" The Effective Teacher ":A Reflective Classroom Teacher 24
There are certain characteristics that all effective teachers have. This does not mean that if you don't possess all of these traits you can't be a good teacher. You can but you will never be as effective as the teacher who demonstrates a mastery of the following.
1. You must have positive expectation for yourself and for your students. If you do not believe you can be effective, you won't be. Realize what your strengths are as a teacher and utilize those aspects of your character. Discontinue the use methods you are not comfortable with and have provided limited success. We need to teach what we know. We need to teach who we are.
Be positive about your students. Modify lesson to guarantee success. Realize that you are dealing with unique individuals and no two are alike. Be fair. Fair is not equal, don't confuse the two concepts. Fair, is providing each student with the necessary tools to meet their needs and be successful. This is reality, your students can not all be successful doing the same tasks all of the time. Void yourself of the cookie cuter mentality and help each child reach his or her potential wherever it is on the continuum of educational growth. You must believe.
2 Know what you are talking about. There is no substitute for knowledge.. If you feel inadequate in a particular area, it is your obligation to correct that fault. Our primary focus as educators is to dispense knowledge; everything else is secondary. If you haven't got it, get it. You are to be the expert in your own classroom.
3. Be a teacher the students can respect. By tradition, teachers have been held to a higher standard of behavior and that is as it should be. Teachers are not ordinary people performing ordinary tasks. During any given day, we will assume the roles of parent, mentor, minister, doctor, psychologist, friend, policeman and confident. We will listen to their deepest secrets, encourage their dreams, experience their pain, share in their joy and allow they to grow. We will do all of these things and a thousand more; and we must do them with true caring and professionalism. The bar is set very high for all teachers and I for one would have it no other way.
4. Respect your students. We receive from others just about what we have given. We must start with the concept that each of our students deserves to be treated with dignity because of what they are, rather than what they do. Too often, we withhold our approval of another individual until they have proven themselves by performing some task that we believe is worthy. Our respect is often delayed because of the maturity and the accomplishments of others. We must start with the primes that all people have worth, for no other reason than they were born with human qualities, including potential. Respect your students for their humanity. Respect your students for their complexities; for their ability to love and be loved. Respect your students for their ability to think, to reason and to anticipate the future. Respect them as you would respect yourself.
5. Motivate your students. Knowledge is freedom. At times we must explain to the student that we present them with new information in order that they learn how to learn. Knowledge is not the end but the means. The use of knowledge is often delayed and perhaps perceived as trivial but the process of learning is the desired affect in learning situations. Your objective as teacher is to provide your students with the ability to learn independent of the classroom.
6. What do you want the children to know when you complete a unit? Construct a set of instructional objectives for starters. Make a decision as to what needs your students have. Also, what should the student be able to do,or know after they have completed your course? Do not teach exclusively from a book. The effective teacher understands goals and the accepted means of achieving those goals. If there is difficulty in this area it is often because the teacher can not discern between his or her needs and those of the children. We cannot separate our instruction form enforced standards and yet we must not fall into the trap of teaching to those standards.
Often times, teaching to the standard is an attempt to protect one's position by showing consistent, positive results. The danger of this philosophy is of course that it allows for very little exploration outside of the box. This method of instruction is a classic example of teaching to our own needs as opposed to the students.
7. Teach your students' problem solving skills. Too often we offer students knowledge and then will not allow them to make application of that knowledge. As a new teacher, I would have a copy of Blooms' Taxonomy nailed to my classroom wall. I would set as one of my objectives to move my students through this process whenever possible. A primary goal of all effective teachers is to prepare the child to function independently of the classroom and to seek conclusions to problems by using an intellectual approach. Problem solving is a big step in that direction.
8.Tell them; show them; let them do. To say that the models for instruction are varied, would be a gross understatement of the facts. As teachers, we can select from a multitude of models, each selecting that this is the magic wand we have all been seeking. Merit is to be found in a number of these instructional methods. However, when all the smoke has cleared, there are still three universals that all classroom teachers must recognize as sound methods of instruction.
Somehow, we must tell our students what it is we want them to learn. We can do this by several methods but I prefer the direct approach. Explain, in detail, the lesson to be learned. Second, we must show them what is to be internalized. We can model; demonstrate; and anything else that will give them a visual image of what it is we want them to understand. Finally, we let them do. Encourage students to practice the skills necessary to master the concept being presented. No matter the instructional model selected, keep in mind, tell them, show them and let them do. We all master by doing, some more, others less.
9. Understand learning styles. There is more than one way to process new information. It is important that we have a working knowledge of cognitive thought; humanistic learning; behaviorism; and multiple intelligence. In addition, we must be willing to modify our methods of instruction to meet the various learning styles we find in our classrooms. Often, this requires no more than the recognition of a child's strengths and weaknesses and our abilities to incorporate several learning methods in our classroom. Don't panic, most effective teachers adopt various methods by applying logic to their plans and goals. Flexibility in one's approach to instruction is a necessity. It allows for freshness in presentation and new discoveries for all that are involved in the process.
