2. What Makes an Effective Teacher?10
What Makes an Effective Teacher?

3. 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

4. What qualities do you possess that will help make you an effective teacher?
© Michael D. Brown/Shutterstock

5. Describe the major roles that teachers perform.
© Dmitry Shironosov/Shutterstock

6. Five Key Roles of a Teacher
Information provider
Facilitator
Planner
Learning evaluator
Role model
© Lisa F. Young/Shutterstock

7. 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

8. 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)

9. Pg. 220 – Teachers Facilitate Learning
Facilitators guide students’ learning. They:
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

10. Benefits of Facilitation
Unleashes students’ creativity and self-motivation
Pride and ownership in learning
Motivated and engaged students cause less behavior problems

11. 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
© Michal Kowalski/Shutterstock

12. Teachers Plan for Learning
Utilize resources to adapt lesson for different types of learners
Make learning challenging, fun, inspiring, and effective.
© Michal Kowalski/Shutterstock

13. Teachable Moments Happen
Unforeseen teaching opportunities come along in the course of a lesson (teachable moments)
Changes can enhance learning and teach students flexibility
© Goodheart-Willcox Co., Inc.

14. 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

15. 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.

16. 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”

17. How have your teachers acted as role models for you?
© Archipoch/Shutterstock

18. Identify teachers’ professional qualities that have had an impact on your life.
© Dean Mitchell/Shutterstock

19. Developing Professional Qualities
Professionalism includes a high degree of
skill
competence
ethics

20. Be Dependable Dependability includes being on time prepared to teach
loyal
reliable

21. 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

22. 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

23. Show Respect
Teachers must show regard for each person’s needs, feelings, and potential
© Monkey Business Images/Shutterstock
continued

24. Show Respect Also must show respect to everyone on staff
Includes being courteous to support staff
© oliveromg/Shutterstock

25. 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

26. 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

27. Develop a Positive Attitude
Get satisfaction from the job
Have optimism and energy
© oliveromg/Shutterstock
continued

28. 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

29. What can be the result if a teacher has a poor attitude
What can be the result if a teacher has a poor attitude? How can this affect the students?
© Michael D. Brown/Shutterstock

30. Compare your school’s written information on organizational culture to your observations.
© Andresr/Shutterstock

31. Working Effectively Within a School
A school’s organizational culture includes
things you can see, such as the way people dress
© Yuri Arcurs/Shutterstock
continued

32. 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

33. 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

34. What might happen if a teacher does not understand the school’s organizational culture?
© Michael D. Brown/Shutterstock

35. Explain the importance of subject-matter knowledge to teachers and how they can stay updated.
© Kruchankova Maya/Shutterstock

36. 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

37. 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

38. Demonstrate your ability to produce clear, professional, written communication.
© michaeljung/Shutterstock

39. Communicating Effectively
Every aspect of teaching is based on communication
People communicate without realizing they are doing so

40. 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.

41. 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

42. Two components of effective communication
Communication must occur in the context of positive relationships
Each form of communication depends on specific, but related, skills

43. Forms of Communication
Verbal
Nonverbal
Written
Electronic

44. 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.

45. 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

46. 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

47. 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

48. Do you see yourself as an assertive, aggressive, or passive communicator?
© Archipoch/Shutterstock

49. Improving Communication Skills
Skills include
speaking
writing
nonverbal communication
electronic communication

50. Speaking Teachers must speak with thought and purpose
Use time effectively
Consider your audience’s
needs
interests
motivation
understanding
continued

51. Speaking Remember that teachers are almost never off duty continued
© CandyBox Images/Shutterstock
continued

52. Speaking Never speak badly about coworkers or students
Never reveal personal or confidential information
ALWAYS think before you speak

53. 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

54. Do you always use appropriate writing skills
Do you always use appropriate writing skills? In what circumstances might you NOT write appropriately?
© Archipoch/Shutterstock

55. Nonverbal Communication
Become more aware of nonverbal cues, such as
facial expressions
body posture
movements
tone of voice
appearance
© Piotr Marcinski/Shutterstock

56. 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 , text messages, and website posts carefully, thoughtfully, and cautiously

57. Identify the steps in constructive conflict resolution and describe the goal of mediation.
© AISPIX/Shutterstock

58. 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

59. 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
© Marcin Balerzak/Shutterstock
continued

60. 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

61. 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

62. 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

63. Based on your experience, what makes a teacher an effective mediator?
© Michael D. Brown/Shutterstock

64. 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

65. 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

66. 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

67. active listening. Asking questions and restating ideas to discover the true message of the sender by giving verbal feedback.
aggressive communicator. One whose verbal or nonverbal communication aims to hurt or put other people down in a disrespectful way.

68. assertive communicator
assertive communicator. One who expresses thoughts, ideas, and feelings in respectful ways.
assessment. Determining how much a student or class has learned or is in the process of learning.

69. chain of command. The official organizational structure that tells who reports to whom.
ethics. Conduct based on moral principles.
facilitator. One who creates situations that help students learn by developing activities that actively involve students in learning, rather than just presenting information.

70. lifelong learners. People committed to staying up-to-date in their knowledge and skills.
mediation. The process of bringing about agreement or reconciliation between opponents in a dispute.

71. mediator. A neutral person who oversees conflict resolution in order to help others reach a peaceful settlement.
mission statement. The official version of an organization’s purpose and goals, along with policies and procedures.
mixed message. A discrepancy between verbal and nonverbal messages.

72. organizational culture
organizational culture. The “personality” of an organization based on the assumptions, values, standards, behaviors, and actions of people, as well as the tangible signs of an organization.
passive communicator. One who is unwilling to say what he or she feels, thinks, or desires in order to avoid conflict.

73. professional development
professional development. Taking part in professional organizations, attending seminars and conferences, pursuing an advanced degree, or other activities meant to improve one’s professional knowledge and skills.