1

2

HIGH SCHOOL STUDENTS’ PERCEPTIONS OF THE CHARACTERISTICS OF EFFECTIVE TEACHERS

Jerome G. Delaney, Ph.D.Faculty of Education

Memorial University of Newfoundland

A Presentation to the Faculty of Bishop’s College November 9, 2007

3

WHY THIS STUDY?

Education 4005 (Effective Teaching) - Fall Education 4005 (Effective Teaching) - Fall Semester.Semester.

To inform my teaching in Ed 4005.To inform my teaching in Ed 4005.

To discuss with Ed 4005 students what our To discuss with Ed 4005 students what our NL high school students are saying about NL high school students are saying about those characteristics of effective teachers.those characteristics of effective teachers.

4

OBJECTIVES OF STUDY

To obtain some insight re what high To obtain some insight re what high school students perceive as those school students perceive as those characteristics of effective teachers.characteristics of effective teachers.

To take a combined quantitative-To take a combined quantitative-qualitative approach to a study of those qualitative approach to a study of those perceptions.perceptions.

5

RESEARCH QUESTIONS

1.1. What do NL high school students perceive What do NL high school students perceive as the most important characteristics of as the most important characteristics of effective teachers?effective teachers?

2.2. What are their reasons for choosing these What are their reasons for choosing these particular characteristics?particular characteristics?

6

STUDENT VOICE

Those bent on improvement in schools might usefully Those bent on improvement in schools might usefully start by inviting pupils to talk about what makes start by inviting pupils to talk about what makes learning difficult for them, about what diminishes their learning difficult for them, about what diminishes their motivation and engagement, and what makes some motivation and engagement, and what makes some give up and others settle for a “minimum risk, give up and others settle for a “minimum risk, minimum effort” position – even though they know minimum effort” position – even though they know that doing well matters. (Rudduck, Chaplain & that doing well matters. (Rudduck, Chaplain &

Wallace, 1996, p. 31) Wallace, 1996, p. 31)

7

““. . . pupils . . . had quite a sophisticated . . . pupils . . . had quite a sophisticated understanding of those aspects of the school system understanding of those aspects of the school system which obstructed their learning and those aspects which obstructed their learning and those aspects that were supportive . . . [they] all had their own that were supportive . . . [they] all had their own concerns about school, even those who were concerns about school, even those who were achieving well across the curriculum. achieving well across the curriculum. Their Their comments showed they had ideas about how schools comments showed they had ideas about how schools should be, that they were prepared to explain their should be, that they were prepared to explain their views, and that teachers could learn fromviews, and that teachers could learn from consultation with themconsultation with them.” (Rudduck et al., 1996, p. 85) .” (Rudduck et al., 1996, p. 85)

8

SooHoo (1993)

Somehow educators have forgotten the important Somehow educators have forgotten the important connection between teachers and students. We connection between teachers and students. We listen to outside experts to inform us, and, listen to outside experts to inform us, and, consequently, we overlook the treasure in our very consequently, we overlook the treasure in our very own backyards: our students. Student perceptions own backyards: our students. Student perceptions are valuable to our practice because they are are valuable to our practice because they are authentic sources; they personally experience our authentic sources; they personally experience our classrooms first hand. . . As teachers, we need to find classrooms first hand. . . As teachers, we need to find ways to continually seek out these silent voices ways to continually seek out these silent voices because they can teach us so much about learning because they can teach us so much about learning and learners. (p. 389) and learners. (p. 389)

9

WHAT THELITERATURE

SAYS

10

Medley (1979)

Five Successive Conceptions of the Effective Teacher:Five Successive Conceptions of the Effective Teacher:a)a) possessor of desirable personal traits; possessor of desirable personal traits; b)b) user of effective methods;user of effective methods;c)c) creator of a good classroom atmosphere; creator of a good classroom atmosphere; d)d) master of a repertoire of competencies; and master of a repertoire of competencies; and e)e) professional decision maker who has not only professional decision maker who has not only

mastered needed competencies but learned when mastered needed competencies but learned when to apply them and how to orchestrate them. to apply them and how to orchestrate them. (pp. 11-27) (pp. 11-27)

11

McCabe (1995)

