competencyFormulate, express, and support individual perspective.docx

competency
Formulate, express, and support individual perspectives on
diverse works and issues.
For this assessment task, you are asked to act as a critic for one
of the various subjects under the umbrella of the subject
Humanities. Through a series of critiques, you will be
demonstrating your background knowledge on these subjects
and the themes studied in the Humanities. In general, a critic
evaluates a work or piece based on a common language of a
subject. For example, certain terminology is used in the film
industry for aesthetic, whereas other terminology is used in
architecture. Aside from a common language of art, each subject
usually includes a history of influence-how a work was
influenced by other works and how a work influence aspects of
today's art and culture. Critics use this common body of history
and aesthetic to offer critiques, or judgements on the validity of
the importance of aesthetic (it's representation of beauty).
EDU734: Teaching and
Learning Environment

Week.2: Effective
Teaching
Topic goals:
Forum:
support your arguments using some references sources and
teaching process and explain if it can be considered
Task:
tical review and send the title

EDU734: Teaching and Learning Environment Page 1
2. What are the attributes of an effective teacher?
2.1 The role model (1900-1930)
• An effective teacher was a person – an exemplar- who
responds to the rules
of the community as a good citizen, a good parent and a good
professional.
• The teacher had to be honest, hardworking, friendly, generous
and polite.
Also they had to present these attributes in the classroom.
Additional they
had to demonstrate these attributes in the classroom by being
strict,
organized, disciplined, visionary and committed (Borich, 1992).

2.2.Presage- process -product studies (1930s-1940s)
These studies discriminated three variables:
1. The presage variable : the formative experience of the teacher
(experinece prior to entering the classroom) .
2. The process variables: related with actions that occurred in
the
classroom, i.e. activities of the teacher and the students, were
called
process variables.
3. The product variables were the outcomes that most often
related to
the progress ‘ results of the implementation of the process
4. At this period of time the studies attempted to identify the
psychological characteristics for effective teaching. Finally they
presented some characteristic which affects the teacher’s
effectiveness
like personality traits (e.g. tolerance, dogmatism, openness),
attitude
(e.g. motivation for teaching empathy towards children,
dedication),
experience (e.g. years of teaching experience, experience in this
class)

and finally skill / performance (e.g. professional references
from
students reviews).
2.3.Experimental Studies (in the middle of ages 1940-1960)
• They attempted to investigate the effect of specific teaching
methods in students' performance.
-
• for creating a good climate in the classroom

• for development of teaching skills which would be able to
promote
learning performance.
ed to examine the contribution of different teaching
styles
2.4. Studies «Process –Product» (1960-1980)
behaviors-factors that are
positively associated with the students’ performance (Doyle,
1986; Brophy &
Good, 1986; Reynolds et al, 1996; Evertson & Anderson, 1980;
Muijis &
Reynolds, 1999). Some of them support that an important factor
in
determining student learning is the teach
2.4.1. Conclusions for the model of Process-Product
a) Quantity and teaching styles
• The students’ learning quantity is related to learning

opportunity
• The students’ performance can be maximized when the
teacher:
• takes teaching consideration as an important part of his/her
role
• expects his students to achieve their goals of the curriculum
program
• gives specific time to activities related to curriculum program.
(Brophy & Everston, 1976)
b) Compatible success (business relevance)

• It is an important factor associated with student performance.
• The effective learning requires students to be engaged in
appropriate
activities; where their level of difficulty takes into account
students’
current performance levels and needs (Stalling, 1985).
• There is a contradiction between the aim of maximizing the
completion of the curriculum’s content using a quick teaching
pace and
the need to teach in a slow pace in order to give students the
opportunity to learn without discomfort.
c) Learning climate
• Effective teachers are expected to organize and manage the
classroom
environment as an effective learning environment and therefore
to
maximize the degree of participation (Creemers & Reezigt,
1996).
• Key indicators for an effective classroom management are:

o Appropriate classroom preparation and setting of rules and
processes to be followed at the beginning of the year
o Smoothness and teaching pace
o Consistent procedures for accountability
o Clarity on the instances and ways students receive assistance
and on the options that are available when finishing their work.
d) The process of teaching itself
• Students achieve more when they are taught or supervised by
teachers
than when working alone (Broophy & Good, 1986).
• The investigation for classroom speech: the teachers’ speech
has to be
more academic than administrative or procedural, and has to
include

more questions and to provide feedback despite of being a
consecutive
lecture (Cazden, 1986).
f) Questions
• Effective teachers are asking many questions and try to
involve
all students in the discussion.
• They must also include a combination of result questions –
product
questions and process questions (Everston et al, 1980; Askew &
William, 1995).
g) Provide feedback
• An effective teacher provides a constructive feedback. He/ she
should
avoid using the feedback to punish or to criticize the
performance of
the student. His/Her purpose is to help the student and to
facilitate

their learning in order to succeed.
• Helps students to realize their obstacles and find ways to
overcome
them.
h) Clarity of presentation
The effective teachers are able to:
• Communicate clearly and directly- use of appropriated verbal
language. Through this verbal and nonverbal expression they
confirm
all the students that are accepted. Avoid using negative words.
• Maintain students’ attention in the subject-use of strategies for
keeping students’ attention. For example, he/she used multiple
sources to present a subject. She tried to use activities related
with the
students learning styles. He/she avoided using seatwork for a
long
time.

