From years of teaching evaluations, it comes down to four things: enthusiasm for the subject matter, organized material, clarity of expectations, and reasonable accommodations.  If a faculty is excited and enthusiastic as they teach, students respond positively. If the students feel as though the material is laid out in an orderly fashion that makes sense to them, they respond positively. If the faculty spell out clearly "how to get an A" (i.e. have a grading rubric) then the students feel as though they are fair. Finally, if a student needs an accommodation ("a break"), and the faculty can give it to them while remaining fair to the other students, then the students feel as though they are being treated as human.  

New or established, I believe these same rules work equally for all faculty. 

I have to believe that there's a literature on this, though I can't seem to find it. Hopefully another respondent will do so.

Thanks for posing the question!  I've often thought these things, but never really written them down in this form. 

Students are in a better position to answer this question. Here is the result of a survery in UTS.

The most frequent comment made by students was that highly rated lecturers explained in a way which was clear and helped students to understand. They made difficult work comprehensible without oversimplifying, and used simple language.

Highly rated lecturers were well prepared, structured their lecture content effectively, and communicated the structure to students. They clearly defined the subject objectives and emphasised important points. They spoke clearly and at an appropriate speed and allowed adequate time for students to both take notes and listen, indicating when note-taking was and was not required. They often provided handouts to assist students to take notes without furious copying. They used questions and activities to engage students' thinking and interest.

They were highly knowledgeable and up to date in their subject area, but did not pretend to "know it all" and were willing to learn from their students, recognising that work experience makes many part-time and senior students a valuable resource.

https://www.uts.edu.au/research-and-teaching/teaching-and-learning/learning-and-teaching/characteristics-good-teaching

Creo que aquello que los estudiantes mas valoran de los profesores es la consecuencia, la honestidad y en general aquellos elementos morales que definen a las personas.

This is actually vary from a student to a student. Of course students’ culture has a role to play in shaping students' their beliefs and assumptions about their teachers. In certain communities students usually value the teachers who are lien and give high marks. Also, they don’t like teachers who are strict in their marking and attendance-related issues. They like teachers who are friendly and who can mingle with them on campus or outside the campus.

In my opinion, a teacher's attitude towards the profession, and the students, along with content knowledge expertise impacts the way learners relate to the teacher which in turns leads to successful learning. There is a lot of research to support this claim.

A través de observaciones de clases, y las posteriores evaluaciones, me atrevería a decir que aquello que los estudiantes más valoran en un profesor es:

1) Su pasión por enseñar y por aquello que enseña: aún cuando los alumnos no sientan una atracción muy positiva por un ramo, si el profesor lo muestra como algo que lo apasiona y que es apasionante, inmediatamente cambia el clima de la clase, bota resistencias y prejuicios por parte de los alumnos y se produce una apertura para aprender. Esto también ayuda al alumno a percibir que aquello que el profesor les está enseñando, es significativo, es valioso para su propia vida. 

2) La calidad humana del profesor: los alumnos valoran mucho que el profesor se preocupe por sus alumnos, que si alguno tenga un problema, lo escuche y sea capaz de hacer una excepción. Pero a la vez, que sepa poner reglas claras en la clase y sea consecuente con ellas. Un profesor, se "gana" la autoridad de sus alumnos, no por el ejercicio de la autoridad y el poder, sino por la admiración que en ellos puede generar.

3) Dominio de la materia: esto es real. Los alumnos perciben inmediatamente cuando quien les está enseñando, no domina el contenido de aquello que enseña, y eso resta credibilidad inmediatamente. 

Espero que les sirva. Saludos!

Students feel valued when they are respected in the classroom and so the teacher must show respect and appreciation to students and create an atmosphere of inclusion in the classroom by accommodating the diverse background of students in their teaching methods and course content. The attached can help to further elaborate on these characteristics of teachers:

https://www.researchgate.net/publication/263046162_One_Style_Does_Not_Fit_All_Facilitating_Cultural_Differences_in_Teaching?ev=prf_pub

https://www.researchgate.net/publication/263045869_Curriculum_Inclusiveness_Challenge_Responding_to_Multiculturalism_among_Workforce_Education_and_Development_Graduate_Students_Journal_of_Dept_of_Behavioural_Sciences_Vol_1_1_March_2012?ev=prf_pub

Best regards,

Debra

Data Curriculum Inclusiveness Challenge: Responding to Multicultu...

