Characteristics of Effective Teachers

OVERVIEW
Effective teachers appear again and again to display certain characteristics, while
ineffective teachers tend to make the same mistakes repeatedly. Below is a look at some
of the things more effective teachers tend to do right and less effective teachers tend to
do wrong.
WHAT EFFECTIVE TEACH ERS DO RIGHT
Based on a scheme originally developed by M. Hildebrand, 1971.
Organization and Clarity
 explains clearly
 is well prepared (see Preparing for the First Day)
 makes difficult topics easy to understand
 uses examples, details, analogies, metaphors, and variety in modes of explanation to make material not only
understandable but memorable
 makes the objectives of the course and each class clear (see Course Design, Course Goals and Learning Outcomes)
 establishes a context for material
Analytic/Synthetic Approach
 has a thorough command of the field
 contrasts the implications of various theories
 gives the student a sense of the field, its past, present, and future directions, the origins of ideas and concepts
(see Consider Your Audience)
 presents facts and concepts from related fields
 discusses viewpoints other than his/her own
Dynamism and Enthusiasm
 is an energetic, dynamic person
 seems to enjoy teaching
 conveys a love of the field
 has an aura of self-confidence
Instructor-Group Interaction
 can stimulate, direct, and pace interaction with the class (see How to Lead a Discussion)
 encourages independent thought and accepts criticism
 uses wit and humor effectively
 is a good public speaker (see Speaking at the Hume Center for Writing and Speaking)
 knows whether or not the class is following the material and is sensitive to students’ motivation
 is concerned about the quality of his/her teaching
Instructor-Individual Student Interaction
 is perceived as fair, especially in his/her methods of evaluation (see How to Evaluate Students)
 is seen by students as approachable and a valuable source of advice even on matters not directly related to the course
(see Interacting with Students)

WHAT LESS EFFECTIVE TEACHERS DO WRONG

Doing the right things with your teaching is of course critical but so is avoiding the wrong things. Richard M. Felder,
North Carolina State University and Rebecca Brent, Education Designs, Inc., have come up with a list to the ten worst
mistakes teachers make. They are summarized here in increasing order of badness. Further details and additional
material can be found at Richard Felder’s Home Page.
Mistake #10: When you ask a question in class, immediately call for volunteers. When you do this most students
will avoid eye contact, and either you get a response from one of the two or three who always volunteer or you answer
your own question
Mistake #9: Call on students cold. If you frequently call on students without giving them time to think ("cold-calling"),
the ones who are intimidated by it won't be following your lecture as much as praying that you don't land on them. Even
worse, as soon as you call on someone, the others breathe a sigh of relief and stop thinking.
Mistake #8: Turn classes into PowerPoint shows. Droning through lecture notes put into PowerPoint slides is
generally a waste of time for everyone.
Mistake #7: Fail to provide variety in instruction. Effective instruction mixes things up: boardwork, multimedia,
storytelling, discussion, activities, individual assignments, and group work (being careful to avoid Mistake #6). The
more variety you build in, the more effective the class is likely to be.
Mistake #6: Have students work in groups with no individual accountability. The way to make group work work is
cooperative learning, an exhaustively researched instructional method that effectively promotes development of both
cognitive and interpersonal skills
Mistake #5: Fail to establish relevance. To provide better motivation, begin the course by describing how the content
relates to important technological and social problems and to whatever you know of the students' experience, interests,
and career goals, and do the same thing when you introduce each new topic.
Mistake #4. Give tests that are too long. If you want to evaluate your students' potential to be successful
professionals, test their mastery of the knowledge and skills you are teaching, not their problem -solving speed.
Mistake #3: Get stuck in a rut. Things are always happening that provide incentives and opportunities for improving
courses. This is not to say that you have to make major revisions in your course every time you give it -you probably
don't have time to do that, and there's no reason to. Rather, just keep your eyes open for possible imp rovements you
might make in the time available to you.
Mistake #2. Teach without clear learning objectives. A key to making courses coherent and tests fair is to write
learning objectives-explicit statements of what students should be able to do if they have learned what the instructor
wants them to learn-and to use the objectives as the basis for designing lessons, assignments, and exams.
Mistake #1. Disrespect students. If you give students a sense that you don't respect them, the class will probably be
a bad experience for everyone no matter what else you do, while if you clearly convey respect and caring, it will cover a
multitude of pedagogical sins you might commit.

