QUALITIES OF EFFECTIVE TEACHERS

Being an expert in the academic field is just one factor to become

effective teacher. The teacher's characteristics, personality, outlook
and behavior are also considered essential in effective teaching.

The teacher is the role model who sets the tone for the class. If you
are able to show enthusiasm and commitment, your students are
more likely to reciprocate. On the other hand, when you are
negative, unprepared, or impatient, these qualities will be reflected
in the attitudes of your students.

According to Georgetown University, the top qualities of an

effective teacher are:

1. Positive.
Teaching is most effective when students are motivated by the
desire to learn, rather than by grades or degree requirements.

2. Prepared
Know the course material. If students are required to attend lectures
and read assignments, then it seems reasonable that you would do
the same.

3. Organized.
Your job is to illustrate key points and essential context, to help
students integrate all of their work (reading, labs, exams, papers,
lectures, etc.) for the course.

4. Clear.
Effective teachers can explain complex ideas in simple ways. As
you develop expertise in an academic field, it is easy to forget that
students may have no prior knowledge of fundamental concepts
that you take for granted.
5. Active.
Most students will remember only a small fraction of what you
teach. A lecture is an efficient way to deliver information to large
numbers of people, but it is an inefficient way to provide students
with lasting knowledge and skills.

6. Patient.
Teaching can be difficult and frustrating at times. Be patient with
yourself. Concepts, background information or conclusions that
seem obvious to you may not be so clear to someone who is new to
the subject.

7. Fair.
Consider what it would be like to be one of your students. Chances
are you would want an instructor who set clear expectations,
applied them consistently and could admit when they were wrong.
Whether you mark off points on an exam question, give a low
grade on a paper, or penalize someone for a late assignment, you
should be able to explain why you did it.

As cited in the Stanford University website

https://teachingcommons.stanford.edu/resources/teaching/planning
-your-approach/characteristics-effective-teachers based on a
scheme originally developed by M. Hildebrand, 1971, below are
what effective teachers do right: Organization and Clarity
 • explains clearly
• is well prepared
What happens on the first day, even in the first moments, sets the
tone for the entire course. The impression you make will last the
entire semester, and today's students are not shy about sharing their
opinions. Most students will make up their minds about the course
and the instructor during that first class period.

You must use the first day, the first moments of

class, to inspire confidence in your abilities and
create a classroom atmosphere where the rules
are clear; expectations are high; and yet students
feel welcome, comfortable, and engaged.

• makes difficult topics easy to understand use 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

• 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 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
• encourages independent thought and accepts criticism
 • uses wit and humor effectively is a good public speaker
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

• is seen by students as approachable and a valuable source of

advice even on matters not directly related to the course 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.

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 student 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 ityou
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 the objectives as the basis for
designing lessons, assignments, and exams.

Mistake #1. Disrespect students. If you give students a sense that you don't
respect them, the class will probably be a bad experience for everyone no
matter what else you do, while if you clearly convey respect and caring, it
will cover a multitude of pedagogical sins you might commit.

CLASSROOM MANAGEMENT
The ability of teachers to organize classrooms and manage the
behavior of their students is critical to achieving positive educational
outcomes (National Comprehensive Center for Teacher Quality). The ability
of teachers to organize classrooms and manage the behavior of their students
is critical to achieving positive educational outcomes.

Surveys of graduates of education schools and colleges indicate that

the #1 area of concern of new teachers is their feelings of inadequacy in
managing classrooms (Kizlik, 2014).Classroom management and

management of student conduct are skills that teachers acquire and hone
over time.
 Skills such as effective classroom management are central to
teaching and require "common sense," consistency, a sense of fairness,
and courage. These skills also require that teachers understand in more
than one way the psychological and developmental levels of their
students.

The skills associated with effective classroom management are

only acquired with practice, feedback, and a willingness to learn from
mistakes. Thus, it is easier said than done. Certainly, a part of this
problem is that there is no practical way for education students to
"practice" their nascent skills outside of actually going into a classroom
setting.

There is no one best solution for every problem or classroom

setting, Classroom teachers with many years of experience have
contributed to an understanding of what works and what doesn't work in
managing classrooms and the behavior of students.

