7. QUALITIES OF EFFECTIVE TEACHERS
INTEREST AND EXPLANATION:
ONLY WHEN OUR INTEREST IS AROUSED IN SOMETHING, WE ENJOY
WORKING HARD AT IT.
CONCERN AND RESPECT FOR STUDENTS AND STUDENT LEARNING:
MAKING A SUBJECT SEEM MORE DIFFICULT THAN IT ACTUALLY IS,
IS A MASQUERADE. GOOD TEACHING IS NOT MAKING THINGS
“HARD”.
8. QUALITIES OF EFFECTIVE TEACHERS
APPROPRIATE ASSESSMENT AND FEEDBACK:
USING A VARIETY OF ASSESSMENT TECHNIQUES AVOIDS
MEMORIZING. FEEDBACK IS A POWERFUL MOTIVATOR.
CLEAR GOALS AND INTELLECTUAL CHALLENGE:
SETTING HIGH STANDARDS AND CLEAR GOALS ARE VERY MOTIVATING.
9. QUALITIES OF EFFECTIVE TEACHERS
INDEPENDENCE, CONTROL, AND ACTIVE ENGAGEMENT:
CREATING A SENSE OF STUDENT CONTROL OVER LEARNING AND
INTEREST IN THE SUBJECT MATTER BY PREPARING SUITABLE TASKS
TO THEIR LEVEL OF UNDERSTANDING.
LEARNING FROM STUDENTS:
GOOD TEACHING IS OPEN TO CHANGE, IT NEEDS MODIFICATIONS IN
ACCORDANCE WITH THE EVIDENCE COLLECTED.
11. AUTHORITY / LECTURE STYLE
•TEACHER-CENTERED
•LONG LECTURE SESSIONS
•ONE WAY PRESENTATIONS / TRANSACTION
•STUDENTS ARE EXPECTED TO TAKE NOTES/ABSORB INFORMATION
CERTAIN HIGHER EDUCATION DISCIPLINES
AUDITORIUM SETTINGS WITH LARGE GROUPS
SUBJECTS LIKE HISTORY THAT NECESSITATE MEMORIZING NAMES, DATES, ETC.
LITTLE / NO INTERACTION WITH THE TEACHER
LITTLE / NO INTERACTION AMONG THE LEARNERS
12. DEMONSTRATOR/COACH STYLE
• FORMAL AUTHORITY ROLE
• TEACHERS DEMONSTRATE THEIR EXPERTISE BY SHOWING STUDENTS WHAT THEY NEED TO KNOW
VARIETY OF FORMATS (LECTURES, PRESENTATIONS,ETC.)
DIFFICULT FOR INDIVIDUAL NEEDS IN LARGE GROUPS
13. FACILITATOR / ACTIVITY STYLE
• PROMOTE SELF-LEARNING
• HELP DEVELOP CRITICAL THINKING SKILLS
• SELF-ACTUALIZATION
ASK QUESTIONSAND FIND ANSWERS BY EXPLORATION
IDEAL FOR SCIENCE SUBJECTS
TEACHER MUST BE WELL PREPARED TO GUIDE STUDENTS TOWARDS DISCOVERY RATHER THAN LECTURING
NO TESTING KNOWLEDGE THROUGH MEMORIZATION
14. DELEGATOR / GROUP STYLE
• BEST FOR CURRICULUM THAT REQUIRES LAB ACTIVITIES (CHEMISTRY, BIOLOGY, DEBATE, CREATIVE
WRITING)
TEACHER IS AN OBSERVER INSPIRESSTUDENTS BY WORKING TOWARDS COMMONGOALS
TEACHER IS NOT A TRADITIONAL AUTHORITY FIGURE
15. HYBRID/BLENDED STYLE
• INTEGRATED APPROACH TO TEACHING THAT BLENDS TEACHERS’ PERSONALITY AND INTEREST WITH
STUDENTS’ NEEDS AND CURRICULUM-APPROPRIATE METHODS.
TEACHERS CAN TAILOR THEIR STYLES TO STUDENTS NEEDS AND SUBJECT MATTER
TRYING TO BE TOO MANY THINGS TO ALL STUDENTS CAN BE TIRING
16. WHATEVER STYLE
ENGAGE YOUR STUDENTS IN THE LEARNING PROCESS
DEVELOP EFFECTIVE CLASSROOM MANAGEMENT SKILLS
IMPOSE LESSON MASTERY
COMMUNICATE HIGH EXPECTATIONS CLEARLY
18. LECTURE
• TOP 1 PASSIVE METHOD
• NEARLY 80%
EASY TO COMMUNICATE LARGE CHUNKS OF INFORMATION TO LARGE AMOUNT OF LISTENERS
MAXIMIZES INSTRUCTOR CONTROL
NON-THREATENING TO STUDENTS
MINIMIZES FEEDBACK FROM STUDENT
ASSUMES UNREALISTIC LEVEL OF STUDENT UNDERSTANDING
DETACHES STUDENTS FROM THE LEARNING PROCESS
19. CASE METHOD
• CLASSROOM LEARNING IS APPLIED TO REAL LIFE
EXPERIENCES
• EFFECTIVE WAY OF DISSEMINATING AND INTEGRATING
KNOWLEDGE
• STUDENTS ARE ENGAGED IN ACTIVE DISCUSSIONS
ABOUT ISSUES IN PRACTICAL APPLICATION
THERE ARE VARIETY OF SOURCES INCLUDING
CURRENT EVENTS EXPOSING THE COMPLEXITY OF
SOLVING CRITICAL SOCIAL PROBLEMS
20. DISCUSSION
• A SUCCESSFUL PARTICIPATORY TEACHING STRATEGY
• BEGINNING A LESSON WITH A DISCUSSION WILL
REFRESH
MEMORIES ABOUT THE ASSIGNMENT
• USE DISCUSSIONS TO GENERATE IDEAS
TEACHER MUST PLAN CAREFULLY
STUDENT MUST PREPARE
21. ACTIVE LEARNING
• STUDENTS APPLY WHAT THEY ARE LEARNING
• THEY TALK, LISTEN, READ, WRITE AND REFLECT AS THEY APPROACH COURSE CONTENT THROUGH
• PROBLEM SOLVING EXERCISES
• SMALL GROUPS
• SIMULATIONS
• CASE STUDIES
• ROLE PLAYING
Grading contributions
can be problematic
Teaching strategies
should match the
teaching objective of the
particular lesson.
22. COOPERATIVE/GROUP LEARNING
• ENCOURAGES SMALL GROUPS TO WORK TOGETHER TO ACHIEVE A COMMON GOAL.
• FACULTY AND STUDENT INVOLVEMENT IN THE LEARNING PROCESS IS EMPHASIZED.
CAREFUL PLANNING AND PREPARATION IS MANDATORY
GROUP FORMING
ENSURING POSITIVE INTERDEPENDENCE
MAINTAINING INDIVIDUAL ACCOUNTABILITY
RESOLVING GROUP CONFLICT
DEVELOPING APPROPRIATE ASSIGNMENTS AND RUBRICS
MANAGING LEARNING ENVIRONMENTS
24. AN AUTONOMOUS LEARNER
• CAN ACCESS AND MANAGE INFORMATION TO FIND SOLUTIONS TO PROBLEMS
• CAN USE EXPERIENCES TO MAKE DECISIONS
• CAN UNDERSTAND HIS/HER OWN LEARNING STYLE
• CAN HELP OTHERS LEARN
• CAN BRING SOLUTIONS TO COMPLEX PROBLEMS