Characteristics of Effective Teache

Characteristics of Effective Teachers

OVERVIEW

Effective teachers appear again and again to display certain characteristics, while ineffective teachers tend to make the same mistakes repeatedly. Below is a look at some of the things more effective teachers tend to do right and less effective teachers tend to do wrong.

WHAT EFFECTIVE TEACHERS DO RIGHT

Based on a scheme originally developed by M. Hildebrand, 1971.

Organization and Clarity
explains clearly
is well prepared (see Preparing for the First Day)
makes difficult topics easy to understand
uses examples, details, analogies, metaphors, and variety in modes of explanation to make material not only understandable but memorable
makes the objectives of the course and each class clear (see Course Design, Course Goals and Learning Outcomes)
establishes a context for material
Analytic/Synthetic Approach
has a thorough command of the field
contrasts the implications of various theories
gives the student a sense of the field, its past, present, and future directions, the origins of ideas and concepts (see Consider Your Audience)
presents facts and concepts from related fields
discusses viewpoints other than his/her own
Dynamism and Enthusiasm
is an energetic, dynamic person
seems to enjoy teaching
conveys a love of the field
has an aura of self-confidence
Instructor-Group Interaction
can stimulate, direct, and pace interaction with the class (see How to Lead a Discussion)
encourages independent thought and accepts criticism
uses wit and humor effectively
is a good public speaker (see Speaking at the Hume Center for Writing and Speaking)
knows whether or not the class is following the material and is sensitive to students’ motivation
is concerned about the quality of his/her teaching
Instructor-Individual Student Interaction
is perceived as fair, especially in his/her methods of evaluation (see How to Evaluate Students)
is seen by students as approachable and a valuable source of advice even on matters not directly related to the course (see Interacting with Students)
WHAT LESS EFFECTIVE TEACHERS DO WRONG

Doing the right things with your teaching is of course critical but so is avoiding the wrong things.  Richard M. Felder, North Carolina State University and Rebecca Brent, Education Designs, Inc., have come up with a list to the ten worst mistakes teachers make.  They are summarized here in increasing order of badness.  Further details and additional material can be found at Richard Felder’s Home Page.

Mistake #10: When you ask a question in class, immediately call for volunteers.  When you do this most students will avoid eye contact, and either you get a response from one of the two or three who always volunteer or you answer your own question

Mistake #9: Call on students cold. If you frequently call on students without giving them time to think ("cold-calling"), the ones who are intimidated by it won't be following your lecture as much as praying that you don't land on them. Even worse, as soon as you call on someone, the others breathe a sigh of relief and stop thinking.

Mistake #8: Turn classes into PowerPoint shows. Droning through lecture notes put into PowerPoint slides is generally a waste of time for everyone. 

Mistake #7: Fail to provide variety in instruction. Effective instruction mixes things up: boardwork, multimedia, storytelling, discussion, activities, individual assignments, and group work (being careful to avoid Mistake #6). The more variety you build in, the more effective the class is likely to be.

Mistake #6: Have students work in groups with no individual accountability.  The way to make group work work is cooperative learning, an exhaustively researched instructional method that effectively promotes development of both cognitive and interpersonal skills

Mistake #5: Fail to establish relevance. To provide better motivation, begin the course by describing how the content relates to important technological and social problems and to whatever you know of the students' experience, interests, and career goals, and do the same thing when you introduce each new topic.

Mistake #4. Give tests that are too long. If you want to evaluate your students' potential to be successful professionals, test their mastery of the knowledge and skills you are teaching, not their problem-solving speed. 

Mistake #3: Get stuck in a rut. Things are always happening that provide incentives and opportunities for improving courses. This is not to say that you have to make major revisions in your course every time you give it-you probably don't have time to do that, and there's no reason to. Rather, just keep your eyes open for possible improvements you might make in the time available to you.  

Mistake #2. Teach without clear learning objectives. A key to making courses coherent and tests fair is to write learning objectives-explicit statements of what students should be able to do if they have learned what the instructor wants them to learn-and to use t