10. Organization: Have a plan of instruction. Especially, if you are new in the profession. Even the most effective teachers have a mind map of where they are going and why.
In order to move forward with confidence, we need to understand that we are capable of such a move. If education is a process, we ask ourselves the question do I know enough to move to the next level? There are those that would argue that each individual has only so much potential in life, thus the "Peter Principal." Some failure is the results of the student attempting what is beyond their abilities and some is the results of not trying because they don't realize their aptitude.
Our honest, reflective evaluation of our students work is such an important step in their journey. One method of evaluation is not the answer. We serve the student best with a multitude of evaluation models. Our goal must be to achieve a clear and precise picture of the student's abilities.
Do they understand what I am saying? When I speak, am I able to express myself so that I am understood? All to often, students are confused because of poor instruction of what is expected from them. We as teachers, must assume the position that the students know very little and that we are the authority. Being the authority does not allow us to gloss over certain materials because we consider them mundane and self- explanatory. Effective teachers have methods to check the understanding of their students as they proceed with a lesson and not let their questions accumulate at the conclusion of the lesson. Use language that is relative to the subject and within the knowledge range and experiences of your students. Ask questions that have been well thought out and open-ended. If you must script, then so be it.
Use your questioning skills to web into other possibilities and thus expand the lesson. Learn to listen to what the students are asking. Students can often point out your weaknesses in communication, with their questions. The bottom line has always been that we must never add to the students' confusion through our inability to communicate clearly.
Provide a safe environment in which learning can take place. A place where the student feel free to risk failure? Will my classroom be a place where students can reach out and grasp their potential or will it be a place that provides the false security of never stretching one's comfort zone. If critical thinking is the ultimate goal of effective teaching, then faulty thinking will be a by-product of the process. We must not destroy the natural desire to discover by insisting on perfection in our classrooms. Mystery is not perfection.
Mastery is the ability to reason without intervention from others. As educators, we must never stifle intellectual growth because of our need to control and regulate. Be a mentor, point out alternatives to their thought process. In a respectful way instill the concept that there are universals in a society and there are also alternatives. Allow them to discover the difference. Make them feel safe is every respect of their being.
. Rather than rules, believe in procedures. We have always had a few general rules, no more than five. These rules generally deal with respect of oneself and the respect of others. The philosophy behind these rules has always been the question; how do I prefer to be treated? The answer has never varied; with respect. That is the right of all of the individuals in my classroom and that is the goal of all rules that I have and enforce.
We much prefer to have procedures in our classroom rather than rules. Procedures are positive. These are the things we are allowed to do, under certain circumstances. These are the privileges we enjoy in a respectful environment.
There must be a workable intervention, when procedures are not followed.
1. You must have positive expectation for yourself and for your students. If you do not believe you can be effective, you won't be. Realize what your strengths are as a teacher and utilize those aspects of your character. Discontinue the use methods you are not comfortable with and have provided limited success. We need to teach what we know. We need to teach who we are.
Be positive about your students. Modify lesson to guarantee success. Realize that you are dealing with unique individuals and no two are alike. Be fair. Fair is not equal, don't confuse the two concepts. Fair, is providing each student with the necessary tools to meet their needs and be successful. This is reality, your students can not all be successful doing the same tasks all of the time. Void yourself of the cookie cuter mentality and help each child reach his or her potential wherever it is on the continuum of educational growth. You must believe.
2 Know what you are talking about. There is no substitute for knowledge.. If you feel inadequate in a particular area, it is your obligation to correct that fault. Our primary focus as educators is to dispense knowledge; everything else is secondary. If you haven't got it, get it. You are to be the expert in your own classroom.
3. Be a teacher the students can respect. By tradition, teachers have been held to a higher standard of behavior and that is as it should be. Teachers are not ordinary people performing ordinary tasks. During any given day, we will assume the roles of parent, mentor, minister, doctor, psychologist, friend, policeman and confident. We will listen to their deepest secrets, encourage their dreams, experience their pain, share in their joy and allow they to grow. We will do all of these things and a thousand more; and we must do them with true caring and professionalism. The bar is set very high for all teachers and I for one would have it no other way.
4. Respect your students. We receive from others just about what we have given. We must start with the concept that each of our students deserves to be treated with dignity because of what they are, rather than what they do. Too often, we withhold our approval of another individual until they have proven themselves by performing some task that we believe is worthy. Our respect is often delayed because of the maturity and the accomplishments of others. We must start with the primes that all people have worth, for no other reason than they were born with human qualities, including potential. Respect your students for their humanity. Respect your students for their complexities; for their ability to love and be loved. Respect your students for their ability to think, to reason and to anticipate the future. Respect them as you would respect yourself.
5. Motivate your students. Knowledge is freedom. At times we must explain to the student that we present them with new information in order that they learn how to learn. Knowledge is not the end but the means. The use of knowledge is often delayed and perhaps perceived as trivial but the process of learning is the desired affect in learning situations. Your objective as teacher is to provide your students with the ability to learn independent of the classroom.