NOTES
Richard M. Felder, North Carolina State University and Rebecca Brent, Education Designs, Inc.
M. Hildebrand, R.C. Wilson, and E.R. Dienst, Evaluating University Teaching . (Berkeley: UC Berkeley, Center for
Research and Development in Higher Education, 1971)

Elements of Effective Teaching

As defined by JCCC faculty (spring 2015)

A successful teaching environment joins three integral parties: an effective teacher; willing, prepared and capable
students; and supportive staff and administration.

 Effective teaching requires content expertise. Effective teaching demonstrates deep subject knowledge,
including key concepts, current and relevant research, methodologies, tools and techniques, and meaningful
applications.

 Effective teaching reflects sound instructional methods drawn from the scholarship of teaching and
learning. Effective teaching uses a variety of proven methods for engagement and assessment that
facilitate student mastery of the content. Effective teaching cultivates a supportive learning environment that
allows students to think critically and experiment with the material, providing constructive, encouraging and
corrective feedback.

 Effective teaching communicates successfully. Effective teaching clearly articulates high, achievable
and purposeful expectations. Students receive timely, substantive feedback in appropriate forms. Effective
teaching adeptly guides meaningful course activities, allowing students to advance their knowledge or skill.
TEACHING STRATEGIES
Institutions of higher learning across the nation are responding to political, economic, social and technological
pressures to be more responsive to students' needs and more concerned about how well students are prepared to
assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning
environments more interactive, to integrate technology into the learning experience, and to use collaborative
learning strategies when appropriate.

Some of the more prominent strategies are outlined below. For more information about the use of these and
other pedagogical approaches, contact the Program in Support of Teaching and Learning.

Lecture. For many years, the lecture method was the most widely used instructional strategy in college
classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported using some form of the lecture
method to teach students (Cashin, 1990). Although the usefulness of other teaching strategies is being widely
examined today, the lecture still remains an important way to communicate information.

Used in conjunction with active learning teaching strategies, the traditional lecture can be an effective way to
achieve instructional goals. The advantages of the lecture approach are that it provides a way to communicate a
large amount of information to many listeners, maximizes instructor control and is non-threatening to students.
The disadvantages are that lecturing minimizes feedback from students, assumes an unrealistic level of student
understanding and comprehension, and often disengages students from the learning process causing information
to be quickly forgotten.

The following recommendations can help make the lecture approach more effective (Cashin, 1990):

1. Fit the lecture to the audience

2. Focus your topic - remember you cannot cover everything in one lecture
3. Prepare an outline that includes 5-9 major points you want to cover in one lecture
4. Organize your points for clarity
5. Select appropriate examples or illustrations
6. Present more than one side of an issue and be sensitive to other perspectives
7. Repeat points when necessary
8. Be aware of your audience - notice their feedback
9. Be enthusiastic - you don�t have to be an entertainer but you should be excited by your
topic.
(from Cashin, 1990, pp. 60-61)

Case Method. Providing an opportunity for students to apply what they learn in the
classroom to real-life experiences has proven to be an effective way of both disseminating
and integrating knowledge. The case method is an instructional strategy that engages
students in active discussion about issues and problems inherent in practical application. It
can highlight fundamental dilemmas or critical issues and provide a format for role playing
ambiguous or controversial scenarios.

Course content cases can come from a variety of sources. Many faculty have transformed
current events or problems reported through print or broadcast media into critical learning
experiences that illuminate the complexity of finding solutions to critical social problems.
The case study approach works well in cooperative learning or role playing environments to
stimulate critical thinking and awareness of multiple perspectives.
Discussion. There are a variety of ways to stimulate discussion. For example, some faculty
begin a lesson with a whole group discussion to refresh students� memories about the
assigned reading(s). Other faculty find it helpful to have students list critical points or
emerging issues, or generate a set of questions stemming from the assigned reading(s). These
strategies can also be used to help focus large and small group discussions.

