Socially Constructing “Master Teacher”

Mark Stoner

Western States Communication Association Annual Meeting

February, 2007

Themes drawn from nomination letters:


a reflective teacher


probes other’s thinking through questions and paraphrasing


well-versed in theory


believes that teachers can be each other’s best resource


has a deep appreciation for what goes on in the learner’s head


wants to learn what is being learned


controls the learning while making it free flowing and organic


engaged and curious


can explain the decision-making that structured the lesson


brings water to the thirsty


allows independence and decision-making by the students


models communication skills being taught


facilitates reflection and higher order thinking


willing to take risks


challenges students to delve beyond the surface of subjects


allows students to explore and develop their own understanding of a topic in new ways


combines planning and flexibility


provides stimulating material to engage students in learning


gives clear, objective feedback

Themes from “Effective Teacher Behaviors” (Nussbaum 1992):


positive expectations of selves and students

designs effective academic tasks

teaches enthusiastically

provides sufficient time for students to think and respond

is immediate (i.e. makes eye contact, uses appropriate touch, has open

      body positions , is vocally expressive, smiles, arranges room for


self-discloses appropriately

uses narratives to explain and illustrate

speaks clearly and explicitly