Vol. 6(6), pp.

52-60, July, 2015

DOI: 10.5897/JLC2015.0325
Article Number: 6A4DEA953991 Journal of Languages and Culture
ISSN 2141-6540
Copyright © 2015
Author(s) retain the copyright of this article
http://www.academicjournals.org/JLC

Full Length Research Paper

Effective teaching from An-Najah National University

M.A. Students’ perspectives
Ahmed Awad Amin Mahmoud Raba1 and Husam Tawfeeq Mohammad Herzallah 2*
1
An-Najah National University/Nablus/ Palestine, Faculty of Education and Teacher Training, Curriculum and Instruction
Department, Palestine.
2
Al-Quds Open University, Palestine.
Received 12 March, 2015; Accepted 30 June, 2015

This study aimed at exploring effective teaching from An-Najah National University M.A. students’
perspectives. It also aimed at determining the role of the study variables (gender, accumulative average
in BA and the school stage where they teach) in effective teaching from the same perspectives. To
achieve these aims, the researchers used structured questionnaire of 21 items which were distributed
among 30 TEFL majors (14 males and 16 females) that shape the sample of the study which was chosen
randomly from all the MA TEFL majors. The study occurs during the first semester of the academic year
2014 – 2015. Respondents' results indicate a moderate degree of effective teaching from An Najah
National University M.A. TEFL students’ perspective with a percentage of 71.5%. Staff members who are
imaginative, can do wonders in the English class whose ideas break monotony and make students
participate lively in the class are considered the best. They can also teach any language skills
interestingly and effectively as they can develop students' creative self-expression. Based on these
major findings, the researchers recommended the use of pedagogies that promote thinking and
analytical skills and invite students to participate. Other comparative studies in more than one
university along with considering other variables that are not included or considered by this research
are also recommended.

Key words: Effective teaching, University M.A. students‟ perspectives.

INTRODUCTION AND THEORETICAL BACKGROUND

Teaching is a complex craft. In some ways, it is certain characteristics, while ineffective teachers tend to
impossible to capture in a page or two the sophistication make the same mistakes repeatedly. Below is a look at
of what good teachers do. Yet nothing is more funda- some of the things more effective teachers tend to do
mental to achieving our goal of success for every student right and less effective teachers tend to do wrong.
than high quality teaching. That is why Classroom first Effective teachers strive to motivate and engage all
places the teacher at the centre of improvement efforts their students in learning rather than simply accepting
(Cruz et al., 2014). that some students cannot be engaged and are destined
Effective teachers appear again and again to display to do poorly. Teachers collected complete information

*Corresponding author. E-mail: ahmedawad_amin@yahoo.com Tel: 0097259900644

Author(s) agree that this article remain permanently open access under the terms of the Creative Commons
Attribution License 4.0 International License
 Raba and Harzallah 53

about each student so that teachers could recognize their Questions of the study
strengths and weakness (Cruz et al., 2014). They believe
every student is capable of achieving success at school This study seeks to answer the following questions:
and they do all they can to find ways of making each
student successful. 1-What are the principles of effective teaching from An
Effective teachers have high expectations of students Najah National University M.A. students' perspective?
in terms of both their standard of learning and their 2-Are there statistical differences at (α <= 0.05) in
behavior, and they help their students meet those effective teaching from An- Najah National University
expectations. They also have high expectations of M.A. students' Perspective due to gender?
themselves and their own learning. Therefore, this study 3-Are there statistical differences at (α <= 0.05) in
sought to examine effective teaching from An Najah effective teaching from An- Najah National University
National University M.A. students‟ perspective. M.A. students' perspective due to cumulative average?
Raymond (2008) concluded that both faculty and 4-Are there statistical differences at (α <= 0.05) in
students in the Gulf stated effective university professor effective teaching from An- Najah National University
as a person who: (1) is appreciative, (2) makes classes M.A. students' perspective due to the school stage where
interesting, (3) is fair (4) cares about students‟ success, they teach?
(5) shows a love for their subject, (6) is friendly, (7)
encourages questions and discussion, (8) is always well
prepared and organized, and (9) simplifies their Definition of terms
materials. Findings of students‟ and faculty‟s perspectives
suggest that effective teaching is the blending of both Effective teaching
personality and ability factors. The key factor, however,
remains the teacher‟s personality. A teaching approach comprises the principles and
Recent findings shed light on two characteristics of methods used for instruction. Commonly used teaching
good teachers: their personality and their ability. methods may include class participation, demonstration,
However, more attention has been paid to teachers‟ recitation, memorization, or combinations of these. The
practices and opinions than on students‟ views choice of an appropriate teaching method depends
(Beishuizen et al., 2001; Sojka et al., 2002). largely on the information or skill that is being taught, and
it may also be influenced by the aptitude and enthusiasm
of the students.
Statement of the problem

