BECOMING AN EFFECTIVE TEACHER

1. BECOMING AN EFFECTIVE TEACHER Chapter 11 Teachers,Schools,andSociety A Brief Introduction to Education David Miller Sadker Karen R. Zittleman

2. TIME ON TASK

3. 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).

4. 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).

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

6. PEDAGOGICAL CYCLE AND SAMPLE CLASSROOM DIALOGUE

7. BLOOM’S TAXONOMY APPLIED TO QUESTIONING LEVELS

8. BLOOM’S TAXONOMY Student Generated Responses

9. 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

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

11. TEACHER REACTIONS

12. 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

13. EFFECTIVE USE OF FEEDBACK Corrective 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

14. Type Formal Informal Base groups Characteristics COOPERATIVE LEARNING Student Generated Responses

15. COOPERATIVE LEARNING’S EFFECT ON STUDENTS Higher achievement Higher self-esteem More motivation Higher regard for other students Greater acceptance of racial and ethnic differences

16. FOUR MODELS OF INSTRUCTION

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

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

19. 58 60 Public 49 Teachers 50 40 31 29 30 Percentage 20 13 10 5 5 5 2 2 0 Great amount Moderate amount Only a little Not at all Don’t know response HOW MUCH DO YOU THINK COMPUTERS HAVE HELPEDSTUDENT LEARNING? Source: MCI Nationwide Poll on Internet in Education, 1998.

20. MONITORING STRATEGIES Student Generated Responses How might you effectively monitor student computer work?

21. DIRECTIONS IN TEACHING • Develop content with deep teaching • Organize activities based on individual distinctions for differentiated instruction • Build a learning community highlighting social interactions • Practice reflective teaching

22. Stage Stage 4 Maturity Stage 3 Renewal Stage 2 Consolidation Stage 1 Survival Attributes STAGES OF TEACHER DEVELOPMENT Student Generated Responses

23. 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 teacher teacher teacher pupil teacher ratio salaries experience education 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.