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Quality Teaching Attributes
(Chism, 1999)
Jace Hargis, PhD
Presentation Skills
The instructor...
•
varies the tone and pitch of voice for
emphasis and interest.
•
avoids extended reading from notes or
texts.
•
uses classroom space and management
well.
•
is enthusiastic about the subject matter.
Rapport with Students
The instructor
•
provides feedback given at intervals.
•
welcomes and motivates student
participation.
•
demonstrates a sense of humor.
•
is able to help many kinds of students.
Clarity
The instructor
•
uses examples to explain content.
•
makes explicit statements drawing student
attention to certain ideas.
•
pauses during explanations to allow
students to ask questions.
•
relates course material to practical
situations..
Organization
The instructor
•
states the relation of the class to the
previous one.
•
knows how to use the educational
technology needed for the class.
•
posts class goals or objectives on the
board.
•
makes transitional statements between
class segments.
Content Knowledge
The instructor
•
incorporates current research in the field.
•
identifies sources, perspectives, and
authorities in the field.
•
communicates the reasoning process
behind operations or concepts.
•
uses a variety of illustrations to explain.
•
demonstrates intellectual curiosity.
Variety and Pacing
The instructor
•
uses more than one form of instruction.
•
draws nonparticipating students into the
discussion.
•
helps students extend their responses.
•
provides explicit directions for active
learning tasks.
Impact on Learning
The instructor
•
helps develop rational thinking and
problem-solving ability.
•
helps develop students' creative capacity.
•
helps develop decision-making abilities.
•
develops students' appreciation of
intellectual activity.
•
helps students develop awareness of the
process to gain knowledge.
Instructional Strategies
The instructor
•
has a broad level of questioning skills.
•
provides clear directions for group work.
•
helps students to learn from each other.
•
effectively holds class attention.
•
provides an effective range of challenges
Thank You
Jace Hargis, PhD

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Jace Hargis Teaching Attributes

  • 1. Quality Teaching Attributes (Chism, 1999) Jace Hargis, PhD
  • 2. Presentation Skills The instructor... • varies the tone and pitch of voice for emphasis and interest. • avoids extended reading from notes or texts. • uses classroom space and management well. • is enthusiastic about the subject matter.
  • 3. Rapport with Students The instructor • provides feedback given at intervals. • welcomes and motivates student participation. • demonstrates a sense of humor. • is able to help many kinds of students.
  • 4. Clarity The instructor • uses examples to explain content. • makes explicit statements drawing student attention to certain ideas. • pauses during explanations to allow students to ask questions. • relates course material to practical situations..
  • 5. Organization The instructor • states the relation of the class to the previous one. • knows how to use the educational technology needed for the class. • posts class goals or objectives on the board. • makes transitional statements between class segments.
  • 6. Content Knowledge The instructor • incorporates current research in the field. • identifies sources, perspectives, and authorities in the field. • communicates the reasoning process behind operations or concepts. • uses a variety of illustrations to explain. • demonstrates intellectual curiosity.
  • 7. Variety and Pacing The instructor • uses more than one form of instruction. • draws nonparticipating students into the discussion. • helps students extend their responses. • provides explicit directions for active learning tasks.
  • 8. Impact on Learning The instructor • helps develop rational thinking and problem-solving ability. • helps develop students' creative capacity. • helps develop decision-making abilities. • develops students' appreciation of intellectual activity. • helps students develop awareness of the process to gain knowledge.
  • 9. Instructional Strategies The instructor • has a broad level of questioning skills. • provides clear directions for group work. • helps students to learn from each other. • effectively holds class attention. • provides an effective range of challenges