Best Practice in ELT: 10 Characteristics of Highly Effective EF/SL Teachers - PowerPoint PPT Presentation

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Best Practice in ELT: 10 Characteristics of Highly Effective EF/SL Teachers

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Title: Best Practice in ELT: 10 Characteristics of Highly Effective EF/SL Teachers


1
Best Practice in ELT10 Characteristics of
Highly Effective EF/SL Teachers
  • Christine Coombe
  • Dubai Mens College
  • Lisa Barlow
  • UAE University

2
Presentation Agenda
  • Our assumptions
  • What do you think?
  • Reasons for being a TESOL/TEFL teacher
  • How our teaching context differs from others
  • Various definitions of teacher effectiveness
  • Our top 10

3
Our Assumptions
  • You are interested in this topic and in PD
    because youre all here
  • Teaching EF/SL is distinct from other subject
    areas
  • Effectiveness is measured differently in our
    context than in others

4
What do you think?
  • Think of a teacher that you characterize as
    highly effective.
  • List three of his/her qualities or traits.
  • Why did you decide to enter the TESOL/TEFL
    profession?

5
Reasons for Entering the TESOL/TEFL Profession
  • Desire to make a difference
  • To see the world
  • Long summer vacations
  • The impact of a favorite teacher
  • Desire to be on stage
  • Life of the mind
  • Family tradition
  • High salary

6
The Arabian Gulf Context
  • ELT practitioners face a number of pressures in
    the Arabian Gulf context
  • increased workload for little or no remuneration
  • institutional accountability in the form of
    accreditation
  • nearly continual change in curricula and
    assessment
  • Being forced to teach through a medium that you
    may or may not be comfortable with (i.e., IT)

7
What is a good teacher?
  • What do various groups within education mean when
    they talk about effective teaching practices?
  • A variety of different perspectives
  • Administrators
  • Educational researchers
  • Teachers
  • Students

8
The Administrators Perspective
  • Seymour Ericksen (1984) carried out a survey
    amongst education administrators.
  • An outstanding teacher should be an inspired
    instructor who is concerned about students, an
    active scholar who is respected by discipline
    peers, and an efficient organized professional
    who is accessible to both students and teachers.
    (Ericksen, 1984 3 in Williams Burden, 1997)

9
The Educational Researchers Perspective
  • Educational researchers listed the ideal
    characteristics of a good teacher.
  • Clarity of presentation
  • Variety of activities during lesson
  • Achievement-oriented behavior in classrooms
  • Opportunity to learn criterion materials
  • Acknowledgement and stimulation of student ideas
  • Lack of criticism
  • Use of structuring comments at the beginning and
    during lessons
  • Guiding of student answers
  • (Rosenshine Furst, 1973 in Williams Burden,
    1997)

10
The Teachers Perspective
  • Treats student as an individual 94
  • Is enthusiastic and inspiring 77
  • Has caring qualities 55
  • Creates a rich learning environment 22
  • Is funny 22
  • Is spontaneous and flexible 22
  • (Bress, 2000)

11
The Students Perspective
  • What Makes a Good Teacher? (1996) UNESCO
    publication
  • Over 500 children from some 50 countries
  • A great teacher
  • Interacts with the child
  • gives affection to Ss, makes Ss understand
    emotion.
  • smiles even when Ss make mistakes.
  • teaches not only textbook materials but also the
    truth that's happening outside.
  • is dedicated to the job.

12
1. A Calling to the Profession
  • Effective EF/SL Ts are driven passionate about
    the profession
  • Feel a call to teach as well as have a passion
    to help students learn and grow
  • Without a mission or a calling, teaching is just
    another joband a tough one at that
  • This is essential to help teachers survive and
    avoid burnout

13
2. Professional Knowledge
  • Lots of disturbing research about the
    deficiencies that teachers have
  • Old adage those who can do those who cant
    teach
  • We believe that the right credentials and sound
    professional knowledge are of paramount
    importance to teaching effectiveness
  • Credentials
  • Recognize the importance of PD
  • IT/Technology skills a must

