Self-regulated teachers take responsibility for building their own knowledge and skills base. They set new learning goals based on their own experiences and the reflection of others like them. They motivate themselves to learn and uncover new information; they monitor their own progress, assess the extent of their own mastery of new knowledge and skills, and continuously redirect the course of their learning and development.Figure 1.3 above represents the continuous cycle of reconstruction that reflective, self-regulated teachers follow in the life-long learning process of building knowledge and expertise in their profession. It begins with their own personal experiences of being taught throughout their own years of schooling, progresses to their training as teachers, including their study of educational psychology, and gaining more knowledge and expertise as teachers. Ultimately, successful teachers will be able to integrate and reflect critically about educational concepts, principles, theories, and classroom interactions, and they will develop, construct, and reconstruct a personal theory of teaching flowing out of life-long learning and classroom experience.In this unit we set out to provide an answer to the question: “What makes a good teacher?” We discussed some of the instructional tasks involved in effective instruction and highlighted four essential components of effective instruction. We drew a further distinction between teaching as an art and teaching as a science, concluding that the most “artful” teachers are the ones who reflect regularly about their practice and never stop learning, working from a well-founded scientific knowledge base about teaching and learning.