What Is teacher effectiveness? Teacher effectiveness focuses on improving the quality of a teacher through practices and training to make students learning the primary concentration. Therefore, discovering effective teachers and students classroom characteristic approaches are an essential aspect of education and research. Classroom characteristics involve a correlation of the following: planning for learning goals, curriculum Integration, classroom management and organization, Instruction techniques and skills, teacher/student interaction, equity, and assessment to monitor students’ progress (Kathleen, 1995, p. ).
In my opinion, approaches and methods, teaching by principles, motivation, assessment, and classroom management are the most crucial aspects of teaching effectively. According to Brown (2001) method refers to a plan for a systematic presentation based upon a selected approach. Techniques are the specific activities taking place in the classroom that were consistent with a method and in harmony with an approach. Teaching methods have made an overwhelming contribution to the education and the teaching. Finally, It has reached the conclusion that learning demands a mixture of tasks adaptable to each individual’s needs.
It has come to the realization that there is no specific method for everyone. The importance lies in the development of classroom tasks. According to research by Brown, teaching and training the instructor to use a variety of possible methods for class Instruction to deliver objectives and tasks for students to learn best. Learners need immediate rewards and long term rewards to develop and reach their fullest potential. Several classroom goals are as follows: focusing on all components of competence, techniques designed to engage learners
In the pragmatic, authentic, functional use of the educational purpose, and to facilitate focusing on the student’s learning process through their own learning styles referred by Brown (2001). Brown (2001) stated that communication is center around oral communication and dialogues. The mall focus is learning to communicate. Learner-centered Instruction Includes techniques that focus on the learner’s needs, style, and goals. For example: obtaining students input for classroom and using in class techniques that fosters creativity. Cooperative and Collaborative Learning focuses on group work and students working together.
Students working together In order to achieve an objective will promote motivation and self esteem. This approach promotes Intrinsic motivation, creating a caring, relationship, and a stress less learning environment. Interactive Learning is created by communication opportunity within the classroom. This includes giving the learners language input in real world contexts. Whole Language Education was used to emphasize the wholeness of language used to describe different teaching concepts. Cooperative learning, participatory learning. Detent-centered learning, focus on the community of learners, and meaning- entered language are several concepts used in the whole language approach by Brown (2001). Maroon (2003) refers to Instructional strategies as a framework for teacher which has been research-based. Therefore, utilizing the most effective instructional 1 OFF secretary of Education produced a list with 40 research-based practices that includes use of experiments, teacher expectation, and classroom time management. Researcher, John Hattie provided another list that includes various strategies as tutoring, computer-assistance instruction, mastery learning, etc.
Various research- eased reviews have been provided by Maroon (2003) and identifies that an expert teacher utilizes a wide range of instruction strategy than an ineffective teacher. I believe that instruction is modified by the teacher and the set of goals for the students to master. Knowing each individual student and their particular learning styles is essential for effective teaching. This helps the teacher prepare the correct strategies using a variety of materials appropriately for each individual learners needs.
Increasing students’ achievement is linked to teacher instruction and the type of method implemented to deliver the instruction. Teaching by Principles Many of the teacher’s choice are to establish principles of learning and teaching. The choices often made in the classroom and theories are derived from a large amount of research. Instructors would be able to understand why they chose a particular technique and evaluate its usefulness. According to Brown (2001) there are several principle approaches: Automatic is the tendency to acquire language subconsciously through process of exposure.
Meaningful learning involves taking new information into existing structures and association links to create a stronger retention. The Anticipation of rewards is the most powerful factor in directing one’s behavior. Such rewards are praise for correct responses, appropriate grades or scores indicate success. Intrinsic motivation is a behavior that stems from needs, wants, or desires within oneself. The behavior itself is self-rewarding; therefore, no externally reward is necessary. The learners perform the task because it is fun, interesting, and useful not because they anticipate a reward.
This is the most important principle of learning and teaching. Communication competence is the goal off language classroom. Communication goals are best achieved by giving specific attention to the language use and not the usage, to fluency and not Just accuracy, to authentic language and context, and to students’ needs to be applied in the classroom learning, Brown (2001). In my opinion, I think that all of the principles are an important part of the learner and the teacher’s development of the curriculum. Although, some principles maybe more necessary than others.
For instance, the Meaningful learning principle which appeals to the student’s interest, academic, and career goals to develop on existing knowledge or background. I believe all principles are significant to the learner and the teacher. In order to acquire a language completely, all of the principles play an important factor in one way or another. But nevertheless, theses approaches will impact in the way the learner acquires the language in their ultimate educational and career goal. Motivation Motivation includes various concepts that make a classroom invigorating and exciting.
Intrinsic and extrinsic motives can definitely be used to the advantage of the teachers in the classroom for educating in general. I agree that many different actors help the student achieve long-term goals by promoting intrinsic motives. Several intrinsic motivations that may be used in classroom are as follows: determination. Teachers should use praise selectively to allow students to recognize their own self-satisfaction. Allowing learners to take charge of their own learning and giving students the opportunity to make some choices in activities, topics, discussions, etc.
