1. A TRILOGY
OF By: LATREIA E. ESTABILLO
MAED-GenEd, MSU Grad. School
EFFECTIVE EDUC 201 PROF. A. PULIDO

2. The illiterate of the twenty-first century will not be those who cannot read
and write, but those who cannot learn, unlearn, and relearn. ––Alvin
Toffler
"Effective teaching produces beneficial
and purposeful student learning through
ATTRIBUTES TOWARDS
the use of appropriate procedures"
THE LEARNING PROCESS
(Diamond; 1987).

3. According to the book by Wotruba and Wright (1975)
about teaching attributes:
• Quality teachers socialize with students.
• T. Dix (1993) defines the socialization process as communicating
Quality teachers model positive social behavior
and reinforcing positive expectations, behavior, and attributes.
• Quality teachers students and reward positive
Teachers must demonstrate forproject the thinking and decision-making
processes that work toward expectations. good. They must also model
a common social
respectful social skills and workable coping strategies.
• Quality teachers project authoritative teaching
Teachers must expect students to act morally and responsibly.
Additionally, successful teachers reward and reinforce positive behavior
Successful teachers are leaders who exercise sound decision-making without
and pro-social traits.
being despotic or suppressive. Students must understand clearly the reasons
behind a teacher's demands. Authoritative teachers minimize power struggles,
check for understanding, secure student commitment to change, help students
cope with difficult situations, and encourage students to solve problems and
regulate themselves

4. • Quality teachers are effective counselors.
TheSuccessful teachers help are patient. Successful is, he shouldwillthe
• teacher needs to be empathic to teach effectively, that teachers see
Quality teachers students adjust and develop skills in personal
pupils he teaches from pupils' points personalnot from meaningful listening,
relationships, academics, conflicts, of view, control, his realistic of view.
persistently work with students to achieve own point goals.
self-reflection, and personal responsibility.
Such empathetic approach willknowthelevel. Adeyanju A. ethumanly with the
Attitudes affect teacher's performance teacher relate more al (2004) opine
• Quality teachers make their content. Not only are
pupils,teacher who their problems attitude towards teaching and towards his
that a understandteachers knowledgeable, they convey ateacher
positive and teach more effectively than the true
successful has a understand the learner and his problems.
who does not
pupils will obviously teach more effectively than the teacher who has
developedof learning, thetowards the learners he has to deal with.
love negative attitudes excitement of discovery, and a
Since empathy improves natural inquisitiveness. pupils, there is better
the teacher's understanding of
According to Dunhill (2000), a good and this will leads to effectivegeneral knowledge
Quadri et al (2004) contribute teacher good first possess a wide teaching. and
teacher-pupil interaction that a must teacher must be caring, kind
and within the confinespupils. general knowledge, a sound understanding of the subject
firm in dealing with of this Firmness means the ability to ensure fair play and
gives equal treatment to all students in his class.
he is to teach in the classroom.
Quadri K. et al (2004) corroborate that a good teacher must be well knowledge versed in
his area of specialization, must know which to teach, when to teach and how to teach.

5. • Quality teachers have fun with their students.
Teachers are •
Their classrooms are to have good human the teacher and the students can
expected cheerful, where both relationship, highly tolerant and
Quality teachers embrace diversity.
express a sensebalanced. A goodis an understanding that learning is a joyful
emotionally of humor. There personality trait of an effective teacher is
Teacherunderstand profound as an endeavor. assists the egos. to achievemust
perseverance.•Perseverance knowledge of the learner backgrounds and have
They must have that students come from different (Dunhill 2000). He his
Quality teachers have beliefs. teacher
attribute
strong
different faces opposition from other teachers in the
values and of different home environments
always remember that thewhen he are product
instructional goals even learners
they have different potentials (Farrant 1999).
school and self-assuredness, and equilibrium
and Teachers maintain a sense of calm,opportunity to develop their learning
interests.
throughout the conflicts that inevitably arise in working with young people.
They don't take student behavior personally, rather they work to solve
problems and adjust behavior.

