THE EFFECTIVE TEACHER

Leo R. Sandy
There are several dimensions taken together in varying levels of degree that embody the effetive teaher.
Sine teahers range from !reshool thro"gh !ost seondary levels# and are "ni$"e !eo!le# no t%o
teahers %ill have the same ombination nor %ill all of them be !resent in every e&ellent teaher. There
are also $"alities that effetive teahers have that may not be inl"ded here. I invite others to add to the
list.
'erha!s the most im!ortant $"ality of an effetive teaher is that she be a learner . 'a"lo Freire refers to
this role as (teaher)st"dent( bea"se the teaher !resents the material to the st"dents for their
onsideration# and reonsiders her earlier onsiderations as the st"dents e&!ress their o%n. The effetive
teaher# then# is one %ho e&tends a ordial invitation to her (st"dent)teahers( to enter into a dialogi
relationshi! %ith her and the s"b*et matter.
The effetive teaher m"st be a leader %ho an ins!ire and infl"ene st"dents thro"gh e&!ert and referent
!o%er b"t never oerive !o%er. This teaher kno%s his s"b*et %ell and is kind and res!etf"l to%ard
his st"dents. He also has high standards and e&!etations oe&isting %ith eno"ragement# s"!!ort# and
fle&ibility. This teaher em!o%ers st"dents and gets them to do things of %hih they did not think they
%ere a!able. This teaher has st"dents %ho s"r!ass him.
The effetive teaher is a !rovoate"r %ho !robes# !rods# asks inessant %hy $"estions# !oses !roblems#
thro%s "rves# !lays (devil+s advoate(# and stim"lates fr"stration and onflit all in an attem!t to (b"st
b"bbles and !lant seeds( so that tidy and stereoty!ial e&!lanations are "nmasked and disarded.
The effetive teaher e&em!lifies %hat ,a&ine -reen alls teaher as stranger . .y kee!ing st"dents at a
healthy emotional distane# this teaher an# thro"gh ontin"o"s refletion# em!loy greater ob*etivity in
her ability to balane the needs of individ"als %ith the needs of the lass as a %hole. This allo%s the
teaher to not only determine %hat those needs are b"t also ho% they an be aommodated to by
innovative a!!roahes.
The effetive teaher models enth"siasm not only for his s"b*et b"t also for teahing and learning in
general. .y sho%ing e&"berane# a !ositive attit"de# e&itement# and !assion# the effetive teaher makes
it lear to his st"dents that he %o"ld !refer to be no%here else. Effetive teahers val"e their raft and
!ro*et this val"e to all in their !resene.
The effetive teaher is an innovator %ho hanges strategies# tehni$"es# te&ts# and materials %hen better
ones are fo"nd and/or %hen e&isting ones no longer !rovide a s"bstantive learning e&!eriene for her
st"dents. This teaher also em!loys a ombination of let"re)dis"ssion# sim"lation# servie learning#
oo!erative learning# vis"al media# role)!laying# g"est s!eakers# and debates# and %hatever is age and
grade a!!ro!riate in order to aommodate diverse learning styles and to !resent the s"b*et from
different angles to failitate insights and onnetions. This teaher val"es and "ses st"dents+ ideas abo"t
ho% to enhane their o%n learning.
The effetive teaher is a omedian/entertainer %ho "ses h"mor in the servie of learning rather than as a
distration from it.
The effetive teaher is a oah or g"ide %ho hel!s st"dents to im!rove on their skills and insights. .y
neither letting them flo"nder nor !remat"rely offering assistane# the effetive teaher enables st"dents to
o%n their o%n s"esses and to learn from their mistakes. .y ret"rning the st"dents+ %ork !rom!tly %ith
onstr"tive omments# and by being available for assistane# the effetive teaher hel!s st"dents to
develo! res!onsibility for their o%n learning# or to beome %hat is kno%n as self)reliant.
The effetive teaher is a gen"ine h"man being or h"manist %ho is able to la"gh at herself and the
abs"rdity in the %orld %itho"t being ynial and ho!eless. She is a !erson %ho an self)dislose so that
her st"dents %ill see both her virt"es and im!erfetions. .y being a do%n)to)earth !erson# the effetive
teaher hel!s her st"dents develo! the %ill# o"rage and ho!e to f"lfill their o%n !otential as h"man
beings.
The effetive teaher is a sentinel %ho !rovides an environment of intellet"al safety in %hih o!!osing
ideas an be aired %itho"t fear of ens"re or retrib"tion. This teaher an e&!ress his o!inions and beliefs
%hile taking are to disting"ish fat from o!inion. His st"dents feel free to e&!ress their vie%s %ith e$"al
ease even if those vie%s are at odds %ith those of the teaher.
The effetive teaher is an o!timist or idealist %ho firmly believes that %itho"t an ideal or mission# there
%ill be no a!!ro&imation of it. This teaher sees herself in eah of her st"dents and feels that her legay is
%hat she ontrib"tes to their develo!ment. This teaher ahieves a sense of immortality by the !ositive
infl"ene she has on the lives of her st"dents.
The effetive teaher is one %ith others . He is a ollaborator %ho !laes a high val"e on ollegiality. He
shares ideas and materials %ith others# soliits in!"t and involvement by !arents# and seeks hel! from his
fello% teahers %hen he eno"nters a !roblem. The lassroom %alls in this teaher+s room are thin.
This teaher is effetive bea"se she as!ires to all these $"alities and more. She val"es tr"th more than
ertainty and the rightness of a a"se more than !ersonal !o!"larity. As this teaher attem!ts to hange
the %orld# she transforms herself and others in the !roess. Th"s# the effetive teaher is a revol"tionary
bea"se she kno%s that# %ith the e&e!tion of !arenthood# her role is the most vital one on earth in the
!reservation of the santity of life and its nat"ral o"tome ) the elevation of h"hmanity .
htt!0//%%%.teahersessay.om/%hat)makes)an)effetive)teaher/h
.
Searh
1hat makes an effetive teaher2
3"n 4th# 5678 9 7708: am ; Teaher -raia <. R"biano
= Ski! to omments
Teahing is one of the %orld>s most hallenging o"!ations. Teahers hold a "ni$"e !osition in o"r
soiety. Ask yo"rself %hether yo" have the harateristis of an effetive teaher. If yo" feel that yo"
have the harateristis# onsider %ays to im!rove and learn more on ho% to beome an effetive teaher.
An effetive teaher makes good "se of instr"tional time and ins!ires st"dents to do %ell and to kno%
more. Eah and every st"dent in the lass has to feel omfortable and have the sense of belonging. The
lassroom has to be ond"ive to learning and has the !ro!er lighting so that learning easily takes !lae.
.eing an effetive teaher has to be able to handle every sit"ation that omes o"r %ay. 1e s"rely
eno"nter different !roblems regarding !"!il>s attit"des and others. Teaher sho"ld be fle&ible to take
ontrol of any sit"ation. Teahers are val"es)oriented mentor.
Effetive teahers tend to have similar harateristis0 enth"siasti# reative and !ositive. ?o" an e&!ress
these harateristis in different %ays# b"t ty!ially this means that# most time of the day# yo" tr"ly %ant
to be in lassroom and see yo"r !"!ils learn and e&el.
.eing organi@ed in the lassroom is another key element of an effetive teaher. .y organi@ing and
!lanning eah day# the teaher s"rely !resented the lesson in effetive manner. 1hen the teaher is
organi@ing in the lassroom# !"!ils %ill observe# imitate and a!!ly it in their daily lives.
As teaher# one m"st be honest to himself# to the shool and to his !rofession. A teaher m"st al%ays be
tr"thf"l in %hatever he does or say.
Latest !osts by Teaher -raia <. R"biano
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A5 Habits of Highly Effetive Teahers
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.eing an effetive teaher largely boils do%n to being able to diagnose !roblems early# roll %ith hanges#
and straddle a line bet%een being a r"ler and being a leader. 1hether yo">ve been in the ind"stry for
years or are *"st no% st"dying ed"ation at an online "niversity# these habits %ill hel! yo" fo"s yo"r
teahing and have a bigger im!at on yo"r st"dents. Some are abo"t attit"de# %hile others are basi
a!!roahes to lass str"t"re# b"t they>re all hel!f"l. Take a look0
Habits for Comm"niating
These habits %ill hel! yo" b"ild better aven"es of omm"niation bet%een yo" and yo"r st"dents.
."ild a st"dent>s onfidene0 Lo% self)esteem is a !roblem for many st"dents# %hih is %hy effetive
teahers %ork to b"ild that onfidene thro"gh reinforement and eno"ragement.

