1. What Makes a Competent and Effective Teacher?

1. What Makes a Competent and Effective Teacher?

As in any working role, the goal a person aims for is competence. But what is
competence and what makes a competent teacher? The best place for us to start is for
you and us to agree on what the word competent means. The Oxford Dictionary tells
us that competent means having the necessary ability, knowledge, or skill to do
something successfully. Far be it from us to question this definition when relating it to
teacher competence but here goes.

Our experience tells us that we also need to include habits when considering how
competent a teacher is. For example, it seems to us that turning up at the classroom on
time, ready to greet your students and welcoming them as they come into the classroom
is a very good habit. So is reflecting on how the lesson panned out, immediately after
the lesson or as soon as its possible.

So, lets expand our definition of a competent teacher to: A person who has the
knowledge, ability, skills and habits necessary to teach successfully. We hope you
agree with this definition. Notice that we changed the order of words a bit. There was a
good reason for this as you will be able to recall these critical components of
competence by the mnemonic KASH for knowledge, ability, skills and habits. So, when
youre asked to contribute your thoughts on what makes a competent teacher during a
staff meeting, youll have a good aide-memoire by using the mnemonic KASH.

1.1 Traits and Characteristics of a Competent and Effective Teacher

Lets consider the traits and characteristics of a competent and effective teacher.

Thought-Spot

Before we share our thoughts, what do you think are the traits and qualities which would
demonstrate a competent teacher? Think of your own teachers and tutors from the past,
the ones you felt were competent. What traits and characteristics did they have? Please
reflect on this, jot down your ideas in bullet points and then check out what we think
over the next few pages.

Its not a definitive list as were dealing with individuals here but we think it contains the
key traits and qualities which a teacher needs to possess to be competent. Add in any
other points which you feel are important to our list below.

1. Must follow a Code of Practice for teachers at all times.

Youll find on your travels that many schools do not have a Code of Practice that you
are asked to follow. Dont worry about this its just the way things are. It doesnt stop
you from following YOUR Code of Practice. So, where do you get this? Dont worry; we
have one already made up for you. YOUR Code of Practice is based on our experience
and the experience of teachers like yourself. Here it is:

Code of Practice for Teachers

At the heart of the Code of Practice for Teachers is:

a conviction that excellence is achieved via competence
a belief in the worth, individuality and dignity of each person
a commitment to truth, excellence and democratic principles
an allegiance to freedom to learn and teach
a dedication to the principle of equal opportunity for all

Members of the TEFL/TESOL teaching profession are committed to demonstrating the

following values and ideals which underpin the profession:

Honesty and Integrity

creating and maintaining appropriate professional relationships in the classroom,
school and in public
acting with impartiality, truthfulness and honesty
displaying consistently high standards of personal and professional behaviour
refraining from disclosing information about colleagues in the course of professional
service unless disclosure serves a compelling professional purpose or is required by
law
refraining from any abuse of a position of authority or relationships with students,
parents, carers or colleagues for financial, political or personal gain
acting according to the law

Dignity and Diversity

valuing diversity and treating students, parents, carers and colleagues equitably and
fairly and with care and compassion while respecting the uniqueness of family and
socio-economic backgrounds, cultures, races, religions and beliefs
valuing the learning needs, effort, and potential, and acknowledging the uniqueness,
of each student
improving the wellbeing and progress of those students with special needs
fostering the valuing of diversity and encouraging the development of international,
multicultural, gender, and indigenous and other perspectives
allowing, reasonably, the students access to varying points of view

Respect and Trust

acknowledging that relationships with students and their families must be based on
mutual respect, trust and confidentiality of personal information, unless disclosure of
any information serves a compelling professional purpose or is required by law
acknowledging the contribution that mutual respect, trust and confidentiality make to
students wellbeing and learning
acknowledging the desires and hopes of the students families and carers
acting with educational colleagues and the wider community in ways which enhance
the profession
acknowledging the status, responsibilities and authority of colleagues
remaining open to constructive criticism from peers and showing respect and
consideration for different viewpoints
Responsibility and Accountability
giving priority to the education and welfare of all students in our care
guiding and encouraging students to achieve their potential, ensuring all students
have an equal opportunity to achieve their potential
creating interactive learning environments, rather than environments in which the
students are merely passive recipients of information
regarding themselves as learners and engaging in continuous professional
development, and improving teaching and learning strategies for themselves and
colleagues
working collaboratively, co-operatively and enthusiastically with colleagues and other
educational bodies in the best interests of the education and welfare of the students
taking precautions to distinguish between their personal views and those of the local
school district or governing body
promoting the ongoing development of teaching as a profession
upholding school policies, procedures and practices
modelling the behaviour, attitudes and positive values which are widely accepted in
society and encouraging students to apply them and critically appreciate their
significance

Care and Protection

having empathy and respect for, and rapport with, students and their families and
carers, colleagues and communities
committing to students wellbeing and learning through the practice of positive
influence, professional judgment and empathy in practice
adhering to the schools student protection policies and procedures
making reasonable effort to protect the student from conditions harmful to learning or
to health and safety
refraining from any racial, gender, political, verbal, physical or emotional abuse,
embarrassment or harassment
being generous with praise and giving positive inputs and feedback

Fairness and Justice

being fair and reasonable at all times
being committed to the wellbeing of individuals and the community and to the
common good
resolving competing claims or problems arising from different ethical principles and
different interest groups through reflective professional discussion

Print this off and keep it with you at all times. Reflect on it frequently. It will serve
you well.

