Teacher Effectiveness

1. 11 Teacher Effectiveness

2. TIME ON TASK 11.1

3. HIGH SUCCESS RATE 11.2 • How can you tell whether students are performing at a high success rate? • Guidelines: • At least _____%* of teacher questions should result in accurate student answers. • (Important for younger students and for those needing more time.) • During independent practice, the success rate should be almost _____%**. Engaged Time + High Success Rate = Academic Learning Time *70% **100% Jere Brophy and Carolyn Evertson, Learning from Teaching: A Developmental Perspective (Boston: Allyn & Bacon, 1976). See also R. Marliave and J. Filby, “Success Rates: A Measure of Task Appropriateness,” in C. W. Fischer and D. Berliner (eds.), Perspectives on Instructional Time (New York: Longman, 1986); Gary Borich, Effective Teaching Methods (Columbus, OH: Merrill, 1988); Richard Kindsvatter et al., Dynamics of Effective Teaching (New York: Longman, 1992).

4. HIGH SUCCESS RATE (Continued) 11.3 • In theory… • High Success Rate = Achievement • In reality… • Students are often working at levels of failure. • In one study, 14% of the time, student answers to teacher questions were 100 percent wrong.a • Researcher Jere Brophy concludes that teachers have a tendency to assign tasks that are too difficult, rather than too easy.b aGary Davis and Margaret Thomas, Effective Schools and Effective Teachers (Boston: Allyn & Bacon, 1989). bJere Brophy, “Classroom Organization and Management,” The Elementary School Journal 83, no. 4 (1983).

5. JACOB KOUNIN’S PATTERNS TO AVOID DURING TIMES OF TRANSITION 11.4

6. MODELS OF CLASSROOM MANAGEMENT 11.5 Table 11.1 Source: Carol M. Charles. Building Classroom Discipline (Boston: Allyn & Bacon) 2007.

7. MODELS OF CLASSROOM MANAGEMENT (Continued) 11.6 Table 11.1 Source: Carol M. Charles. Building Classroom Discipline (Boston: Allyn & Bacon) 2007.

8. PEDAGOGICAL CYCLE AND SAMPLE CLASSROOM DIALOGUE 11.7 Figure 11.2

9. BLOOM’S TAXONOMY APPLIED TO QUESTIONING LEVELS 11.8

10. BLOOM’S TAXONOMY 11.9 Student Generated Responses

11. WAIT TIME: CHANGES IN STUDENT BEHAVIOR 11.10 • Longer responses • Statements supported with evidence • Speculative thinking increases • More student questions • Fewer failures to respond • More students participate • Fewer discipline problems • Better performance on higher-order thinking skills

12. WAIT TIME: CHANGES IN TEACHER BEHAVIOR 11.11 • Comments more fluent • Discussion more logical • More higher-order questions • Higher expectations of students

13. TEACHER REACTIONS 11.12 Figure 11.3

14. EFFECTIVE USE OF PRAISE 11.13 • Praise works best when: • It is contingent upon student performance • It is specific • It is sincere • It informs students of their competence and the importance of their accomplishments • It attributes success to ability or effort • It uses past performance as context for present performance

15. EFFECTIVE USE OF FEEDBACK 11.14 • Constructive feedback works best when: • It is specific and contingent upon student performance • It focuses on student performance, not personality • It provides a clear blueprint for improvement • It is an environment that tells a student mistakes are acceptable • It relates eventual success to effort • It recognizes improvements in student performance

16. STUDENT RATINGS OF TEACHING SKILLS 11.15 Source: The MetLife Survey of the American Teacher 2001: Key Elements of Quality Schools (New York: Harris Interactive, Inc., 2001).

17. FIVE MODELS OF INSTRUCTION 11.16

18. TEACHING THAT WORKS 11.17 • Good teachers… • Know their subject matter • Are enthusiastic about teaching and their subject area • Develop deep rather than shallow knowledge • Connect new learning to prior knowledge • Spend the major part of class time on academic activities • Teach content at a level that ensures a high rate of success • Are organized • Structure learning experiences carefully • Ensure that students have sufficient time to practice skills • Clearly present both directions and content information

19. TEACHING THAT WORKS (Continued) 11.18 • Good teachers… • Maintain high student interest and engagement • Actively monitor student progress • Involve all students (not just volunteers) in discussions • Ask both higher- and lower-order questions appropriate to the objective of the lesson • Use adequate wait time • Provide clear academic feedback • Vary student activities and procedures • Hold high expectations for students • Have high regard for students and treat them with respect • Build classroom learning communities