The Effective Teacher

Wilma C. Obras
Principal, Balumbato Elementary School

To be a fully functioning effective teacher…
you need to increase:  your skills  Knowledge and awareness of your real needs  Aims  values  and the way you perceive your learning environment These are crucial because they constitute your problem-solving prowess. The greater and more varied knowledge and skills, the more effective you can be and the farther you can go in your career.

Your skills as an effective teacher can be grouped into three basic categories:

Function skills

Adaptive skills

Professional skills

Function skills

are capabilities that you use for coping with your environment such as planning, organizing, controlling, communicating, motivating, developing and managing.

Adaptive skills

are your personal capabilities that relate to self-management. These include creativity, discipline, dependability, drive, persuasiveness, memory, initiative, resourcefulness and perceptiveness.

Professional skills

are related to work content. They comprise know-how or your ability to use what you already know. These are your areas of expertise. Your most important skills are the ones that you have used effectively as a teacher.

Being an effective teacher
Now:  requires taking on new roles  have a realistic grasp of their strengths and weakness  are conscious that students need varied approaches to learning  and are able to incorporate a wide range of strategies and activities to meet these needs.

Effective teachers

are innovative teachers who are open to new ideas, and willing to modify their behavior to better meet the needs of their students.

Activity 1.1
In this activity, you will:

assess and identify by listing and analyzing five of your most important achievements as a teacher. Be as specific as possible in doing this task. From your list, select the two most important ones. For each achievement, write down the factor or factors that motivated you to perform well in school.

Use the above data for your own reflection. Analyze your achievement that you have ranked as the most important. Ponder which among your skills you need to improve and what new skills you need to acquire.

In planning to enhance or upgrade your skills to be an effective teacher, keep these points in mind:

   

Who do I know has this particular skill? How can I learn from this person? What resources will be helpful for my professional development? Are there any training programs I can take? What new experiences will help me acquire this skill? How can I overcome any hurdles?

Characteristics of an Effective Teacher

   

Teachers have an incredible influence over the path taken by their pupils. Let’s take a peek at these definitions of an effective teacher. Simply, others would say that a good teacher is a good person a role model, a good parent and a good school worker.

Years back…
teachers were recognized primarily  for their goodness, and only secondarily for their behavior in the classroom.

Teachers are expected
    

to be honest Hardworking generous friendly and considerate

And demonstrate qualities in their classrooms
   

by being authoritative Organized Disciplined and dedicated

The early role-mode definition eventually gave way to another definition, which can relate to the psychological characteristics of a good teacher…

Personality/Characteristics achievement/motivation
Directness  Flexibility

motivation to teach  empathy toward pupils  Commitment

 years

of teaching  experience in subject taught  experience with particular grade levels

 scores

on ability test  college grade-point average  student-teaching evaluations

Using these psychological characteristics…
to define a good teacher represented an attempt to measure the effectiveness of a teacher objectively. But these standards excluded the most important measure of all for determining good teaching –

pupils' performance

Studies show…

that specific teacher behaviors had an impact on the specific cognitive and affective behavior of pupils.

The term good teaching changed to…

effective teaching

The New ways of Studying Behavior…

made the student-teacherstudent interaction the focus of modern definitions of effective teaching.

Research focus…

shifted from studying teachers to studying their effects on students.

Being an effective teacher today…

requires taking on new and emerging roles. Their new roles now extend beyond the classroom into the community.

encourage students to use their personal experiences to make sense of classroom content.

Being an effective teacher today…

allow students opportunities to actively direct their own learning.

They create a community of learners by challenging students to become independent problem-solvers and thinkers.

Activity 1.2

The making of an effective and competent teacher is an arduous task. You must work diligently and consistently practice to perfect your craft and acquire the professional characteristics or personal attributes that an effective teacher must possess.

How effective are you?

 

The following questions will help you determine whether you have the makings of an ideal and effective teacher. Focus and be honest in your answers. Answer “yes” or “no” to these questions. At the end of each set of questions, add the number of “yes” of “no” answers and record in the space provided.

Do you use vivid actions and deliberate influencing strategies to persuade pupils and others to produce desired outcomes? 2. Do you work effectively with others to achieve shared goals for pupils and the school? 3. Are you aware of what others are thinking and feeling? 4. Do you understand the meaning of, and reasons for, other people’s behavior? 5. Are your actions based on the desire for each pupil to attain levels of achievement? 6. Do you believe in your own ability to succeed? 7. Do you rise up to challenges?

Yes No

8. Can others depend on you to accomplish what you have agreed to do? 9. Are you consistent and fair? 10. Do you show respect and consideration for others? 11. Can you be flexible and adapt to changing circumstances? 12. Do you set out clear expectations for others and hold people accountable for performance? 13. Do you manage pupils to work together effectively and achieve high performance levels? 14. Do you demonstrate a passion for helping pupils to learn, and act to facilitate this?

Yes No

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