0. BECOMING AN EFFECTIVE TEACHER
Teachers, Schools,
and Society
A Brief Introduction to Education
second edition
David Miller Sadker
Karen R. Zittleman
BECOMING AN EFFECTIVE TEACHER
Chapter 11

1. Academic Learning Time (ALT)
TIME ON TASK
Allocated Time
Engaged Time
Academic Learning Time (ALT)
Amount of time scheduled for a subject
Allocated time in which students are actively involved with subject matter
Engaged time with high student success rate

2. Engaged Time + High Success Rate = Academic Learning Time
How can you tell whether students are performing at a high success rate?
Guidelines:
At least _____%* of teacher questions should result in accurate student answers.
(Important for younger students and for those needing more time.)
During independent practice, the success rate should be almost _____%**.
*70% **100%
Jere Brophy and Carolyn Evertson, Learning from Teaching: A Developmental Perspective (Boston: Allyn & Bacon, 1976). See also R. Marliave and J. Filby, “Success Rates: A Measure of Task Appropriateness,” in C. W. Fischer and D. Berliner (eds.), Perspectives on Instructional Time (New York: Longman, 1986); Gary Borich, Effective Teaching Methods (Columbus, OH: Merrill, 1988); Richard Kindsvatter et al., Dynamics of Effective Teaching (New York: Longman, 1992).

3. HIGH SUCCESS RATE (Continued)
In theory…
High Success Rate = Achievement
In reality…
Students are often working at levels of failure.
In one study, 14% of the time, student answers to teacher questions were 100 percent wrong.a
Researcher Jere Brophy concludes that teachers have a tendency to assign tasks that are too difficult, rather than too easy.b
aGary Davis and Margaret Thomas, Effective Schools and Effective Teachers (Boston: Allyn & Bacon, 1989).
bJere Brophy, “Classroom Organization and Management,” The Elementary School Journal 83, no. 4 (1983).

4. ESTIMATED TIME FOR ACADEMIC LEARNING
Figure 11.1
Source: Carol Simon Weinstein and Andrew Migano, Jr., Elementary Classroom Management: Lessons from Research and Practice, 4th ed. New York, McGraw-Hill, 2006.

5. JACOB KOUNIN’S PATTERNS TO AVOID DURING TIMES OF TRANSITION
FLIP-FLOPS
Teacher terminates one activity, begins another, then returns to the original activity.
OVERDWELLING
Teacher spends more time than is necessary to correct an infraction of classroom rules.
FRAGMENTATION
Teacher breaks directions into choppy steps instead of one fluid unit.
THRUSTS
Teacher interrupts classroom momentum with random, unrelated comments.
DANGLES
Teacher begins a thought, then leaves it hanging without completion.

6. PEDAGOGICAL CYCLE AND SAMPLE CLASSROOM DIALOGUE
Figure 11.2

7. BLOOM’S TAXONOMY APPLIED TO QUESTIONING LEVELS
Level I:
Knowledge
Recall information. Rely on memory or senses to provide answer.
Level II:
Comprehension
Students go beyond simple recall. Demonstrate ability to arrange and organize previously learned information mentally.
Level III:
Application
Apply previously learned information to answer a problem.
Level IV:
Analysis
Use three kinds of cognitive processes:
Identify causes, reasons, or motives.
Reach a conclusion.
Find evidence to support a conclusion.
Level V:
Synthesis
Develop original communication, make a prediction, and solve problems with many possible answers.
Level VI:
Evaluation
Judge the merits of an aesthetic work, idea, or solution to a problem.

8. Student Generated Responses
BLOOM’S TAXONOMY
Student Generated Responses
Key Words or Examples
Level I
Knowledge
Level II
Comprehension
Level III
Application
Level IV
Analysis
Level V
Synthesis
Level VI
Evaluation

9. WAIT TIME: CHANGES IN STUDENT BEHAVIOR
Longer responses
Statements supported with evidence
Speculative thinking increases
More student questions
Fewer failures to respond
More students participate
Fewer discipline problems
Better performance on higher-order thinking skills

10. WAIT TIME: CHANGES IN TEACHER BEHAVIOR
Comments more fluent
Discussion more logical
More higher-order questions
Higher expectations of students

11. TEACHER REACTIONS
Figure 11.3

12. EFFECTIVE USE OF PRAISE
Praise works best when:
it is contingent upon student performance
it is specific
it is sincere
it informs students of their competence and the importance of their accomplishments
it attributes success to ability or effort
it uses past performance as context for present performance

13. EFFECTIVE USE OF FEEDBACK
Corrective feedback works best when:
it is specific and contingent upon student performance
it focuses on student performance, not personality
it provides a clear blueprint for improvement
it is an environment that tells a student mistakes are acceptable
it relates eventual success to effort
it recognizes improvements in student performance

14. Student Generated Responses
COOPERATIVE LEARNING
Student Generated Responses
Type
Formal
Informal
Base groups
Characteristics

15. COOPERATIVE LEARNING’S EFFECT ON STUDENTS
Higher achievement
Higher self-esteem
More motivation
Higher regard for other students
Greater acceptance of racial and ethnic differences

16. FOUR MODELS OF INSTRUCTION
TERM
Student Generated Key Ideas
Direct Teaching
Cooperative Learning
Mastery Learning
Problem-Based Learning

17. TEACHING THAT WORKS Good teachers… Know their subject matter
Are enthusiastic about teaching and their subject area
Develop deep rather than shallow knowledge
Connect new learning to prior knowledge
Spend the major part of class time on academic activities
Teach content at a level that ensures a high rate of success
Are organized
Structure learning experiences carefully
Ensure that students have sufficient time to practice skills
Clearly present both directions and content information

18. TEACHING THAT WORKS (Continued)
Good teachers…
Maintain high student interest and engagement
Actively monitor student progress
Involve all students (not just volunteers) in discussions
Ask both higher- and lower-order questions appropriate to the objective of the lesson
Use adequate wait time
Provide clear academic feedback
Vary student activities and procedures
Hold high expectations for students
Have high regard for students and treat them with respect
Build classroom learning communities

19. HOW MUCH DO YOU THINK COMPUTERS HAVE HELPED STUDENT LEARNING?30 40 50 60 20 10
Great
amount
Don’t know
response
Only
a little
Not at
all
Moderate 58 31 5 2 13 29 49
Percentage
Public
Teachers
Source: MCI Nationwide Poll on Internet in Education, 1998.

20. MONITORING STRATEGIES
Student Generated Responses
How might you effectively monitor student computer work?

21. DIRECTIONS IN TEACHING
Develop content with deep teaching
Organize activities based on individual distinctions for differentiated instruction
Build a learning community highlighting social interactions
Practice reflective teaching

22. STAGES OF TEACHER DEVELOPMENT
Student Generated Responses
Stage
Stage 4
Maturity
Stage 3
Renewal
Stage 2
Consolidation
Stage 1
Survival
Attributes

23. STAGES OF TEACHER DEVELOPMENT
Figure 11.4
Source: Based on the work of Lillian Katz.

24. SCHOOL RESOURCES AND STUDENT ACHIEVEMENT
0.05
0.1
0.15
0.2
0.25
Lowering
pupil teacher
ratio
0.04
0.16
0.18
0.22
Increasing
teacher
salaries
experience
education
Test score units
Source: Linda Darling-Hammond, “Teachers and Teaching: Testing Policy Hypothesis From a National Commission Report,” Educational Researcher, 27, No 1, Jan-Feb 1998.