6. By: Patrick F. Bassett , Based on a 1996 ISACS poll, Published: June 25, 2004
New Teacher (0-5 years of experience, age 20-29)
Positive Attributes:
Enthusiasm
Creativity
Energy
Knowledge of current thinking
Idealism
Openness, optimism
Needs
To find support/mentors
Experience
Understanding breadth of role
Lesson-planning skills
Skills for working with parents
To have a life outside of /willingness to learn school; to learn how to say "No."

7. Mid-career Teacher (6-20 years of experience, age 30-39)
Positive Attributes:
Experience, expertise
Confidence
Bridge between old and new, continuity
Loyalty, stability, role-modeling, ability to take on new assignments
Needs:
Leadership, mentoring opportunities
Understanding their complex lives
Recognition
Money

8. Veteran Teacher (21+ years of experience, age 40-69+)
Positive Attributes:
Wisdom (about kids, families, school)
Stability (psychological, personal)
Sense of tradition, history of school
Mentoring
Link to outside community
Needs:
Training for challenges of change
Understanding
Security

9. Debriefing Points To Ponder:
1. New teachers are expected to bring vitality; scholarly qualities
are not the primary issue.
2. Heads recognize that new teachers need help; new teachers
should not be afraid to ask for it.
3. Mid-career teachers run the show; pay attention to what they
say and how they operate (and on a bad day, stay clear, because
often life is tough for them).
4. Veteran teachers are an invaluable resource; don't discount
them.

10. Five Attitudes of Effective
Teachers
Bonni Gourneau, University of North Dakota

11. • Demonstrating Caring and Kindness
Research by Larson and Silverman (2000) and Noddings
• Sharing Responsibility
(1984) has emphasized the importance of developing a
•
Carlsonand respectful relationshipteachers’ learning and
caring and Sensitively Claxton (1996) believe that the
Richardson Hastie (1997) student-directed and students’
Zimmerman(1999) statesAccepting Diversity
(1990) and believe between teachers and
Nel (1992)need to that it wouldbe in support of toward that
agendas process overlap and points the all constructivist-
learning stated should be organized in such each other,
curricula have become focal seem for trend a way more
students.
• attitudes inIndividualized practices.
and the end result and learning Instruction
Fostering teachers for positive learning.
pluralisticbased teachingwould be atheir ownlearning into
students take responsibility needs to be translated
aStudents appreciated environment. helped them succeed
• Encouragingwho
teachers
strong and clear commitment to multicultural education,
Creativity
which ultimately couldexperiences. Teachers who used
with their learning result in positive effects on specific
intimidation in stresses the class and attitudes.
This attitude front ofbehaviors resulted in a reluctance to
classroom the importance of stimulating the
volunteer.
students’ creativity. The students appreciated and were
personally motivated when teachers designed lessons that
considered their interests, skills, and needs.

12. There is potential in every student, and a teacher’s attitude and
actions can leave lasting impressions. Teachers need to be risk
takers by being themselves and by trusting their students.

13. ELEMENTS OF TEACHING
EFFECTIVENESS
Teaching effectiveness is important because effective
teaching helps student learning. It has become even more
important as the emphasis on quality in higher education
has increased.

14. The style view
Teaching Student
actions outcomes
• A common view of teaching effectiveness which
focuses on how teachers teach.
• “Teaching effectiveness is determined by what the
teacher does.”

15. The style view
Effective teachers…
Personality characteristics
• display warmth
Teaching techniques
• provide an overview at the start of teaching
something new
Teaching approaches
• minimise the amount of time they are teaching the
whole class from the front (direct instruction)

16. The style view
FLAW 1 FLAW 2 FLAW 3
Teaching Looks in Debates Complex Student
actions wrong about context outcomes
place research
findings
Flaw 3
Flaw 2
-Debates aboutcontext findings
-Complex research
Flaw 1
-The teaching – outcomes relationship is complicated by context:
-It assumes that the research generalizations are unequivocal.
• Looks in the•wrong place not what the teacher does
-But consider the debates of is students
It the
nature about:
• the use •of rewards,
the subject beingthat matters –
taught
• Whatthe role •of questioningday happening forpredetermined. list of qualities
• the teacher demonstrates (against a the students
the time of inis
it is what discussion,
deemed use •of “effective”)of the teaching environment
the nature rather than in history
• the to be storytelling and narrative what is happening for the students.
• phonics•and whole language.
the availability of resources
• personal mood.