1ork on yo"r omm"niation skills0 Strive to al%ays be better at learly e&!ressing yo"r ideas and ho!es
for yo"r st"dents in an a"thoritative b"t aring manner.

.e !reise0 It>s easier for a st"dent to remember a lesson or gras! a theory if it>s e&!lained to them in
sim!le# a"rate lang"age. This is es!eially tr"e for math lasses. 1ork on making lessons as
straightfor%ard as !ossible.

C"t o"t the l"tter0 So many things that seem "rgent C !hone alls# e)mails# te&t messages C aren>t
%orth the time. .y eliminating the l"tter and non)"rgent omm"niations oming into yo"r life# yo" an
better fo"s on being !resent in the lassroom and omm"niating better %ith yo"r st"dents.

Slo% do%n0 <on>t r"sh thro"gh one!ts if yo" think st"dents aren>t "nderstanding them. Ad*"st yo"r
learning timeline and slo% yo"r !ae "ntil yo" kno% that the lessons has s"nk in.

Em!hasi@e !roblem)solving0 It>s a lihe bea"se it>s tr"e0 a big !art of ed"ation is teahing st"dents
ho% to think for themselves. 'resent lessons as o!!ort"nities to solve !roblems and %ork inde!endently.

Dse !ratial e&am!les0 So often# ed"ation relies on the reitation of abstrat theory or dry fat.
Effetive teahers get st"dents involved by !resenting real)%orld e&am!les of %hat they>re teahing in
order to give a onrete feel to the lesson.