Students’ best teachers were those who:Students’ best teachers were those who:

cared not only about their subject matter but the cared not only about their subject matter but the students as well;students as well;

integrated the affective & cognitive domains of integrated the affective & cognitive domains of teaching & learning; teaching & learning;

were interested in their students as persons;were interested in their students as persons; respected them & were respected by them;respected them & were respected by them; were positive role models; were positive role models;

12

had high expectations but were flexible; had high expectations but were flexible; engaged them in a variety of learning engaged them in a variety of learning

activities; activities; students felt a connection with;students felt a connection with; came across as very human yet very came across as very human yet very

professional at the same time;professional at the same time; were organized & prepared; were organized & prepared; were subject-centered but also student-were subject-centered but also student-

centered; andcentered; and who had a sense of humor. (p. 125who had a sense of humor. (p. 125) )

13

Tuckman (1995)In order to assess effective teaching, you must first decide or determine what effective teaching is. Herein lies the rub. Not only is there no universal agreement about what effective teaching is, but there is considerable controversy over its description. Even then, if everyone were to agree on the components or elements of effective teaching, a second controversy would emerge on how these elements are to be measured. . . (p. 127)

14

Stronge (2002)

Quite a bit of research has delved into stakeholders’ Quite a bit of research has delved into stakeholders’ perceptions of good teaching – what students, perceptions of good teaching – what students, administrators and teachers themselves think makes an administrators and teachers themselves think makes an effective teacher. effective teacher.

Many interview and survey responses about effective Many interview and survey responses about effective teaching emphasize the teacher’s affective teaching emphasize the teacher’s affective characteristics, or social and emotional behaviors, more characteristics, or social and emotional behaviors, more than pedagogical practice.than pedagogical practice.

The teacher’s psychological influence on students has The teacher’s psychological influence on students has been linked to student achievement in various been linked to student achievement in various effectiveness studies. (pp. 13 – 14)effectiveness studies. (pp. 13 – 14)

15

Good & Brophy (2003)

““. . what constitutes effective teaching is dependent on . . what constitutes effective teaching is dependent on the context of the school and its collective values. . .” the context of the school and its collective values. . .” ( p. 17)( p. 17)

16

Rudduck & Flutter (2004)

Students perceive good teachers as:Students perceive good teachers as:

1.1. human, accessible, reliable and human, accessible, reliable and consistent;consistent;

2.2. respectful of students and sensitive respectful of students and sensitive to their difficulties;to their difficulties;

3.3. enthusiastic and positive; and enthusiastic and positive; and

4.4. professionally skilled. (pp. 77-78) professionally skilled. (pp. 77-78)

17

METHODOLOGY

Quantitative-Qualitative Approach (Mixed Methods)Quantitative-Qualitative Approach (Mixed Methods)

Instrument: 2 Page Survey (Copy Distributed)Instrument: 2 Page Survey (Copy Distributed)

18

RETURNS

8 Schools (out of 8)8 Schools (out of 8)

451 Surveys 451 Surveys

4 school districts (out of 4) 4 school districts (out of 4)

19

DEMOGRAPHIC INFORMATION

20

AGE

Frequency Percent

14.00 1 0.2

15.00 75 16.6

16.00 117 25.9

17.00 189 41.9

18.00 64 14.2

19.00 4 0.9

20.00 1 0.2

Total 451 99.9

21

GENDER

Frequency Percent

Male 197 43.7

Female 254 56.3

Total 451 100.0

22

GRADE

Frequency Percent

a. Level 1 (Grade 10) 107 23.7

b. Level 2 (Grade 11) 121 26.8

c. Level 3 (Grade 12) 216 47.9

d. Level 4 (part-time) 7 1.6

Total 451 100.0

23

 

SCHOOL SIZE

Frequency Percent

025-200 29 6.4

201-400 91 20.1

401-600 130 28.8

601-800 133 29.4

801-1000 0 0.0

1001-1200 68 15.0

Total 451 99.7

24

TOP 5 CHARACTERISTICS OF EFFECTIVE TEACHERS

1. 1. HumorousHumorous: 46.3% (209/451 Students) : 46.3% (209/451 Students)

2. 2. KnowledgeableKnowledgeable: 46.3% (209/451 Students) : 46.3% (209/451 Students)

3. 3. Organized:Organized: 30.8% (139/451 Students) 30.8% (139/451 Students)

4. 4. Respectful: Respectful: 29.5% (133/451 Students)29.5% (133/451 Students)

5. 5. Patient: Patient: 28.2% (127/451 Students)28.2% (127/451 Students)

NOTE: Students listed a total of 74 individual characteristics. NOTE: Students listed a total of 74 individual characteristics.

