What Is an Effective Teacher - Report Example

Running Head: An Effective Teacher Your name Course name Professors’ name Date Outline Overview of my own belief of an effective teacher Other accounts of an effective teacher Roles and pedagogies of teaching and learning Theories of learning and motivation Effective environment Addressing social justice issues Future education and teaching changes Introduction This paper will shade light on an effective teacher. The first part is an outline of my own belief of an effective teacher given experiences at low grades of learning and higher institution of learning and teaching. This is followed by other accounts of an effective teacher. The section will address role and pedagogy of teaching, theories of learning and teaching, learning environment, and how social justice issues can be handled by an effective teacher. Lastly, changes that may occur within the field of teaching and learning will be given special attention. Own belief about an effective teacher Since I began schooling, my conviction about an effective teacher revolved around the capacity to transmit directly to the students. The role of a teacher was to communicate knowledge in a succinct and structured manner, clarify solution, assign students clear and resolvable problems, and to ensure tranquillity and concentration in a classroom environment. This teaching approach is well pronounced in high school level of studies where teachers set clear objectives for learning, instructions progresses from simple to complex concepts, students progress is monitored, and an aspect of re-teaching contents. Moreover, teachers intensified practices, application, and assessment during a teaching-learning session. During my lower grades, teachers were main sources of knowledge. Actually, students remained as passive listeners while a teacher played the role of a master i.e. a know-it-all. The premise of this belief is that learning can be optimised where a teacher presents clear content such that misinterpretation is removed while generalization is facilitated. Use of direct instruction in teaching was further motivated by the idea that students are able to learn if taught correctly. Besides, contents of a lesson ought to be disintegrated into teachable and learnable steps. The other element that gave me a motivation to belief that direct instruction is an effective approach of teaching is the principle that students must master language, literacy, and numeracy skills before progressing to higher levels of education. Acquisition of these foundational skills are often tested in a timed examination and those who score low marks are retained in a class while others moved to subsequent grades. A glimpse into the approach of teaching lower grades confirms adherence to the standard procedure. Children remained seated while facing the teacher. A teacher then makes use of the black or whiteboard to present alphabetic letters. As the lesson progresses teachers take the responsibility of drawing children’s attention. The lesson plan and objectives clearly guides a teacher so that teaching sequence is followed and that questions and instructions are understandable. When responding to questions, children can do so in groups as a means of maximising participation. What is more, teachers give an immediate reaction. Other accounts of effective teaching Contrary to my belief that effective teaching entailed direct instruction as a pedagogy of teaching and learning, it goes further than this to capture theories of learning and motivation, and the learning environment. a. Role and pedagogies of teaching and learning Briefly, pedagogy means the science of teaching and it covers content, approaches to teaching and learning, and the supporting values and philosophy (Kaufman, 2003). Effectiveness of a teacher is evident where a variety of teaching strategies are employed given that no single universal method can suit all situations. It is therefore significant for an effective teacher to employ different combinations with various groupings of students in order to realise good outcomes. Converse to using direct instruction only as an approach of teaching, an effective teacher varies strategies with respect to skills and field of knowledge being taught. It is important to note that some strategies serve well in certain student background, learning style, and capabilities. An effective pedagogy employed by a teacher should incorporate different teaching strategies, which support intellectual engagement, link with the wide world, enhances classroom environment, and recognises differences among learners. This kind of pedagogical practice has the effect of promoting wellbeing of learners, teachers, and other stakeholders in education sector. Productive pedagogies, adopted in Queensland schools, contain teaching principles and practices used to direct classroom teaching and design of the curriculum. This typical pedagogy pulls together teachers to form a relationship of shared participation in the process of teaching and learning. While the productive pedagogy elucidates the important role of a teacher, it also expresses the value of student learning within a school. A research done by the Queensland School Reform Longitudinal Study revealed that teachers were more concerned with behaviour management over classroom practises (Lingard, 2001). On the contrary, William Glasser’s Choice theory clarifies that successful behaviour management is a function of what and how a teacher delivers content (Glasser, 1998). The Productive Pedagogies disapproves of an aspect of separating management of teaching behaviour. In fact, two dimensions of Productive