Em!hasi@e safety0 ?o"r lassroom needs to be an emotionally safe !lae %here st"dents an ask $"estions
%itho"t %orrying abo"t feeling d"mb or left behind. ,aking a safe s!ae drastially inreases the amo"nt
and $"ality of lassroom omm"niation.

St"dy individ"al st"dents0 Everyone learns differently. 'ay attention to ho% yo"r st"dents learn and
res!ond aordingly if yo" %ant to be more effetive.

Say it again0 Another effetive omm"niation method to hel! st"dents remember the lesson is alled
(front)loading.( .asially# yo" address a one!t at the beginning of lass and again at the end# letting the
re!etition drive home its im!ortane.

Habits for ."ilding Relationshi!s
These ti!s %ill hel! yo" strengthen yo"r relationshi!s %ith yo"r st"dents.
Tr"st yo"r st"dents0 It>s vital that yo" ome to tr"st yo"r st"dents and their ability to hel! yo" learn more
abo"t yo"rself and yo"r methods. ?o">ll gro% so m"h as a teaher.

Smile more0 It>s a sim!le habit b"t a great one0 Al%ays give yo"r st"dents an eno"raging smile %hen
yo" talk to them# as a gro"! or individ"ally.

-et the names do%n0 It might seem small# b"t learning the names of yo"r st"dents as soon as !ossible
%ill sho% yo" are abo"t them# %hih %ill enhane yo"r relationshi!.

Embrae enlightened ignorane0 Enlightened ignorane means yo" admit that there are things yo" don>t
kno% and $"estions yo" an>t ans%er. Admitting this %ill hel! yo" searh for those ans%ers as %ell as
ins!ire st"dents to learn# as %ell. They>ll see that learning is a lifelong !roess.

Fo"s on the st"dents0 It>s all too easy to get distrated by everything from internal !olitis to areer
advanement# b"t as a teaher# yo">re not %orking %ith abstrat fig"res b"t real !eo!le. Eee! yo"r fo"s
and energy direted to%ard yo"r st"dents# and yo"r teahing %ill get better and better.

'"blily !raise !ositive behavior0 Sho% st"dents that kindness matters by elebrating their ahievements.

Habits for Classroom ,anagement
These methods %ill hel! yo" b"ild a better lassroom and more engaging learning environment.
Lead by e&am!le0 1ant yo"r st"dents to treat others %ith res!et2 Sho% them model behavior.

Set s!eifi goals0 1hat do yo" %ant st"dents to ahieve by the end of the %eek2 The semester2 The
year2 'lan these goals aordingly and %ath yo"r

Set ma*or goals0 It>s im!ortant to set goals for st"dent ahievement# b"t yo" sho"ld also set some big)
!it"re goals# as %ell. For instane# don>t *"st e&!et yo"r st"dents to memori@e fatsF !re!are them to
%ork after they>ve moved on from yo"r lass.

Dse st"dent feedbak0 A great %ay for teahers to be effetive# es!eially %ith yo"nger st"dents# is to ask
them %hat ativities they>ve en*oyed and then "se those ans%ers to sha!e "!oming events.

-et there early0 Sho%ing "! early and getting yo"r lesson ready is a sim!le b"t effetive %ay to be
!re!ared for a day of teahing.

.reak the r"les0 Variety is the s!ie of the lassroom. Dse different or "northodo& so"res to get yo"r
lessons aross. If it %orks# it %orks.

Stay "!beat0 This one>s to"gh bea"se it>s tem!ting to *"st take a day every no% and then to lay lo% or
slak off# b"t yo"r st"dents deserve better. Strive to al%ays be "!beat and energeti# and to reate a
dynami %orking environment.

Let them teah eah other0 ,any teahers have fo"nd that an effetive %ay to drive home a lesson is to let
st"dents $"estion eah other abo"t ertain iss"es before t"rning to the teaher for hel!.

Set the tone early0 ,ake it lear from day one that yo" are kno%ledgeable and !re!ared and that yo"
re$"ire st"dents> attention# and they>ll be more likely and %illing to follo% yo".

Eee! an eye o"t for ne% tools0 From te&tbooks to soft%are# effetive teahers kno% abo"t the tools
available for them to "se in the lassroom.

Set r"les and stik %ith them0 Some teahers let st"dents move freely abo"t the room to shar!en their
!enils# %hile others re$"ire !ermission to be asked. Some teahers let st"dents hoose their seats# %hile
others ditate a seating hart. 1hatever yo" do# stik %ith it. Consisteny !rovides a str"t"re that b"ilds
tr"st# %hih hel!s teahing.

.e fle&ible0 Some teahing methods might not %ork year to year# or even among different st"dents in the
same lass. Effetive teahers an tailor their lessons and ad*"st as needed.

Sho% res!et for yo"r st"dents0 <on>t *"st treat them kindlyF treat them %ith res!et. Val"e their
e&!erienes and insights. It>s yo"r *ob to get them to a!!ly those e&!erienes to %hat yo">re teahing# and
they %on>t do that "nless they kno% yo" res!et them as !eo!le.

