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  1. #1
    Moderator venus's Avatar
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    Characteristics of an Effective Teacher

    Dear participants


    teachers spend more time with their students than their parents do.School schedules are demanding, so it is important for teachers to be effective in their methods, instead of simply being the figurehead of the classroom Being

    an effective teacher will leave a lasting impression on the lives of students
    Effective teachers can act as both friend and authoritarian, balancing approachability with leadership
    The following characteristics are ones that accompany effective teachers, and guide them and their students toward a successful educational
    experience

    Knowledgeable-Ability to manage-Be disciplinede -Has high expectations-Have contact with parents

    I am waiting for your contribution
    -

  2. #2
    Senior Member mmmwahba's Avatar
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    Dear Venus and TVET Portal Members

    Ii is a pity that the contribution of the TVET Portal Members is below standard. This Portal should represent the National TVET (N-TVET) in Egypt and I was hoping to see Egyptian TVET Professional contributing to the forum.

    Anyhow, I will contribute to this thread as I always appreciate the effort made by our colleague Venus and in this regard I will concentrate on the role of Instructors / Trainers / Teachers working in Enterprises and TVET Institutions (Institutes, Colleagues, Centres & Schools)


    Knowledge / Skills / Experience Profile of TVET Institution Instructors / Trainers / Teachers

    One of the biggest challenges in an Instructor / Trainer / Teacher career is to efficiently conduct the training session. The ability to develop, design and, above all, deliver a training programme is a key factor for an Instructor / Trainer. The Instructor / Trainer is required to manage interpersonal relations within the classroom and be aware of coaching skills at a deep psychological level. Equipped with these, Instructors / Trainers will be able to develop productive training programs through their career. In the underlying theme for this course, a distinction is made between subject and pedagogical knowledge in the knowledge base of TVET Institution Instructors / Trainers / Teachers. This distinction is reflected in the Knowledge / Skills / Experience Profile of the TVET Institution Instructors / Trainers / Teachers.

    Unlike the primary and secondary educational sectors, the TVET Institution Instructors / Trainers / Teachers are mostly not regulated; a pedagogical qualification (knowledge and skill) is often not a requirement for appointment as an Instructor or Trainer.

    In the TVET sector, industry experience is considered important, in addition to subject matter knowledge. Therefore, the competency profile of the Institution Instructor / Trainer / Teacher must also include an industry experience component.

    The distinction between subject and pedagogical knowledge, and industry experience is presented in the following model. The model also illustrates alternative routes in developing and acquiring the initial knowledge and experience required for proficiency as an Instructor / Ttrainer / Teacher.


    Route 1: The Instructor / Trainer / Teacher after graduation in a Subject Qualification, start working and gaining Industry Experience then shifted to Pedagogical Knowledge.

    Route 2: The Instructor / Trainer / Teacher after graduation in a Subject Qualification, start working and gaining Pedagogical Knowledge then shifted to Industry Experience

    The above model provides a useful framework, not only to distinguish between subject matter and pedagogical knowledge but also to enhance an understanding of pedagogical knowledge as a separate field of study of no lesser importance or value than subject knowledge. Subject matter knowledge represents the content that Instructors and Trainers have to work with. Gaining industry experience enhances the utility and relevancy value of subject knowledge. Pedagogical knowledge, on the other hand, represents the human element in the instructional / training process.

    The model could also be useful in:

     Identifying the competency elements in selecting and assessing Instructors / Trainers / Teachers
     Structuring an instructional staff development program, identifying the relevant knowledge and competency areas to be covered
     Enhancing an understanding of the pedagogical knowledge / skills component in the competency make-up of the Instructors / Trainers / Teachers, especially when dealing with the administrative personnel or subject matter experts who sees subject matter knowledge and proficiency as the ultimate requirement for teaching

  3. #3
    Moderator venus's Avatar
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    Effective teacher

    Dear Eng. Moustafa


    Many thanks for your contribution and for the important ideas and as you mentioned that the TVET Institution Instructors / Trainers / Teachers are mostly not regulated; a pedagogical qualification (knowledge and skill) is often not a requirement for appointment as an Instructor or Trainer.

    a person who wishes to become a teacher must first obtain professional qualifications
    or credentials from a university or college. These professional qualifications may include the study of pedagogy, the science of teaching.

    Teachers may have to continue their education after they qualify. Teachers may use a lesson plan to facilitate student learning, providing a course of study which is called the curriculum. A teacher's role may vary among cultures. Teachers may provide education instruction in literacy and numeracy, craftsmanship or vocational training, the Arts, religion or spirituality, civics, community roles, or life skills.

    Effective teaching necessitates making difficult and principled choices, exercising careful judgment . In addition to the technical knowledge and skills teachers have to use in their daily practice, they must also be aware of the ethical dimensions of their profession. In this light, the primary mission is to foster the development of skills, dispositions, and understanding, while acknowledging thoughtfully and responsibly a wide range of human needs .

    The teacher may interact with students of different ages, from infants to adults, students with different abilities and students with learning disabilities.


    Teaching using pedagogy also involve assessing the educational levels of the students on particular skills. Understanding the pedagogy of the students in a classroom involves using differentiated instruction as well as supervision to meet the needs of all students in the classroom.
    Pedagogy can be thought of in two manners. First, teaching itself can be taught in many different ways, hence, using a pedagogy of teaching styles. Second, the pedagogy of the learners comes into play when a teacher assesses the pedagogic
    diversity of his/her students and differentiates for the individual students accordingly

  4. #4
    Moderator Hanaa's Avatar
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    Dear Eng : venus

    well done dear you always choose your subject carefully i hope you more progress.
    Hanaa Rostom
    consultant and training manager



  5. #5
    Moderator venus's Avatar
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    an Effective Teacher

    Many thanks Hanaa

    These are some tips about the effecitive teacher:What Makes an Effective Teacher
    you will find it through this article


  6. #6
    Moderator venus's Avatar
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    Dear participants


    There are many habits will help you focus your teaching and have a bigger impact on your students. Some are about attitude, while others are basic approaches to class structure, but they’re all helpful. Take a look:

    Habits for Communicating

    These habits will help you build better avenues of communication between you and your students.

