EM

▲ How do you help good teachers become even

better?

▲What tools and techniques are available to support

and sustain quality teaching?

EM
 Continual learning process

Teacher must adapt changes

Students
Curriculum
Building issues
Colleagues
Administrators
Finances
Health and safety concerns
Families
Communities
Daily lives
Other influences
Qualification of a teacher
❑Verbal Ability
❑ Content Knowledge
❑Educational Coursework
❑Teacher Certification
❑Teaching Experience
❑ Visualizing the Quality
❑ Focus on the Teacher
❑Making Connections
❑ Resources
Verbal Ability – Teachers make connections with their students, colleagues & and students’ families through words
and actions.
Effective Teachers – how to communicate with them both individually and collectively
- different learning styles and communication
When Ss understand what teachers are communicating and when teachers understand the signals from their SS
Enhance the learning of SS

Content Knowledge – Teachers cannot teach what they don’t know

Subject matter/ Subject concept/ Skills

Educational Coursework – to develop their professional knowledge and skills

Eg. Licenses, conferences
Lesson plan, assessment, CW management, Students’ developments, instructional
pedagogy
Teacher certification – enhances effectiveness so long as teachers are assigned to teach in their field of preparation

Teaching Experience – Growing professionally by learning from practice

❑ Deep understanding of the content
❑ Learn and use various strategies to meet students’ needs
❑ Learn how to maximize the usage of instructional materials, classroom, and working relationships with
others
❑ Incorporate reflective practice
Visualizing the Quality
Focus on the teacher

The forms include

➢ a teacher inventory,
➢ a form for personal improvement
➢ and goal setting, and
➢ a form for teacher reflection
❖Caring
❖Fairness and Respect
❖Attitude Toward the Teaching Profession
❖Social Interactions with Students
❖Promotion of Enthusiasm and Motivation
for Learning
❖ Reflective Practice
Teachers who show that they care about students enhance the learning process and serve as role
models to students (Collinson et al., 1999). Caring is expressed in many ways, including the following:

▲ listening,
▲ expressing feelings,
▲ knowing students on a personal level,
▲ demonstrating patience, honesty, trust, humility, hope, and courage,
▲ accommodating students’ needs,
▲ using a considerate tone of voice and manner,
▲ paying attention to each student,
▲ showing receptive body language, and
▲ valuing students’ input in problem-solving
(Collinson et al.; Deiro, 2003; Ford & Trotman, 2001; Thomas & Montgomery, 1998)
❖ two attributes that require ongoing effort to maintain
❖ everyone wants to be treated in a fair and respectful manner
❖ Every action taken by a teacher in the classroom, especially involving
discipline, can be perceived as fair or unfair.
❖ Perception is very powerful in determining fairness and respect
❖ effective teachers respect the children’s first teachers, and their families, and
engage them as partners in the students’ ongoing journey through school
❖ profession through their words and actions

❖ Teachers’ attitudes about the profession most directly affect the school

climate

❖ A positive and productive school climate has the added benefit of infusing its

members with increased satisfaction, enthusiasm, commitment, and

empowerment as educators (Holloway, 2003)

❖ teachers and students play a significant role in cultivating a positive learning

environment, both within the classroom and in the school as a whole

❖ Positive social interactions are fostered through meaningful dialogue,

common areas of interest, and shared experiences that can take place during

class, at lunch, or during extracurricular activities.

❖ As noted by Ted Sizer, “We cannot teach students well if we do not know

them well” (1999, p. 6).

Promotion of Enthusiasm and Motivation for Learning

❖ Teachers fulfill multiple roles in their classrooms.

❖ Effective educators use their own enthusiasm for the subject as a tool to

reach and motivate students.

❑Classroom Management

❑ Classroom Organization

❑ Expectations for Student Behavior

To keep their class under “control” and maintain a well-behaved
classroom.

• creating an environment for academic learning and

• creating an environment for social-emotional learning

 Classroom management is a process consisting of
the following five key areas:
• organizing the physical design of the classroom,

• establishing rules and routines,

• addressing discipline issues

• developing caring relationships, and

• implementing engaging and effective instruction

❖Vital aspects of a classroom management plan
❖Expectations about behavior
❖Rules about overall conduct to prevent students’ disruptive
behavior
❖Routines as more specific to certain tasks and direction
providers of how these tasks are to be accomplished
 The Three Steps to Teaching Classroom Procedures

Teach Rehearse Reinforce

State, explain, Students practice Reteach, rehearse,
model, under your and affirm the
demonstrate supervision procedure until it
becomes a routine
▲ Focusing on Instruction. Instruction is the primary purpose for school. Effective teachers know the very reason for
schooling is teachinging and learning. And, in their classrooms, these educators maintain an intense focus on
instruction (Peart & Campbell, 1999; Shellard & Protheroe, 2000; Walker, 1998).
▲ Maximizing Instructional Time. Classrooms are busy places where teachers are given a finite amount of time to
teach their subject (s). Effective teachers are able to qualitatively do more with the same amount of time than their
less effective counterparts (Cruickshank & Haefele, 2001).
▲ Expecting Students to Achieve. The self-fulfilling prophecy can hold true when working with students. If teachers
convey the message that they expect students to do their best and grow academically, students will respond positively
because they are in a supportive environment (Covino & Iwanicki, 1996).
▲ Planning and Preparing for Instruction. Effective teachers invest the time and effort needed to develop instructional
plans and materials that meet individual students’ needs (Shellard & Protheroe, 2000).
IMPLEMENTING INSTRUCTION
• Instructional Strategies

• Communication of Content and skills

• Knowledge of Instructional

• Complexity Questioning Strategies

• Student Engagement
• Instructional Strategies: Different students will respond differently to the same instructional
strategy.

• Communication of Content and skills: Effective teachers communicate their high

expectations of what students need to know and learn

• Knowledge of Instructional: Instruction is like a kaleidoscope: it is made up of essential parts

that, when combined, create new and exciting learning experiences.

• Complexity Questioning Strategies: Good teachers ask good questions that check for
understanding of the basic facts, skills, or ideas in a lesson and then push students to think critically and
creatively about what they have learned.

• Student Engagement: actively engaging students in minds-on/hands-on experiences, and

validating student responses and student involvement is essential in their learning, having information
on students’ interests and abilities is helpful in the creation of learning situations where student
participation is enhanced.
✓Homework

✓Monitoring Student Progress

✓Responding to Student Needs and Abilities

You can use either of the following:
-Turn in bin
-Corner of the desk
-Homework dropbox:
➢Have file folders with students’ names
➢Place the folders in an order (alphabetically or roll number)
➢Train students to place their works in portrait style
displaying their names
➢ Create and implement a homework setting, marking, and returning timetable

➢ Use learning journals

➢ Prepare Homework contract

➢ Prepare HW checklist

➢ Prepare Notice for missing HW

➢ Prepare Missing HW record

 Monitoring Student Progress

• formative and summative assessments offer opportunities

for teachers to reflect on the effectiveness of their

instruction and student learning

Responding to Student Needs and Abilities

Every classroom is filled with students whose learning styles,

needs, strengths, and abilities differ.