WHAT IT TAKES TO BE AN EFFECTIVE

TEACHER IN THE YEAR 2010 AND

BEYOND

Audience: undergraduate Students: Orientation Day for future teachers

“Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher’’

http://www.greatschools.net/improvement/quality-teaching/what-makes-a-great-teacher.gs?content=79

OVERVIEW This presentation will investigate and discuss

concepts and ideas that enable us to determine what will make an effective teacher from 2010 onwards.

These ideas will focus on a range of concepts such as:•Professionalism and Ethics•Balance•Teachers committed to lifelong learning•The use of Technology to enhance classroom learning •Behavioural Management•Classroom Management•Student Motivation and Creating a Sense of Belonging for students•Cognitive Learning

AN EFFECTIVE TEACHER 2010 AND BEYOND.

What does it mean to be ‘Effective’? Merriam-Webster online dictionary describe it as

‘producing a decided, decisive or desired effect’. When looking beyond 2010 there will be no room for the

passive teacher who is willing to hash out the same lessons year after year.

In these ever changing times, teachers must be prepared to be continually learn and grow while maintaining professionalism whilst supporting and guiding their students through an entirely new era in teaching and learning.

AN EFFECTIVE TEACHER

Set high expectations

Clear written objectives and goals

Frequent and open communication with

parents/ careers

Prepared and organisedEngage student

Mastery of subject matter and new

technology

Professional and ethical

ESSENTIAL TEACHING

SKILLS

Basic abilities that all teachers, including those in their first year of teaching, should possess to maximize student learning.

Attitudes Organisation

Communication Focus

Feedback

Questioning

Review & Closure

PROFESSIONLISM AND ETHICS

• Teachers are role models• Teachers need to be tolerant and accepting• Teachers are fair and impartial; they would not

discriminate on the basis of race and culture, sex or age

• Teachers need to create a classroom that has a balance of acceptance and discipline

• Teachers need to be fair and engaging

“Professionalism in teaching in broad terms relates to the standard, whether it is a formal or informal understanding, which defines the process and status of the teaching fraternity and the individual teacher” (Whitton, Sinclair, Barker, Nanlohy, Nosworthy, 2004, p45).

BALANCE An effective teacher in 2010 and beyond

creates a classroom that has a balance of acceptance and discipline.

An effective teacher is tolerant and accepting. They are fair and impartial; they would not discriminate on the basis of race and culture, sex or age.

Effective teachers lead by example to create unity and equity within the classroom.

A balanced classroom needs to be fair

and engaging.

 

Motivation

Extrinsic Motivation

Intrinsic motivation

Self determination

GoalsEncourage self worth

Understand values and beliefs of

students

Understanding the needs of students

EMBRACE A SENSE OF BELONGING

Students who feel like they belong also become motivated to participate in the classroom activities.

A lack of student progress is usually caused by a student who does not have motivation in the classroom.

Teachers need to develop and encourage students to ensure that the work they are giving is engaging enough to keep students motivated.

GET STUDENTS INVOLVED Ensuring that

students feel involved and creating a sense of belonging in the class – a key to effective classroom management

When students feel like they have a sense of belonging

• they are more committed

• behave appropriately and socially

• the level of self management increases as they rely on the teacher less.

CLEAR WRITTEN GOALS AND OBJECTIVES

Set clear goals individually and as a whole class Each activity or lesson should have a goal or purpose Communicate goals, objectives and expectations Use Goals in assessment planning Use goals to motivate and create focus for students

BEHAVIOURAL MANAGEMENT

Educational psychology: windows into classrooms states;

The six principals for successful interventions are:

1. Demonstrate withitness

2. Preserve student dignity

3. Be consistent

4. Follow through

5. Keep interventions brief

6. Avoid arguments

CLASSROOM MANAGEMENT

Effective teachers in 2010 and beyond need to understand the value of:

• Well managed classrooms

• Planning the most effective

classroom management plan

• Communication with parents and

carers

• Knowing when to intervene

• Dealing effectively on violent or

aggressive behaviour.

TRADITIONAL VS CONSTRUCTIVIST CLASSROOMTraditional

Students work alone

Knowledge is seen as Inert Assessment focuses on

testing with correct answers

Teacher portrays a directive

and authoritative role

Learning is based on

repetition

Classroom materials are

based on textbooks and

workbooks

Curriculum emphasises basic skills

Constructivist Use of wide source of

materials incorporated into learning

Learning is interactive

Teacher’s role is interactive

Students work in groups

Assessment includes student work, observations, testing etc with the process being just as important as the final product.

CONTINUE TO LEARN THROUGHOUT THEIR CAREER, UPDATE KNOWLEDGE

AND TEACHING PRACTICES

The role of effective teaching is diverse and challenging. It requires a commitment to lifelong learning and willingness to concede when things are not working.

An effective teacher in the year 2010 and beyond understands this commitment to learning and the developing technological needs of their students.

USING THE INTERNET TO ENHANCE LEARNING

The internet allows teachers to share knowledge not only with their students but also with their peers.

Through the sharing of ideas schools will improve their teaching practices.

The sharing of ideas is not limited to internal school sharing but can be taken to a global level.

