...I. The Power of an Effective Teacher and Why We Should Assess It This is the value of the teacher, who looks at a face and says there's something behind that and I want to reach that person, I want to influence that person, I want to encourage that person, I want to enrich, I want to call out that person who is behind that face, behind that colour, behind that language, behind that tradition, behind that culture. I believe you can do it. I know what was done for me. The transformative power of an effective teacher is something almost all of us have experienced and understand on a personal level. If we were particularly fortunate, we had numerous exceptional teachers who made school an exciting and interesting place. Those teachers possessed a passion for the subjects that they taught and genuine care for the students with whom they worked. They inspired us to play with ideas, think deeply about the subject matter, take on more challenging work, and even pursue careers in a particular field of study. Some exceptional teachers achieve celebrity status, such as Jaime Escalante, the math teacher who inspired the film Stand and Deliver, but thousands of unsung heroes go unrecognized in their remarkable work with students on a daily basis. II. Qualities of an Effective teacher Think back to when you were in school. Who was your favourite teacher? Who was the teacher you dreaded having? Almost everyone will instantly be able to answer these two questions. We’ve all had terrific...
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...Sriprapaporn 1 Chanoknan Sriprapaporn Mrs. A. Estlund English Composition I 8 October 2014 Word Counts: 885 The Effective Teacher “Teachers play an important role in the education of every student and have the very important responsibility of shaping the lives of young, impressionable children” (Ferroni). Therefore, teachers should work towards being an “effective teacher.” An effective teacher is someone who always demonstrates caring, engaging, and encouraging attitudes in order to help students get through their education successfully. An effective teacher demonstrates a caring attitude. For example, teachers with caring attitudes go the extra mile to ensure that every student is successful no matter what. One teacher that I had is Mr. Collins. He is a very lovely teacher. He is always giving care and attention to every one of his students. One time my history teacher gave a reading assignment of approximately five pages; this is the time when I was newly arrived in America and did not have a very good comprehension of English. I was really nervous and afraid that I would not be able to read and do well on my test. On that day I was not smiling or having a conversation with anyone. When my teacher, Mr. Collins, observed my unusual behavior, he called me into his office to discuss the problem and to give me a suggestion. He also helped me to read in order to be prepared for the test on the very next day. He not only helped me with homework assignments...
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...• An effective teacher loves to teach. The single most important quality that every teacher should possess is a love and passion for teaching young people. Unfortunately, there are teachers who do not love what they do. This single factor can destroy a teacher’s effectiveness quicker than anything else. Teachers who do not enjoy their job cannot possibly be effective day in and day out. There are too many discouraging factors associated with teaching that is difficult enough on a teacher who absolutely loves what they do, much less on one who doesn’t have the drive, passion, or enthusiasm for it. On top of that, kids are smarter than what we give them credit for. They will spot a phony quicker than anyone and thus destroy any credibility that the teacher may have. • An effective teacher demonstrates a caring attitude. Even teachers who love their job can struggle in this area, not because they don’t care, but because they get caught up so much in the day to day routine of teaching that they can forget that their students have lives outside of school. Taking the time to get to know a student on a personal level takes a lot of time and dedication. There is also a line that no teacher wants to cross where their relationship becomes too personal. Elite teachers know how to balance this without crossing that line and once a student believes the teacher truly cares for them, then there is no limit to what that student can achieve. • An effective teacher can relate to his or...
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...Good Teaching: The Top Ten Requirements Share on facebook Share on twitter Share on email Share on print More Sharing Services 176 Richard Leblanc, Ph.D. York University Editor’s note: In 1998, professor Leblanc was awarded the Seymous Schulich Award for Teaching Excellence. His top ten requirements for good teaching was originally published in The Teaching Professor, Vol. 12, # 6, 1998. 1. GOOD TEACHING is as much about passion as it is about reason. It’s about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It’s about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students. 2. GOOD TEACHING is about substance and training students as consumers of knowledge. It’s about doing your best to keep on top of your field, reading sources, inside and outside of your areas of expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly journals. Good teaching is also about bridging the gap between theory and practice. It’s about leaving the ivory tower and immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaising with their communities. 3. GOOD TEACHING is about listening, questioning, being responsive, and remembering that each student and class is different. It’s about eliciting responses and developing the oral communication...
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...hoolHow High School Students Perceive Effective Teachers Jerome G. Delaney Faculty of Education Memorial University of Newfoundland Abstract Traditionally high school students have not been given many opportunities to offer their insights and comments on education and schooling. This paper reports on a study which asked students to list the top five characteristics of effective teachers. Their perceptions are congruent with the literature and one of the several conclusions is that teachers, administrators and other stakeholders in education should pay attention to what students have to say about the characteristics of effective teachers. There appears to be a dearth of information regarding high school students’ perceptions of the characteristics of effective teachers. In fact, according to SooHoo (1993). Somehow educators have forgotten the important connection between teachers and students. We listen to outside experts to inform us, and, consequently, we overlook the treasure in our very own backyards: our students. Student perceptions are valuable to our practice because they are authentic sources; they personally experience our classrooms first hand. . . As teachers, we need to find ways to continually seek out these silent voices because they can teach us so much about learning and learners. (p. 389) Providing teachers with feedback about their teaching, whether it be from colleagues, administrators or students, is an important aspect of school improvement. Rudduck, Chaplain...
