The qualities of an effective teacher presented by Grema Malam Mamadou—MA in education: Curriculum and Instruction—ELT advisor

An effective teacher needs many qualities Is in the right vocation. Is in the right vocation. A person who is to help rather than to dictate. A person who is to help rather than to dictate. Has a deep Knowledge of the subject matter and has a passion for the profession. Has a deep Knowledge of the subject matter and has a passion for the profession. Knows some of the strengths and weaknesses of students through a pre assessment at the beginning of the year. Knows some of the strengths and weaknesses of students through a pre assessment at the beginning of the year.

The teacher as a person A good listener A good listener Is caring Is caring Patient Patient Understanding Understanding Trustworthy and dedicated for the profession Trustworthy and dedicated for the profession Fair evaluator, interesting, always available, consistent in actions and words. Fair evaluator, interesting, always available, consistent in actions and words. A surrogate parent A surrogate parent He/she inspires students to become responsible citizens. He/she inspires students to become responsible citizens.

The teacher as a professional Is able to identify, analyze, and attempt to solve problems that occur in the classroom. Is able to identify, analyze, and attempt to solve problems that occur in the classroom. Is conscious of and questions his or her beliefs about language teaching. Is conscious of and questions his or her beliefs about language teaching. Easy to be approached by a low or high achiever student even after class for extra assistance. Easy to be approached by a low or high achiever student even after class for extra assistance. Creates a team situation in class. Creates a team situation in class.

The teacher as a professional (contd) Should be positive Should be positive Believes in what he or she is doing and in him/herself. Believes in what he or she is doing and in him/herself. Should be proactive, not reactive. Should be proactive, not reactive. Should be assertive, not aggressive. Should be assertive, not aggressive. A good student willing to learn new things from colleagues and students. A good student willing to learn new things from colleagues and students. Always finds out what works and what doesn’t in class. Always finds out what works and what doesn’t in class.

Creates a good learning environment. Through good communication skills Through good communication skills A lack of communication means students will not understand key concepts A lack of communication means students will not understand key concepts Through anonymous evaluation by students as a tool for improvement. Through anonymous evaluation by students as a tool for improvement. Getting each student in the class to feel comfortable and have a sense of belonging. Getting each student in the class to feel comfortable and have a sense of belonging. Students should feel free to ask question without intimidation or fear of being ridiculed. Students should feel free to ask question without intimidation or fear of being ridiculed.

An effective teacher in the classroom Sets a context for the lesson and orient the students to the new material (introduction) Sets a context for the lesson and orient the students to the new material (introduction) Discusses the objective of the lesson. Discusses the objective of the lesson. Provides clear, explicit directions about the work to be done. Provides clear, explicit directions about the work to be done. Tells students about the materials they will use and the activities they will be engaged in during the lesson. Tells students about the materials they will use and the activities they will be engaged in during the lesson. Students’ success in learning the new material depends on the thoroughness and the quality of the teacher’s initial explanation. Students’ success in learning the new material depends on the thoroughness and the quality of the teacher’s initial explanation.

Continued Presents material in small steps so that one point can be mastered at a time. Presents material in small steps so that one point can be mastered at a time. Provides many, varied examples of the new skills or concepts. Provides many, varied examples of the new skills or concepts. Models, gives narrated demonstrations of the learning task. Models, gives narrated demonstrations of the learning task. Avoids digressions, thus staying on topic. Avoids digressions, thus staying on topic. Re-explains difficult points. Re-explains difficult points. Provides a visual representation of the concept or skill along with the verbal explanation to help students in following the explanation. Provides a visual representation of the concept or skill along with the verbal explanation to help students in following the explanation.

Contd An effective teacher does not ask students if they understand or have any questions. An effective teacher does not ask students if they understand or have any questions. By making such an error, the non effective teacher assumes that if no one or only a few students respond, everyone understands well enough to move on. By making such an error, the non effective teacher assumes that if no one or only a few students respond, everyone understands well enough to move on. The surprise comes after students have bad results on the test. The surprise comes after students have bad results on the test. To avoid such a situation, ask more questions or do exercises to check students' understanding. To avoid such a situation, ask more questions or do exercises to check students' understanding.

The importance of feedback An effective teacher gives constructive feedbacks to students. An effective teacher gives constructive feedbacks to students. Feedbacks encourage students to do better and have confidence in their learning process. Feedbacks encourage students to do better and have confidence in their learning process. Feedbacks help students find out how well they understand the new material and what their errors are. Feedbacks help students find out how well they understand the new material and what their errors are. Feedback must be academic, corrective, respectful and deserved. Feedback must be academic, corrective, respectful and deserved.

Conclusion You should all keep in mind that the success of your students depend on the quality of your teaching, your personality and dedication for the job. You should all keep in mind that the success of your students depend on the quality of your teaching, your personality and dedication for the job. Students depend on their teachers to enlighten them, not to confuse them. Students depend on their teachers to enlighten them, not to confuse them. Students respect an effective teacher and feel the respect the teacher has for them. Students respect an effective teacher and feel the respect the teacher has for them. An effective teacher will be remembered by students forever. An effective teacher will be remembered by students forever. THANK YOU THANK YOU

References Kodjo. A., Patrick, H. (n.d.). What makes an effective teacher. Retrieved from google.com on October 25, 2010 Bruce, J., Well, M., Calhoun, E. (2009). Models of teaching 8th edition: Prentice Hall, Inc. New Delhi pp Murray A. (2010). Empowering teachers through professional development. English Language Forum 48(1): 3-4 Language Forum 48(1): 3-4