2. Establishes good rapport with all learners at all times

This doesnt mean that you strive to be humorous at all times. Some adult students, in
particular, may not take to this. They may feel that they are paying good money to learn
and dont take kindly to too much fun eating up their valuable time. Or some students
may come from a culture where humour in the classroom is not the accepted thing.

Rapport exists when people develop a feeling of harmony, well-being and security. It
can be compared to musical resonance. When you strike a note on a tuning fork and
hold it near to another tuning fork, the second will also start to vibrate even though they
do not touch. This resonance or rapport occurs between people when they work and
live in an open, trusting and contented relationship.

Rapport is about meeting people on their own level and making them feel at ease. It is
based on mutual respect and agreement.

When you relate to other people, you can choose one of two standpoints from which to
start:

You can concentrate on the differences between you OR you can emphasise the
similarities between you the things you agree on, feel and think the same about and
react the same way to (e.g. Right, class, Ive spent some time on preparing these for
you. Lets work hard on this. Working hard together on this will make you a better
speaker of English. I want you to succeed with this so that I and the rest of the school
will be proud of you. After that, we can have a bit of relaxation and fun!)

If you emphasise the differences it will be virtually impossible to achieve rapport (e.g. I
am the boss and youll do what youre told.)
The emphasis on similarities and/or differences occurs not just in the words we use
when talking to others, but in the way we express ourselves through tone, body
language and attitude.

3. Fosters a constructive learning experience

Well cover this thoroughly in Module 9 but for the moment here are some suggestions:
everything is planned, instruction is clear, good class routines, standards of behaviour
are agreed, an inclusive environment is created where all learners are treated fairly and
equally..

4. Adjusts own level of English to suit the class

No fancy or complex language.

5. Always gives clear, precise instructions

6. Chooses appropriate moments for correcting the learners language

When students are in full flow and are communicating, its often wise to let it run even if
there are mistakes. After they have finished you can then pick up on the mistakes.

7. Understands the need to use a range of relevant and suitable materials and
resources

8. Works successfully with learners at different levels

9. Enables learners to feel a sense of progress

10. Assesses fairly and frequently and plans on the basis of assessment

11. Recognises and understands the range of backgrounds and experiences

within the adult learners group

12. Employs a range of teaching styles and approaches at different stages and in
different contexts

13. Understands the broad range of learner needs including the needs of learners
with learning difficulties

14. Reduces teacher talking time (TTT) and maximises student talking time (STT)

15. Reflects and self-appraises continuously

16. Facilitates language learning and acquisition both inside and outside the
classroom

Note that the end goal for any teacher should be a dynamism of these traits and
characteristics in unison, seamlessly, with teaching expertise, experience and class
management skills. In essence, the end goal we are all aiming for is an effective
teacher cocktail.

1.2 A Competent and Effective Teacher Facilitates Language Learning and

Acquisition both Inside and Outside the Classroom

Dont view the classroom as an island.

In addition to bringing bits of the real world into the classroom (e.g. newspapers, CDs
and Videos), we can, if teaching in an English-speaking country, take our students out
into the world during class time, effectively using it as an extension of the classroom.

Learners need to use and understand language outside the classroom, so that they can
progress. Become a user of inside and outside activities and you will observe
remarkable progress in your students as they put into practice what has been learned in
the classroom.

Outside-world tasks are perhaps more obvious activities for intermediate or advanced
students, but there are compelling reasons for embarking on such activities from a very
early stage in the language learning process.

The earlier students begin to engage in outside-world activities, the better, with the
obvious starting point being the most necessary survival language.

Clearly, at lower levels, extensive preparation is required so that learners have the
necessary language resources and confidence to undertake the tasks set and
accomplish them to a satisfactory degree, without becoming demotivated.

It is perhaps best to begin with activities based more on reading, such as following signs
and directions or finding places, where the majority of the talking will be discussion
between learners rather than with native speakers.

At the same time, the necessary language for asking questions of native speakers can
be pre-taught, so that more adventurous students or groups can make use of this if they
wish. Activities can then build up to conversational transactions where students are
required to address native English speakers.

It takes planning, and energy, agreement with the school head or school board,
assistance from you and others where the group is large to ensure they are safe outside
and have someone to turn to when they get into language difficulties, but its all worth it.

So, what are some of the benefits?

Whatever language students encounter in the outside world is authentic language.

Students are exposing themselves to language input which is largely comprehensible

because they themselves are initiating the transactions and have some idea of what
kinds of responses to expect.

When well-prepared, students can gain a lot of fruitful listening practice and vocabulary
reinforcement from television shows, films, lectures, etc.

