The rules guide
the teacher in classroom interaction, are what make teacher to be effective. Effective
teachers are distinguished by their dedication to the students and to the job
of teaching, and feel responsible for the achievement and success of the
students and own professional development. Effective teachers really believe
that all students can learn, although all learn differently. They strive to
motivate and engage all their students in learning rather than simple accepting
that some students cannot be engaged and are destined to do poorly.
There are many
different types of teachers. For instance, among many others, there are those
who walk into the classroom, and some students do not even notice them; also
there are some who seem to be authentic dictators, and students are even afraid
to ask anything in the classroom. There are those who read from a book, or talk
constantly, during the whole session, while students keep just copying; or even
those who just talk, and by the end of the lesson, students do not even know
what the lesson was about, because the objectives, structure and/or theme were
not clear, even for the teacher.
The following are
the rules guide a teacher in classroom interaction
Content
Knowledge
For many,
including teachers, the most obvious requirement to be an effective teacher is
the content knowledge of the subject. Reynolds and Muijs (1999) considered good
content knowledge responses to spontaneous and demanding students questioning.
According to the McBer Report (DFES, 2000) students expect a teacher to have
good content knowledge to be considered effective, which inspire the students’
confidence in the teacher. In addition, Ferguson & Womackl (1993) stated
that “effective communication of content knowledge is a hallmark of good
teachers”. However, having good content knowledge is just one of many vital
factors and qualities, which an effective teacher needs to have in order to
enhance learning and achievement
.
Good Planning
Having good
content knowledge is not so effective without a well planned lesson. A lesson
plan makes the content and the session interesting and involving. Good planning
facilitates clear explanations, and it provides a wide range of resources
suitable to students needs. It assists with effective use of oral questioning,
giving instructions, being flexible, and having an impact on the students´ stimulation
to encourage their interest and participation. Effective teachers should give
meaning to the subject by facilitating relevant material to the students
wherever possible, and by finding means to stimulate interest on it. Besides,
they must be prepared to reconsider whether the material and methodology is
suitable to be re-presented in the classroom. Craig and Dickenson (2003)
pointed out that good planning ensures that lessons include periods where
students are allowed to have discussion in open or close groups or in pairs.
Good planning organizes the material which allows doing more and better during
a session. Gurney, (2007) also pointed out that should allow the students to
give the teacher their feedback in order to improve own knowledge, methodology
and learning environment if needed. Cruickshenk & Haefele (2001) stated
that “effective teachers are able to qualitatively do more with the same amount
of time” However, good planning also implies classroom management and
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Classroom Management and Organization
Effective teachers
manage and organize the classroom, in the beginning of the year, according to
the students’ needs and preferences to create an optimistic and warm learning
environment for all the students, and enhance learning. Emmer et al. (1980,
2003) stated that “effective teachers takes time in the beginning of the year
and especially on the first day to school to establish classroom management,
classroom organization and expectations for students behavior”
According to Sokal
et al. (2003) classroom management seem to be a high priority for novice and
experience teachers. However, management is not parallel to strict rules; in
fact, management is to anticipate students´ needs, and then prepare a suitable
year plan, procedures, activities, assessment, evaluation criteria, and above
all, clear instructions to the students to promote students motivation,
enthusiasm and learning. Effective teachers use low classroom rules, and more
routines to maintain a relaxed and warm environment to enhance learning.
Marzano et al. (2003) stated that “minimum number of classroom rules, which
tend to focus on expectations of how to act toward one another, maintain a safe
environment, and participate in learning”. McLeod et al. (2003) distinguished
from rules, and stated that is more effective and efficient to use routines in
the classroom. Strange et al. (2003) also suggested that effective teachers use
more routines for daily tasks than rules. Wong and Wong (2005) distinguished
between routine as what the students do automatically, and procedure as what
the teachers want to be done.
While classroom
management focus on instructions which influences the students in terms of
psychological behavior to learn, classroom organization influences the
students’ motivation to learn created from the physical learning environment.
Effective teachers organize the classroom to promote learning and interaction,
and have to create an optimal learning environment where students feel
comfortable and relax in terms of decoration, accessibility and mobility.
According to Stronge et al, (2004) part of the classroom organization is the
furniture arrangement, the accessibility of material, and the decoration. Kohn
(1996) stated that the furniture arrangement facilitate interaction.
Classroom Behavior
Good classroom
management and organization, and a good lesson plan also minimize the
likelihood of misbehavior. Craig and Dickenson (2003) stated that almost all
classroom behavior is learned and that students must clearly understand what is
expected of them. The responsibility lies with the teachers to explain how and
why they want them to work in that way, and to give positive feedback when
students respond positively. In the McBer Report (DFES, 2000), it is stated
that students themselves want a teacher to keep discipline in the classroom.
