1. What it takes to be an effective teacher in the year 2010 and beyond....

2. Compiled by: Nora Lopes Sarah Matheson Sarah Montefiore Melissa Robinson Craig Winchcombe

3. Contents

4. Teachers of Today Unfortunately there are still educators in today’s society that are stuck in the old rote memorisation learning, lecturing, passing on information and not exploring or motivating students to learn. They are stuck in one teaching mode in the same old dull way, with dry lectures, boring worksheets and text books, repetition and drill. This would prove ghastly boring for the students. What it takes to be an effective teacher in the year 2010 and beyond.... Teachers of the Future In the future teachers are going to have to wear many different hats and be very flexible. Teachers will need to move away from single subjects and into a greater range of expertise. Jobs, now and in the future, are not for life. Educators are going to have to be diverse in following young people’s interests. It’s interesting, yet a staggering set of circumstances that is ahead of us and the children of today. Contemplating the amount of development and change in the last, nearly 100 years, it’s somewhat scarier, the concept that everything will move faster, be more involved and could quite possibly be less likely to be understood because of the speed of development.

5. What it takes to be an effective teacher in the year 2010 and beyond.... Teaching Beyond 2010 In any society, educators have the ability to make an enormous positive contribution. Making such a contribution is a challenge, and teachers must willingly embrace new teaching and learning opportunities (Shelly et al, 2008). Today, teachers in K-12 schools are educating students who will spend all of their adult lives in a technology–rich society. Teachers in these classrooms must be prepared to utilise both current and emerging computer technologies. Unfortunately, too many schools are still teaching today using yesterday’s tools. Traditional 20 th century educational practices will no longer provide you with the skills you need to teach your students effectively how to become productive citizens in today’s high- tech, global workplace (Shelly et al, 2008).

6. What it takes to be an effective teacher in the year 2010 and beyond.... Today, the vocabulary of computing is all around you (Shelly et al, 2008). Students today are real time learners using different technology to express themselves. Students who graduate from our schools in the 21 st century will have to have the skills needed to be effective workers, citizens, and leaders in the new global economy. Today’s students are essentially different from previous generations in the way they think, in the way they access, absorb, interpret, process, and apply information, and above all, in the way they view, interact, and communicate in this technology-rich world. They expect IT to be part of their learning, and to be adding value to the whole student experience. It has been said that students don't see technology as something that is separate from teaching and learning. For example, just by exploring the generational divide between those who have grown up in the computer age and those who haven't we see that digital students are more visual learners and it has been said that today’s youth actually speak digitally. Kindergarten students of today are using magic whiteboards from their first day of school and see connected classrooms as normal learning experiences. Computers support communications beyond classroom walls, thus enabling schools and communities to provide an environment for cooperative learning, for development of higher order thinking skills, and for solving complex problems (Shelly et al, 2008). They can provide unique, effective, and powerful opportunities for many different types of instruction and learning. Digital Students

7. The role of the teacher in the 21st Century classroom What it takes to be an effective teacher in the year 2010 and beyond.... The new role of the teacher in the 21st Century classroom requires changes in teachers’ knowledge and classroom behaviors. The teacher must know how to: -Act as a classroom facilitator, utilise appropriate resources and opportunities to create a learning environment that permits each student to develop his/her own knowledge. The teacher must be in tune with their students and know how to pace lessons and supply meaningful work that actively engages students in their learning -Establish a safe, supportive, and positive learning environment for all students. This requires planning on the teachers behalf to avoid safety risks, to form room arrangements that support learning, and to provide accessibility to students with special needs. The teacher is capable of controlling multiple learning experiences to create a positive and productive learning environment for all the students in the classroom. Classroom procedures and policies play a vital role in creating a positive learning environment. The teacher evaluates and implements effective classroom management techniques in a consistent manner, utlising routines and procedures that increase instructional time. Resulting in students knowing what is expected of them, and the teacher knows how to effectively mange disruptions so there is no adverse impact on students’ instructional time.

