6 | 1 © Wadsworth, Cengage Learning What Makes a Teacher Effective? Chapter Six.
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Transcript of 6 | 1 © Wadsworth, Cengage Learning What Makes a Teacher Effective? Chapter Six.
6 | 1© Wadsworth, Cengage Learning
What Makes a Teacher Effective?
Chapter Six
6 | 2© Wadsworth, Cengage Learning
Questions Reflective Teachers Ask
• What am I doing and why?• How can I better meet my students’ needs?• What are some alternative learning activities to
achieve these objectives?• How could I have encouraged more involvement
or learning on the part of the students?
6 | 3© Wadsworth, Cengage Learning
Three Stages of Decision Making
• Planning decisions• Implementing decisions• Evaluating decisions
6 | 4© Wadsworth, Cengage Learning
Aspects of Reflective Decision Making
• Attitudes that foster learning and genuine human relationships
• Knowledge– Subject Matter Knowledge– Theoretical Knowledge– Personal Practical Knowledge
• Teaching skills that promote student learning
6 | 5© Wadsworth, Cengage Learning
Teacher-Competence Areas and Instructional Decision Making
6 | 6© Wadsworth, Cengage Learning
What Attitudes Does the Effective Teacher Possess?
• Attitude toward self - achieved through reflection, study, and participant observation
• Attitude toward children - positive attitude toward children; high expectations for students; willingness to examine own negative attitudes
• Attitude toward colleagues and parents - collaborative
• Attitude toward subject matter - enthusiasm
6 | 7© Wadsworth, Cengage Learning
Teacher Expectations
• Influenced by race, social class, gender, other teachers, and more
• May be unconscious• Communicated to students• Affect student behavior & performance
– Self-fulfilling prophecy
6 | 8© Wadsworth, Cengage Learning
What Subject-Matter Knowledge Does the Effective Teacher Possess?
• Discipline content - structure, elements, logic, possible uses, and social biases of subject content
• Curriculum content - school and district curriculum and standards
• Pedagogical content - best practices for teaching particular content
6 | 9© Wadsworth, Cengage Learning
Theories v. Theories in Use
Theory• Unproved explanation of
why something happens the way it does
• Basis for hypotheses, further study, research
Theory in Use• Idea held by a person
and used as basis of dealing with others
• Often unexamined, but assumed true
6 | 10© Wadsworth, Cengage Learning
Approaches to Classroom Management
6 | 11© Wadsworth, Cengage Learning
Kounin’s Research on Effective Classroom Management
Effective teachers use these skills:• Withitness• Smoothness• MomentumEffective teachers avoid these slow-down
behaviors:• Overdwelling• Fragmentation
6 | 12© Wadsworth, Cengage Learning
Guidelines for Effective Classroom Management
• Establish rules and routines– Define them clearly– Have students help
• Ensure students’ compliance– Establish positive relationships – Be willing to administer consequences
• Involve families– Communicate– Make sure they understand rules
6 | 13© Wadsworth, Cengage Learning
Effective Questioning Techniques
• Phrase questions clearly; ask brief questions.• Link questions to lesson objectives.• Ask thought-provoking questions.
– Avoid yes/no and leading questions.
• Question a range of students.– Balance volunteers with non-volunteers.
• Extend wait-time.• Encourage students to respond in some way to
every question.• Probe & provide feedback on responses.