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b. Characteristics of an Effective Teacher
From the various definitions of an effective teacher, the characteristics of an effective teacher are also variant. According to Collins 1990, an effective
teacher is mentioned as having five characteristics. Those characteristics are an effective teacher: 1 is committed to students and learning, 2 knows the subject
matter, 3 is responsible for managing students, 4 can think systematically about their own practice, and 5 is a member of the learning community. Those
characteristics show that an effective teacher does not only master the subject to teach but also needs to develop hisher competency by being a member of the
learning community. Other characteristics also show that an effective teacher is the one who shall be responsible for managing students. Therefore an effective
teacher should think of two aspects, which are the mastery of the subject and hisher students.
In addition, Stronge, Tucker, and Hindman 2002 suggest that an effective teacher has six qualities. Those qualities are categorized into: 1 prerequisites of
an effective teacher, 2 a teacher as a person, 3 classroom management and organization, 4 organizing for instruction, 5 implementing instruction, 6
monitoring student s’ progress and potential. One of the qualities is prerequisite of
an effective teacher. It is related to a professional teacher because it defines that an effective teacher should have prerequisites which also include verbal ability,
content knowledge, educational coursework, teaching certification, and teaching experience. However, the other qualities show the identical characteristics of an
effective teacher as stated previously.
11 Similarly, Muijs and Reynolds 2005 mention an effective teacher is to
have these following characteristics: 1 having a positive attitude, 2 developing a pleasant socialpsychological climate in the classroom, 3 having high
expectations of what pupils can achieve, 4 communicating lesson clarity, 5 practicing effective time management, 6 employing strong lesson structuring, 7
using a variety of teaching methods, 8 using and incorporating pupil ideas, 9 using appropriate and varied questioning.
Furthermore, according to Hue 2005, an effective teacher has common approach to promoting classroom discipline. It includes these following features:
1 adopting effective approaches to teaching and learning, 2 having plans for
avoiding disruption, 3 establishing a positive relationship with students, 4 using knowledge of individual students and the class to develop appropriate strategies
for discipline 5 being sensitive to the influence on classroom management factors such as the student seating plan, the arrangements for floating classes, and the
examination schedule. Moreover, Jones, Jenkin, and Lord 2006 have their own view about an
effective teacher. They find that an effective teacher has these characteristics:
1
a professional but relaxed appearance, 2 using of exaggerated facial expressions,
e.g. a gaze or raised eyebrows, 3 confident and relaxed non-verbal behaviors, e.g. relaxed shoulders, resting on one leg, sitting down when a pupil is standing, hands
loose – not clenched, 4 illustrative gestures to show how the class should
respond, 5 kneeling or getting down to the level of the child, 6 controlling gestures, 7 smiling face, 8 self-pointing gestures, 9 calm and relaxed quality of
12 voice for the majority of the time, and 10 resistance to pupil-instigated
interruptions.
c. What Makes an Effective Teacher Effective
An effective teacher can be effective or can be less effective. According to Muijs and Reynolds 2005, there are factors influencing the
teacher’s effectiveness. They state that teaching methods are context specific, what is
needed for a teacher to be effective can vary depending upon factors such as: 1 the type of activity in the lesson, 2 the subject matter, 3 the pupil backgrounds
such as age, ability, gender, socio-economic status and ethnicity, 4 the pupils’
personal characteristics such as personality, learning style, motivation and self- esteem, and 5 the cultureorganization of the department, and school . It can be
seen that the teacher’s effectiveness is influenced by some factors. The factors can
come from the students, the organization, and the teacher himselfherself.
2. Classroom Management
The second part of the theoretical description is about the theories on classroom management. It includes six categories of classroom management.
Those categories are: a the definition of classroom management, b the importance of classroom management, c the goals of classroom management, d
the factors influencing classroom management success, e the issues on classroom management, and f the specific problems in managing classroom.
a. Definition of Classroom Management
Classroom management can also be defined differently from one to another. As cited in Oliver and Reschly 2007, classroom management is the
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