Effective Teaching

The Essential Characteristics of Effective Teaching

There are many attributes a teacher must possess to become an effective teacher. The way the teachers conduct themselves in the classroom will influence their student’s future, and as a teacher is a role model to all students, they must go about their daily activities with numerous essential characteristics. Teaching strategies have been impacted by Piaget’s and Vygotsky’s theories and because of these, constructivist teaching is now widely accepted across the education system and cognitive skills have developed. Future development of a child will be impacted by the education they receive and the teaching strategies used by their teachers, saying this, it is vital that teachers collaborate with others, dedicate themselves to educating their students, communicate information to their audience, abide by their legal responsibilities, create a positive learning environment and are able to improve their professionalism by continuously educating themselves in order to provide a better learning environment for their students and colleagues.

Teachers professional knowledge of the curriculum, the subjects taught to the students, the core values of the school, the knowledge of the values of the Education Department in their relevant state or territory, the knowledge they have of their individual students, the way they practice in the classroom, and the ethics they exercise in all fields of teaching, in and out of the classroom are all a part of professional teaching practices. “To be effective in the promotion of student learning they often require high levels of technical and other knowledge – about the subject matter to be taught, about the nature of learning and ways in which it can be facilitated, about the particular curriculum and its context, about the students concerned, about the school and school system and their contexts” (Preston, 1993, p.11) Teachers need to remain vigilant of all students under their supervision. With the use of all resources available, teachers need to cater for their students needs. They may have to adapt to each individual student to allow them to be creative and develop their cognitive skills. Teachers must evaluate their students to monitor their progress and report back to their findings for evidence of the student’s capabilities in each subject. The teacher should also engage in school activities outside of their classroom. Knowledge should be shared amongst their co-workers, and they need to execute the curriculum in order to make sure the students are at the expected learning stage for their age. They need to be a team player and participate in meetings and be pro-active in planning for the school. “Professional learning is seen as a key means of ensuring that teachers have the skills, knowledge and understandings necessary to provide students with high quality education.” Western Australian Department of Education (WADoE), ( 2004)

Preparations for the lesson are crucial, and to carry out the curriculum guidelines and ensure the success of the students, it is imperative that teachers plan for the lesson. A number of factors must be considered when planning a lesson. As the pedagogy behind teaching is always changing, it is important that teachers keep themselves educated. Using appropriate resources available to them, teachers must adapt to changes in curriculum requirements, how they deliver their lessons, and how the students learn because of their teaching strategies. “Good teachers are committed to planning because it allows them to develop the most meaningful learning activities, processes and outcomes for their students. Successful planning equals successful learning experiences for students” (McBurney-Fry, 2002, p.57)

The topic of the lesson needs to be acknowledged, and taking into consideration the cognitive skills of all students, a teaching strategy for the lesson needs to be selected, and then discovery of how to present the lesson will be determined. If the lesson is not interesting or enjoyable, this may hinder the ability to process the information. As students process information differently, the way they learn may vary. The teacher needs to be adaptable to allow for variances in the learning levels of their students. If a student is not able to process the information, their learning capabilities will be affected. “The situation is often complicated in school learning by the teacher’s choice of content and representations, and by the limited knowledge of some concepts and strategies that children bring to the situation. (Evans, 1991, p.27) After deciding on the topic of the lesson, the teacher needs to address the goal/objectives and the teaching strategy, which will be most suitable for the topic at hand. Florence Robertson set out to get the students to understand the grid method in multiplication and decided on small-group work, co-operative learning and problem solving as a teaching strategy. (Evans & Atteshlis, 2012) Upon deciding on the teaching strategy to be used, the teacher needs to be adaptable, because if the goals for the lesson are not been achieved, the teacher needs to find an appropriate solution in regards to the students comprehending the information been taught. To ensure that the students have a thorough understanding of the lesson, a reflection of the lesson should be completed to show the students competency of the subject been taught. “Evaluation of student’s learning helps teachers in the development of following lessons. It guides teachers in the development of future content and projected levels of learning” (McBurney-Fry, 2002, p. 72)

