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Effective Teaching

This document discusses effective teaching practices. It provides guidelines for teachers to demonstrate excellence in the classroom, including having strong subject knowledge and pedagogical skills, using engaging teaching methods, clear communication, and good classroom management. It emphasizes treating students with respect, designing instruction to facilitate learning, and encouraging independent thinking in students. The goal of effective teaching is to result in significant student learning.

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EFFECTIVE TEACHING EDUARDO B. ARDALES, Ed. D. Sample Pictures.lnk
“Teachers like leaves, everywhere abound. Effective teachers, like fruits, are rarely found.”
 Teachers in all Philippine schools are committed and accountable for providing classroom instruction with results that are manifested in high performance levels in terms of student learning outcomes.  Teachers are dedicated to the well-being of the students and communities they serve, taking into account their cultural diversity, group aspirations and what is valued in education. Statement of Principle
Our country seeks to prepare teachers who demonstrate excellence in the classroom serve as leaders in the field of education
Common Attributes of Teaching Teaching can be considered a process Teaching can also be regarded as an interpersonal activity Teaching is intentional
What is Good Teaching?
Essentials of Good Teaching  Clarity  Enthusiasm  Interaction  Organization  Pacing  Disclosure  Rapport Harry Murray, University of Western Ontario  Knowledge and enthusiasm  Good organization  Effective communication  Positive attitudes  Fair evaluation and grading  Flexible approaches to teaching Wotruba & Wright
The Teacher's Most Basic Responsibility Is . . . “. . . to design instruction that facilitates learning and encourages autonomy and independent thinking in students, to treat students with respect and dignity, and to avoid actions that detract unjustifiably from student development.” Ethical Principles in University Teaching http://www.stlhe.ca
Ethical Principles in Teaching  Content Competence  Pedagogical Competence  Dealing with Sensitive Topics  Student Development  Dual Relationships with Students  Confidentiality  Valid Assessment of Students  Respect for Colleagues  Respect for Institution http://www.stlhe.ca
Seven Principles of Good Practice 1. Encourage contact between students and teachers 2. Develop rapport and cooperation among students 3. Use active learning techniques 4. Give prompt feedback 5. Emphasize time on task 6. Communicate high expectations 7. Respect diverse talents and ways of learning (Chickering & Gamson) )
Good Teaching Is a Combination of  things a teacher does before class starts and  things the teacher does as soon as class starts
Before the Class Subject Knowledge  Identify central concepts  Present at appropriate level  Know what to include/leave out Curriculum Design  Clear objectives  Appropriate activities  Feedback to and from students  Learning is integrated with assessment Inspired by Dee Fink, University of Oklahoma
As Soon As Class Begins: Interactions with Students  Competent  Trustworthy  Enthusiastic  Fair Class Management  Prompt feedback  Careful record- keeping  Individual class preparation Inspired by Dee Fink, University of Oklahoma
Good Teaching Results in Significant Student Learning  Higher-level learning  Impact even after the class ends:  Prepares for higher academic work  May enhance personal life  May enhance interaction in family, community, world  Other?