14
Types of Knowledge Ts Must Have
  • Shulman (1987) identified seven different kinds
    of knowledge that highly effective teachers must
    have
  • Knowledge about
  • Content
  • Broad principles and strategies of classroom
    management and organization
  • Curriculum materials and programs
  • Teaching of particular content topics
  • Students
  • Educational contexts
  • Educational aims and values (pp. 1-22)

15
3. Personal Qualities
  • Two quotes have influenced our thinking
  • 1. Ts who were identified by students as changing
    their lives were rarely praised for their
    knowledge of the subject matter, teaching methods
    or materials. Those were all givens in the
    students minds. What really mattered to
    students were the teachers human qualities
    (Coppedge Shreck, 1988).

16
Personal Qualities
  • 2. Effective teachers dont necessarily need a
    flamboyant, entertaining style to be memorable
    and influential. Sometimes they just have to be
    sympathetic and encouraging. (McEwan, 2002)
  • Research on high-facilitative teachers vs.
    low-facilitative teachers found
  • Ss make greater gains on academic achievement
    measures created fewer disciplinary problems
  • The result was a book entitled Kids dont learn
    from people they dont like (Aspy Roebuck,
    1977)

17
Most Important Personal/Personality Qualities for
EF/SL Teachers
  • Caring
  • Empathetic
  • Fair
  • Respectful
  • Fun
  • Sense of humor
  • Personal/unique style

18
4. With-it-ness (McEwan, 2002)
  • The state of being on top of things, tuned in to
    the teaching/learning environment and in control
    of the different facets of classroom life and our
    jobs
  • Management and classroom organization
  • Student Engagement
  • Momentum
  • Time management
  • Ability to multitask
  • Can adapt to the changing needs and demands of
    our job and our profession

19
5. Instructional Effectiveness
  • Being a good teacher is a given (Currie
    Gilroy, forthcoming)
  • Teaching matters
  • Study after study confirms that Ss who have high
    quality Ts make significant and lasting learning
    gains
  • Ss with less effective Ts play a constant
    academic game of catch up
  • Having high quality Ts consistently tops parents
    list of critical elements of an effective school

20
6. Good Communicator
  • Highly effective teachers must be good
    communicators
  • Able to articulate ideas, issues, beliefs and
    values about the art of teaching
  • Skilled at conflict resolution
  • Active emailer
  • Public speaking/presentation skills

21
7. Street Smarts
  • Has knowledge of the students, the school and the
    community cultural environment
  • uses that knowledge to solve problems
  • Is politically-savvy
  • Is familiar with their institutional culture
  • Knows which materials topics to avoid
  • Knows which battles to fight

22
8. Willingness to Go the Extra Mile
  • Belief in your own ability to make a difference
    in Ss lives
  • Have high expectation of your Ss
  • Willingness to inspire and motivate Ss through
    example

23
9. Lifelong Learner
  • Effective teachers are concerned with their self
    and professional development.
  • Have a strategic plan
  • For many, assuming a leadership position is the
    logical next step.
  • As McEwan (2002 38) points out if you can lead
    in the classroom, you can lead anywhere.

24
Five Ways to Lead in the Classroom
  1. Through example
  2. Through listening
  3. Through empowerment
  4. Through inspiration
  5. Through learning

25
10. Life Outside the Profession
  • Plenty of sources cite the importance of not
    being too consumed by your job
  • Research shows that people with hobbies and
    friends outside of their profession suffer less
    stress.
  • Find something else that defines you outside of
    the workplace.

26
Our Top Ten
  • A Calling for the Profession
  • Professional Knowledge
  • Personal Qualities
  • With-it-ness (McEwan, 2002)
  • Instructional Effectiveness
  • Good Communicator
  • Street Smarts
  • Willingness to Go the Extra Mile
  • Lifelong Learner
  • Life Outside the Classroom

27
Closing Thoughts
  • Obviously Ts cant be all things to all people.
  • No teacher is uniformly strong in all areas.
  • Which of these traits is most important?
  • Are there any that you identified that we have
    not included?

28
Contact Details
  • Christine Coombe
  • christine.coombe_at_hct.ac.ae
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