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The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
The Effective Teacher
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The Effective Teacher

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  • 1. The Effective Teacher Who is the effective teacher ? Prepared by: Bernadine Jacinto. 2007-49001. Educ190.
  • 2. Who is the effective teacher?Teachers are born, not madeTeaching: A Science and an ArtTeaching Styles: Thelen, Riessman, and RubinEffective Behaviors in Teaching Low-Income ElementaryStudentsTips for TeachersEncourage Your Students! HOME
  • 3. “Teachers are born, not made.” It is important to know which approach to teaching works best for you and for your class. Ask yourself the right questions.• Student-Teacher Interaction • Teaching-Learning Process • Classroom Environment
  • 4. Student-Teacher Interaction1. Was there evidence that the teacher truly understood the students’ needs? How did the teacher respond to those needs?2. What techniques did the teacher use to teach discipline to the students?3. What behaviors were acceptable? What were unacceptable?
  • 5. Student-Teacher Interaction 4. How did the teacher encourage the students to participate in the different classroom activities? 5. Was the teacher able to see things from the students’ point of view? 6. Was the teacher able to provided and use students’ curiosity? 7. Was there evidence of affective development in the students?
  • 6. Teaching-Learning Process1. Which instructional methods and materials interested the students? Which ones encouraged them to think about ideas, opinions, and answers?2. How did the teacher minimize student frustration or confusion concerning the skills or concepts being taught?
  • 7. Teaching-Learning Process 3. How did the teacher provide transition between instructional activities? 4. How were the lessons integrated into practical life experiences? How were they integrated with the other subjects? 5. How were the students grouped? Were social factors considered?
  • 8. Teaching-Learning Process 6. How did the teacher encourage a positive learning environment? How did s/he encourage creativity and the use of imagination? 7. How did the teacher encourage independent (or individualized) student learning? 8. What methods reflect sound knowledge of the subject matter?
  • 9. Classroom Environment1. How did the teacher utilize the space and classroom equipment effectively?2. How were the desks and chairs arranged? Why?3. In what ways was the classroom esthetically pleasant? What did you like and dislike about the physical environment of the classroom?
  • 10. Teaching: A Science and an Art“Teaching is both a science and an art. The science is based on psychological research that identifies cause-effect relationships between teaching and learning. The art is how those relationships are implemented in successful and artistic teaching.
  • 11. Teaching: A Science and an Art“All excellent teaching does not look the same but it does contain the same basic psychological elements… Teachers need to learn the science of pedagogy so they, in their own classroom with their own personalities, can implement it artistically…” - Madeline Hunter Professor of Education UCLA
  • 12. TEACHING STYLESFind out which of these educators’ teaching styles you most identify with. •Herbert Thelen •Frank Riessman •Louis Rubin
  • 13. Herbert Thelen (1954) Teaching Style DescriptionSocratic The image is a wise, somewhat crusty teacher who purposely gets into arguments with students over the subject matter through artful questioning.Town-Meeting Teachers who adapt this style use a great deal of discussion and lay a moderator role that enables students to work out answers to problems by themselves.
  • 14. Herbert Thelen (1954) Teaching Style DescriptionApprenticeship This person serves as a role model toward learning, as well as occupational outlook, perhaps even toward general life.Boss-Employee This teacher asserts authority and provides reward and punishment to see that work is done.Good-Old Team The image is one of a group of playersPerson listening to the coach working as a team.
  • 15. Frank Riessman (1967)Teaching Style DescriptionCompulsive This teacher is fussy, teaches things over and over, and is concerned with functional order and structure.Boomer This teacher shouts in a loud, strong voice: “You’re going to learn”, there is no nonsense in the classroom.Quiet One Sincere, calm, but definite, this teacher commands both respect and attention.
  • 16. Frank Riessman (1967)Teaching Style DescriptionCoach This teacher is informal, earthy, and maybe an athlete; he is physically expressive in conducting the class.Maverick Everybody loves this teacher, except perhaps the principal. S/he raises difficult questions and presents ideas that disturb.The Entertainer This teacher is free enough to joke and laugh with the students
  • 17. Frank Riessman (1967)Teaching Style DescriptionSecular This person is relaxed and informal with children; s/he will have lunch with them or play ball with them.Academic This teacher is interested in knowledge and substance of ideas.
  • 18. Louis Rubin (1985)Teaching Style DescriptionExplanatory The teacher is in command of the subject matter and explains particular aspects of the lesson.Inspiratory The teacher is stimulating and exhibits emotional involvement in teachingInformative The teacher presents information through verbal statements. The student is expected to listen and follow instructions.
  • 19. Louis Rubin (1985)Teaching Style DescriptionCorrective The teacher provides feedback to the student– analyzing the work, diagnosing errors, and presenting corrective advice.Interactive Through dialogue and questioning, the teacher facilitates development of students’ ideasProgrammatic The teacher guides the students’ activities and facilitates self instruction and independent learning.
  • 20. Effective Behaviors in Teaching Elementary Low-Income StudentsTeaching Function Effective BehaviorsMaintenance  Less deviant, disruptive pupil behaviorof learning  Fewer teacher rebukesenvironment  Less criticism, more praise and positive motivation Less time spent on classroom management
  • 21. Effective Behaviors in Teaching Elementary Low-Income StudentsTeaching Function Effective BehaviorsUse of Pupil Time  More class time spent in task- related activities More time spent in large group or whole class activities Less independent work
  • 22. Effective Behaviors in Teaching Elementary Low-Income StudentsTeaching Function Effective BehaviorsMethod of  More attention to students when they are workingInstruction independently
  • 23. Tips for Teachers Cues for recognizing attentiveness and inattentivenessINATTENTIVE BEHAVIORS Moving around unnecessarily Doing other things during class discussion (ex. reading, doodling) Laying head on desk Gazing somewhere else Sitting with elbows on desk or hand underneath thighs Disturbing other classmates Being unprepared (ex. no pencil or notebook) Tipping chair back and forth
  • 24. Tips for Teachers Cues for recognizing attentiveness and inattentivenessATTENTIVE BEHAVIORS Raising hand to volunteer a response Maintaining eye contact with teacher Actively engaged/working on assignments and activities Turning around to listen to classmate speaking Doing subject task during free time Being prepared Alert, energetic, positive facial expressions Sitting still in class
  • 25. Encourage your students! It is important for your students to knowthrough your verbal responses, gestures and facialexpressions, through eye contact and proximitythat you are interested in what they have to say.Encourage them to participate, and let them knowit is okay to make mistakes. The effective teacheris one who recognizes his/her role in helpingstudents help themselves.HOME
  • 26. Source:Ornstein, A. C. (1990). Strategies for Effective Teaching. New York, U.S.A. Harper Collins Publishers.

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