The Essential Characteristics of Effective Teaching Essay Example
The Essential Characteristics of Effective Teaching Essay Example

The Essential Characteristics of Effective Teaching Essay Example

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  • Pages: 7 (1843 words)
  • Published: December 9, 2016
  • Type: Essay
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According to Dictionary.com (2012), the word effective means being adequate to achieve a purpose and producing the intended or expected result. Effective teaching involves various characteristics, including a deep understanding of the curriculum, syllabus, and subject by the individual teacher. This understanding is necessary to create an ideal learning environment for each Australian student. As stated by the Australian Curriculum, Assessment and Reporting Authority (ACARA) (2012, overview tab), this environment should provide a foundation for successful, lifelong learning and participation in the Australian community. Additionally, effective teaching should cater to the needs of a diverse range of students regardless of their background or ability.

The text explores the attributes and qualities that make a teacher effective. It underscores the significance of having a positive philosophy on pedagogy, a professional teaching approach, and effective learn

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ing strategies. Additionally, it stresses the importance of exemplary planning skills and a behavioral management plan. The text also highlights how professionalism is crucial for effective teaching as it encompasses academic, ethical, legal, professional, personal, and cultural standards.

According to Whitton et al. (2010), teachers must have a degree from a recognized institution as required by law, which may fulfill the requirements for teacher registration in their state authority. Proficient teachers may also have additional certificates such as first-aid and resuscitation. The professionalism of teaching is dependent on appropriate conduct and practice, influenced by the school's ethos and philosophy (Whitton et al. 2010).

Teachers must commit to lifelong learning, which can be accomplished by reading, conducting research, or studying (Whitton et al., 2010). They should also follow the policies and procedures of the school and governing bodies.

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Additionally, teachers should maintain proper conduct and exhibit transparent behavior. It is crucial for teachers to appropriately handle confidential information since any misuse may lead to legal problems for both the teacher and the school (Whitton et al., 2010, p. 123).

Teachers are required to complete documentation that allows them to work with children and ensures they protect students from foreseeable injuries. A capable teacher will address verbal, physical, or emotional bullying, report signs of abuse, promote inclusivity, avoid damaging anyone's reputation, and inspire their colleagues and students through their professional conduct (Whitton et al., 2010).

A professional teacher who is effective will arrive to work and school activities on time or early and will exhibit exemplary personal standards in attire, behavior, speech, and conduct (Whitton et al., 2010). They will show respect and tolerance towards students, parents, and colleagues of diverse races and religions. The video by Davis & Gooding (2008) demonstrates this, as it features students from different backgrounds, and the teacher treats all students equally without showing any favoritism. The second important aspect of effective teaching is the utilization of teaching strategies.

Constructivism is a widely used teaching strategy and the dominant approach in Australia (Fetherston, T. 2007). A constructivist teacher helps students construct their own ideas by guiding and supporting them, drawing on prior knowledge and connecting it to new learning (Marsh, 2008). This enables students to create their own understanding of external events (Fetherston, 2007). Two influential theorists in this field are Jean Piaget and Lev Vygotsky (Fetherston, 2007).

Both Piaget and Vygotsky support and promote constructivist teaching in contemporary learning environments. However, they have different

viewpoints on constructivism. Piaget is linked to psychological constructivism, which emphasizes cognition and how individuals construct their knowledge. On the other hand, Vygotsky is identified as a social constructivist who emphasizes language and the group. In the video by Davis & Gooding (2008), the teacher incorporates both theorists' perspectives in her approach to constructivist teaching.

The teacher prompts the students with the question "does the worm have legs?" This prompts the students to recall information from their prior knowledge and apply new knowledge by categorizing mini beasts into three groups: slither, crawl, and fly. Appendix A follows this approach by building on the students' existing knowledge from the previous lesson and providing guidance and support as they learn new information (Fetherston, 2007).

The video by Davis & Gooding (2008) demonstrates how the teacher incorporates both collaborative and cooperative learning in the lesson. Initially, the whole class engages in collaborative learning, working together towards a shared objective. Then, the students are divided into three groups to engage in cooperative learning, where each student works independently but will consult the group when necessary.

According to Fetherston (2007), in these instances, the teacher gives priority to the group. Working in a group provides three distinct advantages. Firstly, it allows students to improve their interpersonal skills by communicating with other members of the group. Secondly, it encourages diverse thinking as students participate in discussions and collaborate to find solutions. Lastly, students also experience emotional growth by supporting and encouraging each other's ideas and working together (Fetherston, 2007).

When designing their lessons, teachers have the option to use nine grouping techniques. It is crucial for teachers to take

into account the lesson content, student diversity, and available space and resources in order to effectively incorporate these strategies. Lesson planning plays a significant role in effective teaching as it aligns with models such as the NSW Quality Teaching model. In order to do so, teachers must carefully plan their actions and reasons behind them (Killen, 2007). Effective teachers possess planning skills along with knowledge of learning taxonomies (Whitton, 2010) and a comprehensive understanding of curriculum, syllabus, and subject matter. This knowledge helps them create long-term, medium-term, and short-term lesson plans (Killen, 2007).