Teachers are now able to share :

Lesson Plans Worksheets Links to site Rubrics Learning Games Web Quests Newsletters Curriculum

Information

LESSON PLANS A lesson plan -should be able to be taught by any other

teacher, with the details given should be clearly identifying exactly what is to occur in the classroom at a given time.

A lesson plan guides class instruction.

A lesson plan developed by an effective teacher will ensure that the lesson plan looks at the state’s curriculum standards and develops the lesson to match those criteria.

  A lesson plan well developed will reflect the interests and

needs of students.

A lesson plan is an effective communicate.

A lesson plan example.

RUBRICS Teachers are now able to share ideas and

information in the form of a Rubric. Heidi Goodrich Andrade (2003) states that a Rubric is a tool used to score an assessment or a piece of work under a certain criteria. For example, students completing a project will figure out what is expected of them and how their project will be evaluated under certain guidelines.

A rubric enables students to pay attention, judge and revise the work that is to be handed in.

Example of a rubric

LEARNING GAMES AND WEB QUESTS

Learning games allow students to familiarise themselves with technology and how they work.

Interactive activities can now be incorporated by teachers into their lesson plans.

The teacher engages students in the kinds of thinking that the 21st Century requires.

A Web Quest allows teachers to give students an assignment where they can access the internet and research their given subject within the given guidelines.

NEWSLETTERS Newsletters can enable teachers to send valuable

information and news out to the school community and parents.

This sort of media is now becoming “paperless” with schools now choosing to forward them off via email.

Target a wide range of audiences and allows teachers to maintain that level of communication with parents.

An effective teacher can now send valuable information off to parents directly through email without the concern of children leaving it in the bottom of their bags.

Emailing is a cost effective method- both environmentally and financially towards the school.

BENEFITS OF TEACHER-PARENT COMMUNICATION

Effective teacher-parent communication :

Teachers need to be a partner with parents

Ensure parents feel comfortable within the school and towards you as the teacher

Teachers need to make communication with parents as early as possible and to communicate with them often

Ensure that what was agreed upon during the initial point of communication is followed through.

Teachers can now send text messages to parents.

Students benefit from home school cooperation in several ways.

Higher long-term achievement

Greater willingness to do homework

More positive attitudes and behaviours

Better attendance and graduation rates

Higher levels of responsibilities and self-reflection

Increased enrolment in postsecondary education

UNDERSTANDING THE VALUE OF COGNITIVE LEARNING

Cognitive learning creates a classroom where learners can,

• be engaged and active in their learning. • allow students to set goals and evaluate need for

goals action plans.• take the information they have been given, remold

and research until they have a full understanding, testing and applying their knowledge.

• Allow students the opportunity to not simply memories but construct their own knowledge of the topic.

COGNITIVE INTERVENTION

S

•Verbal

•Non-verbal

•I-message

•Logical consequences

NATIONAL CURRICULUM The Australian Curriculum Assessing and Reporting

Authority

ACARA is responsible for:

 A national curriculum from Kindergarten to Year 12 in specified learning areas.

A national assessment program aligned to the national curriculum that measures students’ progress.

A national data collection and reporting program that supports: analysis, evaluation, research and resource allocation; and  accountability and reporting on schools and broader national achievement.

http://www.acara.edu.au/about_us/about_us.html

CURRICULUM SITES

Valuable sites for curriculum development and teacher resource include:

Curriculum Corporationhttp://www.curriculum.edu.au/ccsite/   Le@rning Federation www.thelearningfederation.edu.au

Global Educationwww.globaleducation.edna.edu.au

Australian School Innovation in Science, Technology and Mathematics (ASISTM)www.asistm.edu.au

Each state also has their own websites to aid teachers in new curriculum development, sample works, resources and lesson plans

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ACARA: WHAT BENEFITS DOES THE FUTURE HOLD FOR A NATIONAL

CURRICULUM?

          A UNITED FACE IN THE EDUCATION

SYSTEM 

    FRESH AND UPDATED CURRICULUM WITH THE VALUABLE RESEARCH BEING

MADE 

         BENEFITS TO STUDENTS MOVING INTERSTATE

         NEW RESOURCES

THINGS TO KEEP IN MIND

Effective Teachers empower students with the tools they

need

Encourage the use technology

Engage students and

encourage team work

Set self management

tasks

As a Future teacher you need to question:

What sort of world will you be teaching in? What skills will your students need to learn? What technology and resources are available to

you? What skills will you need to be the best teacher you

can be? What will your students expect and need from you? What sort of curriculum will exist?

Embrace a passion for your role as a teacher and take the challenge of continuing to learn and update you own knowledge so you can offer the best to your students.

Authors:

REFERENCES Bennett, B., & Smilanich, P. (2008). Classroom

Management: a thinking and caring approach. Toronto: Bookation Inc

Harden, R.M, & Crosby, J. (2000). The good teacher is more then a lecturer – The twelve roles. 22 (4)

Kounin, J. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart, & Winston.

Marsh, Colin. (2008) Learner motivation and developing self esteem: Becoming a teacher, knowledge, skills and issues ch 4, p34

Wesley, Donald C. (1998) 11 ways to be a Great Teacher. Education leadership 55 (5), 80-81

Whitton, D (2009) Behaviour Management: Who wears the pants? Extract 9, Chapter 19, As cited by Chris Hurst for Curtin University of Technology – Bentley Professional Practice in Primary Education, 1st Edition