Set lass re%ards0 Establish f"n re%ards that yo"r lass an earn by %orking as a team on s!eial
assignments. It %ill hel! them bond and also give them a tangible goal.

Love yo"r s"b*et0 The best %ay to get st"dents interested in yo"r s"b*et# from sienes to lang"ages to
arts# is to love it so m"h that yo"r !assion for the field sho%s in yo"r attit"de. St"dents res!ond to
a"thentiity.

Dse shorter ativities0 St"dents tend to let their attention %ander if they>re asked to "ndertake long
ativities# es!eially in gro"!s. Co"nterat this by "sing shorter ativities that let them fo"s %itho"t
getting bored.

Tell the st"dents yo"r goals0 <on>t *"st set goals for a lesson or ativityF onvey them to the st"dents. The
more s!eifi yo"r instr"tions# the loser attention they>ll !ay to the goal yo">ve set.

-ive them o!tions0 Gne great %ay to ins!ire st"dents to inrease their !rod"tivity is to give them a
hoie in ho% to om!lete the assignment. For instane# st"dents reading a novel might be allo%ed to
either %rite a s"mmary of a ha!ter or ans%er a fe% short)ans%er $"estions.

Fo"s on im!rovement0 Effetive teahers don>t *"st re%ard high sorers. They !raise and eno"rage
those lo%)soring st"dents %ho make big im!rovements in their grades. 'ay attention to these st"dents
and thank them for their hard %ork.

Habits for Im!roving ?o"rself
These habits an hel! yo" im!rove yo"r teahing methods and !ersonal life.
Ada!t or die0 .eing a teaher is like being a shark0 ?o" have to kee! moving for%ard if yo" %ant to live.
<on>t be afraid to ada!t to hanging media# trends# or ideas if it means having a bigger effet on yo"r
kids.

Bever sto! taking risks0 3"st bea"se yo">ve fo"nd a method or idea that %orks doesn>t mean it>s the only
%ay to do things. Eee! taking risks and trying ne% things.

.e yo"rself0 This one goes bak to a"thentiity# %hih is vital in ed"ation. <on>t fore yo"rself to !"t on
a !ersona for yo"r st"dents. 3"st be %ho yo" are.

.e !re!ared0 It might not be !ossible to e&!et the "ne&!eted# b"t yo" an !re!are yo"rself for hange
by kno%ing that# every day# something %ill ha!!en beyond yo"r ontrol. The more !re!ared yo" are for
this to ha!!en# the better yo">ll be able to deal %ith risis %hen it omes.

Hang in there0 It might so"nd heesy C yo">re !robably !it"ring a kitten hanging on a lothesline C
b"t the most effetive teahers are those %ho ref"se to give "! %hen things get to"gh. Bever give "! on
st"dents. Ever.

Eee! "! %ith trends0 The most effetive teahers are those %ho atively seek o"t ne% teahing methods.
Stay ahead of the "rve by reading teahing maga@ines and %ebsites to get ne% ideas.

<on>t try to beat them on tests0 Tests aren>t a ontest bet%een yo" and the st"dentsF they>re hanes for
the st"dents to demonstrate %hat they>ve learned Hor forgottenI. Constr"t fair e&ams that let them dis!lay
their kno%ledge# not r"el ordeals designed to highlight yo"r mastery of the ontent.

Stand firm# es!eially at the beginnings0 It>s a lot easier to grad"ally loosen yo"r disi!linary !roed"res
than to s"ddenly ste! them "!. Start the year to"gh# then mello% o"t a little.

-et into a ro"tine0 It an be to"gh to balane a desire for s!ontaneity %ith the need to !rovide str"t"re.
,ake it lear from the beginning that eah lass !eriod %ill follo% a set ro"tine# and then "se that frame
to slo%ly allo% for e&!erimentation.

Habits for E&!anding ?o"r Comm"nity
A ma*or !art of being an effetive teaher is %orking %ell %ith other ed"ators to ins!ire eah other to
beome better. Here are some %ays to make that ha!!en.
.e a visionary0 Effetive teahers have to be imaginative if they %ant to make an im!at on their
st"dents# !eriod. Strive to think o"tside the bo& and see %hat ne% tools or media o"ld hel! yo" reah
yo"r st"dents.

Collaborate0 Dse blogs and soial net%orking to stay in to"h %ith fello% ed"ators and learn %hat>s
ha!!ening in all areas of yo"r field.

Rely on others0 <evelo! relationshi!s %ith other ed"ators. Having a s"!!ort system of !eo!le %ho kno%
%hat yo">re going thro"gh is a great s"rvival tool.

.e there for others0 The fli! side of looking to other teahers for s"!!ort is *"st as im!ortant0 yo" need to
remember to offer that s"!!ort to teahers %ho need it. Sharing yo"r e&!ertise %ill make yo" both
stronger and more effetive ed"ators.

'ay attention to the needs of the omm"nity0 1hat are the inome levels like %here yo" teah2 The
sit"ations at home2 Eno%ing these and more is an inval"able %ay to "nderstand the st"dents in yo"r lass
and give yo" a better method of reahing them.

