What Does It Mean to Be an Effective Teacher?

What does it mean to be an efficient instructor? Introduction There atomic number 18 m any(prenominal) factors that contribute to what it convey to be an utile teacher. They could be someone who has a deep appreciation of what they be pedagogics and skills to create an ideal environment to sanction compulsive cognition outcomes for assimilators regardless of their background or ability (Victorian De personament of pedagogics & Training, 2005). They leave project the ability to break in a variety of strategies and practices to reinforcing stimulus students learning by gist of supplying, implementing and evaluating their lessons and a positive doctrine on pedagogy. virtually another(prenominal) factors that form a successful and useful teacher could include having a professional attitude, a variety of association from a frame of argonas and exceptional figurening and organisational skills. An hard-hitting teacher entrust have the means to successfully me te out a classroom, an ongoing dedication to professional culture and of course, an ability to cogitate to squirtren. A philosophical system, such(prenominal) as constructivism, reflecting the teachers ideals and morals and breeding abilities go forth also hand over structure to an gistive teacher. ProfessionalismA professional teacher encompasses a range of standards such as academic, ethical, legal, personal and cultural (professional standards, is discussed in depth nonwithstanding on) (Whitton, Barker, Nosworthy, Sinclair & Nanlohy, 2010). Academic standards involve attaining formal command qualifications and complying with the pertinent state teaching authoritys adoptments on supplementing qualifications with teaching certifications (Whitton et al, 2010). An efficacious teacher go out have attained the relevant qualifications and looked into their governing bodys standards and requirements to be able to teach.Ethical standards encompass undertaking the right con duct and practice in incorporation with the school daytimess policies and procedures and the teachers own moral ideals and being sensitive to hush-hush information and transparent in behaviour (Whitton et al, 2010). Legal standards involve complying with peasant protection laws and providing relevant documentation clearing the teacher to work with children (Whitton et al, 2010). An effectual teacher leave provide this documentation upon application in any teaching role.Leg all in ally, teachers are also providing a duty of care to students, protect them from any reasonable foreseeable harm whenever they are involved in a school based activity (Whitton et al, 2010). Personal standards refer to do the duties of the role employed for in an honest and integral manner (Whitton et al, 2010). An effective teacher volition deficiency to appropriately dress, act, speak and behave (Whitton et al, 2010, p. 60). Arriving to school activities in a timely manner depart also visualise a professional attitude (Whitton et al, 2010).Finally, cultural standards refer to respecting and showing concedeance account towards students, parents and fellow staff from different race and religion (Whitton et al, 2010). An effective teacher pass on encourage community cohesion, recognise and value other cultures and shape up tolerance (NSW Department of Education & Training, 2005). A teacher with professional standards and ideals intromit for be effective as an educator, co-worker and community leader. Teaching philosophical system An effective teacher result have developed a philosophy of teaching that fits within their ideals and provides a positive learning outcome for students.A teacher forget extremity to decide what type of teaching flak they want to use such as an authoritarian ascend which demands student compliance a permissive approach where the teacher is more(prenominal) of a friend than an authority figure or an authoritative approach where expectations are explained and self-direction is encouraged (Whitton et al, 2010). Setting goals and objectives in line with what type of teacher they intend to be, interpreting the syllabus and instinct students learning needs and abilities leave behind help provide structure and organisation in the classroom environment.A productive way to set out these goals, objectives and teaching philosophy could be by creating a teaching portfolio. A teaching portfolio will allow a teacher to list any personal hitments, what they hope to achieve in the teaching profession and how they hope to achieve it and will appease to change over time as different approaches to teaching are developed and evaluation and reflection on teaching practices are be after and implemented (Haugen, 1998 The University of Adelaide, 2005).Although not authorization, a teaching philosophy, especially for a potassium alum teacher, will provide a platform to return to when facing uncertainty, prognostication or fear when t eaching for the first time (Beginning Teachers, 2011). A teachers philosophy will influence how they teach and show that they are committed to their profession and creating a positive learning environment. An effective and usual type of teaching philosophy involves a constructivist approach. Constructivism A constructivist approach to teaching is currently the main type of method used in Australia straight off (Fetherston, 2007).Constructivism typically involves students taking whatever they learn in the lesson, interpreting it with the tending of their own view and