teacher enhancement

1. “CHARACTERISTICS OF EFFECTIVE TEACHER’S IN THE 21ST CENTURY”
C. ASHOK KUMAR, M.Sc., M.Phil, M.Ed., M.Phil,
Principal-In charge,
Jai Sai College of Education,
Sri Sai Nagar, Airport,
Tiruchirappalli-07.
E-mail: asoka7gi@yahoo.com.au
Mobile: +919715629267
ABSTRACT
Having many years of experience does not guarantee expert teaching; experience is
useful only when the teacher continually engages in self-reflection and modifies classroom
techniques to better serve the needs of students. Teachers must prepare to teach a wide range of
students in terms of interest, motivation and ability, some of whom may need additional
assistance. Effective teachers assess needs, abilities and preparedness on a class-by-class basis
and respond to these needs accordingly.
INTRODUCTION
Teaching is a complex craft. In some ways, it is impossible to capture in a page or two
the sophistication of what good teachers do. Yet nothing is more fundamental to achieving our
goal of success for every student than high quality teaching. That is why classroom is first places
for the teacher at the centre of our improvement efforts.
BASIC FOUNDATIONS FOR EFFECTIVE TEACHER’S
 Knowledge, enthusiasm and responsibility for learning.
 Classroom activities that encourage learning.
 Assessment activities that encourage learning through experience.
 Effective feedback that establishes the learning processes in the classroom.
 Effective interaction between the teacher and the students.
CHARACTERISTICS FEATURE OF EFFECTIVE TEACHER’S
Effective teachers appear again and again to display certain characteristics, while
ineffective teachers tend to make the same mistakes repeatedly. Below is a look at some of the
things more effective teachers tend to do right and less effective teachers tend to do wrong.

2.  Organization and Clarity
 Explains clearly
 Makes the objectives of the course and each class clear establishes a context for
material
 Analytic/Synthetic Approach
 Gives the student a sense of the field, its past, present, and future directions, the
origins of ideas and concepts
 Presents facts and concepts from related fields
 Dynamism and Enthusiasm
 Is an energetic, dynamic person
 Seems to enjoy teaching
 Has an aura of self-confidence
 Instructor-Group Interaction
 Can stimulate, direct, and pace interaction with the class
 Encourages independent thought and accepts criticism
 Is a good public speaker
 Instructor-Individual Student Interaction
 Is perceived as fair, especially in his/her methods of evaluation is seen by students as
approachable and a valuable source of advice even on matters not directly related to
the course.
DESIRABLE QUALITIES OF EFFECTIVE TEACHER’S
 Having High Expectations
The effective teachers strive to motivate and engage all their students in learning
process and they believe every student is capable of achieving success.
 Acknowledging individual differences
Effective teachers personalize the learning for their students. They understand that
students are different to one another in the range of ability, aptitudes and interest.
The teacher understand that when the students learning is best.
 Using a range of pedagogies
Effective teachers help students learn on their own as well as with and from
others. They know that students learn best, if they are provided with opportunities

3. to learn not only from the teacher but also from other students and from sources
outside the school.
 Encouraging student responsibility
 Having mastery of their teaching content
Effective teachers have a thorough knowledge of their subject content and skills.
 Providing a safe environment
Effective teachers provide a safe and orderly environment, both physically and
emotionally, so the students can achieve their potential.
 Monitoring progress and providing feedback
Effective teachers closely monitor each student’s achievements. This enables
them to provide every one of their students with regular feedback on their
performance, and gives them valuable information to assess the impact of their
teaching.
 Building positive relationships
Effective teachers develop productive relationships with their students. They treat
their students with respect and expect the same in return.
PRINCIPLES OF EFFECTIVE TEACHER’S
 Currency in the curriculum
The teacher is up to date regarding curriculum content.
 Effective planning and assessment of curriculum
Identifies individual and group needs and plans appropriate strategies, including
those that involve the use of available up-to-date technologies to meet those
needs.
 Effective management of classroom environment
Establishes classroom procedures that maintain a high level of student’s time-on-
task and that ensure smooth transitions from one activity to another.
 Effective instruction
Use variety of teaching strategies, including cooperative, peer and project-based
learning, audio-visual presentations, lecture, discussions and inquiry, practice and
applications.

4.  Expectations for students achievement
Use prompt feedback and student goal setting in order to increase student
motivation and ownership of learning.
 Promotion of equity and appreciation of diversity
The teacher strives to ensure equitable opportunities for student learning.
 Fulfillment of personal responsibilities
Works collaboratively with other staff members for planning, implementing the
interdisciplinary curriculum, instruction, and other school programs and share
new ideas with colleagues.
CONCLUSIONS
The above discussion I find out some points regarding the effective teachers;
o He/she adjust their lessons based upon the needs and abilities of their students.
o Organize the material in such a way as to best facilitate learning.
o Use of effective communication skills.
o Formulate specific goals and objectives and then select the best methods for meeting
those objectives.
o Establish a productive learning atmosphere.
REFERENCES
 Anderson, L.W., and Krathwhol, D.R. (2001). A taxonomy for learning, teaching and
assessing: A reversion of Bloom’s taxonomy of educational objectives: New York:
Longman.
 Kolb, D. (1981). Learning styles and disciplinary differences.
 Pintrich, P.R. (1994). Student motivation in the college classroom.
 Pitchard, K.W., and McLaren Sawyer. R. (1994). Handbook of college teaching;
Theory and applications.