Characteristics of Effective Teachers

Contributed by:

Sharp Tutor Mon, Jan 10, 2022 05:04 PM UTC

Lesson planning is not just what goes into the “checkerboard squares” book. It goes on all day and sporadically into the night
Let's see how it goes.

1. Characteristics of
Effective Teachers

2. What is the difference
Between the good teacher
and
the effective teacher?

3. One is a philosophical
question, the other
empirical.

4. The big picture:
 Teacher as a
reflective
decision-maker
 Teachers make
hundreds, even
thousands of
decisions each
day

5. Lesson Planning
 Lesson planning
is not just what
goes into the
“checkerboard
squares” book.
 It goes on all
day and
sporadically into
the night

6. Lesson implementing
 Lesson
implementing is
what people
usually think of
as teaching
 That’s actually
less than half
the teacher’s
day!

7. Evaluating
 Evaluating does 100
more than just 80
give feedback to
60
students; it helps Bill
40
the teacher, too Janie
20 Sam
 After evaluation,
0 Mary
the teacher is
Test one
Test 3
ready to plan
again.

8. Four areas of essential
competence for
teachers
 Attitudes that foster learning and
genuine human relationships
 Knowledge of the subject matter
 Theoretical knowledge of
learning and human behavior
 Skills of teaching {presentation}

9. Teacher attitudes
 Toward self. “Know thyself.”
 Towards children. Preferences for
some, dislike for others. Self fulfilling
prophecies
 Peers & parents.
Authority/collaboration,
competition/cooperation
 Attitudes toward subject matter.
Enthusiasm helps!

10. Subject matter
knowledge
 Pure content knowledge
 Pedagogical content knowledge

11. What theoretical
knowledge is needed?
 Theory versus hypothesis.
 Educational theory. What is
most likely to happen in a given
situation?
 Theoretical knowledge is used
to (1) interpret situations and
(2) solve problems

12. What teaching
(presentation) skills are
needed?
 Ability to ask different kinds of
questions
 Ability to reinforce certain kinds
of student behaviors
 Ability to diagnose student needs
 Ability to vary the learning
situation to assure involvement

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