Despite years of investment in the Palestinian strategic Effective teacher

plan of 2008 to 2012 for education, studies show that
students in the Palestinian territories are doing increa- From the personality perspective, an effective college
singly poorly either in universities or in the marketplace. level teacher is one who demonstrates “… closeness,
As a result, and to a great extent, the problem lies in the warmth, and enthusiasm (immediacy) perceived physical
quality of teaching, not in the quantity; this under- and psychological closeness of the teacher to the student
achievement problem is increasing in the context of …” Walls et al., 2002:40). From the ability perspective,
English language teaching for non- native students who the crucial factors of the effective teacher are being
need more efforts to implement a standard success. skilled, knowledgeable and experienced (Beishuizen et
Hence this study will try to examine effective teaching al., 2001). Effective teachers know how to create an
from An Najah National University M.A. students' effective learning environment by being organized,
perspective prepared, and clear (Walls et al., 2002).

Purpose of the study REVIEW OF RELATED LITERATURE

This study aims to achieve the following objectives: An effective teacher is the one who is enthusiastic to
teach: The single most important quality that every
1- To determine effective teaching from An Najah National teacher should possess is a love and passion for
University M.A. students' perspective. teaching young people. Unfortunately, there are teachers
2- To find out if there are any significant differences in who do not love what they do. There are too many
effective teaching from An Najah National University M.A. discouraging factors associated with teaching that is
students' perspective due to the study variables (gender, difficult enough on a teacher who absolutely loves what
cumulative average and the school stage where they they do, much less on one who does not have the drive,
teach). passion, or enthusiasm for it (Bulger et al., 2002; Moore,
54 J. Lang. Cult.

