Do we, as teachers, have the courage to stop and ask ourselves this question: Am I an effective teacher? Are we teaching in a way that is truly effective, or do we try our best and leave it at that? According to Harry and Rosemary Wong, in their column entitled “Effective Teaching“, it is not only possible to identify and define teaching effectiveness, it is a practical term which can be associated with your teaching. “Effective Teaching” is not a mysterious title that school administrators tag on some special teachers based on their popularity amongst the students. It is not an unattainable talent gifted to some and out of reach for others. If you are not already an effective teacher, you can become one.
Am I already an effective teacher? Effective teachers are always associated with 3 distinctive elements: student learning, growth, and achievement. Where student learning is happening, you will find students who are successfully acquiring basic knowledge and skills. Are your students successfully acquiring knowledge and skills? Progress over time equates to growth. Do your students exhibit measurable progress? Achievement, the act of accomplishment, always follows the learning and the growth. Are your learners also achievers?
“Effectiveness Defined: It’s not a Mystery” by Harry and Rosemary Wong stimulates us, as teachers, to ask the following questions:
Am I an exceptionally good classroom manager?
Do I teach lessons that yield not only student learning, but also mastery?
Do I have positive expectations for the success of my students?
If you answered yes to all three these questions, you share the primary characteristics of other effective teachers. If you didn’t answer all three questions in the affirmative, don’t despair. The good news is that effective teaching is a skill that can be taught and learned. Every teacher should aspire to become an effective teacher, and help is available to reach that goal.
For more information about developing effective teaching skills, visit: http://www.effectiveteaching.com/