EFFECTIVE TEACHING

 

EFFECTIVE TEACHING-MEANING

          In effective teaching, the teacher uses certain approaches and tools to help the student learn and flourish. Effective teaching is a building block of high student achievement. The classroom is a dynamic environment, bringing together students from different backgrounds with various abilities and personalities. Being an effective teacher therefore requires the implementation of creative and innovative teaching strategies in order to meet students’ individual needs. Whether you’ve been teaching two months or twenty years, it can be difficult to know which teaching strategies will work best with your students. As a teacher there is no ‘one size fits all’ solution. Students learn best when they actively participate in the learning process, when they are engaged and motivated to learn, and when they can build on their existing knowledge and understanding.

           The idea encapsulates all stages of instruction, from intentional preparation set out before instruction through formative feedback that aims to improve future instruction. Through effective teaching, student achievement may increase.

          Vogt (1984) related effective teaching to the ability to provide instruction to different students of different abilities while incorporating instructional objectives and assessing the effective learning mode of the students.

    There is no one best way of teaching. People with completely different skills are equally effective.

 Effective Teaching

                                                              

              Professional knowledge and skills                               Commitment and Motivation

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ü  Integrate technology into the curriculum.                         * Bring positive attitude and enthusiasm

ü   Have good assessment skills.                                                    to the class room                                                    

ü  Work effectively with students from culturally                  * Invest time and effort.

 diverse backgrounds.                                                             * Care about students.

ü  Communicate well with students and parents.                   * Have a good attitude.

ü  Use effective strategies to promote students’ 

motivation to learn.

ü  Manage classrooms for optimal learning.

ü  Create developmentally appropriate instructional

 materials and activities.

ü  Set high goals for themselves and students and

 plan for instruction.

ü  Implement appropriate instructional strategies.

ü  Exhibit subject matter competence.

 

Effective teachers….

Ø  Consider contextual realities

Ø  Goal oriented

Ø   Social

Ø   Practical

Ø   Flexible

Ø  Fairness

Ø  High Expectations

Ø   A Positive Attitude

Ø  Sense of Humor

Ø   member of the learning community

Ø   think systematically about their own practice,

Ø  responsible for managing students,

Ø   Knows the subject matter,

Ø  Committed to students and learning,

Ø   Disciplined, patience, organized

Ø   Smart in classroom management

Ø  Always keeps on updating their knowledge

 

1. Effective teachers strive to motivate and engage all their students in learning rather than simply accepting that some students cannot be engaged and are destined to do poorly. They believe every student is capable of achieving success at school and they do all they can to find ways of making each student successful.
2. Effective teachers have high expectations of students in terms of both their standard of learning and their behaviour, and they help their students meet those expectations. They also have high expectations of themselves and their own learning.
3. Effective teachers use techniques that best serve the learning needs of their students.
4. Effective teachers teach in a way that encourages students to take greater responsibility for their own learning.
5. They make sure their students know what the goals of the learning program are; understand how these goals will be assessed.
6. Effective teachers have a thorough knowledge of their subject content and skills. Through this, they inspire in their students a love of learning. They also understand how students best learn concepts, content and skills.
7. Effective teachers use their knowledge of learning processes to determine which will be most effective to help the particular students in their classes learn successfully.
8.  Effective teachers provide a safe and orderly environment, both physically and emotionally, so students can achieve their potential
9.  Effective teachers are in the habit of constantly reflecting on how well they are getting through to their students and searching for better ways of teaching those who are not responding as well as extending those who are achieving well.
10. Effective teachers understand the standards their students are expected to achieve and use a range of assessment methods to determine the extent to which those standards are being met and to plan the next steps.
11. Effective teachers develop productive relationships with their students – they get to know them and take a particular interest in their overall development and progress. They treat their students with respect and expect the same in return.
12.  Effective teachers work collaboratively to benefit student learning.

