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Teachers , Schools, and Society A Brief Introduction to Education Third Edition David Miller Sadker Karen R. Zittleman. BECOMING AN EFFECTIVE TEACHER. Chapter 11. 11.1. TIME ON TASK. 11.2. HIGH SUCCESS RATE. Engaged Time + High Success Rate = Academic Learning Time.
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Teachers,Schools, andSociety A Brief Introduction to Education Third Edition David Miller Sadker Karen R. Zittleman BECOMING AN EFFECTIVE TEACHER Chapter 11
11.1 TIME ON TASK
11.2 HIGH SUCCESS RATE Engaged Time + High Success Rate = Academic Learning Time • 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 _____%**. *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).
11.3 HIGH SUCCESS RATE (Continued) • 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).
11.4 JACOB KOUNIN’S PATTERNS TO AVOID DURING TIMES OF TRANSITION
11.5 MODELS OF CLASSROOM MANAGEMENT Source: Carol M. Charles. Building Classroom Discipline (Boston: Allyn & Bacon) 2007.
11.6 MODELS OF CLASSROOM MANAGEMENT (Continued) Source: Carol M. Charles. Building Classroom Discipline (Boston: Allyn & Bacon) 2007.
11.7 PEDAGOGICAL CYCLE AND SAMPLE CLASSROOM DIALOGUE
11.8 BLOOM’S TAXONOMY APPLIED TO QUESTIONING LEVELS
11.9 BLOOM’S TAXONOMY Student Generated Responses
11.10 WAIT TIME: CHANGES IN STUDENT BEHAVIOR • 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
11.11 WAIT TIME: CHANGES IN TEACHER BEHAVIOR • Comments more fluent • Discussion more logical • More higher-order questions • Higher expectations of students
11.12 TEACHER REACTIONS
11.13 EFFECTIVE USE OF PRAISE • 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
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
11.15 STUDENT RATINGS OF TEACHING SKILLS Source: The MetLife Survey of the American Teacher 2001: Key Elements of Quality Schools (New York: Harris Interactive, Inc., 2001).
11.16 FIVE MODELS OF INSTRUCTION
11.17 TEACHING THAT WORKS • 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
11.18 TEACHING THAT WORKS (Continued) • 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
11.19 STAGES OF TEACHER DEVELOPMENT • Stage • Stage 4Maturity • Stage 3Renewal • Stage 2Consolidation • Stage 1Survival • Attributes
0.25 0.22 0.2 0.18 0.16 0.15 Test score units 0.1 0.04 0.05 0 Lowering Increasing Increasing Increasing pupil teacher teacher teacher teacher ratio salaries experience education 11.20 SCHOOL RESOURCES AND STUDENT ACHIEVEMENT Source: Linda Darling-Hammond, “Teachers and Teaching: Testing Policy Hypothesis From a National Commission Report,”Educational Researcher, 27, No 1, Jan-Feb 1998.