2005). Seek out professional development opportunities and try

to apply something new to your class every year.
An effective teacher demonstrates a caring attitude:
Taking the time to get to know a student on a personal An effective teacher uses a variety of media in their
level takes a lot of time and dedication. There is also a lessons: Like it or not we are in the 21st century, and this
line that no teacher wants to cross where their generation of students was born in the digital age. These
relationship becomes too personal. Elite teachers know students have been bombarded by technological
how to balance this without crossing that line and once a advances unlike any other generation. They have
student believes the teacher truly cares for them, then embraced it, and if we as teachers do not, then we are
there is no limit to what that student can achieve. The falling behind. This is not to say that we should eliminate
best teachers work hard to figure out how to relate to textbooks and worksheets completely, but effective
each of their students. Common interest can be hard to teachers are not afraid to implement other forms of media
find, but exceptional teachers will find a way to connect within their lessons.
with their students even if they have to fake it (Saafin,
2005). An effective teacher challenges their students: The
most effective teachers are often the ones that many
An effective teacher is willing to think outside the students think are the most difficult. This is because they
box: What makes teaching so exciting is that students challenge their students and push them harder than the
learn differently, and we have to find and utilize different average teacher does. These are the teachers who are
strategies and differentiated learning to reach every often students‟ least favorite teachers at the time, but
student. What works for one student will not work for then later on in life they are the ones that we all
every student. Teachers have to be willing to be creative remember and want to thank, because of how well they
and adaptive in their lessons, thinking outside the box on prepared us for life after our time with them. Being an
a continual basis (Saafin, 2005). effective teacher does not mean you are easy. It means
that you challenge every one of your students and
An effective teacher is an excellent communicator: maximize your time with them so that they learn more
To be the best possible teacher must be an effective than they ever thought they could learn (Chambers and
communicator. However, in this area teachers are not Schmitt, 2002).
just limited to being a skilled communicator to their
students although that is a must. They must also be a
strong communicator with parents of their students as Previous studies
well as your faculty/staff team within in their building
(Cruz et al., 2014). According to Anderson (2004), McBer (2000), Borich
(2000) and Chen and Hoshower (2003), an effective
An effective teacher is proactive rather than reactive: teacher is one who possesses competence in
This can be one of most difficult aspects for a teacher to organizational skills such as systematizing materials in
conquer. Intense planning and organization can logical sequence with a high degree of clarity and
ultimately make your job all the more less difficult. presenting those materials in structured, step-by-step
Teachers who plan ahead, looking for aspects that they procedures.
might have issues with, and proactively looking for Khan and Mustafa (2014)‟s study examined Teaching
solutions to solve those problems will have less stress on Reading in EFL and ESL contexts which has been
them, than those teachers who wait until a problem arises challenging not only for the non-native factors but also for
and then tries to address it. Being proactive does not various inherent systemic issues. Significant among
replace being adaptive. No matter how well you plan, these issues are the ineffective use of existing materials,
there will be surprises. However, being proactive can cut lack of material adaptation and obliviousness of the
down on these surprises tremendously, thus making you teaching process towards aims and objectives of the
more effective overall (Anderson, 2004; McBer, 2000; course and lessons because teaching is often mistaken
Borich, 2000; Hobson and Talbot, 2001). as the completion of the course texts. The study seeks to
analyze and reach on some suggestions in the light of
An effective teacher strives to be better: A teacher afore said aspects of the teaching of Tapestry
who has grown complacent in what they do is the most Series(Reading) 1-3 in Department of English, King
ineffective kind of teacher. Any teacher who is not looking Khalid University, Abha,Kingdom of Saudi Arabia.
for new and better teaching strategies is not being an Scanlan and Lopez (2012) conducted qualitative study
effective teacher. No matter how long you have taught, and highlighted the redefinition of roles played by
you should always want to grow as a teacher. Every year secondary-level, mainstream content-area teachers
there is new research, new technology, and new involved in an English as a Second Language (ESL)
educational tools that could make you a better teacher. professional development (PD) program. The
 Raba and Harzallah 55