COMPONENTS AND PARAMETERS OF EFFECTIVE TEACHING

        The effective teacher should maintain proper planning, proper instruction, proper management and proper inter personal skills

I. Planning

A. Meet objectives of the curriculum/syllabus

B. Show mastery of subject area

C. Design Pedagogically sound lessons

1.      stated objectives

        2. modeled activities

        3. guided practice

       4. checks for understanding

       5. feedback/evaluation

       6. review/closure

D. Design materials that support the lesson, promote interaction, integrate appropriate TESL     

     methodology, and are appropriate for the context

E. Learn new techniques and keep abreast of applied research.

Role of teacher in Planning

*Content Expert

*Materials Designer

*Learner

*Integrator of Course Objectives

*Goal Setter

*Process Observer

*Creative Planner

II. Instruction

A. Use methodology appropriate for class

B. Provide balance of teacher/student talk

C. Make effective use of media, illustrations, resources           

D. Use effective questioning techniques

E. State intended outcome to lesson

F. Model new activities to insure understanding of task

G. Provide guided practice

H. Monitor student progress

I. Check student understanding

J. Devote appropriate time to task

K. Spiral lesson to previously learned material

 Role of teacher in Instruction                                      

*Actor

*Facilitator

*Content transmitter

*Consultant Speaker

*Questioner

*Feedback Provider

*Integrator of media/resources

III. Management

A. Establish and enforce consistent class rules

B. Keep class on target, avoiding digressions

C. Control potentially disruptive behavior

D. Be dependable and responsible (start times, homework)

E. Be organized and prepared

F. Make good use of time

G. Manage group work effectively.

Role of teacher in Management

*Assignor

*Director

*Enforcer

*Referee Grader

*Time Monitor

IV. Interpersonal Relations

A. Establish positive rapport with students

B. Be open to learn from students

C. Keep students involved and actively participating

D. Show concern for students and their problems

E. Motivate and inspire students to learn

“Tell me and I’ll forget; Show me and I may remember; involve me and I’ll understand” -Confucius

Role of teacher in maintaining Interpersonal Relations

*Listener

*Counselor

*Motivator

*Rapport Builder

*Negotiator

*Atmosphere Creator

*Coach

IDENTIFICATION OF TEACHING SKILLS

          Educationists all over the world have started realizing that only securing enough teachers will not do but more important is securing teachers with right type of knowledge, skills and attitude. A teacher may have abundant knowledge but the right way of conveying units of knowledge to the students can make him competent teacher. For this he needs to expertise over the teaching skills. Teaching has its repertoire of skills.

            A large number of skills are required to perform the ultimate task of teaching. Teaching skills have been defined differently by different scholars. According to Gage (1968), “teaching skills are specific instructional activities and procedures that a teacher may use in his classroom. These are related to various stages of teaching or to continuous flow of teacher’s performance. “The Asian Institute For Teacher Educators (1972) defined teacher skills as those activities of teaching that are especially effective in bringing about desired changes in pupils and are related to continuous flow of teacher’s performance. Passi (1968) says that a set of teaching acts or behaviours performed with an intention to facilitate pupil’s learning can be called teaching skills. Similarly, Wragg (2005) sees teaching skills as strategies that teachers use to facilitate pupil’s learning. Kyriacou (2007) also defines teaching skills as discrete and coherent activities by teachers which foster pupil learning. All the above views specify that a group of verbal and non-verbal acts and behaviours intended to facilitate and support pupils’ learning directly or indirectly are teaching skills. So, teaching skills are related to the way in which the teacher has carried out the activities and what results have been achieved as to improve students’ learning

Various approaches to identify essential teaching skills

         Teaching skills vary from very broad and general skills such as planning of lessons to very specific skills, such as the appropriate length of time to wait for pupil to answer a question in a particular situation. So, it is somehow difficult to identify a list of teaching skills. Over the years there has been a wealth of writing about and use of lists of teaching skills, both by those involved in teacher education and by educational researchers. Passi (1968) gave four approaches for identifying teaching skills: first, by observing teachers’ class room behaviours; second, by analyzing teaching tasks through interviews and discussions with teachers; third, by analyzing school curriculum and objectives and thinking what teaching acts would help in achieving them and the fourth approach he said would be by developing a model of good teaching based on opinions of teachers, pupils, headmasters etc. Following one or other approach attempts have however been made to identify essential teaching skills.

