Table 2.1 Effective Teacher Characteristics and their concrete activities
FACTOR ACTIVITIES
ORIENTATION 1. Remind students about the previous lesson to recall in
activatin g students’ previous lesson and or connect the
previous lesson with the following lesson. 2. Present the aim of learning the material during the lesson.
3. The aim of learning should be clear for students to make meaningful learning to them.
4. Encourage students to guess the aim or social function of the topic.
5. Connect the subject with students’ daily lives or students’
own experience. STRUCTURING
1.
Present the structure of lesson that will be taught during studying whether mention it with duration or not.
2.
The presentation of structure should be clear for students that it could be in verbal or written.
3.
Help students in understanding the activity series during the process of learning.
4.
Give conclusion in the last session. MODELING
1. Present the strategies to students clearly. 2.
Provide the learning strategies to solve the students’ problem in this case exercises.
3. Help their students to use strategies of solving the problem given by teacher and or develop
students’ own strategies.
APPLICATION 1. Provide exercise for students to practice strategies they
learn. 2. Monitor, correct
the students’ task. 3. Offer the students the opportunity to use the concept,
skills, or strategies that they acquires throughout the lessons.
QUESTIONING 1. Prepare the questions both process and product questions.
Product question is to ask students to get the answer from the text they read, process question is to attempt students
to explain how they find their answer. 2. Give question from easy one to more complex one, or
vise versa. 3. Provide positive comment or feedback to students.
4. Attempt to rephrase the question into easier words when students do not
answer the teacher’s question. 5. Provide easier clue to enable students to answer the
teacher’s question. 6. Point out to one of student when other students do not
respond to question of teacher. 7. Give question in the last session to check whether the
students understand the material taught in the class or not.
ASSESSMENT 1. Give the evaluation of teaching learning to student.
2. Give the question to test whether students undertand the material given by teacher or not.
3. The result of assessment should improve the teacher’s
teaching practice. 4. Evaluate with various ways and from many sources
CLASSROOM LEARNING
ENVIRONMENT 1. Provide opportunity to learn and also time on task.
2. Ask for students to give question when they do not understand the material.
3. Create good interaction both on teacher to students and student to other students.
4. Teacher’s ability to establish rules,
C. The Advantages of Effective Teaching in the Teaching-
Learning Process
The advantages of effective teaching spesifically based on Creemers and Kyriakides in eight effectiveness factors which is related to the practice of
teaching and learning process are:
1. Orientation
The aim of delivering orientation to students is that this activity could engage the students on each activity given by the teachers and also
encourage them to participate in the process of teaching and learning.
36
Shellard reviews some studies about effective teaching can be reached when the teacher can clearly provide the learning goals of material.
37
In conclusion, the orientation stage is crucial to be presented in the process of
teaching and learning to make the students aware of the important of studying. Sharing objectives in student will establish the awareness on the
importance of studying the material, a purpose for learning, motivate students, and provide a framework for learning activities.
36
Ibid., p. 104.
37
Shellard, op. cit., p 7.
5. Maintain the students in order to create a learning environment.
TIME MANAGEMENT
1.
Maximize students’ learning time during the lesson.
2.
Engage different students to be on task.
3.
Organize the classroom environment.
4.
Take into account the time allocated to different phases of the lesson.
2. Structuring
Creemers and Kyriakides present a review of the important of structuring in studies conducted in 1986 and 1992. They found that student
achievement can be maximized if teachers present the series of activity during the lesson by 1 presenting the objective of learning material at the
day lesson, 2 outlining the content to be covered and also signalling the transitions between lesson parts, 3 presenting the main topics of lesson and
reviewing at the end of the lesson.
38
In conclusion, the effective teachers review the lesson learnt in the previous lesson, for instance by discussing
homework. Furthermore, when presenting the outline of material, effective teachers should consider the length of time needed for each phase of
learning. Then, the element of structuring is to differenciate and to connect each item of activities. In addition, the structuring by explaining the students
about the content of lesson, the students will realize about what activities they will pass on the teaching-learning process.
