Effective Teaching Essay

“To guide the studies of” a student is used by Webster’s dictionary to define a teacher. I believe this to be an effective definition because it implies two-way communication as opposed to a one-way lecture by an instructor. An effective teacher is one who has successfully established a form of communication that inspires the student to want to learn. This connection between the teacher and the student involves a series of elements that includes: building rapport, creating awareness, discovering the solution, and soliciting feedback. When implemented as part of the teacher’s natural speaking style, the student will feel comfortable asking questions and engaging with the instructor resulting in knowledge retention and hopefully a desire to pursue further study.
The first element of effective teaching is building rapport. This needs to occur quickly, within the first few minutes of the first class. It’s just like a TV show. If immediate interest isn’t generated, the channel is switched. Unfortunately for the student, he/she is forced to watch the entire show which can result in a very long year. This is where the teacher can “meet them at their own level”, so to speak. I believe that being friendly, learning about their interests, and joking around a little help to break down the implied hierarchy that often exists between student and teacher. The challenge to me as a teacher will be to succeed at this step and then to transition effectively to the subject I will be teaching (Physics or Math) so that I can tune them in for the long haul.
Creating awareness can be successfully accomplished by capturing the imagination of the students. While some students are naturally interested in the sciences and math, many aren’t really sure why they are taking the class other than for college preparation or because their parents require it. In either case, an effective teacher will use the tools at his/her disposal to bring the purpose of the subject to life. I believe in using multi-media, especially video, as a starting point. Once the student sees that there is application to the subject matter, the teacher has succeeded in locking them in for further study.
It is at this point that teacher and student roll up their sleeves and discover the solution. A number of techniques may be used to keep the students’ attention and to challenge them on different fronts. Asking closed-ended questions offers immediate feedback to help gauge whether the teacher and student are on the right track. Open-ended questions can be used to encourage insight and original thought. Field trips will allow them to see the results of the subject in action. Demonstrations and experiments can be used to gain hands-on experience, further solidifying their grasp of the subject matter. While easily administered in a physics class, there is a place for demonstrations in a math class as well. Accounting methods, spatial analysis, blueprint reading, patio design, paint mixing, and cooking are just a few of the almost endless examples that can be used to help the student connect with the “meaning behind the equation”.
It is at this point that the teacher may feel the job is complete. She may have had fun getting to know her students. He may feel that he did a great job capturing their imagination. The material was presented in a manner that resulted in a higher percentage of good grades than in previous terms. So what is missing?
I believe that the best teachers must be willing to learn from their students as well. Listening to their concerns and complaints can expose gaps in the teacher’s curriculum. Recognizing the hidden clues in non-verbal feedback can be equally useful. Exercising patience when students don’t seem to grasp what should be a simple concept may provide an opportunity for clarification and avoid frustration that can be counterproductive. Recognizing that all students are not wired the same will help the teacher to cater the lesson plan to different backgrounds, needs, and learning patterns. Spending extra time with students who are having trouble can offer additional insight into areas that the teacher can improve upon AND it may even change a life.
The effective teacher doesn’t try to follow these steps in a methodical manner. Instead, the elements are practiced to varying degrees throughout the school year naturally. Rapport is ongoing. Capturing imagination can be used to introduce any new lesson topic. Discovering the solution engages the student and gives them a sense of accomplishment. A constant feedback loop keeps the teacher accountable and ensures continuous improvement. Those teachers who are most effective at capturing these principles guide the studies of their students in a fashion that seems effortless.