Highly effective teacher

Highly Effective Teacher
Dr.N.Asokan M.Sc.,M.E.,Ph.D
ntvasokan@gmail.com
9445191369

Three kinds of Teachers
Born and
should
not Teach
Should never
have been Born
Born to
Teach

Definition of Effective Teacher
What
teachers
were?
What they
did?
What effects
teachers
behaviors had
on students
achievement?

Definition of Effective Teacher
• Able to adjust to the shifting tides of
classroom life and students needs
• To do what has to be done to reach, and
• There by teach, different students in a variety
of circumstances

Alternative Words for Effective
Good
Successful
Master
Outstanding
Superior
Excellent
Skillful

Traits of Effective Teacher
A. Personal Traits that Signify
Character
• What the effective
teacher is
•Mission-Driven and
Passionate
•Positive and Real
•A teacher -Leader
B. Teaching Traits that Get
Results
teacher does
•With-it-ness
•Style
•Motivational Expertise
•Instructional effectiveness
C. Intellectual Traits that
Demonstrate Knowledge,
Curiosity and Awareness
• What and How and
effective teacher
thinks
• Book Learning
• Street Smarts
• A mental life

A . Pe rsonal Traits that
Signif y Characte r
1. Mission-Driven and Passionate
2. Positive and Real
3. A teacher -Leader
What the effective teacher IS?

1. Mission-Driven and Passionate
Feeling a CALL to Teach as well as passion to help students
Learn and Grow
CALL to Teach:
– Display significantly greater enthusiasm and commitment to
the idea of a teaching career
– Are more mindful of its potential impact on other people
– Are more willing to accept the extra duties that often
accompany the teacher’s role
– Less concerned about the scarifies that such a career might
entail
Have a Passion to be with students and to help them be Successful

A job with a Ceiling
OR
A Career with a Calling
Without a Mission and a Calling,
teaching is just another job
Deep desire to Serve others - Altruism

2. Positive and Real
Demonstrating the qualities of
Respect
Caring
Empathy
Fairness
In their communications and Relationships with
Students, Parents and Colleagues

2.1. Respectful
Being genuinely respectful of others is the most
fundamental aspect of being a
“Positive and Real Person”
If not, teachers will consistently be frustrated
and circumvented

If they students know their teachers
respect them,
They work harder
Take corrections more readily
More willingness to take responsibility for their
actions
Lack of respect – Arrogance, Self-centeredness,
Sarcasm and Cruelty
The most profound indicator of lack of respect is Total Disregard

The need to feel respected and
included is a fundamental
Human Need
It must be met before any other
Interpersonal Needs can be met

2. Positive and Real- “Human”
 Sense of humor
 Fair enough
 More democratic than autocratic
 Open minded
 Spontaneous
 Adaptable to change
 Apparently can relate easily and naturally to students on
either one –to –one or group basis

2.2. Caring
• Love – 20st Century
• Caring – 21st Century
• Love the Subject
• Love the Students
• Love the Institutions
Students don not learn from the people they don’t like - Likeonomics

2.3. Empathetic
A keen ability to sense what is happening in
another person’s inner world
Why student act the way he/she did?
Teachers should get to know their students as
individuals.

The love of nurturing and observing
growth in others
is essential to sustaining a life of teaching.
This implies that no matter what you teach or
how you present yourself to your students,
you have to be on the learner’s side and
to believe
that they can and will grow during the time that
you are together.

2.4. Fair
Injustice is an area that creates
conflict between teacher and students
Effective teachers Cultivate fairness intentionally
and thoughtfully, knowing its importance to
both students and their parents

Think about the people with whom
you like to spend your time
 Individuals who build
you up
 Affirm your strength
 Understand your
problems
 Respect your unique
qualities
 Tell you the truth in love
 They are Positive and
Real
X Critical
X Angry
X Hostile
X Cold
X Unfriendly
X Self-centered

3. A Teacher- Leader
Who positively affects the lives of students,
parents and colleagues
Teaching and Leading are clearly distinguishable
occupations, but every great leader is clearly
teaching – and every great teacher is leading

Leadership
Influencing others to change
Learn
Grow
Expand
Move forward
Do things differently
Become independent
Take responsibility
Achieve goals
Teacher
Leader
Class
Room
Institution
Society

3.1. Leading Students
3.1.1. Through Example
3.1.2. Through Listening
3.1.3. Through Empowering
3.1.4. Through Inspiration
3.1.5. Through Learning

3.1.1. Leadership through Example
• Teachers model life long learning when they share their personal
interest and talk about books they have read or ideas that intrigue
them.
• Teachers model kindness and patience when they show their
students how to respond to anger and hostility with equanimity.
• Teachers model how to read and write when they think aloud and
explain the strategies they are using
• Teachers model social skills when they are courteous and respectful
to their students, parents and colleagues
• Teachers do their most powerful leading when NOT a word spoken
When Teachers move, they cause others to move …. like Dominoes

3.1.2. Leadership through Listening
• Know when to stop talking and start listening
• Listen to students' questions and concerns
• Listen for misunderstandings
• Listen to that which goes unsaid
• Share with their accomplishments and
disappointments
• Students LEARN while talking about what
their thinking or through verbalizing their
Feelings and Problems.