         Allen and Ryan (1969) of Stanford University gave a list of fourteen teaching skills

which include stimulus variation, set induction, closure, teacher’s nonverbal cues,

reinforcements, fluency in questioning, probing questions, higher order questioning, divergent questioning (four skills related to questioning), attending behavior, use of illustrations, lecturing, planned repetition and communication. Adding some more skills like establishing frames of reference, providing feedback, pre-cueing etc. to this model of14 skills Far West Laboratory at California (1970) gave a list of 18 teaching skills. The Asian Institute for Teacher Educators (1972) pointed out 13 broad areas of teaching skills in relation to 5 areas of educational objectives. The social, mental, emotional, psychomotor and health and aesthetic development of pupils are these five areas of educational objectives.  Lalita (1975) at the Centre of Advanced Study of Education (CASE), Baroda, on the basis of interviews with headmasters of high schools prepared a list of pre-instructional, instructional and post-instructional skills. Based mostly on the lists of teaching skills developed at the Stanford University, the Far West Lab and CASE, Passi and Lalita (1975) conceptualized 21 skills which are essential for teaching competence. They developed Baroda General teaching Competence Scale in which these skills have been classifies under heads: Planning (pre-instructional), presentation, closing, evaluation and managerial skills. Hay McBer (2000) also identified a list of teaching skills which includes high expectations, planning methods and strategies, pupil management, assessment and homework. A mass of material on the skills displayed by teachers considered to be effective is found in the writings and research work done on the notion of the effective teacher (Compbell et al. 2004; Kerry and Wilding, 2004; kyriacou, 1997; Muijs and Reynolds, 2005). Teachers judged to be effective appear to display such skills in their teachings as establishing an orderly and attractive learning environment, concentrating on teaching and learning, well organized and well-structured lessons coupled with clarity of purpose, conveying high expectations and providing intellectual challenge, monitoring progress and providing intellectual feedback and establishing clear and fair discipline.

       Teaching is an essential part of education. Its special function is to impart knowledge, develop understanding and skills. It is usually associated with the imparting of 3 Rs- reading, writing, arithmetic. The teachers play a vital role in imparting knowledge to the learners.

                     “to know how to teach is the great art of teaching”

                     “you teach what you need to learn”

The teaching skills are defined as a group of teaching acts or behaviors intended to facilitate students learning directly or indirectly.

WHY DO WE NEED TO HAVE SKILLS IN TEACHING?

Ø  To ensure competency in teaching.

Ø  To make the class interesting.

Ø  To enable the teacher to develop confidence in teaching.

Ø  To avoid confusion

Ø  To enable the teacher to understand individual differences in learning.

 

Kyriacou (2007) identified and developed seven sets of essential teaching skills involved in contributing to successful classroom practice. They are described as under:

1. Skill of Planning and preparation: the skills involved in selecting the educational aims and learning outcomes intended for a lesson and how best to achieve these.

2. Skill of proper Lesson presentations: the skills involved in successfully engaging pupils in the learning experience particularly in relation to the quality of instruction. This includes different skills from the part of teacher like skills of explaining, skills of demonstration, skill for using black board etc.

3. Skill of instructional management: the skills involved in managing and organizing the learning activities taking place during the lesson to maintain pupils ‘attraction, interest and involvement.

4. Skill of setting proper Classroom climate: the skills involved in establishing and maintaining positive attitude and motivation by pupils towards the lesson

5. Skill for maintaining Discipline: the skills involved in maintaining good order and dealing with any pupil misbehavior that occurs.

 

6.Skill for Assessing pupils’ progress: the skills involved in assessing pupils’ progress, covering   both formative and summative purposes of assessment.

7.Skill for proper Reflection and evaluation: the skills involved in evaluative one’s own

current teaching practice in order to improve future practice

PRINCIPLES OF EFFECTIVE TEACHING

1. Principle of Motivation: It creates curiosity among students to learn new things.

2. Principle of Activity (learning by doing): Froebel’s Kindergarten (KG) system is based on this principle. It includes both physical and mental activities. For example, students are asked to make charts and models.

3. Principle of Interest: By generating genuine interest among the learner’s community, the effectiveness of the teaching-learning process can be increased.

4. Principle of linking with life: Life is a continuous experience, and learning linked with life can be more enduring.

5. Principle of definite aim: This is important for optimum utilization of teaching resources and making learning more focused.