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...skills and strategies that help students become more effective readers and writers. As an effective teacher, I want to develop my questioning skills. I want my students and I to get the most out of a read-aloud lesson. With my help, I want my students to make connections that correlate with the readings. It is important for students to develop critical thinking and listening skills. All while gaining an appreciation for reading at the same time. I want my students to gain an understanding of what reading should sound like. If I ask the right questions I can help my students become independent readers. 1. As effective teachers, it is important to understand how students learn. To meet student needs, teachers should apply different learning theories as they teach. It is ideal for teachers to get to know each of their students. Teachers should observe students and take notes to learn more about students as learners. This would help them identify which learning strategies would benefit their students the most. They can integrate the learning theories discussed throughout this chapter into their classrooms. In my classroom, I plan to do just that. I want to learn about my students...
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...masters in primary schools occupy vital position in the administration of the school, and in moulding the lives of children. They are individuals who have unique ways of carrying out their job. The peculiarity of an individual human being is manifested in perception. Communication, attitude behavior and intelligence. Therefore, the leadership style of any primary school headmaster affects the working situation positively or negatively which may result in god or poor performances of the children (pupils) in the school. The degree of relationship between the headmaster and teachers determine the effectiveness of leadership of headmaster. According to (NPE 3:14) the objectives of primary education are: 1. The inculcation of permanent literacy, numeracy and ability to communicate effectively. 2. The laying of sound basis for scientific and reflective thinking. 3. Citizenship education as a basis for effective participation in and contribution to the life of the society. 4. Character and moral training and the development of sound attitudes. 5. Developing in the child, the ability to adapt to his challenging environment. 6. Giving the child opportunities for developing manipulative skills that will enable him to function...
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...Effective and efficient learning on the part of the students highly depends on teachers and the actions they take in their classes (Markley, 2004). Jordan, Mendro, and Weerasinghe (1997) reported that “by spending a few years with effective teachers can put even the most disadvantaged students on the path to success whereas a few years with ineffective teachers can deal students an academic blow which they may never recover”. However, Language practitioners and researchers have already recognized that teachers do not have a complete control over what learners learn from English language courses (Allwright, 1984 as cited in Breen, 2001a; Salimani, 2001). According to Williams and Burden (1997) learners perceptions of teaching have a great influence...
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...Indiana Department of Education Indiana Teacher Effectiveness Rubric 2011-2012 PILOT VERSION If you have received this document from any source other than the RISE website, it may have been altered from its original version. For the official, and most up-to-date version, please visit www.RISEindiana.org DOMAIN 1: PURPOSEFUL PLANNING Teachers use Indiana content area standards to develop a rigorous curriculum relevant for all students: building meaningful units of study, continuous assessments and a system for tracking student progress as well as plans for accommodations and changes in response to a lack of student progress. Competencies 1.1 Utilize Assessment Data to Plan Highly Effective (4) At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Incorporates differentiated instructional strategies in planning to reach every student at his/her level of understanding At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Plans an ambitious annual student achievement goal Effective (3) Teacher uses prior assessment data to formulate: - Achievement goals, unit plans, AND lesson plans Improvement Necessary (2) Teacher uses prior assessment data to formulate: - Achievement goals, unit plans, OR lesson plans, but not all of the above Teacher develops an annual student achievement goal that is: - Measurable The goal may not: - Align to content standards; OR - Include benchmarks to help monitor learning and inform interventions...
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...Rosemary Wong have done an excellent job in their writings on “The First Days of School”. A leading issue in the American education system is the need for effective teachers. Research has shown that the number of first-year teachers entering the profession lacks the essential skills to be effective. School districts across America have gone above and beyond to draw attention to the issue. In Wong’s book, The First Days of School”, Wong addresses the necessary skills that all first-year teachers should possess. Moreover, Wong suggests some proven techniques that will assist the first year teacher in becoming effective. Wong believes there are three common characteristics of an effective teacher. Wong postulates that positive...
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...The project investigated variations in teachers‟ classroom practice, and relationships with professional life phase, identity and school context (using value-added pupil attainment scores as indicators of schools‟ overall academic effectiveness) , which builds on and extends a four-year longitudinal research study (Day et al, 2006). The study sought to identify key factors that contribute to effective teaching and pupil outcomes in primary and secondary phases of schooling in a sample of 83 effective teachers (45 primary and 38 secondary), 39 school leaders, and approximately 3000 pupils from 39 schools in England. The project had three main aims: (1) To describe, analyse and explain the variation in primary and secondary school teachers‟ classroom behaviours and practice using two different observational instruments, detailed field notes and pupil and teachers‟ perceptions, focusing on English and mathematics teaching; (2) To explore typical and more effective classroom practice of teachers in Years 2, 6 and 9, across different school contexts, professional life phases and ages in relation to observation of practice and professional, situated and/or personal factors which are perceived to affect observed practice over time; and, (3) To draw out implications from the findings of (1) and (2)above for policymakers concerned with raising standards, for schools and for teacher development. Data were collected via extended case studies of teachers identified as of theoretical interest...