Knowledge of Subject Course Design Interactions With Students Course Management Significant Learning
Knowledge of Subject Matter Mastery – Knowledge of the topic – Wide perspective of the topic Pedagogical Content Knowledge – Transforms subject matter into a form that students understand – Uses strategies to enhance students’ understanding and to eliminate their misconceptions
Use of Instructional Materials, Aids and Devices Suits materials for instruction to the aim of the lesson Utilizes realistic, practical, indigenous, recycled, improvised, and easy to handle materials, aids and devices. Maximizes the use of instructional materials, aids, and devices Has adequate and updated instructional materials for group activity
Methodology/Presentation – Clarity of Instruction Checks previous knowledge of the learners Summarizes the lesson at the end Informs learner of skills and knowledge expected at the end of the lesson – Appropriate and Creative Use of Strategies Uses strategies to reorganize students’ understanding and to correct misconceptions
Communication Questioning Skills – Gives students time to think when asked thought- provoking higher-order thinking skills (HOTS) questions Examples: How? Why? What do you mean? What do you observed? What if ….? Can you guess what will come next? Can you describe the pattern? What conclusion can you draw? – Phrases questions clearly and accurately
Listening Skills  Listens carefully to the students’ response  Paraphrases students’ answers when necessary  Allows enough time for students to explain their answer
Blackboard Skills Writes legibly and neatly Uses blackboard effectively, writing clearly from left to right Feedback Reinforces students’ answer; appropriately addresses incorrect answers Leads students to arrive at the correct answer
Body Language Show enthusiasm through facial expressions Establishes eye contact with students from time to time Stays at appropriate distance from the students Demonstrates relaxed body posture and gestures
Mannerism – Shows no distracting mannerism – Does not use same word(s) or phrase(s) frequently Language – Uses correct grammar – Talks with modulated voice
Movement – Moves freely inside the classroom – Moves with confidence and poise  Class Participation – Has rapport with the students – Generates interest and enthusiasm among students – Involves more students in class discussion/activities
Assessment and Remedial Measures Type of Test – Uses varied type of tests – Tests are within the level of the students – Questions are not confusing Administration of Tests – Gives clear instructions to the whole class – Observes individual student work during test administration
Classroom Management Prepare the necessary instructional materials before the class starts Organize students into working groups Assigns definite working areas for student activity Make sure students observe safety rules and procedures Provides appropriate feedback on students’ behavior Starts and finishes the lesson within allotted time Creates a relaxed but orderly atmosphere that is conducive to learning Maintains a reasonable amount of discipline
GOOD TEACHING: THE TOP TEN REQUIREMENTS  One Good teaching is as much about passion as it is about reason.
GOOD TEACHING: THE TOP TEN REQUIREMENTS  Two Good teaching is about substance and treating students as consumers of knowledge.
GOOD TEACHING: THE TOP TEN REQUIREMENTS  Three Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different.
GOOD TEACHING: THE TOP TEN REQUIREMENTS  Four Good teaching is about NOT always having a fixed agenda and being rigid, but being flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances.
GOOD TEACHING: THE TOP TEN REQUIREMENTS  Five Good teaching is also about style.
GOOD TEACHING: THE TOP TEN REQUIREMENTS  Six This is very important -- good teaching is about humor.
GOOD TEACHING: THE TOP TEN REQUIREMENTS  Seven Good teaching is about caring, nurturing, and developing minds and talents.
GOOD TEACHING: THE TOP TEN REQUIREMENTS  Eight Good teaching is supported by strong and visionary leadership, and very tangible institutional support -- resources, personnel, and funds.
GOOD TEACHING: THE TOP TEN REQUIREMENTS  Nine Good teaching is about mentoring between senior and junior faculty, teamwork, and being recognized and promoted by one's peers.
GOOD TEACHING: THE TOP TEN REQUIREMENTS  Ten At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic rewards ... like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens.
So . . . Good Teaching  Begins long before the class begins  Is more than first-day impressions  Results in significant student learning  Adheres to ethical principles  Depends on reflective practice  Seeks input from students and peers  Is what we all aspire to!
"A teacher affects eternity; he can never tell where his influence stops." -Henry Brooks Adams
• BEFORE I END ….
A List of Don’ts 1. Don’t come to teach a lesson unprepared. 2. Don’t ramble (talk constantly and aimlessly). 3. Don’t make up the lesson as you go. 4. Don’t read from the text with your nose in the book. Know your material well. 5. Don’t talk about the materials; use them. 6. Don’t say “open your books and start writing.” 7. Don’t shout, scream, or cry.
A List of Don’ts 8. Don’t speak very rapidly. 9. Don’t ask “Maria, what is the answer?” 10.Don’t ask the whole class to answer in chorus. 11.Don’t say, “Students must be seen and not heard.” 12.Don’t ignore a child who seems confused. 13.Don’t come late from the teacher’s room. 14.Don’t act one way one day, and another way the next.
FINALLY
43 May you all touch the lives of your students in very special ways. May you find the joy in teaching that I have found all these years. May you find a tiny bit of wisdom in my words. May you start off better prepared than I ever was. May you grow and bloom and make this world a better place for being a teacher. May you all find joy in teaching. ADAPTED
44 Thank You.
Effective Teaching