researchers examined how the practice of becoming an Teaching From An Najah National University M.A. Students
emerging leader in ESL, a new discipline for many Perspective, data were collected via a structured questionnaire
which consisted of (24) items in three parts, organized to measure
teachers, was impacted by participation in an intensive
Effective Teaching from An- Najah National University M.A.
18 month ESL PD program. Specifically, this case study students' perspective,
focused on the participants‟ ability to translate newly
acquired multicultural competence, second language A- First: it informed the respondent of the objectives and the
acquisition, and ESL teaching strategies into training importance of the study, and assured them that the data collected
sessions for their content-area colleagues. The reflective was for scientific purposes only.
B- Second: it collected demographic information.
statements from teacher participants following the C- Third: this was devised to collect information on Effective
delivery of what is termed „turnaround training‟ revealed Teaching from An Najah National University M.A. Students'
that the teachers experienced changes in professional Perspective
self-concept both as teacher leaders and as advocates
for English Language Learners (ELLs). This shift of
Reliability of the Instrument
teacher as leader benefits both teacher and student,
according to Barth (2011) as teacher leaders experience To determine the reliability of three sub-questionnaires, alpha
less isolation, have more professional satisfaction for formula was used; the range of reliability was 0.90 which is suitable
improving their schools and increased reflection about for conducting such a study.
their practice. This work found that through PD, teachers‟
roles shifted from not just content expert but also to ELL Validity of the instrument
expert and, indeed, advocate of ESL students.
Scanlan and Lopez (2012)‟s study discussed what The questionnaire was reviewed by a group of experts in the field of
teachers do and how students‟ performances intersect, scientific research. They deleted and rephrased some items until
making teachers a critical factor for determining student the study instrument reached its final form.
success. When teachers use effective practices, they
maximize the probability that students will be actively Statistical analysis
engaged in instruction. Students‟ engagement is one of
the most well-established predictors of achievement; The Statistical package for social science (SPSS) version 17 was
when students are more engaged in academic instruction, used for data analysis. Various statistical tests and procedures
were used including (means, frequencies, standard deviation,
they tend to have greater academic and social success. cross-tabulation, t-test for independent samples, ANOVA, , post hoc
This article aims to review empirical literature in support Scheffe's test). P-value of less than or equal to 0.05 was used to
of three evidence-based practices for maximizing student test the significance in testing the study hypothesis.
success. These practices include modeling desired
academic and social behavior, providing opportunities to
Ethical issues
respond to curricular content, and providing academic
and behavioral feedback. This study is in accordance This study is conducted on human subjects, and to assure that the
with Reezgit and Creemers (2005). ethical issues were taken into consideration, permission to conduct
this study was obtained; in addition, respondents were informed
about the purpose of the study before the interview. They were told
METHODOLOGY that their participation was voluntary, any information obtained
would be confidential and would be used for scientific research
Study design purposes only.

This study uses a cross-sectional design, based on questionnaires.

The study design involves observation of a representative sample RESULTS AND DISCUSSION
of students of English language. It employs descriptive and
inferential design. The primary goal is to try to provide a
comprehensive description as possible, whereas the cross
Results related to the first question "What is
sectional is focused on individuals at fixed events during life. effective teaching from An- Najah National University
M.A. students’ perspective?

Population and sample of the study To answer the study questions, mean, standard
deviation, and percentages of each item, domain and
This study was conducted with all English Department M.A.
students of An- Najah National University to measure their opinion total score of effective teaching from An- Najah National
about effective teaching. University M.A. students' perspective are computed. The
Table 1 shows the numbers and distribution of the study sample. study adopted a five-point scale in which the length of
A representative stratified sample of (n=30 ) was selected. cells was determined through calculating the range of the
scale (5-1=4) and divided on the highest value of the
Instrumentation
scale to determine the cell length, (5\4=0.8) then added
to the lowest value in the scale to determine the lowest
After conducting an extensive literature review on a Effective value of scale (1+0.8=1.8) (Table 2).
56 J. Lang. Cult.

Table 1. Distribution of the study sample according to the study variables.

Variables level Frequency % Percentage

Male 14 46.7
Gender
Female 16 53.3

60-69 4 13.3
70-79 15 50.0
Cumulative average in B.A.
80-89 11 36.7
90-100 - -

Low basic educational stage (1-4) 7 23.3

High basic educational stage (5-10) 12 40.0
Stage
Low and basic educational stage (1-4) 8 26.7
Secondary stage (11-12) 3 10.0
Total 30 100.0

