Teacher Effectiveness Essay Example for Free

instructor Effectiveness EssayIn the sign perceptions report I selected confidence and persistence as the in-person attributes close to relevant to efficacious t apieceing, and thorough overcome companionship and outlining clear and consistent expectations as the twain virtually important schoolroom strategies to boilersuit effective teaching. Various research studies into effective teaching do prime that personal attributes, teaching and learning strategies and schoolroom management all play a important role in general teacher effectiveness.It has been plant that teachers who exhibit socially just personal attributes such(prenominal) as financial aid, compassion and empathy for all scholarly persons atomic number 18 most effective. Teachers who ar ? active in employing a background of teaching and learning strategies that are heavily based on student-teacher and student-student interaction are in addition found to be effective. In terms of classroom mana gement, effective teachers are able to outline and stick to a clear direct of high expectations for all students. These findings correlate with my initial perceptions to carrying degrees.While all the initial perceptions brook some relevance, generally speaking, factors and influences that make up effective teaching embroil a more bighearteder set of criteria than just patience, confidence, subject knowledge and expectations. The personal attributes of teachers is shown to be a significant factor in overall teacher effectiveness in a number of studies. Generally speaking, teachers who are socially just and endure a genuine concern for all students have been found to be the most effective.This is a much broader conception of personal attributes than what was identified in the initial perceptions of teacher effectiveness, that of confidence and patience. The keen ambition to care for, respond to and check the talents of all students is repeatedly referred to in studies as exi stence a significant determiner of overall teacher effectiveness (Dinham, 2004, OECD, 1994, Batten, 1993). Such an ambition requires a number of personal attributes, one of which would accept patience. In all teaching frameworks, teachers entrust inevitably face a range of abilities, skills and personalities.If teachers are sincerely committed to caring for and developing all students equally they will inevitably require patience each in terms of the rate at which students understand the concepts and information being presented to them as well as the manner in which students act and respond to both them in person and to the work they are presented with. heretofore, while patience is a definite requirement in the care for all students, there is a broader set of attributes that are needed to achieve this ambition.Teachers who exhibit socially just attributes such as honesty, empathy and compassion are more likely to genuinely care for and develop all students, thereby making them more effective (Dinham, 2004). Significantly, these attributes will in addition play a significant role in providing a safe learning surround for all students, one of the three central components of the Quality training Framework (NSW Quality Teaching Framework). Teachers who are reflective, willing and able to adjust and improve and to set an showcase of moral conduct for their students have also been found to be effective (OECD, 1994).A willingness and ability to reflect and adjust, as well as to return a moral example for students depends significantly on the personal attributes of the teacher. Confidence is relevant to these attributes as in club for the process of self reflection and moral modelling to be successful, teachers must first be confident enough to engage in the process. For example, if a teacher does not possess confidence in their own moral beliefs and reasoning, they will be unable to model them for their students in any effective manner.However reflection a nd moral conduct requires more that just confidence. Ultimately it requires outward looking behaviour in an attempt to achieve positive relationships and a culture for success (Dinham, 2004). Specific teaching and learning strategies as they are implemented in the classroom bear a significant impact on overall teacher effectiveness. In terms of my initial perceptions report, thorough subject knowledge was identified as being of great importance for overall teacher effectiveness.The role and relevance of thorough subject knowledge is acknowledge as dependant upon overall teacher effectiveness to varying degrees (Darley-Hammond, 2000). The Darling-Hammond study (2000) found mixed keep for subject matter knowledge as a determinant of effective teaching. The study showed that the greater time pass in teacher training courses and in subsequent professional development, on method areas and pedagogical development in particular proposition methods, increased overall teacher effectivene ss.While this doesnt relate directly to specific subject knowledge, content knowledge undoubtedly supports pedagogical knowledge, thereby making it relevant and influential. A student focussed, interactive approach that draws upon a range of specific teaching strategies is consistently