You are on page 1of 12

LESSON - 4

Effective
Teacher
Qualities of an Exceptionally
Effective Teacher (Malikow, 2005)

Communication of materials
Motivation of students
Provision of an environment
conducive to learning
Maintenance of student interest
Classroom management
Appropriate relationships with
students
List of Effective Teacher
Practices (Blum)
Instruction guided by pre-planned curricula
High expectations for student learning
Carefully orienting students to the lesson
Clear and focused instructions
Closely monitoring learner progress
Language clarification provided when
required
Class time use productively
Smooth, efficient classroom routines
Instructional groups formed to fit
instructional needs
High standards for classroom behavior
Positive personal interactions between
teacher and students
Incentives/rewards used to promote
excellence
Gage (1985)
One of the pioneers of research on
teaching sees teaching as a blend of
art and science
Art: Ts must improvise and
spontaneously handle a number of
factors that interact in unpredictable
and unsystematic ways
Science: Ts must use whatever
empirical and theoretical knowledge
available to them to be more effective
in the classroom
Walker (2004)
Make the progress of your Ss your first
concern
Treat every learner politely and
considerately
Respect Ss dignity and privacy
be sensitive to the slightest student
reticence
Listen to Ss and respect their views
Give Ss information in a way they can
understand
Martin (2004)
A balance of:
good level of subject knowledge
Developing a comfortable teaching style
through experimenting with methods,
approaches and materials
An appreciation in the differences in learner
styles
An understanding of the students learning
history
Trying to approach the same language
element from new perspectives, exchanging
ideas, and being aware of new methods and
materials
A real appreciation of the needs and wants of
the students
Thompson (2008)
Brown and Rodgers (2002:151) teaching
like medical practice, seems to have two
components:
Mechanical: skills required for the
content of the lesson to be presented in
the most accessible way
Mental: Ts beliefs system about
teaching and learning as well as their
personality
Both are important, can be developed
over time
Good Ts are those who use their heads
and hearts equally (Patten, 2003)
Investigating Aspects of TE:
How Ts Treat Low Achievers
(Good & Brophy, 2000)
Give them less time to respond
Give them answers rather than helping them
figure out the response
Criticize them more for failure
Praise less frequently for success
Interact less often with lows
Call on them less often for answers
Seat them farther from the teacher
Demand less from them
Do not give them benefit of the doubt by when
marking tests
Smile less frequently at them
Give them shorter and less informative
feedback
Make less eye contact with them
The Teachers Perspective
Abilities
Ts think they need to be
effective:
Asks different kinds of Qs
Plans instruction & learning activities
Diagnoses student needs & learning
difficulties
Varies the learning to maximize
involvement
Recognizes when Ss are on task
Uses technology to enhance instruction
Relates learning to students
experiences
Seven Essential Areas of
Effective Teaching
Affective/Personality Factors
Attitude Towards the Profession

Verbal Ability

Professional/Content Knowledge

Instructional Effectiveness

Teaching Experience

Intercultural Competence
Personal Qualities
Respectfor Ss is the
cornerstone of a classrooms
foundation
Equaltreatment of Ss is crucial
Knowing your Ss names

Know one another


We cannot teach students well if we
do not know them well (Sizer, 1999)
Ss need to see Ts as people with
emotions, opinions & lives outside
the classroom (Wolk, 2002)
Most Important Personality
Qualities for Teachers
Caring

Empathetic

Fair

Respectful

Fun

Sense of humor
Personal/unique style

You might also like