Table 2. The scale scoring of Likert scale. a great way to get the students to really study out the
topic and understand it so as to teach it to their peers. By
Less than 1.80 very low having them participate in the teaching process it also
1.80-2.60 Low builds self-confidence, self-efficacy, and strengthens
2.61-3.40 Moderate students‟ speaking and communication skills. Students
3.41-4.20 High will not only learn their given topic, but they will gain
More than 4.20 very high experience that could be very valuable for life.
As shown also in Table 3, the item "Select proposals
that take into account what the student know and what
they wish to know. "gets the least rank with its mean
value (2.80) with a percentage of 56% and standard
For data analysis, the researchers used the following
deviation of 1.42. Also, the item" grant more responsibility
percentages:
and control" gets the following rank with its mean value
(3.17) with a percentage of 63.40% and standard
More than 84% is very high degree of self-learning effect. deviation of 1.44. The mean for the whole sample of the
68.1-84% is a high degree. study was 3.58 with a percentage of 71.60%; and it
52.1 - 68% is a moderate degree. meets the estimation of Likert scale of high score.
36 - 52% is a low degree. Respondents' results indicate a moderate degree of
Less than 36% is a very low degree. effective teaching from An- Najah National University
M.A. students‟ perspective with a percentage of 71.5%.
As shown in Table 3, the item "Invite students to look for
information in diverse sources" gets rank one with its
mean value (4.07) with a percentage of 81.40% and Results of the second question" Are there statistical
standard deviation of 1.05. This is in accordance with differences at (α <= 0.05) in effective teaching from
Siraj-Blatchford, (2010) ; Shirbagi, (2007) and Kimberly An-Najah National University M.A. students'
(2013) who stated that the main goal of teachers should perspective due to gender?
be to create an environment that invites students to think
deeply about the material, to share their ideas, and thus The researchers used independent-sample t-test to
to promote learning. Also, the item "Intervention during compare effective teaching from An- Najah National
action consists of sharing experiences" gets rank two with University M.A. male and female respondents'
its mean value (3.93) with a percentage of 78.60% and perspective. Table 4 shows the result.
standard deviation of 1.14. This finding is similar with As shown in Table 4, the means of scores of effective
Grzega, (2005a) and Grzega, and Marion (2007) who teaching from An- Najah National University M.A. male
over-stressed learning by teaching where students take students' perspective were 3.57 and the means for the
the teacher's role and teach their peers. This method is females were 3.58. These results of the t-test revealed
very effective when done correctly. Having students that there was no significant difference in the scores for
teach sections of the class as a group or as individuals is males and females on the respondents‟ total score.
 Raba and Harzallah 57

Table 3. Means, standard deviations, and percentages.

No Items M SD Percent Estimation

1. They create the relational context. 3.53 1.28 70.67 High
2. Specify the routines for participating in a round table. 3.33 1.27 66.67 Moderate
3. Give clear and stable orders. 3.70 1.18 74.00 High
4. Make explicit the strategies (procedure) for approaching the work plan. 3.27 1.23 65.33 Moderate
Offer guidelines and suggestions so that the student inform the group about
5. 3.80 1.10 76.00 High
their completed work.
6. Collect all contributions from the members of a group. 3.37 1.25 67.33 Moderate
Organize and structure the student's contributions, looking for
7. 3.70 .75 74.00 High
interrelationships among them.
Put forward questions, suggest unusual associations that help students find
8. 3.77 .90 75.33 High
new dimensions about the topic, aspects not foreseen
9. Invite students to look for information in diverse sources. 4.07 1.05 81.33 High
10. Intervention during action consists of sharing experiences 3.93 1.14 78.67 High
Intervention during action consists of collaborating in forms of organization
11. 3.70 1.02 74.00 High
and interaction by supporting,
12. Intervention during action consists of guiding the child, 3.70 1.09 74.00 High
Intervention during action consists of getting involved with him in jointly
13. 3.80 .96 76.00 High
constructed tasks and relationships.
The teacher guarantees a climate of physical and affective security, work
14. 3.90 1.09 78.00 High
conditions with his or her pupils that ensure learning.
Imply observing, analyzing, and evaluating with respect to expectations
15. 3.53 1.25 70.67 High
and to conditions of prescribed performance.
Define expectations Means specifying expectations with clarity, making
16. routines and procedures explicit, negotiating norms and reminding them of 3.53 1.20 70.67 High
limits
17. Clarify what the student is expected to do. 3.30 1.44 66.00 Moderate
18. Confirm that students know and understand norms and routines 3.77 1.43 75.33 High
19. Make explicit one's own feelings and expectations to the student 3.33 1.47 66.67 Moderate
20. Segment and measure out the task. 3.30 1.42 66.00 Moderate
21. Grant more responsibility and control 3.17 1.44 63.33 Moderate
22. Keep different actions oriented toward fulfilling the objectives of the activity. 3.83 1.37 76.67 High
23. Maintain interest: look for resources to make the task motivating. 3.70 1.32 74.00 High
Select proposals that take into account what the student know and what
24. 2.80 1.42 56.00 Moderate
they wish to know.
Total score 3.58 .67 71.53 High
Maximum point of response ( 5 ) points.

