This document discusses factors that influence student achievement including home context, school context, classroom inputs, and classroom processes. It then provides a summary of 10 characteristics of successful teachers: 1) having clear objectives, 2) having a sense of purpose, 3) expecting students to succeed, 4) using praise authentically, 5) being consistent, 6) being reflective, 7) enjoying their work, 8) adapting to student needs, 9) giving emotional support to students, and 10) bringing fun into the classroom. Each characteristic is illustrated with an example and discussion of how it positively impacts the classroom environment and student learning.

2. • Deepen our understanding
of the ten things successful
teachers do
• Cite examples from
classroom observations to
illustrate effective teaching
• Give a preview of the next
modules

3. Variables Influencing Student Achievement
Home Context Variables
• Home environment
• Socioeconomic status
• Parental involvement
School-Level Context Variables
• School characteristics
• School processes
• School leadership
• Curriculum
Classroom Input Variables
• Teacher characteristics
• Student characteristics
Classroom Process Variables
• Teacher behavior
§ Teaching strategies
§ Teaching events
• Student behavior
• Classroom processes
STUDENT ACHIEVEMENT
Source: ”A Systems-Based Synthesis of Research Related to Improving Students’
Academic Performance” by W. Huitt, M. Huitt, D. Monetti, and J. Hummel (2009)

4. • Offensiveness – verbal abuse, putdowns,
favoritism
• Indolence – laziness, regularly being late,
delayed grading of tests
• Incompetence – inability to effectively teach,
poor lesson presentation, inability to ask good
questions Eletra Gilchrist-Petty (2018). Deviant Communication in Teacher-Student Interactions: Emerging Research
and Opportunities. Hershey, Pennsylvania: IGI Global.

6. 1. Successful
teachers have
clear objectives

7. • The teacher came to class
prepared.
• “She was always
prepared.”
• “She was the most creative
teacher I have ever had!”
• “I was never bored in his
class.” Robert J. Walker (2010). “12 characteristics of an effective
teacher”. Educational Horizon, 87 (1), 61-68.

8. • Effectively communicate the objectives
• Different questions revolve around the
objectives
• Students summarize the lesson’s key
ideas based on the objectives

9. • Characteristic of well-managed classrooms
• Students know what is expected of them and
are generally successful.

10. 2. Successful
teachers have a
sense of purpose

11. • Teachers teach
because they care.
Teaching young
people is what they do
best. It requires long
hours, patience, and
care. Carroll M. Helm (2006). “Teacher disposition as
predictors of good teaching”. The Clearing House, 79 (3), 117-118.

12. • Uses a high demand, high support approach
• Calls students using their nicknames
• Establishes eye contact

13. • Effective character education strategy
• Warm demander pedagogy focuses on the
concepts of building relationships and
communities within the classroom dynamic.

14. 3. Successful
teachers expect
their students to
succeed

15. • Twin commitment to
student engagement with
ideas, and to deeper
levels of knowledge and
understanding Russell Tyler, Bruce Waldrip, and
Michelle Griffiths (2002). “Talking to effective teachers of primary science”.
Investigating, 18 (4), 11-15.

16. • Responsive to student needs
• Teach for mastery and understanding
• Opportunities to develop civic skills

17. • Teacher as a good classroom manager
• Business like environment in which the students
and the teacher conduct themselves in ways
suggesting that achieving specified learning
goals takes priority over other concerns

18. 4. Successful
teachers use praise
authentically

19. • “I am glad to get specific
feedback. I have worked
hard and feel that my teacher
values my efforts. It makes me
want to try my hardest to do
the best I can on the remainder
of the assignments.” Anne Tapp and Deborah L.
Lively (No Date). “Think twice before you speak: Using effective praise in the early
childhood and university settings”. Research in Higher Education Journal.

20. • Good teachers give performance
feedback
• Use specific praise
• Feedback is clear and timely

21. • Important to consider
• Using the strategy focus words (e.g. integrity or
perseverance) allow students to understand the
virtue
• When a class is given a praise for job well
done, it is connected to a virtue.

22. 5. Successful
teachers are
consistent

23. • Intensity of Academic Work
• Teachers transitioned from
one activity to another
quickly and easily
• Teachers began with an
overview of the day Mary Poplin et al.
(2011). “She’s strict for a good reason: Highly effective teachers in low-performing
urban schools”. Kappan, 92 (5), 39-43.

24. • Smooth flow of activity Over dwelling, Thrust
• Arrangement of chairs depends on
activities
• Teacher notices everything

25. • Creating a conducive environment for learning
• A good teacher consistently applies the
classroom rules in an authoritative manner.

26. 6. Successful
teachers are
reflective

27. • Teachers reflect back on particular events,
their strengths, weaknesses and whether they
used appropriate teaching approaches by
analyzing where difficulties arose,
considering how they might be overcome,
and deciding on the future directions. Atilla Cimer, Sabiha
Odabasi Cimer, and Gulsah Sezen Vekli (2013). “How does reflection help teachers to become effective teachers?” International
Journal Educational Research 1 (4), 133-149.

28. • Create time for students to think
• Take down ‘small notes’
• Use the board to focus on key
ideas/questions

29. • Reflection is important
• Use of a video clip to reflect on virtues such as
integrity
• Collaborative Learning – Looks like, Sounds like,
Feels like

30. 7. Successful
teachers enjoy their
work

31. • Believe that learning
can and should be
enjoyable
• Show pride and
pleasure in individuals’
success Andrea McDonough and Doug Clarke (2003).
“Describing the effective teachers of mathematics in the early years”.
International Group for the Psychology of Mathematics Education, 261-
2618.

32. • “Turong-turo”
(Uwing-uwi)
• Uncoverage
Approach (Cover)
• Sense of humor

33. • Lessons are inviting and exciting.
• How do you listen to the ‘student voice’? – We
want ‘meaning and connection’./We want you
to give us a choice./Please allow us to perform.

34. 8. Successful
teachers adapt to
student needs

35. • Scaffold learning by
making connections
between prior and new
knowledge in order to
gradually to help
learners reach the next
level of understanding. Karen
Goh (2014). “What good teachers do to promote effective student learning
in a problem-based learning environment”. Australian Journal of Educational
and Developmental Psychology, 14, 159-166.

36. • Make use of various tools
• Effective use of Graphic Organizers
• Teachers do modeling

37. • Highlight passion and commitment (I am
teaching individual students, not a class.)
• Personal Mission Statement – Formula for
Success (Build relationships, Listen, Show
Respect, Hidden Curriculum)

38. 9. Successful
teachers give their
students emotional
support

39. • To foster learning, tasks
must be both doable
and important. If either
factor is absent, little or
no effort will be made. Neil
H. Bright (2012). “Five habits of highly effective teachers”. Education
Digest, March, 21-24.

40. • Find time to listen to their students
• Use rubrics as teaching tools
• Allow students to display their output

41. • The emphatic teacher (joy/less anxiety)
• Develop self-awareness: How can I
identify/understand my emotional reactions and
behaviors towards my students?

42. 10. Successful
teachers bring fun
into the classroom

43. • Absence of Joy
• “I didn’t see the reason
for doing all the
workbook pages when
they were so repetitious
and I always got all them
right.” A. Sterl Artley (1975). “Good teachers of reading: Who
are they?” The Reading Teacher, 29 (1), 26-31.

44. • Drill to Kill
• Crayola Curriculum
• “Multi-Tasking Teacher”

45. • Classroom as a learning community
• Explore 1-Style highly functional, intentional
classroom
• Student centered – shared expectations, rules
become values implying a larger purpose