The Effective Teacher
S INCE much of a teacher's work is done in relative intangibles, it LJ may be assumed that every teacher asks himself from time to time, "Am I a good teacher?" Unfortunately, there is evidence for believing that he answers his own question with a somewhat smug affirmative. At least a report by the American Association of University Professors in I933 noted that "nearly every professor believes himself to be a good teacher, in fact a particularly good one";' and in I948, after studying forty-six of America's best-known colleges and universities, Dean Woodburne could observe that "perhaps more discouraging than the scanty attempts at such evaluation [that is, evaluation of teaching effectiveness] was the widespread lack of concern with the problem."2