An Amazing Teacher's Attributes!!!!!

Teachers cannot be solely responsible for student learning because it is an internally controlled activity. ... As Schalock notes, “educator accountability for student progress in learning goes hand-in-hand with the social contract that assigns responsibility for education to schools.”

I believe if a teacher possesses the following characteristics and qualities, he/she can become a very good teacher with large fan base too.

• Friendliness and Congeniality. ...
• A Good Personality. ...
• Deep Knowledge and a Great Education. ...
• A Good Communicator. ...
• A Good Listener. ...
• A Good Sense of Humor. ...
• Kindness.

A good teacher affects eternity; he can never tell where his influence stops.

— Henry Adams

Every teacher wants to be a good teacher, but what is this myth about being a "good teacher"? Who is it? What are the characteristics? And how can you become one?

Teaching jobs are often lucrative and satisfying for people who love to teach. I am a teacher too, though I do not think myself as a very good teacher, but I know for one thing that majority of my students do love me, and I guess this is the point where good things start to happen.

I was thinking about what are the characteristics of a good teacher and how can I one. Or which characteristics and qualities should a good teacher possess? So I came up with some qualities which I found most relevant for a person involved in a teaching job. I believe if a teacher possesses the following characteristics and qualities, he/she can become a very good teacher with large fan base too.

1. Friendliness and Congeniality

I think the most important characteristic of a good teacher can have is to be friendly and congenial with his students. It is a plus if his students can share their problems with him, without being afraid or hesitant. I think students have always thoughts of their teachers as their enemies (in a funny sense though :p). With this mentality, they can never be close to each other, and besides that how many teachers did you like who were NOT friendly, and were rather arrogant and rude?

2. A Good Personality

A good teacher has a very good personality; there is no second thought about it. Students always get attracted to teachers with good personality which leads to better communication, understanding, and ultimately good results. Everyone can have a good, decent, likable, and presentable personality. Just dress sensibly well, smell good, and be a little gentle and kind. That's all.

3. Deep Knowledge and a Great Education

Another important characteristic of a good teacher is his knowledge and own education. There is a saying that 'a teacher is only as good as his knowledge is.' After all, he is doing a teacher's job, which is to teach. If he himself lacks in the knowledge of a certain subject that he teaches, he is never going to make a name for himself. So, sign up with only that subjects which you have really good expertise; and it is a moral duty too. Otherwise, it is not worth it.

4. A Good Communicator

One of the very important characteristics of a good teacher is his communication skills. He should be a very good speaker. This characteristic will provide benefits in several ways. For example:

1. If his communication skills are good, he can convey his lectures with better skill and results.
2. If he is a good speaker, his class strength increases automatically. People love to hear a person who he can speak well enough. There is always a shortage of good speakers in the world ;)

5. A Good Listener

Apart from being a good communicator, a good teacher should also have the characteristic of being an even better listener. As there is Turkish proverb:

"If speaking is silver; then listening is gold."

Remember, a good listener will always have many friends and fans. Because people do not want to hear every time, they need people who can listen to them as well. And when a good teacher develops this patient quality in himself, he starts to become a great teacher.

6. A Good Sense of Humor

A good teacher should also have the quality and characteristic of having a good sense of humor. It is a logical fact that a person generally teaches the next generation and as they are younger than the professor, they are expected to have more fun in the class too. So, a good teacher is the one who can keep up with his sense of humor, and with his strong communication skills and personality, can also maintain the discipline of the class.

7. Kindness

The last but obviously one of the most important characteristics to have in his box of qualities: he should be a gentle, kind, chivalrous, and benevolent person. Students should love him, and when they do love him, they idolize him. Then ultimately, they will respect him, will do the homework, and eventually will bring greater outputs and results.

Which is the most important characteristic of a good teacher?

Friendly and Congenial

A Good Personality

His Knowledge and Education

A Good Communicator

A Good Listener

Having A Good Sense Of Humour

Gentle and Kind

The Role of Teachers in Education:

A teacher's role involves more than simply standing in front of a classroom and lecturing. In fact, even though a teacher spends the majority of the day in the classroom, the actual teaching component is only part of the job. An effective teacher understands that teaching involves wearing multiple hats to ensure that the school day runs smoothly and all students receive a quality education.

According to the George Lucas Educational Foundation, the role of a teacher today is much different than it used to be. Teacher's used to be told what to teach, and how to teach it. They were expected to use the same methods for all students. In today's world of education, a teacher's role is quite multifaceted. Their job is to counsel students, help them learn how to use their knowledge and integrate it into their lives so they will be valuable member of society. Teachers are encouraged to really tune into how each individual student learns, and try to really challenge and inspire them to learn.

 

Planning

At the planning stage, teachers play multiple roles. They are learners, constantly taking classes and attending professional development sessions to learn the latest best practices and strategies for effective teaching. Many teachers regularly collaborate with one another to gain new ideas for teaching, planning grade-level instruction and combining subjects to enhance the learning experience. They analyze test results and other data to help determine the course of their instruction and make changes in their classrooms. Teachers also design lesson plans to teach the standards and provide engaging activities, while taking into account each student's interests and instructional needs.

Instruction

Instead of just lecturing in the classroom, teachers are facilitators of learning, providing students with the information and tools they need to master a subject. At times, teachers act like tutors, working with small groups of students or individual students within the classroom or after class. Teachers also play the role of evaluators, constantly assessing students' abilities through formal and informal assessments, providing suggestions for improvement and assigning grades.

