What Does It Mean to Be an Edffective Teacher?

What does it mean to be an effective teacher??

Being an effective teacher entails several key attributes. Focusing on students achieving and accomplishing what it is they have been taught and giving student's encouragement, learning through positive experiences and giving effective feedback as well as providing a safe and effective learning environment are all key factors in being an effective teacher. Teachers need to prepare efficiently for each lesson thus ensuring a higher-order thinking and deep knowledge of the contents of what is being taught. (Faull, 2009, p.33).

Being an effective teacher also includes; providing a quality learning environment and catering for individual student's needs, such as a physical disability or a mental disability. To be an effective teacher one must have an approachable disposition so to encourage children to answer questions and to engage in group activities as these all help in effective learning. Creating classroom activities that encourage learning through originality as well as methods that have been used previously by other teachers, helps to provide students an opportunity to learn and absorb what is being taught. The statement provided by Gurney (2007), p.92, paragraph 3, reiterates, "in essence a teacher who brings a passion for teaching to the subject, and takes responsibility for the creation of an environment that allows for the sharing and enjoyment of that knowledge, will be creating an effective learning environment" Effective teachers need to have a passion and energy for what they are teaching, in order to create an effective learning climate. Enjoyment through sharing the knowledge taught is essential.

Vicki Blackmore a grade 6 teacher at Wyndcliffe Primary School illustrates an effective teaching method, by planning lessons effectively and having a clear objective in mind when teaching. Ms Blackmore is also mindful of similar genres the children have been taught previously and she uses these genres as a basis to build her lesson upon. Different techniques are used during lessons such as independent seat work, group share and the use of materials such as the interactive whiteboard help to ensure the student's absorb the knowledge being shared to its full potential. Making use of teacher's aids and student teachers Ms Blackmore caters to the student's needs, especially those that are at a disadvantage.

Focus on student achievement is vital to being an effective teacher. Providing classroom activities that encourage learning is one of the main attributes to effective teaching. (Gurney, 2007, p.92)

An effective classroom is a classroom of opportunity and experience, where learners can explore and experiment in a climate that recognises the process of learning as the measure of success rather than the right answer approach. (Stipek, 1996, 9.105). In order to achieve an effective learning environment one must plan, reflect and prepare. "Effective teaching is not a passive action" (Gurney, 2007, p.93)

As is now widely used a constructivist view can certainly add to effective teaching. A constructivist approach provides an environment where students have ample opportunity for the social negotiation of their understandings. Social negotiation through peer interaction can be provided by group work. Students taught under this approach are given opportunity to explore emerging knowledge through access to books and the World Wide Web. (Fetherston, 2007, p270). In order for this approach to be effective teachers need to have a well organised set of strategies and objectives in mind. This approach if used to its full advantage can strengthen the effectiveness of teaching.

Being an effective teacher requires focus on student's achievement. In order to achieve this, teachers should strive to have a strong commitment to planning each lesson effectively. Delivering the lessons passionately will help students to absorb the information and knowledge being given to them. Teaching structured lessons and being familiar with what motivates students will help teachers to achieve this. By using this familiarity and motivation teachers can closely monitor each student's achievements. This enables them to provide every one of their students with regular feedback on their performance, and gives them valuable information to assess the impact of their teaching. ("Effective teaching", 2008, .p2)

Providing students with a safe and hazard free learning environment will ensure students are focused on the lesson being taught rather than unsafe or distracting surroundings.

Every student is entitled to an equal opportunity for a quality learning experience. Students with learning difficulties such as dyslexia and physical disabilities such as hearing impairment need to be sufficiently catered and provided for. Making use of student teachers and teachers aids will help to ensure these students receive a positive and fulfilling learning experience. Using these available aids in the classroom will also ensure the rest of the students in the classroom are not forgotten.

Integral to being an effective teacher is providing activities both inside and outside of the classroom that stimulate and encourage learning. To achieve these teachers must be able to identify with the students and be prepared to test the students intermittently to ensure they are aware of how the class is developing and absorbing the information taught. (Gurney, 2007, p.93). Activities such as class discussions, group work and independent seat work are all ways in which to stimulate students learning capabilities. Having some spontaneity like deciding to take the children out of doors during a class will also keep children excited and stimulated, doing so can also add deeper dimension to the student's learning cycle. Teachers that are passive and lack an engaging in approach can come across many limitations to their students learning capabilities. Limitations such as the class not paying attention and therefore not absorbing the information taught.

In the Western Australian Curriculum Framework ( WA Curriculum Council 2005), under the teaching and learning section it is stated: ..."learners need to be able to connect to new experiences to what they already know and can do, while at the same time reconstructing what they know and can do to take account of the challenge provided by their new experience". (Fetherston, 2007, pp.262, 263). This captures what constructivist learning is about. Constructivism generally uses student's own knowledge and applies it to what is being taught. What happens in the classroom each individual student will uniquely perceive. Assisted