memories and constructing an individual variant of the lesson (Fetherston, 2007). In most classrooms, this will happen in a group setting, known as sociable constructivism but can happen individually which is known as mental constructivism (Fetherston, 2007). A social constructivism approach relies on language and interaction with others and is more effective if the others have a greater discernment of the task (Fet herston, 2007).Lev Vygotsky, a Russian psychologist, believed that adults can nurture a childs approach to learning and development finished encouraging them to undertake activities using material and cognitive tools to encourage their performance and translation of the activity (McDevitt & Ormrod, 2010). In a classroom, a social constructivist approach will allow children to develop their view processes, communication and ability to complete tasks through social interaction thence adopt an individual approach to tasks through repetition and personal interpretation (McDevitt & Ormrod, 2010).A psychological constructivist approach is based on a childs physical and social environments effect on their cognitive development (Fetherston, 2007). Jean Piaget, a pioneer in child development, implied that people have four stages of development, each with their own characteristics starting from birth through to adulthood (Fetherston, 2007 McDevitt & Ormrod, 2010). Piaget found that diff erent cognitive processes take place, influencing a childs interpretation of a task depending on the development stage they are in (Fetherston, 2007).In a classroom, using this approach would require the teacher to apprehend the stage of development the child is in and incorporate their abilities whilst in that stage to the presentation of the lesson. Adopting a constructivist approach, whether social or individual, to teaching will allow a teacher to have a range of well up researched teaching strategies to incorporate into lessons, creating a positive, nurturing class environment (Fetherston, 2007). Knowledge & planningA teachers knowledge is not just astir(predicate) what they have learnt through study, but their knowledge of curriculum and center, issued by the relevant governing body knowledge of students, including information gathered before impact the student and information gathered whilst teaching knowledge of the school environment, such as school history, policies a nd procedures knowledge of the community the school is situated in and self-knowledge of the teachers own teaching style (Whitton et al, 2010).By using their knowledge from all these fields, an effective teacher will be able to plan, implement and adjudicate a lesson to attain an ideal learning outcome (Whitton et al, 2010). Planning a lesson will involve taking the required knowledge from the areas above and preparing to hit the sack it to the class (Whitton et al, 2010). Implementing a lesson will involve using the appropriate aforethought(ip) materials and resources to deliver the curriculum content to the students in the allocated timeframe (Whitton et al, 2010).Evaluation will require the teacher to reflect upon a number of factors including the students registering of the lesson, the suitability of the lesson content and the teaching strategies used (Whitton et al, 2010). An effective teacher will be nonionised so students are continually inspired to complete any tasks a nd accede in the lesson. MotivationMotivating students to inscribe in learning will require a positive, effective teaching strategy. Motivation can be described as setting students in the right direction and memory them on track (McDevitt & Ormrod, 2010). Even though one person is not accountable for the pauperization of another, a teacher should make learning gentle by offering incentives and positive reinforcement and encouraging self-motivation (Christophel, 1990).There are two types of motivation to understand, intrinsic motivation, when the student completes a task for no external reward or extrinsic motivation, where they receive an award or avoid punishment for completing a task (Marsh, 2008). Understanding the types of motivation will help the teacher set achievable learning goals for the students and attaining these goals through extrinsic motivation will encourage students to be more positive(p) and in turn use intrinsic motivation to achieve tasks (Marsh, 2008).A mo tivating teacher will have a lasting effect on a students ability to learn. By understanding that student motivation decreases through the school years, an effective teacher will have strategies in place to engage students and keep them focused (Whitton et al, 2010). Some of the most effective motivational strategies include having a relaxed body position, fervency and sensitivity, providing verbal encouragement and offering a simple smile (Christophel, 1990 Marsh, 2008).This will come across as positive to the student who will touch competent and self-efficient. Incorporating motivation into the classroom requires a teacher to have effective steering techniques. Classroom management world an effective teacher means setting in place a classroom management plan that encompasses proactive behaviour management, setting clear expectations and successful lesson planning skills (Queensland College of Teachers, n. d). This will create a positive, reliable learning environment that can motivate and ncourage students to be involved in their learning experience. Proactive behaviour management will require the teacher to use effective, appropriate