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Teachers are important and make a difference. The quality of
teaching is a crucial factor in promoting effective learning in schools. Effective teaching requires individuals who are academically able and who care
about the well-being of children and youth.
Points
Arising from Research
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The most powerful single factor that enhances
achievement is feedback – positive, encouraging, clearly targeted.
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The setting of appropriate, specific and challenging
goals is critical. |
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Effective teachers make purpose and content explicit,
plan carefully, use systematic assessment and feedback, make
connections, encourage children to think about thinking and model
what they want the children to do. |
Key Elements of
What makes a good teacher?
Research detailing the direct effect of good teaching on
pupils is difficult to assess, as relating ‘good teaching’ directly to
higher attainment in pupils is almost impossible to verify. However there
are many attempts to analyse what constitutes a ‘good teacher’. The
following points are generally agreed to have an impact on pupils:
Subject Matter Knowledge
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Highly knowledgeable and up to
date in their subject area, but do not pretend to know it all,
willing to learn from pupils |
Teachers’ repertoires of best practices
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Provide learner
with clear tasks, goals, and requirement and inform them of progress made. A key
skill in teaching is the ability to explain and describe things clearly |
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Encourage pupils to
think, to make connections, to practise and reinforce, to learn from other
learners and to feel that if they make mistakes they will not be ridiculed or
treated negatively |
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Promote pupil
participation through problem solving, questioning, discussion and “buzz group”
activities |
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Treat all pupil
questions seriously and do not intimidate or ridicule |
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Use regular
informal assessment strategies including a range of types of questioning,
observation and listening in |
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Understand that,
since individuals learn at different rates and in different ways, we need to
provide a variety of activities, tasks and pace of work, and monitor and
evaluate children’s progress |
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Use breaks and
activities to engage pupils’ thinking and interest |
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Turn to reading and
research for fresh insights and relating these to their classroom and school |
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Work in a shared
and collegial way with other staff |
Personal qualities
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Demonstrate an
empathy with pupil thinking, anticipate misconceptions and allow pupils to
develop understanding in a variety of ways |
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Observe pupils in
class for signs that they are failing to keep up, are bored, or are not
understanding |
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Show flexibility in
responding to pupil needs |
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Genuinely want
pupils to learn, understand and develop critical thinking abilities, as well as
master content or learn skills |
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Encourage pupils to
take an active role in working through difficulties and take time to work
through concepts in detail with those who have difficulties |
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Teachers who show
enthusiasm for subject, professional area and teaching role motivate pupils as
they look forward to coming to that class |
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Highly effective
teachers are viewed as “easy going”, “relaxed”, with an “open” manner. This
brings a relaxed atmosphere to the classroom |
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Communicate
effectively |
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Are resourceful and
positive and adopt a problem-solving approach |
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Are creative and
imaginative and have an open attitude to change |
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Are systematic and
well organised, focused, determined and hardworking |
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Demonstrate empathy
and fairness, are caring and approachable |
Teacher Competences
The Standard for Chartered Teachers states that the quality
of the educational service depends pre-eminently on the quality of our
teachers. The standard then list the following 4 components:
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Professional values
and personal commitments |
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Professional
knowledge and understanding |
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Professional and
personal attributes |
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Professional
action
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It also lists 4 central professional values and personal
commitments which effective teachers should develop:
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effectiveness in promoting learning in the classroom |
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critical
self-evaluation and development |
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collaboration and influence |
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educational and social values |
Reflection and Discussion
Do you reflect on your practice in the classroom?
As a result of this reflection do you alter your approach within your
classroom?
How much do you share good practice with colleagues?
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Some Activities
Relating To the Issue of What makes a good teacher? |
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Key element |
Objective |
Action |
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Some examples and
suggestions |
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Subject Matter Knowledge |
Highly knowledgeable and up
to date in their subject area, but do not pretend to know it all,
willing to learn from pupils |
Pupils may be - very
aware of recent developments – could you involve them in
producing/researching the latest information for topics? |
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Teachers’ repertoire of
best practice |
Use regular informal
assessment strategies including a range of types of questioning,
observation and listening in. |
Look closely at formative assessment in
your class. (See Toolkit section on Formative Assessment) |
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Personal qualities |
Observe pupils
in class for signs that they are failing to keep up, are bored, or
not understanding. Show flexibility in responding to pupil
needs. |
Use Traffic
Lights. Green means confident about understanding, orange means
unsure and red means not understanding. Pupils are challenged with
support to grade themselves |
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Teacher competencies
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Effective teachers should develop collaboration and
influence |
Prepare an action plan drawing on your
strengths and tackle any of the weaknesses that you have
identified. Discuss this with a trusted colleague to get feedback
on your analysis.
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Ethos within the
classroom |
There is a high level of
respect, interest in and acceptance of the pupils |
Focus on reward and
encouragement not on sanction and punishment.
Consultation with pupils in
relation to own goals and personal aspirations.
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Selected References
Further Reading
Aspy D.
& Roebuck F. (1977) Kids Don’t Learn from People They Don’t Like,
Ameherst, Mass: Human Resource Development Press
Hayes,
L.(2000) Am I Teaching Well ? Learning Matters
Smith,
A. & Call, N.(1999) The
ALPS
Approach Accelerated Learning in the Primary School, Network Educational Press
Smith,
A. & Call, N. (2003) The
ALPS
Approach Resource Book,
Network Educational Press
Smith,
A. (2001) Accelerated Learning in Practice, Network Educational
Press
Websites
www.learntolearn.ac.uk
www.aaia.org.uk/assessment.htm
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