Effective Teachers

Introduction

Effective teachers can be defined as teachers who have the ability to generate active learning that is beyond the students’ background and ability (Eggen & Kauchak, 2014), in addition to being able to create a learning environment to aid students to achieve the learning outcomes that the teachers have set and are well-defined (Darling-Hammond & Baratz-Snowden, 2005; Kyriacou, 1997). It would be a difficult task for one to describe an effective teacher. Hence, this essay will examine two areas in which are attributed to effective teaching – teaching skills and professional identity - for various theories of learning, concentrating on behaviourism and considering social learning, constructivism and social constructivism. Both teaching

To think analytically is to have the ability to think rationally and to identify cause and effect and on the other hand, to think conceptually is to associate various concepts even with there is an overload of information. For example, before an effective teacher is able to plan a lesson, the former results and performances of the students are provided for reference, the teacher needs to think conceptually of methods to design a lesson that will be able to generate learning for every student as different students carries different results. The teacher then carries out the lesson plan that requires students to be actively participating in class but she realises that students are not responding to her lesson according to the expectations set. The teacher then needs to think analytical, evaluate the lesson and to redesign a new lesson

Whether it being traditional or contemporary, teachers have a various tactics such as rational arguments and creative ways (McBer, n.d.) to leave an impact on students and to influence them in bringing about positive outcomes. Petty (2009) supports the importance of teachers having an impact and influence on students and adds that effective teachers can first of all recognize the potential of the students. After recognizing the potential of students, teachers now should think analytically and conceptually as discussed earlier and develop a lesson plan that encourages students to reach their full potential or even challenging students to reach a higher level of learning. In addition, McBer (n.d.) and Petty (2009), share that there are informal ways of influencing students. When a teacher has a closer proximity with a student, the teacher will understand the student better which lead to a better understanding of the students learning styles. Once the teacher understands the students, it will be an advantage to the teacher in lesson planning if used aptly which will result in higher motivation for students to