8. The role of the teacher in the 21st Century classroom What it takes to be an effective teacher in the year 2010 and beyond.... Have long & short term plans Encourage cooperation amongst students. The teacher models and supports democratic values and processes that are fundamental in the real world. Provoke students’ curiosity and intrinsic motivation to learn. The teacher assists students become independent, creative, and critical thinkers by providing experiences that develop his/her students’ independent, critical and creative thinking and problem solving skills. The teacher also grants adequate amount of time for students to complete tasks, and is clear about expectations. Students are actively involved in their own learning within an environment that respects their unique developmental requirements and fosters positive expectations and mutual respect. Make students feel appreciated. The teacher focuses on cooperative group effort rather than individual competitive effort through collaborative projects and a team spirit. Communicate effectively with students, parents &colleagues through written, oral, and technological communication to establish a positive learning experience. Encourage cultural awareness and cultural sensitivity in students

9. The future classroom What it takes to be an effective teacher in the year 2010 and beyond.... “effective authentic teachers in the 21 st century combine a living curriculum, media and technology with an inspirational classroom to empower and engage” (missmelissa73, 2009)

10. Teaching and learning are two of the most fundamental components of the educational process, and both topics have long been of interest to a variety of individuals concerned with education, from philosophers to educational psychologists. Within an educational context, the two phenomena are so inextricably intertwined that it often is difficult to imagine one without the other. Few individuals would deny that learning (or some closely related concept to learning) is the primary purpose of education and that teaching (in one form or another) is the foremost means by which that goal is accomplished (Schuell, T., 1993). If we are to meet the challenges of the 21st Century then we need to be constantly learning, communicating and reflecting. We live in a world which is “changing faster than ever in our history” (The Element, Ken Robinson). This requires diverse and complex training and development requirements, managed through a combination of formal and informal learning experiences. What it takes to be an effective teacher in the year 2010 and beyond.... 21st CENTURY STATEMENT OF TEACHER RESPONSIBILITIES: In order to adequately prepare today's students for their future, teachers must effectively participate in professional learning networks, share and model the use of current internet tools, lead authentic, integrated project-based learning activities, assist students as they establish their own learning networks and digital footprint, learn alongside our students as they create, collaborate, and share, provide sufficient learning opportunities for students to become digitally literate and fluent, while also inspiring each child to be quality, digital, global citizens. Theories of Teaching and Learning

11. The effective teacher would use the authoritative approach which is described by Whitton, D, (2004, p186) “Authoritative teachers provide and effective model of competence. Established expectations are rationalised to explain their purpose. Students are encouraged to think of the benefits associated with certain procedures”. What it takes to be an effective teacher in the year 2010 and beyond.... Teachning Theories – The Authoritative Teacher Authoritarian Permissive Authoritative Various approaches to Teaching I need to check referencing (sarah matheson)

12. The 21 st Century Learner What it takes to be an effective teacher in the year 2010 and beyond.... We have heard a lot about the 21st Century Learner. We know that they are: Collaborative Adaptive Communicators Immediate & Instant Require Instant Gratification Information, Media & Technology Savvy Creators and Adaptors

13. The 21 st Century Teacher What it takes to be an effective teacher in the year 2010 and beyond.... What about the 21st Century Teacher? What are the characteristics we would expect to see in a 21st Century Educator? We know they are student centric, holistic, they are teaching about how to learn as much as teaching about the subject area. We know too, that they must be 21st Century learners as well. But teachers are more than this. Characteristics of the 21st Century Teacher are: The Adaptor The Communicator The Learner The Visionary The Leader The Model The Collaborator The Risk Taker

