LITERATURE

IN ELT
“WHAT IS
GOOD
TEACHING?”
COMPILED BY:

1. ENCUP SUPRAYOGI

2. HANIFAH ANDRIANI

3. PHITA MATSNAH SUKAENAH

4. RINA MARYANTI
What is teaching?

– Teaching is a process intended for learning by

inducing a behavioral change in the taught.
– It is an art of communicating message with
impact on audience
Why teaching?

Teaching creates knowledge awareness and

feelings in the taught and brings about
behavioral change.
 Teaching process

Teacher Message Taught

Well prepared Clear Sensitized
Accurate
No communication barriers Brief Receptive
specific
What is good teaching?
Teaching is the art and science of helping others to grow in their
knowledge and understanding. Good teaching is about motivating
students not only to learn, but teaching them how to learn, and doing so
in a manner that is relevant, meaningful and memorable. It’s about
caring for your craft (craft is a skill or set of skills learned through
experience)
What is good teaching?

– A desire to share your love of the subject with students.

– An ability to make the material being taught stimulating and interesting.
– A facility for engaging with students at their level of understanding.
– A capacity to explain the material plainly.
– A commitment to making it absolutely clear what has to be understood at what level
and why.
– Showing concern and respect for students.
Criteria of good teaching

– Good Concept ( thorough preparation)

– Organized Content( lesson planning)
– Good Quality and optimum quantity
– Sequence
– Relevance
– Learner oriented
How to teach?
Teaching practice:
1. SET INDUCTION
2. INTRODUCING TOPIC
3. TOPIC ORGANIZATION
4. REINFORCING OR STIMULATING
5. SUMMARIZING
1. Set induction

Bringing the mood of the audience into the topic.

Make sure that your audience is ready to receive the message you are
going to deliver by any means which will make them attentive and
receptive like:
1. Verbal questioning
2. Handouts
3. Problem/exercises
2. Introduction to the topic

Introduce the topic to the students by means of

1. Title
2. Learning objectives
3. Performance objectives
3. Organizing the topic

– Prepare lesson plan keeping in mind

1. Relevance
2. Sequence
3. Editing
4. Time management
4. Reinforcement

– Make the lesson both comprehensive and interesting by

– Reinforcing with
1. Facts and figures
2. Problems/exercises
3. Giving Examples
4. Making it a two way lecture discussion by asking few questions (particularly the
students who are not attentive).
5. Stimulation

– Make it more interesting and lively by

1. Repetition of the main points
2. Stressing the important ones
3. Pauses to make something more effective
4. Relevant personal experiences
5. Purposeful body movements, gestures, voice modulations, eye contact etc.
6. Summarizing

– Summarize your lecture

– By checking whether you have explained all the learning objectives
you have chosen.
– Just repeat your learning objectives giving stress on main points.
– Please note that summarization is not evaluation or assessment of
impact of your lecture. It completes just delivery of lecture, but does
not measure the impact of lecture on the audience.
Good, Bad and Ambiguous Characteristics of
Teaching
Good Characteristics:
– Keep track of questions asked in lab or office hours. – Convey expectations.
– Encourage students to participate in discussion. – Keep promises
– General enthusiasm (cheerleader role) – Have students explain to other students when you have the
same question.
– Don’t intimidate students
– Know students’ names
– Self-sufficient slides
– Give feedback
– Empower students to learn for themselves (show them how
to figure out things). – Being available
– Speak with confidence – A good explanation may start with getting at what a
student is trying to do.
– Have easily accessible notes
– Solicit feedback/input so as to know what a student
knows.
Bad Characteristics
– Errors in slides
– Errors in general
– Talking only to the board
– Mumbling
– Not responsive, inflexible
– Not speaking loud enough for everyone to hear (poor communication)
– Poor examples.
Ambiguous Characteristics
– Attire: Sloppy attire may indicate attitude; may wish to dress up a bit depending on
age difference between Teacher and students.
– Humor/sarcasm/slang
– Political remarks
Attitude towards students

Highly rated lecturers genuinely wanted students to learn, understand

and develop critical thinking abilities, as well as master content or learn
skills. They demonstrated an empathy with student thinking, anticipating
misconceptions and allowing students to develop understanding in a
variety of ways.
Personal qualities

Highly rated lecturers showed enthusiasm for their subject, professional

area and teaching role. Students found this motivating and commented
that they looked forward to coming to classes. The most frequently
mentioned personal attribute of the highly rated lecturers was their "easy
going", "relaxed" or "open" manner, and the relaxed atmosphere that
this brought to the classroom. Students also appreciated appropriate
humor and an attitude which suggested that learning was enjoyable.
Great teaching is defined as that which leads to
improved student progress

There are six components of great teaching :

1. (Pedagogical) content knowledge (Strong evidence of impact on student
outcomes)
2. Quality of instruction (Strong evidence of impact on student outcomes)
3. Classroom climate (Moderate evidence of impact on student outcomes)
4. Classroom management (Moderate evidence of impact on student
outcomes)
5. Teacher beliefs (Some evidence of impact on student outcomes)
6. Professional behaviors (Some evidence of impact on student outcomes)
What kinds of frameworks or tools could help us
to capture great teaching?”

