LESSON - 6

Factors influencing
on students
Progress
Factors influencing student
progress (Mcber, 2000)
Teaching skills
Professional characteristics
relate to what a teacher brings to
the job

Classroom climate
is an output measure.
 Teaching skills
Teaching skills are micro behaviors that
the effective teacher constantly exhibits
when teaching a class.
They include behaviors like:
Involving all students in the lesson
Using different methods appropriately to
challenge all students
Using a variety of methods and activities
Applying teaching methods appropriate to
the curriculum objectives
Using a variety of questioning techniques
to probe student knowledge and
understanding
 Professional characteristics
Deep seated patterns of behavior which
outstanding teachers display more
often, in more circumstances and to a
greater degree of intensity than
effective colleagues.
How the teacher does the job
Has to do with self image, values and traits
Motivation that drives performance
PCs fall into five clusters:
Professionalism
Thinking
Planning and setting expectations
Leading
relating to others
Five clusters of professional
characteristics
Respect for others
Underlying belief that individuals matter
and deserve respect
Challenge and support
Commitment to do everything possible for
each student and enable them to be
successful
Confidence
Belief in ones ability to be effective and
take on challenges
Creating trust
Keeping ones word
 Classroom climate
Collective perceptions by students of
what it feels like to be a student in any
particular teachers classroom
Climate dimensions
Clarity
Order
Standards
Fairness
Participation
Support (intellectual and emotional)
Safety
Interest
Environment
 Views on Effective Teaching
(Stronge, Tucker & Hindman, 2004)
Itis much more than an intuitive
process
Ts must make decisions and act on
them
In order to be effective Ts must have
knowledge
Theoretical
knowledge about learning
Subject matter knowledge

Repertoire of teaching skills

Attitudes that foster learning
 Skills/abilities Required for Effective
Teaching (Ryan & Cooper, 2001)
Ask different kinds of questions, each requiring
different types of thought processes
Plan instruction and learning activities
Diagnose student needs and learning difficulties
Vary the learning situation to keep the students
involved
Recognize when students are paying attention
and to use this info to vary the direction of the
lesson
Use technology to enhance student learning
Assess student learning
Relate learning to the students experience
The most effective teachers are able to engage
their students about 30 minutes longer than
the average teacher.