Results of the third question" Are there statistical Results of the fourth question" Are there statistical
differences at (α <= 0.05) in effective teaching from differences at (α <= 0.05) in effective teaching from
An- Najah National University M.A. students' An- Najah National University M.A. students'
perspective due to cumulative average in B.A? perspective due to the school stage where they
teach?
The researchers used ANOVA test to compare Effective
Teaching from An- Najah National University M.A. Tables 6 and 7 show the result. The means of scores of
Students' Perspective. Table 5 shows the result. effective teaching from An- Najah National University
There are no statistically significant differences in M.A. students' due to stage showed no statistical
means that at p value = (0.05) in Effective Teaching from significant effect and so did the results of the ANOVA test
An Najah National University M.A. Students' Perspective (f =2.21, p = 0.11).
due to cumulative average in B.A. As shown in Tables 4
and 5, the means of scores of effective teaching and the DISCUSSION
results of the ANOVA revealed a non- significant effect
due to cumulative average in B.A. (f =1.83, p = 0.18). The literature review supports the view that students'
58 J. Lang. Cult.

Table 4. T-test due to gender.

gender N M SD t df Sig.(2 tailed)

male 14 3.5744 .55064 0.0149- 28 0.98
Total Score
female 16 3.5781 .77711

Table 5. ANOVA test between groups and within groups.

Sum of Squares df Mean Square F Sig.

Between Groups 1.552 2 .776 1.831 .180
Within Groups 11.448 27 .424
Total 13.000 29

Table 6. Means and standard deviation of the school stage.

Stage N Mean Std. Deviation Std. Error

Low basic educational stage (1-4) 7 3.19 0.55 0.39
High basic educational stage (5-10) 12 3.60 0.27 0.06
Low and basic educational stage (1-10) 8 3.66 0.24 0.09
Secondary stage (11-12) 3 3.52 0.19 0.11
Total 30 3.58 0.29 0.06

Table 7. ANOVA test of school stage.

Sum of squares df Mean square F Sig.

Between groups 2.637 3 .879 2.206 .111
Within groups 10.363 26 .399
Total 13.000 29

opinions of teaching effectiveness are a valid, increasingly Predominant ability attributes used to describe effective
exploited, and acceptable source of information in teachers are being well prepared and organized,
determining instructional performance. Furthermore, it possessing subject knowledge, being able to explain
validates the use of classification by personality and difficult subjects using simple terms, and encouraging
ability as a commonly accepted method for examining students to think critically.
effective teaching characteristics since respondents tend Some argue that „personality” traits are innate, such as
to categorize effective teaching using these two those found in leaders and effective teachers, but would
dimensions, and that the personality measures are the also acknowledge that these traits can be learned and
higher ranked of the two categories. refined through teacher training programs, professional
In addition, throughout the literature it has been noted development and continuous life-long learning.
not only that similarities in perceptions of effective The findings of this study support the results of previous
teaching do exist between students and faculty, but also studies on teaching effectiveness which demonstrate that
that some differences persist based upon factors such as many traits or practices are common, regardless of
student age, status and gender. Important personality culture, age, and/or academic discipline. It also supports
traits used to describe effective teaching are the the literature findings of relatively high correlations
following: is enthusiastic towards teaching the subject, is between students and faculty in what they appreciate in
available to students, respects and is friendly to students, teachers and that student opinions are of value. In other
is open to students‟ ideas and opinions, stimulates words, the participating students and faculty each appear
interest in the topic, is sensitive and concerned with to have an image in mind of what ideal instructors are like
students‟ progress and is objective in evaluating students. and how they conduct themselves and what they do both
 Raba and Harzallah 59

