What Is an Effective Teacher?
What is an Effective teacher?
An effective teacher is one who is able to successfully motivate students to learn and equip them with the necessary knowledge, skills and values required to participate in adult life. To achieve this, teachers must continue to develop their own knowledge, incorporate various productive pedagogies and classroom management techniques; and ensure equal learning opportunity for all students.
TEACHING AND LEARNING It is imperative that teachers recognise that they are role models to students in regards to attitudes toward learning and adult life. Effective teachers must continually develop their knowledge and skills in relation to their subject matter and more importantly, “they must be able to communicate this knowledge to the students or demonstrate how to access it in a way that shows its utility or place in the world outside school” (McInerney & McInerney, 2006, p.13).Maintaining connections with professionals that are involved in the subject area outside the school environment is a great way of ensuring this knowledge is current.
In addition to being subject matter experts, teachers must stay in tune with the ongoing developments in education policy, as reform is an essential element of effective schooling. Teaching reform ensures that students receive the best possible learning opportunities based on extensive research in a variety of fields, such as psychology and education. As a result of this ongoing change, teaching is increasingly being viewed “not as the end point of some training course but rather as a lifelong process which includes continual learning, critical reflection and growth” (McInerney & McInerney, 2006, p.27). This continual learning and growth provides an increased ability for teachers to effectively adapt their choice of pedagogy within the classroom Page 1
and to conform to the nation 's evolving expectations of teachers.
PRODUCTIVE PEDAGOGY AND CLASSROOM MANAGEMENT “Effective teaching is a
An effective teacher is one who is able to successfully motivate students to learn and equip them with the necessary knowledge, skills and values required to participate in adult life. To achieve this, teachers must continue to develop their own knowledge, incorporate various productive pedagogies and classroom management techniques; and ensure equal learning opportunity for all students.
TEACHING AND LEARNING It is imperative that teachers recognise that they are role models to students in regards to attitudes toward learning and adult life. Effective teachers must continually develop their knowledge and skills in relation to their subject matter and more importantly, “they must be able to communicate this knowledge to the students or demonstrate how to access it in a way that shows its utility or place in the world outside school” (McInerney & McInerney, 2006, p.13).Maintaining connections with professionals that are involved in the subject area outside the school environment is a great way of ensuring this knowledge is current.
In addition to being subject matter experts, teachers must stay in tune with the ongoing developments in education policy, as reform is an essential element of effective schooling. Teaching reform ensures that students receive the best possible learning opportunities based on extensive research in a variety of fields, such as psychology and education. As a result of this ongoing change, teaching is increasingly being viewed “not as the end point of some training course but rather as a lifelong process which includes continual learning, critical reflection and growth” (McInerney & McInerney, 2006, p.27). This continual learning and growth provides an increased ability for teachers to effectively adapt their choice of pedagogy within the classroom Page 1
and to conform to the nation 's evolving expectations of teachers.
PRODUCTIVE PEDAGOGY AND CLASSROOM MANAGEMENT “Effective teaching is a
References: McInerney, D., & McInerney, V. (2006). Effective teaching and learning. In Educational psychology: Contructing learning, pp. 2–34. Frechs Forest, NSW: Pearson Education Edwards, C., & Watts, V Hayes, D., Mills, M., Christie, P., & Lingard, B. (2006). Preductive Pedagogies. In Teachers and schooling: Making a difference – Productive pedagogies, assessment and performance, pp. 32– 81. Crows Nest, NSW: Allen & Unwin Lingard, B.,& Ladwig, J Ford, D. (2010). Culturally Responsive Classrooms: Affirming Culturally Different Gifted Students. Gifted Child Today, 33(1), 50-53. Retrieved from Education Research Complete database. Hajj-Bahous, J. (2002). National Testing and Diversity. Retrieved from ERIC database Darling-Hammond, L., & Rustique-Forrester, E