17. The outcomes approach
Teaching Student
actions outcomes
Teaching effectiveness
... is determined by what students achieve.
The effectiveness of teachers is best determined by:
• comparing the achievement of the students they teach.
• comparing the added value they contribute to the
achievement of the students they teach.

18. The outcomes approach
Teaching FLAW 1 FLAW 2 FLAW 3 Student
Prior Diminishes Measurement
actions knowledge student of learning outcomes
contribution
Flaw 3 2
Flaw
•Linking achievement to teaching actionsFlaw 1 of teaching of the student’s:
The complexities of measurement:
While the assessment diminishes the role
•Prior•knowledge is a powerful influence on student
personal •organisation,must factors to achievement.
socio-economic attend
effectiveness
• interest, • bias toa teacher’s role in developing
outcomes and the easily measured
• •
compare external assistancenot determine
•Unfair tomotivation, summative achievements of students and to
these, outcomes do
attributepersonal•attributions of success or failure, teaching.
• “black” box.
the difference to superior or inferior
effectiveness.
• beliefs about and motivations for particular subjects and tasks.
•Influence rather than change.

19. The inquiry approach
• More than style and it is more than
outcomes.
• Continual interrogation of the relationship
between these two dimensions with the aim
of enhancing student achievement.
• Quality of inquiry into the relationship
between teaching actions and student
learning.

20. The inquiry approach
Question
posing Data collection
and analysis
Evidence 1
Inquiry 1
What is happening?
Pre- Inquiry
Teaching Opportunity to Student What is worth
actions Learn outcomes spending time on?
Working hypothesis
Inquiry 2 The cycle of inquiry established
What are the by the processes of Inquiry 1
possibilities? and Inquiry 2 enhances the
opportunity for teachers to
Evidence 2
learn about their own practice,
Craft and students to increase their
knowledge Researcher engagement and success.
knowledge

21. The inquiry approach
Knowledge and Skills Attitudes
Inquiry 2
Knowledge and skills Inquiry 1 areas as:
relate to such
•Openness teaching actions for improvement
Identifying possibilities on student outcomes
Impact of
-how to pose questions that capture the main
•
Sources: ordered, about:
Posing questions deliberate analysis
dimensions of the relationship between teaching and
• ideas from
•• outcomes all of other teachers (craft
learning the experiences sources.
• knowledge)
alignment
-to collect valid and reliable information that helps
answer the questions about the relationship between
• engagement
• researcher knowledge.
teaching success.
•Fallibility learning
• and
Seeking:
-how to analyse data to identify patterns and issues
Collection of high quality evidence: truths
-how •• observe and analyse the teaching of others in
to conjectures not absolute
strongest possible warrants
ways • student achievement data
that identifies actions that impact positively on
•• evidence of impact on student learning.
student learning documentation but that it is important
hypotheses may fail
• teacher
-how to locate andsearching
to keep observation: student responses
• classroomevaluate research that provides
Outcome:
strong evidence of impacts on student learning.
• student feedback.
•• working hypotheses.
searching for disconfirming evidence.

22. SEVEN ESSENTIAL AREAS OF EFFECTIVE
TEACHING
(Christine Coombe, Univ. Dubai)
• Affective/Personality Factors
• Attitude Towards the Profession
• Verbal Ability
• Professional/Content Knowledge
• Instructional Effectiveness
• Teaching Experience
• Intercultural Competence

23. “The art of teaching is the art of awakening the natural
curiosity of young minds.”
Anatole France, French novelist and poet, 19th century