Research Findings on Classroom Management:

Sound behavior management does not guarantee effective

instruction; it establishes the environmental context that
makes good instruction possible. Reciprocally, highly
effective instruction reduces but does not eliminate
classroom behavior problems (Emmer & Stough, 2001).
Teachers who have problems with behavior management
and classroom discipline are frequently ineffective in the
classroom, and they often report high levels of stress and
symptoms of burnout (Berliner, 1986; Browers & Tomic,
2000; Espin & Yell, 1994).
Disruptive classroom behavior is a significant reason why
teachers leave the profession (Ingersoll & Smith, 2003).
The inability of teachers to effectively manage classroom
behavior often contributes to the low achievement of at-risk
students and to their excessive referrals for special
education (Donovan & Cross, 2002; Harrell, Leavell, van
Tassel, &
McKee, 2004).
These effects are exacerbated by the current pattern of
teacher distribution, which reveals a disproportionate
assignment of less qualified and less experienced teachers to
classrooms with economically disadvantaged children
(Clotfelter, Ladd, & Vigdor, 2005; Clotfelter, Ladd, Vigdor,
& Wheeler, 2007; Peske & Haycock, 2006).
Many new teachers report inadequate training and little
assistance from colleagues and supervisors in establishing
positive and productive classroom environments (Baker,
2005; Siebert, 2005).
Teacher educators insist that their preparation programs
teach classroom organization and behavior management
skills, but the indication is that such skills are not taught
thoroughly or with adequate supervision in a real classroom
context (Siebert, 2005).
The absence of supervised experience and professional
development in the critical competencies of classroom
organization and behavior management significantly
reduces the effectiveness of many teachers, especially new
teachers (Berliner, 1986; Espin & Yell, 1994).
Many teachers who did not learn classroom management
skills simply have left the profession (Baker, 2005).
Ongoing professional development in classroom
management is essential for all teachers but especially
important for new teachers. Effectively managing the
classroom is much more difficult for new teachers, who
may not have received sufficient training and who may be
assigned to classes with a large percentage of at-risk
students.
Highly effective teachers structure the classroom
environment so that it decreases the likelihood of
inappropriate student behavior, increases desirable student
interactions, and set up students for success.
Creating a physical arrangement that eases traffic
flow, minimizes distractions, and provides teachers
with good access to students in order to respond to
their questions and better control behavior.
Making efficient use of classroom time, including
transitions between various classroom activities.
Ensuring that the nature and quality of student
interactions is positive.
 Clearly communicating appropriate behaviors for
particular classroom activities (Paine et al., 1983).

Classroom Rules and Routines

The use of rules is a powerful, preventive, component of
classroom organization and management plans. Rules
establish behavioral context of the classroom by specifying
what behaviors are expect of students, what behaviors will
be reinforced, and the consequences for inappropriate
behavior. If rules are stated or worded positively to
describe the expected behavior, rather than what not to do,
problem behavior is more easily prevented (Colvin,
Kame'enui, & sugai, 1993; Kerr & Nelson, 2002).
Important guidelines for the construction of classroom
rules: Rules should be kept to a minimum to allow
students to remember them.
Rules should contain language that is simple and
appropriate to the developmental level of the
students and classroom.
v/ Rules should be positively stated.
v/ Rules should be developed for various situations
or contexts as needed (e.g. physical education
class, field trips).
Rules should be consistent with the schoolwide
behavior plan (Martella, Nelson, &
MarchandMartella, 2003).
Highly effective teachers teach rules and routines
systematically not only at the beginning but also
throughout the school year. They emphasize these rules
and routines on occasions when increased violations are
likely to occur (e.g., before school breaks) or if warranted
by inappropriate behavior. This type of instructional
approach to social behavior neutralizes the reactive or
extreme approaches to behavior management that
ultimately are ineffective (Colvin et al., 1993).

FOUR MAIN CLASSROOM MANAGEMENT PROFILES

1. Authoritarian.
Students will often have assigned seats for the
entire training/ course. The seats are usually
arranged in straight rows and there are no
deviations.
 Students are expected to come to class on time,
and maintain silence throughout the class.

