Effective Teachers: Professional Skills and Abilities Chapter 12

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Effective Teachers Professional Skills and
AbilitiesChapter 12
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Effective Teachers

• Focus and Engage Students Attention
• Use Instructional Time Efficiently
• Conduct Interactive Instruction

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Focusing and Engaging Students Attention

• Establishing set
• Using variety

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Focusing and Engaging Students Attention

• Establishing set (providing a context for the
  lesson and the instruction)
• Set induction
• Orientation set
• Evaluative set

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Beginning the Lesson

• 4 Goals of Establishing
• an Effective Set

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4 Goals

• Introduce topic in a way that makes it novel,
  interesting or relevant
• Establish an interactive climate and tone
• Direct learners attention to important aspects
  of the content or communicate objectives
• Link lesson with what students already know

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Using Variety

• Instructional Activities and Materials
• Interacting with Students
• Interfacing with Students

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Using Instructional Time Efficiently

• Optimizing time
• Maintaining momentum
• Making smooth transitions

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Using Instructional Time Efficiently

• Optimizing time
• Time on task
• Mandated time
• Allocated time
• Academic instruction time
• Academic learning time

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Academic Learning Time

• Engaged time
• Two factors are considered
• Amount of time a given student is actively
  engaged in the instruction/learning process
• Students success at the activity

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Improving Use of Time

• Use all time available for instruction rather
  than other tasks
• Begin and end on time
• Have materials, equipment, and activities planned
  ready
• Enforce rules requiring students to be on time
  and prepared

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Improving Use of Time cont.

• Monitor
• Plan more than needed
• Establish signals for the end of the lesson
• Establish routines
• Give directions clearly

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Conducting Interactive Instruction

• How to Ask Questions
• Require students to process and compose
• Avoid rhetorical questions
• Ask only one question at a time
• Consider the type of question or level of thought
  required of students
• Divergent/convergent
• Content/process

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Obtaining Good Answers

• Wait time
• Pause between the teachers question and the
  students response
• Pause between the students response and the
  teachers reaction
• Ensure equal distribution of answers
• Probing
• Redirecting
• Rephrasing

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Providing Clear Instruction

• Clear teachers emphasize important points by
• Repeating them
• Writing them on the board
• Pausing after stating them
• Reviewing them

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Instructional Clarity

• Preparing and entering the lesson
• Introducing and emphasizing content
• Elaborating on important ideas or concepts
• Monitoring students understanding and
  remediating when students fail to understand

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Monitoring Students Progress

• Monitoring can be
• Formal
• Informal

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Improving Monitoring

• Moving around the room
• Maximizing interactive, whole-group interaction
• Using good questioning techniques
• Calling on all students
• Spending little time at your desk
• or with one student

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Providing Feedback and Reinforcement

• Effective feedback includes
• The criteria used to evaluate performance
• How the students performance relates to the
  standard

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Providing Feedback and Reinforcement

• More effective feedback
• Provide as frequently as possible
• Provide as soon after performance as possible
• Make as specific as possible

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Providing Feedback and Reinforcement cont.

• Focus on the quality of the performance rather
  than intentions or motivations
• Allow students to assume responsibility for
  assessing their own progress