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...Running head: Effective Leadership Effective Leadership Results in School Improvement Kimberly D. Nash Strayer University June 17, 2013 Effective Leadership for School Improvement "Educational leadership can be madness or it can make a contribution to improve our schools. It can be a frantic effort to fix everything or it can be concentration on a few important items. It can be a futile exercise of power or it can empower individuals to help themselves. In the face of dramatic social change, a troubled sea of governance conflict, and excessive demands being made on schools, it can be said that one who aspires to school leadership must either be mad or a supreme egotist." (Bainbridge & Thomas, 2001) I would add that whether you are either, the goal should be achieving positive results. There is no easy solution to improving schools and school systems, but it has to begin with effective leadership. School leadership plays a key role in improving school outcomes by influencing the motivations and the capacities of teachers, as well as school climate and environment. Effective school leadership is essential to improve the efficiency and equity of schooling. (Pont, 2008) Effective leaders are the ones who are able to share responsibility, build positive relationships and offer teachers, parents and students an opportunity to work together to improve their schools. One of the...
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...What matters more, the class size or the teacher? Before researching articles concerning class size, I believe smaller classes do indeed result in better test scores. At the same time though I consider myself an effective teacher, so with smaller class sizes I feel that I can be even more effective in getting my point across to the students. Through the articles that I am going to research, I hope to find opinions that support my thoughts, find differing opinions from my own, and I hope to be able to see a “trend” that I can predict based on economic, social, and political issues. So far in my educational career I have experienced many different class sizes, from thirty in one class to nine in a class. I have taught classes ranging from Pre-Algebra with enrichment students to Algebraic Thinking where I am teaching “disadvantaged” and “at-risk” students. This has allowed me to not only see a wide range of different types and sizes of classes, but it has also allowed me time to form my opinion. It is my belief that an effective teacher is what matters the most in a classroom, but class does certainly helps. As McKenzie writes, “It probably is best to have both small classes and effective teachers,” but he agrees that he would “rather have a really good teacher with more kids in his or her room than a so-so teacher with a small number of kids” (McKenzie, 2011). This makes perfect sense to me as what I believe to be an effective teacher. With my class, students are benefitted...
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...GCU TCH-518 – Collegial Coaching Mary K. McDonald July 17, 2012 Collegial coaching thrives off the principles of grounded instruction, professional development, and learning communities. Curriculum content and the learning environment are the premise of effective coaching. Collegial coaching has proven to be an asset to many educational institutions. It is the foundation of a teacher’s professionalism and the success of state standards. Implementing a collegial coaching program in a school setting is beneficial when attempting to improve the school’s AYP, student mastery, and teacher effectiveness. The school and staff must have a shared vision and purpose so that the coach can develop a plan of action, workshop of strategies, and effective resources. Many factors mandate coaching; changes in curriculum, dynamics of the school culture, and approaches to teaching. Regardless of the geographic location of the school, the challenges are the same, however the approach may be different. Coaching is effective across the globe. The scope, sequence, pacing guides, and policies are often orchestrated by the teacher to establish or maintain their professional beliefs and objectives. Globally, the expectations of teachers are the same. Transforming the world begins with great teaching. Coaching is a significant global professional development strategy. The search for proficient, competent, and experience instructional coaching professional became prevalent when the federal government...
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...SECONDARY SCHOOLS Introduction Secondary school administrators work with teachers to design and prepare curriculum, establish budgets and ensure that students performance meet government standard. The most common administrators in secondary school environment are Principals and assistant Principals. These professionals set goals for individual schools within a public school district or individual private institution. They also collaborate with teachers to curriculum and performance goals are meant. Secondary schools administration e.g Principals often begin their career as teachers and then move into school administration positions as the assistant Principal level. ADMINISTRATION SET UP PRINCIPAL VICE-PRINCIPAL NON-TEACHING STAFF STUDENTS TEACHING STAFF The Principal A secondary school is headed by a Principal, preferable a graduate in Education and Postgraduate Diploma in Education or Masters Degree in Education. A school Principal most have taught for a considerable number of years and must also have vast administrative experience. A non-education graduate with several years of experience, a Postgraduate Diploma in Education, administrative experience and other attributes expected of a school Principal could also head a school. ROLES OF A PRINCIPAL The role of a Principal covers many different areas including leadership, teacher evaluation, student discipline and several others. Being an effective Principal is anchored on hard work and is also time consuming. A...
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