1ork %ith !arents0 ?es# it an be intimidating to a!!roah a !arent abo"t their hild>s s"ess or fail"re.
."t establishing a ra!!ort %ith yo"r st"dents> !arents and g"ardians is a hel!f"l %ay to kno% %hat
they>re going thro"gh and ho% to teah them better.

Send home !ositive notes0 ,any teahers only send a note home %ith a st"dent for his or her !arents if
the st"dent is in tro"ble or failing. Instead# try sending home reg"lar notes for !arents in %hih yo" !raise
the st"dent for the %ork they are doing and the s"esses they>ve had. It>s a great %ay to ins!ire st"dents
and !arents alike.

Avoid gossi!0 The teahers> lo"nge an be a great esa!e as %ell as a dangero"s o!!ort"nity to talk trash
abo"t o%orkers. This an !araly@e a teahing omm"nity. <on>t engage in it at all.

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5A Things S"essf"l Teahers <o <ifferently
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Editor>s Bote0 1e often look at the $"alities and harateristis of good teahing and learning# inl"ding
the reent follo%ing !iees0
Ho% A -ood Teaher .eomes -reat
1hat ?o" G%e ?o"r St"dents
Ten Serets To S"rviving As A Teaher
The Charateristis Gf A Highly Effetive Learning Environment
Ho% To .e A ,ediore Teaher
So it made sense to take a look at the harateristis of a s"essf"l ed"ator# %hih 3"lie <"Been does
belo%.
5A Things S"essf"l Teahers <o <ifferently
by 3"lie <"Been
If yo" ask a st"dent %hat makes him or her s"essf"l in shool# yo" !robably %on>t hear abo"t some
fantasti ne% book or video let"re series. ,ost likely yo" %ill hear something like# PIt %as all ,r. 3ones.
He *"st never gave "! on me.Q
1hat st"dents take a%ay from a s"essf"l ed"ation "s"ally enters on a !ersonal onnetion %ith a
teaher %ho instilled !assion and ins!iration for their s"b*et. It>s diffi"lt to meas"re s"ess# and in the
%orld of aademia# ed"ators are ontin"ally re)eval"ating ho% to $"antify learning. ."t the first and
most im!ortant $"estion to ask is0
Are teahers reahing their st"dents2
Here are 5A things s"essf"l ed"ators do differently.
7. S"essf"l teahers have lear ob*etives
Ho% do yo" kno% if yo" are driving the right %ay %hen yo" are traveling some%here ne%2 ?o" "se the
road signs and a ma! Haltho"gh no%adays it might be SIRI or a -'SI. In the %orld of ed"ation# yo"r
ob*etives for yo"r st"dents at as road signs to yo"r destination. ?o"r !lan is the ma!. ,aking a !lan
does not s"ggest a lak of reativity in yo"r "rri"l"m b"t rather# gives reativity a frame%ork in %hih
to flo"rish.
5. S"essf"l teahers have a sense of !"r!ose
1e an>t all be blessed %ith Pe!iQ %orkdays all the time. Sometimes# life is *"st m"ndane and tedio"s.
Teahers %ith a sense of !"r!ose that are able to see the big !it"re an ride above the hard and boring
days bea"se their eye is on something f"rther do%n the road.
8. S"essf"l teahers are able to live %itho"t immediate feedbak
There is nothing %orse than s%eating over a lesson !lan only to have yo"r st"dents %alk o"t of lass
%itho"t so m"h as a smile or a# P-reat *ob teahRQ It>s hard to give 766S and not see immediate res"lts.
Teahers %ho rely on that instant gratifiation %ill get b"rned o"t and disill"sioned. Learning#
relationshi!s# and ed"ation are a messy endeavor# m"h like n"rt"ring a garden. It takes time# and some
dirt# to gro%.
T. S"essf"l teahers kno% %hen to listen to st"dents and %hen to ignore them
Right on the heels of the above ti! is the one!t of disernment %ith st"dent feedbak. A teaher %ho
never listens to his/her st"dents %ill "ltimately fail. A teaher %ho al%ays listens to his/her st"dents %ill
"ltimately fail. It is no sim!le endeavor to kno% %hen to listen and ada!t# and %hen to say# PBo) %e>re
going this %ay bea"se I am the teaher and I see the long term !it"re.Q
A. S"essf"l teahers have a !ositive attit"de
Begative energy @a!s reativity and it makes a nie breeding gro"nd for fear of fail"re. -ood teahers
have an "!beat mood# a sense of vitality and energy# and see !ast momentary setbaks to the end goal.
'ositivity breeds reativity.
4. S"essf"l teahers e&!et their st"dents to s"eed
This one!t is similar for !arents as %ell. St"dents need someone to believe in them. They need a %iser
and older !erson to !"t stok in their abilities. Set the bar high and then reate an environment %here it>s
okay to fail. This %ill motivate yo"r st"dents to kee! trying "ntil they reah the e&!etation yo">ve set for
them.
