-i-
,
, Chapter 1: The Effective Teacher
Chapter 1
The Effective Teacher
Chapter Overview
Recent research has identified behaviors and practices that are used by effective teachers
to produce positive student performance, although teaching remains a complex process.
This chapter enables students to form a clear picture of an effective teacher by studying
the behaviors, practices, and attributes of effective teaching, laying the foundation for
subsequent chapters.
Student Learning Objectives
The students will:
• Explain the role that research plays in demonstrating how teaching strategies and
methods contribute to student performance.
• Examine key instructional behaviors that contribute to becoming an effective teacher.
• Compare and contrast the approaches you can use as an effective teacher and discuss
the ways in which you can meet each learner’s diverse needs.
• Discuss the role that standards play in teaching and learning.
• Evaluate the factors that are critical to your transition into the real world of teaching.
Interstate New Teacher Assessment and Consortium (InTASC) principles met in
Chapter 1: InTASC 1, 4, and 6
Video Enhancements
Chapter 1 includes two videos. The first is provided with the In Practice section on page
18. It provides students an opportunity to recognize the constructivist perspective within
student-teacher interactions. The second video asks students to reflect on the role
diversity plays in preparing effective lessons.
Case History
On page 28 students are given a case history for discussion. Students should then take the
interactive quiz that follows.
Section Overview: What Is an Effective Teacher?
Definitions of Effective Teachers—Definitions of effective teaching have evolved over
time. In times past a good teacher was equated with being a good person—a role
model. This definition lacked specificity and was poorly related to what teachers
actually do in the classroom. Current definitions of an effective teacher link teacher
behaviors with student performance, grounded in research findings on patterns of
classroom interaction. Through observational research, patterns of effective teaching
emerged, such as Question-Answer-Feedback sequences (see Figure 1.1) and key
-1-
, behaviors (see Tables 1.1—1.6).
Related Instructional Activities: What Is an Effective Teacher?
In the college classroom:
➢ Write an essay describing a teacher(s) who had a positive effect on you. Include in your
essay behaviors, characteristics, and qualities that made them memorable. Compare
and contrast these with the research about effective teachers.
➢ Students studying to be teachers often say teachers should be role models for their
students. Do you agree or disagree with this belief? Explain how you might become a
role model in the classroom.
➢ Create your own definition of an effective teacher; share with others.
In the field:
➢ While observing a teacher during instruction, use the observation forms in Figures
1.1 and 1.2, to code the question-answer-feedback sequences. Bring the compiled
data to class for discussion.
➢ While observing a teacher during instruction, use the coding form in
Figure 1.3 for measuring individual praise. Bring the compiled data to
class for discussion.
➢ Interview a practicing teacher and a practicing principal. What are their
definitions of effective teaching? Compare their responses with your own
emerging definition and the information presented in the next section of this
chapter.
Section Overview: Key Behaviors Contributing to Effective Teaching
Teacher Behaviors—Results of classroom assessments and standardized tests have
linked ten teacher behaviors to desirable student performance. Five of the behaviors,
called key behaviors, have been consistently supported by research and are essential for
effective teaching. The second five, termed helping behaviors, are used to implement the
key behaviors.
The five key behaviors include
• Lesson clarity—how clear a teacher’s presentation is to the class,
• Instructional variety—the variability or flexibility of delivery during presentation
of a lesson,
• Teacher task orientation—the amount of classroom time devoted to teaching,
• Engagement in the learning process—the amount of time students devote to
learning what is taught, and
• Student success rate—the rate at which students understand and correctly
complete exercises and assignments.
-2-
,
, Chapter 1: The Effective Teacher
Chapter 1
The Effective Teacher
Chapter Overview
Recent research has identified behaviors and practices that are used by effective teachers
to produce positive student performance, although teaching remains a complex process.
This chapter enables students to form a clear picture of an effective teacher by studying
the behaviors, practices, and attributes of effective teaching, laying the foundation for
subsequent chapters.
Student Learning Objectives
The students will:
• Explain the role that research plays in demonstrating how teaching strategies and
methods contribute to student performance.
• Examine key instructional behaviors that contribute to becoming an effective teacher.
• Compare and contrast the approaches you can use as an effective teacher and discuss
the ways in which you can meet each learner’s diverse needs.
• Discuss the role that standards play in teaching and learning.
• Evaluate the factors that are critical to your transition into the real world of teaching.
Interstate New Teacher Assessment and Consortium (InTASC) principles met in
Chapter 1: InTASC 1, 4, and 6
Video Enhancements
Chapter 1 includes two videos. The first is provided with the In Practice section on page
18. It provides students an opportunity to recognize the constructivist perspective within
student-teacher interactions. The second video asks students to reflect on the role
diversity plays in preparing effective lessons.
Case History
On page 28 students are given a case history for discussion. Students should then take the
interactive quiz that follows.
Section Overview: What Is an Effective Teacher?
Definitions of Effective Teachers—Definitions of effective teaching have evolved over
time. In times past a good teacher was equated with being a good person—a role
model. This definition lacked specificity and was poorly related to what teachers
actually do in the classroom. Current definitions of an effective teacher link teacher
behaviors with student performance, grounded in research findings on patterns of
classroom interaction. Through observational research, patterns of effective teaching
emerged, such as Question-Answer-Feedback sequences (see Figure 1.1) and key
-1-
, behaviors (see Tables 1.1—1.6).
Related Instructional Activities: What Is an Effective Teacher?
In the college classroom:
➢ Write an essay describing a teacher(s) who had a positive effect on you. Include in your
essay behaviors, characteristics, and qualities that made them memorable. Compare
and contrast these with the research about effective teachers.
➢ Students studying to be teachers often say teachers should be role models for their
students. Do you agree or disagree with this belief? Explain how you might become a
role model in the classroom.
➢ Create your own definition of an effective teacher; share with others.
In the field:
➢ While observing a teacher during instruction, use the observation forms in Figures
1.1 and 1.2, to code the question-answer-feedback sequences. Bring the compiled
data to class for discussion.
➢ While observing a teacher during instruction, use the coding form in
Figure 1.3 for measuring individual praise. Bring the compiled data to
class for discussion.
➢ Interview a practicing teacher and a practicing principal. What are their
definitions of effective teaching? Compare their responses with your own
emerging definition and the information presented in the next section of this
chapter.
Section Overview: Key Behaviors Contributing to Effective Teaching
Teacher Behaviors—Results of classroom assessments and standardized tests have
linked ten teacher behaviors to desirable student performance. Five of the behaviors,
called key behaviors, have been consistently supported by research and are essential for
effective teaching. The second five, termed helping behaviors, are used to implement the
key behaviors.
The five key behaviors include
• Lesson clarity—how clear a teacher’s presentation is to the class,
• Instructional variety—the variability or flexibility of delivery during presentation
of a lesson,
• Teacher task orientation—the amount of classroom time devoted to teaching,
• Engagement in the learning process—the amount of time students devote to
learning what is taught, and
• Student success rate—the rate at which students understand and correctly
complete exercises and assignments.
-2-