By creating a positive learning environment, students will be motivated to participate in the lesson which will result in a desired outcome as set by the curriculum, where students are successful in all aspects such as knowledge, behaviour and skills they acquire. Creating a positive and motivated learning environment, involves the teacher, the surroundings and the other participants in the classroom. Motivation is what makes a student want to apply him or herself to the lesson. “The educator’s job is not to increase motivation per se but to discover, prompt, and sustain students’ motivations to learn the knowledge and skills needed for success in school and in life, and to engage in activities that lead to this learning” (Slavin, 2009, p. 297). Classroom environment’s that are warm and inviting can assist in creating a positive environment. Factors such as seating arrangements, the temperature, how the students work and their acceptance of one another, then the teaching aspects such as the teacher’s knowledge, methods and classroom management, their encouragement, and the activities they design for the students can also impact the students behaviour. Florence Robertson in the Year 5 Math class video displayed complete control over the classroom. The students knew when they had to finish their discussions without a word spoken by the teacher. Three fingers were raised in the air and a silent countdown began. By the time the teacher had got to one, all students on every occasion had turned and gave the teacher their full attention. By having good classroom management, the teacher gained the respect of the students and this assisted her by allowing the lesson to be conducted in an achievable and timely manner. (Evans & Atteshlis, 2012) For the students to have a positive attitude, the teachers need to have a positive attitude. The way the teacher interacts with the student can affect their learning outcomes. Non-verbal communication is also vital. Students are able to get cues from the teacher’s body language. “Do: make eye contact with students when you are speaking; scan students frequently while you are talking; face the class when you are talking; use a number of positive expressions and gestures; direct your body to the specific students you are addressing; move systematically to students in different locations in the room. (Marsh, 2004, p197)

As every student is different, teaching strategies may vary according to the situation the teacher is faced with. Small group work, co-operative learning, problem solving, student research, role-play, case study, student writing are just some of the teaching strategies available. Small-group work encourages students to collaborate with each other, which not only encourages input from all participants, but also assists socio-emotional development. “Group work allows students to experience roles as leaders, peers and subordinates and to experience a range of social contacts.” (Killen, 2005, p.128)

Taking into account Piaget’s theory of cognitive development, with the suggestions that “children learn a great deal from interacting with their fellow human beings” (McDevitt & Ormrod, 2010, p. 196) and also Vygotsky’s developmental theories that “children often do internalize – and so eventually use independently – the complex thinking processes they first use in social interaction,” (McDevitt & Ormrod, 2010, p. 219) constructivist teaching methods are now incorporated into the teaching environment. Using these constructivist-teaching methods helps the teacher to achieve effective teaching methods. Allowing the students to create their own knowledge and learn in a social environment by negotiation, sharing and evaluating can allow the student to enjoy their schooling more and in turn, achieve more from the lesson. The constructivist teacher needs to structure the classroom in regards to teaching strategies and social aspects so that students will interpret the constructivist lesson. “In constructivist instruction, students are encouraged to use their own methods for solving problems. They are not asked to adopt someone else’s thinking but encouraged to refine their own.” (Clements & Battista, 1990, p.35)

Collaborative and Cooperative teaching practices are effective in the classroom. Students working within groups to collaborate information and ideas and then proceeding to working by themselves in collaborative practices, to working in groups all the time in cooperative practices, may allow them to show their individuality, by taking in information from the group discussions, then adding their personal touch to the topic. It can also help them by working in a team environment, and assists with their social skills. Florence Robertson encouraged group work in the maths lesson, and made sure all of the students were participating by quizzing the students when the attention was required at the front of the classroom. (Evans & Atteshlis, 2012) The teacher is responsible for monitoring the students and responds to students work, and works with the groups to ensure they have a thorough understanding of the topic. “Facilitating effective small group learning means helping group members perceive the importance of working together and interacting in helpful ways.”(Bennet, 1991, p.33)

