Transcript Document

What Makes an
Effective Teacher?
What Makes an Effective
Teacher?
• Being comfortable in numerous roles
• Exhibiting professionalism
• Working well within the school
• Displaying knowledge and teaching skill
• Communicating effectively
• Dealing with conflicts
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For Discussion
• What qualities do
you possess that will
help make you an
effective teacher?
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Objective
• Describe the major roles that teachers perform.
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Five Key Roles of a Teacher
• Information provider
• Facilitator
• Planner
• Learning evaluator
• Role model
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Teachers Provide
Information
• Know the content well
• Knowledge base should be appropriate for
the teaching level
• Choose and evaluate accuracy of information
• Present the information in a variety of
interesting ways
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Teachers Facilitate Learning
• As facilitators, teachers guide students’ learning
– Requires students to do the work of learning
– Promotes creativity and self-motivation
• Different from directive learning where teachers
tell students what to learn and provide all the
structure for the learning to take place
• Facilitation is a learned skill
• Both directive learning and facilitation is
needed. (pg. 220)
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Pg. 220 – Teachers Facilitate
Learning
• Facilitators guide students’ learning. They:
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plan what will be taught
figure how to best present the material
lead discussions
ask questions
suggest alternative ideas
devise and guide student activities
help students work together
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Benefits of Facilitation
• Unleashes students’ creativity and selfmotivation
• Pride and ownership in learning
• Motivated and engaged students cause less
behavior problems
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Teachers Plan for Learning
• What information will
be learned
• How it will be presented
• What the outcomes
should be
• How to adapt to the
unexpected
• How to assess
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Teachers Plan for Learning
• Utilize resources to adapt
lesson for different types
of learners
• Make learning
challenging, fun,
inspiring, and effective.
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Teachable Moments Happen
• Unforeseen teaching opportunities come
along in the course of a lesson (teachable
moments)
– Changes can enhance learning and teach students
flexibility
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Teachers Evaluate Learning
• May or may not result in a grade (letter or
number)
• Grading policies should be clear to students
• Assessment determines how much a student
is learning
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Evaluation vs Assessment
• Evaluation (grading) measures progress.
What is a student learning/not learning?
• An assessment CAN be used as an evaluation
tool; however, an assessment is a report on
achievement – no judgment or consideration
of quality is used.
• Grading and assessment involves monitoring
student progress.
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Teachers Are Role Models
• Teachers’ behavior can have a positive or
negative effect on students
• Effective teachers act as examples of
– honesty
– respect
– Responsibility
• Effective teachers “walk the talk”
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For Reflection
• How have your teachers acted as role
models for you?
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Objective
• Identify teachers’ professional qualities that
have had an impact on your life.
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Developing Professional
Qualities
• Professionalism includes a high degree of
– skill
– competence
– ethics
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Be Dependable
• Dependability includes being
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on time
prepared to teach
loyal
reliable
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Be Responsible
• Being responsible includes
– being committed to obligations, relationships,
and actions
– accepting blame for mistakes
– doing your best on a team
– carrying a task through to the end
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Be Committed to Students
• Help each student learn by understanding
their abilities, skills, interests, strengths, and
relationships
• Teachers also help foster a student’s
– self-esteem
– motivation to learn
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Show Respect
• Teachers must show regard
for each person’s needs,
feelings, and potential
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continued
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Show Respect
• Also must show respect to everyone on staff
• Includes being courteous to support staff
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Be a Team Player
• Effective interpersonal skills help you be a
good team player
• Almost all jobs require collaboration
• Teachers are required to work well with
students, other teachers, staff, administrators,
and school board members
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See the Big Picture
• Avoid getting bogged down in day-to-day
tasks and problems
• Stay focused on the real goals
• Do not overlook the details
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Develop a Positive Attitude
• Get satisfaction from the job
• Have optimism and energy
continued
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Develop a Positive Attitude
• Benefits include energizing others
• To improve your attitude,
– think about what you like best about the job
– focus on strides students are making
– change whatever is within your power to improve
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For Discussion
• What can be the result
if a teacher has a poor
attitude? How can this
affect the students?
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Objective
• Compare your school’s written information on
organizational culture to your observations.
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Working Effectively Within a
School
• A school’s organizational
culture includes
– things you can see, such as
the way people dress
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continued
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Working Effectively Within a
School
• A school’s organizational culture includes
– people’s assumptions, values, and reasons for
behaviors and actions
– school policies and procedures, such as the
mission statement
– the chain of command
continued
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Working Effectively Within a
School
• Ask questions
• Pay attention to conversations
• Find out
– how people negotiate issues
– how things get done
– who really has the most influence
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For Discussion
• What might happen
if a teacher does not
understand the school’s
organizational culture?
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Objective
• Explain the
importance of subjectmatter knowledge to
teachers and how they
can stay updated.
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Subject Knowledge and
Teaching Skills
• Teachers need a broad understanding of their
subject matter, including
– how it relates to basic academic skills
– how it relates to students’ future careers
• Must be lifelong learners
continued
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Subject Knowledge and
Teaching Skills
• Take advantage of opportunities for
professional development, such as
– professional organizations
– seminars and conferences
– advanced degrees
• Must be able to teach subject matter in
addition to knowing it
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Objective
• Demonstrate your
ability to produce clear,
professional, written
communication.