3.1.3. Leadership through
Empowering
• Teachers Mission: students are empowered to
take charge of their own learning
• Nurturing Independent Learners

Goal Setting
• Teacher describes a process of student goal
setting
• To intentionally plan and self-monitor their
performance and
• To persist in the face of failure and frustration
• Teachers empower students by giving them
ownership and control over what happens in
the class room

3.1.4. Leadership through Inspiration
Involves a deeply interpersonal dimension in which
teachers and students connect with one another
To inspire is
To enliven and encourage
To stimulate and to achieve latent talent and creativity.
To bring forth achievement from discouragement and
despair
To bring forth confidence from frustration and failure

3.1.5. Leadership through Learning
• Teacher-Leaders are willing to seek input from
students regarding their
• teaching effectiveness,
• instructional strength and weakness
• Opening themselves to their student's honest
appraisals
Feedback is the ultimate sign of respect from teacher to student

3.2. Leading Parents
Affirmation: by making positive phone calls and
writing positive notes to parents about their
children
Collaboration: by asking parents fro students
observation on their performance (difficulties,
limitations, what went well/wrong)
Invitation: by asking parents to evaluate their
teaching practices.
Information: by providing parents with calendar of
activities and their purposes.

3.3. Leading Colleagues
• Mentoring and coaching novice teachers
• Collaborating with all staff without personal preference
• Learning and growing with a view to bring new ideas to
classrooms and institutions
• Knowledge sharing, creating, dissemination
• Engaging in creative problem solving and decision making
with increased students learning as a goal
• Being willing to share ideas, opinions and judgments.

A person of Influence
A leader is a “person who is in a position to influence
others to act and who has, as well as, the moral,
intellectual and social skills required to take advantage
of that position”
No other group of individuals wields as much leadership
power over as many people as teachers do.
Highly effective teachers possess the moral, intellectual
and social skills to use their leadership for good in the
lives of Students, Parents and Colleagues.

Personal Traits That Signify Character
Being a person of
Quality and Character does not
automatically confer the
mantel of Master Teacher
The ability to Teach is essential as well

B. Teaching Traits that Get Results
4. With-it-ness
5. Style
6. Motivational Expertise
7. Instructional effectiveness
What the effective teacher DOES

4. With-It-Ness
The state of being top of, tuned in to, aware of everything
that is happening in the classroom, and
then being able to handle it, mange it, and react to it,
in efficient and effective ways to promote student
learning and
in complete control of three critical facets of classroom
life.,
1. Class room Organization and Management
2. Engagement of Students
3. The Effective Use of Classroom Time

With-It-Ness
requires the ability to simultaneously attend to a
variety of stimuli and then to appropriately
categorize what is observed and quickly
respond in a way that will prevent disruption
and maintain the flow of lesson

4.1. Class room
Organization and Management
A set of behaviors and activities by which the
teacher organize and maintains classroom
conditions that bring about effective and
efficient instruction
Teaching look effortless in a well managed
classroom where procedures, schedules,
expectations and routines have been taught,
modeled, practiced and reinforced.

Develop a set of procedures that
“ demonstrate how people are to
function in an acceptable and
organized manner”

4.2. Engagement of Students
 They act involved
 They are reading
 Writing
 Taking notes
 Manipulating
materials
 Doing experiments
 Drawing diagrams
 Answering
questions
 Asking questions
 Listening
 Using
calculator/computer
 Interacting with
fellow students
 Talking with teacher
• They look involved
• Eyes followed the teacher
• Alert
• Energetic
• Their posture and gesture suggest
engagement

Two ways of Engagement
Through Instructional Flow
• Variety
• Momentum
• Pacing
Through Attention -Getting
Moves
• Desisting
• Altering
• Enlisting
• Acknowledging
• Winning

4.2. Engagement of Students through Instructional Flow
4.2.1. Variety
• Variety of Teaching
Approaches
• Variety of Assignments
and assessments
• Variety of Technological
Enhancements
• Variety of Seating
Arrangements
• Direct instruction
• Role playing
• Inquiry
• Simulations
• Quizzes
• Projects
• Essays
• OHP
• Videos
• PPT
• Multimedia
• Circle, Pairs, Rows