Article One Style Does Not Fit All: Facilitating Cultural Difference...

Hi

I think students most need respect, empathy, friendship, simplicity of the presentation, cooperation, encouragement, and many other factors based on the enormous research done.

Students most value the teacher's ability to convince them of their own abilities.

Students likes teachers who 

- have a very good knowledge of her/his subjects

- is excited of her/his subjects

- likes to work with students

- loves teaching

I would agree with all that is posited herein!

In addition to an instructor's passion for and knowledge of the subject matter, clearly organized granular material, and transparent metrics on how students will be evaluated (scoring rubrics) with accommodations and integrity in how they are administered, I think there may be some value in the differentiated nature of consumption, and allowing students more autonomy in owning their learning.

Perhaps moving away from a model more focused on knowledge transmission to one that is situated, social, and distributed in the authentic context of the practice that learners will apply this knowledge and skill is also important (lecture still has it place, but not the sole/primary focus).

I heard Chris Dede from the Harvard School of Education once say: "Nothing is more discouraging than the one hour lecture on the importance of learning by doing!"

In other words, while we need to bound the learning goals and outcomes for the course and make the content clear and logical in its sequencing, etc., if we also allow several differentiated paths up the mountain for learning (within reason and all demonstrable), this might work toward tapping the intrinsic motivation of learners. I think this too may be a key component students look for in instructors and how they structure their courses.

It's not always a one size fits all approach. Some espouse "deeper learning" through varied instructional strategies such as case-based learning, using multiple and varied representations of concepts, collaborative and connected learning (peer-to-peer), Apprenticeship opportunities, self-directed, personalized, and open-learning, and with a focus on learning for transfer (see: Education for Life and Work from the National Academies-The National Research Council).

Along those lines, I think there are some who are also leveraging "gamification" strategies, such as those espoused by Barry Fishman at the University of Michigan, who are exploring the notion of learner autonomy and learner motivation through immediate feedback on course progress and advance goal setting as tied to course grading. Check out "GradeCraft" at https://www.gradecraft.com/. These type of innovative strategies might also be things students look for, that in part, emulate how they work (and play) in the world today!

I hope this helps stimulate and add to the already great suggestions provided herein!

It is important for the teacher to be genuine and is enthusiastic when she is delivering her lectures to the students. Engaging students actively by involving the students in    questioning in stimulating their thinking skills and clinical reasoning skills.

Hi,

according to John Hatties Ranking on the top of the list there are:

- teacher clarity

- reciprocal teaching

- feedback,

- teacher-student interaction 

This does clearly match some of the answers already given here. 

In addition to points given earlier by others, the following teacher qualities help students a lot: being perceived as knowlegeable, confident, competent, respectful and respectable. Teacher's ability to connect personally with students helps many to engage in the learning process; where possible knowing something about them ang addressing them by name can work magic. Consistency in course requirements communicated early in the course; not changing the rules or moving the goal post in the middle of a match.

A teacher must show confident, honest, resourceful, diligent, clarity and master his/her teaching field.

Noel-Levitz published a report that examined 15 years of data on student satisfaction and priorities at four-year private colleges and universities in the United States. The report looks at overall student satisfaction, issues students deemed most important, and the most significant changes between the 1994-1995 and 2009-2010 academic years.

Noel-Levitz sent its Student Satisfaction Inventory to more than 740 four-year private institutions, generating more than 1.2 million unique student responses. As part of the survey, Noel-Levitz asked students to rank items in order of importance to find out what is most important in their decisions to stay with a particular institution.

Top 15 most important items to students in the 2009-2010 academic year:

Source:

Culver, T. (2011). 2011 National Student Satisfaction and Priorities 15-Year Trend Report: Four-Year Private Colleges and Universities Findings and observations from 1994-1995 to 2009-2010. Retrieved from http://www.noellevitz.com/BenchmarksReports

Behavioural Skills and Interpersonal Rapport gives more attraction along with expertise in the content

Care, Empathetic Approach, Mentor, Guide, With smiling approach are essential to build trust and cohesiveness among students/learners. 

Hello all,

I have describe many of these ideas in my articles. Please take a look.

