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The document discusses the qualities of effective teachers based on research. It finds that effective teachers have strong verbal ability, content knowledge in their subject area, and educational coursework in teaching methods. Experience also contributes to teacher effectiveness. Effective teachers of at-risk students know their content and how to communicate it, while teachers of gifted students have in-depth knowledge of the subject and of gifted education. Overall, the key qualities of effective teachers are caring about students, recognizing complexity in teaching, clear communication, and conscientious service.

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Chaw Kay Khine Htoo
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15 views

Assignment 1

The document discusses the qualities of effective teachers based on research. It finds that effective teachers have strong verbal ability, content knowledge in their subject area, and educational coursework in teaching methods. Experience also contributes to teacher effectiveness. Effective teachers of at-risk students know their content and how to communicate it, while teachers of gifted students have in-depth knowledge of the subject and of gifted education. Overall, the key qualities of effective teachers are caring about students, recognizing complexity in teaching, clear communication, and conscientious service.

Uploaded by

Chaw Kay Khine Htoo
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Qualities of effective Teachers

By James H. Stronge

The focus of this book is the teacher. When we consider the complex task
of teaching, effectiveness is an elusive concept. Students achievement depends on
teacher effectiveness. A teacher’s influence is far reaching, so it is challenging to
define what outcomes might show effectiveness and how those outcomes should
be measured. In addition, many variables outside the teacher’s control also affect
each of the potential measures of effectiveness. The qualities that the effective
teachers should have are as follow.

• Verbal Ability and Effective Teaching


A positive relationship exists between student achievement and teachers with high
verbal ability.

• Educational Coursework and Effective Teaching


Teacher preparation has traditionally included a series of courses focusing on child
development, instructional and assessment technique and methods and materials
related to specific content areas. A key factor in the effectiveness of alternatively
prepared teachers is the type of experiences within the preparation program.
Teachers prepared in schools of education demonstrate stronger class- room
management skills and can better relate content to the needs and interests of
students.

• Teacher Certification and Effective Teaching


Another important and controversial issue related to the educational preparation
of teachers is licensure and certification.
• Teacher certification status and teaching within one’s field are positively related
to student outcomes.

• Content Knowledge and Effective Teaching


The role of a teacher’s content knowledge has been extensively investigated in the
research on teacher effectiveness. Strong content knowledge has consistently been
identified as an essential element by those who study effective teaching. Clearly,
subject-matter knowledge positively affects teaching performance; however, it is
not sufficient in and of itself.
Teacher training programs that emphasize content-knowledge acquisition and
neglect pedagogical coursework are less effective in preparing prospective
teachers than programs that offer both content and pedagogical knowledge.

• Teaching experience and Teacher Effectiveness


Teaching experience matters in teacher effectiveness and student achievement, at
least to a certain point.
Experienced teachers tend to know and understand their students’ learning needs,
learning styles, prerequisite skills, and interests better than beginners do.

• Teachers of at-risk student : Prerequisites of effectiveness


Teacher training in appropriate methodologies is another correlate to student
achievement. Unfortunately, poor and minority students are more likely to have a
teacher who has not completed all teacher preparation requirements and
therefore is not certified.
Educational coursework— either through a teacher preparation program or
extended through professional development—provides additional training needed
to meet the needs of students.
For children at risk, either through school factors or societal factors, some essential
elements of a quality teacher are in short supply. Although there are many, many
capable and committed teachers in challenging schools, the following findings
demonstrate the gap between what we know about teacher quality and the
teachers of poor and minority student.
Effective teachers of at-risk students know their subject content and are able to
communicate subject matter to students.

• Teachers of High-Ability Students: Prerequisites of effectiveness


Effective teachers of gifted students are characterized as having in-depth subject-
matter knowledge as well as in-depth knowledge of gifted education.. This
knowledge of gifted education includes an understanding of the characteristics of
gifted learners, the needs of gifted learners, and effective approaches to instruction
for gifted learners. Effective teachers of gifted and talented students are aware of
their emotional and social needs as well as their academic needs.