6. Principle of recognizing individual differences: Every student is unique in term of intelligence, attitude, abilities and potentialities, socio-economic background. The teaching method should be devised in such a manner to make all the students to avail equal opportunities in life.

7. Principle of Selection: The horizon of knowledge is expanding each day. The teacher should be able to pick contents that can be more relevant and update to the learner’s objectives.

8. Principle of Planning: Every teacher has certain time-bound objectives, and hence, teaching should be systematic to make optimum use of resources within the time limit.

9. Principle of Division: To make learning easier, the subject matter should be divided into units, and there should be links between the units.

10. Principle of Revision: To make learning enduring, the acquired knowledge should be revised immediately and repeatedly.

11. Principle of Certain and Recreation: This Principle is a must to make classroom environment humorous and creative.

12. Principle of Democratic dealing: It entails students in planning and executing different activities; It helps in developing self-confidence and self-respect among the learners.

13. Sets Clear Goals and Intellectual Challenges for Student Learning

• demonstrates and shares a clear vision of intellectual goals and learning outcomes for the class.
• identifies key concepts or ideas in the field and helps students to understand and apply them.
• integrates current research and conceptual approaches into learning activities.
• identifies key steps in achieving learning goals.
• actively helps students to accomplish goals and meet challenges as defined in the course outline.
• sets high, yet reasonable, expectations of students’ learning.

 

14.  Employs Appropriate Teaching Methods and Strategies that Actively Involve Learners

 

• shows awareness in teaching activities, that learning is a process which transforms and changes learners.
•  encourages appropriate student participation and organizes effective learning experiences to meet intellectual goals and learning outcomes, both in the classroom and (as possible) beyond.
• evaluates and assesses learning in a manner consistent with established goals and learning outcomes.
• integrates appropriate teaching methods and technologies, tailored to course goals and learning outcomes, and facilitates student participation.
• encourages and assists students to participate in self-directed learning activities.

15. Communicates and Interacts Effectively with Students

• expresses goals, intended outcomes, and expectations clearly and effectively and discusses these with students
• balances collaborative and individual student learning to reflect the course aims and outcomes
• attends to classroom dynamics that enhance or inhibit learning
•  engenders enthusiasm and interest in subject matter
• uses fair and reasonable methods of evaluating learning

16. Attends to Intellectual Growth of Students

·         provides, and discusses with students, explicit criteria for assessing learning

·         acquires regular and varied feedback on students’ intellectual accomplishments

·         reviews students’ progress in achieving intellectual goals and learning outcomes

·          provides advanced learning opportunities for those students who seek them

17. Respects Diverse Talents and Learning Styles of Students

• promotes a stimulating learning environment
•  recognizes and accommodates different learning styles
• demonstrates sensitivity to intellectual and cultural issues

18. Incorporates Learning Beyond the Classroom

• encourages appropriate student-faculty interaction.
• helps students connect their learning experience to the world outside the classroom (both within and outside of the University).
• helps students to apply their learning in a variety of ways.

19. Reflects On, Monitors and Improves Teaching Practices

·         seeks regular student feedback on teaching effectiveness.

·         reflects on teaching practice through creation of a teaching dossier or other self-reflection activity.

·         seeks peer feedback to enhance teaching.

·         regularly revises and updates course content, format, teaching strategies, and assignments

·         takes advantage of opportunities to enhance teaching by attending professional development activities

20. Teachers' knowledge of the subject matter is essential to the implementation of important    

      teaching tasks

21. Interaction between teachers and students is the most important factor in student motivation     

        and involvement

22. Experience usually improves teaching

Other principles…

ü  Invite students to visit outside of class.

ü  Know your students by name.

ü  Help students with problems in their extracurricular activities.

ü  Personalize feedback on student assignments.

ü  Attend student events.

ü  Advise students regarding academic courses and career opportunities.

ü   Seek out students you feel are having a problem with the course or are frequently absent.

ü  Encourage students to present their views and participate in class discussions.

ü  Have regular office hours.

ü  Help students to work with another faculty. Let them know of options, research, etc. of another faculty.

ü  Share personal experiences and values.

ü  Use the one-minute paper at the end of class to get feedback on what the student is learning and how well they are learning it.

ü  Talk to students on a personal level and learn about their educational and career goals.