Effective teachers professional skills and abilities chapter 12
Sponsored Links
This presentation is the property of its rightful owner.
1 / 21

Effective Teachers: Professional Skills and Abilities Chapter 12 PowerPoint PPT Presentation


  • 104 Views
  • Uploaded on
  • Presentation posted in: General

Effective Teachers: Professional Skills and Abilities Chapter 12. Effective Teachers. Focus and Engage Students’ Attention Use Instructional Time Efficiently Conduct Interactive Instruction. Focusing and Engaging Students’ Attention. Establishing set Using variety.

Download Presentation

Effective Teachers: Professional Skills and Abilities Chapter 12

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Effective Teachers: Professional Skills and AbilitiesChapter 12


Effective Teachers

  • Focus and Engage Students’ Attention

  • Use Instructional Time Efficiently

  • Conduct Interactive Instruction


Focusing and Engaging Students’ Attention

  • Establishing set

  • Using variety


Focusing and Engaging Students’ Attention

  • Establishing set (providing a context for the lesson and the instruction)

    • Set induction

    • Orientation set

    • Evaluative set


Beginning the Lesson

4 Goals of Establishing

an Effective Set


4 Goals

  • Introduce topic in a way that makes it novel, interesting or relevant

  • Establish an interactive climate and tone

  • Direct learners’ attention to important aspects of the content or communicate objectives

  • Link lesson with what students already know


Using Variety

  • Instructional Activities and Materials

  • Interacting with Students

  • Interfacing with Students


Using Instructional Time Efficiently

  • Optimizing time

  • Maintaining momentum

  • Making smooth transitions


Using Instructional Time Efficiently

  • Optimizing time

    • Time on task

    • Mandated time

    • Allocated time

    • Academic instruction time

    • Academic learning time


Academic Learning Time

  • “Engaged time”

  • Two factors are considered

    • Amount of time a given student is actively engaged in the instruction/learning process

    • Student’s success at the activity


Improving Use of Time

  • Use all time available for instruction rather than other tasks

  • Begin and end on time

  • Have materials, equipment, and activities planned & ready

  • Enforce rules requiring students to be on time and prepared


Improving Use of Time cont.

  • Monitor

  • Plan more than needed

  • Establish signals for the end of the lesson

  • Establish routines

  • Give directions clearly


Conducting Interactive Instruction

How to Ask Questions

  • Require students to process and compose

  • Avoid rhetorical questions

  • Ask only one question at a time

  • Consider the type of question or level of thought required of students

    • Divergent/convergent

    • Content/process


Obtaining Good Answers

  • Wait time

    • Pause between the teacher’s question and the student’s response

    • Pause between the student’s response and the teacher’s reaction

  • Ensure equal distribution of answers

  • Probing

  • Redirecting

  • Rephrasing


Providing Clear Instruction

  • Clear teachers emphasize important points by:

    • Repeating them

    • Writing them on the board

    • Pausing after stating them

    • Reviewing them


Instructional Clarity

  • Preparing and entering the lesson

  • Introducing and emphasizing content

  • Elaborating on important ideas or concepts

  • Monitoring students’ understanding and remediating when students fail to understand


Monitoring Students’ Progress

  • Monitoring can be:

    • Formal

    • Informal


Improving Monitoring

  • Moving around the room

  • Maximizing interactive, whole-group interaction

  • Using good questioning techniques

    • Calling on all students

    • Spending little time at your desk

      or with one student


Providing Feedback and Reinforcement

  • Effective feedback includes:

    • The criteria used to evaluate performance

    • How the student’s performance relates to the standard


Providing Feedback and Reinforcement

  • More effective feedback

    • Provide as frequently as possible

    • Provide as soon after performance as possible

    • Make as specific as possible


Providing Feedback and Reinforcement cont.

  • Focus on the quality of the performance rather than intentions or motivations

  • Allow students to assume responsibility for assessing their own progress


  • Login