The authoritarian teacher:

Places firm limits and controls on the students.
Prefers vigorous discipline and expects swift
obedience. Failure to obey usually results in
disciplinary action.
v/ Neither likes to be interrupted, nor encourages
any verbal exchange and discussion amongst
the students.
Gives no indication that he/she cares for the
students.

2. Authoritative

The authoritative environment offers the students the

opportunity to learn and practice communication skills.

The authoritative teacher

Places limits and controls on the students but

simultaneously encourages independence
Often explains the reason behind the rules
and decisions, and if a student is disruptive,
offers a polite, but firm, reprimand.
Sometimes meets out discipline but only after
careful consideration of the circumstances.
Open to considerable verbal interaction,
including critical debates. The students
know that they can interrupt the teacher if
they have a relevant question or comment.

3. Indifferent.
The indifferent teacher:
Not very involved in the classroom.
Places few demands, if any, on the students
and appears generally uninterested.
 Does not take the necessary preparation time
for instructional activities and may even use
the same materials, year after year.
May lack the skills, confidence, or courage to
discipline students.

4. Laissez- faire.

The Laissez-faire teacher:

Places few demand or controls on the students.

Accepts the student's impulses and actions and
is less likely to monitor their behavior. Offers
discipline but is inconsistent
Accepts students' disruption believing that the
students have surely something valuable to add
Very involved with the students and cares for
them very much.
Has difficult time establishing boundaries
between his professional life and is
professional life.
 CLASSROOM MANAGEMENT ISSUES/ SOLUTION SUGGESTIONS
TABLE

1. Undermining the
This is tricky as it speaks to •attitude.• A student might
instructor's authority belittle the instructor or engage in a battle of the wills.
This student would need to be privately told that their
attitude was confrontational and asked how this might
be resolved mutually.

•Be careful not to read most questions about

content. interpretation, or assignments as a
challenge of authority. Acting as it they are even
when you suspect they are. can convey a sense of
confidence and control. Someumes merely assunng
the student, while smiling. that you have indeed
reflected on this issue at length and that they too
will understand soon why the information or the
assignment is valuable diffuses the situation. You
may even want to encourage them to ask the
quesuon again at a later date if necessary.•
2. Leaving class too Camps are divided as to whether or not students
frequently should ask for permission to leave for bathroom breaks or wait
for a break in the class. I don't require my students to limit their bathroom
breaks or ask permission. however. this is contentious for some faculty when
breaks are taken too frequently. You might ask the student if everything
is OK privately so that they know that you are concemed by their
behavior. Don't assume disrespect — it might be a bladder infection or
some other physical problem.
3. "Spacing Out" or If this is a repeated problem, students need to know
Sitting With Back to that their non-verbal behavior is perceived as
Instructor disinterest. You might ask them after class if they
need a more comfortable seat. Some students are
extremely shy and it might take half of the semester
before they open up enough to make sustained eye
contact or face the instructor completely. Remember
also that sustained eye contact is a culturally dictated
practice that might not be feasible for some students.
4. Poor hygiene Poor hygiene, too much perfume, cigarette odor or
(possible other strong odors can be distracting or even
cultural nauseating to students. The cause for the odor might
be culturally based in bathing preferences between
considerations)
cultures. This can be a real problem for some faculty
while others will never encounter the dilemma. I
suggest letting the offending student know that in
close quarters. some students have issues with strong
smell. It might be suggested that for the course (not
their outside of class lives) that the odor be masked in
some way.
5. Verbal or physical Verbal or physical threats are serious matters.
threats They are discussed in detail by experts in the
field in "Handling Crisis.