Assessing teacher quality through multiple measures

A formative teacher evaluation system – based on continuous assessment and
feedback rather than a high-stakes test - must incorporate a range of measures,
from different sources, using a variety of methods. A key to suitably cautious
and critical use of the different methods is to triangulate them against each
other. A single source of evidence may suggest the way forward, but when it is
confirmed by another independent source it starts to become a credible guide.
Six approaches to teacher
assessment
Three approaches to assessing teachers that demonstrate moderate validity in signaling
effectiveness:
1. classroom observations by peers, principals or external evaluators
2. ‘value-added’ models (assessing gains in student achievement)
3. student ratings
Three other approaches had limited evidence:
4. principal (or head teacher) judgment
5. teacher self-reports
6. analysis of classroom artifacts and teacher portfolios
Classroom observations
– Measuring student gains
Value-added models are highly dependent on the availability of good outcome measures.
Their results can be quite sensitive to some essentially arbitrary choices about which
variables to include and what assumptions underpin the models. Estimates of effectiveness
for individual teachers are only moderately stable from year to year and class to class.
– Student ratings
Collecting student ratings should be a cheap and easy source of good feedback about teaching
behaviors from a range of observers who can draw on experience of many lessons. There is
evidence of the validity of these measures from use both in schools and, more widely, in
higher education.
“How could this promote
better learning?”
Six principles of teacher feedback
1. the focus is kept clearly on improving student outcomes;
2. feedback is related to clear, specific and challenging goals for the recipient; . attention is
on the learning rather than to the person or to comparisons with others;
3. teachers are encouraged to be continual independent learners;
4. feedback is mediated by a mentor in an environment of trust and support;
5. an environment of professional learning and support is promoted by the school’s
leadership.
Teaching Methods

– Teacher-Centered Approach to Learning

Taken to its most extreme interpretation, teachers are the main authority figure in a teacher-centered instruction model.
Students are viewed as “empty vessels External link ” who passively receive knowledge from their teachers through lectures
and direct instruction, with an end goal of positive results from testing and assessment. In this style, teaching and assessment
are viewed as two separate entities; student learning is measured through objectively scored tests and assessments.
– Student-Centered Approach to Learning
While teachers are still an authority figure in a student-centered teaching model, teachers and students play an equally active
role in the learning process.
The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material, and to measure
student learning through both formal and informal forms of assessment, like group projects, student portfolios, and class
participation. In the student-centered classroom, teaching and assessment are connected because student learning is
continuously measured during teacher instruction.
Teaching Methods
– High Tech Approach to Learning
Advancements in technology have propelled the education sector in the last few decades.
As the name suggests, the high tech approach to learning utilizes different technology to
aid students in their classroom learning. Many educators use computers and tablets in
the classroom, and others may use the internet to assign homework. The internet is also
beneficial in a classroom setting as it provides unlimited resources. Teachers may also
use the internet in order to connect their students with people from around the world.
Evolution of teaching methods
 Ancient education
About 3000 BC, with the advent of writing, education became more conscious or self-reflecting, with
specialized occupations such as scribe and astronomer requiring particular skills and knowledge. Philosophy in
ancient Greece led to questions of educational method entering national discourse. In his literary work The
Republic, Plato described a system of instruction that he felt would lead to an ideal state. In his dialogues,
Plato described the Socratic method, a form of inquiry and debate intended to stimulate critical thinking and
illuminate ideas.
 Medieval education
Comenius, in Bohemia, wanted all children to learn. In his The World in Pictures, he created an illustrated
textbook of things children would be familiar with in everyday life and used it to teach children. Rabelais
described how the student Gargantua learned about the world, and what is in it. Much later, Jean-Jacques
Rousseau in his Emile, presented methodology to teach children the elements of science and other subjects.
During Napoleonic warfare, the teaching methodology of Johann Heinrich Pestalozzi of Switzerland enabled
refugee children, of a class believed to be untouchable[by whom?], to learn. He described this in his account of
an educational experiment at Stanz.
Evolution of teaching methods
 19th century - compulsory education
The Prussian education system was a system of mandatory education dating to the early 19th
century. Parts of the Prussian education system have served as models for the education
systems in a number of other countries, including Japan and the United States. The Prussian
model required classroom management skills to be incorporated into the teaching process.
 20th century
Newer teaching methods may incorporate television, radio, internet, multi media, and other
modern devices. Some educators [who?] believe that the use of technology, while facilitating
learning to some degree, is not a substitute for educational methods that encourage critical
thinking and a desire to learn. Inquiry learning is another modern teaching method.
Methods of instruction
 Lecturing
The lecture method is just one of several teaching methods, though in schools it’s usually considered the
primary one. The lecture method is convenient for the institution and cost-efficient, especially with larger
classroom sizes. This is why lecturing is the standard for most college courses, when there can be several
hundred students in the classroom at once; lecturing lets professors address the most people at once, in the
most general manner, while still conveying the information that he or she feels is most important, according to
the lesson plan.
 Demonstrating
Demonstrating, which is also called the coaching style or the Lecture-cum-Demonstration method, is the process
of teaching through examples or experiments. The framework mixes the instructional strategies of information
imparting and showing how. For example, a science teacher may teach an idea by performing an experiment
for students. A demonstration may be used to prove a fact through a combination of visual evidence and
associated reasoning.
Methods of instruction