found to be most significant in terms of effective teaching and learning practices within the classroom (Batten, 1993, Brophy and Good, 1986, OECD, 1994, Ayers et al. , 2004). Brophy and Good (1986) fall upon ? active teaching as being a central component of overall teacher effectiveness.By active teaching they are referring to an approach that relies heavily on student-teacher and student-student interaction, limiting the amount of time spent on independent instruction and unsupervised seatwork (Brophy and Good. 1986). The Organisation for Economic Co-operation and Development, Quality in Teaching, Paris opus (1994) supports this assertion in their report findings, stating that effective classrooms generally implemented teacher led activities with considerable interaction between the students and the teacher.Both studies acknowledge whole class discussion, closely monitored group work and effective unbelieving as part of the teacher led interactive approach. Each of these studies acknowledged class discussion and effective questioning as integral to the ? active teaching approach. Such skills involve the ability to effectively arrest a combination of open and closed questions, questions that are based on recall and reflection and questions that digest for differences of opinion and interpretation in order to encourage meaningful discussion (Wragg and Brown, 2001).Such techniques allow students to personally engage with material, thereby making the work significant to students, one of the three components of the NSW Quality Teaching Framework. It is obscure whether this would be able to be effectively achieved without a thorough knowledge of the content to which the teache r would develop questions and discussion about. Ayres et al. (2004) in their study regarding effective HSC teaching found that teaching and learning strategies that were dynamic and varying, for example lessons that progressed from presentations, to discussions, to interactive seat work and to some independent work, were found to beeffective.The study also found that the more effective teachers were willing to choose more difficult topic options and would change their chosen topics regularly. In order for teachers to effectively teach the difficult options, or continuously change their chosen topic in order to maintain their motivation, they would need to possess thorough knowledge in their subject. Therefore, while specific subject knowledge may not be an overwhelming component of effective classroom strategies, those that are deemed most effective would not work without the teacher first possessing thorough knowledge of their subject.Classroom management is the terce component th at is found to be most influential in overall teacher effectiveness. In my initial perceptions report I chose outlining clear and consistent expectations as an effective teaching strategy in order to increase the chance of student behaviour consistency. This initial perception seems to be supported by motley studies regarding teacher effectiveness. The OECD report (1994) describes effective classroom management as providing a safe and orderly classroom where a set of high expectations are explained to and understood by students.In Margaret Battens (1993) study of individual niminy-piminy teachers who had been deemed to be effective teachers, such practices as refusing to talk over students, carrying out outlined consequences such as giving more work to students who misbehaved and clearly and firmly stating to students to change their behaviour when they were not following classroom expectations, were often employed to manage an orderly and safe classroom for all students.All such strategies involve my initial perception of outlining clear and consistent expectations of students, and if carried out effectively, support the creating supportive environments element of the NSW Quality Teaching Framework. Effective teaching depends upon a broad range of criteria relating to socially just personal attributes, a broad ranging and interactive set of teaching and learning strategies and high classroom expectations.Within the range of this criteria patience, confidence, subject knowledge and consistent expectations undoubtedly bear some influence, however there are many other factors that also bear significant influence. References Ayers, P. , Sawyer, W. and Dinham, S. (2004) ? Effective teaching in the context of a Grade 12 high-stakes extraneous examination in saucily South Wales, Australia, British Educational Research Journal, Vol. 30, No. 1 pp 141-165. Batten, M. , Marland, P. and Khamis, M. (1993) erudite How to Teach Well Teachers Reflect on Their Classroom P ractice.ACER Research Monograph No 44. Hawthorn ACER. (Chapter 3 pp. 18-33) Dinham, S. (2004) ? The Influence of Leadership in Producing Outstanding Schooling Outcomes in Junior utility(prenominal) Education, AESOP Report, School of Education, University of New England, Australia. Darling-Hammond (2000) http//eppa. asu. edu. epaa. v8nl Organisation for Economic Co-Operation and Development (1994) Quality in Teaching, Paris OECD (Chapter 4 pp. 34-71). Wragg, E. and Brown, G. (2001) Questioning in the Secondary School, 2nd Edition, London RoutledgeFalmer. (Chapter 3 pp. 27-39).