14. Characteristics of a 21 st Century Teacher What it takes to be an effective teacher in the year 2010 and beyond.... The Adaptor: The 21 st century teacher is an adaptor. Controlled by an assessment focused education model the 21 st century teacher is obliged to adapt the curriculum in imaginative ways. They must also adapt technology into the classroom suitable to various age groups and abilities. An effective teacher is aware that technologies may fail in the middle of a lesson and have backup plans if this occurs. An effective teacher is conscious of different learning styles and how to apply them. Due to these different modes of learning a truly effective teacher adapts their teaching styles to ensure each student is catered for. The Visionary- imagination is a vital element of a adaptability for the teachers of today and tomorrow. Technology has produced many resources for teachers to utilise in their classroom a Visionary teacher is aware of the benefits of emerging tools and web technologies and can envisage and manipulate them to assist learning. The Collaborator- An effective teacher must be able to leverage collaborative tools such as blogger, etherpad, wiki, facebook, MSN etc to enhance and captivate students. Teachers themselves too, must be collaborators; sharing, contributing, adapting and inventing The Risk taker- Teaching involves taking risks and some times surrendering yourself to the students knowledge. An effective teacher has a vision of what they want and what the technology can achieve, identify the goals and facilitate the learning. Use the strengths of the digital natives to understand and navigate new products, have the students teach each other

15. Characteristics of a 21 st Century Teacher What it takes to be an effective teacher in the year 2010 and beyond.... The Learner- The 21 st century teacher must commit to life long learning and continue to absorb experiences and knowledge. They must strive to stay current and up to date with policies and procedures. The Communicator- The21st Century teacher is a communicator. They are confident with tools and technologies that permit communication and collaboration. They go beyond learning just how to do it, they also know how to facilitate it, stimulate and control it, moderate and manage it. The Model- Teachers are often the most consistent part of a students life. They teach values therefore an effective teacher must model the behaviours they expect from their students These teachers also model a number of other characteristics: The Leader- An effective teacher possess the following attributes of a leader; Vision, incentives and action plan Tolerance Global Awareness Acceptance Reflection A wider view than just their curricula areas

16. Motivational Theories What it takes to be an effective teacher in the year 2010 and beyond.... As with learning, different theories of motivation offer frameworks for understanding student motivation. These theories of motivation are outlined as: Behaviorist Theories Teacher’s commonly use rewards as classroom motivators. Rewards that recognise student achievment and an increase in understanding can effectively increase Intrinsic motivation. Congnitive and Social Cognitive Theories Cognitive theories of motivation define students natural desire to learn and make sense of their experiences. Piaget (1977) described “the need for understanding with his concept of equilibrium”. Social theories extend on this by enhancing students expectations and understanding. A positive, enthusiastic teaching approach will result in motivation. Sociocultural Theories Humanistic Theories Sociocultural view of motivation suggest environment can provide motivation through scaffolding to engage students in activities they would not complete on their own. This theory of motivation is gained by the educator having an understanding of the students behaviours, thoughts and feelings. “Caring teachers who are committed to their students both as people and as learners are essential for motivation and learning” (Cornelius-White, 2007).

17. Motivational Goals What it takes to be an effective teacher in the year 2010 and beyond.... How Motivation Impacts on Learning GoalPurposes for Engaging in Learning Mastery To acquire knowledge and increase competency for enjoyment and the development of skills Performance Approach & Avoidance To demonstrate one’s ability and competence relative to others, attain certain grades/marks, or to obtain tangible rewards To avoid the demonstration of lack of ability To avoid expending energy by minimising effort Social Affiliation Approval Responsibility Status Concern To enhance a sense of belonging To gain the approval of peers, teachers, and/or parents Out of sense of responsibility to others, or to meet social obligations In order to maintain/attain social position in school and/or later in life To be able to assist others with tasks. Student motivation influences both the learning journey and the meeting of expected outcomes. Motivation can be grouped into two broad categories. These are Extrinsic and Intrinsic Motivation. “Extrinsic motivation is motivation to engage in an activity as a means to an end, whereas Intrinsic motivation is motivation to be involved in an activity for it’s own sake” (Schunk et al., 2008). “Behaviorism views learning as a change in behaviour that occurs as a result of experience, and it treats motivation the same way. An increase in the amount of time spent studying is viewed as evidence of motivation, so reinforcers, such as praise, comments on homework, and good grades are motivators” (Schunk et al., 2008) Whitton, D (student motivation ch 17