4.2.2. Momentum
• Always Prepared
• Tuned in
• Scanning The Radar
• Do not interrupt
instruction flow for want
of Materials, Equipments
• Constantly tuned in to their
students looking fro confusion,
lack of understanding, inability
to move on to the next task.
• Lookout for students
distraction or the possibility of
a disciplinary problem

• Indistractable
• Flexible
• Have a built-in Early
Warning System
• Mind Readers
• Good at Crowed Control
• Able to manage seemingly countless
distractions to their own trains of
thought without disrupting the
instructional flow.
• Maintain flexibility with lesson plan
and planned activities.
• Never locked into a plan that is not
working.
• Understands students need brief
updates, transitions, advance notice of
unexpected changes.
• Use them to keep students on track and
on-task
• Anticipate, Predict and mind read
• With Minimum of fuss and time loss
• Their students move quickly and quietly
with out undue interventions from the
teacher

4.2.3. Pacing
• Pacing to do with the speed at which a
teacher moves through a lesson or
instructional sequence

4.2. Engagement of Students
Through Attention -Getting Moves
1. Desisting
2. Altering
3. Enlisting
4. Acknowledging
5. Winning
50 different attention-
getting moves in 5
different categories

4.2. Engagement of Students Through
Attention -Getting Moves 4.2.4. Desisting Moves
• Desisting moves communicate to students the
need to stop what they are doing and do
something else.
• Desisting moves can punish, warn or
reprimand
• Physical move closer to the students and
gently touch the students or desk

Attention -Getting Moves 4.2.5. Altering Moves
• Altering moves are intended to get or keep the
attention of the group as whole.
• Teacher does not target a specific student but
get every one’s attention
• Making eye contact with as many students as
possible
• Asking for responses in unison
• Calling on students in random order

• Dramatic ways of getting attention
• Varying the tone of voice
• Arousing students curiosity
• Encouraging the class to imagine or fantasize
• Less authoritarian in nature
• Often rely on the teachers enthusiasm and style
to draw a wandering students back to attending
Attention -Getting Moves 4.2.6. Enlisting Moves

• Even the most motivated and on-task students
can be distracted by worries, problems or
other priorities.
• They respond best to acknowledging moves
• Private words from the teacher
Attention -Getting Moves 4.2.7. Acknowledging Moves

• Relies on the sheer of the teachers
interpersonal skills to “win over” a reluctant
student.
• Less effective teacher rely on negative moves
like punishment, exclusion, threats, sarcasm
and reprimands.
Attention -Getting Moves 4.2.8. Winning Moves

4.3. The Effective Use of Classroom Time
1. Allocated Time
2. Student Engaged Time
3. Academic Learning Time
4. Interactive Instruction Time

4.3.1. Allocated Time
• The amount of time set aside to teach a given
subject every day or weekly
• Allocated Time is a necessary, but insufficient
prerequisite for achievement

• The measure of the degree to which students
have the opportunity to learn is the amount of
time students are actually attending to what is
being taught.
• Students are engaged when they are working
on assignments or attending to the teacher
4.3.2. Student Engaged Time

• Time during which when a student is
successfully engaged in learning
4.3.3. Academic Learning Time

• This is time spent in receiving direct
instruction or input from the teacher, as
opposed to time spent doing independent
assignments or group activities.
4.3.4. Interactive Instruction Time

5. Style
• The effective teacher exhibits his or her own
unique style, brining drama, enthusiasm,
liveliness, humor, charisma, creativity, and
novelty to his or her teaching.
1. Humor
2. Creativity
3. Novelty
Style can not be cloned, copied, or even taught

5. Style
• 5.1.Humor • Of the personal
dimensions of teaching,
humor is the most human
of all.
• A sense of humor is one
of the qualities that is
often mentioned by
students when they are
asked to list the qualities
of their teachers that are
most meaningful to them

5. Style
• 5.2. Creativity
• Creative teachers model
the spontaneity of
thinking and openness
to new ideas that they
desire in their students.
• Creativity is about
creating something
new,
• about developing
lessons that are unique,
• generating similes that
sizzle,
• making the mundane
memorable

5. Style
• 5.3. Novelty • Novel teachers can
seem idiosyncratic
• Eccentric
• Even a little far-out
• Does not have to be
strange

5. Style
• Style makes teacher stand out to their
students as unique human beings
• Style gives teachers a way to “hook” students,
who, although they might find a certain
subjects boring or an assignment irrelevant,
will nevertheless get involved because WHO IS
TEACHING

Some Educators believe that you
can make students come to school,
but you can’t make them learn.
Highly Effective Teachers beg to differ.
They are motivators par excellence.