According to Kyriacou, (1998) maintaining discipline is necessary for learning
to be effective. He also suggested that students’ misbehavior can be minimized
by generally skilful teaching. Wong and Wong (2005) differentiate between
manage and disciple. They stated that “effective teachers manage their
classrooms with procedures and routines. Ineffective teachers discipline their
classrooms with threats and punishments”. They also underlined that discipline
has to do with how students behave, and management has to do with procedures on
how students have to work in the classroom. Many ineffective teachers use
reward stickers, incentive gifs, infractions cards to discipline their
classroom with punishments. They only waste time, and do not solve the problem,
effective teachers manage the classroom with procedures and routines to maximize
and engage learning time. Effective teachers -professional and personal skills
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Misbehavior such as luck of silence can occur. Some seemed to obtain
virtual silence all the time. Others obtain almost perfect silence, but pupils
need regular reminders, while others, seldom achieved any silence and pupils behavior
needed regularly keeping in check. Craig and Dickenson (2003) pointed out that
it is unreasonable to expect total silence for extended periods. On the other
hand, an effective teacher is aware that some students might prefer to sit
quietly and have low active participation in the classroom activities, although
will know how to make the student participate.
Individual Differences
Many teachers
still teach their students in the same way they were taught. Some because they,
erroneously, think that the traditional teaching is more effective, others
because they just do not worry much about alter their own and bad routine by
laziness, and other because they think that students have to adapt to the
teacher own methods. Wickham (2003) warned that the teaching styles used by
each teacher can be strongly influenced by their own learning style. Effective
teachers should be able to personalize the leaning for their students. They
understand that students develop as different rates and that in every classroom
there will be a range of student abilities and aptitudes. The teacher must feel
the pulse of a classroom and modify the teaching methods to maintain a high
level of interest, no matter what the subject is. They also use their knowledge
of learning processed to determine which will be most effective to help the
particular students in their classes learning successfully. Effective teachers
strike the right chord with the students and have a sixth sense about those who
need more help. For these reasons, it is vital to know the students` needs,
their learning strategies and style, personality, motivation, attitude,
abilities, even background to be able to help them.
In addition,
effective teachers use techniques that best serve the learning needs of their
students. They use them to have each student working on tasks that engage and
challenge them to achieve personal best. There are many things that students
can learn themselves through discovery, and/or in a more direct way. Some
students learn by being exposed to learning opportunities, while others will
need concerted direct teaching and correction by the teacher before they master
the learning requirements. Effective teachers help students learn on their own,
as well as from others, from outside the school, and from various sources such
technology, (Lowman, 1995) Effective teachers must be prepared to reconsider
whether the material and methodology is suitable to be re-presented in the
classroom. In addition, effective teachers understand that students learn best
if their particular culture, background and abilities are acknowledged by the
teacher and the methodology and procedure can be adapted to the students´
needs, (Zeichner, 1993).
Communication
Skills
Communication
skills are vital for anyone who has a teaching job. Effective teachers are
always effective communicators. They communicate clearly about course
objectives, content and testing, making sure to provide a rationale for
learning particular material and adapt instruction to their student's level of
knowledge and skill. Lacks of communication mean that the students will not
understand key concepts at all, or they will do incorrectly. Effective teacher
can take something that is complex and present it in a way that can be easily
absorbed by the students, and through different verbal and non-verbal
communications (Prozesky, 2000).
The Teachers´
Confidence Chelo Moreno Rubio ISSN 2171-9098 ∙ ENSAYOS. Revista de la
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Teachers’ confidence pays an important role in effectiveness.
Confidence to teach subject matter influences the teaching outcomes (Bandura,
1997). If effective teachers believe in themselves, they achieve a lot in the
classroom, and students know who is in charge, and the teacher knows what
material to cover, and how to teach it.
Effective teachers
are passionate about teaching and the subject. If the teachers do not love
their job, the students perceive it, influencing in their low motivation.
Besides, if they do not love the subject, therefore, how can the students are
going to love it? Effective teachers have an energy that almost makes them glow
and they tackle each lesson with a sense of challenge, rather than routine.
Wolk (2001) stated that when the teacher is passionate about learning can
create an “infectious classroom environment” Besides, Gurney (2007) pointed out
that when the teachers show enthusiasm, and there is interaction in the
classroom, the work of learning process is turned into a pleasure. In addition,
teachers who are enthusiastic about their subjects and learning, motivate
students, and therefore increase achievement (Stronge et al., 2004).
