CLUSTER 12: TeacherDirected Instruction and Teacher Expectations

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CLUSTER 12Teacher-Directed Instructionand
Teacher Expectations

• Presented By
• Michael Sinram
• Chitanya Hanson
• Scott Honan
• David Gray

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Characteristics of an Effective Teacher

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What do you think makes and effective teacher?

• Think about the most effective teacher youve
  ever had?
• What were his/her characteristics?
• Why was this individual so effective???

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• Characteristics of an Effective Teacher
• The most effective classroom teachers are those
  who

• Have positive attitudes and behaviors.
• Characteristics friendly, cheerful, fair,
  consistent, honest, interested and interesting.

• Understand the characteristics of the students
  they teach.
• Characteristics Recognize the physical,
  emotional, intellectual, and social needs of kids.

• Carefully plan learning experiences.
• Characteristics Think about what is going on and
  know reasons for using all activities.

• Establish a receptive classroom environment.
• Characteristics Friendly, warm unbiased.

• Use a variety of instructional techniques and
  materials.
• Characteristics Get students actively involved
  and excited about learning.

• Evaluate both teaching and learning
• Characteristics Use alternative assessment with
  students reflect and self-evaluate their own
  teaching.

• Are skilled in the use of a variety of discipline
  strategies.
• Characteristics Fair, consistent, always make
  punishment fit the crime.

• Show respect for a student's ability to think and
  reason.
• Characteristics Value students minds and expect
  students best.

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• The Effective Teacher
• Researchers identified nine characteristics
  shared by outstanding first-grade teachers in
  five states. In these classrooms, most students
  were reading and writing at or above first-grade
  level. The characteristics of these teachers
  include
• Ability to Motivate High Academic Engagement and
  Competence Most students were engaged in
  academic activities most of the time, even when
  the teacher left the room.
• Excellent Class Management Teachers in the most
  effective classrooms managed student behavior,
  student learning, and instructional aides and
  specialists well, using a variety of methods.
• Ability to Foster a Positive, Reinforcing,
  Cooperative Environment
• These classrooms were positive places. The rare
  discipline problems were handled constructively.
  Students received a lot of positive reinforcement
  for their accomplishments, both privately and
  publicly, and students were encouraged to
  cooperate with one another.
• Teaching Skills in Context Word-level,
  comprehension, vocabulary, spelling, and writing
  skills were typically taught in the context of
  actual reading and writing tasks.
• An Emphasis on Literature The students selected
  books from extensive classroom collections. The
  teachers read literature and conducted author
  studies.
• Much Reading and Writing Teachers set aside 45
  minutes for language arts, providing long,
  uninterrupted periods for reading and writing.
  Both the students and teacher read daily to
  themselves, to a buddy, to a group, to an adult
  volunteer, or to the class as a whole. Everyone
  wrote daily in journals.
• A Match between Accelerating Demands and Student
  Competence The teachers set high but realistic
  expectations and consistently encouraged students
  to try more challenging (but not overwhelming)
  tasks.
• Encouraging Self-Regulation Teachers taught
  students to self-regulate, encouraging students
  to choose appropriate skills when they faced a
  task rather than wait for the teacher to dictate
  a particular skill or strategy.

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What is Direct Instruction?
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• Direct instruction is a systematic instruction
  for mastery of basic skills, facts, and
  information.
• Basic skills are clearly structured knowledge
  that is needed for later learning and that can be
  taught step by step.
• In other words it refers to a rigorously
  developed, highly scripted method for teaching
  that is fast-paced and provides constant
  interaction between students and the teacher.
• http//www.jefflindsay.com/EducData.shtml

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• In other words it refers to a rigorously
  developed, highly scripted method for teaching
  that is fast-paced and provides constant
  interaction between students and the teacher
• This framework includes four major stages (1)
  you explicitly show students how to use the skill
  or strategy, (2) students practice the skill
  under your supervision--and you give frequent
  corrective feedback and praise, (3) students use
  the skill independently in real academic
  situations, and (4) students use the skill in a
  variety of other settings or situations
  ("generalization").