• Principal and Teachers
believe that what they
are doing is important.
• They know that their
students must have the
academic skills they are
teaching to be successful
in life.
• They frequently explain to
students how what they
are learning will help
them in future
• Principal and Teachers
don’t believe in much of
anything.
• They think their students
would be better off just to
get on with their lives if
they hate school.
• They feel powerless to
make difference and
communicate this
constantly to students

• Staff members know they have
instructional skills and
interpersonal skills to help
their students be successful.
• Teachers feel empowered to
make difference
• They don’t ever give up
• Their students soak up the
energy, motivation and
positive attention
• Teachers care and simply will
not permit their students to
fall through the cracks
• Teachers feel like the failures
they think their students are.
• They give up easily
• They are bitter about their
dashed hopes and dreams
• Their low expectations hang
up in the hallways.

Expectations Factor
as
Motivational Issue

Unless students
(no matter what their ability level) feel
the power, press and urgency of their
teachers expectations, they are
unlikely to be motivated
to do even the minimum
that is needed to make it in school,
much less excel to the highest levels.

• Who believes in his or her own ability to make
a difference in the lives of students and
relentlessly presses and pursues students to
maintain the highest possible behavioral and
academic standards.

• Keep the goal visible,
• set the speed for attaining them,
• adjust for road bumps and obstacles,
• but inform the students about how and when
you expect to arrive at the destinations.

Three ways of motivating students
1. Through their Personal Teaching Efficacy
2. Through High Behavioral Expectations for Students
3. Through High Academic Expectations for Students

6.1. Through their Personal Teaching Efficacy
• Teachers to feel instrumental in their students
learning
• Teachers must be certain of their practices
• Teachers must believe that they have the
capacity to directly affect a student’s
performance
• Consistent teachers actions that actually
convince students to believe and act on them

Efficacy
• Strong personal belief in one’s ability to make
a difference in the lives of students is called
Efficacy.
• There is a strong Positive relationship between
teacher’s efficacy and their students
achievement

Three Qualities of
Teacher to Motivate Students
1. A strong and very specific set of beliefs or
values with regard to learning and teaching
2. Research based instructional methodologies
and techniques
3. The energy and will to translate their beliefs
and knowledge into actions

Personal Efficacy
Qualities of Teacher to Motivate Students
6.1.1. Six Beliefs about Learning and Teaching
1. The learner must always be treated with R E S P E C T
2. Every learner has the CA PACITY TO LEA R N
3. The learner’s B E H A V I O R is purposeful, strategic and intelligent
4. The teacher MA KES A DIF F E R E NCE in how, what, when and why
students learn
5. Good teaching involves creating as many O P P O R T U N I T I E S as
possible for successful learning
6. Effective teaching E N H A N C E S what the learner already knows and
E N A B L E the learner to do things that could not be done before.

• Knowledge of the Basic Principles of Learning
that have been proven with research is
needed first.
Personal Efficacy
6.1.2. Research based instructional methodologies and techniques

Stumbling block of a new teacher
• Teachers are unable to either develop a sense of
efficacy or reinforce the feelings of efficacy they
do have unless they can see the results of their
teaching evidenced in the achievement of
students
• Graduate from college believing that all students
are capable of learning, but suddenly discovered
that they don’t have the instructional tool to
translate that belief into reality

• To reconcile their growing loss of eficacy, they
begin to blame the problems they face on the
learner’s ability, learning style, motivation or
learning history.
• Gradually teacher feels less and less able to
make a difference
• Problem is framed as being outside of the
teacher’s control

• Highly effective teachers assume that if the
skills, concepts, information or ideas they
have taught are not acquired, mastered, or
retained then there must have been
something amiss with the instructional
delivery system.
• They keep looking for answers until they find
them

• Establishing warm and encouraging relationships with
students
• Treating students fairly, firmly and with consistency
• Relying on their personal authority rather than
constantly sending students to Principal for discipline
• Using direct, non-emotional management techniques
• Never trying to embarrass students
Personal Efficacy
6.1.3. Energy and Will

• Treating all students as capable and trustworthy
• Maintaining a consistent effort to keep students on-task, interested,
and aware of their individual accomplishments
• Maintaining a consistent emphasis on instruction and the
importance of learning
• Teaching all of the students in the class, pushing them monitoring
their work
• Maintaining a constant sense of determination not to accept the
failure of students.