According to Killen (2007), it is the responsibility of individual teachers to ensure that all aspects of the curriculum are included in their planning process. This includes providing students with the necessary information to progress to the next level of their education by the end of the school year. The successful integration of individual lessons into medium- and long-term planning is vital for achieving this goal.

The significance of incorporating various elements in a lesson plan is emphasized in the text. These elements encompass the content, which includes the subject being taught and links to the curriculum. Furthermore, the product plays a vital role as it represents what the learner produces to showcase their comprehension of the lesson. The process pertains to the behavior or actions of the student during the lesson. Conversely, the environment refers to the conditions in which the lesson will be conducted. Lastly, evaluating the desired objective - which serves as the focal point of the lesson - requires considering and assessing the level of attainment achieved by each student (Whitton, 2010). When planning, it is

crucial for an effective teacher to take into account their students' individual needs (Killen, 2007).

Not all students learn at the same pace. Some students may have intellectual challenges or sensory impairments and may require additional instruction or help from a Teacher’s Aid. It is crucial for teachers to incorporate these needs into their lesson plans. An effective teacher will also ensure that all materials and resources are prepared and organized, maximizing the time spent on lesson content rather than lesson preparation. Thoughtful teacher planning, regardless of expertise level, helps to promote purposeful, effective, and efficient student learning (Killen, 2007, p. 67). The video by Davis & Gooding (2008) showcases numerous activities that were set up for student learning. Extensive planning was involved, including gathering a selection of mini beasts from the garden the night before. The teacher had already assigned students to their groups and provided the Teachers Aid with a list of student names and their respective activities.

The video by Davis & Gooding (2008) demonstrates the importance of thoughtful and careful detailed planning in achieving good learning outcomes for students. However, there are instances where even thorough planning cannot guarantee the success of a lesson. In the video, the teacher encounters technical difficulties with her smart board but chooses to continue with the lesson without addressing the issue.

Appendix A includes taxonomies of learning that cover the intellectual, emotional, and physical aspects of the learner (Whitton, 2010). These taxonomies address important areas such as content, objectives, resources, timing, space, grouping, prior knowledge, teaching and learning strategies, sequence, formative evaluation, and summative assessment. Another crucial aspect of effective teaching is behavioral management.

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A study by Cruickshank, Jenkins, and Metcalf (2005) as cited in Marsh found that a comprehensive management plan is crucial, incorporating both proactive and reactive strategies. It is recommended that effective teachers commence the implementation of a well-thought-out plan at the beginning of the academic year. In addition to this, it is important for teachers to be mindful of their teaching style and its impact on students and their behavior in class. Achieving a balance between authority and empathy is vital for an effective teacher (Whitton et al., 2010).

There are four approaches to effective teaching that a teacher can employ. The first approach is authoritarian, where the teacher expects obedience from students and uses fear tactics to maintain control of the class. The second approach is permissive, where the teacher lacks organization and confidence, being inconsistent and allowing students to dictate how and when lessons are taught. The third approach is authoritative, which involves successfully balancing proactive and reactive strategies in the classroom. Finally, there is the rejection approach, where the teacher neglects their responsibilities (Whitton et al., 2010).

In their classroom management plan, an effective teacher will include positive strategies. These strategies include establishing rules, advocating student accountability, designing a conducive classroom environment for learning, establishing positive relationships with students, providing effective communication and instruction, teaching new behaviors, catering to different learning styles, and reinforcing desirable behaviors. It is important for teachers to reinforce and teach desirable behaviors while minimizing the use of punishment (Sulzer-Azaroff & Mayer, 1994. as cited by Whitton et al. , 2010). Additionally, an effective teacher will establish a positive classroom climate, routines, and a unique

balance between the quantity introduced. They will also utilize effective communication channels using both verbal and non-verbal cues and collaborate with students and parents (Marsh, 2008).

In the video by Davis & Gooding (2008), the teacher adopts an authoritative approach to teaching. She praises the children for correct answers and motivates them to try again when their answers are incorrect. Additionally, she arranges her classroom effectively, utilizing the available space to distribute activities throughout the room, thereby allowing students to move freely. Furthermore, the students promptly respond to both her verbal and non-verbal cues, immediately paying attention when requested.

The teacher demonstrates a method of gaining the attention of the children through hand movements and tapping a tambourine. This strategy establishes rules, boundaries, and respect for the teacher. Additionally, the teacher is able to meet individual student needs by utilizing assigned Teacher Aids. Appendix A exemplifies an authoritative approach to students and incorporates established verbal and non-verbal cues to foster a positive classroom atmosphere.

An effective teacher comprehends the expectations of being an effective educator and the necessary steps to achieve this goal. They possess a profound understanding of the curriculum, syllabus, and subject knowledge, enabling them to create and organize effective lessons. Furthermore, they take into account the needs and capabilities of all students during their daily interactions with the class while maintaining a positive teaching philosophy. Additionally, an effective teacher consistently displays professionalism and adopts sound learning strategies with a robust plan for managing behavior.

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