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Communicating Effectively
• Every aspect of teaching is based on
communication
• People communicate without realizing they
are doing so
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Verbal vs Nonverbal
• Verbal – spoken words, tone of voice
• Nonverbal – body language, facial
expressions, posture, eye contact (or lack of
it)
• Every word spoken, gesture, action, and
facial expression sends a message that is
interpreted by the receiver.
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The sender and receiver
• Sender – the person who transmits a message
• Receiver – the person who accepts a message
• To avoid mixed messages, verbal and
nonverbal messages should match
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Two components of effective
communication
• Communication must occur in the context of
positive relationships
• Each form of communication depends on
specific, but related, skills
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Forms of Communication
• Verbal
• Nonverbal
• Written
• Electronic
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Communication &
Relationships
• Positive relationships = good communication
• Negative relationships = poor communication
– Page 230: You are mad at your brother. He asks if you
will swap chores with him…
• Him = Please, trade jobs with me…
• You = He’s just trying to get out of work! UGH!!!
– Because of feelings, you put a negative spin on a
neutral message.
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Creating Positive
Relationships
• Take ownership in the relationship—take
responsibility for your feelings and behaviors
rather than blame others
– Example: If you feel sad, acknowledge “I feel sad,” rather than thinking “You
make me sad.” Your feelings are your own!!! Possibly you are influenced by
events, but another person does not cause your feelings. (You are in control
of your feelings, thoughts, actions, and reactions.)
– You can encourage students to behave, but you cannot force them to want to
behave.
– Rewards, encouragement, or punishments may influence a person toward a
behavior, but the motivation must come from the person.
continued
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Creating Positive
Relationships
• Be an active listener—ask questions, restate
ideas, focus on the other person
– Active listening requires that you focus on the
other person, staying in the present moment and
increasing the exchange of clear communication.
– Active listening can solve a problem!
continued
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Creating Positive
Relationships
• Use assertive communication—express
thoughts, ideas, and feelings freely and allow
others to as well
• To be an assertive communicator, avoid
being
– an aggressive communicator, who is hurtful and
disrespectful
– a passive communicator, who avoids conflict by
not communicating
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For Reflection
• Do you see yourself as an assertive,
aggressive, or passive communicator?
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Improving Communication
Skills
• Skills include
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speaking
writing
nonverbal communication
electronic communication
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Speaking
• Teachers must speak with thought and
purpose
• Use time effectively
• Consider your audience’s
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needs
interests
motivation
understanding
continued
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Speaking
• Remember that teachers are almost never
off duty
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continued
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Speaking
• Never speak badly about coworkers or
students
• Never reveal personal or confidential
information
• ALWAYS think before you speak
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Writing
• Avoid trying to impress people with
complicated words and long sentences
• Organize your writing effectively
• Check grammar and language
• Realize that anything you write may
be permanent
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For Reflection
• Do you always use appropriate writing
skills? In what circumstances might you
NOT write appropriately?
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Nonverbal Communication
• Become more aware of
nonverbal cues, such as
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facial expressions
body posture
movements
tone of voice
appearance
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Electronic Communication
• Once an electronic message is sent, you have
no control over what happens to it
• Electronic communication allows teachers to
stay in touch with students and parents
• Use e-mail, text messages, and website posts
carefully, thoughtfully, and cautiously
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Objective
• Identify the steps in constructive conflict
resolution and describe the goal of mediation.
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Resolving Conflicts
• Conflict is inevitable, as people have different
ideas, beliefs, and priorities
• Conflicts can be positive and enriching
• Keep others’ feelings about conflict in mind
• Teachers must routinely deal with conflicts
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Constructive Conflict
Resolution
• A step-by-step method of coming to a solution
• A process that moves from decision making to
problem solving to crisis resolution
continued
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Constructive Conflict
Resolution
• Step 1: Clarify the issue
– Make sure parties identify the same problem
• Step 2: Find out what each person wants
• Step 3: Identify various alternatives
– Both parties should brainstorm creative solutions
• Step 4: Decide how to negotiate
continued
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Constructive Conflict
Resolution
• Step 5: Choose the best alternative
– What alternative can both parties accept?
• Step 6: Solidify the agreement
– Agree to implement the accepted choice
• Step 7: Review and renegotiate
– The problem may not always be solved if the
parties do not follow through
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Mediation
• Disagreements that are not easily solved may
require a mediator
• During mediation, a neutral third party tries
to help reach a peaceful settlement
• Teachers frequently act as mediators
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For Discussion
• Based on your experience,
what makes a teacher an
effective mediator?
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Key Points
• Teachers play a variety of roles
• Success requires an understanding of the
organizational culture
• Teachers also need knowledge of their
subject area, skills to motivate students,
lifelong learning, communication skills,
and conflict management skills
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Review
• What is involved in assessment?
determining how much a student or class has
learned or is currently learning
• ____ include conduct based on moral
principles.
Ethics
continued
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Review
• What is the chain of command?
the official organizational structure that tells
who reports to whom
• Why is being lifelong learners important
for teachers?
so they stay up-to-date in their knowledge and
skills
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