The EFFECTIVE TEACHER

The Effective Teacher

 Effective teachers  Effective teachers are
possess a solid equipped with a
background knowledge repertoire of best
of the basics of how teaching practices such
children learn. Her as strategies,
teaching style is simply procedures, and
guided by this approaches in
knowledge, thus presenting,
ensuring robust implementing and
teaching and learning assessing classroom
experience for both. instruction in
accordance with the
objectives set.
The Effective Teacher
 Effective teachers are  Effective teachers are
imbued with values, able to gain from past
attitudes, and experiences and are
dispositions that foster a driven to move on, and
classroom atmosphere further improve their
of mutual trust and teaching skills, update
respect for individual content and employ
characteristics, new teaching
especially children’s technologies.
needs, interests and
abilities. They can
establish rapport with
students through a
compassionate, caring
The Effective Teacher
 Effective teachers are  Effective teachers view
deeply concerned with “learning to teach” as a
the kind of learning life-long process, hence,
environment that is strongly motivated to
motivates and promotes continue growth as an
self-directed and self- individual and as a
regulated learning. professional.
They provide a learning
environment that is
conducive to
independent
investigations and
problem-solving modes.
Commonly Studied
Teacher Characteristics
 Personality

 Attitude

 Experience

 Aptitude/Achievement
Personality
 Permissiveness  Abstractness – Wholeness
 Dogmatism  Directness – Indirectness
 Authoritarianism  Locus of Control
 Achievement-Motivation  Anxiety
 Introversion –  General
Extroversion  teaching
Attitude
 Motivation to teach
 Attitude toward children
 Attitude toward teaching
 Attitude toward authority
 Vocational interest
 Attitude toward self (self-concept)
 Attitude toward subject taught
Experience
 Years of teaching experience
 Experience in subject taught
 Experience in grade level taught
 Workshops attended
 Graduate courses taken
 Degrees held
 Professional papers written
Aptitude/Achievement
 National Teachers Exam
 Graduate Record Exam
 Scholastic Aptitude Test
1. Verbal
2. Quantitative
 Special ability tests (e.g.
reasoning ability, logical
ability, verbal fluency)
 Grade-point average
1.Overall
2.In major subject
 Professional
recommendations
 Student evaluations of
teaching effectiveness
 Student teaching
evaluations
Five Key Behaviors Contributing to
Effective Teaching
 Lesson clarity
 Instructional variety
 Teacher task orientation
 Engagement in the learning process
 Student success rate
Lesson clarity
 Logical, step-by-step order, clear
and audible delivery free of
distracting mannerisms.
Indicators for Clarity
Being Clear (An effective teacher …..)
 Informs the learners of
the lesson objective
 Provides the learners with
an advance organizer
 Checks for task-relevant
prior learning at the
beginning of the lesson
 Gives directives slowly
and distinctly
 Knows ability levels and
teaches at or slightly
above learners’ current
level of functioning
 Uses examples,
illustrations, and
demonstrations to
explain and clarify
 Provides review of
summary at end of each
lesson
Instructional variety
 Variability in instructional materials,
questioning, types of feedback, and
teaching strategies
Indicators for Variety
Using Variety (An effective teacher …..)
 Uses attention-gaining  Uses a mix of rewards
devices (e.g. begins with a and reinforcers
challenging question,
 Incorporates student
visual or example
ideas or participation in
 Shows enthusiasm and
some aspects of the
animation through
instruction
variation in eye contact,
voice and gestures  Varies types of
 Varies mode of questions
presentation (lectures,
asks questions, then
provides for independent
practice
Task Orientation
 Achievements (content)orientation
as opposed to process orientation,
maximum content coverage, and
time devoted to instruction.
Indicators for Teacher Task
Orientation
Being Taskunit
 Develops Oriented(An
and lesson effective teacher
 Stops …..)
or prevents
plans that reflect the most misbehavior with a
relevant features of the minimum class
curriculum guide or disruption
adopted text
 Selects the most
 Handles administrative
appropriate instructional
and clerical interruptions
efficiently by anticipating model for the objectives
and preorganizing some being taught
tasks and deferring other  Builds to unit outcomes
to non-instructional time with clearly definable
events
Student Engagement
 Limiting opportunities for distraction
and getting students to work on,
think through, and inquire about the
content.
Indicators for engaging students in the learning process
Engaging Students Effectively in the Learning Process
(An effective teacher …..)

 Elicits the desired  Uses meaningful verbal

behavior immediately
after the instructional
stimuli
 Provides opportunities for
feedback in a
nonevaluative atmosphere
 Uses individual and group
activities when needed
praise to get and keep
students actively
participating in the
learning process
 Monitors seatwork and
frequently checks
progress during
independent practice
Success Rate
 60% to 70% spent on tasks that
afford moderate-to-high levels of
success, especially during
expository or didactic instruction.
Indicators for Student Success
Moderate-to-High Rates of Success
(An effective teacher …..)

 Establishes unit and  Plans transitions to new

lesson content that material in easy to
reflects prior learning grasp steps
 Administers correctives  Varies the pace at which
immediately after initial
stimuli are presented
response
and continually builds
 Divides instructional toward a climax or key
stimuli into small chunks event
The effective teacher:
 Takes personal responsibility for students’ learning
and has positive expectations for every learner
 Matches the difficulty of the lesson with the ability
level of the students and varies the difficulty when
necessary to attain moderate-to-high success
 Gives students the opportunity to practice newly
learned concepts
 Maximizes instructional time to increase content
coverage and to give students the greatest
opportunity to learn
 Provides direction and control of student learning
through questioning, structuring and probing
The effective teacher:
 Uses a variety of instructional materials and
verbal and visual aids to foster use of student ideas
and engagement in the learning process
 Elicits responses from students each time a
question is asked before moving to the next student
or question
 Presents material in small steps with opportunities to
practice
 Encourages students to reason out and elaborate
on the correct answer
 Engages students in verbal questions and answers
The effective teacher:
 Uses naturally occurring classroom dialogue to get
students to elaborate, extend, and comment on
the content being learned
 Gradually shifts some of the responsibility for
learning to the students – encouraging
independent thinking, problem solving, and
decision making
 Provides learners with mental strategies for
organizing and learning the content being taught