Student Interaction

Perhaps the most important roles teachers fill involve interacting with students. Teachers must be leaders in the classroom and in the school, earning the respect of students and setting a positive example. They must be disciplinarians, doling out fair and consistent punishments to students who break the rules. At the same time, teachers must show care and concern for students. A teacher has the power to build up or tear down a student's self-esteem and make a student's day or ruin it in an instant. When interacting with students, a teacher must fill the role of a counselor, a surrogate parent, a nutritionist and someone who has the best interests of every child at heart.

Other Professional Duties

Throughout the school day and over the course of the school year, teachers take on other roles, as well. They are chaperones at school functions and coaches of school sports. They are monitors at lunch and recess and serve as fundraisers for field trips and school supplies. Teachers also play the role of interior designer, making sure their classrooms are set up to support learning and act as artists when they update their bulletin boards and other displays.

Imagine a school where teaching is considered to be a profession rather than a trade. The role of teachers in a child's education -- and in Indian culture -- has fundamentally changed. Teaching differs from the old "show-and-tell" practices as much as modern medical techniques differ from practices such as applying leeches and bloodletting.

Instruction doesn't consist primarily of lecturing to students who sit in rows at desks, dutifully listening and recording what they hear, but, rather, offers every child a rich, rewarding, and unique learning experience. The educational environment isn't confined to the classroom but, instead, extends into the home and the community and around the world. Information isn't bound primarily in books; it's available everywhere in bits and bytes.

Students aren't consumers of facts. They are active creators of knowledge. Schools aren't just brick-and-mortar structures -- they're centers of lifelong learning. And, most important, teaching is recognized as one of the most challenging and respected career choices, absolutely vital to the social, cultural, and economic health of our nation.

Today, the seeds of such a dramatic transformation in education are being planted. Prompted by massive revolutions in knowledge, information technology, and public demand for better learning, schools nationwide are slowly but surely restructuring themselves.

Leading the way are thousands of teachers who are rethinking every part of their jobs -- their relationship with students, colleagues, and the community; the tools and techniques they employ; their rights and responsibilities; the form and content of curriculum; what standards to set and how to assess whether they are being met; their preparation as teachers and their ongoing professional development; and the very structure of the schools in which they work. In short, teachers are reinventing themselves and their occupation to better serve schools and students.

New Relationships and Practices

Traditionally, teaching was a combination of information-dispensing, custodial child care and sorting out academically inclined students from others. The underlying model for schools was an education factory in which adults, paid hourly or daily wages, kept like-aged youngsters sitting still for standardized lessons and tests.

Teachers were told what, when, and how to teach. They were required to educate every student in exactly the same way and were not held responsible when many failed to learn. They were expected to teach using the same methods as past generations, and any deviation from traditional practices was discouraged by supervisors or prohibited by myriad education laws and regulations. Thus, many teachers simply stood in front of the class and delivered the same lessons year after year, growing gray and weary of not being allowed to change what they were doing.

Many teachers today, however, are encouraged to adapt and adopt new practices that acknowledge both the art and science of learning. They understand that the essence of education is a close relationship between a knowledgeable, caring adult and a secure, motivated child. They grasp that their most important role is to get to know each student as an individual in order to comprehend his or her unique needs, learning style, social and cultural background, interests, and abilities.

This attention to personal qualities is all the more important as America continues to become the most pluralistic nation on Earth. Teachers have to be committed to relating to youngsters of many cultures, including those young people who, with traditional teaching, might have dropped out -- or have been forced out -- of the education system.

Their job is to counsel students as they grow and mature -- helping them integrate their social, emotional, and intellectual growth -- so the union of these sometimes separate dimensions yields the abilities to seek, understand, and use knowledge; to make better decisions in their personal lives; and to value contributing to society.

They must be prepared and permitted to intervene at any time and in any way to make sure learning occurs. Rather than see themselves solely as masters of subject matter such as history, math, or science, teachers increasingly understand that they must also inspire a love of learning.

In practice, this new relationship between teachers and students takes the form of a different concept of instruction. Tuning in to how students really learn prompts many teachers to reject teaching that is primarily lecture based in favor of instruction that challenges students to take an active role in learning.

They no longer see their primary role as being the king or queen of the classroom, a benevolent dictator deciding what's best for the powerless underlings in their care. They've found they accomplish more if they adopt the role of educational guides, facilitators, and co-learners.

The most respected teachers have discovered how to make students passionate participants in the instructional process by providing project-based, participatory, educational adventures. They know that in order to get students to truly take responsibility for their own education, the curriculum must relate to their lives, learning activities must engage their natural curiosity, and assessments must measure real accomplishments and be an integral part of learning.

Students work harder when teachers give them a role in determining the form and content of their schooling -- helping them create their own learning plans and deciding the ways in which they will demonstrate that they have, in fact, learned what they agreed to learn.

The day-to-day job of a teacher, rather than broadcasting content, is becoming one of designing and guiding students through engaging learning opportunities. An educator's most important responsibility is to search out and construct meaningful educational experiences that allow students to solve real-world problems and show they have learned the big ideas, powerful skills, and habits of mind and heart that meet agreed-on educational standards. The result is that the abstract, inert knowledge that students used to memorize from dusty textbooks comes alive as they participate in the creation and extension of new knowledge.

New Tools and Environments

One of the most powerful forces changing teachers' and students' roles in education is new technology. The old model of instruction was predicated on information scarcity. Teachers and their books were information oracles, spreading knowledge to a population with few other ways to get it.

