The Effective Teacher

Who is the effective teacher ?

Prepared by: Bernadine Jacinto. 2007-49001. Educ190.

 Who is the effective teacher?
Teachers are born, not made

Teaching: A Science and an Art

Teaching Styles: Thelen, Riessman, and Rubin

Effective Behaviors in Teaching Low-Income Elementary

Students

Tips for Teachers

Encourage Your Students!

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“Teachers are born, not made.”
It is important to know which approach to teaching
works best for you and for your class. Ask yourself the
right questions.

• Student-Teacher Interaction

• Teaching-Learning Process

• Classroom Environment
 Student-Teacher Interaction
1. Was there evidence that the teacher truly
understood the students’ needs? How did the
teacher respond to those needs?

2. What techniques did the teacher use to teach

discipline to the students?

3. What behaviors were acceptable? What were

unacceptable?
Student-Teacher Interaction

4. How did the teacher encourage the students to

participate in the different classroom activities?

5. Was the teacher able to see things from the

students’ point of view?

6. Was the teacher able to provided and use

students’ curiosity?

7. Was there evidence of affective development in

the students?
 Teaching-Learning Process

1. Which instructional methods and materials

interested the students? Which ones encouraged
them to think about ideas, opinions, and answers?

2. How did the teacher minimize student frustration

or confusion concerning the skills or concepts
being taught?
Teaching-Learning Process

3. How did the teacher provide transition between

instructional activities?

4. How were the lessons integrated into practical life

experiences? How were they integrated with the
other subjects?

5. How were the students grouped? Were social

factors considered?
Teaching-Learning Process

6. How did the teacher encourage a positive

learning environment? How did s/he encourage
creativity and the use of imagination?

7. How did the teacher encourage independent (or

individualized) student learning?

8. What methods reflect sound knowledge of the

subject matter?
 Classroom Environment
1. How did the teacher utilize the space and
classroom equipment effectively?

2. How were the desks and chairs arranged? Why?

3. In what ways was the classroom esthetically

pleasant? What did you like and dislike about the
physical environment of the classroom?
Teaching: A Science and an Art

“Teaching is both a science and an art. The

science is based on psychological research
that identifies cause-effect relationships
between teaching and learning. The art is how
those relationships are implemented in
successful and artistic teaching.
Teaching: A Science and an Art

“All excellent teaching does not look the same

but it does contain the same basic
psychological elements… Teachers need to
learn the science of pedagogy so they, in their
own classroom with their own personalities,
can implement it artistically…”
- Madeline Hunter
Professor of Education
UCLA
 TEACHING STYLES
Find out which of these educators’ teaching styles you most identify with.

•Herbert Thelen

•Frank Riessman

•Louis Rubin
 Herbert Thelen (1954)

Teaching Style Description

Socratic The image is a wise, somewhat crusty

teacher who purposely gets into arguments
with students over the subject matter
through artful questioning.

Town-Meeting Teachers who adapt this style use a great

deal of discussion and lay a moderator
role that enables students to work out
answers to problems by themselves.
 Herbert Thelen (1954)

Teaching Style Description

Apprenticeship This person serves as a role model

toward learning, as well as occupational
outlook, perhaps even toward general life.

Boss-Employee This teacher asserts authority and

provides reward and punishment to see
that work is done.

Good-Old Team The image is one of a group of players

Person listening to the coach working as a team.
 Frank Riessman (1967)
Teaching Style Description

Compulsive This teacher is fussy, teaches things over and

over, and is concerned with functional
order and structure.

Boomer This teacher shouts in a loud, strong voice:

“You’re going to learn”, there is no nonsense
in the classroom.

Quiet One Sincere, calm, but definite, this teacher

commands both respect and attention.
 Frank Riessman (1967)
Teaching Style Description
Coach This teacher is informal, earthy, and
maybe an athlete; he is physically
expressive in conducting the class.
Maverick Everybody loves this teacher, except
perhaps the principal. S/he raises difficult
questions and presents ideas that
disturb.
The Entertainer This teacher is free enough to joke and
laugh with the students
 Frank Riessman (1967)
Teaching Style Description

Secular This person is relaxed and informal with

children; s/he will have lunch with them or
play ball with them.

Academic This teacher is interested in knowledge and

substance of ideas.
 Louis Rubin (1985)
Teaching Style Description

Explanatory The teacher is in command of the subject

matter and explains particular aspects of the
lesson.
Inspiratory The teacher is stimulating and exhibits
emotional involvement in teaching

Informative The teacher presents information through

verbal statements. The student is expected
to listen and follow instructions.
 Louis Rubin (1985)
Teaching Style Description

Corrective The teacher provides feedback to the

student– analyzing the work, diagnosing
errors, and presenting corrective advice.
Interactive Through dialogue and questioning, the
teacher facilitates development of students’
ideas
Programmatic The teacher guides the students’ activities
and facilitates self instruction and
independent learning.
 Effective Behaviors in Teaching
Elementary Low-Income Students
Teaching Function Effective Behaviors
Maintenance  Less deviant, disruptive pupil behavior
of learning  Fewer teacher rebukes
environment
 Less criticism, more praise and
positive motivation

Less time spent on classroom

management
 Effective Behaviors in Teaching
Elementary Low-Income Students
Teaching Function Effective Behaviors

Use of Pupil Time  More class time spent in task-

related activities

More time spent in large group

or whole class activities

Less independent work

 Effective Behaviors in Teaching
Elementary Low-Income Students
Teaching Function Effective Behaviors
Method of  More attention to students
when they are working
Instruction independently
 Tips for Teachers
Cues for recognizing attentiveness and inattentiveness

INATTENTIVE BEHAVIORS
 Moving around unnecessarily
 Doing other things during class discussion (ex. reading,
doodling)
 Laying head on desk
 Gazing somewhere else
 Sitting with elbows on desk or hand underneath thighs
 Disturbing other classmates
 Being unprepared (ex. no pencil or notebook)
 Tipping chair back and forth
 Tips for Teachers
Cues for recognizing attentiveness and inattentiveness

ATTENTIVE BEHAVIORS
 Raising hand to volunteer a response
 Maintaining eye contact with teacher
 Actively engaged/working on assignments and activities
 Turning around to listen to classmate speaking
 Doing subject task during free time
 Being prepared
 Alert, energetic, positive facial expressions
 Sitting still in class
Encourage your students!
It is important for your students to know
through your verbal responses, gestures and facial
expressions, through eye contact and proximity
that you are interested in what they have to say.
Encourage them to participate, and let them know
it is okay to make mistakes. The effective teacher
is one who recognizes his/her role in helping
students help themselves.

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 Source:

Ornstein, A. C. (1990). Strategies for Effective

Teaching. New York, U.S.A. Harper Collins
Publishers.