    Build a student’s confidence: Low self-esteem is a problem for many students, which is why effective teachers work to build that confidence through reinforcement and encouragement.

    Work on your communication skills: Strive to always be better at clearly expressing your ideas and hopes for your students in an authoritative but caring manner
    .

    Be precise: It’s easier for a student to remember a lesson or grasp a theory if it’s explained to them in simple, accurate language. This is especially true for math classes. Work on making lessons as straightforward as possible.

    Cut out the clutter: So many things that seem urgent — phone calls, e-mails, text messages — aren’t worth the time. By eliminating the clutter and non-urgent communications coming into your life, you can better focus on being present in the classroom and communicating better with your students.


    Slow down: Don’t rush through concepts if you think students aren’t understanding them. Adjust your learning timeline and slow your pace until you know that the lessons has sunk in.

    Emphasize problem-solving: It’s a cliche because it’s true: a big part of education is teaching students how to think for themselves. Present lessons as opportunities to solve problems and work independently.

    Use practical examples: So often, education relies on the recitation of abstract theory or dry fact. Effective teachers get students involved by presenting real-world examples of what they’re teaching in order to give a concrete feel to the lesson.

    Emphasize safety: Your classroom needs to be an emotionally safe place where students can ask questions without worrying about feeling dumb or left behind. Making a safe space drastically increases the amount and quality of classroom communication.

    Study individual students: Everyone learns differently. Pay attention to how your students learn and respond accordingly if you want to be more effective.

    Say it again: Another effective communication method to help students remember the lesson is called "front-loading." Basically, you address a concept at the beginning of class and again at the end, letting the repetition drive home its importance
    .

    I am waiting for your contribution

  7. #7
    Senior Member mmmwahba's Avatar
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    Dear Venus

    Let us call the Habits as Instructional Techniques and go through the folowing Instructional Techniques which I am using for training of trainers / instructors / teachers:

    Instructional Techniques used during the Basic Training (Off-the-Job Training)

    Use the following Instructional Techniques when conducting Basic Training at Class:

     Focus, review and reinforce main points and objective(s) of training sessions
     Use effective oral techniques
     Maintain class I workshop I site discipline
     Keep all trainees actively involved and establishes eye contact with them
     Maintain good communication skills in English (Arabic will be beneficial)
     Speak English clearly, concisely and easily
     Write in English Language legibly when using chalkboard I flip charts
     Asks questions to see if training topic(s) are understood and encourage trainees to use their acquired skills
     Makes sketches I drawings that are clear and easily understood.
     Gives clear and specific work I task performance direction
     Follows training session plan / programme and achieves objective(s)
     Utilizes learning / teaching time constructively
     Reinforces group instructions with individual instructions
     Supports training instructions with training aids, tools and presentations
     Produces training session conclusions
     Use technical report writing skills
     Use good liaison skills and the ability to communicate at all levels of the organization
     Use advanced presentation skills
     Use excellent interpersonal skills and ability to establish networks within and outside the organization
     Use good guidance, counselling and coaching skills
     Group process and team building skills
     Strong leadership ability based on previous experience and track record

    Instructional Techniques used during the Work-based Training (On-the-Job Training OJT)

    Use the following Instructional Techniques when conducting Workshop / Site Training Sessions:

     Ensures session has objective(s) closely related to training programme objective(s)
     Explains Objective(s), purpose and rules to conduct the session to trainees prior to conduct the session
     Explains clearly to the trainees, the safety measures to be applied prior to start the session
     Monitors trainees closely while conducting the session
     Evaluates trainees' knowledge gained from the session

  8. #8
    Moderator venus's Avatar
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    Dear Eng,Moustaffa


    Many thanks for your contribution and the information about the Instructional Techniques when conducting Basic Training at Class which I see it is very important issues in order to have an effective and ongoing training programme and for that programme to be successful there is a need to develop a culture of learning.

    Building a culture of learning in any organisation requires a shift in the way you see your aims. Traditionally, organisations are managed through departments or divisions that do not always communicate well or work together towards a common vision.

    Training can be a strong motivating factor for the staff, as it helps them grow and gain new skills. This will help their performance at work and make them more employable. Training is an ideal way of implementing and preparing for succession planning.


    I want if you do not mind more details and give examples about the point which you mentioned
    Use effective oral techniques

    thanks in advance

  9. #9
    Moderator venus's Avatar
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    summary

    Dear participants

    an effective teacher will leave a lasting impression on the lives of students
    Effective teachers can act as both friend and authoritarian, balancing approachability with leadership
    when conducting Basic Training at Class we must take care about some points

    Focus, review and reinforce main points and objective(s) of training sessions
    Use effective oral techniques
    Maintain class I workshop I site discipline Keep all trainees actively involved and establishes eye contact with them
    Asks questions to see if training topic(s) are understood and encourage trainees to use their acquired skills
    Makes sketches drawings that are clear and easily understood
    Gives clear and specific work
    Follows training session plan / programme and achieves objective(s
    Utilizes learning / teaching time constructively
    Supports training instructions with training aids, tools and presentations
    Produces training session conclusions
    Use technical report writing skills
    Group process and team building skills

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