As a general rule consult professional experts

for assistance immediately. College Police

6. Gum, Food, If decided upon by class. consequences for breaking

Pagers, and Cell this policy might range from the loss of participation
Phone Disruption points to the offender having to present on a topic of
interest to the class. Some instructors allow pagers
and cells to be on the vibrate setting as long as they
are attended to at the break rather than used when it
interrupts the class. Instructors need to abide by this
rule as well and allow for at least one mistake per
student as accidents do happen from oversight. The
idea here is to prevent habitual disruption from gum
popping and phones ringing.
7. Monopolizing This is but Many students are
excited and talkatrve so it rn•t be good to them a few class
perods to in if it's evident away that this is a trend. it•s best to ask
them to stay aner class You tnoht them initially by saytng that you are
pleased with ttw of enthusiasm tt'tey have for discuss•on but were hoping
that Üiey have suggestions for getting the Class menq»ers equany nvotved.
The student win most likeey get your drdt with rn•rtitnal

8. Sleeping in class in class es usually rude. Most facuny believe it not ar*i is
curbed up front by waking a student and askir'.g
them to step outside you. Once there facuny cmn
tell students that it's t»st the rest of the class
they return wt'*n are awake to be an This time to
tÉne and you l*yviously are the to choose
Senience pu•titive action. it'S one ot your more
regularty mowed students, give them opton of an
extra c:redit research mey bring to ycnar next
perit:xi me subtoct matter ttwy wh40 they were
sieeping,

An alternative approach is to mat me

student not feel wen. was up rtx»st Of the noht
watt a child. has some other cx»nditm mat results
in sieepiness still bong of tirne. You choose
to wake tho so,.'dont ask them they are feelmg
To pull this on you need to approach it with true
for the health and well Most of the are
so and so appreciative of genune that
let it happen again.
students to acfrvely participate.
(expia•n mat this is helpful "tear learning as it
rn«nory in tho and in bog classes break the
session activities or about a topic to ensure that
stay engaged. Students dorn learn much itrom
so remember that me n»re they
 -experience" the leaming process the more you are
really teaching.
9. Repeated Tardiness: There should be clear parameters set around this
issue up front — either in your syllabus or in the
class decided norms. Stick to your guns on the
policy. Some fair policies might include 3 tardies
equals one absence.

It might be best to discuss this with students

individually; some are habitually late because
they are dependant on bus routes or other
drivers for transportation to school.
10. Refusal to We cannot force students to speak in class nor
Participate or Speak participate in group projects. This can be
addressed and become a win-win situation by
either giving the student altemative options to
verbal participation (unless it's a speech class) or
simply carefully coaxing some response out of
them and praising whatever minimal effort you
receive from them. Remember, some students are
terrified to be in a class setting —especially if there
are round tables rather than desks — allowing for
little anonymity.
11. Sexual Innuendo, This behavior should be curbed as soon as it occurs.
Flirting, or Other It's never comfortable to tell a student that they
Inappropriate aren't being appropriate and if you are
Suggestion uncomfortable, a short, positive e-mail or phone call
might suffice. Your response should be not
judgmental and you might discuss it with your
department chair or faculty mentor before broaching
it with your student.
12. Sharing/Copying In some cultures, students work together to produce
homework. It may come as a shock to these students
Work that they cannot submit identical work. This may
also come as a surprise to couples, parent-child,
siblings, or close friends. Be careful to give thought
to how you will handle this before you encounter it
and react as if it were intentional cheating. This can
also occur when the class does a great deal of group
work. Make sure you are clear about what is
individual vs. group work in your assignments.
13. Plagiarism or Depending upon the class and the student's prior
knowledge of what plagiarism entails, some faculty
Lying issue an automauc F for the first instance, then
expulsion from the class with a report to the
department chair and division dean on a second
instance. Most colleges have specific policies. Be
sure to know you college policy before taking
action

Plagiarism should be outlined in your

syllabus with a reference for students to
the college catalog for more information.
14. Too Much Chit Give 2-minute chat times for groups or before class
Chat begins let them know that you have material to be
covered and that their talking isn't helping you
achieve your goals for the class. Know too that some
students occasionally translate a word or phrase to a
tablemate who might not have as strong an
understanding of English, be patient and observant
when curbing this behavior.
15. Disrespectful The reality is that sometimes students just plain
Behavior won't like you. You will find yourself in a
conversation with yourself about why they don't like
you and treat you with disrespect Animosity will
perpetuate itself so remember your role and look for
a way to positively invite the student to engage
more deeply in the class. Perhaps offer them a
special task based on a selfdisclosed talent for
instance. a student whose hobby is Origami
(Japanese paper folding) might lead a lesson on the
art of following instructions