in the classroom and outside, which differentiates them REFERENCES

from ineffective instructors. Anderson LW (2004). Increasing teacher effectiveness. 2nd edition.
Paris: IIEP-UNESCO http://www.unesco.org/iiep.
Beishuizen J, Hof E, Putten C, Bouwmeester S, Asscher J (2001).
Conclusion Students‟ and teachers‟ cognitions about good teachers. Br. J. Educ.
Psychol. 71(2):185–201.
Borich GD (2000). Effective teaching methods. New Jersey: Prentice-
Respondents' results indicate a moderate degree of Hall.
effective teaching from An- Najah National University Bulger SM, Mohr DJ, Walls RT (2002). Stack the Deck in Favor of Your
M.A. students‟ perspective with a percentage of 71.5%. A Students by Using the Four Aces of Effective Teaching. J. Effective
Teach. 5(2).
teacher who is imaginative can do wonders in the English
Chambers BA, Schmitt N (2002). "Inequity in the performance
class. Their new ideas break monotony and make evaluation process: how you rate me affects how I rate you." J. Pers.
students take lively participation in the class. Teachers Eval. Educ. 16(2):103-112.
who are imaginative can teach any language skill Chen Y, Hoshower LB (2003). "Student evaluation of teaching
effectiveness: an assessment of student perception and motivation."
interestingly and effectively. They can develop students' Assessment Eval. Higher Educ. 28(1):71-88.
creative self-expression. Teachers who are imaginative Cruz BC, Cheryl RE, Anete V, Elaine VH (2014). Talking Diversity with
explore and create new things. These principles of good Teachers and Teacher Educators: Exercises and Critical
practice serve as a practical lens for educationalist to Conversations Across the Curriculum. Teachers College Press.
evaluate the teachers' effect on the students' learning http://store.tcpress.com/0807755370.shtml
Hobson SM, Talbot DM (2001). "Understanding student evaluations:
outcome. Using the principles as a general framework for what all faculty should know." College Teach. 49(1):26-31
the evaluation gave us insights into important aspects of Khan MR, Mustafa N (2014). Identifying Language Functions as Course
effective teaching and learning. The researcher agrees Objectives and Materials Adaptation for Effective Teaching of
“Reading”: A Case of Tapestry Series 1 – 3 in an EFL Context.
with what Siegel (1975) posited that the purpose of
Interdisciplinary J. Linguistics 6(0).
education is to "like the world through knowing it." Kimberly T (2013). Structure Matters: Twenty-One Teaching Strategies
Teachers in New York found that student performance to Promote Student Engagement and Cultivate Classroom Equity.
improved when this principle was employed in their CBE- Life Sci. Educ. 12:322-331.
teaching methods McBer H (2000). Research into Teacher Effectiveness: A Model of
Teacher Effectiveness. A report by Hay McBer to the Department of
Education and Employment, United Kingdom.
Raymond SM (2008). Effective and Ineffective University Teaching from
RECOMMENDATIONS the Students‟ and Faculty‟s Perspectives: Matched or Mismatched
Expectations? Unpublished Ph.D Dissertation. University of Exeter.
Reezigt GJ, Creemers BPM (2005). A comprehensive framework for
Based on the results of the study, the following effective school improvement. School Effectiveness and School
suggestions are recommended by the researcher to the Improvement, 16(4):407-424.
teachers, parents, stakeholders and further research to Saafin SM (2005). An Investigation into Arab Students‟ Perceptions of
Effective EFL Teachers at University Level. An unpublished thesis
fill other gaps in the domain of remedial education,
submitted in partial satisfaction of the requirement for the degree of
Doctor of Philosophy in Education, University of Exeter, Exeter,
1-Teachers should use multiple approaches and methods United Kingdom.
of teaching which are relevant to all learners' needs. Scanlan M, Lopez F (2012). {inverted exclamation}Vamos! How School
2- They should take into consideration the emotional, Leaders Promote Equity and Excellence for Bilingual Students. Educ.
Adm. Q. 48(4):583-625.
social and cultural factors of all learners. Shirbagi N (2007). „Are students‟ evaluations of teaching valid?
3- They should integrate technology in remedial classes Evidence from an Iranian higher education institution‟. Bulletin of
such as audio and video materials; in addition to education & research, 29(2):21-32.
Siraj-Blatchford I (2010). „Learning in the home and at school: how
conveying teaching aids.
working class children “succeed against the odds”‟. Br. Educ. Res. J.
4- They should put extra efforts on motivating low 36(3):463-482.
achievers for learning and attending remedial classes Sojka J, Gupta AK, Deeter-Schmetz DR (2002). "Student and faculty
since most of those students have no desire to learn. perception of student evaluations of teaching: a study of similarities
and differences." College Teach. 50(2):44-49.
5- Faculties of education in local universities should Walls RT, Nardi AH, von Minden AM, Hoffman N (2002). The
consider all the social, professional and personal factors characteristics of effective and ineffective teachers. Teacher Educ. Q.
that can help in producing better graduates. Winter, 29(1):39-48.