Motivation for
Learning
Motivating
students make them to be more receptive and excited about the subject, make
them be aware of the value and importance of learning, and have a better
attitude to learn. Effective teachers makes the students increase their
academic self-concept, their interest in the subject and the desire to learn
more, and therefore to have a high level of achievement (NWREL, 2001). It also
been stated that students see the effective teacher as a motivational and a
leader when the teacher encourages them to be responsible for their own
learning. Also when high standards and challenge tasks and a variety of
strategies such as cooperative learning (Fisher, 2003); and when relevant
reinforcement and feedback have been provided during the process, enhancing
learning as a result. Humour can be a powerful ingredient in every lesson.
Effective teachers do not need to be clowns, but it is beneficial to have good sense
of humour, and been willing to share jokes with the students to break
negative-cold barriers.
Respect,
Fairness and Equity
Respect, fairness
and equity are identified as the prerequisite of effective teaching in the eyes
of students. Kyriacou, (1998) stated mutual respect as an essential feature of
the classroom to establish the right climate for effective teaching and
learning. He also added that respect requires the students to know that the
teacher is competent, interested in their progress and is committed. Effective
teachers should avoid situations of luck of respect among students who do not
respect their peers. Fairness is so appreciated by the students, and effective
teachers respond individually to misbehaviour, rather than to the whole class,
(Stronge et al. 2004). He added that students expect to treat them equitably in
any situation, either in case of misbehaviour, assessment results, religion,
ethnic background, age, etc. and to avoid favouritism (Peart & Campbell,
1999). Therefore, effective teacher continually demonstrate respect to their
students (inside or outside the classroom), fairness and equity regarding
individual situations, age, background, ethnicity, religion, economical status,
and so forth).
Assessment and
evaluation
Effective teachers
really believe every student is capable of achieving success, and they do all
they can to find ways of making each student successful. Effective teachers´
expectations towards the students, in terms of standard of learning and their
behaviour, Effective teachers -profesional and personal skills ISSN 2171-9098 ∙
ENSAYOS. Revista de la Facultad de Educación de Albacete, Nº 24, 2009,
(35-46) 41
are high, and they help their students to meet those high expectations
which are essential. According to Graham et al. (2001), a good way to
communicate high expectations is through challenging tasks, case-base approach
involving real-world problems, sample cases, and praise.
Assessment can be
an effective learning process. Effective teachers have good expertise in a
variety of assessment methods, equitable practice, and a good and fair
evaluation system. They teach to encourage students to take greater
responsibility for their own learning. They also make sure that their students
know what the objectives and goals of the learning program are; understand how
these goals will be assessed; know whether they are on the pathway to achieve
success; and are actively involve in evaluating their own leaning. Effective
teachers request formal and informal responses from students during the
semester, and use the information to improve their courses as they are being
taught. According to Cameron (2002), students should be able to understand that
assessment is a part of their learning process and not just one activity to
fill the subject. This benefits students from learning environments which help
peer tutoring, co-operative learning and questioning, summarising and
collaborative reasoning. Graham et al. (2001) highlighted that if students are
allowed to choose their own project topics relevant to the course, they are
encourage to express their own diverse points of view. In the Six Traits of
Writing Report (2010), it is stated that when students write about something
they like, they do it better. According to Graham et al. (2001), well designed
discussion assignments facilitate meaningful cooperation among students. He
also stated that effective teachers also give positive feedback regularly
through the course to inform the students about the learning process. He distinguishes
between information feedback (grades or comments), and acknowledgment feedback
(confirmation of reception of assessment), and added that deadlines encourage
students to spend time on tasks and help with busy schedules. Besides,
evaluation techniques should be clearly related to course objectives, and have
to provide a fair and objective evaluation of learning.
Teacher
Learning Development
Effective teachers
have high expectations of students in terms of both their standard of learning
and their behaviour, but they also have high expectations of themselves and
their own learning development. Effective teachers constantly self-evaluate,
critique and reflect on how well they are getting through to their students,
and search for better ways of teaching, new tools, materials and methodologies
especially for those who are not achieving learning as well as others. In order
to achieve some of these skills, many British institutions of higher education
require attendance at a short introductory course on university teaching and
learning, but in many systems voluntary participation is the norm. Effective
teachers are willing to promote their own learning by investing on training
and/or inviting observation and suggestions from colleagues. Collings (1994)
stated that a teacher should be in constant training-learning process, and have
capacity to reflect upon own practice. Stronge et al. (2004) stated that staff
development is vital to effective implementation, and can help teachers to
learn new strategies to be applied. They also work collaboratively with other
staff members, are willing to share their ideas, and assist other teachers with
difficulties and volunteer to lead work teams and to be mentors to new
teachers, (NETI, 2009). They are informal leaders who are not afraid of taking
risk to innovate or improve education. Therefore, effective teachers
participate in creating a collaborative environment of a positive working
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Together with
professional skills, effective teachers use their personal skills with the
students as these skills play an important role in students learning process,
achievement, and behaviour.