But today's world is awash in information from a multitude of print and electronic sources. The fundamental job of teaching is no longer to distribute facts but to help children learn how to use them by developing their abilities to think critically, solve problems, make informed judgments, and create knowledge that benefits both the students and society. Freed from the responsibility of being primary information providers, teachers have more time to spend working one-on-one or with small groups of students.

Recasting the relationship between students and teachers demands that the structure of school changes as well. Though it is still the norm in many places to isolate teachers in cinderblock rooms with age-graded pupils who rotate through classes every hour throughout a semester -- or every year, in the case of elementary school -- this paradigm is being abandoned in more and more schools that want to give teachers the time, space, and support to do their jobs.

Extended instructional periods and school days, as well as reorganized yearly schedules, are all being tried as ways to avoid chopping learning into often arbitrary chunks based on limited time. Also, rather than inflexibly group students in grades by age, many schools feature mixed-aged classes in which students spend two or more years with the same teachers.

In addition, ability groups, from which those judged less talented can rarely break free, are being challenged by a recognition that current standardized tests do not measure many abilities or take into account the different ways people learn best.

One of the most important innovations in instructional organization is team teaching, in which two or more educators share responsibility for a group of students. This means that an individual teacher no longer has to be all things to all students. This approach allows teachers to apply their strengths, interests, skills, and abilities to the greatest effect, knowing that children won't suffer from their weaknesses, because there's someone with a different set of abilities to back them up.

To truly professionalize teaching, in fact, we need to further differentiate the roles a teacher might fill. Just as a good law firm has a mix of associates, junior partners, and senior partners, schools should have a greater mix of teachers who have appropriate levels of responsibility based on their abilities and experience levels. Also, just as much of a lawyer's work occurs outside the courtroom, so, too, should we recognize that much of a teacher's work is done outside the classroom.

New Professional Responsibilities

Aside from rethinking their primary responsibility as directors of student learning, teachers are also taking on other roles in schools and in their profession. They are working with colleagues, family members, politicians, academics, community members, employers, and others to set clear and obtainable standards for the knowledge, skills, and values we should expect America's children to acquire. They are participating in day-to-day decision making in schools, working side-by-side to set priorities, and dealing with organizational problems that affect their students' learning.

Many teachers also spend time researching various questions of educational effectiveness that expand the understanding of the dynamics of learning. And more teachers are spending time mentoring new members of their profession, making sure that education school graduates are truly ready for the complex challenges of today's classrooms.

Reinventing the role of teachers inside and outside the classroom can result in significantly better schools and better-educated students. But though the roots of such improvement are taking hold in today's schools, they need continued nurturing to grow and truly transform America's learning landscape. The rest of us -- politicians and parents, superintendents and school board members, employers and education school faculty -- must also be willing to rethink our roles in education to give teachers the support, freedom, and trust they need to do the essential job of educating our children.

 

 

The Duties of a Remediation Teacher

• Remediation teachers play an important role in a school. While they often get the benefit of working with students one-on-one or in small groups, they have a lot of work to do. Even though a remediation teacher's goal is to help students get back on track and build essential skills, not all students welcome their help, making the job even more challenging.

 

Determining Student Needs

Before a remediation teacher can effectively work with students, she must determine what the students need. A remediation teacher is responsible for using multiple diagnostic tools to determine student needs. These tools include online and paper-based tests designed to test basic skills. The teacher also observes students as they work to identify areas of confusion. The results will help a remediation teacher to select appropriate materials and exercises to help students to learn.

Student Instruction

Since most students a remediation teacher works with will need different types of help, one-on-one instruction will often take place. During one-on-one instruction, a remediation teacher may help students complete assignments for a specific class. Or, they may choose special assignments designed to help a student develop critical skills. While it may be difficult to watch a student struggle, a remediation teacher must avoid completing the work for the student or offering too much help. Instead, the teacher should model different ways of completing the work and give the student a chance to practice independently.

Interacting with Other Teachers

Often, students are referred to a remediation teacher by regular classroom teachers. The remediation teacher must work with a student's regular classroom teacher to determine what kind of help a student needs. Communicating with the regular classroom teacher also helps to ensure that the instruction in the remediation classroom is connected to what the student is learning in the regular classroom. This communication will help to ensure the remediation is successful.

Student Assessment

Regular assessments help to determine whether a student is making progress while working with the remediation teacher. The remediation teacher is often responsible for administering these assessments and analyzing the results. If students fail to make progress, the remediation teacher will either have to adjust the activities used with a particular student or meet with the regular classroom teacher, parents and school counselors to determine a different course of action. Students making progress may move on to new skills or may no longer need remediation.

The Teacher as a Person

Teachers are the representatives of both their content areas and their schools. How teachers present themselves makes an impression on administrators, colleagues, parents, and students. Often a student links the preference for a particular subject to a teacher and the way the subject was taught. A teacher who exudes enthusiasm and competence for a content area may transfer those feelings to the students. In addition, how the teacher relates to the pupils has an impact on the students' experience in the class. The teacher's personality is one of the first sets of characteristics to look for in an effective teacher. Many aspects of effective teaching can be cultivated, but it is difficult to effect change in an individual's personality.

