Effective Teachers: Effective Teachers: Professional Skills and Professional Skills and

AbilitiesAbilitiesChapter 12Chapter 12

Effective TeachersEffective Teachers

Focus and Engage Students’ Focus and Engage Students’ AttentionAttention

Use Instructional Time Use Instructional Time EfficientlyEfficiently

Conduct Interactive InstructionConduct Interactive Instruction

Focusing and Engaging Focusing and Engaging Students’ AttentionStudents’ Attention

Establishing setEstablishing set Using varietyUsing variety

Focusing and Engaging Focusing and Engaging Students’ AttentionStudents’ Attention

Establishing set (providing a Establishing set (providing a context for the lesson and the context for the lesson and the instruction)instruction)

Set inductionSet induction Orientation setOrientation set Evaluative setEvaluative set

Beginning the LessonBeginning the Lesson

4 Goals of Establishing 4 Goals of Establishing

an Effective Setan Effective Set

4 Goals4 Goals

1.1. Introduce topic in a way that Introduce topic in a way that makes it novel, interesting or makes it novel, interesting or relevantrelevant

2.2. Establish an interactive climate Establish an interactive climate and toneand tone

3.3. Direct learners’ attention to Direct learners’ attention to important aspects of the content important aspects of the content or communicate objectivesor communicate objectives

4.4. Link lesson with what students Link lesson with what students already knowalready know

Using VarietyUsing Variety

Instructional Activities and Instructional Activities and MaterialsMaterials

Interacting with StudentsInteracting with Students Interfacing with StudentsInterfacing with Students

Using Instructional Time Using Instructional Time EfficientlyEfficiently

Optimizing timeOptimizing time Maintaining momentumMaintaining momentum Making smooth transitionsMaking smooth transitions

Using Instructional Time Using Instructional Time EfficientlyEfficiently

Optimizing timeOptimizing time

Time on taskTime on task Mandated timeMandated time Allocated timeAllocated time Academic instruction timeAcademic instruction time Academic learning timeAcademic learning time

Academic Learning TimeAcademic Learning Time

““Engaged time”Engaged time”

Two factors are consideredTwo factors are considered

Amount of time a given student Amount of time a given student is actively engaged in the is actively engaged in the instruction/learning processinstruction/learning process

Student’s success at the Student’s success at the activityactivity

Improving Use of TimeImproving Use of Time

Use all time available for Use all time available for instruction rather than other instruction rather than other taskstasks

Begin and end on timeBegin and end on time

Have materials, equipment, and Have materials, equipment, and activities planned & readyactivities planned & ready

Enforce rules requiring students Enforce rules requiring students to be on time and prepared to be on time and prepared

Improving Use of Time Improving Use of Time cont.cont.

MonitorMonitor

Plan more than neededPlan more than needed

Establish signals for the end Establish signals for the end of the lessonof the lesson

Establish routinesEstablish routines

Give directions clearlyGive directions clearly

Conducting Interactive Conducting Interactive InstructionInstruction

How to Ask QuestionsHow to Ask Questions

Require students to process Require students to process and composeand compose

Avoid rhetorical questionsAvoid rhetorical questions Ask only one question at a timeAsk only one question at a time Consider the type of question or Consider the type of question or

level of thought required of level of thought required of studentsstudents

Divergent/convergentDivergent/convergent Content/processContent/process

Obtaining Good AnswersObtaining Good Answers

Wait timeWait time Pause between the teacher’s Pause between the teacher’s

question and the student’s responsequestion and the student’s response Pause between the student’s Pause between the student’s

response and the teacher’s reactionresponse and the teacher’s reaction Ensure equal distribution of Ensure equal distribution of

answersanswers ProbingProbing RedirectingRedirecting Rephrasing Rephrasing

Providing Clear InstructionProviding Clear Instruction

Clear teachers emphasize Clear teachers emphasize important points by:important points by:

Repeating themRepeating them Writing them on the boardWriting them on the board Pausing after stating themPausing after stating them Reviewing themReviewing them

Instructional ClarityInstructional Clarity

Preparing and entering the Preparing and entering the lessonlesson

Introducing and emphasizing Introducing and emphasizing contentcontent

Elaborating on important Elaborating on important ideas or conceptsideas or concepts

Monitoring students’ Monitoring students’ understanding and understanding and remediating when students fail remediating when students fail to understandto understand

Monitoring Students’ ProgressMonitoring Students’ Progress

Monitoring can be:Monitoring can be:

FormalFormal InformalInformal

Improving MonitoringImproving Monitoring

Moving around the roomMoving around the room

Maximizing interactive, whole-group Maximizing interactive, whole-group interactioninteraction

Using good questioning techniquesUsing good questioning techniques

Calling on all studentsCalling on all students

Spending little time at your desk Spending little time at your desk

or with one studentor with one student

Providing Feedback and Providing Feedback and ReinforcementReinforcement

Effective feedback includes:Effective feedback includes:

The criteria used to evaluate The criteria used to evaluate performanceperformance

How the student’s performance How the student’s performance relates to the standardrelates to the standard

Providing Feedback and Providing Feedback and ReinforcementReinforcement

More effective feedbackMore effective feedback

Provide as frequently as possibleProvide as frequently as possible

Provide as soon after performance Provide as soon after performance as possibleas possible

Make as specific as possibleMake as specific as possible

Providing Feedback and Providing Feedback and Reinforcement Reinforcement cont.cont.

Focus on the quality of the Focus on the quality of the performance rather than intentions performance rather than intentions or motivationsor motivations

Allow students to assume Allow students to assume responsibility for assessing their responsibility for assessing their own progressown progress