be theorised simplistically as either a social or cognitive process.

A study of 24 experienced and successful Year 2 and Year 6 teachers in 20 schools identifies the multilayered and sophisticated ingredients of a good teacher. Some children were also interviewed.

Three key elements emerged. First, the ability to be clear to pupils meant that teachers give regular feedback about how they work, as well as the content of their work, in a constructive and realistic way. Second, there is an understanding that, because individuals have different learning styles and rates of progress, teachers need to differentiate activities and the pace of work, and to keep close tabs on children’s progress. And third, teachers are aware of the singular importance of giving children the tools and space to enable them to think, make connections, learn from others and feel they can take risks and make mistakes as part of the learning process.

The Year 2 pupils preferred one-to-one or small groups with teacher input, and found collaborative groups difficult. The Year 6 pupils were happier working collaboratively. All the pupils enjoyed doing active tasks, particularly with apparatus.

What Makes a Good Primary School Teacher? Expert Classroom Strategies by Caroline Gipps, Kingston University (C.Gipps@kingston.ac.uk) and Bet McCallum and Eleanore Hargreaves, Institute of Education, London