Students need to understand that they are been educated in a quality-learning environment. Reducing the negative aspects and showing them the respect they deserve will go a long way in achieving this. This is achieved by creating a rapport with each student and showing them support and an interest in them. The teacher needs to believe in their students, they need to look for the student’s strengths and show the student that as a teacher and role model to them, they are genuine. Teachers need have a lot of patience, and to get the best out of their student’s, they need to strive for the best out of themselves. Setting high expectations is not just for students, but for teachers also. Teachers need to look for ways to improve their classroom in order to get the best results. “How can I make my classroom a more pleasant and supportive place for learners?” (Killen, 2005, p.19).

Quality teaching needs to show the significance of the lesson and why the student should complete the lesson. Characteristics of a quality teacher include effective communicators, commitment, compassion, curiosity, patient and persistence, willing to share and collaborate, resourceful and inventive, well organised, optimistic and ethical. (Killen, 2005, pp. 34-35). Communication with students and fellow workers needs to be clear and engaging. Commitment to the teaching profession and to helping students achieve the best they possibly can by supporting them, making every possible effort to increase the students and their own knowledge, caring for and respecting their students, challenging themselves to learn more, not giving up easily, sharing their information with others, finding new ways of doing things, keeping on top of things, believing in their students, and abiding by policies and regulations. “For the work of students to have meaning and impact beyond the classroom, pedagogy must make it clear that students’ learning matters.” New South Wales Department of Education and Training (NSWDET) 2003, p.7

Teachers should also assess and reflect on the lesson. The assessment will confirm the students understanding of the lesson. Assessment of students can be conducted by carrying out a summary of the lesson and getting students to answer questions. A written exam could be completed on the subject and by interacting with the students whilst conducting the class will give the teacher a thorough understanding of the accomplishment each students knowledge and if further assistance is required on the topic. Reflection involves looking over the lesson and finding out if the objectives of the lesson were met. Also thinking of ways that the lesson could have gone better, and what could have been done differently to achieve a more positive result. Reflection is not only on the outcome of the students but also a self-reflection for the teacher to prepare for greater results in future lessons. By completing a self-assessment, “it provides an impetus for professional challenge and change in future learning episodes, leading to more relevant and motivational lessons” (McBurney-Fry, 2002, p.73.)

Many aspects are involved when it comes to characteristics of effective teaching. All of these attributes combined make the up the qualities for effective teaching methods. By using a range of pedagogies and encouraging students to work both as individuals and in teams can assist the students education and development. Understanding that students learn at different rates means patience is essential when it comes to teaching. Teachers need to create a positive atmosphere for their students and encourage them in their development. Having the knowledge of the content and learning processes, which are completed by continuous education for the teacher and using all resources available to assist the students in learning. A safe learning environment must be provided to the students to allow students to strive for the best possible results. Finally, teachers must build a strong rapport with their students, which will show the student that they are genuinely interested in the student. All of these features are essential characteristics of effective teaching. (1841)

APPENDIX ONE: LESSON PLAN

Learning Area Year Time/Session Date
Mathematics – Estimations 5 2pm – 1hr in length 24th Oct

Topic/Lesson Title: Money Matters
PREPARATION
Follow up lesson for
Year 5: Maths – Multiplication. Retrieved from http://www.schoolsworld.tv/node/2051?terms=644
Students previously learnt the grid method to do 2 digits by 2-digit multiplication.

