16 Attributes of a Good Teacher

Supporting Teachers • Promoting Learning
Written by ANDREW EALES


“Those who follow Dao believe in using sixteen attributes on behalf of others: mercy, gentleness, patience, non attachment, control, skill, joy, spiritual love, humility, reflection, restfulness, seriousness, effort, controlled emotion, magnanimity, and concentration. Whenever you need to help another, draw on these qualities.”

Deng Ming-Dao, 365 Tao Daily Meditations, 188 (Harper Collins)

With these striking words, the contemporary Daoist author Deng Ming-Dao invites us to consider how our personal qualities can help us be the best people, and by extension, the best teachers that we can be.

What is on offer here is the secret of how to be successful in helping others, in any context. A lot of us will devote much of a lifetime to discovering the answers which are presented right here.

But how about applying this directly to our work as piano teachers? In this post I am going to look at each of these attributes in turn, briefly exploring the powerful links that exist between a teacher’s character and the quality and effectiveness of their teaching…

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Can we really trust educational research?

Supporting Teachers • Promoting Learning
Written by ANDREW EALES


I recently came across an article by Elizabeth Gilbert of the University of West Virginia and Nina Strohminger of Yale University presenting their findings that only a third of published psychology research is reliable.

Another article confirms that in the field of biomedicine less than 50% of research proves reliable when the “reproducibility factor” is applied. And astonishingly, we read elsewhere that “just 11% of preclinical cancer research studies could be confirmed”.

We might well speculate as to why such a body of inaccurate “research” is being published. And let’s be clear that it is academics themselves who are drawing attention to the problem, and expressing frustration.

And if research in medicine and psychology are this unreliable, shouldn’t we equally be concerned about the research that informs educational theories and methods?

Continue reading Can we really trust educational research?