Conflict of Interests

The authors have not declared any conflict of interests.

60 J. Lang. Cult.

Appendix

An-Najah National University

Faculty of Graduate Studies

Effective teaching from an Najah national university M.A. student’s perspective

Questionnaire
This study aims to investigate Effective teaching from an Najah national university M.A. student‟s perspective. The
questionnaire is voluntary and the data collected is strictly confidential. All participants will NOT be identified and you
have the option not to answer a particular question.

Gender: Male Female

Cumulative average: 70-6 79-80 90 and more

Stage: ______________

Strongly Strongly
item Agree Disagree
agree disagree
1. They create the relational context.
2. Specify the routines for participating in a roundtable.
3. Give clear and stable orders.
4. Make explicit the strategies(procedure) for approaching the work plan.
Offer guidelines and suggestions so that the student inform the group about their
5.
completed work.
6. Collect all contributions from the members of a group.
Organize and structure the student's contributions, looking for interrelationships
7.
among them.
Put forward questions, suggest unusual associations that help students find new
8.
dimensions about the topic, aspects not foreseen
9. Invite students to look for information in diverse sources.
10.Intervention during action Consists of sharing experiences
Intervention during action Consists of collaborating in forms of organization and
11.
interaction by supporting,
12.Intervention during action Consists of guiding the child,
Intervention during action Consists of getting involved with him in jointly
13.
constructed tasks and relationships.
the teacher guarantees a climate of physical and affective security, work
14.
conditions with his or her pupils that ensure learning.
Imply observing, analyzing, and evaluating with respect to expectations and to
15.
conditions of prescribed performance.
Define expectations Means specifying expectations with clarity, making routines
16.
and procedures explicit, negotiating norms and reminding them of limits
17.Clarify what the student is expected to do.
18.Confirm that students know and understand norms and routines
19.Make explicit one's own feelings and expectations to the student
20.Segment and measure out the task.
21.Grant responsibility and control
22.Keep different actions oriented toward fulfilling the objectives of the activity.
23.Maintain interest: look for resources to make the task motivating.
Select proposals that take into account what the student know and what they wish
24.
to know.
Thank you for your cooperation.