Knowledge of how to execute everyday language transactions has obvious survival

value for students newly arrived in a country where they may not speak or understand
very much.

The early development of a degree of competence in dealing with everyday language

transactions is inherently motivating.

What types of activities could you arrange?

These will depend on student levels and what aspect of the language you wish to
practise:

Identifying objects in streets and parks

Following maps and directions
Visiting shops
Interviews and surveys with English-speaking people
Visiting museums, art galleries, historical sites
Obtaining information from public offices, e.g. post office, tourist bureau
Visiting travel agents
Attending the cinema showing an English-speaking film or a non-English-speaking
film with subtitles
Of course, many of these activities can still be carried out where you are based in a
non-English speaking country. There are many organisations banks, hotels,
supermarket chains, museums and so on who have native English speakers working
within them. It will just require some additional energy from you to organise the visit.

These outside world activities will not only make language study more meaningful and
motivating, but will stand the students in good stead when it comes time for them to go
forth as completely independent learners, without the support of teachers, classmates
or a language classroom.

Give it a go!

1.3 Students' and the Teachers Expectations of Each Other

You cannot assume that your expectations of the classroom will be the same as the
learners' expectations. It is important that you are aware of the environment in which
you are working and dont judge the students on the basis of your own cultural
background and educational experiences.

In some cultures, students are expected to be silent and passive learners (Japan) whilst
in others the norm will a noisy and active classroom with lots of questions being asked
by students (Spain).

Also, the social foundations on which the school operates may also be very different
from your own experiences. Some may be based on authority and punishment while
others may be based on rewards.

Students come to class with an increasing diversity of cultural communication styles,

multicultural values and non-verbal communication behaviours that you may not be
familiar with.

To improve cross-cultural communicative competence and to reach students from a

variety of cultural backgrounds, you will need to raise your awareness of important
differences in verbal and non-verbal communication between cultures, especially those
that have a direct impact on teaching and learning in the multicultural classroom.

Here are some very important behaviours to be aware of. You may come across some
of these in your role. Reflect on these and remember them well, so that youll be able to
spot them fast and draw up your approach to suit. We studied some of these in Module
1 when we considered the L2 influences on the L2 learner but its worth adding some in
again as they relate to this point..

Roles of learners and teachers

Learners may bring to class the expectations regarding teacher relationships and
behaviour that prevailed in their home countries, especially if they had extensive
schooling there. Thus, learners from more traditional educational systems may expect
teachers to behave in a more formal and authoritarian fashion during classes and may
be displeased, puzzled, or offended if a teacher uses an informal instructional style,
such as using first names in class or allowing learners to move freely around the room.

Pattern of classroom activity

Learners may also want teachers to maintain a clearly ordered pattern of classroom
activity and, perhaps, engage in extensive correction of grammatical form or
pronunciation during all activities rather than at specified points in a lesson or not at all.
Failure to conform to these ideals may give learners the impression of lazy or
inadequate class preparation.

Teacher behaviour

Teachers, similarly, bring to the classroom their own expectations regarding teacher
behaviour. This includes their views on appropriate adult behaviour within society in
general, as well as in the classroom. If, for example, the teacher comes from a culture
of self-reliance, is at ease in expressing and defending personal opinions, and is
interested in personal advancement, he/she will likely provide instruction that address
these goals and may unconsciously attribute these same goals to their students. The
potential for conflicting expectations and evaluations of behaviour between teachers
and learners is evident.

Behaviour at the site of instruction

Culturally specific expectations regarding appropriate behaviour in public places such

as schools affect the entire instructional environment, including classrooms, hallways,
cafeterias, and restrooms. Hence, rules regarding appropriate ways of maintaining order;
moving or not moving furniture such as desks and tables; discarding litter; and
regulating eating, drinking, and smoking can affect the comfort level of learners,
teachers, and others associated with adult EFL instruction.

Impulsiveness/reflection

In some cultures, such as most of the USA, children are encouraged to give an answer
to any question quickly, while in other cultures, reflection is encouraged: time is given by
a teacher for children to consider all aspects of a problem before they give an answer.

Impulsiveness rewards thinking on your feet and being the first to speak, while
reflection rewards detailed, thoughtful answers. Obviously, a student used to being
taught in one way who moves into a classroom where the opposite approach is the
norm will be at a certain disadvantage.

Proxemics

The study of how close or far away people stand from each other when interacting is
called proxemics. Each culture has its own norms for the distance between two people
standing and conversing, and these norms may also differ for teachers and students.
Students from a culture where people stand closer together when conversing may feel
at worst rebuked or at best confused by someone standing further away, assuming that
this distance sends a subconscious negative message of some sort.

Volume

Another variant is the volume at which people pitch their voices for normal
conversation. This can vary widely, even among subcultures, and will also put a learner
at a disadvantage if either speaking too softly or too loudly is viewed negatively by the
teacher.

Eye contact

In some cultures, respect is shown by avoiding eye contact, while in others making eye
contact is evidence of honesty and respectfulness. Competent cross-cultural teachers
are alert to subtle cues that enable teachers to address the needs and concerns of
students from many cultures, and to build a truly multicultural classroom.