The Formulation of the Problem
According to Shellard, “Effective teaching can be viewed as juggling act. Teacher must convey knowledge in an age-appropriate and engaging manner,
while also monitoring instruction, preparing developmentally appropriate tasks, prompting the use of skills, and reteaching skills to individuals on an as-needed
basis”.
14
In line with Bain in Elmore, he conducted the Study of Fifty Effective Teachers in San Fransisco. He revealed that the characteristics of effective
teachers are: 1. Having high expectations for student learning.
2. Providing clear and focused instruction. 3. Closely monitoring student
’s learning progress. 4. Reteaching using alternative strategies when students do not understand.
5. Using incentives and rewards to promote learning. 6. Highly efficient in their classrooms routines.
7. Setting and enforcing high standards for classroom behavior. 8. Maintaining excellent personal interactios with their students.
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Furthermore, Money hold a survey of student and teacher perceptions of effective teaching, it revealed the following list of characteristics of effective
teachers: 1 knowledge of the subject matter, 2 effective communication, 3 well organized materials, 4 ability to motivate and inspire, 5 being friendly and open,
and 6 classroom control.
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The teacher’s role in this study is considered to be the primary factor of successful implementation. This implies that teachers, as key
stakeholders of innovative change, know best what they should be teaching their students.
Based on the explanations given by the experts, it can be concluded that
14
Elizabeth Shellard, Effective Teaching : How Do We Know It When We See It, the Educational Research Service. p. 7.
15
Richard Elmore, Teaching Effectiveness and Why it Matters, Marylhurst University: 2010, p. 4.
16
S.M. Money, op. cit., p. 1.
the characteristics of effective teaching are typical quality of successful teaching process that can lead to effective teaching. The characteristics which are required
for effective teaching are based on teacher’s competencies and teaching strategies
applied by the teachers. Furthermore according to Stronge, effective teaching is related to
effective teacher. The effective teacher is that teacher could care deeply, recognize complexity, communicate clearly, and serve conscientiously.
17
In line with Cruickshank, he suggested that the characteristic of effective teachers are:
enthusiastic, warm and humorous, credible, holding high expectations for success, encouraging and supportive, businesslike, adaptable flexible, and
knowledgeable.
18
The main findings of Creemers in The Dynamics of Educational Effectiveness, he developed a model of effectiveness classroom named
educational of effectiveness research EER. It is strenghtened by Teddlie and Reynolds in Creemers and Kyriakides that EER is considered as one of the most
influential theoretical constructs in the field; because this theory has refered and validated by several studies.
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The concept of Educational effectiveness research EER underlines three terms; school effectiveness, teacher effectiveness, and
educational effectiveness. Then, this model has been further developed into a dynamic model of educational effectiveness. This model referred to four levels:
context national policy, school, teacher classroom, and student. In this model also, the classroom level is emphasized while the other factors are expected to
maximize its effectiveness. In addition, the indicators of effective teachers based on Shellard are
covered in the dynamic model developed by Creemers and Kyriakides, the
17
Stronge, op. cit., p. 100.
18
Donald R. Cruickshank, et al., The Act of Teaching, McGraw-Hill: New York, 2006, p. 322.
19
Creemers Kyriakides, op. cit., p. 156.