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The effective teacher’s characteristics as perceived by students

The effective teacher’s characteristics as perceived by students. by Charles B élanger (Canada) Bernard Longden (U.K.). How will we do this?. The plan. A few questions. What are the ingredients used to define a teacher’s effectiveness?

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The effective teacher’s characteristics as perceived by students

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  1. The effective teacher’s characteristics as perceived by students by Charles Bélanger (Canada) Bernard Longden (U.K.)

  2. How will we do this?

  3. The plan

  4. A few questions • What are the ingredients used to define a teacher’s effectiveness? • Why are some teachers more effective at engaging the attention of students? • Is there a gap between students’ expectations and actual delivery of teaching?

  5. Studies find that society expects… • Think critically • Solve complex problems • Act in a principled manner • Be dependable • Read, write, and speak effectively • Have respect for others • Adapt to change • Engage in life-long learning

  6. Main purposes of study • Find out most desired attributes to effectively communicate knowledge and skills…as perceived by European students • Measure the gap between expectations and experiences

  7. Various descriptions of effectiveness • Facilitating student educational objectives • Enthusiastic, charismatic, expressive • Strong communications skills • Comfortable learning atmosphere • Fostering student motivation • Showing care for students’ learning • Good course organisation

  8. Training on how to study • “Only 14% of students say they had been formally taught how to study, in high school or in college”

  9. Two teaching frameworks • Teacher-focused: content –oriented and correct information • Student-focused: learning-oriented and conceptual change • Significant differences between what teachers and students think as important

  10. Attention is drifting after 10-20 minutes

  11. INVOLVEMENT • “Strong relationship between students’ active involvement and effective learning” • “Between 70% and 90% of professors use the traditional lecture as their primary instructional strategy” • “Only 17% of faculty use essay tests as opposed to recall answers”

  12. Methodology • Development of a test instrument • Personality characteristics-bipolar • Classroom environment-Likert • Teaching style-Likert • Expected and experienced templates • Secure website • Use of EAIR members

  13. Responses • 1883 responses • 10 European countries • 53% females, 47% males • 82% undergraduates • 87% in science and professions • 78% ≤ 25 years of age • 16% from groups >100 students • 18% from groups >50 and <100

  14. Data treatment • Factor analysis • Reduce the number of variables • Cluster the interdependent variables • Analysis of variance • Verify effects of other elements (program level and type, gender) • Paired t-test • Check differences between expected and experienced

  15. Personality Characteristics (Scale: 7.0) Characteristics Expected Experienced Difference • Inspiring 6.44 3.97 35% • Open-minded 6.09 4.29 26% • Approachable 6.26 4.53 25% • Enthusiastic 5.94 4.25 24% • …………. …… …… …… • Rational 6.02 4.96 15% • Confident 6.00 4.98 15% • Assertive 5.43 4.56 12% Mean 5.82 4.41 20%

  16. Classroom Characteristics (Scale: 5.0) Characteristics Expected Experienced Difference • Enjoy Teaching 4.38 3.08 26% • Learning Env. 4.66 3.42 25% • Clear requirem. 4.39 3.17 24% • Concerned 4.06 2.96 22% • ………. …… …… …… • Control discuss. 4.00 3.31 14% • Knowledgeable 4.27 3.68 12% Mean 4.30 3.28 20%

  17. Teaching Styles & Skills (Scale: 5.0) Characteristics Expected Experienced Diff. • Explains clearly 4.67 3.29 28% • Interesting presentation 4.39 3.02 27% • Adapts to needs 4.19 2.96 25% • Generates interest 4.38 3.11 25% • …………. …… …… …… • Class level teaching 3.94 3.26 14% • Ends class on time 3.40 3.45 0% Mean 4.30 3.25 21%

  18. Students’ Attributes (Anova) • Program level had an effect (p<.05 to p<.001) • Program type had an effect (p<.05 to p<.001) • Gender had an effect (p<.05 to p<.001)

  19. Expected vs. Experienced (Paired t-test) • Significant on all 51 items (p<.001) • Average differential of 20% • Range of differential: from 0% to 35%

  20. Expectations from teachers by students • Enthusiasm for ideas & subject matters • Empathy towards them as persons • Strong knowledgeable classroom manager • Open-learning agora • No fear of reprisal • Inclusive, tolerant, and respectful • Effective communication • Connections with real life

  21. So many expectations!!!

  22. Some Conclusions • Students are essential protagonists • Students want to be partners in learning • Teachers are best to judge: • Subject matter • Class objectives • Grading standards • Students are best to judge: • Clarity of communication • Openness, approachability, enthusiasm • Empathy

  23. Lest we forget • The act of teaching is complex • Students’ perceptions are essential part of teaching evaluation • …but should not be synonymous with faculty evaluation

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