18. Effective Classroom Management What it takes to be an effective teacher in the year 2010 and beyond.... Page will include Hyperlink to a word doc or Inspiration doc of classroom layout. Sarah has done a layout will attach for suggestions or changes To effectively manage and organise the classroom the teacher must consider a range of factors such as physical, physcological, social and pedagogical factors. Creating a positive learning environment where self esteem can be enhanced and maintained along with a well organised consistent classroom is beneficial towards students feeling motivated. “Students are more likely to be motivated at school when they believe the are competent and are told by parents and teachers that they have the capacity to achieve” (McInerney, Roche, McInerney & Marsh, 1997). Principles of Planning for Classroom Mangaement Developmental differences Management and instruction are interdependant Organization is essential Rules and procedures are the cornerstone of an effective management system The first days of school set the tone for the year An effective teacher possesses skills in classroom management and organisation along with providing a positive classroom environment. Considerations in effectively managing and organising the classroom involve the teaching of routines and rules for understanding of goal behaviours and a consistent, enthusiastic approach by the teacher to maintain a positive, calm working environment. Development Differences Influence Classroom Management Students think, act and feel differently at different stages of development, and teachers need to resond to these differences when they plan (Emmer et al., 2006; Everston et al., 2006). Info in Sarah’s word doc to be pasted Classroom Organization is Essential for Classroom Management Preparing materials in advance Starting classes and activities on time Making transitions quickly and smoothly Creating well established routines (all info in sarah’s research to attach). This will be edited and cut down, am still looking for info. Sarah matheson.

19. Professional Knowledge Base What it takes to be an effective teacher in the year 2010 and beyond.... To ensure a Professional knowledge base educators must commit to lifelong learning which involves keeping up with and understanding of technologies used to be able to implement them into the classroom to support students of today and the future. Ongoing training in these technologies is a requirement of teachers. A professional knowledge base can be achieved through in-service training days held at the school and informal training days which take place during staff development days. “As professional’s, teachers need to update and improve their expertise and practice continually through formal and informal professional development” Groundwater-Smith, (2007, p334). Classroom management and organisation along with creating a positive classroom environment are also paramount in being an effective teacher. As said by Groundwater-Smith, (2007, p334) teachers should “involve themselves in research to strengthen and expand the knowledge base of teaching” and “be advocates for students and the teaching profession”. The effective teacher’s knowledge needs to cover the social, cultural and learning needs of all students and knowledge of developmental characteristics of each individual student.

20. Pedagogical Knowledge What it takes to be an effective teacher in the year 2010 and beyond.... Knowledge of Content and Pedagogical Content knowledge differ from General Pedagogical knowledge in that they are domain specific, meaning they cover knowledge of particular areas. General Pedagogical knowledge “Involves and understanding of essential principles of instruction and classroom management that transcends individual topics or subject matter areas (Borko & Putnam, 1996; Darling- Hammond & Bransford, 2005) General Pedagogical Knowledge Instructional Strategies Classroom Management

21. Collaborative and Cooperative Learning What it takes to be an effective teacher in the year 2010 and beyond.... Collaborative and cooperative learning describes students working together in established groups to achieve a common goal. The view of a constructivist approach is that collaborative work offers many advantages to enhance learning. From a Vygotskian viewpoint groups can offer opportunities for discussion and language use and this can assist learning. If groups are well structured then theoretically, more knowledgable peers can scaffold less knowledgeable students learning (Featherston, T 2006). From a Piagetian view, having others in the group with a divergent view can create cognitive dissonance leading to assimilation and accomodation (Featherston, T 2006). For collaborative and cooperative learning to impact positively on learning educators need to: Featherston, T (2006) ch 7 (prof practice