Kind regards,

NP

Hi,

i´ve been thinking about this topic now and then. Trying not to mix up terms like learning quality and learner satisfaction is not that easy when trying to answer this question. This is important because many studies have shown that a high level of satisfaction is no guarantee for a high quality in learning and the learning outcomes. After a while Ulf Ehlers Model of "QUALITY IN E-LEARNING FROM A LEARNER’S PERSPECTIVE" came to my mind. It´s not that specific for the person of a teacher or traditional ways of teaching but it has an empirical base and so it is (just a little) more then guessing what´s best. Ehlers identifies 7 fields for quality in e-learning: 

1. Tutorial Support

2. Collaboration

3. Technology

4. Cost Expectations Benefits

5. Information Transpericy of Provider/ Course

6. Course Structure/ Presence Course

7. Didactics

The interesting thing is, you will find some of these more or less in Hatties Ranking too. Some of these points you can add to teacher clarity (4., 5., + perhaps  6.?), reciprocal teaching, feedback, teacher-student interaction (1., 2.+ perhaps 7). There is the for sure the quality of the teacher, too, but not in the first place.

Both sources do not stand without critics about the method and how to use the knowledge of those publications in reallife.

Hattie:

http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/hattie-ranking-teacher-effects/

Ehlers:

http://de.slideshare.net/uehlers/ehlers-eurodlcit

PS: I beg your pardon if some parts sound strange, my english is not that well.

My sense of what students look for in teachers is quite broad - but we might just indicate two key elements - a) teachers who know their content and b) teachers who know them as learners. 

Hi, Dr. Marek,

I think there are many qualities and conditions, as some of my colleagues have mentioned. My area of research is around peer interaction, so my response is tailored to my area of expertise.

I thought you might enjoy a quick skim of the attached article, which recently won 2nd place in the AECT-DDL Best Journal Article - Quantitative competition.

With over 350,000 data points, we were a bt surprised with some of the results of what instructor behaviors are correlated with peer-to-peer interaction and critical thinking.

Let us know how your year is starting out,

Barb

Article An Analysis of Faculty Promotion of Critical Thinking and Pe...

Every educationalist should have four skills be become more successful.

1. Philosophical skills

2. Psychological Skills

3. Social Skills

4. Content Excitement/Intellectual Excitement

Qualities / Character / Behavior

Encourage

Honest

Dedication

Friendly

Self control

Motivators

Unbiased

Pointing mistakes

Initiators

Respect for others

Moral Support

Dress code

Humanist

Confident

Service minded

Easily Approachable

Optimistic

Hard worker

Passionate

Teaching Style

Helping Tendency

Good learners

Forgiving

Care

Technical Skills

All rounder

Command

Knowledge

To see more:

http://technologiesinedu.blogspot.com/2016/08/two-dimensional-model-of-teachers.html

@ Barbara Miller Hall: Dear Barb, two remarks to your excellent research: 1) What is the relation between critical thinking and creative thinking? 2) What reasons, what ideology can a teacher think of when rewarding critical thinking in a student? We cannot say that the more you talk back to me, the more I like your answer, can we? (I add that very often this nonsense is exactly what I do with my studs!)

WE have a recent study and what we found in LATAM is a combination of soft skills and new technologies.

Thank you for reading this question that I asked a year ago. Because of your interest in this question, I am asking, can you also help with an urgent research survey about teaching during COVID-19?

The link to the survey is: https://forms.gle/qX522tiJsPNbgsGF9

If you have converted any courses to distance learning because of the coronavirus pandemic, please take a few minutes to complete this survey right now. The survey is 18 questions (most are Likert scales), plus demographics.

The researchers are asking higher education faculty of all disciplines around the world to address their experiences in changing their classes from face-to-face instruction to online or other kinds of distance learning. Your responses will be anonymous.

Respect and appreciate students' opinions.

I Agree With Barbara Miller Hall

I think that this question is always important, but even more so right now when teachers around the world are facing converting more and more classes to online delivery. We cannot just think in terms of moving a class wholesale to online. There are many different practices that are needed in online teaching and learning, so that "converting a course" should be more like designing a new course "from scratch."

To set an example and good work, respect the creative abilities and talents of students, and respect individual differences between them.

Please following this link:

https://www.pearsoned.com/top-five-qualities-effective-teachers/

Abdelkader Mohamed Elsayed It is an interesting link, but I think my question is a little different. I did not ask "what are the qualities of a good teacher?" I asked about what qualities STUDENTS value most. I think that the two questions do not always have the same answer.

I asked this question a long time ago, but it is even more relevant today in the age of COVID-19.