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the major responsibilities of a teacher
what makes a teacher effective?
what makes a teacher effective?
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Effective Teaching
Many individuals believe that being a teacher is an easy task. Our society believes that any person can become a teacher. But experience has shown that not everyone is capable of being a teacher. There are many personality traits that are required to be an effective teacher. The role that a teacher provides for the students is very important to the advancement of general knowledge and higher learning. An effective teacher has the power to shape and mold the lives of young children. They have knowledge of their subject; are very organized and clear with their students; and they show great warmth and enthusiasm.
An effective teacher knows the subject and content they plan to teach. A teacher who knows more about their subject can make clearer presentations and recognize the student’s difficulty more readily. (Woolfolk, 2004) They are better prepared to answer the student’s questions without having to be vague with their answers. The less vague the teacher is the more the students learn. It is important for the teacher to know the students background as well. Knowing the child’s home life benefits the teacher by knowing how to punish or reward in order to keep the student from being punished even more at home. Effective teachers know how each student learns and what each student likes and dislikes. This enables the teacher to use the Premack principle. There are several strategies of teaching material to students, including cooperative learning, direct teaching, and mastery learning. The teacher determines which way the students learn best and applies the specific strategy. Knowing how to transform content knowledge into examples, explanations, illustrations...
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...world. Without teachers individuals would not have the opportunity to get the required education they need for a career. I plan to be an effective teacher by being knowledgeable, organized, and enthusiastic.
Sources Cited
Dodd, Anne Wescott and Jean L. Konzal. (2002). "How Communities Build Stronger Schools: Stories, Strategies, and Promising Practices for Educating Every Child." (MN, RM 371.19 D661H 2002)
Minor, Lynn C. et. al (2002). "RELATIONSHIP BETWEEN TEACHER EFFICACY AND BELIEFS ABOUT EDUCATION AMONG PRESERVICE TEACHERS" Valdosta State University
Available: http://www.msstate.edu/org/msera/arc2002.htm
Woolfolk, Anita. (2004). Educational psychology (9th ed.). Boston, MA: Allyn & Bacon.
Yost, D.S., & Mosca, F.J. (2002). Beyond behavior strategies: Using reflection to successfully manage youth in crisis. The Clearing House, 75(5), 264-267.
In this first unit of The First Days of School, Harry Wong presents three characteristics of an effective teacher. The three characteristics are: has good classroom management skills, teaches for mastery, and has positive expectations for student success.
In Chapter 13, we learn about Linda Michael. She made interesting points about the way she works with gifted students. Self-contained classroom, inquiry based lessons, and flexible schedules are all part of her methods.
Effective teachers are those that can develop the knowledge and skills they need in the classroom, they are well prepared, and produce higher student achievement (NCATE, 2013) . Teacher effectiveness is assess through the grades students get in the classrooms but a much more comprehensive system for assessing teachers is needed to determine their preparedness to enter the classroom as a sole practitioners. Teacher preparation is composed of two elements the knowledge they poses of the subject to be taught and knowledge and skill in how they teach that subject (NCATE, 2013). Many teachers have the knowledge of the subject but fail to teach the subject. Knowledge is not the same as teaching, there are a variety of differences between the two. A teacher goes to school learns a myriad of subjects decides on one and goes into learning how to teach that subject. There is a difference between knowing the material and being able to teach it.
Successful teachers develop the whole child by making integrated efforts to promote their student’s academic, social and emotional learning. Children need to be aware of themselves and others; make responsible decisions, and be ethical and respectful of the people around them.
Effective teachers impact lives. As an educator, I hope to make a difference to one student, to one classroom, at a time. The First Days of School by Wong & Wong states “Teachers universally say they go into teaching to make a difference. You more than make a difference. You ARE the difference.” My role as an educator is to get to know each student as an individual in order to understand their individual unique needs, learning styles, backgrounds, interests and abilities. I believe that there are six key elements to creating a well-rounded philosophy of education; passion, learning, creativity, guiding, engagement and listening.
What are characteristics of effective teachers? What is a learning style and why is important for teachers to understand their personal learning style and those of their students? There are multiple definitions of what effective teachers are and how their effectiveness is measured. There are several qualities that effective teachers should possess. Matthew 19:14 says “But Jesus said, Let the little children come to me and do not hinder them, for to such belongs the kingdom of heaven” (King James Version). Teachers should ensure that they are doing their best to help their students learn according to each student’s individual needs. Aspiring teachers need to know the characteristics of effective teachers in order to become better teachers themselves. Effective teachers understand their own learning styles, create a community of learning that includes classroom management and parental involvement, use motivation techniques, differentiate instruction, and have a personal Christian educational philosophy.