25

Sample Reasons for Choosing HUMOROUS

1. If they are humorous, it sets a more relaxed environment and also makes the students interested. 2. Kids respect a teacher and will actually listen to them if they are funny and nice. Nobody likes an old stiff!

3. Teachers who have a sense of humor generally have a better relationship with students.

26

Sample Reasons for Choosing KNOWLEDGEABLE

1. A teacher has to know about what they are to teach; they can’t teach something they don’t know. 2. If a student finds that their teacher does not completely understand the material, there is doubt, loss of respect, and disinterest. 3. Teachers should know a lot and not just about their own subject. They shouldn’t be dead-beats who are only book smart. It’s nice to see teachers who know what’s going on with their students’ culture.

27

Sample Reasons for Choosing ORGANIZED 1. It’s really bad when a teacher loses your work.

It is also horrible when they can’t give you organized notes or they write really messy on the board and expect students to pick out what is written.

2. An organized lesson plan and teacher in general can make the difference between students passing and failing a course.

3. Organization makes learning a whole lot easier. Students know that an organized teacher means getting the work done and done right.

28

Sample Reasons for Choosing RESPECTFUL

1. For students to respect a teacher, they need to be respected.

2. Students smell fear. If you can’t look us in the eye, it’s all over. No respect! 3. It is important for a teacher to be respectful because if the teachers give respect, they will receive respect from the students. A respectful

environment will make students enjoy coming to class and learning.

29

Sample Reasons for Choosing PATIENT

1. Patience is a major factor in teaching. If the teacher has no patience, then they’re going to find the job difficult because being a teacher can be very stressful.

2. Students like to feel like it’s ok to not understand something and they can go to their teachers for help.

3. It is very hard for a student to go to a teacher for extra help if the student thinks the

teacher will most likely lose his temper/patience.

30

CHARACTERISTICS CITED BY STUDENTS

31

1.1. ApproachableApproachable2.2. ArticulateArticulate3.3. AttentiveAttentive4.4. AuthoritativeAuthoritative5.5. AvailableAvailable6.6. CalmCalm7.7. CaringCaring8.8. CharismaticCharismatic9.9. CommunicativeCommunicative10.10. CompassionateCompassionate

11. Competent12. Concerned13. Confident14. Conscientious15. Considerate16. Controlling17. Creative18. Dedicated19. Determined20. Devoted

32

21. Disciplined22. Easy-going23. Effective24. Efficient25. Empathetic26. Energetic27. Enthusiastic28. Even-tempered29. Exciting30. Exemplary

31. Fair32. Firm33. Flexible34. Focused35. Forgiving36. Friendly37. Funny38. Helpful39. Honest40. Humorous

33

41. Hygienic42. Industrious43. Informative44. Innovative45. Intelligent46. Interactive47. Interested48. Interesting49. Involved50. Kind51. Knowledgeable52. Level-headed

53. Motivating54. Nice55.55. OptimisticOptimistic56.56. OrganizedOrganized57.57. PatientPatient58.58. PersonablePersonable59.59. PolitePolite60.60. PositivePositive61.61. ProfessionalProfessional62.62. PunctualPunctual63.63. ReasonableReasonable64.64. RelaxedRelaxed

34

65.65. Respectful Respectful66.66. Responsible Responsible67.67. Supportive Supportive68.68. Tolerant Tolerant69.69. Trusting Trusting70.70. Trustworthy Trustworthy71.71. Understandable Understandable72.72. Understanding Understanding73.73. Well-prepared Well-prepared74.74. Wise Wise

35

Themes Running Through Student Comments1. HUMOROUS

A teacher who uses humor in the classroom helps students pay more attention to what is being taught.

2. KNOWLEDGEABLE

By having a teacher who is knowledgeable students build up a sense of self-confidence.

36

3. ORGANIZED3. ORGANIZED

Teachers who are organized have a certain Teachers who are organized have a certain credibility with studentscredibility with students..

