In our society, many individuals have the potential to become teachers; however the question is how many of them are capable of becoming effective teachers. As expressed by Rubio (as cited in Revista de la Facultad de Educación de Albacete, 2009) the notion of an effective teacher differs amongst individuals in terms of their views and ways of thinking. From his perspective, an affective teacher can be described as at times motivating, caring and friendly, in other instances as bright and most importantly as humorous, fruitful, understanding, honest and also adopts a relaxed teaching style in the classroom. In becoming effective teachers, Gibbs (as cited in The Journal of Educational Enquiry, 2002) suggests that teachers must be capable of dealing with the requirements, risks and difficulties which they might face during teaching. He added that teachers who are effective need the means to be determined, original and inventive on teaching strategies as well as well-organized and well-planned when in risk of failure. This is continued to be supported by Paolini (as cited in The Journal of Effective Teaching, 2015) who implied that effective teachers are most likely to adopt positive relationships with students inside and also outside the classroom plus provide them with appropriate feedback and support collaborative group work. In addition to this, they work towards helping students to develop into autonomous learners who are capable of critical and creative thinking. On the