4 Principles Of Digital Literacy

by Terry Heick

Literacy

Literacy is the ability to make sense of something, often generalized as the ability to read and write. In
many ways, reading is reading, media is media, but in the same way a play places unique comprehension
demands on a reader compared to a poem or a letter, so do digital media compared to classic media
forms. In the 21st century, new literacies are emerging and digital media forms allow communication to
be more nuanced than ever before.

Digital Literacy

Digital Literacy is about being able to make sense of digital media. This occurs through meaningful and
sustainable consumption and curation patterns that improve an individuals potential to contribute to an
authentic community. This includes the ability to analyze, prioritize, and act upon the countless digital
media 21st century citizens encounter on a daily basis.

4 Principles Of Digital Literacy

1. Comprehension

The first principle of digital literacy is simply comprehension–the ability to extract implicit and explicit
ideas from a media.

2. Interdependence
The second principle of digital literacy is interdependence–how one media form connects with another,
whether potentially, metaphorically, ideally, or literally. Little media is created with the purpose of
isolation, and publishing is easier than ever before. Due to the sheer abundance of media, it is necessary
that media forms not simply co-exist, but supplement one another.

3. Social Factors

Sharing is no longer just a method of personal identity or distribution, but rather can create messages of
its own. Who shares what to whom through what channels can not only determine the long-term
success of the media, but can create organic ecosystems of sourcing, sharing, storing, and ultimately
repackaging media.

4. Curation

Speaking of storing, overt storage of favored content through platforms such as pinterest, pearltrees,
pocket and others is one method of “save to read later.” But more subtly, when a video is collected in a
YouTube channel, a poem ends up in a blog post, or an infographic is pinned to pinterest or stored on a
learnist board, that is also a kind of literacy as well–the ability to understand the value of information,
and keep it in a way that makes it accessible and useful long-term.

Elegant curation should resist data overload and other signs of “digital hoarding,” while also providing
the potential for social curation–working together to find, collect, and organize great information.

Reference: https://www.techthought.com

Six Characteristics of Effective Reading Teachers

By angela@readinghorizons.com 2 Comments       Follow ReadingHorizons  

Tags: Teaching Reading Tips

It seems like there has been a lot of talk lately about measuring ‘teacher effectiveness’. In fact, some
organizations are spending a lot of time and money trying to identify effective teachers and compare
them to their less-than-effective peers in an attempt to define what a good teacher does to get desired
results. Ironically, we as teachers are, understandably, so caught up in the immediacy of teaching that
we forget to reflect on what good teaching looks like to us. After spending several years as a literacy
coach, observing in classrooms, and helping teachers use data to drive instruction, I have noticed some
similarities among teachers who get good results, (I am speaking quantitatively and qualitatively, by the
way). For what it is worth, these are just a few of my observations about what makes a teacher a good
teacher.

What makes an effective reading teacher?

1. Good teachers believe in their students.

This means that they have high expectations for each one of their students. I remember meeting with a
first-grade teacher who had a student who was born with Fetal Alcohol Syndrome. While observing
whole-class explicit phonics instruction I noticed Tom (not his real name) playing with blocks at the back
of the room while the rest of the class was participating in the lesson. When I asked about Tom, the
teacher replied, “Tom is playing with blocks because that is all Tom will ever be capable of.” Needless to
say, Tom did not learn to read anything in first grade. During his second grade year, however, Tom had a
teacher who had high expectations for Tom. He made more than one year of progress in reading that
year and, as his second-grade teacher expected, was capable of much more than playing with blocks.

2. Good teachers are introspective about their teaching.

While I was in college, I worked as an aid in a second-grade classroom. Daily, I observed Mrs. O take
notes on each lesson that she taught so she could improve her teaching. I watched her change her
instruction multiple times based on evaluation, and re-evaluation, of the way her students responded to
her structured literacy instruction. Over the years, I have continued to see even the toughest students
make significant progress in her class. As a literacy coach, it was not uncommon to be approached by
well-meaning teachers asking if I would observe a lesson and then give them feedback, any feedback, on
how they could improve their teaching. Of course, that was a good practice and good things sometimes
came of that process. What was less common, however, was being asked to observe a very specific
element of teaching that had been identified by a teacher who had already engaged in a very reflective
analysis of his or her own teaching.  In every case, introspective teachers became even more effective
than they already were.