44. . RESPECTFULRESPECTFUL

Students emphasize the Students emphasize the reciprocity notion ofreciprocity notion of respectrespect (i.e., you give respect, you get respect). (i.e., you give respect, you get respect).

37

5. PATIENT5. PATIENT

Students being taught by a patient teacher are more Students being taught by a patient teacher are more inclined to ask questions if they don’t understand inclined to ask questions if they don’t understand something, thus something, thus decreasing frustration levels. decreasing frustration levels.

38

CONCLUSIONS

1.1. High school students are eager to offer their High school students are eager to offer their thoughts & comments on their perceptions of the thoughts & comments on their perceptions of the characteristics of effective teachers.characteristics of effective teachers.

2.2. High school students have many worthwhile High school students have many worthwhile insights re those perceptions.insights re those perceptions.

3.3. Their perceptions of those characteristics appear to Their perceptions of those characteristics appear to be congruent with what the literature is saying. be congruent with what the literature is saying.

39

4.4. These student insights provide valuable and These student insights provide valuable and helpful information for beginning and helpful information for beginning and experienced teachers.experienced teachers.

5.5. In light of these findings, beginning and In light of these findings, beginning and experienced teachers might find it helpful to their experienced teachers might find it helpful to their classroom practice and to their overall role as a classroom practice and to their overall role as a teacher to reflect on the various behaviors they teacher to reflect on the various behaviors they exhibit and the various strategies they utilize on a exhibit and the various strategies they utilize on a

daily basis.daily basis.

40

REFERENCES

Good, T. L., & Brophy, J. E. (2003). Good, T. L., & Brophy, J. E. (2003). Looking in classrooms (9Looking in classrooms (9thth Ed.). Ed.). Boston: Boston: Pearson Education. Pearson Education.

McCabe, N. (1995). Twelve high school 11McCabe, N. (1995). Twelve high school 11 thth grade students examine their best grade students examine their best teachers. teachers. Peabody Journal of Education Peabody Journal of Education 7070(2), 117-126(2), 117-126. .

Medley, D. (1979). The effectiveness of teachers. In P. Peterson & H. Walberg Medley, D. (1979). The effectiveness of teachers. In P. Peterson & H. Walberg (Eds.), (Eds.), Research on teaching: Concepts, findings and implications. Research on teaching: Concepts, findings and implications. Berkeley, CA:Berkeley, CA: McCutchan.McCutchan.

Rudduck, J., Chaplain, R., & Wallace, G. (1996). Rudduck, J., Chaplain, R., & Wallace, G. (1996). School improvement: What School improvement: What can pupils tell us? can pupils tell us? London: Fulton. London: Fulton.

41

Rudduck, J. & Flutter, J. (2004). Rudduck, J. & Flutter, J. (2004). How to improve your school. How to improve your school. London: London: Continuum. Continuum.

Statistical Package for the Social SciencesStatistical Package for the Social Sciences (2005). Version 14.0 for Windows. (2005). Version 14.0 for Windows.

SooHoo, S. (1993). Students as partners in research and restructuring schools. SooHoo, S. (1993). Students as partners in research and restructuring schools. The Educational Forum, The Educational Forum, 57, 57, 386-392.386-392.

Stronge, J. H. (2002). Stronge, J. H. (2002). Qualities of effective teachers. Qualities of effective teachers. Alexandria, VA: Alexandria, VA: Association for Supervision and Curriculum Division. Association for Supervision and Curriculum Division.

Tuckman, B. W. (1995). Assessing effective teaching. Tuckman, B. W. (1995). Assessing effective teaching. Peabody Journal of Peabody Journal of Education, Education, 7070(2), 127-138. (2), 127-138.

42

ACKNOWLEDGEMENTS

Participating High School Students Participating High School Students

Provincial School DistrictsProvincial School Districts

Teachers & Principals of Participating High SchoolsTeachers & Principals of Participating High Schools

Gerry White, Research Specialist, Faculty of Education, Gerry White, Research Specialist, Faculty of Education, MUNMUN

43

44

For follow-up, please contact For follow-up, please contact

Jerome Delaney Jerome Delaney

Tel: 737-2071Tel: 737-2071

jjdelaney@mun.cadelaney@mun.ca

Thank you for viewing this presentation. Thank you for viewing this presentation.