Further, structuring allow pupils to gain a sense of mastery over the content and will stop pupils getting bored of the lesson. All this ensures not
only that pupils will remember better what they have learnt, but will help them to understand more easily the content as an integrated whole, with
recognition of the relationships between the parts. 3.
Questioning Techniques
Through questioning, the teacher leads the students to know something, suggest the stud
ents to get information, assess the students’ skills of critical
thinking so it teaches the students to think critically.
A higher order thinking can be described as the ability to solve the problems, analyze arguments, negotiate issues, or make predictions. It can
be built by using effective questioning techniques. For instance, teachers formulate the good questions, provide wait time to response students’
answers, and provide the appropriate cue and feedback.
39
It is indicated that
38
Creemers and Kyriakides, op. cit., p. 82.
39
Research Digest, op. cit., p. 3.
good questioning techniques cause a higher order thinking in order to lead to long-term improvement in achievement. Furthermore, the high-achieving
students can be reached by asking many open-ended questions process.
40
The open-ended questions or a process question is let the students to
determine how they arrived to the answer. 4.
Teaching Modeling
Through modeling activity, teacher can engage students in developing or presenting the strategies. Effective teacher should help the students to
develop their strategies to solve different types of problems; by this activity, an active learning can be created in the classroom.
5. Application
The application stage aimed at providing both individual students and groups with appropriate feedback. Meanwhile, the feedback should
encourage especially low performing students in the terms of students’
effort.
41
It is argued by Ciaccio that giving feedback on students should describe the student’s effort or achievement.
42
In conclusion, when the teachers can present the material with appropriate technique, it makes
students get the point of teachers’ explanation and also helps the teachers to reach the objective from the topic presented in the classroom.
6. The Classroom as a Learning Environment: the Contribution of the
Teacher
Teacher can make meaningful task to students; teacher can create classroom atmosphere either teacher-student interaction or student-student
interaction; teacher can make the students learn from teachers’ activities given.
43
According to Heck Marcoulides in Azkiyah, the classroom management or classroom climate are related to the behaviour of the
stakeholders which consist of learning and order. Learning is an
40
Shellard, op.cit., p. 6.
41
Creemers Kyriakides, op. cit., pp.110 – 112.
42
Ciaccio, op. cit., p. 69.
43
Creemers Kyriakides
.
loc. cit.
instructional aspect meanwhile order is a managerial aspect.
44
Furthermore, Wentzel, et al in Opdenakker argued that the classroom environment is a
crucial aspect of understanding and engaging the student’s motivation.
45
This statement revealed that by creating a good classroom learning environment, the students
will be motivated to study. The classroom learning environment in this model is an attempt to integrate the elements of different research tradition
by looking at the different strategies that the teacher uses to keep the different students’ knowledge to be involved in the classroom teaching and
learning. To manage the classroom as a learning environment, the teacher could also establish, respect and practice the school’s rules.
7. Management of Time
The teachers organize the time in teaching-learning in such way to engage students in her or his lesson throughout the class. This activity aimed
at maximising the learning time covered in one meeting.
46
In this dynamic model, the time management is one of the most important indicators of
effective teaching. The effective teacher could measure the time that is used for teaching per lesson and the lesson to be covered within the time
framework. In conclusion, the management of time is to organize the students’ attention to maximize their learnning and also to be engaged in
tasks throughout the lesson.
8. Teacher Evaluation Assessment
Assessment part is an integral part of teaching tha could be taken along the process of teaching and learning. The assessment stage by collecting
information gathered from assessment, it can be used in order to enable teachers to identify the
students’ needs, to check whether the objective of
44
Azkiyah., op. cit., p. 45.
45
Marie-Christine Opdenakker, et al., Teacher-Student Interpersonal Relationships and Academic Motivation Within One School Year: Developmental Changes and Linkage, School
Effectiveness and School Improvement, 1, 2011, p.5.
46
Creemers Kyriakides, op. cit., p. 115.