3. Good teachers are constantly monitoring students’ response to their instruction.

This means espousing the belief that assessment, in all of its forms (formative, summative, formal, and
informal) is part of teaching. As a result, these teachers do not teach to the test, they often teach
beyond the test. These teachers are the same teachers who can readily recognize good practices when
they see them because of student response patterns. They are not the kind to ‘throw the baby out with
the bathwater’ with the adoption of a new basal program. They can effectively identify what works for
students and what does not.

4. Good teachers develop good relationships with students and parents.

When I am instructing pre-service teachers, I tell them that the greatest secret to classroom
management is to get to know each of their students individually. At the beginning of each school year, I
took turns having lunch with each one of my students. I soon came to realize that the time spent one-
on-one getting to know each student proved to be invaluable as it related to knowing how to
differentiate instruction for each one of my first graders. I also saw that the mutual respect that resulted
greatly influenced student motivation. Part of getting to know each student involves building
relationships with their families as well. Good teachers include parents as an important part of the
classroom culture, building a greater sense of community. As they say, it takes a village.

5. Good teachers are good learners.

The teachers who I respect most are the teachers who keep things fresh by constantly learning new
things about what they are teaching. These teachers are willing to read books, take classes, organize
study groups and learn new and innovative technologies. They are also open to learning new things even
if they go against the way they were taught or practices that have been accepted on the basis of
tradition rather than evidence. Conversely, I have seen a whole grade level of teachers who went to
great lengths to preserve an assessment that was so old that it was out of print just because they would
rather keep doing what they have always done rather than use something new and more informative. I
know teachers are strapped for time but I think the key to continued learning is at least being willing to
learn new things.

6. Good teachers have a life outside of the classroom.

Balance between work life and personal life can also contribute to effective and enthusiastic teaching.
Teachers who have a hard time maintaining this balance either become the kind of person who lives,
eats, and breathes, teaching, which is the fast track to burn out, or they become the kind of teacher that
arrives and leaves with the students, which is the fast track to lack of student progress. A good teacher
who is also a happy, well-balanced person.

Reference: https://www.readinghorizons.com

12 Qualities of an Effective Reading Teacher

 Dianne Murphy
2 years ago

Good systems need good people to deliver them.

To have real impact, an intervention must have two things: an effective programme, and an effective
teacher. No matter how good the programme is, its power to effect positive change will be aided or
hindered by the person who is delivering it. Having trained numerous teams to deliver Thinking Reading,
I have distilled a list of key qualities that teaching staff need to become ‘highly effective’ practitioners. I
thought it might make interesting reading for others – it’s not a job description, just my observations on
what makes the biggest difference. Here is my list:

1. Teachable

As fluent readers, we can be blasé about the difficulty of teaching reading to older struggling readers
because it is something that we learnt to do (often very easily) so many years ago, that it is a skill that
we now perform with automaticity (fluently). We need to have a thorough knowledge-base so that we
can teach systematically and not create any confusion. Thankfully, there is so much sound research that
has been done on the science of reading – but good teachers will actively seek to learn from this
research and to apply it.

2. Academically critical

It’s always a delight when teachers really engage with the research. Precisely because there is so much
research, it’s very important to become skilled at questioning and evaluating what is presented in
training and in articles or books. If ‘research’ becomes just another fad, the profession has gained
nothing. But teachers who are critical in their approach and willing to engage academically find a whole
trove of treasure that isn’t open to us when we only engage in a superficial way. It’s how we understand
‘why’ we use a certain procedure instead of just looking for ‘what’ to do.
3. Skeptical

Smart teachers don’t rely on ‘intuition’ or ‘professional judgement’. They use clear cut, objective and
observable criteria for both formative and summative assessment, and apply that criteria for student
selection, and advancement during the intervention. If we rely on anything else, students could be
advanced before they are ready, which sets them up to fail later on – or they may be held back
unnecessarily. A commitment to empirical evidence enables us to be objective, not subjective, when
making these important decisions.