Pedagogies i.e. Supportive Classroom Environment and Recognition of Difference, exemplifies how an educator should tackle student behaviour. b. Theories of learning and motivation According to Burns (1995), learning is a permanent change in behaviour, both observable and internal processes such as cognition. The sensory stimulation theory provides that learning take place after stimulation of senses (Laird, 1985). Stimulation can be done through senses by using variety of colours, strong statement, facts presented visually or using various media. The second theory of learning which an effective teacher must be well versed with is reinforcement theory, developed by behaviourist B.F Skinner. According to this behaviourist, behaviour is a function of consequences such that a desired behaviour will be repeated if positive reinforcement succeeds the behaviour. An effective teacher would employ verbal reinforcement e.g. “congratulation” when a student makes a correct response to a question. Other reinforcement includes issuance of certificates after completion of a study program. As opposed to positive reinforcement, punishment works well when focusing on weakening behaviour. Burns (1985) elaborates that punishment has the effect of creating undesirable conditions hence eliminate behaviour. The third theory is cognitive-Gestalt approaches, which draws our attention to a common observation that people have varied needs and concerns at different levels. This theory then emphasizes the value of experiences, reasoning, offering solutions to problems, and improvement of insights (Burns, 1995). Carl Rogers, who was a humanist, developed facilitation theory to emphasize that learning will take place when an educator takes the position of a facilitator. This means that a facilitator or rather an effective teacher is supposed to establish a favourable environment where learners are comfortable to consider new ideas and not where they are threatened by external forces. c. Effective learning environment As aforementioned, all students have the ability to learn but the rate of comprehension varies from one student to the other. An effective teacher should come up with different learning environment that meet specific needs of individual students as well as that promotes effective learning. A teacher has a duty to develop classroom management plan that helps students to learn while also enhancing relationship between a teacher and learners. To maintain order inside the classroom, an effective classroom management plan is necessary. It does not only have great influence on student’s achievement but also helps to prevent misbehaviour and promote discipline in a classroom. An environment with established rules enables educators to relate their expectations to the students. An effective teacher clarifies rules and regulations to be observed in a teaching-learning environment. It is not about imposing rules on students but ensuring that learners understand the objectives of having rules and regulations in class. Apart from preventing distractions in class, the rules allow proper management of time i.e. no time is wasted over irrelevant issues. The meaning is that students have self-control, responsibility, and time management skills. Moreover, a classroom environment defined by goals, rules, and regulations is predictable consequently make students feel safe, respected, and motivated to learn. The Productive Pedagogies proposes for a Supportive Classroom Environment where teachers are expected to develop an environment, which allows students to regulate themselves and further influence classroom activities. A supportive classroom is one where student’s engagement in academic activities and respect for contributions made by other students is upheld. On the other hand, classroom, which is not supportive, has feature of constant verbal reprimands and forcing students to engage with the curriculum. In addition, the Productive Pedagogies stipulates another dimension of “recognition of difference.” This requires acceptance of non-dominant groups within the learning environment. Variance in a school setting may be constituted by cultural disparity, disability, and students who find it difficult to adjust to a new behavioural requirement. d. Addressing social justice issues Carl (2006) states that academic and social achievement does not take place in a vacuum. The researcher makes note of other factors such as societal structures affecting school’s results. An effective teacher is culturally responsive and recognises dynamism in culturally responsive teaching. According to Rawls theory of social justice, there are two fundamental principles necessary for a morally sustainable social justice (Rose, 2003). First is the belief that all people are entitled to complete basic rights. Second principle highlights the need to consider person who is in need. Given the two principles, the role of a teacher is to cater for varied potentials, needs, and resources of students through effective learning and teaching. The capacity to treat students as individuals instead of homogenous groups is a tendency towards social equity. An effective teacher values interests, experiences, abilities, needs, cultural, and ethnic background of each student (Gurney, 2007). The basis of inclusivity is that since everyone is an individual, schools, teaching and learning must be organised in a way that all students receives a fitting learning experience. The Student Support Action Plan of 2002 – 2004 outlines the significance of developing curriculum and pedagogy that takes into account cultures and social backgrounds, collaboration between schools, parents