The difference between teacher quality and teaching quality lies in their respective focuses. Teacher quality refers to the individual attributes, qualifications, and skills of an educator, encompassing factors such as subject expertise, pedagogical knowledge, and interpersonal skills. On the other hand, teaching quality relates to the effectiveness of instructional methods, materials, and delivery within the classroom. It assesses how well educators facilitate learning, engage students, and create a positive and impactful learning environment.
- addressing students by name
- admitting to mistakes and correcting them immediately
- arriving early or on time and being ready for class instruction
- assuming ownership for the classroom environment
- communicating clearly and with consistent high expectations
- conducting one-on-one conversations with students
- directing students to complete tasks, duties, exercises etc., in a businesslike manner
- displaying a sense of humour
- dressing appropriately for the position
- engaging in positive dialogue and interactions with students inside/outside the classroom
- enjoying teaching and expects students to enjoy learning
- focusing the thinking of students to the question
- following institutional ‘codes of practice’
- investing time with single students or small groups of students outside the classroom
- listening attentively to student questions and comments
- looking for the win-win solution in conflict situations
- maintaining a positive and professional manner at all times
- responding to students with respect regardless of situation
- speaking in an appropriate tone and volume
- taking up ideas, accepting pupils’ feelings and stimulating self-activity
- thinking about and reflects on practice
- treating students equally and fairly
- understanding students’ feelings
- upholding confidential trust and respect
- using personal experiences as examples in teaching
- working actively with students
- acknowledging the beliefs, values, and practices that may be used by students in the class
- allowing for acculturation to occur
- apportioning room for individuality
- avoiding colloquialisms and other slang
- blending strengths from students’ own cultural orientations
- capitalising on student diversity in the classroom
- coping with emergency situations as they occur
- creating an atmosphere conducive to learning and self-discovery
- disciplining students with dignity and respect
- emphasising that students address one another in a positive and respectful manner
- encouraging interactions and allows low hum of conversations about activities or tasks
- engaging in active observation and paying attention to subtle nuances
- exhibiting consistency in management style
- framing role of prior knowledge in a cognitive and motivational sense
- handling student behaviour through clear expectations and firm and consistent responses
- incorporating diverse and relatable examples
- maintaining a physical environment where instructional materials are in good repair
- making the new academic culture accessible
- managing classroom procedures to facilitate smooth transitions
- maximising the physical aspect of the environment
- offering positive reinforcement and effective feedback
- overcoming inhibitions and communicating without fear
- projecting enthusiasm for the content and sequencing it to maximise clarity
- providing an initial structure to clarify intended outcomes and cue desired learning strategies
- reading between the cultural lines
- seeing the world through students’ eyes and perspectives
- setting realistic and motivating standards
- showing evidence of established routines in the teaching and learning space
- varying the level of cognitive questions and cognitive interaction
The difference between teacher quality and teaching quality is nuanced, but equally crucial. One may encounter a potentially excellent teacher who, despite possessing strong personal attributes and qualifications, demonstrates poor teaching quality. Teacher quality encompasses individual attributes and qualifications like subject expertise and interpersonal skills, emphasizing personal characteristics. On the other hand, teaching quality assesses the overall effectiveness of instructional practices, evaluating how well educators engage students and foster a positive learning environment. Recognizing both aspects is vital to ensure a well-rounded evaluation of an educator's impact in the learning environment.