Rationale / Goal
This rationale of this lesson is to familiarize students with how to estimate answers for real life scenarios, using previous knowledge in 2 digits by 2-digit multiplication. Students will work in small groups to obtain the results. The student will be able to round the answer to the nearest ten to work out how much money they would approximately need to by a product. This is directly related to the Year 5 Number and Algebra strand (ACMNA099)

Learning area links as per Australian Curriculum http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACMNA099 Mathematics / Year 5 / Number and Algebra / Number and place value

Children’s prior knowledge/experience
In the previous lesson, the student’s learnt how to multiple 2 digits by 2 digit numbers by using the grid method. Demonstrations were made to the student’s on how to simplify the grid method by breaking down the equation. The importance of keeping the digits in the correct column of either 1000’s, 100’s, 10’s or 1’s was addressed and asking them to explain what units are, tested the student’s knowledge. Student’s worked in small groups to collaborate with each other and discussed what they had previously learnt in regards to units and inverse methods to find the answer. (Evans & Atteshlis, 2012)

Objectives
At the end of the lesson the children will be able to:
• Be able to estimate how much money will be required when shopping by taking 2 digits by 2 digit numbers and round them to the nearest 10 prior to completing the calculation.
• Students will work in small groups with student’s collaborating with each other to find the best way to complete the equation.
• The student will display their competence in the lesson by teacher observations, student discussions and student’s ability to solve equations on their worksheets (Bloom, 1956)
Preparation / Resources
• Photocopied currency notes in dollar denominations
• Photos of products that will be purchased (e.g. sporting goods, clothes, toys etc.)
• Blank paper for calculations
• Overhead projector transparencies prepared with lesson key elements, examples, and explanations explained on them
• Overhead projector

PROCEDURE
Introduction/Motivation
• I am going to link the lesson to ‘real-life’ scenarios by using their experiences at home to relate to the topic.
• The children will be seated at the front of the room and then a question will be put to them, “Have you ever heard your parents ask ‘I wonder how much that will cost?’ and “why do they think they ask that question”
• Two students will be asked to specifically describe when this happened and why it occurred. I will elaborate on their answers and describe the importance of budgeting.
• Explain how to estimate how much money will be required to purchase a product by rounding the price to the nearest $10.
Main Body of the lesson
• Test the knowledge of the students in regards to the grid system by asking them to explain what steps are taken to complete an equation
• Display the 1st scenario on the whiteboard - how to determine if the numbers need to be rounded up or down, explaining that if the number is below 5 then that number should be rounded down, and if the number is above 5, then that number should be rounded up.
• Display the 1st example on the board. “If the local cricket club needed to buy a cricket bat for each player in the team and they are $18 each, how much money would they need if the team had 11 players?
• Encourage student participation by asking should the $18 be rounded up to $20, or rounded down to $10 and why?
• Ask another student if the 11 players should be rounded up to 20, or down to 10, and why.
• Work through the example with the students on the whiteboard, encouraging them to answer the question.
• Show the students one more scenario, by explaining that if the teacher wanted to buy them all a Justin Bieber CD for a Christmas present at a cost of $24 each, approximately how much money would she require for the entire class, considering there are 28 students in the class. Again, encourage each student to participate in the example, by gathering responses from different students. Work through the example together on the whiteboard
• Break the class into small groups of 4 or 5 that usually avoid working together, to get them to move out of their comfort zone and collaborate with students they do not usually work with, and give each group a different scenario. This will also allow students to get an insight into different ways of thinking and communication with unfamiliar peers.
• Walk around the groups to listen to the input from each student and making sure they are all having an input into the task.
• Call the attention of the class to the front of the room and ask each individual group to explain their responses and how they came up with that answer, making sure that different students respond to each step to determine their knowledge of the lesson. The questions put to the students will be open questions to encourage them to elaborate their understanding of the topic. (How, When, Why, What, Who)
• Get each group to construct their own scenario and devise a question for themselves based on that scenario
• Break groups into the groups to complete the task
• Work with the separate groups to make sure each student is actively participating and to find out if there are any issues arising.
• Draw the students attention to the front of the room to reflect on the lesson
Closure/ Student reflection
• Ask the students to chat between themselves how they think estimating will be useful when they are working out the cost of something and also how are they going to use the information next time they are planning on purchasing something
• Ask the students to display their understanding of the lesson by placing their hand fully in the air if they do not think they need any more help with the lesson, placing their hand on their head if they need a little more help and their hand on their chin if they need lot of help.
• Ask the question “If the number is between 1 and 4, should the number be rounded up or down? And if the number is between 5 and 9, should the number be rounded up or down?
• Explain what will be in the next lesson
Assessment
• Take note of the students participation in the group work and how well they worked together
• Were they able to solve the examples they were working on
• How did they show their understanding of the lesson

References: Check ref guidelines on how to format correctly.