Positive Qualities

• Assumes ownership for the classroom and students' success
• Uses personal experiences to provide real-world examples in teaching
• Understands students' feelings
• Admits mistakes and corrects them immediately
• Thinks about and reflects on practice
• Displays a sense of humor
• Dresses appropriately for the position
• Maintains confidential trust and respect
• Is structured, yet flexible and spontaneous
• Is responsive to situations and students' needs
• Enjoys teaching and expects students to enjoy learning
• Finds the win-win solution in conflict situations
• Listens attentively to student questions, comments, and concerns
• Responds to students with respect, even in difficult situations
• Communicates high expectations consistently
• Conducts one-on-one conversations with students
• Treats students equally and fairly
• Engages in positive dialogue and interaction with students outside the classroom
• Invests time with single students or small groups of students outside the classroom
• Maintains a professional manner at all times
• Addresses students by name
• Speaks in an appropriate tone and volume
• Works actively with students
• Provides tutoring to students before and after school

Red Flags of Ineffective Teaching

• Believes that teaching is just a job
• Arrives late to school and class on a regular basis
• Has numerous classroom discipline problems
• Is not sensitive to a student's culture or heritage
• Expresses bias (positive or negative) with regard to students
• Works on paperwork during class rather than working with students
• Has parents complaining about what is going on in the classroom
• Uses inappropriate language
• Demeans or ridicules students
• Exhibits defensive behavior for no apparent reason
• Is confrontational with students
• Lacks conflict resolution skills
• Does not accept responsibility for what occurs in the classroom
• Fails to acknowledge student and parent concerns

Classroom Management and Organization

A classroom reveals telltale signs of its user's style. Typically, a well-ordered classroom has various instructional organizers, such as rules posted on walls. Books and supplies are arranged so that frequently needed ones are easily accessible. The furniture arrangement and classroom displays often reveal how the teacher uses the space. Once the students enter, the details of a classroom at work are evident. The teacher's plan for the environment, related to the organization of both the classroom and the students, allows the classroom to run itself amid the buzz of student and teacher interaction.

Positive Qualities

• Establishes instructional and noninstructional procedures starting on the first day of school
• Positions chairs in groups or around tables to promote interaction
• Manages classroom procedures to facilitate smooth transitions, instructional groups, procurement of materials and supplies, and supervision of volunteers and paraprofessionals in the classroom
• Manages student behavior through clear expectations and firm and consistent responses to student actions
• Maintains a physical environment where instructional materials and equipment are in good repair
• Covers walls with student work, student-made signs, memos, and calendars of student events
• Has students welcome visitors and observers and explain activities to them
• Emphasizes students addressing one another in a positive and respectful manner
• Encourages interactions and allows low hum of conversations about activities or tasks
• Maximizes the physical aspect of the environment
• Arranges classroom so that all students can see and hear instruction
• Provides easy access to instructional materials
• Manages emergency situations as they occur
• Maintains acceptable personal work space
• Establishes procedures for running the classroom and handling routine student needs (e.g., bathroom visits, pencil sharpening, throwing away trash)
• Provides positive reinforcement and specific, timely feedback
• Notes positive interactions among students
• Disciplines students with dignity and respect
• Shows evidence of established student routines for responsibilities and student leadership
• Exhibits consistency and fairness in management style
• Uses proximity to students to manage behavior
• Involves students in formulating classroom rules
• Posts classroom and school rules
• Posts appropriate safety procedures

Red Flags of Ineffective Teaching

• Arranges desks and chairs in rows facing forward (without regrouping)
• Displays inconsistencies in enforcing class, school, and district rules
• Is not prepared with responses to common issues (e.g., bathroom visits, pencil sharpening, disruptions)
• Uses strictly commercial posters to decorate walls
• Lists teacher-formulated rules and consequences for negative behaviors
• Emphasizes facts and correct answers
• Gives unclear directions or explanations
• Punishes the entire class for the behavior of a few students
• Confronts student behavior in front of the entire class
• Assigns one task to be completed by all students
• Does not post or is not clear about expectations of students
• Does not display school or classroom rules
• Allows student disengagement from learning
• Is unavailable outside of class for students
• Complains inappropriately about administrative details
• Maintains an unsafe environment or equipment
• Fails to provide students with specific routines or responsibilities
• Keeps an unclean or disorderly classroom
• Uses many discipline referrals
• Makes up rules and consequences or punishment according to mood; is unpredictable
• Does not start class immediately; takes roll and dallies

Planning and Organizing for Instruction

Some teachers plan at home, and others work after school, crafting unit plans that incorporate various objectives. Regardless of where or how teachers plan and organize for instruction, the evidence of effective work is seen in the classroom. An observer in the classroom of an effective teacher can quickly comprehend the teacher's work by viewing the daily lesson objectives and activities posted. Further, the teacher is able to share what the class will be doing to follow-up on the lesson of the day. In many schools, teachers are required to submit weekly lesson plans; these plans typically note accommodations for different learning styles or needs and the variety of instructional approaches that will be used. It is important to note, however, that a lesson plan is not a final product; it is merely a description of what should be occurring in the classroom. Thus, a good plan doesn't guarantee high-quality instruction, but a poor plan most certainly contributes to ineffective instruction.

