Objective of the Study

In fact, the quality of teaching and learning process is the source of debate in many countries throughout the world. Some studies have many types of focus they have used to describe teaching qualities. Kyriacou 2009: 78 puts an example that is the study of analysis of teaching qualities by Organisation for Economic Co-operation and Development. It focused on five key dimensions: 1 Knowledge of substantive curriculum content. 2 Pedagogic skills involved in the ability to use a repertoire of teaching strategies. 3 Reflection on one’s own teaching and the ability to be self-critical. 4 Empathy in acknowledging the dignity of others. 5 Managerial competence within and outside the classroom. A study conducted by Haydn in Kyriacou 2009: 78 looked at the secondary school pupil’s view about ‘pedagogical qualities’ of teachers that has a positive influence on their attitude on learning. The qualities are: knows their subject really well, explains things well, makes it interesting, and is good at stopping other pupils from spoiling the lesson. Kyriacou 2009: 79 also finds the information that concerned about teaching qualities based on the study by Stones and Morris. One of the standards is ‘performance’ which group six qualities: 1 Beginning the lesson 2 Clarity of presentation 3 Pacing the lesion 4 Pupil participation and attention 5 Ending the lesson 6 Teacher-pupil rapport The set of qualities of teaching and learning process are proposed by Kidwell 2013. She identified Characteristics of Highly Effective Teaching and Learning CHETL which has five fields namely Learning Climate, Classroom Assessment And Reflection, Instructional Rigor And Student Engagement, Instructional Relevance, and Knowledge Of Content. One of the fields is ‘Learning Climate’. Learning climate refers to a safe environment supported by the teacher in which high, clear expectations and positive relationships are fostered; active learning is promoted. The detailed keys are: Teacher Characteristics: a. Teacher creates learning environments where students are active participants as individuals and as members of collaborative groups. b. Teacher motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect. c. Teacher displays effective and efficient classroom management that includes classroom routines that promote comfort, order and appropriate student behaviors. d. Teacher effectively allocates time for students to engage in hands-on experiences, discuss and process content and make meaningful connections. e. Teacher creates an environment where student work is valued, appreciated and used as a learning tool. Student Characteristics: a. Student accepts responsibility for hisher own learning. b. Student actively participates and is authentically engaged. c. Student collaboratesteams with other students. d. Student takes educational risks in class. From some studies reviewed above, it can be concluded that the set of key classroom teaching qualities vary in kinds. A teacher can apply one of standards or adapt the part of standards to build the effective classroom by his herself. The characteristics of pupils and the school situation can be taken into account to choose the standards of qualities. The more important next is how the teachers find the way to set up learning experience.