Bennett, B. (1991). Basic Elements of Cooperative Learning; Cooperative Learning: Where Heart Meets Mind. Curtin University Library

Bloom, B. (1956). Taxonomy of Behavioural Objectives.

Clements, D.H. & Battista (1990). M.T. Constructivist Learning and Teaching; Arithmetic Teacher, 38(1). Curtin University Library

Evans, G. (1991). Learning and Teaching Cognitive Skills. Victoria, Aust: The Australian Council for Educational Research Ltd

Evans, P. (Executive Producer) Atteshlis, C. (Producer) (2012). Melcombe Primary School, Year 5, Maths. Retrieved from: http://www.schoolsworld.tv/node/2051?terms =644

Killen, R. (2005). Effective Teaching Strategies: Lessons from Research and Practice. (3rd Ed.) Victoria, Aust: Thomson/Social Science Press

Killen, R. (2005). Programming and Assessment for Quality Teaching and Learning. Curtin University Library

Marsh, C (2004). Becoming a Teacher (3rd Ed.) Curtin University Library. NSW, Aust: Pearson Education Australia

McBurney-Fry, G. (2002). Improving Your Practicum: A Guide to Better Teaching Practice. Katoomba, NSW, Aust: Social Science Press

McDevitt, T & Ormrod, J. (2010). Child Development and Education. (4th Ed.) New Jersey, USA: S4Carlisle Publishing Services

New South Wales Department of Education and Training (NSWDET) 2003. Quality Teaching in NSW Public Schools, Discussion Paper. Retrieved from: http://www.det.nsw.edu.au/proflearn/docs/pdf/qt_EPSColor.pdf

Preston, B. (1993). Teacher Professionalism: Implications for Teachers, Teacher Educators and Democratic Schooling. Curtin University Library.

Slavin, R. (2009). Educational Psychology: Theory and Practice (9th Ed.) Curtin University Library. New Jersey, USA: Omegatype Typography, Inc.
Western Australia Department of Education (WADoE). (2004). Competency Framework for Teachers. (2004). Perth: The Government of Western Australia. Retrieved from: http://www.dt.wa.edu.au/policies/detcms/policy-planning-and-accountability/policies-framework/guidelines/competency-framework-for-teachers.en?oid=com.arsdigita.cms.contenttypes.guidelind-id-3738620

References: Bloom, B. (1956). Taxonomy of Behavioural Objectives. Clements, D.H Evans, G. (1991). Learning and Teaching Cognitive Skills. Victoria, Aust: The Australian Council for Educational Research Ltd Evans, P Killen, R. (2005). Effective Teaching Strategies: Lessons from Research and Practice. (3rd Ed.) Victoria, Aust: Thomson/Social Science Press Killen, R Marsh, C (2004). Becoming a Teacher (3rd Ed.) Curtin University Library. NSW, Aust: Pearson Education Australia McBurney-Fry, G McDevitt, T & Ormrod, J. (2010). Child Development and Education. (4th Ed.) New Jersey, USA: S4Carlisle Publishing Services New South Wales Department of Education and Training (NSWDET) 2003 Preston, B. (1993). Teacher Professionalism: Implications for Teachers, Teacher Educators and Democratic Schooling. Curtin University Library. Slavin, R. (2009). Educational Psychology: Theory and Practice (9th Ed.) Curtin University Library. New Jersey, USA: Omegatype Typography, Inc. Western Australia Department of Education (WADoE)