N. S"essf"l teahers have a sense of h"mor
H"mor and %it make a lasting im!ression. It red"es stress and fr"stration# and gives !eo!le a hane to
look at their ir"mstanes from another !oint of vie%. If yo" intervie%ed 7666 st"dents abo"t their
favorite teaher# I>ll bet UAS of them %ere hysterial.
:. S"essf"l teahers "se !raise a"thentially
St"dents need eno"ragement yes# b"t real eno"ragement. It does no good to !raise their %ork %hen yo"
kno% it is only A6S of %hat they are a!able of. ?o" don>t %ant to reate an environment %here there is
no !raise or reognitionF yo" %ant to reate one %here the !raise that yo" offer is val"able .ECADSE
yo" "se it *"diio"sly.
U. S"essf"l teahers kno% ho% to take risks
There is a %ise saying that reads# PThose %ho go *"st a little bit too far are the ones %ho kno% *"st ho%
far one an go.Q Risk)taking is a !art of the s"essf"l form"la. ?o"r st"dents need to see yo" try ne%
things in the lassroom and they %ill %ath losely ho% yo" handle fail"re in yo"r risk)taking. This is as
im!ortant as %hat yo" are teahing.
76. S"essf"l teahers are onsistent
Consisteny is not to be onf"sed %ith Pst"k.Q Consisteny means that yo" do %hat yo" say yo" %ill do#
yo" don>t hange yo"r r"les based on yo"r mood# and yo"r st"dents an rely on yo" %hen they are in
need. Teahers %ho are st"k in their o"tdated methods may boast onsisteny# %hen in fat it is leverly)
masked st"bbornness.
77. S"essf"l teahers are refletive
In order to avoid beoming the st"k and st"bborn teaher# s"essf"l ed"ators take time to reflet on
their methods# their delivery# and the %ay they onnet %ith their st"dents. Refletion is neessary to
"nover those %eaknesses that an be strengthened %ith a bit of resolve and "nderstanding.
75. S"essf"l teahers seek o"t mentors of their o%n
Refletive teahers an easily get disheartened if they don>t have someone a bit older and %iser offering
s"!!ort. ?o" are never too old or %ise for a mentor. ,entors an be that voie that says# P?es yo"r
refletions are orret#Q or PBo# yo" are off bea"seV.Q and !rovide yo" %ith a different !ers!etive.
78. S"essf"l teahers omm"niate %ith !arents
Collaboration bet%een !arents and teahers is absol"tely r"ial to a st"dent>s s"ess. Create an o!en
!ath of omm"niation so !arents an ome to yo" %ith onerns and yo" an do the same. 1hen a
teaher and !arents !resent a "nited front# there is a lo%er hane that yo"r st"dent %ill fall thro"gh the
raks.
7T. S"essf"l teahers en*oy their %ork
It is easy to s!ot a teaher %ho loves their %ork. They seem to emanate ontagio"s energy. Even if it on a
s"b*et like advaned al"l"s# the s"b*et omes alive. If yo" don>t love yo"r %ork or yo"r s"b*et# it
%ill ome thro"gh in yo"r teahing. Try to fig"re o"t %hy yo" feel so "nmotivated and "nins!ired. It
might have nothing to do %ith the s"b*et# b"t yo"r e&!etations. Ad*"st them a bit and yo" might find
yo"r love of teahing ome flooding bak.
7A. S"essf"l teahers ada!t to st"dent needs
Classrooms are like an ever)evolving dynami organism. <e!ending on the day# the attendane roster# and
the !hase of the moon# yo" might have to hange "! yo"r !lans or yo"r shed"le to aommodate yo"r
st"dents. As they gro% and hange# yo"r methods might have to as %ell. If yo"r goal is to !romote a
"rri"l"m or method# it %ill feel like a !ersonal ins"lt %hen yo" have to modify it. ,ake onneting
%ith yo"r st"dent yo"r goal and yo">ll have no tro"ble hanging it "! as time moves on.
74. S"essf"l teahers %elome hange in the lassroom
This relates to the above ti!# b"t in a slightly different %ay. Have yo" ever been so bored %ith yo"r ho"se
or yo"r bedroom# only to rearrange it and have it feel like a ne% room2 Change ignites the brain %ith
e&itement and advent"re. Change yo"r lassroom to kee! yo"r st"dents on their toes. Sim!le hanges
like rearranging desks and ro"tines an breathe ne% life in the middle of a long year.
7N. S"essf"l teahers take time to e&!lore ne% tools
1ith the advane of tehnology# there are fresh ne% reso"res and tools that an add great f"ntionality to
yo"r lassroom and "rri"l"m. There is no do"bt that the st"dents yo" are teahing Hfar yo"nger than
yo"I !robably already "se tehnologies yo" haven>t ta!!ed into yet. <on>t be afraid to !"sh for
tehnology in the lassroom. It is often an "nderf"nded area b"t in this "rrent %orld and limate# yo"r
st"dents %ill be gro%ing "! in a %orld %here tehnology is every%here. -ive them a headstart and "se
tehnology in yo"r lassroom.
