highly effective teacher

H i g h l y Eff e c ti v e Te a c h e r

Dr.N.Asokan M.Sc.,M.E.,[email protected]

9445191369

mailto:[email protected]

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

• What the effective 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 . P e r s o n a l T r a i t s t h a t S i g n i f y C h a r a c t e r

1. Mission-Driven and Passionate

2. Positive and Real

3. A teacher -Leader

What the effective teacher IS?

1. Mission-Driven and PassionateFeeling 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 entailHave 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

RespectCaringEmpathyFairness

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 strengthUnderstand your

problemsRespect your unique

qualitiesTell you the truth in loveThey 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

LeadershipInfluencing 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 encourageTo stimulate and to achieve latent talent and creativity.To bring forth achievement from discouragement and

despairTo 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 ParentsAffirmation: 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



• What the effective teacher is

• Mission-Driven and Passionate

• Positive and Real• A teacher -Leader


• What the effective teacher does

• With-it-ness• Style• Motivational Expertise• Instructional

effectiveness


• What and How and effective teacher thinks

• Book Learning• Street Smarts• A mental life


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 Management2. Engagement of Students3. 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/comput

er

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

4.2. Engagement of Students Through 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. 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 Management2. Engagement of Students3. The Effective Use of Classroom Time

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. The Effective Use of Classroom 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. The Effective Use of Classroom Time 4.3.2. Student Engaged Time

• Time during which when a student is successfully engaged in learning

4.3. The Effective Use of Classroom Time 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. The Effective Use of Classroom Time 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. Humor2. Creativity3. 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.


4. With-it-ness

5. Style


7. Instructional effectiveness

What the effective teacher DOES

• 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 Factoras

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.

6. Motivational Expertise 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. Motivational Expertise6.1. 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 EfficacyQualities 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 C A PA C I T Y T O L E A R N

3. The learner’s B E H A V I O R is purposeful, strategic and intelligent

4. The teacher M A K E S A D I F F E R E N C E 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

Qualities of Teacher to Motivate Students

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

Qualities of Teacher to Motivate Students

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 achieversx Calling on low achievers less oftenx Seating low achievers further from the teacherx 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 EffectivenessHighly 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. Instructional Effectiveness7.1. 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 Communication1. 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.

IncludesPresenting new Materials

Explaining Concepts

Giving Directions

Explaining Directions

Activating Prior Knowledge

Re-Explaining old MaterialsDealing with Students Confusions

Making Connections during Instruction

7. Instructional Effectiveness7.2. 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. Instructional Effectiveness7.3. 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. Instructional Effectiveness7.4. 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. Instructional Effectiveness7.5. Ability to Apply the Principles of Learning



•What the effective teacher is•Mission-Driven and Passionate•Positive and Real•A teacher -Leader

B. Teaching Traits that Get Results•What the effective teacher does•With-it-ness•Style•Motivational Expertise•Instructional Effectiveness


•What and How and effective teacher thinks•Book Learning•Street Smarts•A Mental Life


What and How an Effective Teacher

thinks

• Knowledge

• Curiosity

• Awareness

8. Book Learning

9. Street Smarts

10. A mental life

R e s e a r c h F i n d i n g s

• 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 knowledge1. 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


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 Life1. M e t a c o g n i ti v e : able to read one’s own mental state and then

assess how that state will affect one’s present and future performance

2. S t r a t e g i c : able to think aloud and model strategic learning for students

3. R e fl e c ti v e : able to think about personal teaching behaviors for the purpose of self-growth

4. C o m m u n i c a ti v e : able to articulate ideas, issues, beliefs, and values about the act of teaching with colleagues, students and parents

5. R e s p o n s i v e : 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

I n n e r C o a c h

• 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

M e t a c o g n ti v e Te a c h e r 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

I n e ff e c ti v e Te a c h e r sx 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

T h a n k y o u