• Speak according to students’ level in order to support their
understanding (Smith & Land, 1981). The teacher use
appropriate tone
and vocabulary for the intended audience.
2.5. The dynamic model of educational
effectiveness (Creemers and Kyriakides, 2008)
• It is not based only on traditional views on learning and
instruction :
the role of the teacher is not only to provide knowledge and
skills
• It takes into consideration new ideas on learning and
instruction
related with constuctivism: promotes independent learning and
the
construction of knowledge by learning. For this reason the
teacher’s
role moves from instruction to coaching and modeling the
learning.

Diagram 1: Model of teaching effectiveness (Kyriakides &
Creemers, 2008).
• As it is shown, the model gives more emphasis on the teaching
and the
learning and the roles of teacher and student. Also it gives
attention at
the school level factors which influence the teaching and
learning

though school policy on teaching and on the creating learning
environment.
• The final level of the model refers to the educational system
and its
influence through developing and evaluating the educational
policy at
the national and regional level. Furthermore it underlines the
importance of the values of society for learning and the
importance
attached to educational play an important role both in shaping
the
teacher and student expectations as well as in the development
of the

perceptions of various stakeholders about effective teaching
practice
(Creemers, & Kyriakides, 2008,page 8).
• The model supports the factors at the school and context level
have
both direct and indirect effects on student performance. This
can be
attributed to the fact that the school and the context influence
not
only student achievement but also the teaching and learning
situations.
2.6 Assessment models for teacher’s efficiency
• The contemporary schools are expected to perform a range of

functions to meet the rapid changes occurring in individuals,
communities, societies and international relations (Cheng,
1995).
• Consequently, teachers are expected to take enlarged roles and
responsibilities
Which are the roles that the teacher has to take?
• All these roles indicate that the traditional perception for the
teacher’s
effectiveness, which focuses on teaching performance of each
teacher
in the classroom, has limitations and cannot meet the needs of
the
school environment.
• There is an urgent need to understand the complex nature of
the
teacher’s effectiveness and to develop a multi-model approach
to

evaluate his/her effectiveness.
a) Goal and task model
• The teacher’s effectiveness is defined by the degree of
achievement of
the teaching plans, the objectives and goals satisfaction (e.g.
meet

learning objectives, student achievement, etc.).
• This model is useful if:
o The aims and objectives which are assigned to teachers are
clear and specific
o The results of the teacher’s performance can be seen and
easily evaluated and
o There are the necessary resources / sources / materials
to achieve the objectives
b) Resource Utilization model
• Teachers are expected to satisfy different goals in limited
time, so the
resources and support provided are important factors to
facilitate their
work.
• But because resources are usually limited, teachers are
considered

effective if they can maximize the use of resources and of the
support
provided and at the same time if they have the ability to find
new
sources.
c) Working process model
• This model suggests that effective teaching helps the teacher
implement the pre-designed teaching objectives, which are
measured
by the level and the students' achievements.

• Therefore, in this model the teacher is considered to be
effective when
he/she can ensure the quality of teaching (teaching
effectiveness).
• This model is useful when there is a clear relationship
between
educational processes and methods used by the teacher with the
results of the education process; and therefore it is necessary to
establish standards for the teaching evaluation.
d) The school constituencies satisfaction model
• In this model the perception of quality is closely linked to the
satisfaction of customer needs and expectations of those
involved in
the educational process (e.g. students, parents, director,
inspector,

heads of the Ministry of Education)
• Teachers are considered effective when stakeholders are
satisfied with
their performance.
e) Accountability model
• This model is based on the development of educational
accountability’s mechanisms and on the control of his/her
action as a
professional.
• Due to the high investment in education there is a need for
schools
and teachers to be accountable towards students, parents and
other
stakeholders ("worth for money")
• It is necessary for the teacher to be able to provide
information on the

"progress" of teaching, decision-making and consequences of
the acts
of the students’ learning outcomes.
f) The absence of problems model
• The teacher’s effectiveness is defined in relation to the
absence of
weakness and problematic behavior during his/her performance
of
his/her duties.