6.2. Motivation through
High Behavioral Expectations for Students
• If the teacher has assessed what students
already know and is then enabling them to do
• And know things they could not do
• And did not know before they arrived in the
class room, there won’t be time for
misbehavior

Good Behavior
• It is the natural consequence of
Engaged Students
Meaningful Curriculum
A well organized and managed class room
Clearly stated Expectations

6.2. Motivation through
High Academic Expectations for Students
Three types of Classrooms with its own unique Low Expectations Trap
1. Expectations in Homogeneous High-
Achieving Classrooms
2. Expectations in Homogeneous Low-Achieving
Classrooms
3. Expectations in Heterogeneous Classrooms
What does the teacher with low expectations do differently than a teacher with high
expectations?
That well may depend on where the teacher is working.

6.2.1.Expectations in Homogeneous
High-Achieving Classrooms
• Teachers can make the mistake of thinking
they do not have to worry about expectations.
• Teachers who work with generally high-
achieving students LOOK effective no matter
what they do OR they may think they do.
• Low Expectations Trap: Teachers who have put
a ceiling on how much “smart” students can
learn.
Low
Expectations
Trap
There are lots of very bright students coming to school and NOT learning much of anything they
did not know before they arrived, because their teachers have failed to push them

Low-Achieving Classrooms: Crowded with students
who are skill deficient, have unproductive school
behaviors, lack organization and have low
motivation.
They need more than good intentions to engage
their students in learning.
They have the sense of educational powerlessness
and meaninglessness
6.2.2.Expectations in Homogeneous
Low-Achieving Classrooms
Low
Expectations
Trap

• The greater the number of low achievers in a
classroom, the less certain teachers felt about
their ability to influence learning and
achievement.
• Teachers demoralized by their lack of
effectiveness, turn to unspoken agreements
with students
• Low Expectations Trap:“I won’t bother you if
you don’t bother me”

• Teachers power to raise the expectations
comes from
• What they do and
• How they build relationships with students as
from what they say
• Highly effective teachers constructing
classroom cultures in which students, who do
not come to school with built-in expectations
and confidence, can succeed.

Ways of Raising Expectations
• Understand the students background and the constraints
and opportunities they provide for learning.
• Provide numerous opportunities for legitimate academic
success
• Focus on students strengths and use those to build
confidence and scaffold later learning tasks
• Explain the grading system with concrete examples that
demonstrate to students how they might enhance their
grade

• Confront the issue of low or failing grades by explaining
the situation that led to the grade
• Provide an alternative or second chance to complete
the work
• Construct sequenced learning tasks that facilitate skills
acquisition in the both within and outside subject
• Make sure that every lesson includes positive,
affirmative ways of interacting with students
• Insist that students should treat every others students
with the same level of courtesy

Success for Students, is about
Expectations
• Provide frequent opportunities for students to
express their goals and aspirations for learning
• Assist students to set positive, realistic goals
and envision a successful future
• Use these clues to build shared expectations
to which both teacher and students can aspire

6.2.3.Expectations
in
Heterogeneous
Classrooms

x Waiting less time for low achievers to answer
questions
x Responding to low achievers incorrect
answers by giving them the answer or
x calling on some one else to answer the
question more frequently than high achievers
x Criticizing low achievers more frequently than
high achievers
Teacher behaviors that communicate an
“ I don’t expect much from you” attitude to students

x Praising low achievers less frequently than high
achievers
x Not giving feedback to public response of low
achievers
x Paying less attention to low achievers
x Calling on low achievers less often
x Seating low achievers further from the teacher
x Demanding (expecting) less from low achievers

No matter what you teach or how
you present yourself to students,
you have to be on the learner’s
side and to believe that they can
and will grow during the time you
are together

Can my students do things
they couldn’t do
last year, last week or yesterday?
Is my teaching effective?

Proof of teaching effectiveness is
in the students’
Knowing and Doing
Instructional Effectiveness
is the Key

7. Instructional Effectiveness
Highly Effective Teacher is an
Instructional Virtuoso
 They have a repertoire of Instructional techniques
 Teaching Behaviors and Essential Skills on which to draw
 Depending on the needs of their students
 The nature of the subject
 Complexity of the Learning Outcomes that lead all the students to Learning
A virtuoso teacher designs and executes a great lesson

Teacher do know a great deal about what works
To perfect and polish a teaching repertoire takes
time, experience, practice, quality staff
development, and highly skilled classroom
supervision from peers and administrators

Five Components of
Teachers Repertoire
1. Communication Abilities
2. Seven Essential Teaching Skills
3. Multiple Research-Based Teaching Behaviors
4. A variety of Well-Executed Teaching Models or
Approaches
5. Twenty-Four Prinicples of Learning