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Characteristics of Effective TeachersOVERVIEWEffective teachers appear again and again to display certain characteristics, while ineffective teachers tend to make the same mistakes repeatedly. Below is a look at some of the things more effective teachers tend to do right and less effective teachers tend to do wrong.WHAT EFFECTIVE TEACHERS DO RIGHTBased on a scheme originally developed by M. Hildebrand, 1971.Organization and Clarityexplains clearlyis well prepared (see Preparing for the First Day)makes difficult topics easy to understanduses examples, details, analogies, metaphors, and variety in modes of explanation to make material not only understandable but memorablemakes the objectives of the course and each class clear (see Course Design, Course Goals and Learning Outcomes)establishes a context for materialAnalytic/Synthetic Approachhas a thorough command of the fieldcontrasts the implications of various theoriesgives the student a sense of the field, its past, present, and future directions, the origins of ideas and concepts (see Consider Your Audience)presents facts and concepts from related fieldsdiscusses viewpoints other than his/her ownDynamism and Enthusiasmis an energetic, dynamic personseems to enjoy teachingconveys a love of the fieldhas an aura of self-confidenceInstructor-Group Interactioncan stimulate, direct, and pace interaction with the class (see How to Lead a Discussion)ส่งเสริมความคิดอิสระ และยอมรับการวิจารณ์ใช้ปัญญา และเรื่องตลกได้อย่างมีประสิทธิภาพเป็นลำโพงสาธารณะดี (ดูที่ศูนย์ฮูมพูดเขียนและการพูด)รู้หรือไม่ว่า ชั้นติดตามวัสดุ และมีความไวต่อแรงจูงใจของนักเรียนมีความกังวลเกี่ยวกับคุณภาพการสอนของตนเรียนอาจารย์ผู้สอนแต่ละรับรู้ธรรม โดยเฉพาะอย่างยิ่งในวิธีการประเมินของตน (ดูวิธีการประเมินนักเรียน)โดยนักเรียนเป็นมิตรและเป็นแหล่งให้คำปรึกษาแม้ในเรื่องที่ไม่ตรงเกี่ยวข้องกับหลักสูตร (ดูพึงกระทำต่อนักเรียน)อะไรที่น้อยกว่ามีประสิทธิภาพครูทำผิดทำสิ่งถูกต้องกับการเรียนการสอนของคุณเป็นหลักสูตรที่สำคัญ แต่เพื่อ จะหลีกเลี่ยงสิ่งที่ไม่ถูกต้อง Richard M. Felder มหาวิทยาลัย แห่งรัฐนอร์ทแคโรไลนา และรีเบคก้า Brent การศึกษาการออกแบบ Inc. ได้มา ด้วยรายการเพื่อความผิดพลาดเลวร้ายที่สุดสิบที่ครูทำ พวกเขาจะสรุปที่นี่เพิ่มจำนวนของเลว เพิ่มเติม รายละเอียดและวัสดุเพิ่มเติมได้ที่หน้าริชาร์ด Felderความผิดพลาด #10: เมื่อคุณถามคำถามในชั้นเรียน โทรทันทีเพื่ออาสาสมัคร เมื่อคุณทำเช่นนี้ นักเรียนส่วนใหญ่จะหลีกเลี่ยงตา และอย่างใดอย่างหนึ่งคุณได้รับการตอบสนองจากหนึ่งสองหรือสามที่อาสาเสมอหรือคุณตอบคำถามของคุณเองMistake #9: Call on students cold. If you frequently call on students without giving them time to think ("cold-calling"), the ones who are intimidated by it won't be following your lecture as much as praying that you don't land on them. Even worse, as soon as you call on someone, the others breathe a sigh of relief and stop thinking.Mistake #8: Turn classes into PowerPoint shows. Droning through lecture notes put into PowerPoint slides is generally a waste of time for everyone. Mistake #7: Fail to provide variety in instruction. Effective instruction mixes things up: boardwork, multimedia, storytelling, discussion, activities, individual assignments, and group work (being careful to avoid Mistake #6). The more variety you build in, the more effective the class is likely to be.Mistake #6: Have students work in groups with no individual accountability. The way to make group work work is cooperative learning, an exhaustively researched instructional method that effectively promotes development of both cognitive and interpersonal skillsMistake #5: Fail to establish relevance. To provide better motivation, begin the course by describing how the content relates to important technological and social problems and to whatever you know of the students' experience, interests, and career goals, and do the same thing when you introduce each new topic.Mistake #4. Give tests that are too long. If you want to evaluate your students' potential to be successful professionals, test their mastery of the knowledge and skills you are teaching, not their problem-solving speed. ความผิดพลาด #3: รับติดอยู่ในร่อง สิ่งมักเกิดขึ้นที่ให้แรงจูงใจและโอกาสในการปรับปรุงหลักสูตร นี้จะไม่พูดว่า คุณจะต้องทำการตรวจทานหลักในหลักสูตรของคุณทุกครั้งที่คุณให้มัน-คุณอาจไม่มีเวลาที่จะทำ และมีเหตุผลที่จะไม่ ค่อนข้าง เพียงตาเปิดสำหรับการปรับปรุงเป็นไปได้ที่คุณอาจทำในเวลาว่างคุณ ความผิดพลาด #2 สอน โดยไม่มีวัตถุประสงค์การเรียนรู้ที่ชัดเจน คีย์จะทำให้หลักสูตรที่เชื่อมโยงกันและการทดสอบที่ยุติธรรมเป็นการ เขียนวัตถุประสงค์ชัดเจนงบนักเรียนอะไรควรจะทำอย่างไรถ้าพวกเขาได้เรียนรู้สิ่งที่ผู้สอนต้องให้เขาเรียนรู้การเรียนรู้- และใช้ t