1. The Effective Lecturer is.. or

2. Effective teachers exhibit ? MOLESMOLES Activity 1: Using your prior experiences, think of what it means to be an “effective” lecturer

3. Effective teachers exhibit: Mastery; Openness; Learning; Enthusiasm; Stewardship; Motivation Objectivity; Listening Empathy Student-centred style

4. Moles – characteristics of Effective teachers Mastery (Bloom) – critically competent and credible in: Content How students learn Openness (Palmer and Rogers) – to different viewpoints, ideas, ways of learning and teaching; individual differences. Learning (Brookfield) – willingness to learn from others- peers, students; continually reflect and improve on own practices. Enthusiasm (Wlodkowski) – animated, sparkling, with X- factor Stewardship (Block and Lee) – concern for student’s learning and development.

5. Moles – characteristics of Effective teachers Motivation (Goodlad, 1984) – strong commitment to students and teaching and learning; Objectivity (Billups and Rauth, 1984) – treat all students equally & fairly. Remain non-judgmental (of student differences, not behaviours). Listening (Good, 1985) – genuinely interested and respond to voice of students. Empathy, warmth, genuineness (Rogers 1983) – respect students. Understand student’s perspective. Accept students as worthy persons & trust them to learn Student-centered style (Good, 1985) – their concern is more for the student than the subject.

6. The Courage to Teach “Good teaching cannot be reduced to techniques; good teaching comes from the identity and integrity of the teacher.”

7. Becoming critically reflective - a process of learning & change - See our practices in new ways by standing outside ourselves and viewing what we do through four distinct lenses.

8. Brookfield’s 4 critically reflective lenses Our autobiographies as learners and teachers Our students’ eyes Our colleagues’ experiences Theoretical literature

9. Our autobiographies as learners and teachers Share our stories … Autobiographies as learners-teachers Some significant episodes

10. Metaphors we teach by … understanding ourselves & our students http://www.cte.umd.edu/library/podresourcepackets/defininingteaching/me taphors.html http://www.cte.umd.edu/library/podresourcepackets/defininingteaching/me taphors.html Metaphors can communicate our philosophy of learning and teaching revealing how we see ourselves in relationship to students and what we think it means to teach.

11. What are some dominant metaphors that speak to you as a teacher? Being a teacher is like being a …

12. Who are my students? Feedback from students “Students are a great and underrated source of teacher development” Thiessen, D. (1991). Classroom based teacher development in Hargreaves, A. and Fullan, M. (eds). Understanding Teacher Development. London: Cassell. Informal prose Student journals Critical Incident Questionnaires, Brookfield Surveys Formal student evaluation

13. Knowing the theoretical literature “Nothing as practical as good theory” - Kurt Lewin – WHY we do what we do … Educators need to be informed about the theoretical perspectives & the literature of teaching and learning and be able to collect and present rigorous evidence of their effectiveness from these perspectives as teachers. Trigwell, et al. (2000)

14. Understanding Teacher Culture Hargreaves (1994) Changing Teachers, Changing Times Fragmented individualism Balkanisation Contrived colleagiality Collaborative culture

15. Our colleagues’ experiences Deeper reflection requires other eyes and perspectives as well as our own. “Interactive Professionalism” Fullan, M. & Hargreaves, A (1998) What’s Worth Fighting For? Working Together for Your School

16. Teacher credibility: “critical competence” Teacher authenticity: what is it? “critical reality” Building Trust with Students

17. 1. Ensure that your words and actions are congruent (life-walk). 2. Be ready to admit your errors (fallible). 3. Reveal aspects of yourself unrelated to teaching (vulnerable). 4. Show that you take learners seriously (respect). 5. Don’t play favourites (fair). 6. Realise the power of your own role modelling (mentor). Brookfield, S.D. (1990) The Skillful Teacher. San Francisco: Jossey Bass

18. Fostering Academic Mentoring Excellence (FAME) Launched in Nov 2001 Mentoring workshops commenced Jan 2002 Renewing our Lives as Teachers: The Challenges of Teacher Mentoring 1 st FAME network: Sep 2002 (15 mentors & 18 proteges) 2 nd FAME network: Jan 2003 (9 mentors & 9 proteges) 3 rd FAME network: June 2003 (11 mentors & 14 proteges) Total = 76 lecturers (35 mentors & 41 proteges)

19. It is a unique interaction between two individuals where learning and experimentation takes place, coupled with the gaining of skills and competencies within a supportive atmosphere. Hays, T., Geber, R., and Minichiello, V. Mentorship: a review of the concept. September 1999. Unicorn. Vol. 25 (2), 84-95.

20. Can mentor-protégé relationships flourish in teacher education? Feiman-Nemser (1996): doubts that something as “personal as a mentoring relationship can be formalised in a programme”. Wendy Baker (2002): increasing number of formal mentoring programmes which “provide a structure & processes to create mentoring relationships”.

21. Many similar in-house teacher training programmes have a system of mentors based in the participant’s own department to provide advice and support. This would need to be someone not in a managerial relationship who could provide support and feedback on the participant’s development. SEDA External Examiner’s Report 2001

22. The central “skill” of an effective mentor is the capacity for self- awareness – a willingness to keep a relentless, if forgiving, eye on our own journey as well as that of our companion. Lois Zachary (2000:xiv )

23. Guidelines for the mentoring process Build the relationship first: the learning will follow; create the appropriate climate for learning. Structure the process: sharing the responsibility for structuring the learning relationship improves the quality of the interaction. Keep the focus on learning

24. The Mentoring Process -the journey together Establishing Rapport initiation Direction setting getting established Progress making development Moving on finalising/maintenance