and caregivers, and corporate world and community. This kind of curriculum and pedagogy must motivate students to complete schooling, and eventually open successful avenues for them. In the same vein, Services to Indigenous People Action Plan of 2002-2004 stipulates the necessity for students to have equitable access to learning, education, safe environment, and all the variables that ensures inclusivity. Future education and teaching changes In a study by Strommen (1992), advent of information technology has made learners to believe they can interact with the world by just pressing a button. This is part of constructivism where a child is not viewed as an object, which is just absorbing information but is capable of forming new constructs. A foreseeable change is an advancement to use technology in curriculum and pedagogy. Traditional tools such as pencils, notebooks, and textbooks are fast being substituted with online libraries in addition to software for drawing. It is apparent that computer technology provides learners with instant exchange of information between teachers and students consequently leading to establishment of new pedagogy. All factors considered, there would be a departure from the factory model that saw students as products being processed in a school factory. The direction is towards a project-based curriculum for life that requires students to address real life challenges and tackle issues that are relevant to humanity. Schools will be replaced with a “nerve centre” that interconnects teachers, students, community, and various other resources. It is apparent that next generation teachers will play the role of helping students turn information into knowledge and further turn knowledge into wisdom. The key issue here is knowledge generation and not just delivery of information. Initially, learners were people who went to school, spent specified amount of time schooling and obtained certain grades. The new learners will be more interested with how learning prepares them for life in the world. Curiosity, flexibility in approach to teaching, and motivating students to learn outside the formal world is thus gaining priority. As technology changes, teachers will undergo professional development in order to ensure quality learning in the classroom. If this is not done, implementing curriculum in the information age will be extremely difficult. The future therefore will see an ongoing teacher development program that is linked with curriculum goals. Professional transformation of teachers will depend on teacher’s enthusiasm to put technology into use. Nonetheless, higher professional standards for teachers are being set and must be attained in the near future. While referring to Jasman (2002), professional standards for teachers has been laid down and calls upon them to continue learning while deepening knowledge, skill judgment, staying informed of new information with a view of being innovative. The society is also rapidly changing and this has immense impact on teacher’s practise. Globalization in form of knowledge-based, new-growth economies, international networking, and free flow of capital across national boundaries is the trend in society. The society is also experiencing migration, cultural mix, and urbanization, which has led to concentration of population in urban centres. In the near future, people will be required be possess multiple skills as employment become flexible. Other upcoming issues in the society include epidemics, violence, terrorism environmental degradation, and individual insecurity. All these societal changes must be considered by an effective teacher. Conclusion This paper covered explicitly effectiveness of an educator. Initially, my belief about an effective teacher laid in the capacity to deliver content in classroom. The figure of a teacher was that of authoritative and “know-it-all. In that observation, a teacher acted as a manager and not a learning facilitator. After consulting various research materials, theories of learning and motivation, and longitudinal studies, it was apparent that an effective teacher takes care of dynamism. This recognises that a classroom is not static but is a changing sector that calls for adoption of differentiated resources. References Burns, R. (1995). The adult learner at work, Sydney: Business and Professional Publishing. Carl, A. G., & Gillette, M. (2006). A Candid Talk to Teacher Educators About Effectively Preparing Teachers who can Teach Everyone’s Children. Journal of Teacher Education, 57(3): 292-299. Glasser, W. & Dotson, K. (1998). Choice theory in the classroom. New York: HarperCollins. Gurney, P. (2007). Five Factors for Effective Teaching. New Zealand Journal of Teachers’ Work, 4(2): 89-98. Jasman, A. (2002). Initial teacher education: Changing curriculum, pedagogies and assessment. Paper presented at the Challenging futures: Changing agendas in teacher education, Armidale. Kaufman, D., et al. (2003). Beyond the boundaries: A transdisciplinary approach to learning and teaching. Westport, CT: Praeger Laird, D. (1985). Approaches to training and development: Reading, Mass: Addison- Wesley. Lingard, B. & Ladwig, J. (2001). School reform longitudinal study: Final report, vol.1, Report prepared for Education Queensland by the School of Education. Queensland: The University of Queensland. Rose, D. (2003). Social justice and equity: A teacher's Educator's journey within. Retrieved from the web on August 26th 2011: http://www.aspr.ac.at/epu/research/Ross.pdf. Strommen, E.F. & Lincoln, B. (1992). Constructivism, Technology, and the Future of Classroom Learning. Education and Urban Society, 24(4): 466-476. Read More