Teacher should offer interesting content and subject matter to get students linguistically involved. A way to increase student motivation is by allowing dents the opportunity to input on test that are valid and appropriate for their academic level. Intrinsic motivation is defined differently by various theorists. A behaviorism definition to motivation is to be motivated by an anticipated reward. A behaviorism psychologist like Skinner or Watson would stress the role of rewards in a motivation behavior. In Skinner’s (NY) operant conditioning model, human beings will pursue a goal because they perceive a reward for doing so.
This reward serves to reinforce behavior and cause it to continue. The Hierarchy of Needs Theory comes from Mascot (1998). He derived a system of needs. Mascots pyramid of needs consisted in progressing from satisfaction of purely physical needs up through safety and communicational Hierarchy of Needs theory that includes needs of esteem and self- actualization to reach your fullest potential. A person cannot achieve the higher needs until the lower needs of the pyramid have been meet. Mascot (1998) stated that “intrinsic motivation is clearly superior to extrinsic” (p. 0). We are motivated to achieve self-actualization and self esteem. Intrinsic and Extrinsic Motivation according to Decide (1985) are activities that provide no apparent reward except the activity itself. People seem to engage in activities for their own sake and self determination. Extrinsic motivation behaviors are carried out in anticipation off reward from outside and beyond the self. For example, reward, money, prizes, grades, and even certain types of feedback. Pigged (2001) claimed that human beings view uncertainty as motivating and seek a reasonable change.
Interiors, Steiner, Fire, Neil, & Rogers are several educators that focus in the Intrinsic Motivation model. The school curriculum is dictated by institutions and can be far removed from even the teacher’s choice and forced into the student. A curriculum that comes from the administration can be modified to include student-centered learning and teaching. This allows students to set some of their language goals. Individualizing lessons and activities will result in higher student self-esteem, greater chances of self-actualization, and self-direction. Intrinsic motivation can be described as every teaching technique used in the classroom.
The teacher then becomes the facilitator of learning to set the stage for learning to take place by allowing the learner to achieve their own goals. The teacher needs to present the tasks properly, promote learner autonomy, and set a personal example with your own behavior. I truly believe that the above techniques and ideas may be used through all levels of education. I do not know who would not love to be in a classroom that offers such comfortable atmosphere to learners. Believing in yourself and making students feel a strong sense of security will indeed promote each individuals goals.
Assessment Evaluations and assessments are imperative to meet the goals and objective of the curriculum. Monitoring students’ progress with valid assessments is equally experience, assessing students’ knowledge has provided me with sufficient feedback to know if the students have mastered a specific skill or not. Therefore, modifications to my teaching strategies will improve and meet the overall academic objective, Kathleen (1995). In addition, utilizing the most appropriate assessment type for each individual student is a necessity. It has been proven that individuals learn in different of ways such as visually, synthetically, etc.
Therefore, students may take a particular test teeter that another. For instance, one student may do better at essay types of tests rather than multiple choice answers. In addition, it is the instructor’s responsibility to modify the type of assessment to meet the individuals testing needs. Classroom management has a variety of factors from the physical environment of the classroom, teaching styles, and classroom energy. Classroom management is the foundation on the physical environment of the classroom for learning. Sight, sound, comfort, seating arrangements, chalkboard use, and equipment are part of the classroom environment.
How the teacher prepares the classroom will contribute to a comfortable conductive learning environment. According to Cotton (1995) using your voice and body language is the message send to the student. Speaking clear with a good voice projection will allow learners to understand the lesson. Also nonverbal communications are important. For instance: make frequent eye contact with all students; use facial and hand gestures to enhance meanings of words and sentences that are unclear. Teaching under adverse circumstances are a numerous of concerns that are extensively conflicting for the teaching environment.
For example: teaching a large class, teaching multiple proficiency levels in the same class, compromising with discipline and cheating. Educators will always encounter problems and circumstances to deal in the classroom. How each particular teacher deals with students is one of the most important factors contributing to each professional accomplishment. Teachers’ role, styles, cultural expectations are diverse between professionals. A teacher has to be a leader, manager, guide, counselor, friend, parent, etc. Depending on the organization or country.
Teaching styles will be constant with your personality Tyler, which may change from person to person. In regards to cultural expectations, teachers should always try to sensitive to the consciousness of other and their culture, Brown (2001). In conclusion, it is imperative for teachers to create a positive classroom climate. By establishing a rapport which is the relationship established with your students to help them feel capable of succeeding. The rapport is then balanced between praise and criticisms. Energy drives students toward higher achievement. Energy forces gather in the corporate passion of students focused on ordinary tasks.
In my opinion, even if educators know the curriculum, objective, and use wonderful teaching techniques without having classroom management instruction will be impossible. If you cannot manage your classroom, there is no way an instructor can teacher the course. Classroom management leads to classroom control of the complete learning environment and the students. Brown, H. D. (2001). Teaching by principles (2nd deed. ). White Plains, NY: Addison Wesley Longhand, Inc. Deck’, L. E. (1985). Intrinsic motivation and self-determination in human behavior (Perspectives in social psychology). Manhattan, NY: Springer Publishing Company.