Caring
Effectiveteachers
care about their students in order to bring the best of each one to encourage
learning. According to Gurney (2007), learning has been considered as an
emotional exercise which will allow the students to get engaged as it appeals
to be emotionally. Besides, Eisner (2002) suggests that “teaching is a caring
exercise” which takes an important role in effective learning process. Showing
care includes listening to the students, not only when they are in the
classroom, but also about their particular lives and/or personal problems. The
role of the effective teachers, in this situation, is to be good listeners,
paying attention to, and showing understanding through tenderness and patience.
According to Stronge et al. (2004) students perceive effectiveness when
teachers show kindness, gentleness and encouragement. Effective teachers
demonstrate genuine concern and empathy toward students through understanding
the students´ concerns and questions. Stronge et al. (2004) stated that
effective teachers listen to the students’ arguments and help and/or indicates
them how to resolve their problems, and are willing to talk about their
personal lives and experiences respecting the confidentiality issues.
Therefore, there is a more effective achievement when the teacher demonstrates
that cares about the students and knows them individually.
Knowing the
Students Individually
Effective caring
teachers also know the students individually and give them individual attention
and develop productive relationships with their students. They treat their
student with respect and expect the same in return, enhancing the students
learning progress. It is not enough to know the students in their formal
setting (in the classroom: their learning strategies or learning style), but
also, to know them in their informal setting (outside the classroom: likes and
dislikes, background, their motivation, aptitude and attitude to learn). These
have great effect on behaviour and performance in the classroom, and in their
learning process (Cruickshank & Haefele, 2001). In addition, according to
Stronger et al. (2004) caring goes beyond listening, understanding and knowing
the students, it is also being patient, kind, warm, sensitive, human with them.
It is to be adaptable to particular students’ situations, honest, trustworthy,
encouraged, and having and showing affection and love for them. Sizer (1999)
stated that students cannot be taught well if we do not know them.
Teacher-Students
Relationship
Effective teachers
do not only have a teacher-student relationship in the classroom, but also
demonstrate interest in students´ lives beyond the classroom, using a wide
variety of strategies to interact with them outside the class, and the
educational institution. This also encourages students to perform their best in
the classroom (Kohn, 1996). The election on the type of social event can be
easier if the teacher knows the students preferences. Students really
appreciate the teacher who attends social event with them, such as the
graduation, the end course dinner, a visit to a museum, a local event, a
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concert, etc. According to Stronge et al. (2004) the social
interactions between the teacher and students encourage students leaning and
achievement. Besides, this helps introvert or low self-esteem learners to be
better integrated in the group. This increases students´ participation and
motivation, which enhance a more favourable leaning environment, and challenge
the students to succeed. Wolk, (2002) stated that a strong relationships with
the students helps to decrease discipline problems. Therefore, a teacher who
spends more time interacting socially with the students, working directly with
them, and demonstrates a sense of fun and willingness to participate, in a
friendly and personal manner, is considered to be effective. Knowing the
students and having a teaching-student relationship with them creates a warm
classroom and learning environment.
Classroom
Environment
Wang et al. (1997)
found classroom climate to be one of the most important factors to affect
students’ achievement, although, on the contrary, it has been a strong
predictor of students’ aggression. However, having an optimal relationship with
the students helps to create a warm and safe classroom environment so that
students can achieve their potential, as they feel safe and confident to
attempt new tasks and participate (Reynolds and Muijs, 1999)
4. Conclusion
To conclude, to be
an effective teacher is not an easy task. In fact, it is a complex process. It
is not only concerned with success in short-term, but also with appropriate
values and success of long term achievement. Effective teachers need to have
good professional and personal skills. Content knowledge, together with good
planning, clear goals and communication, good classroom management and
organization, and consistently high and realistic expectations with the
students are essential factors to be effective teachers. Besides, they need to
feel responsible for the students learning process, regardless the students’
aptitude to learn. The teachers, as well as having effective personal and
professional skills, serve as example of lifelong learners, and are investors
of their own education.
Moreover,
the effective teacher will combine professionalism with care, understanding,
fairness, and kindness. They also have to be passionate, enthusiastic,
motivated about teaching and learning. They have to create a warm classroom
environment where students feel comfortable, and have a sense of belonging, as
the environment is conductive to learn. Effective teachers are innovative,
invite students to approach and interactions, and also values diversity. To
finalise, it can be said that those who have the capacity to inspire students
to reach their fullest potential on learning through their qualities and
professional and personal skills are effective teachers.
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