Obviously, a successful class discussion involves planning on the part of the instructor and
preparation on the part of the students. Instructors should communicate this commitment to
the students on the first day of class by clearly articulating course expectations. Just as the
instructor carefully plans the learning experience, the students must comprehend the
assigned reading and show up for class on time, ready to learn.

Active Learning. Meyers and Jones (1993) define active learning as learning environments
that allow �students to talk and listen, read, write, and reflect as they approach course
content through problem-solving exercises, informal small groups, simulations, case studies,
role playing, and other activities -- all of which require students to apply what they are
learning� (p. xi). Many studies show that learning is enhanced when students become
actively involved in the learning process. Instructional strategies that engage students in the
learning process stimulate critical thinking and a greater awareness of other perspectives.
Although there are times when lecturing is the most appropriate method for disseminating
information, current thinking in college teaching and learning suggests that the use of a
variety of instructional strategies can positively enhance student learning. Obviously,
teaching strategies should be carefully matched to the teaching objectives of a particular
lesson. For more information about teaching strategies, see the list of college teaching
references in Appendix N.

Assessing or grading students' contributions in active learning environments is somewhat

problematic. It is extremely important that the course syllabus explicitly outlines the
evaluation criteria for each assignment whether individual or group. Students need and want
to know what is expected of them. For more information about grading, see the Evaluating
Student Work section contained in this Guide.

Cooperative Learning. Cooperative Learning is a systematic pedagogical strategy that

encourages small groups of students to work together for the achievement of a common goal.
The term 'Collaborative Learning' is often used as a synonym for cooperative learning when,
in fact, it is a separate strategy that encompasses a broader range of group interactions such
as developing learning communities, stimulating student/faculty discussions, and
encouraging electronic exchanges (Bruffee, 1993). Both approaches stress the importance of
faculty and student involvement in the learning process.

When integrating cooperative or collaborative learning strategies into a course, careful

planning and preparation are essential. Understanding how to form groups, ensure positive
interdependence, maintain individual accountability, resolve group conflict, develop
appropriate assignments and grading criteria, and manage active learning environments are
critical to the achievement of a successful cooperative learning experience. Before you
begin, you may want to consult several helpful resources which are contained in Appendix
N. In addition, the Program in Support of Teaching and Learning can provide faculty with
supplementary information and helpful techniques for using cooperative learning or
collaborative learning in college classrooms.

Integrating Technology. Today, educators realize that computer literacy is an important

part of a student's education. Integrating technology into a course curriculum when
appropriate is proving to be valuable for enhancing and extending the learning experience
for faculty and students. Many faculty have found electronic mail to be a useful way to
promote student/student or faculty/student communication between class meetings. Others
use listserves or on-line notes to extend topic discussions and explore critical issues with
students and colleagues, or discipline- specific software to increase student understanding of
difficult concepts.

Currently, our students come to us with varying degrees of computer literacy. Faculty who
use technology regularly often find it necessary to provide some basic skill level instruction
during the first week of class. In the future, we expect that need to decline. For help in
integrating technology into a course curriculum contact the Program in Support of Teaching
and Learning or the Instructional Development Office (IDO) at 703-993-3141. In addition,
watch for information throughout the year about workshops and faculty conversations on the
integration of technology, teaching and learning.

Distance Learning. Distance learning is not a new concept. We have all experienced
learning outside of a structured classroom setting through television, correspondence
courses, etc. Distance learning or distance education as a teaching pedagogy, however, is an
important topic of discussion on college campuses today. Distance learning is defined as 'any
form of teaching and learning in which the teacher and learner are not in the same place at
the same time' (Gilbert, 1995).

Obviously, information technology has broadened our concept of the learning environment.
It has made it possible for learning experiences to be extended beyond the confines of the
traditional classroom. Distance learning technologies take many forms such as computer
simulations, interactive collaboration/discussion, and the creation of virtual learning
environments connecting regions or nations. Components of distance learning such as email,
listserves, and interactive software have also been useful additions to the educational setting.

For more information about distance learning contact the Instructional Development Office
at 703-993-3141 (Fairfax Campus) and watch for workshops and faculty discussions on the
topic throughout the year.