characteristics are: 1. Time on task is high, and focused on academic content, in part due to
excellent classroom management. 2. Learning goals are clear.
3. Instruction encourages students to be active learners. 4. Individualized instruction is provided in recognition of individual
differences between students. 5. Skills-based instruction is balanced with higher level instruction, often
teaching the skills in context. 6. The classroom climate is supportive and collaborative.
20
In conclusion that effective teaching is not the end of product but it is ongoing process which is not only focused on how effective the learning in
achieving goals but also how effective the learning process is able to provide a good understanding, intelligence, perseverance, opportunity and quality, and
provide a change of behavior to apply it in students’ lives. Furthermore, effective teaching behaviour can be taught to produce the productive environment that it
can not happen accidentally. Moreover, it can be said that effective teaching is a complex occupation
which emphasizes how teacher’s behavior in creating a positive and very supportive classroom environment that successfully achieves
the learning objectives by producing autonomous learners and high student outcomes.. Thus, the writer will take the theory of dynamic model developed by
Creemers and Kyriakides about effective teaching as conceptual framework.
B. The Model of Effective Teaching According to Dynamic
Model
The dynamic model is one of effectiveness research which is an approach relates teacher behavior in the classroom with student achievement gains, this
model has been empirically validated by some researchers. This model has four
20
Shellard, op.cit.,. p.7.
levels: contextnational policy, school, teacher classroom, and student which offered five dimension to measure the factor of effective teaching, those are:
frequency, focus, stage, quality, and differentiation.
21
It underlines eight factors of effective teaching principle; orientation, structuring, questioning, teaching
modeling, applications, teacher role in making classroom a learning environment, management of time, and assessment.
Those eight effective factors describe teacher’s instructional role. Instructional roles are decisions about organizing people, materials, and ideas to
produce learning. Then, those subscales of effective teaching cover various teaching approaches, such as constructivism, and direct instruction mastery
learning. To develop students’ motivation, as the main component of constructivism, appears on orientation and teaching-modeling. Meanwhile,
classroom learning environment CLE plays an important role in another constructivism approach, the collaboration technique. Another teaching approach
is direct instruction mastery learning, and it is appeared in structuring and questioning stage.
22
Thus the eight factors of the dynamic model can improve teaching and learning activity.
Compare to other theories, the dynamic model is preferred due to three reasons. First, this model is emphasized on school improvement; it shows how
school factors are linked with teacher factors and this is related to the student outcomes. Next, this model refers to factors at teacher and school level for which
systematic evidence on their importance for educational effectiveness was found in studies conducted during the last twenty years. Finally, the validity of the
dynamic model have been examined through several studies to test the validity of the dynamic model.
23
21
Creemers and Kyriakides., op. cit., p.83.
22
Ibid., p.103.
23
Ibid., p.129.
1. The Eight Principles of Dynamic Model
The main findings of Creemers and Kyriakides which state the concept of the Dynamic model of educational effectiveness research refer to eight
effectiveness factors related to student outcome, they are: orientation, structuring, questioning, teaching modeling, application, the classroom as
a learning environment CLE, management of time, and teacher evaluation assessment.
a. Orientation
Teaching students needs to explain the objective of learning, in order to make students aware on the important of studying. It refers to
teacher behavior in providing the objective which is expected that students can engage with orientation tasks and it might encourage them
to actively participate in the classroom, if the tasks that take place are meaningful for them.
24
Marzano also reveals that to process the metacognitive skills of students, there are three stages: providing
students with spesific learning objectives before getting in the lesson, providing positive feedback and learning strategies to students on the
process of teaching and learning, and giving the time for students to consider the approach on task before reminding them to activate
spesific thinking behaviors.
25
Series of orientation can be: warming up activities, reminding and asking questions about previous lesson, connecting the previous lesson
with the following lesson, relating the examples with students’ daily
lives e.g. bringing the real object to visualize the material, and presenting the aim of learning the material clearly and it can be present
in each part of the teaching-learning activity.
24
Ibid., p. 104.
25
Research Digest: Effective Instructional Strategies Edvantia, Inc: Charleston, 2005, p. 2.
b. Structuring
Structuring is a series of activities about what activities the teacher will present at teaching-learning process so that students will be aware
of what they are going to study about.
26
In addition, to present structuring, the teacher should consider different academic background
of students. It is supported by Wenglinsky in Shellard, when teacher gives instruction to students, it is possible to give individual instruction,
because students have different bodies of knowledge.
27
The effective teachers should not only outline the content material but also consider
the time needed for each activity and remind students about the
important of learning material in each phase.
Series of structuring can be: presenting the structure or outline of the lesson, explaining about the relation among different activities
addressed to the students, signalling the transition between one activity to the others, and review again the aim of learning material.
c. Questioning Techniques
According to Chad Giacomozzi, “Questioning techniques are a key
element of the interactive classroom which are constantly being invented and revised to help facilitate active learning
”.
28
In addition, Ronald T. Hyman states in his book Strategic Questioning
, “Teaching is essentially a verbal activity and that questioning is essential to
teaching; both for the teacher and the student ”.
29
In conclusion, questioning is the way of teacher to assess students to be involved in the
classroom discussion. The effective
teacher will ask clear question to improve students’ higher thinking order; if the students find difficulty to answer the
question, teacher will give the clue or revise the question in more
26
Creemers and Kyriakides, op.cit., p. 106.
27
Shellard, op. cit., p.5.
28
Chad Giacomozzi, Questioning Techniques, New York: United States Military Academy, West Point, NY, 2007, p. 1.
29
Ibid.