4. Optimistic

When secondary school students come into a reading intervention programme, they have had a history
of failure. It is our job to have high expectations and communicate to them our belief in what they can
achieve. We must not be swayed by the observations of others that “they can’t”, “they have a
processing disorder”, “everything goes in one ear and out the other” and such proclamations of doom.
We need to believe in them and be ambitious for their progress before they start to believe in
themselves. If we teach them what they need to know, in small steps to mastery, they will make
progress in every lesson, and over time can make substantial gains. It is not unkind or unreasonable to
have high expectations, as long as we have a plan to get the student there in small, achievable steps.

5. Challenging

Good teachers know the behaviours that their students need to succeed. We teach these behaviours as
required – we do not just assume that students have them in their repertoire. We also give them
reasons for doing the right thing, that is, we deliberately build their motivation. This implies that we
have high expectations and won’t let them get away with doing less than their best. This comes as a
surprise to some students, but it is absolutely necessary for them to achieve their potential.

6. Liberating expectations
It is important to be aware of the myths surrounding older struggling readers. Be research-literate:
become familiar with the research on the myths around dyslexia and intelligence. Being behind in
reading does not equate to low intelligence, nor is it helped by using coloured lenses or overlays. In fact,
learning to read well can improve IQ results. Assigning ‘ability’ levels to students creates artificial – and
unnecessary – ceilings for how well they can do.

7. Pragmatic perfectionist

To be a very effective teacher, we need to maintain a balance between the perfectionism that ensures
that everything operates at the highest standard possible, and a pragmatism that remembers that we,
our students, and our colleagues are only human. There is always a tension here, but in my experience it
is only when we lean more towards the perfectionist side that we really see results for those with the
most serious reading problems.

8. Strong work ethic

There can be no cutting corners. There is only efficient management of the work that has to be done.
We should never waste time doing things that don’t need doing – this only keeps us away from doing
what should be done. But all essential tasks should be done thoroughly and completely. It is always
obvious in training when people really care about doing a job well, and when they don’t.

9. Eye for detail

When working with students who have made limited progress, we have to be diligent and spot every
little detail that may be holding them back. Does the student drop the endings of words? Do they fail to
read the punctuation? Did they mispronounce a word when reading aloud? Perhaps teachers thinking
an error was ‘too trivial’ is why the student has ended up where they are. The same eye for detail
applies to delivering lessons. Every detail counts – otherwise, why were we planning to do something
that didn’t matter? We need to use every opportunity to best effect – and eliminate every problem.
10. Determined

The kind of patience that we need when working with students who are struggling is not so much about
calmly tolerating mistakes: it is about a stubborn determination to work through every issue until they
have cracked the problems that they faced and have caught up completely.

11. Emotionally secure

Successful teachers are focused on their students’ success, not their students’ approval or need for
them. There is a dangerous co-dependency that we can unwittingly foster when we need to be needed.
This is never helpful. The focus is on the student and what they can achieve. Our goal is to make
ourselves dispensable.

12. Warm but not sentimental

Strong teachers have warmth but still create a focused, no-nonsense atmosphere. In some contexts, I
have seen a tendency for sympathy or pity to overshadow what students really need – a consistent,
forensic drive for progress. It doesn’t actually matter why their learning problems arose – the most
compassionate response I can give is to enable them to learn what they need in order to become
independent learners.

Those are some thoughts about what makes transformational reading teachers – I suspect that many of
the same traits apply to classroom teachers. And let’s not forget that underpinning all this has to be an
effective, research-validated programme otherwise, all that talent is going to waste.

Reference: https://www.wordpress.com

Top 9 Characteristics and Qualities of a Good Teacher

Updated on September 7, 2018

Syed Hunbbel Meer moreContact Author



Source

Every teacher wants to be good, but what exactly are the qualities that make a good teacher? What are
the skills, talents, and characteristics, and can they be taught or learned?

Teaching can be quite satisfying for people who do it well. I know this because I am a teacher, too.
Although I do not think I'm always the best teacher, do I know that the majority of my students love me,
and I guess this is partly why good things happen in my classroom.