7.1. Communication Abilities
• More than just “ Telling and Talking”
• Includes Listening, Understanding, Caring
• Developing Relationships with Students,
Colleagues and Parents
Teaching with Mouth Shut
All successful Teachers are accomplished Communicators

Three Levels of Communication
1. Communicating in the
name of Instruction
2. Communicating on an
Interpersonal Level
3. Communicating with
Metacognitive Level
• Ability to present to students
• Ability to develop Relationships
with Students, Colleagues and
Parents
• Interpersonal Skills Subsumed
under Communication Skill
• Ability to articulate ‘what
you are thinking’ to
others
Quality of Being Communicative: Able to talk about what you are thinking and doing

Definition of Communication
The idea that listeners have received and
understood, and acted on what has been
communicated.
Includes
Presenting new Materials
Explaining Concepts
Giving Directions
Explaining Directions
Activating Prior Knowledge
Re-Explaining old Materials
Dealing with Students
Confusions
Making Connections during
Instruction

7.2. Essential Teaching Skills
1. Lesson Plan
2. Lesson presentation
3. Lesson Management
4. Climate Management
5. Classroom Management
6. Students Management
7. Assessment and Diagnosis
 Able to articulate the objectives of the lesson
 Able to present lesson as planned
 During Instruction- making Mid –course
correction
 Create Climate that is positive, supportive
and focused on learning (2 & 3)
 Manage day-to-day operations, to maximize
use of time and minimize off-task behavior-
Oil Lubricates Instruction
 Able to deal with students (behavior/mis-
behavoir- Proactive/reactive)
 Evaluate own teaching performance
through assessing what their students have
learned

7.3. Research – Based Teaching Behaviors
• Things the Teacher must do
• Things that the Lesson must
have
• Things that the Student must be
• Designing Lessons that are
clear and meaningful
• Providing Instructional Variety
• Being Oriented to time on-task
and task completion
• Engaging students in the
Learning Process
• Ensuring a high rate of
students success

Systematic Teaching does have an
important role in the development
of Learning –to-Learn Skills and
Creativity

One Size Never Fits All
More than 24 bona fide models of teaching into four distinct families
1. Social: Co-operative learning and Role Playing
2. Information Processing: Strategic Instruction or Inquiry
3. Personal: Nondirective Instruction
4. Behavioral: Direct Instruction with Mastery Learning
Several methods or approaches to instruct
7.4. Ability to Select an Appropriate Approach

Instructional Eclectics
• Able to select the model or approach that best
meets the demands of
• their Content,
• their Students, and
• their Learning Outcomes
• And then execute it successfully with students

Instructional Eclectics
• Able to move back and forth with ease along a
continuum of teaching models that ranges
from Teacher Centered at one end to
Students Centered at the other end, but
they are always Subject Centered no matter
how they are teaching
Teacher
Centered
Student
Centered
S u b j e c t C e n t e r e d

Structured and Direct Instruction
• Structured and Direct Instruction is more
Effective: when the learning objective is to
master a body of knowledge or Learn Skill
(Decoding Skills, Foreign Language Vocabulary,
Grammar)

Ill-Structured Learning Objective
• Teaching Composition
• Writing of term papers
• Analysis of literature
• Problem solving in
specific content area
• Discussion of social
issues
• Development of
creative responses
• Inductive and Logical
reasoning
• Group Processing Skills
• Creative Problem
Solving

• Goal Setting
• Mnemonics
• Practice
• Modeling
• Teach for Transfer
• Sequence and
Backward chaining
• Active participation
• 24 Learning Principles
7.5. Ability to Apply the Principles of Learning

Traits of Effective Teacher
A. Personal Traits that
Signify Character
teacher is
• Mission-Driven and
Passionate
• Positive and Real
• A teacher -Leader
B. Teaching Traits that Get
Results
teacher does
• With-it-ness
• Style
• Motivational Expertise
• Instructional
Effectiveness
C. Intellectual Traits that
Demonstrate Knowledge,
Curiosity and Awareness
• What and How and
effective teacher thinks
• Book Learning
• Street Smarts
• A Mental Life

C. Intellectual Traits that Demonstrate
Knowledge, Curiosity and Awareness
What and How an
Effective Teacher
thinks
• Knowledge
• Curiosity
• Awareness
8. Book Learning
9. Street Smarts
10. A mental life

Research Findings
• Teacher has not only no claims to an intellectual
life of his own, but an adequate workmanlike
competence in the skills he/she to impart
• IAS, IPS, UPSC, TNPSC exams scores very low rank
• UGC-NET, SLET Exams low pass %
• Attending FDP, presenting Papers in
Conference/Journals in their subjects only
• No idea of Pedagogy, Administration,
Management & Leadership

