Teacher Effectiveness

1. Teacher Effectiveness Chapter 11

2. Are Teachers Born or Made?

3. The best of the best • Sketch the best teacher you ever had? Write a sentence or two describing what made this teacher effective.

6. Are teachers born? • Talent: A special ability or aptitude. Naturally reoccurring patterns of thought, feeling or behavior. • Three clues to talent: Yearnings, rapid learning, and satisfaction.

7. Examples of talent Matt Damon Ben Affleck Oprah Tiger Woods

8. Are teachers made? • Knowledge: Declarative (concept based) and Procedural (procedure oriented) • Skills: Formulization of accumulated knowledge into a sequence of steps, that if followed, will lead to performance.

9. Talent or skill? • Ability to demonstrate subject matter knowledge • Ability to acquire and demonstrate effective pedagogy • Ability to demonstrate professionalism • Ability to address the psychological, social and cultural needs of learners • Ability to address the needs of a diverse population

10. What skill is it? • “Mrs. Seijas helped me through Algebra problems by going step by step. She helped me understand and I never got lost like I did in high school.” Skill:

11. What skill is it? • “We were working on “their, there and they’re so that we could pass our GED essay. Most people find learning these boring, but Mrs. Seijas taught them in a way that was fun and in a way I could remember!” Skill:

12. What skill is it? • Mrs. Seijas does not cut us any slack. If we don’t keep up, she has a private conference with us. She finds out what the problem is and then puts the responsibility back on us.” Skill:

13. What skill is it? • Lectures are used but questions are what really helps us to think and come to a deeper understanding of concepts.” Skill:

14. Skills • Effective questioning • Motivation • Structure/clarity • High expectations

15. Mrs. Seijas • Does she have any talents? • Does she have any skills? • What is most teaching?

16. Most teaching is based on tried and true best practices. Most teaching takes a combination of: • Talent • Knowledge • Skills • Dispositions Most teachers use their knowledge, skill and disposition strengths and manage around weaknesses.

17. Are Teachers Born or Made • What talents, knowledge, skills and dispositions do you think you could bring to the classroom?

18. Academic Learning Time • What influence do teachers have over learning time?

19. Academic Learning Time Hours in a year: 8,640 Hours in a school year: 1,080 Percent of time in school 12.5% Hours in a week: 168 Hours in a school week: 30 Percent of time in school: 17.85

20. 1978 San Francisco Study Reading: • Teacher A: 68 minutes in reading • Teacher B: 137 minutes in reading

21. 1978 San Francisco Study Math: • Teacher A: 16 minutes in reading • Teacher B: 48 minutes in math

22. John Goodlad: A Place Called School • School A: 65% of learning time devoted to instruction • School B: 90% of learning time devoted to instruction

23. Scheduled time: Is the time formally or officially designated for students to work on a topic. • Allocated time: Time teacher schedules for a subject. • Engaged time: Time in which students are actively involved in the lesson. • Academic learning time: Engaged time with a high rate of success.

24. Figure 2.3. Academic Learning Time as a subset of Engaged Time

26. Academic Learning Time A Non-Example: Farris Bueller’s Day Off • How much scheduled time? • How much engaged time? • How much academic learning time?

27. Academic Learning Time: • Check for Understanding

28. Classroom Management: • Giving Life to Learning

29. Back in the day!

30. Management Techniques • Group alerting: Questioning Techniques to keep students involved. • Withitness: Eyes in the back of your head • Overlapping: Multitask: Doing several things at once. • Least intervention: Efficiency in addressing discipline. • Fragmentation: Bumpy transitions

31. What classroom management strategies did you see? • Activity for pages 431 and 432

32. Transition Busters • Flip-flop: Ends an activity, begins a new activity and then goes back to original activity. • Over-dwelling: Preaching, nagging, wasting time. • Fragmentation: Choppy transition • Thrusts: Random thoughts. “Where’s Roberto?” • Dangles: Not completing an action. “Did I tell you about the speaker we are having?” • How can you avoid transition busters?

33. Classroom Management: • Check for Understanding (File: Chapter 11: Classroom Management Checkup)

34. Begins at the front door! Effective classroom managers are good planners! Best Management Practices:

35. What best practices are related to: • Rules • Room set up • Managing misbehavior

36. What are best management practices? • Rules • Rules should be few in number • Fair and reasonable • Appropriate for student maturation

37. Room to set up (Page 436) • Eye to eye • Hands on supplies • Avoid Congestion Digestion • Best seat in the house • Teach to reach: Good classroom management must be taught!

38. Managing misbehaviors • Choice: Options (Between stimulus and response, giving students the power to choose) • Responsibility: Making learning meaningful • Voice: Listening: There was a reason we have one mouth and two ears

39. “While maintaining a pleasant classroom atmosphere, these teachers keep planning on how to organize, manage, and control activities to facilitate instruction.”

40. GATES PLAN

41. Mrs. Toliver: • What makes this an effective lesson?

42. The Pedagogical Cycle: 85% • Structure: Provides information, directions and introduces topics.

43. Question: The teacher asks a question.

44. Respond: The student answers a question or tries to.

45. React: The teacher reacts to the student’s answer and provides feedback.

46. Clarity and Structure Start of the Lesson • Objectives: Letting students know what the purpose of the lesson is. • Review: Helping students recall background information • Motivation: Anticipatory set • Transition: Connecting old and new information

47. Clarity and Structure During the Lesson • Clarification/chunking: Breaking down information • Scaffolding: Practice and skills that support learning. • Examples: Explain points and ideas

48. Clarity and Structure End of the Lesson • Directions: Check for understanding. • Closure: Close with a review or activity • Enthusiasm: Show interest (Always)

49. Using the Clarity and Academic Structure cards, place the cards where you think they would naturally fall in a lesson: BeginningDuringEnd

50. Questioning “A good question will get you half way to the answer.” John Dewey