I have spent a lot of time thinking about—and done a lot of research into—the question of what
characteristics make a teacher effective and how I can succeed in the classroom. Although every great
teacher has their own special, unique style, I have found that there are nine specific universal qualities
that are necessary for anyone who wants to teach effectively, whether they want to teach in an
elementary school or a university. If any teacher possesses the following characteristics and qualities,
he/she can become a very good teacher with large fan base.

What Makes a Great Teacher

expert communication skills

superior listening skills

deep knowledge and passion for their subject matter

the ability to build caring relationships with students

friendliness and approachability

excellent preparation and organization skills

strong work ethic

community-building skills

high expectations for all

Each of these characteristics is described fully below. Although great teachers may also possess a
number of other wonderful qualities (like a sense of humor, personality, flexibility, kindness, leadership,
classroom management, a calm demeanor, experience, and the ability to multitask), these are the
qualities the best teachers universally possess.
Education is not the filling of a pail but the lighting of a fire.

— William Butler Yeats

1. Excellent Communication Skills

You'd think that the most important quality for a teacher to possess would be knowledge, since that's
what the job is all about, after all: sharing knowledge. But no matter how knowledgable a person is, if
they can't convey what they know to others in a way that is not only understandable but engaging, the
knowledge itself is useless.

If a teacher's communication skills (verbal, nonverbal, and visual, which involve speaking, writing,
imagery, body language, and the organization of ideas into understandable structures) are good, they
can convey knowledge with better skill and results.

Since a large part of good communication is knowing when the audience has understood, these teachers
notice when they have communicated effectively and when they have not. They will often paraphrase,
illustrate, or take another tact entirely when it becomes apparent that their communication has fallen
flat or has not reached or connected to the entire class.

A good teacher notices when even one student among many does not understand, and makes an effort
to communicate individually when necessary.

Communication also involves explaining exactly what the assignments and expectations are. When
students fully understand what is expected of them, it's much easier for them to deliver.

Interestingly, not only are communication skills incredibly important in the classroom, but they are
among the most important skills in any setting. According to a recent survey by the Pew Research
Center, most Americans view communication as the most important skill for long term success “to get
ahead in the world today.” So by being good communicators, teachers are modeling important lifetime
skills by example.

2. Superior Listening Skills

In addition to being good communicators, good teachers also happen to be excellent listeners. As the
Turkish proverb says,"If speaking is silver, then listening is gold." Of course, effective communication
only happens when at least two parties are actively involved in the process together, and the only way
to know if communication is heard is by asking (and listening to the answer).
So in an ideal learning environment, teachers ask important questions and then actively, carefully,
empathetically listen to what learners have to say. When good teachers develop this patient quality in
themselves, they start to become great. Great teachers listen hard and then use what they hear to
improve the communication.

Those who know, do. Those who understand, teach.

— Aristotle

3. Deep Knowledge of and Passion for the Subject Matter

There is a saying that a teacher is only as good as what they know. If a teacher lacks knowledge in a
subject, that dearth of understanding is passed along to the students. And keep in mind that although
formal education is one way a teacher might gain the knowledge they need in order to teach well, there
are other ways.

Passion is infectious. Love of a subject matter inspires a person to learn more, dig deeper, and think
harder about it, so passion inspires deeper knowledge. The best teachers are those that clearly love
their subjects and pass that passion and desire to learn more on to their students. When the teacher not
only has the right answer to a student's question but can expand the discussion with vivid examples,
amusing illustrative anecdotes, and relevant facts, and when the teacher has a deep well of
understanding and expertise to draw on, then every lesson is enriched, and every student might be
inspired.

4. The Ability to Develop Strong Relationships With Students

It's not enough just to know what you're talking about, though, and a great teacher doesn't only teach
from the head. In the best classrooms, hearts are involved, as well. In order to create successful learning
environments, great teachers need to be able to build caring relationships with their students. It is the
caring student-teacher relationship that facilitates the exchange of information.