• Teachers do not read much
• Teachers prefer popularity rather than Scholar /
Professional
Those who can, do
Those who can’t Teach
If you are so smart…. then why are you teaching?
There are lots of people who think that teaching is a job for
people who are not that smart

Seven different types of knowledge
1. Content
2. Broad Principles and Strategies of Classroom Management and Organization
3. Curriculum Materials and Programs
4. Teaching of Particular Content Topics
5. Pupils (Stakeholders)
6. Educational Contexts, ranging from the classroom group to aspects of the
community/society
7. Educational aims and values

C. Intellectual Traits that Demonstrate Knowledge, Curiosity and Awareness
8. 1. Book Learning
Knowledge of Content
• The structure of the
discipline
Knowledge of Outcomes
• What the stakeholders has
determined is essential for
students to know

8. 1. Book Learning 8.1.1. Knowledge of Content
• Deep knowledge includes knowledge about ways
of representing and presenting content in order
to foster students learning and/or construction of
meaningful understanding.
• A student’s well being depends on the teacher’s
possessed knowledge and willingness to life long
learning- not only about the content area, but
also the student and about the field of Education.

What to Teach ? How to Teach?
To ensure that teachers teach and assess everything
their students are expected to know
8. 1. Book Learning 8.1.2. Knowledge of Outcomes

Knowing Deeply and Well
A teacher has thought about content, knows the
essential and important concepts of the
discipline, that must be taught and can make
it come alive for students in ways that engage
their minds.
Teacher is making it Relevant and Exciting

Teacher has the knowledge of the students, the
institution and the community in which the
teacher is teaching and uses this knowledge to
solve problems in the Instructional Settings
8. 2. Street Smarts

Listen and Learn
• Teacher must become students of their
students
• Seeking to Understand before they attempt to
be Understood – Stephen Covey

10. A Mental Life
1. Metacognitive: able to read one’s own mental state and then
assess how that state will affect one’s present and future
performance
2. Strategic: able to think aloud and model strategic learning for
students
3. Reflective: able to think about personal teaching behaviors for
the purpose of self-growth
4. Communicative : able to articulate ideas, issues, beliefs, and
values about the act of teaching with colleagues, students and
parents
5. Responsive: able to flex to the changing needs and demands
of the profession

• Mental life of a person can not be seen
• What went on in the teacher’s mind to make
all of those things happen so effortlessly is
unknown
• Observers can see the results
– Problems are solved
– Actions are taken
– Behaviors are evidenced

• able to read one’s own mental state and then
assess how that state will affect one’s present
and future performance
10. A Mental Life 10.1. Metacognitive

• Teaching is a complex cognitive skill
• Teaching is problem solving in a relatively ill-
structured, dynamic environment
• Classroom teaching consists of a number of
linked problem situations: the solution of the
problem situations directly influences the next
problem situation

Inner Coach
• Metacogntive is like an Inner Coach
• Metacogntive teacher have their own built-in
teaching coaches.
• The inner voice
– Calls time –out at critical junctions
– Reviews game plans
– Selects and adapts specific strategies to meet
changing task demands
– Monitor progress
– Gives ‘pep-talks’ along the way

Metacogntive Teacher
 Very Active, Independent
 Self-directed Learners
 Active Self-directed Teachers
 They question, think, discuss, create, plan
 They stir things up and are always pushing
 Their minds are always at work
 They keep administrators on their toes
 They are on –task and focused
 They have big pictures and big ideas of teaching and learning
 They hold concept focused conversations with Mentors, Principals and
Professionals

Ineffective Teachers
x Inactive, Distractible and Passive
x Wasting time in the classroom by constantly interrupting and disrupting their own
teaching
x Unable to monitor and adjust their own behaviors
x They just want recipes
x Often responds to instructions or directions without fully understanding them
x Don’t care whether students learn
x Just want to cover the material
x Frequently send students to Principal for minor problems
x Need frequent task-directive speeches from Principal or Administrators

10. A Mental Life 10.2. Strategic
• able to think aloud and
model strategic learning
for students
• Strategy: a skill in
managing and planning
• Cognitive Strategy: a
skill in managing and/or
planning one’s learning
• Strategic behavior
improves Learning
• Strategic behavior can
be taught
• Strategic behavior can
be learned
Strategic Teaching takes Thought

Strategic Learner and Teacher
• To be strategic as a
Learner:
• To be strategic as a
Teacher
• Knowing how to choose
and then access the
appropriate cognitive
strategy for the task at
hand
• Not only being a strategic
learner oneself, but also
think aloud, explain,
model and directly teach
cognitive or learning
strategies to one’s
student