responses to misbehaviour that minimise disruption to the rest of the class (Bennett, 1994). A teacher will need to incorporate skills from a number of areas such as knowledge of curriculum and content, understanding of human development and planning skills to create an effective lesson (Whitton et al, 2010).They will also need to have access to a variety of resources and materials to serve up in presenting the lesson teaching and learning strategies in place such as what instructional modes will be used to deliver the lesson, how the students will be grouped during the lesson, how much time will be allowed for the lesson, what space will be required to undertake the lesson and how the students will be assessed on their understanding of the lesson exceptional interpersonal and intrapersonal skills to enhance how the teac her relates to students, co-workers, non-teaching staff and parents and day to day classroom management and organisation abilities (Whitton et al, 2010). An effective teacher will allow considerable time to prepare lessons and organise the management of the classroom. To continue to develop on these skills, the teacher will need to reflect on their skills and hear further development to enhance their abilities. Professional development & reflection Lastly, an effective teacher will continue to reflect upon their teaching and seek further development to enhance their pedagogical abilities.They will understand that being part of a dynamic profession, there is continual advancement in teaching and learning strategies therefore keeping up to date with any spick-and-span information could improve their pedagogical skills (Victorian Department of Education, 2005). They will identify and understand any areas of development needed by seeking advice and support from co-workers and other ex perienced teachers, students and parents and from their own personal reflection (NSW get of Teachers, 2010). Failing to participate in further development or not feeling the need to update skills and knowledge, will impact on the students learning outcomes and the class environment.The NSW Institute of Teachers has a policy on continued professional development that lists the mandatory requirements for teachers to participate in authorised further development over 5 year periods (NSW Institute of Teachers, 2008). This could include participating in formal and promiscuous training, conducting research or participating in staff development geezerhood (Whitton et al, 2010). The more knowledge a teacher has, the more they will understand their students learning abilities and how to create a positive learning environment. This will enhance their effectiveness as a teacher. Conclusion Being an effective teacher means having the ability to manage the classroom, having an understanding o f how to relate to children and having a professional attitude and demeanour.They should have a wide knowledge base with a commitment to ongoing professional development and a philosophy on how they teach and why. An effective teacher will encourage students to be engaged and motivated to learn and be able to manage the classroom in a positive way that makes children feel safe and comfortable. If a teacher can encompass all these things they will acquire that they make themselves effective in their profession. References Bennett, B. (1994). Bump 1 Preventing and responding to misbehaviour through low-key responses. Classroom management A thinking and caring approach. 10, 187-218 Retrieved from http//edocs. library. curtin. du. au/eres_display. cgi? url=dc60261243. pdf©right=1 Christophel, D. (1990). The dealingships among teacher immediacy behaviours, student motivation, and learning. converse Education, 39. Retrieved from http//professoryates. com/seu/Podcasts/Dissertation%2 0Research/SteveArticles11. 12C/Christophel90ImmediacyMotivationLearning. pdf Department of Education & Training, Victoria, Office of School Education. (2005). Professional learning in effective schools The seven principles of highly effective professional learning. Retrieved from http//www. eduweb. vic. gov. au/edulibrary/public/teachlearn/teacher/ProfLearningInEffectiveSchools. df Fetherston, T. (2007). Becoming an effective teacher. South Melbourne Cengage Learning. Haugen, L. (1998). Writing a teaching philosophy statement. Retrieved from http//www. celt. iastate. edu/teaching/philosophy. html McDevitt, T. M. , & Ormrod, J. E. (2010). Child development and education. (4th ed. ). saucy Jersey, USA. Pearson Education Inc. NSW Department of Education & Training. (2005). Cultural diversity and community relations policy Multicultural education in schools. Retrieved from https//www. det. nsw. edu. au/policies/student_serv/equity/comm_rela/PD20050234. shtml? aim= NSW Institute of Tea chers. (2008). Policies Professional competence.Retrieved from http//www. nswteachers. nsw. edu. au/Continuing-ProfessionalDevelopment/CPD-Policy/ NSW Institute of Teachers. (2010). Professional teaching standards. Retrieved from http//www. nswteachers. nsw. edu. au/Main-Professional-Teaching-Standards/ Queensland College of Teachers. (n. d). Classroom management essential skills for classroom management. Retrieved from http//beginningtoteach. qct. edu. au/Teachingandlearning/ClassroomManagement. html The University of Adelaide, focus on for Learning and Professional Development. (2005). Developing your teaching portfolio. Retrieved from http//www. adelaide. edu. au/clpd/teaching/portfolio/t_portfolio. pdf