The best teachers are often the ones that care the most deeply, not only about their jobs, but about
every student they serve. It's not enough just to love the subject matter: Great teachers also share a
love of students. Caring about the students is what inspires teachers to reach out, do better,
communicate more, ask, learn, refine, and improve. This is something that can't be taught, not even in
the best school.
5. Friendliness and Approachability

Because it's the teacher's job to help students learn, they must be easy to approach. Students will have
questions that can't be answered if the teacher isn't friendly and easy to talk to. The crabby,
unapproachable, terse, mean, arrogant, rude, all-business teacher can't last long. If the students think of
their teacher as their enemy, they certainly won't learn much. The best teachers are the most open,
welcoming, and easy to approach.

6. Preparation and Organization Skills

No matter how charming you are, if you show up for a class without an excellent plan for how to teach
your material, you won't succeed. Great teachers spend endless hours outside of the classroom
preparing, designing lessons, learning more (both about their subject matter specifically and how to
teach, in general), participating in professional development, and thinking of fresh and interesting ways
to reach the students.

The best teachers have excellent lesson plans, lectures, and assignments that they continually improve.
They have studied extensively and read widely about how to teach and methods to facilitate learning.
They structure their days, lessons, and units in a way that fosters maximal understanding and interest.
They collaborate with other teachers and attend classes to learn more about their subject matter and
how to best convey it. They are available outside of class, and they grade papers quickly, writing
personal notes to help their students understand.

A good teacher affects eternity; he can never tell where his influence stops.

— Henry Adams

7. A Strong Work Ethic

Anyone who's done it knows that teaching is one of the hardest jobs there is. The secret that keeps
them going is that great teachers really, really want to be great teachers, and they'll stop at nothing do
succeed. A great teacher will do almost anything to help their students. They always make time and
they're always willing to help. If something doesn't work, they'll work tirelessly until they find a solution.
A teacher's work is never done but the best ones never stop trying, they never quit.
8. The Ability to Build Community

The best teachers understand the importance of building supportive and collaborative environments. In
addition to forming caring relationships with each student, the best teachers foster healthy and
mutually respectful relationships between the students. They know how to establish guidelines and
assign roles to enlist every student's help and participation. Every student feels like they are not only
accepted by the larger group, but that their presence is a necessary ingredient in the classroom's magic.
Their classrooms are like little communities where each individual plays a part and feels at home.

9. High Expectations for All

Studies show that a teacher's expectations have a huge impact on student achievement. The best
teachers have high expectations for all of their students. They expect a lot from each student, but those
expectations are both challenging and realistic. This doesn't mean they hold all students to the same
high standard, but instead that they know what each student is capable of individually and strive to help
each one attain their personal best.

Reference: https://www.owlcation.com

Learning a language can feel like a daunting task and a seemingly impossible achievement. Teaching a
language, however, can seem even more intimidating. You are probably reading this because you are
wondering what are the qualities of a good language teacher? Most teachers will know that fluency in a
language (while definitely important) is not enough to be an effective teacher. Teachers are unsung
heroes, and like any great hero, they have amazing qualities that influence all of our learning journeys.

We all have at least one teacher that we remember fondly. At least one that made a great impact on
shaping our learning. Language teachers especially are extraordinary individuals. They face an incredible
challenge teaching the intricacies of a first, second, or even a third language. So what stands out most
about our most memorable teachers who helped us learn our first or second language without giving up
on us? There is a very long list that makes this profession a calling.

Here are some of the qualities and characteristics that make a good language teacher.

1. COMPETENCE AND PATIENCE

The requirement of any teacher is to know his or her subject well. However, in most cases, it is vital to
remember that, as a teacher, you are guiding a learner to new knowledge and helping them discover the
subject you are teaching. Doing is learning.

This is especially important in language teaching as many students may enter the course as complete
beginners, false beginners, or have little knowledge of the language but lack confidence. As a teacher,
recognizing what the learner knows and doesn’t know is paramount. The learning doesn’t always
happen quickly. Give it space and time to happen. Patience with the learning process is one of the
greatest qualities of a good teacher. Patience inspires confidence in the learner. Vulnerability is a
hindrance to the learner. Having patience gives the learner the courage to learn.

