This document discusses the key attributes and skills of effective teachers. It emphasizes that effective teachers have high levels of knowledge in the subjects they teach, strong pedagogical skills, and positive dispositions. They employ tools like structure, motivation, questioning, and high expectations. The document also examines different teaching styles on a spectrum from authoritarian to constructivist, and the importance of reflection, content and pedagogical knowledge, classroom management skills, and developing an educational philosophy.

1. The Nature of the Teaching
Profession
Chapter 6

2. Devices
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3. Effective Teachers are…
1. Made
2. Born

4. Beyond knowledge of self…knowledge of
why you are teaching:
 A well developed educational philosophy
 Unpacking your deeply held assumptions
about: what is education, the nature of the
learner, what subjects are most important, the
role of schools in society

5. Pedagogical Content Knowledge
 Knowledge of the organization and
presentation of subject matter in a way that
makes it understandable to and applicable by
others
 Teachers are able to “psychologize” the
subject matter for students. (Dewey)
 Scaffolding from the known to the unknown
(Vygotsky)

6. Knowledge about how Students Learn and
Grow
 Educational psychology studies how students
develop physically, socially, and cognitively
 Our conceptions of ourselves and of others
develop in a unique way as we interact with
our world…who we think we are, who we
think others are, and what we think is the
purpose of being here

7. Good Teachers Through History
 Greece:
 Socrates
 Plato
 Aristotle
 The Sophists

8. Good Teachers Through History
 Rome
 Quintillian
 Europe
 Erasmus
 Comenius
 Montessori

9. United States: A Diverse Universe of
Examples
 Elizabeth Palmer Peabody
 Mary McCleod Bethune
 Leonard Covello
 Louise Hikel Butterfield
 Jonathan Kozol
 P’ikea Miyamoto
 Donna Graham Harris
 Parker Palmer

10. Teaching Terminology
 Methodology
 Discipline
 Pedagogy

11. Knowledge of Curricular Content
 No Child Left Behind Act defines a “highly
qualified teacher” as: holds at least a
bachelor’s degree, full state licensure,
subject area competence, has passed
rigorous state tests in the subject(s) s/he is
teaching

12. The Knowledge Base of Effective
Teachers
 Culturally responsive teachers: 1. believe all
students can achieve and succeed, 2. build a
community of learners, 3. build connections
to families and the community, 4.are
continual learners, 5. vary instructional
methods, 6.know their students, 7. are
introspective and reflective

13. Good teachers have
 Pedagogical skill to implement teaching
strategies…and pedagogical content knowledge
 Reflective skills to analyze and act of teacher-
generated data
 Communication and collaboration skills to build
relationships
 Management skills to arrange successful learning
environments
 Technological skills

14. The attitudes and Dispositions of
Effective Teachers
 Star teachers tend to be nonjudgmental, are
not moralistic, not easily shocked, truly listen,
recognize their own weaknesses, don’t see
themselves as “saviors”, network, see
themselves as “winning”, enjoy their
interactions with kids, see their primary
impact as raising kids self esteem and
helping them be more humane, derive
satisfaction of lots of needs teaching
kids…but not power needs

15. Teaching as a Profession
 Theoretical Framework
 Methodology supported by research
 Lifelong learners
 Social Institutions
 Certification and Accreditation

16. It is most important that a teacher has high
levels of
1. Knowledge that
s/he is teaching the
students
2. Skills in teaching
the subject to the
students
3. Positive
dispositions,
values, attitudes

17. Effective Teachers Employ These Tools
 Structure and Clarity
 Motivation
 High Expectations
 Questioning

18. Styles of Teaching on Ends of a Spectrum
 Authoritarian – characterized by:
 Teacher-Centered
 Traditional Structures
 Rules-Based
 Transmission of Knowledge
 Centrality of Teacher Knowledge

19. Styles of Teaching on Ends of a Spectrum
 Constructivist, characterized by:
 Student-Centered
 Democratic, egalitarian ideals
 Student experience of learning
 Teacher as Learner who Models

20. Styles of Teaching and Management
 Constructivism…Alfie Kohn
 We punish and reward too much. Student
learning should be motivation in its own right.
 Behaviorism…Assertive Discipline….Lee and
Marlene Canter. Use of rewards and
punishments.

21. My most effective teachers were….
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Authoritarian Constructivist Somewhere in the ...
1. Authoritarian
2. Constructivist
3. Somewhere in the
middle

22. Academic Learning Time
 This concept is dynamically intertwined with
styles of teaching. It has to do with
curriculum (more on that later), but also how
a teacher thinks about using time available.
 Allocated Time
 Engaged Time
 Academic Learning Time

23. Classroom Management
 A direct function of teaching style
 Group alerting
 “withitness”
 Overlapping
 Least intervention
 fragmentation

24. The Pedagogical Cycle
 What is the set of actions, responses,
communications that define activity in the
classroom?
 1. Structure
 2. Question
 3. Response
 4. React

25. Academic Structure as a Goal:
 Objectives
 Review
 Motivation
 Transition
 Clarification
 Scaffolding
 Examples
 Directions
 Enthusiasm
 Closure

26. Questions and Effective Teaching
 Learning to Question well is part art, and part
skill:
 Lower order questions – factual, naming, etc.
 Higher-order questions – evaluate, analyze,
compare, solve a problem….

27. Bloom’s Taxonomy:
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation

28. NBTS Description of Effective Teachers
 Committed to students and their learning
 Know their subject matter and subject matter
pedagogy
 Responsible for managing and monitoring
student learning
 Teachers think systematically about their
practice and learn from experience
 Teachers are members of learning
communities

29. Stages of Teacher Development
 1. Survival
 2. Consolidation
 3. Renewal
 4. Maturity

30. Knowledge about the Community
 Connecting students to the outside world
requires that teachers know their students’
community
 Eating in the community, living in the
community, reading local community papers,
talking with community members, going to
meetings of the community

31. At present, my most developed teaching
tools are:
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1. Content knowledge
2. Pedagogical skills
3. Reflective skills
4. Communication
skills
5. Management skills
6. Positive attitude
and dispositions

32. Reflective teachers
 Open-minded
 Wholehearted
 Responsible
 An ethic of caring relationships
 Learning communities

33. It’s most important for me to build
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Pedagogica... An ethic o... An educati...
1. Pedagogical skill
2. An ethic of caring
3. An educational
philosophy
4. Reflective practice
5. Pedagogical
content knowledge