22. Collaborative and Cooperative Learning & it’s impact on the classroom What it takes to be an effective teacher in the year 2010 and beyond.... The impact of Collaborative and cooperative learning on the classroom when working in well established and structured groups can benefit students by:  Giving students an equal opportunity in achieving desired goals.  Can enhance less able students understanding of topic.  Enhance social skills in working with peers and in leadership skills.  A wide range of thinking skills are utilised when students are explaining, negotiating and solving problems.  Emotional development through ideas being supported in an enthusiastic and encouraging group. To be effective, expectations and outcomes need to be clearly stated. It is important that the students do most of the cognitive work. Featherston, T (2006) ch 7 (prof practice

23. Constructivism What it takes to be an effective teacher in the year 2010 and beyond.... Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Despite differences, all who study constructivism agree with the following principle: Learners construct, rather than record their own knowledge (Eggen & Kauchak, 2010). Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. These are the characteristics of constructivism: Learners Construct knowledge that makes sense to them. New learning depends on current understanding. Social interaction facilitates learning. The most meaningful learning occurs within real-world tasks. Figure 8.1 Characteristics of constructivism (Eggen & Kauchak, 2010)

24. How Constructivism Impacts Learning What it takes to be an effective teacher in the year 2010 and beyond.... Constructivism calls for the elimination of a standardised curriculum. Instead, it promotes using curricula customised to the students’ prior knowledge. Also, it emphasises hands-on problem solving. The Curriculum Instruction Under the theory of constructivism, educators focus on making connections between facts and fostering new understanding in students. Instructors tailor their teaching strategies to student responses and encourage students to analyse, interpret, and predict information. Teachers also rely heavily on open-ended questions and promote extensive dialogue among students. Assessment Constructivism calls for the elimination of grades and standardised testing. Instead, assessment becomes part of the learning process so that students play a larger role in judging their own progress. Provide learners with a variety of examples and representations of content Connect content to the real world. Promote high levels of interaction. Treat verbal explanations skeptically. Promote learning with assessment. Figure 8.3 Suggestions for Classroom Practice (Eggen & Kauchak, 2010)

25. What it takes to be an effective teacher in the year 2010 and beyond.... Connect data from a variety of sources Modify Practice Analyse and reflect on data Evaluate Student Learning Reflection Cycle Reflective Practice is the process of conducting a critical self-examination of one’s teaching (Eggen & Kauchak, 2010). It’s major aim is to produce an improvement on practice. It involves a conscious effort to plan, describe and reflect on the process and outcomes of the action. Reflective practice is a clear cycle of separate moments as one engages in completely different activities. As Eggen & Kauchak, 2010 explain, “Every decision we make is designed to increase learning and learner development. So the process of decision making centres on one simple question: “Did this decision increase learning as much as possible?” If it did, it was a good decision; if it didn’t, we need to make changes in the future.” Draw conclusions about the impact of Teaching on Student Learning

26. BEHAVIOURAL CONSEQUENCE REINFORCEMENT An event that decreases the likelihood that a behaviour will recur What it takes to be an effective teacher in the year 2010 and beyond.... PUNISHMENT An event that decreases the likelihood that a behaviour will recur POSITIVE REINFORCEMENT An increase in behaviour that results from being presented with a stimulus NEGATIVE REINFORCEMENT An increase in behaviour that results from and aversive stimulus being removed or avoided. PRESENTATION PUNISHMENT An decrease in behaviour that results from being presented with a stimulus REMOVAL PUNISHMENT An decrease in behaviour that results from a stimulus being removed. Figure 6.1 Consequences of behaviour (Eggen & Kauchak, 2010) Behaviourism

27. Conclusion What it takes to be an effective teacher in the year 2010 and beyond..... To ensure students are productive members of the 21 st century, it is essential to move beyond the skills of the 20 th century and master those of the 21 st century. The characteristics of the 21st Century classroom will be very different from classrooms of the past. Effective teachers in the year 2010 and beyond will certainly need to adapt in order to use new tools and methods that technology produces as we now living in a technology rich society. An effective teacher is aware of different learning needs and has numerous teaching strategies to achieve learning outcomes.

28. What it takes to be an effective teacher in the year 2010 and beyond..... Teaching 2010 & Beyond http://www.youtube.com/watch?v=gJtGCfMq85c

29. References