Positive Qualities

• Writes lesson plans for every school day
• Develops a syllabus to serve as a blueprint for the school year
• Gives students an agenda of objectives and activities so that they know the daily plan
• Uses student assessment and diagnostic data in instructional planning
• Includes assessment data and pretest results in the preparation of lesson plans
• Considers student work samples when writing lesson plans
• Aligns lesson plans with school district curriculum guides
• Creates teacher-developed assessments that promote higher-order thinking skills and are aligned with curriculum guides
• Incorporates state learning objectives into the lesson plans
• Writes lesson plans with clearly stated objectives that have measurable outcomes
• Includes use of available materials in lesson plans
• Incorporates technology in lesson plans
• Integrates other content areas when appropriate
• Indicates start and ending times for activities in lesson plans
• Includes activities and strategies to engage students of various ability levels in lesson plans
• Writes lesson plans that address review of materials or remediation and enrichment
• Incorporates effective questioning into lesson plans
• Addresses different learning modalities and styles in lesson plans
• Includes required accommodations for students with special needs in lesson plans
• Develops lesson plans that anticipate student misconceptions and prior knowledge and identifies strategies for addressing these
• Posts state standards or essential questions in classroom
• Provides pacing information in lesson plans
• Makes lesson plans for a substitute or an emergency that contain all necessary information available in an easily accessible area of the classroom

Red Flags of Ineffective Teaching

• Uses no (or very few) lesson plans or plans that are poorly written
• Does not have student assessment and diagnostic data available
• Makes no connection between assessment data and instructional planning
• Does not provide differentiated instruction
• Uses the textbook as the primary tool for planning
• Does not align lesson plans with local or district curriculum guides
• Does not incorporate state learning objectives into lesson plans
• Selects activities that are unrelated to the learning objective
• Teaches content that is inaccurate
• Develops lessons that are too difficult or too easy for the grade level
• Does not plan for or anticipate potential problems
• Writes lesson plans that mainly consist of text, lecture, or worksheets
• Does not actively engage students in learning
• Fails to address different learning styles or modalities of students in lesson plans
• Does not make accommodations for students with special needs in lesson plans
• Fails to post state standards or essential questions in the classroom
• Develops lesson plans in which information on pacing is not discernible
• Creates lesson plans that are disjointed
• Writes lesson plans that are sketchy and do not allow for smooth transitions between activities
• Shows a prevalent pattern of poor or inconsistent student achievement
• Does not provide emergency lesson plans
• Does not provide materials for substitutes (e.g., attendance rolls, class procedures, lesson plans, fire and tornado drill evacuation route maps)

Implementing Instruction

Effective teaching combines the essence of good classroom management, organization, effective planning, and the teacher's personal characteristics. The classroom presentation of the material to the students and the provision of experiences for the students to make authentic connections to the material are vital. The effective teacher facilitates the classroom similar to how a symphony conductor brings out the best performance from each musician to make a beautiful sound. In the case of the classroom, each student is achieving instructional goals in a positive classroom environment that is supportive, challenging, and nurturing of those goals. The best lesson plan is of little use if the classroom management component is lacking or the teacher lacks rapport with the students. Implementing instruction is like opening night at the theater, where all the behind-the-scenes work is hidden and only the magic is seen by the audience. Effective teachers seem to achieve classroom magic effortlessly. The trained observer, on the other hand, is likely to feel great empathy and appreciation for the carefully orchestrated art of teaching.

Positive Qualities

• Uses students' questions and prior knowledge to guide the lesson
• Responds spontaneously to student questions
• Helps students to make real-world connections to the content
• Delivers instruction in a logical, sequential manner
• Uses pre-assessments to guide instruction
• Makes subject matter relevant to students
• Develops elements of an effective lesson
• Uses established procedures to capture more class time (e.g., students have roles to play, such as passing out materials so that the teacher doesn't need to stop the momentum of the lesson)
• Incorporates higher-order thinking strategies
• Uses a variety of activities and methods to actively engage students
• Monitors student engagement in all activities and strategies
• Continuously has high numbers of students on task
• Adjusts the delivery and pacing of the lesson in response to student cues
• Effectively uses the entire classroom (e.g., moves throughout the room)
• Plans for student-centered classroom rather than teacher-centered classroom
• Provides specific feedback (verbal, nonverbal, written)
• Designs and bases assignments on measurable objectives
• Assists students in planning for homework assignments
• Makes changes to instruction throughout the lesson based on student feedback
• Encourages student-to-student and student-to-teacher interaction throughout the lesson
• Provides opportunities for review and practice
• Focuses learning at the beginning of the class time
• Provides closure at the end of the class time
• Models learning for students

Red Flags of Ineffective Teaching

• Consistently experiences student behavior problems
• Has unengaged students (bored, off-task, asleep)
• Has poor student performance in class and on assessments
• Gives vague instructions for seatwork, projects, and activities
• Fumbles through subject matter during instruction
• Is unresponsive to student cues that the delivery of instruction is ineffective
• Lacks variety in instructional methods used
• Has difficulty individualizing instruction
• Fails to incorporate technology
• Overuses paper and pencil tasks
• Uses outdated material or terminology
• Fails to implement needed changes pointed out by peers or supervisors
• Tells students to “know the material”
• Does not apply current research-based strategies or best practices
• Uses improper English
• Transitions slowly between activities or lessons
• Interacts very little with students during instruction
• Provides little time for students to interact with each other during the lesson
• Is unprepared to begin the lesson at the beginning of class or during transitions
• Pacing of the lesson is either too slow or too fast, not taking into account the developmental and ability levels of students
• Does not state or clarify the objective during the lesson
• Does not summarize learning at the end of the lesson

Monitoring Student Progress and Potential

Effective teachers have a sense of how each student is doing in the classes that they teach. They use a variety of formal and informal measures to monitor and assess their pupils' mastery of a concept or skill. When a student is having difficulty, the teacher targets the knowledge or skill that is troubling the student and provides remediation as necessary to fill in that gap. Communication with all parties vested in the success of the student is important, as parents and instructional teams are also interested in monitoring the student's progress. Monitoring student progress and potential need not be solely the responsibility of the teacher; indeed, an effective teacher facilitates students' understanding of how to assess their own performance. Ultimate accountability, however, does lie with each teacher, so students' progress and performance needs to be documented. An effective teacher who has observed and worked with a student has a sense of the potential that student possesses, encourages the student to excel, and provides the encouragement to motivate the student to make a sustained effort when needed.