Explicit Cognitive-Strategy Instruction
• Modeling
• Explaining
• Providing Practice
• Giving Feedback
• Supplying rationale for choosing a given
strategy
• Demonstrating the specific settings in which
the strategy is most applicable

• Reflection is the examination of one’s teaching
practice in a thoughtful and even critical way,
learning from the process, and then using
what has been learned to affect one’s future
action
• Reflection is about making sense of one’s
Professional Life
10. A Mental Life 10.3. Reflective

• To adjust the balance between content and
process, fine tune my instructional flow, and
think about how I could have done a better
job of meeting the needs of my diverse
audiences

• Activity not checked by observation and
analysis may be enjoyable, but intellectually it
usually goes no where.
• Reflection has to do with a more substantive
kind of thought process- one that examines
values and poses difficult questions

• What is my teaching like?
• Why is it like this?
• How ahs it come to be this way?
• What are the effects of my teaching on my
students?
• What would I like to improve and why?
• How can I improve what I do?

• Reflection is more than just thinking and
talking about that thinking
• It is a creative process that demands change,
improvement and movement.
• It should be formative, tha is periodic,
constructive and deliberate

• able to articulate ideas, issues, beliefs, and
values about the act of teaching and learning
with colleagues, students and parents in an
artful and clear fashion
• Able to examine proactive issues and
problems, disclose them in a variety of
perspectives, and articulate their beliefs and
values about them in a public forum
10. A Mental Life 10.4. Communicative

• able to flex to the changing needs and
demands of the profession
• Adapting to each new situation and loving it
10. A Mental Life 10.5. Responsive

Highly Effective Teacher Adapt
• To new Principals, & new administrators
• To new boundary changes
• To new Curricular upheaval
• To angry parents, & violent students
• To reassignments & relocations
• To subject changes, room changes
• To school closing and opening
• To lack of materials, & instructional leadership
• To loss of jobs, loss of face

• They come to work through hot sun, rain &
floods
• They show up with broken legs, toothaches
• They walk, ride the bikes, take the train/bus to
get to school
• They teach through suffocating heat, under
tree, falling asbestos, peeling paint and broken
toilets
• They teach without textbooks

They are as flexible as ---- when it
comes to the demands of the
profession lays upon them.
Yet they remain firm as ---- when it
comes to their values and beliefs

It is not how much you know,
but how much you care
If there is not any caring,
‘then the knowledge will
never be transmitted’

Voice of a Student
We should get equal attention, but teachers
make no effort. They focus only on good
students, they don’t reach out. My maths
teacher treats me like a dirt. I am either
embarrased or ignored. I was told in front of
the whole class that I failed my test.

Poor Teacher
• Add stress and sleepless nights to
HOD/Principal
• Contribute to low staff morale
• Create scores of angry parents
• Damage students and diminishing learning
• Don’t care
• Ehen they are Vague and confusing, their
students donot learn as much

Highly Effective Teachers
• Highly effective teachers possess the moral,
intellectual and social skills to use their
leadership for good in the lives of Students,
Parents and Colleagues.
• Have a Passion to be with students and to help
them be Successful
• Deep desire to Serve others – Altruism
• Apparently can relate easily and naturally to
students
• should get to know their students as individuals

• The skillful teacher recognize the slippage almost
before it happens and knows just the right moves
to bring an individual student or entire class back
to task
• The effective teacher exhibits his or her own
unique style, brining drama, enthusiasm,
liveliness, humor, charisma, creativity, and
novelty to his or her teaching.
• They struggle daily to find answers to difficult
questions related to students achievements

• They articulate their expectations and then
provide supportive, systematic instruction that
enables every child to achieve far more than
that child would have with low expectations.
• They are clear about what they intend to
accomplish through their instruction and they
keep these goals in mind both in designing the
instruction and in communicating its purpose
to the students.

• Highly effective teachers constructing
classroom cultures in which students, who do
not come to school with built-in expectations
and confidence, can succeed.
• They believe in their own ability to make a
difference and then by setting high
expectations for students that come built-in
with a teacher who won’t let them fail.

• They use multiple models and approaches
• They continually add to and refine their repertoire of
teaching models
• They choose an approach or model that best fit the
content, the level of their students, and the objective
they wish to achieve
• They develop their own unique models of teaching that
specifically apply to their students and area of teaching
• They carefully consider new approaches that are
introduced to them by evaluating research and
examining results

• Students do not understand and the teachers
do not explain better
• Teacher does not know who students really is
inside
• Calculus need not be made easy; it is easy
already

Highly effective teacher

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