There is some debate about whether great teachers are born or made. Parker Palmer believed that it is “the human heart… [not] technique”, which is the source of a good teacher (Penn, 2008, p. 22). Contrarily, a study done by Dr. Sean Ruday & Dr. Peter Wiens for the journal Issues in Teacher Education, found that specific innate personality traits were not necessary to be a good teacher, rather engaging and relevant work and structure and organization (Longwood University, 2014). I believe that anyone that is enthusiastic and knowledgeable about a subject area already possesses much of what is needed to become a great teacher. Combine this with empathy, patience, creativity, and the ability to listen and one may
Everyone knows that when it comes to making a difference in a child’s academic and life achievements, their teachers play a large role. A teacher’s ability to relate to their students, and teach them to achieve both socially and academically contributes to how effective they are. What does it mean to be an effective teacher? Overall there seems to be an emphasis on teacher effectiveness related to how well their students are performing on standardized testing. As teachers we know there is more to being an effective teacher then just teaching our students based on tests. This paper will identify different definitions of an effective teacher along with how to assess teachers on being effective.
An effective teacher must be knowledgeable and able to find and use resources in planning lessons to meet the curriculum. I have come to understand the importance of planning. My classroom should be student centered where different learning styles are addressed through different type methods and lessons. I will accommodate and adjust my instruction for the diversity I find in my students. I have to be flexible enough and honest with myself if something isn’t working. I recognize that I must use a variety of assessments to get a true picture of my students’ progress. An effective teacher must be an effective manager. A well organized classroom promotes learning. I will create a safe environment for learning to occur. Finally I must model behavior that shows respect and value for all students that enter my classroom.
An effective teacher needs to inspire and influence students through enthusiasm and motivation. This teacher knows their subject well and is kinds and respectful towards all students.
It is hard to define precisely which characteristics or attributes are required for a teacher to be considered highly-qualified. There are many schools of thought concerning which teaching styles and techniques are the “best” or the most effective. There have been contradictory results gathered from studies meant to determine the attributes of teachers that translate into the most effective classroom performances (Anthony, Goldhaber, 2003).
As we reminisce and reflect back either on our childhood or academic career, we tend to have that one teacher who was memorable to us in some way - for their sense of humor, their stellar personality, or perhaps having that charisma and charm no other teacher had to make a difficult subject and it 's concepts fun to learn. While knowledge is power, I firmly believe that it is rather the exchange and distribution of knowledge that is power. When one can educate the masses there is no doubt that together we can accomplish great things. Becoming a teacher would mean the opportunity to be able to witness the shaping and molding of the minds of the future generations and the satisfaction knowing that you have helped your students set themselves onto the right path and provide guidance towards the creation of a better tomorrow. Choosing to become a teacher will allow me not only to educate my students, but also educate myself to be a better teacher throughout my career. I believe it is a function of human nature to want to change the world for the better. In adulthood, I have learned that the improvement of the welfare of the world must begin with
Defining and determining the scope and concept of teaching effectiveness is argued to be challenging for researchers (Roche & Marsh, 2000; Young & Shaw, 1999). It is not possible to limit the definition to one dimension, trait, behavior, or classroom procedure totally captures what it means to be an effective teacher. It is believed to be a multidimensional construct, including such issues as content knowledge, or pedagogical knowledge, or personality features of the teacher, and classroom dynamics (Bush, Svinicki, Kim, & Achacoso, 2006; Carnell, 2007).
In the book Introduction to Teaching: Becoming a Professional, Kauchak and Eggen (2014) identified schools as social systems and wrote, “Social systems work effectively when their components work together to meet their goals” (p. 181). The components listed were the staff and faculty members of a school, the physical building of the school itself and surrounding areas, and the curriculum. The characteristics of an effective school such as its optimal size, good leadership, high collective efficacy in teachers, teachers involving students in learning activities and lessons, frequent assessment of students by teachers and continual feedback from teachers to students, safe and orderly environment, and positive parental and community involvement may all be grouped with these components. For instance, the staff and faculty members of a school include teachers and the leader. The physical building itself and its surroundings include the size of the school as well as the parents and community surrounding it. The two previous components can both be associated with a safe and orderly environment. Plus, the curriculum is related to interactive instruction and the monitoring of student progress.
Being a teacher is not an easy task as many people could think. To be a teacher does not only imply to know the subject to be taught, it also includes being willing to constantly improve oneself integrally, as much as updating the resources and materials one uses in teaching. Reflecting and analyzing over and over again the best way to teach to learn and how to make students to extend what has been learned. The many hours spend in the classroom will never be enough to plan lessons, prepare materials, review pupils tasks and exams, as well, all the administrative requirements one has to cover for whatever institution we work. Besides all this a good teacher, a professional one, will have to find the time to keep preparing to improve oneself.