Positive Qualities

• Provides methods for students to track their own performances
• Grades homework
• Gives specific oral and written feedback
• Documents student progress and achievement over time
• Makes instructional decisions based on student achievement data analysis
• Circulates in the room to assist students and provide praise
• Gives pre-tests and post-tests and graphs results
• Considers multiple assessments to determine whether a student has mastered a skill
• Keeps a log of parent communication
• Uses student intervention plans and maintains records of the plans' implementation
• Records team conference or teacher conference with students
• Gives informal and formal assessments on a regular basis
• Makes use of a variety of assessments
• Provides a description of record-keeping system and how it is used to inform parents, students, and administrators
• Provides assessment data that are both accurate and current
• Provides time and ways for students to self-assess
• Designs assessments to assess both higher- and lower-level content and skills
• Provides progress reports in a timely manner
• Uses rubrics or scoring guides for student assignments, products, and projects
• Practices differentiated instruction based on assessment analysis
• Exercises testing accommodations for students with special needs
• Maintains copies of all correspondence (written, e-mail, phone log) concerning student progress
• Holds teacher-parent-student conferences and meetings
• Produces class newsletters
• Invites parents and guests to special class events
• Maintains class Web page featuring student work and homework assignments
• Communicates using informal progress reports
• Uses appropriate and clear language in communications
• Participates in Individualized Education Program (IEP) meetings for students with special needs

Red Flags of Ineffective Teaching

• Does not monitor student progress or allow for questions
• Infrequently analyzes or lacks appropriate data
• Determines grades using only a few assignments
• Infrequently monitors or fails to monitor student progress
• Does not keep a communication log
• Does not record conferences with students or parents and guardians
• Uses extremes in grading—high failure rates or unrealistically high percentage of excellent grades
• Fails to reteach after assessments to correct gaps in student learning
• Uses only textbook assessments
• Records grades either incompletely or in an unclear way
• Does not include higher-order thinking questions or tasks in assessments
• Is slow in providing feedback
• Fails to acknowledge student achievement
• Offers little or no variety of assessments
• Ignores testing accommodations for students with special needs
• Does not document or holds few parent communications (communication may include conferences, phone calls, e-mail, newsletters, Web sites)
• Uses vague, technical, or inappropriate language in communications
• Does not participate in or attend IEP meetings for students with special needs

Professionalism

Teachers have been portrayed in a variety of ways in the media, ranging from detrimental influences to beloved masters of their craft who inspire students to excel. Effective teachers can be seen, heard, and sensed. The effective teacher engages in dialogue with students, colleagues, parents, and administrators and consistently demonstrates respect, accessibility, and expertise. Effective teachers are easily identified by their adept use of questioning and by the quality of instruction given in the classroom. Finally, an observer, who knows that this person truly makes a difference in the classroom, can sense the presence of an effective teacher. The true teacher is a master of teaching.

Positive Qualities

• Practices honest, two-way communication between teachers and administrators
• Communicates consistently with students' families
• Maintains accurate records
• Reflects on teaching, personally and with peers
• Is able to discuss teaching philosophy
• Attends grade-level meetings; is a true team player
• Attends and participates in faculty and other school committee meetings
• Focuses on students
• Performs assigned duties
• Implements school and school district goals and policies
• Acts “globally” around the school for the benefit of the whole school community
• Volunteers to assist others
• Seeks community involvement
• Seeks leadership roles on school committees and teams
• Contacts central office personnel for technical support when needed
• Treats colleagues with respect and collegiality
• Works collaboratively with faculty and staff
• Attends professional development opportunities (e.g., conferences, graduate classes, workshops)
• Maintains current teaching certification
• Initiates communication with parents
• Provides constructive feedback during meetings
• Supports school initiatives
• Mentors new teachers
• Submits required reports accurately and on time
• Writes constructive, grammatically correct communications
• Writes appropriately for the intended audience
• Evidences no testing irregularities that are within the control of the teacher
• Submits lesson plans and assessment documents on time
• Submits grades on time
• Maintains a calendar of report deadlines
• Keeps an accurate and complete grade book

Red Flags of Ineffective Teaching

• Routinely gives negative feedback at meetings
• Displays unwillingness to contribute to the mission and vision of the school
• Refuses to meet with parents and guardians or colleagues outside of contract hours
• Resents or feels threatened by other adults visiting the classroom
• Does the minimum required to maintain certification or emergency certification status
• Submits reports late or incomplete
• Submits grades late
• Writes inaccurate or unclear reports
• Does not update grade book or fails to keep it accurate
• Sends home notes that are illegible or contain grammatical and spelling errors
• Fails to return e-mail or phone calls
• Fails to respond to notes from parents
• Has problems with attendance
• Fails to maintain appropriate student and teacher roles

Positive Qualities and Red Flags for Teachers of At-Risk Students

Effective teachers of students at-risk display the same characteristics of effective teachers; however, teachers of students at-risk understand and accommodate for the unique challenges facing their students. They respond to students' academic, social, and emotional needs. The following list of positive qualities and red flags of ineffective teaching is not meant to be an exhaustive list, but one that underscores certain aspects of effective teaching.