 Collaborating
Collaboration allows students to actively participate in the learning process by talking with each other and
listening to others opinions. Collaboration establishes a personal connection between students and the topic of
study and it helps students think in a less personally biased way. Group projects and discussions are examples
of this teaching method. Teachers may employ collaboration to assess student's abilities to work as a team,
leadership skills, or presentation abilities.
 Classroom discussion
It is also a democratic way of handling a class, where each student is given equal opportunity to interact and
put forth their views. A discussion taking place in a classroom can be either facilitated by a teacher or by a
student. A discussion could also follow a presentation or a demonstration. Class discussions can enhance
student understanding, add context to academic content, broaden student perspectives, highlight opposing
viewpoints, reinforce knowledge, build confidence, and support community in learning.
Methods of instruction

 Debriefing
The term “debriefing” refers to conversational sessions that revolve around the sharing and examining of
information after a specific event has taken place. Depending on the situation, debriefing can serve a variety of
purposes. It takes into consideration the experiences and facilitates reflection and feedback. Debriefing may
involve feedback to the students or among the students, but this is not the intent. The intent is to allow the
students to "thaw" and to judge their experience and progress toward change or transformation. T
 Classroom Action Research
Classroom Action Research is a method of finding out what works best in your own classroom so that you can
improve student learning. We know a great deal about good teaching in general, but every teaching situation
is unique in terms of content, level, student skills and learning styles, teacher skills and teaching styles, and
many other factors.
Examples of effective practices
Danielson’s Framework for Teaching
The use of this framework as a classroom observation instrument is discussed in more detail below (p31), but
for now we present an outline of the elements that are evaluated.

1. Planning and preparation 2. Classroom environment

a) Demonstrating Knowledge of Content a) Creating an Environment of Respect
and Pedagogy and Rapport

a) Demonstrating Knowledge of Students b) Establishing a Culture for Learning

b) Setting Instructional Outcomes c) Managing Classroom Procedures

c) Demonstrating Knowledge of Resources d) Managing Student Behavior

d) Designing Coherent Instruction e) Organizing Physical Space

e) Designing Student Assessments

Examples of effective practices
Danielson’s Framework for Teaching
The use of this framework as a classroom observation instrument is discussed in more detail below (p31), but
for now we present an outline of the elements that are evaluated.

3. Instruction 4. Professional responsibilities

a) Communicating with Students a) Reflecting on Teaching
b) Using Questioning and Discussion b) Maintaining Accurate Records
Techniques c) Communicating with Families
c) Engaging Students in Learning d) Participating in the Professional
d) Using Assessment in Instruction Community
e) Demonstrating Flexibility and e) Growing and Developing
Responsiveness Professionally
f) Showing Professionalism
The Classroom Assessment
Scoring System (CLASS)
CLASS
(Pianta, La Paro, & Hamre, 2008) is an evaluation framework for classroom observation that identifies three main
domains and a number of dimensions within each:
– Emotional Support
Classroom climate (positive and negative) – warmth, respect, enjoyment, enthusiasm Teacher sensitivity to student
needs Regard for student perspectives – respect for student autonomy, interests, motivations
– Classroom Organization
Behavior management Productivity – time management, maximizing opportunity to learn Instructional learning
formats – activities that maximize engagement
– Instructional Support
Concept development – focus on higher order thinking Quality of feedback Language modeling – questioning,
expanding, use of vocabulary
Classroom Assessment
Techniques
1. Student Assessment Techniques
– Techniques for Assessing Course-Related Knowledge and Skills
– Assessing Prior Knowledge, Recall, and Understanding
– Assessing Skill in Analysis and Critical Thinking
– Assessing Skill in Syntheses and Critical Thinking
– Assessing Skill in Problem Solving
– Assessing Skill in Application and Performance
Techniques for Assessing Learner Attitudes, Values, and Self-Awareness
– Assessing Students' Awareness of Their Attitudes and Values
– Assessing Students' Self-Awareness as Learners
– Assessing Course-Related Learning and Study Skills, Strategies, and Behaviors