7:. S"essf"l teahers give their st"dents emotional s"!!ort
There are days %hen yo"r st"dents %ill need yo"r emotional s"!!ort more than a !iee of information.
Conneting to yo"r st"dents on an emotional level makes it more likely that they %ill listen to yo"r
o"nsel and take yo"r advie to heart. St"dents need mentors as m"h as they need teahers.
7U. S"essf"l teahers are omfortable %ith the "nkno%n
It>s diffi"lt to teah in an environment %here yo" don>t kno% the f"t"re of yo"r lassroom b"dget# the
involvement of yo"r st"dent>s !arents# or the o"tome of all yo"r hard %ork. Gn a more !hiloso!hial
level# ed"ators %ho teah the higher grades are tasked %ith teahing st"dents !rini!les that have a lot of
"nkno%ns Hi.e. !hysisI. Ho% omfortable are yo" %ith not having all the ans%ers2 -ood teahers are
able to f"ntion %itho"t everything tied "! neatly in a bo%.
56. S"essf"l teahers are not threatened by !arent advoay
Dnfort"nately# !arents and teahers are sometimes threatened by one another. A teaher %ho is inse"re
%ill see !arent advoay as a threat. 1hile there are !lenty of over)involved helio!ter !arents %aiting to
!oint o"t a teaher>s mistakes# most !arents *"st %ant %hat>s best for their hild. S"essf"l ed"ators are
onfident in their abilities and not threatened %hen !arents %ant to get into the lassroom and make their
o!inions kno%n. -ood teahers also kno% they don>t have to follo% %hat the !arent reommendsR
57. S"essf"l teahers bring f"n into the lassroom
<on>t be too serio"s. Some days# Pf"nQ sho"ld be the goal. 1hen st"dents feel and see yo"r h"manness# it
b"ilds a fo"ndation of tr"st and res!et. F"n and ed"ational aren>t m"t"ally e&l"sive either. Dsing
h"mor an make even the most m"ndane to!i more interesting.
55. S"essf"l teahers teah holistially
Learning does not ha!!en in a va""m. <e!ression# an&iety# and mental stress have a severe im!at on
the ed"ational !roess. It>s r"ial that ed"ators Hand the ed"ational modelI take the %hole !erson into
ao"nt. ?o" an have the f"nniest and most innovative lesson on algebra# b"t if yo"r st"dent has *"st
been told his !arents are getting a divore# yo" %ill not reah him.
58. S"essf"l teahers never sto! learning
-ood teahers find time in their shed"le to learn themselves. Bot only does it hel! bolster yo"r
kno%ledge in a ertain s"b*et matter# it also !"ts yo" in the !osition of st"dent. This gives yo" a
!ers!etive abo"t the learning !roess that yo" an easily forget %hen yo">re al%ays in teahing mode.
5T. S"essf"l teahers break o"t of the bo&
It may be a self)made bo&. PGh I o"ld never do that#Q yo" say to yo"rself. 'erha!s yo" !romised yo">d
never beome the teaher %ho %o"ld let st"dents grade eah other Hmaybe yo" had a bad e&!eriene as a
kidI. Sometimes the biggest obstale to gro%th is "s. Have yo" b"ilt a bo& aro"nd yo"r teahing
methods2 -ood teahers kno% %hen it>s time to break o"t of it.
5A. S"essf"l teahers are masters of their s"b*et
-ood teahers need to kno% their raft. In addition to the methodology of PteahingQ# yo" need to master
yo"r s"b*et area. Learn# learn# and never sto! learning. S"essf"l ed"ators stay "rio"s.
This is a ross)!ost from o!enolleges.ed".a"F image attrib"tion flikr "ser n%abrF 86 Habits Gf Highly
Effetive Teahers
htt!0//%%%.teahtho"ght.om/teahing/5A)things)s"essf"l)teahers)do)differently/
htt!s0//teahingommons.stanford.ed"/reso"res/teahing/!lanning)yo"r)a!!roah/harateristis)
effetive)teahers
Teahers
GVERVIE1
Effetive teahers a!!ear again and again to dis!lay ertain harateristis# %hile ineffetive teahers tend
to make the same mistakes re!eatedly. .elo% is a look at some of the things more effetive teahers tend
to do right and less effetive teahers tend to do %rong.
1HAT EFFECTIVE TEACHERS <G RI-HT
.ased on a sheme originally develo!ed by ,. Hildebrand# 7UN7.
Grgani@ation and Clarity
e&!lains learly
is %ell !re!ared Hsee 're!aring for the First <ayI
makes diffi"lt to!is easy to "nderstand
"ses e&am!les# details# analogies# meta!hors# and variety in modes of e&!lanation to make material not
only "nderstandable b"t memorable
makes the ob*etives of the o"rse and eah lass lear Hsee Co"rse <esign# Co"rse -oals and Learning
G"tomesI
establishes a onte&t for material
Analyti/Syntheti A!!roah
has a thoro"gh ommand of the field
ontrasts the im!liations of vario"s theories
gives the st"dent a sense of the field# its !ast# !resent# and f"t"re diretions# the origins of ideas and