• Therefore, an effective teacher can be considered any one that
can
meet the minimum of requirements and he/she does not present
problems or deficiencies in his/her daily educational activities.
g) The continuous learning model
• This model considers that the changes in the educational
environment
are inevitable and therefore the teacher is effective when he/she
can
be adapted to them and be improved (Fullan, 1993; Fullan &
Hargreaves, 1991).
• So the evaluation of teaching is based on the efforts for
continuous
improvement and adaptation to the ever changing educational
environment.

• Teacher’s effectiveness
• The above models suggest the need for multi-dimensional
aspect for
the concept of the teacher’s effectiveness and the development
of
specialized models for the evaluation of each role.

2.5 Task – Forum
Forum 1
• Please list 4 characteristics of an effective teacher. Support
your
arguments using some referencing sources and examples from
your
professional experience.
Forum 2
• After watching this video
https://www.teachingchannel.org/videos/3rd-grade-graphing-
lesson provide an assessment about teaching and explain if it
can be
considered as effective teaching or not.

Task 1
• Choose an article for critical review and send the title to your
tutor.

References:
• Askew, M. and William, D. (1995) Recent Research in
Mathematics
Education. London:
OFSTED.
• Borich, g. (1992) Effective teaching methods. Second edition,
New York: Merrill.

• Brophy, J., & Evertson, C. (1976). Learning from teaching: A
developmental perspective.
Boston: Allyn and Bacon.
• Brophy, J. E. & Good, T.L. (1986). Teacher Behaviour and
Student
Achievement. In M. C. Wittrock (Ed.), Handbook of Research
on
Teaching (pp. 328-375). New York: MacMillan: 328-375.
• Cazden, C.B. (1986). Classroom Discourse. In M. C. Wittrock
(Ed.) Handbook of Research on Teaching (pp. 432-463). New
York: MacMillan.
• Cheng, Y.C. (1995) Function and effectiveness of education
(3rd edn).
Hong Kong: Wide Angle Press
• Creemers, B.P.M., & Reezigt, G. (1996). School level
conditions
affecting the effectiveness of instruction. School Effectiveness
and
School Improvement, 7(3), 197-228.
• Doyle, W. (1986). Classroom Organisation and Management.
In M.

C. Wittrock (ed.) Handbook of Research on Teaching (pp. 392-
431).
New York: MacMillan
• Evertson, C. M. & Anderson, C.W. et al. (1980). Relationships
Between Classroom Behaviours and Student Outcomes in Junior
High Mathematics and English Classes. American Educational
Research Journal 17(1), 43-60.
• Fullan, M. (1993). Change Forces: Probing the Depths of
Educational
Reform. London: Falmer Press.
• Fullan, M., and A. Hargreaves. (1991). What's Worth Fighting
for in
Your School? Toronto: Ontario Public School Teachers'
Federation;
Andover, Mass.: The Network; Buckingham, U.K.: Open
University
Press; Melbourne: Australian Council of Educational
Administration
• Creemers, B.P.M. & Kyriakides, L. (2008) A theoretical based
approach to educational improvement. In: Bos, W.,Holtappels,
H.G..
Pfeiffer, H.,Rolff, H.G.& Schulz- Zander, R.(ed) Jahrbuch der

Schulentwicklung, Band 15, pp.41-61 Weinheim/ München,
Juventa.
• Kyriakides, L. & Creemers, B.P.M. (2008). Using a
multidimensional
approach to measure the impact of classroom level factors upon
student achievement: a study testing the validity of the dynamic
model. School Effectiveness and School Improvement, 19(2),
183-306.
• Kyriakides, L., & Creemers, B.P. (2009). The effects of
teacher factors
on different outcomes: two studies testing the validity of the
dynamic model. Effective Education, 1
(1), 61-85.
• Muijs, R. D., Reynolds, D. (1999). School Effectiveness and
Teacher

Effectiveness: Some Preliminary Findings from the Evaluation
of the
Mathematics Enhancement Programme. Presented at the
American
Educational Research Association Conference, Montreal.
• Reynolds, D & Farrell, S. (1996). Worlds Apart? – A Review
of
International Studies of Educational Achievement Involving
England. London: HMSO.
• Smith L & Land M (1981) Low inference verbal behaviours
related
to teacher clarity, Journal of Classroom Interaction, 17(1), 37-
42.
• Stallings, J. (1985). Effective elementary classroom practices.
In: M.J. Kyle (Ed.),
Reaching for excellence. An effective schools sourcebook.
Washington, DC: US Government Printing Office.
• Teddlie, C., & Reynolds, D. (2000). The international
handbook
of school effectiveness research. London: Falmer Press.

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