Positive Qualities

• Gets to know students' cultures
• Inquires into issues facing the students' communities
• Believes that all students in difficult home environments can succeed
• Establishes rules and procedures on the first day of school
• Uses nonverbal cues to address inappropriate behavior
• Rewards positive behavior
• Ensures that students are exposed to content and skills that they are expected to know
• Engages students in higher-order thinking activities
• Uses a variety of instructional strategies
• Expects students to hand in completed work
• Uses both higher-level and lower-level questions in class
• Provides time for students to reflect on questions
• Makes specific written comments on assignments
• Provides specific feedback for correction without making general, negative comments such as “poor work”

Red Flags of Ineffective Teaching

• Believes that students cannot overcome familial and societal issues
• Refuses to offer help before or after school
• Lacks patience to deal with students' unique learning needs
• Emphasizes negative rather than positive reinforcement
• Doesn't make students aware of behavioral expectations
• Is described by students as “mean” or “unfair”
• Fails to intervene in difficult situations
• Fails to incorporate district or state subject standards into lesson plans
• Plans for mostly lower-level knowledge and comprehension of content and skills
• Uses the same few instructional strategies on a daily basis
• Accepts partially or poorly completed work without expectation of completion
• Uses mainly lower-level questions in classroom instruction
• Provides little to no wait time once a question has been asked
• Hands back assignments with little or no constructive feedback
• Makes general, negative comments about student work

Positive Qualities and Red Flags for Teachers of High-Ability Students

Teachers of high-ability students are effective at meeting the unique needs of their students. They exhibit the same characteristics of effective teachers, but display particular positive qualities when it comes to working with high-ability students. The red flags presented here stress the qualities that lead to ineffective teaching with this student population.

Positive Qualities

• Helps students pursue individual interests
• Is aware of the emotional needs of gifted students
• Views himself or herself as a lifelong learner
• Redirects aggressive learning behaviors
• Provides time for learning academic skills and social skills
• Finds ways to connect gifted students with experts in their field of interest
• Provides a multitude of resources in the classroom
• Uses pre-assessments to determine student knowledge prior to planning
• Provides time for student thought during questioning
• Incorporates technology into lessons

Red Flags of Ineffective Teaching

• Lacks training in gifted education
• Feels threatened by gifted students' knowledge base and aggressive learning
• Believes that gifted students will “get it anyway” and so do not need differentiation
• Lacks enthusiasm or knowledge of the subject taught
• Is disliked and not respected by students
• Organizes desks in the classroom in rows only
• Discourages student-to-student interaction
• Has every student working on the same activity or assignment on most days
• Mostly asks questions with “wrong” or “right” answers

Subject-Specific Qualities

Most teachers have been in an unfamiliar situation where they were not certain of what would be considered normal versus what would be considered questionable. For example, while a chemical fume hood would look out of place in a history classroom, it is a common element in a chemistry classroom. The following subject-specific qualities and red flags are shared to equip the reader with some indicators of what may be observed in effective and ineffective teachers' rooms in various disciplines.

English and Language Arts

An effective English teacher has a classroom that is text-rich and integrates the elements of the English language through writing, reading, and oral expression (including listening). The teacher is well read in the subject area and works diligently to convey enthusiasm for the subject. The teacher encourages reading great works of literature for class projects and for pleasure, maintains writing portfolios, provides opportunities for discussion, and gives plenty of feedback. In today's changing technological classrooms, software programs may be used to help enhance reading and writing instruction as well as research skills. The effective teacher's classroom integrates all key components of the English curriculum.

To enhance oral language in students, the teacher may do the following:

• Provide instruction in listening
• Model good listening behaviors
• Model reading aloud with appropriate voice and inflection
• Give instruction in speaking skills and verbal and nonverbal messages
• Provide activities for the preparation, practice, and presentation of formal speeches
• Demonstrate and practice the adaptation of oral communication strategies to match the needs of the situation and setting
• Offer opportunities to participate in role-plays, interviews, and impromptu speeches
• Lead discussion groups
• Give instruction in dialect, pronunciation, and articulation
• Use vocal elements in oral presentations: pitch, volume, rate, quality, animation, and pause
• Give instruction on how to use media for research, analysis, and evaluation of media messages

The teacher may use the following strategies in reading instruction:

• Read-alouds
• Independent reading
• Dyad reading (paired reading)
• Library visits to promote using the media center and facilitating appropriate book choice
• Classroom libraries with a variety of genres represented
• Blocks of time for student reading
• Student self-selection of reading materials
• Cause-and-effect frame
• Sequence of events
• Compare-and-contrast matrix
• Proposition and support outline
• Debriefing
• Discussion web
• Word wall and word bank
• Think-pair-share
• Literature circles
• Reader's workshop

Writing instruction may include these types of activities:

• POWER writing (prewriting, organizing, writing, editing, rewriting)
• Peer reviews and constructive criticism
• In-class writing and publishing center
• Writer's workshop
• District and national writing competitions
• Journals or learning logs
• Use of technology to facilitate the writing process
• Writing in different forms (technical, persuasive, research, expository, narrative, poetry)
• Grammar instruction
• Outlining
• Note taking (e.g., Cornell notes)

History and Social Studies

The effective social studies teacher empowers students to think about history and the implications of past choices in order to guide thinking about the future or to find patterns within history. Students are taught a blend of essential facts and skills that enable them to access knowledge and make interpretations of history. The effective history or social studies teacher usually has an area of historical expertise that is evident in discussions and interactions with students on that period in history. Teachers use their understanding of how history works to teach students to construct their own personal bank of tools to critically examine current news and past events. The effective teacher finds ways to make the events of old become relevant to the students of today.