one!ts Hsee Consider ?o"r A"dieneI
!resents fats and one!ts from related fields
dis"sses vie%!oints other than his/her o%n
<ynamism and Enth"siasm
is an energeti# dynami !erson
seems to en*oy teahing
onveys a love of the field
has an a"ra of self)onfidene
Instr"tor)-ro"! Interation
an stim"late# diret# and !ae interation %ith the lass Hsee Ho% to Lead a <is"ssionI
eno"rages inde!endent tho"ght and ae!ts ritiism
"ses %it and h"mor effetively
is a good !"bli s!eaker Hsee S!eaking at the H"me Center for 1riting and S!eakingI
kno%s %hether or not the lass is follo%ing the material and is sensitive to st"dents> motivation
is onerned abo"t the $"ality of his/her teahing
Instr"tor)Individ"al St"dent Interation
is !ereived as fair# es!eially in his/her methods of eval"ation Hsee Ho% to Eval"ate St"dentsI
is seen by st"dents as a!!roahable and a val"able so"re of advie even on matters not diretly related to
the o"rse Hsee Interating %ith St"dentsI
1HAT LESS EFFECTIVE TEACHERS <G 1RGB-
<oing the right things %ith yo"r teahing is of o"rse ritial b"t so is avoiding the %rong things.
Rihard ,. Felder# Borth Carolina State Dniversity and Rebea .rent# Ed"ation <esigns# In.# have
ome "! %ith a list to the ten %orst mistakes teahers make. They are s"mmari@ed here in inreasing
order of badness. F"rther details and additional material an be fo"nd at Rihard Felder>s Home 'age.
,istake L760 1hen yo" ask a $"estion in lass# immediately all for vol"nteers. 1hen yo" do this most
st"dents %ill avoid eye ontat# and either yo" get a res!onse from one of the t%o or three %ho al%ays
vol"nteer or yo" ans%er yo"r o%n $"estion
,istake LU0 Call on st"dents old. If yo" fre$"ently all on st"dents %itho"t giving them time to think
H(old)alling(I# the ones %ho are intimidated by it %on+t be follo%ing yo"r let"re as m"h as !raying
that yo" don+t land on them. Even %orse# as soon as yo" all on someone# the others breathe a sigh of
relief and sto! thinking.
,istake L:0 T"rn lasses into 'o%er'oint sho%s. <roning thro"gh let"re notes !"t into 'o%er'oint
slides is generally a %aste of time for everyone.
,istake LN0 Fail to !rovide variety in instr"tion. Effetive instr"tion mi&es things "!0 board%ork#
m"ltimedia# storytelling# dis"ssion# ativities# individ"al assignments# and gro"! %ork Hbeing aref"l to
avoid ,istake L4I. The more variety yo" b"ild in# the more effetive the lass is likely to be.
,istake L40 Have st"dents %ork in gro"!s %ith no individ"al ao"ntability. The %ay to make gro"!
%ork %ork is oo!erative learning# an e&ha"stively researhed instr"tional method that effetively
!romotes develo!ment of both ognitive and inter!ersonal skills
,istake LA0 Fail to establish relevane. To !rovide better motivation# begin the o"rse by desribing ho%
the ontent relates to im!ortant tehnologial and soial !roblems and to %hatever yo" kno% of the
st"dents+ e&!eriene# interests# and areer goals# and do the same thing %hen yo" introd"e eah ne%
to!i.
,istake LT. -ive tests that are too long. If yo" %ant to eval"ate yo"r st"dents+ !otential to be s"essf"l
!rofessionals# test their mastery of the kno%ledge and skills yo" are teahing# not their !roblem)solving
s!eed.
,istake L80 -et st"k in a r"t. Things are al%ays ha!!ening that !rovide inentives and o!!ort"nities for
im!roving o"rses. This is not to say that yo" have to make ma*or revisions in yo"r o"rse every time yo"
give it)yo" !robably don+t have time to do that# and there+s no reason to. Rather# *"st kee! yo"r eyes o!en
for !ossible im!rovements yo" might make in the time available to yo".
,istake L5. Teah %itho"t lear learning ob*etives. A key to making o"rses oherent and tests fair is to
%rite learning ob*etives)e&!liit statements of %hat st"dents sho"ld be able to do if they have learned
%hat the instr"tor %ants them to learn)and to "se the ob*etives as the basis for designing lessons#
assignments# and e&ams.
,istake L7. <isres!et st"dents. If yo" give st"dents a sense that yo" don+t res!et them# the lass %ill
!robably be a bad e&!eriene for everyone no matter %hat else yo" do# %hile if yo" learly onvey
res!et and aring# it %ill over a m"ltit"de of !edagogial sins yo" might ommit.
BGTES
Rihard ,. Felder# Borth Carolina State Dniversity and Rebea .rent# Ed"ation <esigns# In.
,. Hildebrand# R.C. 1ilson# and E.R. <ienst# Eval"ating Dniversity Teahing. H.erkeley0 DC .erkeley#
Center for Researh and <evelo!ment in Higher Ed"ation# 7UN7I