Teachers trained in teaching gifted students used more varied learn- ing
experiences, were more energetic and enthusiastic, focused on more in-depth
analysis in class discussions, and had more positive classroom environments than
did untrained teachers.

The Teacher as a Person

• The role of caring (Listening, understanding and knowing students)

• The role of fairness and respect


Students perceive effective teachers as those who avoid using ridicule and who
prevent situations in which students lose respect in front of their peers.

• Social interaction with students


Teachers who are considered effective allow students to participate in decision
making.

• Promoting enthusiasm and motivating learning


Teachers’ enthusiasm for learning and for their subject matter has been shown to
be an important factor in student motivation, which is closely linked to student
achievement.

• A Teacher’s Attitude toward the Teaching Profession


The effective teacher truly believes that all students can learn—it is not just a
slogan. These teachers also believe that they must know their students, their
subject, and themselves, while continuing to account for the fact that students
learn differently. Through differentiation of instruction, effective teachers reach
their students, and together they enjoy their successes.

• The role of reflective practice


Teachers rate analyzing and seeking to improve their own teaching as an important
factor in their teaching effectiveness.
One Size Doesn’t Fit All

Qualities of Effective Teachers attempts to define the idea of teaching effectiveness


by summarizing and organizing research results in these six major categories:
• Prerequisites of effective teaching
• The teacher as a person
• Classroom management and organization • Planning and organizing for
instruction
• Implementing instruction
• Monitoring student progress and potential

Specific elements within each of these categories have been found to be important
in the work of effective teachers.
Clearly, a teacher’s success is not based on any one element or any single source.
Rather, teacher effectiveness draws on a multitude of skills and attributes, different
combinations and in different contexts to produce the results that define the
concept. For example, a teacher whose effectiveness is marked
by the use of a range of teaching strategies likely has had solid educational
preparation through coursework and professional development.

A teacher of at-risk students who is able to accurately diagnose potential challenges


and opportunities within each student has a firm grounding in the role assessment
plays in the learning process. Likewise, a teacher of gifted and talented students
who administers pre-assessments for learning recognizes that a child has already
mastered the material, and the teacher then differentiates instruction for that
student. Additionally, these teachers can employ effective instructional strategies
to address the range of student learning needs because of their training,
development, and actual experience in using and reflecting on a range of teaching
strategies.
The students first and foremost attributed the success of their learning to their
teachers. Furthermore, they consistently identified six qualities of effective
teaching:

1. Pushing students on a daily basis to be successful and to put forth their best
effort.
2. Managing the classroom by maintaining control over behavior and classroom
procedures.
3. Being able to determine the type of help students need and providing that help
to students.
4. Finding ways to explain the content until all students have a firm grasp of it.
5. Using a variety of instructional activities.
6. Working to understand students as persons, not just as students in the
classroom.
The researchers found that students do care about their own learning and they
view an effective teacher as a central element to their success.

Effective Teaching: A Summary

Qualities of Effective Teachers might be summarized under four overarching


statements describing the effective teacher for students of all ability levels and
backgrounds:
• The effective teacher cares deeply.
• The effective teacher recognizes complexity.
• The effective teacher communicates clearly.
• The effective teacher serves conscientiously.
Indeed, these “Four Cs” could be used to epitomize the teacher we aspire to be.

The growing body of research on teacher effectiveness has reinforced the notion
that characteristics and behaviors matter in teaching, in terms of student
achievement as well as other desirable outcomes.
Although looking across studies yields some inconsistencies in defining elements of
effectiveness, careful exploration of the research, nevertheless, helps confirm
which practices are most important and which require further investigation.
In conclusion, Qualities of Effective Teachers include characteristics of
the teacher as an individual; teacher preparation; classroom management; and the
way a teacher plans, teaches, and monitors student progress. Put these jigsaw
pieces together, and a portrait of an effective teacher takes shape. Moreover, it
also includes teacher effectiveness resources like teacher skill assessment checklist,
Teachers responsibilities and Behaviors for the teachers who desire to improve
their own performance through analysis and reflective practice.

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