CHAPTER 6 Collin College EDUC 1301 What Makes a Teacher Effective?

I. Chapter 6 – What Makes a Teacher Effective? A. Professional Practice B. Decision-Making C. The Teacher’s Knowledge D. Classroom Management E. Effective Questioning Copyright by Houghton Mifflin Company. All rights reserved

Domain 1 Planning and Preparation Domain 2 The Classroom Environment Domain 3 Instruction Domain 4 Professional Responsibilities Copyright by Houghton Mifflin Company. All rights reserved What duties fit into each area?

 Planning decisions  Implementing decisions  Evaluating decisions Copyright by Houghton Mifflin Company. All rights reserved

 Attitudes that foster learning and genuine human relationships  Knowledge Subject Matter Knowledge Theoretical Knowledge Personal Practical Knowledge  Teaching skills that promote student learning Copyright by Houghton Mifflin Company. All rights reserved

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 Self-understanding - achieved through reflection, study, and participant observation  Positive attitude toward children - high expectations for students; willingness to examine own negative attitudes  Collaborative attitude toward colleagues and parents  Enthusiasm for subject matter! Copyright by Houghton Mifflin Company. All rights reserved

 Influenced by race, social class, gender, other teachers, and more  May be unconscious  Communicated to students  Affect student behavior & performance Self-fulfilling prophecy Copyright by Houghton Mifflin Company. All rights reserved

 Authority  Collaboration  Competition  Cooperation  Superiority and Prejudice  Acceptance Copyright by Houghton Mifflin Company. All rights reserved

 In pairs, review the list of self-gauging questions regarding teaching from the hand-out.  Discuss with your partner your answers to each question. (7 minutes)  Share with the class as appropriate when asked Copyright by Houghton Mifflin Company. All rights reserved

 Discipline (subject) content - structure, elements, logic, possible uses, and social biases of subject content  Curriculum content - school and district curriculum and standards  Pedagogical content - best practices for teaching particular content Copyright by Houghton Mifflin Company. All rights reserved

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Effective teachers are:  With it  Smooth Effective teachers avoid:  Overdwelling  Fragmentation Copyright by Houghton Mifflin Company. All rights reserved

 Distraction (1 – 2 1/2 Yrs)  Anticipation and Avoidance (1 – 2 ½)  Removal from Activity (1 – 5 Yrs)  Positive Reinforcement (1 – 18 Yrs)  Time Out (2 – 12 Yrs)  Natural/Logical Consequences (2-18)  Negotiation (5 – 18 Yrs)  Contract Agreement (10 – 18 Yrs)

 Establish rules and routines Define them clearly Have students help  Ensure students’ compliance Establish positive relationships Be willing to administer consequences  Involve families Communicate Make sure they understand rules Copyright by Houghton Mifflin Company. All rights reserved

 Be clear and specific  State the rule positively  State the rule so that compliance is clearly observable  Only make rules you are willing to enforce  Expect resistance  If you cannot directly observe compliance, establish consequences for discovered noncompliance  Remember, “less is better” or quality is better than quantity  Anticipate and make rules in advance  Change rules as need  Involve children in making rules

 In pairs, decide upon 4-5 simple classroom rules to help ensure an orderly learning environment  Share with the class as appropriate when asked Copyright by Houghton Mifflin Company. All rights reserved

 Phrase questions clearly; ask brief questions.  Link questions to lesson objectives.  Ask thought-provoking questions. Avoid yes/no and leading questions.  Question a range of students. Balance volunteers with non-volunteers.  Extend wait-time. (Wait-time and Wait-time II)  Encourage students to respond in some way to every question.  Probe & provide feedback on responses. Copyright by Houghton Mifflin Company. All rights reserved