http//www.interventioncentral.org/htmdocs/interve
ntions/rdngcompr/dirinstr.shtml
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Features of Direct Instruction

• Teachers classroom management is especially
  effective and the rate of student interruptive
  behavior is low.
• include time at the end of the period for
  students to do activities of their choosing. The
  teacher may finish the description of the hours
  activities with And I think we will have some
  time at the end of the period for you to chat
  with your friends, go to the library, or catch up
  on work for other classes. The teacher is more
  willing to wait for class attention when he knows
  there is extra time to meet his goals and
  objectives. The students soon realize that the
  more time the teacher waits for their attention,
  the less free time they have at the end of the
  hour.
• http//www.honorlevel.com/x47.xml
  

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Features of Direct Instruction cont.

• The teacher insures that as many students as
  possible achieve good learning progress by
  carefully choosing appropriate tasks
• Teacher maintains a strong academic focus and
  uses available instructional time intensively to
  initiate and facilitate students learning
  activities.

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What are some ways teachers communicate their
expectations?
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Two kinds of Expectation Effects

• Pygmalion effect or Self-fulfilling prophecy a
  groundless expectation that is confirmed because
  if has been expected.
• Sustaining expectation effect student
  performance maintained at a certain level because
  teachers dont recognize improvements.

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Sources of Expectation

• Intelligence test scores
• Gender
• Previous Teachers
• Medical/Psychological reports
• Ethnic background
• Brothers/Sisters

• Students attractiveness
• Socioeconomic class
• After school activities
• Extra Curricular activities
• Previous behaviors or performances

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Do Teacher Expectations Really Effect Student
Achievement?

• Hard to say
• Very hard to measure and set up an ethical study
• Teachers do form beliefs about students
• Depends on age (younger more at risk)
• Low expectations can lead to inadequate teaching

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So What Do We Do?

• Use cumulative folder information carefully
• Be flexible in grouping strategies
• Make sure all students are challenged
• Be careful how you respond to low achieving
  students
• Use materials for a wide variety of ethnic
  
• groups

• Be fair in discipline
• Communicate that all students can learn
• Involve all students in learning task and
  privileges
• Monitor your nonverbal behavior
• Dont stereotype

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How can Teacher expectations affect student
learning?

• Two Kinds of expectation effects
• Pygmalion effect Self fulfilling prophecy
  students behavior becomes to match that of the
  teachers expectations.
• Sustaining Expectation Effect Teachers dont
  recognize improvement therefore sustaining
  students achievement at one level.

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Expectations Teachers may have for Students

• Intelligence and IQ tests
• Sex many teachers expect higher behavior
  problems from boys and higher academics from
  girls higher expect from attractive students
• Notes/records from previous teachers
• SES expect less of lower class students
• Extra Curricular activities teachers
  expectations are higher of students who do more

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Do Teacher expectations really affect Achievement?

• Studies show teachers do form beliefs about
  students capabilities and favor certain
  students. (Babad 1995,Rosenthal 1997)
• Teachers tend to overestimate students they find
  interesting and independent
• Teachers tend to underestimate students they find
  immature and anxious
• Now student is facing low expectations and
  inadequate teaching

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Teacher Behavior Student Interaction

• Ability grouping can have negative affects
  blue group will find this hard
• Teacher is telling the students that they lack
  ability and not understanding is the goal they
  interpret.
• Teachers may not give certain work because they
  think some students cant handle it sustaining
  effect.

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Teacher/Student Interactions

• Quantity and quality of student/teacher
  interaction is important.
• Teachers ask higher expectation students - harder
  questions, give more prompts, give benefit of
  doubt when almost right.
• Lower expectation students ask easier
  questions, less time for response, less prompts,
  less praise
• Guidelines for avoiding these problems Be
  flexible, be fair, challenge everyone, believe in
  all students..Page 450

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Work Cited

• http//www.ed.gov/inits/americareads/educators_eff
  teach.html
• http//www.jefflindsay.com/EducData.shtml
• http//www.interventioncentral.org/htmdocs/interve
  ntions/rdngcompr/dirinstr.shtl
• http//www.honorlevel.com/x47.xml