2. PERSONALIZED LEARNING ENVIRONMENT

Every individual learns differently. Changing the classroom environment in a manner to customize
learning can be extremely beneficial to students and lead to increased motivation. Language learning
can be a taxing task in itself – imagine trying to learn when the activities used to learn are not exciting or
not personalized. Connecting with your students to figure out what manner of learning – whether it is
visual, audio or even kinesthetic – works best for them will undoubtedly help.

3. HOPEFULNESS

The best way to accomplish this is to remain hopeful and encouraging yourself. Your level of
hopefulness is contagious and inspires students to learn and believe that they can pick up the language.
In addition to using appreciative or constructive cues in the classroom (“Nice job!”; “Great point, can
you further clarify?”; “Stick with it!”; “You’ll get it!”; “You learned that fast!”; “Well said!”), effective
language teachers are sensitive to the learners’ discouragement and readily appease and validate
learners’ feelings.

A learner noticing your hopefulness is crucial as it propels further learning, even when they feel
demotivated themselves.

4. BE PASSIONATE AND GENERATE PASSION

You are obviously passionate about learning the language and communicating in it – it is important
however that you bring this passion in full force when teaching it as well. If classes are drab and
uninspiring they leave students in the same state. Sparking an interest in the language is imperative and
this can be done by understanding motivations for learning the language in the first place or even
communicating the benefits of learning the language. Every language or culture is super exciting.
Highlight this!

5. CONNECT

The division between your knowledge of the language and your teaching skills is the ability to connect
and form relationships with your students. Many of our least memorable teachers are usually those with
whom we had no personal connection or not felt understood or appreciated by them.

As a good language teacher, your job is to put aside the specialized language and learn to explain key
language concepts, patterns, and ideas in ways that students can relate to, enjoy, and apply in real-life
situations. You can try using apps/websites that have learner-friendly activities that connect personally.
It’s important to take the time to understand why a student wants to learn the language and try to cater
to that purpose.

6. MISTAKES = LEARNING HAPPENING

Studies have shown that stimulating student participation directly leads to more successful language
acquisition. Passive, quiet students most likely aren’t learning as much as those who participate actively
and regularly. However, a more reserved student need not be a cause for concern – implementing a
more collaborative approach of asking, understanding and encouraging can be enough. Again, the
importance of being relatable cannot be stressed enough, as students will participate more when they
feel respected by you, and that it’s safe to make mistakes. They will quickly realize that they learn the
most from their own mistakes. 

7. LANGUAGE LEARNERS’ DEVELOPMENT STAGES

Language learning environments are unique in that different learning stages will look very different from
one another. Younger students, for example, will need more visual tools and playful activities rather
than written ones. Language learning is challenging and can result in a lot of frustration during certain
frustrating stages. Understanding the language development stages of your learners, therefore, offers
you a better idea to customize teaching to suit the individual needs effectively.

8. EXPLORE DIFFERENT TEACHING METHODS

With technology permeating all aspects of life and the incorporation of eLearning in classrooms
(blended classrooms) methods of language teaching have changed considerably. As an effective teacher,
including the use of technology in your lesson plans, is invaluable to create an enhanced, more relatable,
and a multimedia classroom.

9. TEACHER TRAINING AND DEVELOPMENT

To be the best teacher you can, you also need to be a learner. One cannot stress enough the importance
of teachers continuously improving their own teaching and language abilities. Ways to do so include
analyzing one’s own practices, learning from peers, staying current with the latest teaching
methodologies. Teachers ultimately also remain lifelong students, and effective tutors share what they
are learning as well as show what it looks like to be a learner.

10. HOLD STUDENTS ACCOUNTABLE

Finally, it is essential to remember that everyone can learn anything. It is innate in all of us. The
teacher’s responsibility is to find all the ways to facilitate that learning. Also, a good teacher would make
sure that all learners take responsibility for their learning right from the start.

A learner can only learn so much through teaching. Bringing a positive attitude and having the
motivation to learn themselves is just as crucial to their learning process.

Reference: https://www.blog.cudoo.com