The Effective Teachers
• Several studies have been conducted in the past
in search for effective teachers. Among them is a
study made by Kenneth Moore (2005) who
found out that effective teachers are proactive,
that is, they are active information processors
particularly in the classroom, the good decision
makers, and task oriented. They are equipped
with knowledge and mastery of content in their
particular fields, aware of the characteristics of
their students, and skillful in decision making
particularly in keeping their students on tasks.
ATTRIBUTES OF EFFECTIVE
TEACHERS
• Effective Teachers have
personal qualities that
allow them to develop
authentic human
relationships with their
students, parents, and
colleagues. They create
democratic and socially
just classroom orientation
for children and
adolescents.
• Effective Teachers have positive disposition
toward knowledge. They have command of at
least three broad knowledge bases that deal
with the subject matter, human development,
and learning as well as pedagogy
• Effective Teachers command a repertoire of
teaching practices to stimulate students,
develop higher-level thinking, and produce
self-regulated learners.
PE
OF SOR
EF N A
FE L
CT AT
I VE T R
TE IB U
AC TE
HE S
RS
S I A S M
E N T HU
• Ent 1)
husia
that t stic Teach
hey a e r
enjoy re con s convey t
what fident o stud
and r th ey i n t e a e n ts
espec a re ch i ng
they t t s tu do i ng , th ey
each i dents, , they
s valu and t trust
able a he su
nd en bject
joyab
le .
2) WAR
MTH A
ND H U
M OR
r ta n t
im p o
a re x e d ,
m o r re la
h u ve , ti ve
a n d p o r ti o d u c
r m t h s u p p r
s w a n g a a lly
h e r ’ m o ti a ti o n
Te a c p ro e d u c
• r s in d s .
fac t o a n d e n t
y i n g , r s t u
sf fo
sati nment
v ir o
en
3) CREDIBILITY th e
o f y
l ts il it
resu quitab
the d e
a re y an
r u st e st
d t h o n
a n ss ,
ilit y nn e n ts.
e d ib o p e u d e
• Cr e r ’s h st
c h w it
tea aling
d e
in
4) H
EXP IG H
ECT
• Effective Teachers hold
FOR ATIO
high expectations for S UC N S
success for themselves CES
and their students. S
They trust that they
themselves have the
ability to help all
students learn. They
believe all students can
master lesson being
taught.
5) ENCOURAGING & SUPPORTIVE
n d
g a s
gi n r e s
u ra d d b e
c o a o
e n hey t
re T g ,
a s .
t b el o n
e r s n
e o
a h
c stu d t
T e s u l .
e f
o nee e s d s f
ti v e c
c
e rti nts v ’ s u c
ff
• E u pp o u de o b e
s st dt
t h e a n
d ,
il ke
• Businesslike
6)
teachers are
BU
those who
SI N
emphasize
ES
and focus on
SL
classroom
IK
activities that
E
will most
likely help
students
learn.
7) ADAPTABLE/FLEXIBLE
• Flexibility and adaptability
require teachers to be
aware of the need for
change and be able to
adapt to these changes.
8) KNOWLEDGEABLE
• Knowledge of the subject is important, but is
not sufficient for effective . To be
knowledgeable, the teacher should have the
ability to combine knowledge of the subject,
knowledge of teaching (pedagogy), and
knowledge of students. These knowledge
combination allows for the implementation
of effective instruction.
BEHAVIORS AND PRACTICES OF EFFECTIVE
TEACHERS
1. Lesson Clarity
• Give clear and precise presentation of lessons
for comprehension.
2. Instructional variety
• Use varied teaching strategies
3. Task Orientation
• Stays on tasks towards completion and
efficiency
4. Student Engagement
• Allows uninterrupted learning in the
classroom
5. Structured Instruction
• Uses a structured instruction cycle to aid
student comprehension
6. Cognitive Development Activities
• Develops the students’ thinking skills that
encourage skill, or value
7. Expanding Processes
• Uses strategies and activities to further
explore on event, concept, skill, or value
8. Building for Student Success
• Develop students’ self confidence to support
achievement.
9. Student Participation and Contribution
• Allows students to participate and get involved in class
activities
• .
10. Teacher Affect
• Shows enthusiasm in all school activities.
FOUR MAIN SKILL AREAS TO ENSURE
EFFECTIVE TEACHING
1) Engaging in quality planning
2) Preparing a positive
classroom environment
3) Using proven
instructional techniques
4) Exhibiting personal behavior
• Classroom management
is the process of
organizing and
conducting a classroom
to maximize learning. It
involves the teacher’s
action to create a
learning environment
that encourages positive
social interaction, active
engagement in learning,
and self-motivation
DOMAINS OF CLASSROOM MANAGEMENT
Areas of responsibility for Effective Classroom
Managers:
1) Selecting a philosophical model of classroom
management and discipline
2) Organizing the physical environment
3) Managing student behavior
4) Creating a respectful, supportive learning
environment
5) Managing and facilitating instructions
6) Promoting classroom safety and welfare
7) Interacting with colleagues, parents, and others
to achieve classroom management objectives.
• Handling multifaceted responsibilities to
ensure effective classroom management needs
total commitment of teachers. Guided by a
philosophical model of classroom
management and discipline, teachers are
eventually equipped withy knowledge,
abilities, and skills in utilizing the physical
environment, managing student behavior, and
creating a respectful supportive learning
environment. Planning classroom management
facilitates effective instruction and promotes
classroom safety and welfare.
ELEMENTS OF EFFECTIVE
Effective classroom management is the
touchstone of effective instruction. The
following are the elements that have bearing in
the conduct of managing the classroom.