The teacher uses a variety of preteaching strategies including the following:

• K-W-L charts (know, want to know, learned)
• Learning logs
• Timelines
• Anticipation guides
• Graphic organizers

The teacher uses a variety of classroom practices:

• Simulations
• Debates
• Independent research projects
• Socratic seminars
• Historical inquiry
• Historical drama
• Internet- and technology-based activities
• Historical archives and analysis of primary documents, such as photographs, diaries, and government documents
• Three-dimensional (3-D) artifacts
• Current events
• Mapping (globes, wall maps, flat maps, computer maps, sketched maps)
• Mental mapping
• Literature-based lessons
• Critical thinking activities such as decision making, cause and effect, compare and contrast, and making inferences
• Visits to museums or virtual visits to museums if lacking in time and resources

The teacher may use a variety of assessment strategies:

• Cloze reading activities
• Multimedia presentations
• Reaction papers
• Historical interpretation
• Rubrics or scoring guides
• Performance-based assessments, such as interpreting a political cartoon
• Teacher-made tests, including multiple-choice, short-answer, and essay items

Mathematics

An effective mathematics teacher shows skill in facilitating students' ability to understand, analyze, and solve problems. The teacher presents real-world applications of math concepts to make the application pertinent to students. The teacher helps students to think beyond the paper and the pencil to comprehend how mathematics is evident and applied to everyday life. The room is probably filled with manipulatives and decorated with math-related posters and 3-D constructions. The chalkboard tray holds oversized replicas of the tools students use, such as protractors and compasses. The teacher uses these tools to break down the process and provide meaning for the class. If a student is having difficulty, the teacher is able to diagnose and remediate the gap in prior knowledge or identify where the student has misunderstood the process to get the child back on track. Students are asked to compute problems, write about solutions, and discuss mathematics. Mathematics is not just numbers and symbols; it is a language for understanding.

The mathematics teacher uses a variety of tools and manipulatives to teach, including the following:

• Various papers (grid, dot, patty, graphing, notebook)
• Calculators (four-function, scientific, graphing)
• Measurement tools (angle ruler, balance, compass, protractor, ruler, thermometer)
• Mathematical software programs and spreadsheets
• Commercial manipulatives (algebra tiles, cubes, Cuisenaire rods, decimal blocks, fraction circles, geoboards, Hands-on Algebra, tangrams)
• Common materials (spinners, coins, dice, yarn)
• Chalkboards or white boards that have grids
• Overhead calculator and transparent tiles

The effective mathematics teacher uses a variety of approaches to teaching the content, including the following:

• Application problems using real-life data
• 3-D constructions
• Reading and writing story problems
• Using visuals in problems
• Mental mathematics
• Prediction and estimation
• Discussing mathematical concepts
• Students talking through how to do the problem
• Tessellations
• Examining musical patterns in algebra
• Considering angles and proportions in art when studying measurement
• Venn diagrams

Science

Scientific discoveries are constantly adding to and changing the body of science knowledge. Effective teachers engage students in experimentation and discussion of the findings. They are aware of changes and highlight new and older discoveries with students as, together, they investigate and develop an understanding of science.

The science classroom has safety as a focus, with the following items displayed or easily available:

• Posted safety rules
• Lab safety contracts
• Available protective materials (lab aprons, gloves, goggles)
• Fire extinguisher or fire blanket in rooms using flammable materials
• Classroom shut-off valves that are labeled, if present
• Chemicals are stored with materials safety data sheets
• Marked disposal bin for broken glass
• Eyewash
• Locked chemical storage

The science teacher uses a variety of techniques to facilitate the learning of the curriculum objectives:

• Cooperative learning groups
• Inquiry-based instruction and learning
• Computer simulations
• Laboratory investigations and experiments
• Lab write-ups
• Scientific models
• Project-based learning
• Hands-on activities
• Demonstrations
• Reading scientific articles and journals
• Graphic organizers

The science classroom contains a variety of equipment, including the following:

• Beakers, flasks, and graduated cylinders
• Rulers, compasses, and protractors
• Scales and balances
• Computer-based laboratory probes
• Graphing calculators and scientific calculators
• Plant grow light
• Dissection tools
• Microscopes
• Models
• Thermometers
• Chemicals
• Lenses, prisms, and mirrors

Summary

A teacher cannot simply be deemed effective because he or she possesses the qualities itemized in this section. Likewise, red flags do not necessarily signal an ineffective teacher, just a behavior that needs improvement. Just as teachers must differentiate for student needs, additional qualities and red flags may be applicable to your unique situation. Teachers are effective because of how various personal and professional factors combine and are executed in a classroom.

 hope these little tips will help you out. If you have any queries, feel free to ask in the comments' section and if you like to share your personal experience or thoughts, feel free to share to your feedback as comments. I am awaiting for your comments.

Be gentle, be kind, take care