6. What do you want the children to know when you complete a unit? Construct a set of instructional objectives for starters. Make a decision as to what needs your students have. Also, what should the student be able to do,or know after they have completed your course? Do not teach exclusively from a book. The effective teacher understands goals and the accepted means of achieving those goals. If there is difficulty in this area it is often because the teacher can not discern between his or her needs and those of the children. We cannot separate our instruction form enforced standards and yet we must not fall into the trap of teaching to those standards.
Often times, teaching to the standard is an attempt to protect one's position by showing consistent, positive results. The danger of this philosophy is of course that it allows for very little exploration outside of the box. This method of instruction is a classic example of teaching to our own needs as opposed to the students.
7. Teach your students' problem solving skills. Too often we offer students knowledge and then will not allow them to make application of that knowledge. As a new teacher, I would have a copy of Blooms' Taxonomy nailed to my classroom wall. I would set as one of my objectives to move my students through this process whenever possible. A primary goal of all effective teachers is to prepare the child to function independently of the classroom and to seek conclusions to problems by using an intellectual approach. Problem solving is a big step in that direction.
8.Tell them; show them; let them do. To say that the models for instruction are varied, would be a gross understatement of the facts. As teachers, we can select from a multitude of models, each selecting that this is the magic wand we have all been seeking. Merit is to be found in a number of these instructional methods. However, when all the smoke has cleared, there are still three universals that all classroom teachers must recognize as sound methods of instruction.
Somehow, we must tell our students what it is we want them to learn. We can do this by several methods but I prefer the direct approach. Explain, in detail, the lesson to be learned. Second, we must show them what is to be internalized. We can model; demonstrate; and anything else that will give them a visual image of what it is we want them to understand. Finally, we let them do. Encourage students to practice the skills necessary to master the concept being presented. No matter the instructional model selected, keep in mind, tell them, show them and let them do. We all master by doing, some more, others less.
9. Understand learning styles. There is more than one way to process new information. It is important that we have a working knowledge of cognitive thought; humanistic learning; behaviorism; and multiple intelligence. In addition, we must be willing to modify our methods of instruction to meet the various learning styles we find in our classrooms. Often, this requires no more than the recognition of a child's strengths and weaknesses and our abilities to incorporate several learning methods in our classroom. Don't panic, most effective teachers adopt various methods by applying logic to their plans and goals. Flexibility in one's approach to instruction is a necessity. It allows for freshness in presentation and new discoveries for all that are involved in the process.
10. Organization: Have a plan of instruction. Especially, if you are new in the profession. Even the most effective teachers have a mind map of where they are going and why.
In order to move forward with confidence, we need to understand that we are capable of such a move. If education is a process, we ask ourselves the question do I know enough to move to the next level? There are those that would argue that each individual has only so much potential in life, thus the "Peter Principal." Some failure is the results of the student attempting what is beyond their abilities and some is the results of not trying because they don't realize their aptitude.
Our honest, reflective evaluation of our students work is such an important step in their journey. One method of evaluation is not the answer. We serve the student best with a multitude of evaluation models. Our goal must be to achieve a clear and precise picture of the student's abilities.
Do they understand what I am saying? When I speak, am I able to express myself so that I am understood? All to often, students are confused because of poor instruction of what is expected from them. We as teachers, must assume the position that the students know very little and that we are the authority. Being the authority does not allow us to gloss over certain materials because we consider them mundane and self- explanatory. Effective teachers have methods to check the understanding of their students as they proceed with a lesson and not let their questions accumulate at the conclusion of the lesson. Use language that is relative to the subject and within the knowledge range and experiences of your students. Ask questions that have been well thought out and open-ended. If you must script, then so be it.
Use your questioning skills to web into other possibilities and thus expand the lesson. Learn to listen to what the students are asking. Students can often point out your weaknesses in communication, with their questions. The bottom line has always been that we must never add to the students' confusion through our inability to communicate clearly.
Provide a safe environment in which learning can take place. A place where the student feel free to risk failure? Will my classroom be a place where students can reach out and grasp their potential or will it be a place that provides the false security of never stretching one's comfort zone. If critical thinking is the ultimate goal of effective teaching, then faulty thinking will be a by-product of the process. We must not destroy the natural desire to discover by insisting on perfection in our classrooms. Mystery is not perfection.
Mastery is the ability to reason without intervention from others. As educators, we must never stifle intellectual growth because of our need to control and regulate. Be a mentor, point out alternatives to their thought process. In a respectful way instill the concept that there are universals in a society and there are also alternatives. Allow them to discover the difference. Make them feel safe is every respect of their being.
. Rather than rules, believe in procedures. We have always had a few general rules, no more than five. These rules generally deal with respect of oneself and the respect of others. The philosophy behind these rules has always been the question; how do I prefer to be treated? The answer has never varied; with respect. That is the right of all of the individuals in my classroom and that is the goal of all rules that I have and enforce.
We much prefer to have procedures in our classroom rather than rules. Procedures are positive. These are the things we are allowed to do, under certain circumstances. These are the privileges we enjoy in a respectful environment.
There must be a workable intervention, when procedures are not followed.
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